2013 African Society and Religions Lesson Plan

1. 2013 African Society and Religions Lesson Plan Date your papers: Tuesday, December 10, 2013 Wednesday, December 11, 2013 Thursday, December 12, 2013 Friday, December 13, 2013

2. Essential and Guiding Questions: • Why is it important to develop an appreciation of other cultures? • How does religion impact the development of cultures? • How has the process of “modernization” affected Africa? • How has conflict affected Africa? • How do the cultures of sub-Saharan Africa impact the global community? • What are the core beliefs of Animism? • How have Animist beliefs affected sub-Saharan Africa? • What events, figures, and processes impacted Africa from imperialism through independence? • What issues currently affect Africa? • What internal conflicts have shaped the development of Africa? • What factors influence Africa’s position in the global community?

3. Day One: Tuesday, December 10, 2013 • Quiet Question: Type Two Prompt---Working with your partner, read the two primary sources from African History, and examine the connections between the historical events and the geographical features of Africa. • You must find a MINIMUM OF THREE DIFFERENT EXAMPLES. • Source Geography Details Connections to Geography Notes Explained

4. Day One: Tuesday, December 10, 2013 • . Class: We are going to watch three short film clips from United Streaming on African Religious Practices to introduce traditional African society to us. • “Animism Film Clip”: 1 minute and 29 seconds • “Religions and Rituals in South Africa Film Clip”: 2 minutes and 14 seconds • “Traditional Religious Beliefs and Festivals of Ghana Film Clip”: 3 minutes • Class: Ms. Barben is going to now introduce African Tribalism and Religious Practices to the class through her powerpoint lecture. You should take notes in the provided graphic organizer.

5. Day One: Tuesday, December 10, 2013 • Homework: You will be assigned either part of the supplemental reading or the textbook to read and take additional notes on in the provided graphic organizer. • You will be teaching this material to your group members on Day Four. • So you must be responsible and do your part of the reading and note-taking. DO IN A DIFFERENT COLOR FROM CLASS NOTES TO DISTINGUISH AND KNOW WHAT TO SHARE WITH GROUP! • Jigsaw Reading and Note-Taking: You have two nights to do the reading and note-taking. • Textbook: “African Society” pages 250-252 and 255-257 and “African Religious Beliefs” pages 253-254 • Supplemental Reading: pages 1-5 • Supplemental Reading: pages 6-10 • Supplemental Reading: pages 11-15

6. Day Two: Wednesday, December 11, 2013 • Class: Ms. Barben is going to finish her African Tribalism and Religious Practices Powerpoint Lecture, and you should continue note-taking. • Homework: Finish your Jigsawed Reading and Note-taking.

7. Day Three: Thursday, December 12, 2013 • Groups: You will begin to do the Group Jigsaw Share You have the class period to finish.

8. Day Three: Thursday, December 12, 2013 • Homework: Summative Assessment---Using your completed graphic organizer notes, you will create a Historical Sensory Figure examining how African Tribalism affects the daily life of an African. • This should be typed and edited for spelling, grammar, and capitalization. • Sensory Figure Topic: African Tribalism and Religions: • a)Must write in complete sentences. • b)Each cue should be at least THREE WELL-DEVELOPED SENTENCES. • c)Address specific, detailed factual information. • d)Be sure to explain why. • e)Do not repeat information. • f)Any of the DOES cues can become an action verb like believes, worships, works, etc… • g)I have identified the possible topics for each cue that will make sense. • h)Select ONE from the options for each to develop.

9. Day Three: Thursday, December 12, 2013 • THINKS….(structure of society, social pyramid, relationship between kings and subjects tribes, or clans) • SEES….(painting, sculptures, dance, Christian Churches, or mosques) • HEARS….(animism, griots, music, oral literature, or Folk Islamic Groups) • SMELLS….(economic organization, community education and initiation, or slavery) • SAYS/EATS/DRINKS….(use SAYS…council of elders, kinship groups, languages, or griots) • DOES…(age grade or age-set system, inheritance, or lines of descent of matrilineal or patrilineal) • DOES….(traditional religious beliefs in Africa) • DOES….(rituals, diviners, or ancestor worship) • DOES….(roles of women, marriage, bride wealth, or polygamy) • LOVES/HATES/FEARS…(spread of Islam and Christianity or tribalism in Modern Africa)

10. Day Three: Thursday, December 12, 2013 • Chunking of Sensory Figure Homework: • Night One: Thursday, Dec 12, 2013Do Thinks, Sees, Hears, and Smells cues. • Night Two:Friday, December 13, 2013Do Says and the four Does cues. • Night Three:Monday, December 16, 2013Do Loves cues and edit over your work. • Due Wednesday, December 18, 2013!

11. Day Four: Friday, December 13, 2013 • WE ARE NOT DOING THIS DUE TO TUESDAY’S SNOW DAY! • Class: We are going to watch a film from United Streaming on the Ancient History of Africa. • You are to take notes in the provided timeline organizer. • Any areas missing information, go to the identified textbook pages.

12. Day Four: Friday, December 13, 2013 • DO NOT WORRY ABOUT THE TIMELINE NOTES AS WE ARE NOT DOING THIS DUE TO TUESDAY’S SNOW DAY! • Homework: Add to Timeline Notes from textbook and work on Sensory Figure.