The Africa Unit
Introduction
This unit was done with 6th grade. At the same time, 5th grade classes did an almost identical unit based on Asia. Both units were done during library classes as part of a World Folklore collaborative project for K-6 with the art and music classes.
Before starting the unit, set clear guidelines about how to respectfully talk about other cultures. Appropriate language includes, “That’s different from what we do,” and, “That’s interesting.” Making fun of another culture is not acceptable. Inappropriate language includes, “That’s disgusting” or “That’s stupid.”
The unit is organized so that students are gradually given more autonomy as the projects progress.
The unit was completed over three months – one month for Project #1, one month for Project #2, and one or two weeks for the Break, and two weeks for Project #3.
Project #1 – Graphic Organizer
-Students looked through an atlas to choose a country in Africa that they wanted to learn more about.
-Students were given the basic guidelines for the project on a planning page. The requirements:
-Choose four categories of information about the country that you would like to learn about (such as cities, language, houses, clothing, food, government, school, music, folklore, etc.)
-Find at least two facts for each topic you chose
-Use at least two sources for information
-Create a graphic organizer that clearly shows your four categories of information, two facts for each, and tells your two sources; make your organizer visually appealing
-Students chose their four categories of information.
-Students all began their research by using World Book Online. They were given help as needed to search and find the needed information in the articles. They could choose any resource for their second source of information.
-When students thought they were ready to make their final graphic organizer, they showed the librarian their rough draft for approval.
-Each student was provided with a sheet of large construction paper and access to markers, scissors, a printer, and glue sticks.
-The librarian reviewed the final graphic organizer with the student; they filled out the rubric together. Students were guided to see where they needed to make improvements.
-Students presented their knowledge to the rest of the class. The listeners used the IFC Assessment 5.1 “Using Background Information to Brainstorm Ideas” to write down interesting facts they heard their classmates present. They filled in just the left column. The librarian collected these papers to use at the beginning of Project #2.
IFC Benchmark Skills
Standard 1
-Finds areas of passion or interest within topics of study.
-Takes notes using one or more of a variety of note taking strategies.
-Organizes notes and ideas and develops an outline or graphic organizer using both print and electronic tools.
-Participates in supervised use of search engines and pre-selected Web resources to access appropriate information for research.
Project #2 – Inquiry Project
-Students looked at the facts they found interesting on the IFC Assessment 5.1 “Using Background Information to Brainstorm Ideas.” They used those facts to help them think about what topic about Africa they might want to learn more about.
-The librarian quickly reviewed the Question Traffic light and what makes a good research question. Students used IFC Assessment 5.2 “Writing Questions That Lead to Inquiry” to craft a good research question about something in Africa that interested them.
-Students spent several class periods researching to find the answers to their questions. They were free to use any sources they thought could answer their questions.
-Students used NoodleTools to keep track of the sources they used and to create a bibliography for their project.
-Once students had gathered enough information to thoroughly answer their question, they chose a project to express their information. Some students chose to create posters, while others made Powerpoints, wrote reports, cooked traditional recipes, sewed traditional clothing, or made travelogue movies.
-Students completed a project plan and met individually with the librarian to review and revise the plan. This plan included an objective of what they wanted their audience to learn from their project, supplies they needed, steps they would need to complete, and how they planned to evaluate their project.
-Students presented their finished projects. When presenting, they followed this routine:
1. Told their objective that they wanted their audience to learn.
2. Presented their project.
3. Quizzed/polled the audience to see who learned what they were trying to teach.
4. Evaluated their project based on achieving their objective and the evaluation criteria they established for themselves and gave themselves a grade.
5. Told one thing that they would do differently next time to make their project better.
IFC Benchmarks
Standard 1
-Finds areas of passion or interest within topics of study.
-Recognizes characteristics of good questions.
-Determines what information is needed to support the investigation and answer the questions.
-Participates in supervised use of search engines and pre-selected Web resources to access appropriate information for research.
-Drafts the presentation/product tailored to the audience.
-Presents conclusions and supporting facts in a variety of ways.
-Assesses own work and begins to develop own revision process.
Break – 10 Days in Africa Game
-Students played this strategy board game in teams following modified classroom rules.
-The critical thinking, teamwork skills, and strategic planning developed in this game helped prepare students for Project #3.
IFC Benchmark Skills
Standard 3
-Demonstrates tolerance for different opinions.
-Encourages team members to share ideas and opinions.
Project #3 – Folklore Project
-Small groups of students were given the task of creatively presenting an African folktale to their classmates.
-Students were given four classes to accomplish this task and were required to fill out a work log for each class period. This work log included setting a goal for what to get done during the class and then recording what was actually accomplished.
-Students were able to access books of world folklore and websites. Students also used atlases to try searching for folktales by country.
-Students were not limited to set materials. Several visited other teachers to borrow supplies. Many worked on their projects at home or using their own cameras. Students who were working were allowed to come to the library during their study halls to work on the project, provided that they didn’t disturb the classes going on. Students evaluated and revised their work as they went.
-The finished projects (puppet shows, plays, murals, and movies) were presented to classmates and displayed for the community at the World Folklore Festival (combined art show and concert).
IFC Benchmark Skills
Standard 1
-Participates in supervised use of search engines and pre-selected Web resources to access appropriate information for research.
-Presents conclusions and supporting facts in a variety of ways.
-Assesses own work and begins to develop own revision process.
Standard 2
-Compares and contrasts different media representations of the same story.
Standard 3
-Demonstrates tolerance for different opinions.
-Encourages team members to share ideas and opinions.