Africa
A Teaching Unit for 5th Grade Students
Prepared By: Molly Frazier
Url: http://mmfraz.wmwikis.net/
Submitted as Partial Requirement for ED 405
Elementary and Middle Social Studies Curriculum and Instruction
Professor Gail McEachron
The College of William and Mary
Spring 2009
Contents
Historical Narrative
Map/Globe Skills Lesson: Important Features of Africa
Critical Thinking and the Arts: The Ancient Game of Mancala
Civic Engagement: Emmanuel‟s‟ Gift: Emmanuel Ofosu Yeboah
Global Inquiry: Current Issues of Famine and the Disabled: U.S. role in
Africa
Assessments: Objective and Essay
Bibliography
Appendix: National and State Standards
Expenses
Africa Historical Narrative
Introduction
Africa is a diverse continent with unique geographical features, wildlife, and
diverse cultural groups. Cheetahs, elephants, zebras, giraffes, and rhinoceroses are the
just a few of the animals found exclusively in Africa. The Nile River, African Savannah,
and the Great Rift Valley geographically set Africa apart from other continents. The
Great Pyramids, located in Cairo, Egypt, are perhaps the most recognizable architectural
wonders in the world. Africa is said to be the cradle of mankind and therefore is rich in
historical significance.
Most of what is now known about the ancient civilizations in Africa has been passed
down to generations through storytelling, since many ancient African civilizations did not
have written languages. The study of historical objects has been the other main source of
information concerning the lifestyle, culture, and history of these civilizations. To say
that Africa is historically, geographically, culturally, and ecologically significant is an
understatement. Despite this vast continent with diverse peoples and nations, there are
few explicit standards tied to Africa with the exception of Ancient Mali. Therefore, this
unit of Africa incorporates a number of state standards for geography and general history
standards from the National Council for the Social Studies, with a focus on culture,
biography, and the arts. However, at the end of elementary schools students should be
working to expand their map and globe skills, geographic knowledge, and culture
understanding, Africa offers the opportunity to improve all of these skills through
standards, such as NCSS Strand 1A, SOL USII.1, and Williamsburg-James City County
5th grade Unit 8. However, covering all of Africa is a rather impossible task but the
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country of Ghana has been selected as a nation of focus, given its rich history and
contemporary role in the world. Though roughly the size of the state of Oregon, the
country of Ghana captures the beauty and diversity of Africa, including geographic
wonders and a biodiversity hotspot. See the Appendix for a list of the specific standards
selected for this unit.
Africa has endured great changes through history with the expansion and collapse
of Empires, the drying of the Sahara, and the deterioration of farmland. Ghana is one
region that shows the enduring nature of African people. Ghana shows the strength of the
people and the lasting strength of art and culture. Many of the arts popular during the
period of Ancient Ghana are now popular throughout the world, including the popular
game mancala and storytelling, including the Anansi the spider stories. The slave trade
between Western Africa and the Americas from the 1600s through the mid 1800s played
a key role in the spreading of these gifts and oral traditions (Ghanahomepage, 2009).
Key Ideas and Events
Ghana today is an area of beautiful beaches, flourishing rainforests, the
astonishing African savanna. As part of the Guinean Forests of West Africa, Ghana is the
location of a biodiversity hotspot. This area provides a refuge for 70 threatened species.
These species include the forest elephant, bongo, giant forest hog, over 20 endangered
butterflies, three of the world‟s most endangered monkey species (Poisson, 2004). The
amazing environment and struggling species are just part of what makes Ghana unique.
Ghana‟s culture has struggled through centuries of expansion, collapse, and
instability. Archeologists have found evidence that people have lived in the region of
Ghana as far back as 6,000 years ago during the Bronze Age (Blauer & Laure, 1999).
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During this time the people settled in the prosperous forests. The location of various
streams and rivers provided ample water supply and abundant fishing. The Ancient
kingdom of Ghana was founded by the Soninke people and was located north of modernday Ghana. The people of ancient Ghana were known as expert hunters and strong
warriors. Gold was a primary resource in Ghana and contributed to the expansion of the
empire (Blauer & Laure, 1999). The kingdom collapsed during the 11th century,
however, the ancient kingdom remained a symbol of strength. Thus, in 1957 when
modern day Ghana become the first West African nation to received its independence
from Britain, the people found the name Ghana to be appropriate (Blauer & Laure, 1999).
The descendents of modern day Ghana are believed to have arrived in the region
between 1,200 and 2,000 years ago. This group was known as the Asantes. Around the
same time the Mande moved into the northern part of the region. With them they brought
the Islamic religion, reading, writing, and their knowledge of medicine (Blauer & Laure,
1999). Prior to the introduction of reading and writing, Griots functioned as the primary
historians and storytellers through their oral traditions (Koslow, 1995). The most widely
known story is that of Anansi the spider. Anansi was a trickster who managed to trick the
god of sky, the keeper of stories, into telling him his tales.
Griots preserved the origin of the ancient state known as Wagadu, established by
the Soninke people. This state would later become known as Ghana (Koslow, 1995).
Tradition states that the first king made an agreement with Bida, a giant, black snake,
who guarded the region. Each year the people were to sacrifice a beautiful woman to
Bida in exchange for settling in the region. For many years the people kept their promise
but one year the lover of the young woman to be sacrificed killed the snake. As the snake
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died he placed a curse upon the land causing a seven-year draught, which in turn caused
the people to scatter across all parts of the western Africa. Though an ancient snake may
not have existed, the story does help explain the establishment of the kingdom and its
collapse due to a prolonged draught. It also demonstrates the people‟s strong belief in
harmony between humans and their environment (Koslow, 1995).
As the Soninke state of Wagadu grew, it became known as Ghana, meaning “war
chief” in Mande. It is believed that this name was originally used to describe the Soninke
king but as the state became a powerful military force the word began to describe the
kingdom as a whole (Koslow, 1995). Around 500 A.D. the kingdom of Ghana developed
the new skill of iron smelting. Using this skill, the people made metal tipped arrows,
which were far superior to their enemies‟ weapons made of stone, bone, and wood
(Koslow, 1995).
In ancient Ghana salt and gold functioned as primary trading goods, without the
country producing either. Salt was abundant in the region north of Ghana due to the
Sahara drying up, leaving natural salt deposits. The gold lied to the south of Ghana in
Bambuk. In order for the regions to trade, they were both required to pass through Ghana,
which established itself as a “middleman.” Soon Ghana became known as the Gold
Coast. This name was appropriate due to the large amount of gold Ghana accumulated by
taxing the other countries. For each load of salt that was brought into Ghana from the
north, Ghana collected 1 dinar. For each load of salt that was exported from Ghana,
Ghana collected 2 dinars from its southern neighbor, which produced gold. Other tax fees
applied to different goods and all gold went to the King, making Ghana a wealthy nation.
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With the accumulation of gold, Ghana was able to control how much gold was available
outside its borders, keeping its worth high (Koslow, 1995).
Despite Ghana‟s monopoly on gold, its neighbors were the leaders in conquest.
For three centuries Ghana‟s strong army worked to hold off enemies. However, in the
11th century the Almoravids overtook Ghana (Koslow, 1995). Ghana was able to regain
its independence and some importance during the 12th century. After this time, the nation
largely dwindled in importance, especially in trade due to the extinguishing of Bambuk
goldfields. Oral traditions portray that when the snake Bida died, its head fell on Bure,
the second of West Africa‟s three major goldfields. After the gold in Bambuk was
exhausted, Bure became the major source of gold. During the 13th and 14th centuries
Mali began to monopolize the gold trade and emerged as the great empire of the west
(Koslow, 1995).
Ghana suffered many times of prosperity and suffering through the centuries. Its
significance to West Africa‟s history was honored in 1957, when the first West African
nation to earn its independence from Britain was named Ghana (Koslow, 1995). Not only
is Ghana‟s historical and cultural legacy apparent in Africa, it has spread to all continents.
The Europeans arrived in West Africa around 14 71 and quickly began regularly trading
goods such as ivory and gold. But by the 1600s, slaves began to be a major export from
Ghana to Europe and later the Americas (Blauer & Laure, 1999; Levy, 1999). When
people from Western Africa were brought to America, they brought this tradition of
storytelling. Stories such as Anansi began to spread around the world and African
storytelling began to disperse into other cultures. Another tradition that originated in
Western Africa is the game now known as mancala (University of Waterloo, 2007).
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Ancient people used to carve the game boards out of wood and play with beans. This past
time is now enjoyed worldwide. Ghana today is a well-established country full of vibrant
traditions and people that reflect its memorable past.
Men, Women, Youth, & Children
Due to the fact that most of what is known about ancient Ghana is based of
artifacts or oral traditions; little is known about specific people. In ancient Ghana, kings
and priests lived the most comfortably. The king represented the entire kingdom, as is
reflected in it‟s naming. Ghana originally referred to the just king and his strength. But as
the regions army expanded, the name began to be used to refer to the kingdom as a
whole, replacing the Wagadu name. The king was considered the leader of the country,
commander of the strong army, and the guardian of traditions and beliefs. This
responsibility gave the king a religious mysticism. The courts in ancient Ghana were very
elaborate and splendid in order impress visitors (Koslow, 1995). With the development of
iron smelting around 500 A.D., blacksmiths began to be viewed as having magical
power and therefore viewed superior to common folk. People‟s respect and fear of
blacksmiths resulted in them often living away from the rest of the village (Koslow,
1995).
Life in ancient Ghana for the common person was comfortable and enjoyable, yet
full of hard work. The Niger River provided water, fishing and waterfowl, while the
annual flooding provided silt ideal for farming. The water was also a source of washing
and bathing, often done symbolically in festivals. The people were commonly farmers,
miners, or artist. Ghanaian artists are still honored today for their magnificent fabrics. In
ancient times, clothes were decorated using mud. The artist would use the mud to make
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designs on the dyed cloth and then baked the pattern in the sun. Fruit and yams were
commonly farmed goods (MrDonn.org). Still today the people of West Africa celebrate
the Festival of Yams to give thanks for the harvest. At the festival, villagers pray to the
spirits of nature and the village chief, wearing fine robes, and telling stories. To
symbolize a “fresh start” the villagers bathe in the river, which is followed by dancing,
music, and eating (World Geography and Cultures, 2002). Ancient festivals from Ghana
all had a few things in common: the elaborate masks and splendid drums the region is
still known for today. Though the people of ancient Ghana worked hard, they had the
security of strong protection, ample food, and tradition (MrDonn.org, 2009).
Besides the king, the griots were perhaps the most honored people in ancient
Ghana. Griots functioned as teachers, historians, storytellers, and the guardians of
traditions. Children of ancient Ghana didn‟t attend school as students today do. Instead
they would sit with griots at night and here the many stories. Griots told of how the
kingdom came to be, of Bida, and many other important events. Anansi may perhaps be
the most well known “person” from ancient Ghana. His tales are still told to today to
teach valuable lessons (MrDonn.org, 2009).
In Ghana families are known as clans, or abusas, and are matrilineal. Matrilineal
means that everyone‟s lineage traced through the mother‟s side of the family, including
her brothers, sisters, nieces, aunts, and uncles. The clan also includes the spirits of dead
relatives. The chief, who meets with other men in the village to carry out tribal duties,
heads the family. Mothers are key to the clan, especially if she is the mother of the chief
(Levy, 1999). Because the clan is so important to a person, marriage is done for the good
of the clan. The father is responsible for arranging marriages, so typically when a son
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picks a wife he tells the father. The mother then researches the girl‟s family and history,
such as family illness. If the clans approve, the fathers begin negotiations. The son‟s
father sends gifts and money to the bride‟s family and the last payment, known as the
brideprice, is given when the girl is “handed over.” If the two divorce, the brideprice is
returned to her family. In some tribes men are allowed to have more than one wife,
known as polygamy, and families will commonly live with the mother‟s family (Levy,
1999). In premodern times, Ghanaian women‟s primary roles included childbearing,
retailers of fish, and farmers. It was considered the greatest misfortune if a women was
unable to bear children. In order to establish themselves well in society, women should
bear children, especially male children (Wikipedia, 2009).
When the couple begins to have children, they did not face the common dilemma
of choosing a name. In Ghana, children were named based off the day of the week they
were born. So if a boy was born on Monday, he would be named Kwadwo and a girl
would be Adwoa. The child is then given the family‟s last name. If two boys in the same
family are born on the same day, the second is given a number as well (Blauer & Laure,
1999).
It has been a slow transition for women to move into modern times. Their roles in
society continued to be home workers and child bearing. Under the Education Act of
1960 girls were required to attend schools through at least elementary school. Prior to this
act, few girls were sent to school because they were needed on the farms and at home. By
the government requiring at least some schooling, it became easier for girls to break away
from traditional roles. Even with the Education Act of 1960, few families supported
educating young girls because they believed education lowered the girls worth as a wife.
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Women have slowly begun to gain respect as professionals and are still struggling to
prove themselves as capable as men (Wikipedia, 2009). However, there have been very
influential women in improving women‟s status in government. In 1991, Joyce Adeline
Bamford-Addo became the first female Speaker of the Parliament of Ghana. If the
President and Vice-President were both killed, she would become President. In 2007,
Parliament approved Georgina Theodora Wood‟s nomination for Chief Justice of Ghana.
She was the first woman to head the Judiciary, making her the highest ranked female in
Ghana‟s political history. Other important women who improved female rights in Ghana
include Betty Mould-Iddrisu, Attorney General and Minister of Justice, Elizabeth MillsRobertson, Inspector-General of Police, and Elizabeth Adjei, Director of Ghana
Immigration Service (Ajao, 2009).
Ghana has gone through centuries of change and adaptation and has come a long
way from times of Bida. However, for disabled persons living in Ghana today life is still
a constant struggle and they are forced to beg for survival. Disabled persons are
considered a burden to their family and to not attend school. People are often encouraged
to poison or abandon their disabled children. However, Emmanuel Ofosu Yeboah has
begun to radically change the perception of the disabled. Emmanuel was born in
1977with a deformed right leg. Through the love and encouragement of his mother, he
has raised above his deformity. He learned to ride a bike and in 2001 made a trip across
the country campaigning for the rights of all people. He began to participate in triathlons
in America and through the support of various organizations received a prosthetic leg,
bike, and equipment. He has also arranged for the donation of wheelchairs and prosthetic
limbs for hundreds in Ghana. The king honored Emmanuel in his home, as he would have
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any other person, sending a very strong message to the rest of Ghana. Today, Emmanuel
demonstrates the power of one and the change possible among the many (CurrieMcGhee, 2007)
Closing and Legacy
Through the centuries Ghana has been a land of change. Despite gaining its
independence in 1957, Ghana continued to face government upheavals. Two coups have
taken place since 1957, one in 1966 and the other in 1981. Since 1981 the country has
moved towards economic stability and democracy, especially after the 1992 referendum
allowing a multi-party system. Today, Ghana functions as a role model for other African
countries and acts as a peacekeeper in areas such as Liberia and the Ivory Coast.
However, the country has also faced discord within its own boundaries in recent decades.
In 1994 a land dispute in the northern part of the country resulted in ethnic violence. Over
150,000 persons were displaced and 1,000 were killed during the civil strife (BBC
NEWS, 2009).
The country today is the second leading producer of cocoa. The discovery of
offshore oil in 2007 is expected to result in an economic boost (BBC NEWS, 2009).
Issues currently in the Ghanaian news include the President‟s nominations for new
Minister positions and Ghana showcasing parts of its culture at the Pan-African Cultural
Festival in the summer of 2009. The theme for the festival is “Rites of Passage” (BBC
News, 2009). Medical knowledge is also a major focus in modern Ghana. Doctors
recently undertook the first adult open-heart surgery at Komfo Anokye Teaching Hospital
(KATH) (Daily Guide Ghana, 2009). In addition, Ghanaian art has taken a new role
globally with the work of El Anatsui, who takes pieces of metal to make one-of-a-kind
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masterpieces (National Museum of Art, 2009). Though still developing in most areas,
people, such as the doctors at KATH and Emmanuel Ofosa Yeboah, have taken an active
role in improving the treatment of others.
Common themes have remained in place throughout the centuries in Ghana.
Beginning in ancient Ghana, the people have relied on their surroundings as a way of life.
As the nation grew as a trading center for the region, the importance of the nations
surroundings became more evident. The Niger River played a key role in farming,
traditions, and survival. The people of Ghana today are still very in touch with their
heritage passed down by the Griots. However, the area surrounding Ghana has drastically
changed since ancient times. Many animals in the area are now in danger, farmlands
aren‟t as prosperous, and many persons are still oppressed. People such as Emmanuel are
key in the improvement of the country and its people as a whole. The legacy of Ghana as
a geographic and historical center lives on through the perseverance of its people and
through the help of countries worldwide. America has played a key role in the protection
of its unique species and its assistance to improve conditions for the disabled and less
well off. Due Ghana‟s strong past, it can be expected that it will survive as a nation and
remain a strong model of unique culture, geography, ecology, and history.
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Lesson #1—Important Features of Africa
Audience, Teacher: Grade 5, Molly Frazier
Standards:
VA USI.2 The student will use maps, globes, photographs, pictures, and tables to locate
the seven continents.
VA USII. 1 The student will demonstrate skills for historical and geographical analysis,
including the ability to f) analyze and interpret maps that include major physical features
Materials/Space/Time: Locating the Continents and Oceans worksheet, Black and
White Africa map, African Features and Hemisphere worksheet, coloring and writing
utensil, document camera or overhead copies and projectors, computer and projector,
PowerPoint presentation of photos; average classroom space and size (~20 students); one
hour
Lesson Description:
Anticipatory Set: To review the four hemispheres, have students complete the Locating
the Continents and Oceans worksheet independently. Discuss the results with the student;
specifically the fact the Africa is the only continent in all four hemispheres.
Objective and Its Purpose: Purpose—The purpose of this lesson is to map various
political and physical features of Africa. Objectives-1) Given a map of Africa, the students will map and create a key for the following
features: Nile River, Niger River, Savannah, Great Rift Valley, Lake Victoria, Mt.
Kilimanjaro, the Sahara, Larabanga Mosque in Ghana, the Great Pyramids,
Ghana, Egypt, Mali, South Africa, and Kenya.
2) After completing maps, the students will explain what makes Africa unique from
the other continents.
Instructional Input: Using the computer and document camera, display a photograph of
each to the physical features stated in the objectives by using a PowerPoint presentation.
While displaying each picture, tell the students about each feature (see background
information). Students should be able to describe these major features and provide the
general location in Africa. Students should use this general knowledge about the feature
to create a logical symbol for it in the key.
Modeling: Pass out the black and white Africa map and the African features and
hemispheres worksheet. Instruct students to get out their colored pencils and explain that
the class will now work to map each of these features on the Africa map To begin, the
teacher will label Egypt on the map and model how to use the equator and prime
meridian lines to determine which hemisphere Egypt is located in. Write the answer in
the blank on African Features and Hemispheres worksheet. Next, the teacher will model
labeling Ghana, determining its hemispheric location, and writing in the answer. Next the
teacher will model creating a symbol for the Nile River and drawing the symbol below
the name on the worksheet. Discuss why you choice that symbol. For example, discuss
choosing a curving blue line to symbolize flowing water. Place the symbol on the correct
location on the map. Then model using the equator and the prime meridian to determine
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which hemisphere it‟s in. For example, the Nile River is above the Equator making it in
the Northern Hemisphere. It is to the East of the Prime Meridian; therefore it is in the
Northern and Eastern Hemispheres.
Guided Practice: Label South Africa on the map. Call on students to explain how you
would determine which hemisphere it is located in. Next have a child explain what
symbol they would use for the Niger River and then place the symbol on the map to
demonstrate where each feature is located. Then allow a student to explain how they
determined which hemispheres the Niger River is located in.
Independent Practice: Have students go through and create their own symbol for each
of the different features. Once students have created their own symbols, place the
teachers version on the overhead. Have them label their own map with their symbols.
They will use the teacher‟s map as a reference for locations.
-If students‟ finish or time allows, discuss titles and keys for the maps.
Closure: Collect all of the students‟ worksheets. If time permits, call on students to name
their favorite unique feature of Africa and how/why they chose the symbol they did. Also
ask which hemispheres it was located in.
Evaluation:
Formative: The teacher will observe participation during „Check for
Understanding‟ and while the students are working on their maps and worksheets.
As misunderstanding and confusion is recognized the teacher will correct the
students and guide them to better understanding.
Summative: The teacher will collect all maps and worksheets and check for
accuracy.
Background Information/Content: Africa is a large continent full of unique
geographical features, such as the Savannah and Sahara. Africa is the only continent that
is located in all four hemispheres and is therefore a great topic to development of
geographic and map skills. The geographical features unique to Africa have played an
important role in it‟s development, history, and culture. The annual flooding of the Nile
and Niger Rivers have created prosperous farm lands and therefore create civilizations
settle along their shores, including the ancient Egyptians and Ghanaians. The Savannah
offers unique wildlife that is now greatly endanger due to part to poaching. Great Rift
Valley is an example of the power of plate tectonics and the wonders it can create. Mt.
Kilimanjaro is an inactive volcano and the highest peak in Africa. Despite being located
along the equator the peak is covered in snow year round. The Sahara desert is the
world‟s largest hot desert. The drying of the Sahara led to the formation of salt deposits,
which were important to the history of Ghana. The Larabanga Mosque in Ghana and the
Great Pyramids are examples of the magnificence of human creation. All these features
contribute to the creation of map skills as well as the knowledge of the true uniqueness of
Africa.
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15
African Features and Hemispheres
Name________
Country/Physical Feature
Hemisphere
1. Egypt
________________________
2. Ghana
_______________________
3. South Africa
________________________
4. Mail
________________________
5. Kenya
________________________
6. Nile River
________________________
7. Niger River
________________________
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8. African Savannah
________________________
9. Great Rift Valley
________________________
10.Lake Victoria
________________________
11.Mt. Kilimanjaro
________________________
12.Sahara
________________________
13.Larabanga Mosque
________________________
14.The Great Pyramids
________________________
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Lesson #2—The Ancient Game of Mancala
Audience: 5 Grade
Lesson Preparer: Molly Frazier
Standards: NCSS Strand 1- Social studies programs should include experiences that
provide for the study of culture and cultural divers c) describe ways in which language,
stories, folktales, music, and artistic creations serve as expressions of culture and
influence behavior of people living in a particular culture.
-USI.1- Students will develop skill for historical and geographical analysis, including the
ability to d) interpret ideas and events from different historical perspectives
Music
SOL 5.9- The student will identify instruments from various music ensembles, including
instruments from other cultures, using sight and sound.
th
Objective: Students will explore an art form, a mancala/wari board, from Western Africa
and demonstrate their ability to thinking critically about art through a class discussion on
Nelson‟s Questions (objective, reflective, interpretive, and decisional). They will
demonstrate their knowledge of this art form by participating in discussion and accurately
playing the game.
Materials/Space/Time: A variety of Mancala game boards (ideally at least 4), Ancient
Mancala picture, dice, computer/document camera, projector, 25 copies of game
directions; whole class (~20 students), space for individual student work; one hour
Lesson Description:
Introduction: Ask students what some of their favorite games to play are. What about
board games? Do they ever play games from other countries?
Content Focus: Display the ancient mancala game board photo on the overhead either
with computer or document camera. As a class answer the following questions.
Depending on the class, try pair and share before sharing as a whole class. When pair and
sharing break the questions down into chunks by main headings. Don‟t have students
discuss all of them at once.
Mancala Photo Key Questions:
Objective: What do you see? What are the different parts of the art form? What do you
notice about the holes? Are they all the same? Reflective: What does the art form remind
you of? What does it make you want to do? Interpretive: If you were the artist, why do
you think you would have made this? Why do you think the artist chose to use these
materials? What are the holes along the side of the sculpture for? What are the holes at
the ends for? Do you think the art form needs other materials to be “used”? Decisional:
What is the purpose of this art form? What would you call this art form?
After discussing Nelson‟s questions with the class, teach the student‟s about the history
and origin of mancala as well as how to play the game. See the background knowledge
for this information and attached directions sheet on how to play. Emphasize the
importance of being respectful while playing the game since it has religious significance
for some. Provide each student with a copy of the directions so that they can follow along
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as you explain the game. After reading the directions once to students, modeling playing
the game under the document camera. Talk through steps and through processes. Inform
the students of the plan for the rest of the class period.
Students will be broken into groups (however many game boards there are) and
play mini-tournaments. Students will then pair up within their groups. To determine the
order, each pair roles a number using a die. The pair with the lowest roles will play first.
When the pairs with the two lowest numbers have played the winners play each other.
The next two lowest pairs will play then the winners will play each other. And so on.
Everyone will get a change to play and the person who wins the mini-tournament will
play the winner from other teams.
Students who have been eliminated or up to play have two choices. 1) They can
watch the others play. They cannot talk or interfere with the game while watching. They
should try to figure out any strategies that increase chances of winning. 2) They can get a
laptop and explore other African art forms, either African drums or African dance. A
YouTube video is provided for each and students shouldn‟t navigate away from these two
videos. See the links section for web addresses.
Closure: Discuss with students how they felt about while playing the game. Did they
find any strategies that worked well? Any that didn‟t work? What cup is the best to start
with? Did they find themselves using math while playing?
Assessment:
Formative: Observation of students‟ responses during their discussion about the
artifact. Also observe their ability to play the game accurately and watch for good
sportsmanship.
Summative: Each student will be able to accurately answer questions about the
history of the game and how to play it.
Background Information/Content:
The wari board game, commonly called mancala, has spread throughout the
world. The game can be traced back thousands of years when boards were carved into the
pyramids and temples in Egypt. Even today persons in Africa still play mancala out of
ancient boards carved into the ground. In Western Africa, the game is viewed primarily
has a man‟s game. However, women occasionally take part in the activity. Men rarely
challenged a woman who is good at wari because if they lose they are subject to ribbing
by villagers. Traditionally wari isn‟t played for money but leisurely and for fun.
However, in some regions, the game has religious significance. In Surinam the game is
played the day before funerals to entertain the not yet departed spirits. But games are put
away at sundown because it is believed that after sundown ghosts will come to enjoy the
game and fly off with others spirits. See instruction sheets for game directions. Also see
the Games of the World book for great photos (source on instruction sheet).
Links:
African Drum: http://www.youtube.com/watch?v=KrxYqtxQjiE
African Dance: http://www.youtube.com/watch?v=OZR9BYeAJzA
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Mancala/Wari Directions
1. Game objective is for each player to try to collect as many playing pieces as
possible before one of the players clears their side of all the playing pieces.
2. Set up by placing the mancala board in between the two players with the
long rows going horizontally. The row of six cups in front and closest to
each player are theirs.
3. Each person has a mancala (larger scoring cups). Your mancala is to your
right.
4. Place four playing pieces in each of the twelve cups.
5. Play the game by choosing who will go first and then the players will
alternate turns. On a turn, the player will pick a cup, out of the six cups, on
that players side of the board.
6. Once a cup has been chosen the player will pick up all the playing pieces in
that one cup and distribute them one by one in the next cups, in a counterclockwise direction, not putting any playing pieces in the other players
scoring larger cup.
7. An example is if there are four playing pieces in your cup that you have
picked, you are to drop one piece into each of the next four cups in a
counter-clockwise direction, not putting any pieces in the opponents larger
score cup.
8. Placing the playing pieces on your side and ending in a cup, it could end up
with the last playing piece placed in your own mancala, then you get to go
again.
9. When the last playing piece is put in an empty cup on your side, you get to
take all the playing pieces from the other player's cup directly opposite of
that cup. All the playing pieces taken including the playing piece that
landed in the empty cup are placed in your own mancala.
10. If a person empties all the cups on their side during one of their turns they
can take all their opponents pieces.
11. The winner of the game is the person with the most game pieces in their
larger scoring cup.
Adapted from:
Grunfeld, F. V. Board and table games: Wari. Games of the world (pp. 20-24). Zurich,
Switzerland: Swiss Committee for UNICEF.
WikiHow.(2008). How to Play Mancala. Retrieved on March 25, 2009 from
http://www.wikihow.com/Play-Mancala
21
22
Lesson #3—Emmanuel’s Gift: The story of Emmanuel Ofosu Yeboah
Audience: 5th Grade
Lesson Preparer: Molly Frazier
Standards:
History
CE.3
The student will demonstrate knowledge of citizenship and the rights, duties,
and responsibilities of citizens by e) evaluating how civic and social duties
address community needs and serve the public good.
CE.4
The student will demonstrate knowledge of personal character traits that
facilitate thoughtful and effective participation in civic life by b) practicing
courtesy and respect for the rights of others.
Language
5.1 The student will listen, draw conclusions, and share responses in subject-related
group learning activities. a) Participate in and contribute to discussions across content
areas.
5.8 The student will write for a variety of purposes: to describe, to inform, to entertain,
and to explain.
Objective: 1) Using a graphic organizer, students will develop the concept of good
citizenship. 2) After instructional input about Emmanuel Ofosu Yeboah, students will
describe E.O.Y.‟s civic engagement efforts and what makes him a good citizen.
Materials/Space/Time: Emmanuel Ofosu Yeboah: Champion for Ghana's disabled by
L.K. Currie-McGhee, PowerPoint presentation, document camera, computer connected to
projector, internet access, http://www.youtube.com/watch?v=usN6nu_nuKg, class set of
lap tops, student direction page; whole class (~20 students), space for individual student
work; one hour
Lesson Description:
*If the book Emmanuel Ofosu Yeboah: Champion for Ghana’s Disabled is the
appropriate reading level for students, have students read the book as part of their
reading curriculum. This lesson can double as a reading lesson for examining
character.
Introduction: Using a graphic organizer, brainstorm with students what makes someone
a good citizen. How does civic engagement play into being a good citizen? Who are some
people you can think of who show strong citizenship and civic engagement? Does civic
engagement automatically make you a good citizen?
Content Focus: Introduce students about the amazing life of Emmanuel Ofosu Yeboah, a
boy born without a leg in Ghana, by showing the movie trailer to Emmanuel’s Gift. See
background knowledge for more information. Use the PowerPoint presentation based of
the book to teach children about Emmanuel‟s childhood and struggles. For students who
have read his biography it will be a review, for those who haven‟t it will give them a
sense of who he is as a person. Have all students get a laptop and explore the websites
23
about Emmanuel and his work to improve conditions for those with disabilities in Ghana.
Have students start on http://www.myhero.com/myhero/hero.asp?hero=Yeboah_SJH_05
page then have them click on related links. Then they can explore the other 2 sites. Pull
the directions sheet up on each computer so they can click directly to the websites.
Attached sheet gives students instructions. Have students write a 5-paragraph essay on
Emmanuel and what makes a good citizen and how Emmanuel demonstrates civic
engagement.
*Students may need to finish the essay for homework
Closure: Have students share their favorite fact about Emmanuel and tell what makes
him a role model. Ask students to share their own experiences where they felt that people
with disabilities were made to feel uncomfortable. What actions did they take to correct
the situation? What would they do now after learning about the struggles of Emmanuel?
Assessment:
Formative: Observe students participation during discussion and their ability to
stay on task during the exploration.
Summative: Students 5 paragraph essays should be collected and be assessed for
proper writing, civic engagement facts about Emmanuel, thoughtful feedback
about what makes Emmanuel a good citizen, and their sources.
Background Information/Content:
For disabled persons living in Ghana today life is still a constant struggle and they are
forced to beg for survival. Disabled persons are considered a burden to their family and to
not attend school. Mothers are often encouraged by their peers in society to poison or
abandon their disabled children. However, Emmanuel Ofosu Yeboah has begun to
radically change the perception of the disabled. Emmanuel was born in 1977with a
deformed right leg. Through the love and encouragement of his mother, he has raised
above his deformity. When his mother became ill, he began to work as a shoe polisher in
the local city. While working in the city he learned how mistreated disabled persons were
and how they had to struggle for survival. Despite his disability, Emmanuel learned to
ride a bike and in 2001 made a trip across the country campaigning for the rights of all
people. He began to participate in triathlons in America and through the support of
various organizations received a prosthetic leg, bike, and equipment. He has also
arranged for the donation of wheelchairs and prosthetic limbs for hundreds in Ghana. The
king honored Emmanuel in his home, as he would have any other person, sending a very
strong message to the rest of Ghana. Today, Emmanuel demonstrates the power of one
and the change possible among the many (Currie-McGhee, 2007)
Key terms:
Citizen- member of a community (local, state or national). A good citizen takes
advantage of basic rights, such as voting, and demonstrates characteristics such as
responsibility, respect for others, and desire to improve community as a whole.
Civic Engagement- works to improve the conditions for those in the community
24
Websites:
http://www.youtube.com/watch?v=usN6nu_nuKg -trailer
http://www.myhero.com/myhero/hero.asp?hero=Yeboah_SJH_05
http://biography.jrank.org/pages/2836/Yeboah-Emmanuel-Ofosu.html
Sample Citizenship Web
25
Emmanuel’s Gift
Directions
1. Start by exploring the My Hero website on Emmanuel.
a. http://www.myhero.com/myhero/hero.asp?hero=Yeboa
h_SJH_05
2. Explore the Related Links at the bottom of the web page.
a. Under the second link go to
http://www.challengedathletes.org/athletes_stories/E
mmanuel_Yeboa.htm for specific information on
Emmanuel.
3. After exploring external links go to
http://biography.jrank.org/pages/2836/YeboahEmmanuel-Ofosu.html
4.
After exploring each site write a 5-paragraph essay on
Emmanuel and how he demonstrates civic engagement.
Make sure to site where you get the information at the
bottom of the essay.
26
Lesson #4: Inquiry of Current African Issues
Audience: 5 Grade
Lesson Preparer: Molly Frazier
th
Standards:
History
NCSS Strand IX- Global Connections
-Social studies programs should include experiences that provide for the study of global
connections and interdependence. B) Give examples of conflicts, cooperation, and
interdependence among individuals, groups, and nations.
SOL CE.3 The student will demonstrate knowledge of citizenship and the rights, duties,
and responsibilities of citizens by e) evaluating how civic and social duties
Language
5.1 The student will listen, draw conclusions, and share responses in subject-related
group learning activities. a) Participate in and contribute to discussions across content
areas.
5.8 The student will write for a variety of purposes: to describe, to inform, to entertain,
and to explain.
Objective: 1) Using the Guiding Worksheet, students will formulate two of their own
questions about famine or the disabled in Africa and locate answers using a variety of
resources. 2) After instructional input and their own exploration, students will be able to
discuss the role the U.S. and individuals can have in improving conditions in Africa.
Materials/Space/Time: laptops, document camera/projector/computer, Guiding
Worksheet, book resources (list below); whole class (~20 students), space for individual
student work; one hour
Lesson Description:
Introduction: Introduce the current lesson by tying it back into the Emmanuel Yeboah
lesson by reviewing the quality of life in Ghana for those who are disabled and the efforts
Emmanuel makes to improve these conditions. Disabilities aren‟t the only thing in Africa
that causes families to be disjointed. Parents often leave children orphaned or are forced
to bury their children because of famine. This video introduces students to the famine
caused by drought. http://www.truveo.com/Famine-Threatens-AfricaAgain/id/199313825
Content Focus: Discuss how famine has many different causes and effects (see
background information). However, there are great efforts being made to help with the
famine in Africa. Pass out the guiding worksheet and suggested website page. Have
students write down 2 questions they have about either disabled persons in Africa or
famine. For those struggling suggest a who, what, when, where, why, or how question.
Next have students get their own laptop and using suggested websites and books search
to find the answers to their own questions.
27
Closure: Come back together as a class and discuss what the students discovered about
their own personal questions. Focus on what students found about what the U.S. is doing
about these issues. What do the students believe they personally can do to improve
conditions in Africa?
*Extension- In groups have students create their own project to try and improve
conditions for those who are hungry or disabled in Africa.
Assessment:
Formative: Monitor students‟ progress on the worksheet and their participation in
discussion.
Summative: Collect the guiding worksheets and look at the thoroughness of
research and the thought put into questioning. Look specifically at what students
feel the U.S. and they can do to improve conditions by having them answer the
essay question: Discuss at least 5 facts you found in your independent exploration
of famine or the disabled in Africa. Based off what you have learned, what can
the U.S. or individuals do to improve these conditions?
Background Information/Content: Famines have occurred throughout history and is
more common in Africa and Asia. Well known famines include the potato famine in
Ireland (1845-1852) and the famine during the Hundred Years War in France(13371453), during which 2/3 of the population died. Most commonly famine affects the young
and old. Male mortality rates are higher than female mortality rates. Despite high
mortality rates during famines the population overall is rarely affected for more than a
few years. Some common causes of famine include drought, deforestation, bad soil
(infertile), erosion, swarms of desert locust, conflict, poor countries being unable to
import food, and population growth. Famine can lead to malnutrition, which decreased
the strength of the immune system. Because of this disease is a major issue in famine
areas. The UN‟s World Food Program is a program that provided cash or cash vouchers
that can be exchanged for food. This is a cheaper and more efficient way of helping battle
famine.
28
Sources:
Suggested Websites (Pay attention to related site links):
Famine
http://news.bbc.co.uk/2/hi/in_depth/africa/2002/famine_in_africa/default.stm
http://www.un.org/ecosocdev/geninfo/afrec/vol16no4/164food1.htm
http://news.bbc.co.uk/2/hi/in_depth/africa/2000/famine_in_africa/default.stm
http://en.wikipedia.org/wiki/Famine#Causes_of_famines
http://www.thp.org/
http://www.one.org/us/
Disabilities
http://www.myhero.com/myhero/hero.asp?hero=Yeboah_SJH_05
http://biography.jrank.org/pages/2836/Yeboah-Emmanuel-Ofosu.html
http://www.eefsa.com/
Book List:
Baughan, Brian.(2007). Human rights in Africa
Gelletly, LeeAnne. (2007). AIDS and health issues
Gelletly, LeeAnne. (2006). Ecological issues in Africa
Tunde, Obadina (2007). Populations and overcrowding
Tunde, Obadina (2007). Poverty and economic issues
World Book, Inc. (2008). Droughts
Primary Source:
News report and ADA purpose (attached)
29
American Disabilities Act
It is the purpose of this chapter
(1) to provide a clear and comprehensive national mandate for the elimination of
discrimination against individuals with disabilities;
(2) to provide clear, strong, consistent, enforceable standards addressing discrimination
against individuals with disabilities;
(3) to ensure that the Federal Government plays a central role in enforcing the standards
established in this chapter on behalf of individuals with disabilities; and
(4) to invoke the sweep of congressional authority, including the power to enforce the
fourteenth amendment and to regulate commerce, in order to address the major areas of
discrimination faced day-to-day by people with disabilities.
Retrieved on April 6, 2009 from http://www.ada.gov/pubs/adastatute08.htm#12101b
30
August 3, 2006
Ghana Passes Disability Rights Bill
Content provided by The O&P EDGE
Almost one year after the release of Emmanuel's Gift, an award-winning, inspirational
documentary showcasing the hope and vision of disabled athlete Emmanuel Ofosu
Yeboah, the Parliament of Ghana has passed the Persons with Disability (PWD) bill. The
bill, which passed June 23, grants the disabled, estimated at ten percent of Ghana's
population, the same rights in Ghana's constitution ascribed to the country's able-bodied
citizens, according to the Challenged Athletes Foundation (CAF), San Diego, California.
"I am very happy for my disabled brothers and sisters in Ghana," said Yeboah, who was a
co-winner of the 2005 ESPN Arthur Ashe Courage Award and the CAF's ambassador to
Ghana. "This is just the beginning," Yeboah continued. "Stereotypes and myths about
people with disabilities run deep in Ghana, and my dream is to see those things change
too. I don't want to see any more disabled people on the streets begging. Instead, they
should have the same chance as other people to go to school and earn a decent living."
"This landmark legislation marks a major step forward, given Ghana's history of
pervasive discrimination against people with disabilities," said CAF. "Thanks to the
courage shown by Emmanuel in refusing to accept the status quo, and the movement born
from his quest for change, for the first time in Ghana's history, a society with equal
opportunity for all is foreseen." CAF noted that Ghana's PWD legislation, similar to that
of the US Americans with Disability Act, and as explained on the Ghana Home Page
www.ghanaweb.com, provides persons with disabilities with accessibility to public
places, employment, and transportation, along with other rights. Passage of the bill will
lead to the creation of PWD desks at employment centers nationwide and also create the
National Council on Persons with Disability, which would oversee the implementation of
some of the national programs for persons with disabilities. However, the bill has a
transitional period, which provides for a ten-year moratorium because of the massive
investment needed to make existing public places disability-friendly.
The documentary Emmanuel's Gift is available for purchase through CAF. All proceeds
from DVDs sold through CAF will be used to help physically challenged athletes reach
their goals, the organization said. Copies of the documentary cost $20 and can be
purchased online at www.challengedathletes.org or by phone at 858.866.0959.
(Editor's Note: More information about Emmanuel Ofosu Yeboah, see "Heroes Take
Opportunity for Action" in the October 2005 issue of The O&P EDGE at
www.oandp.com/edge/issues/articles/2005-10_09.asp)
Retrieved on April 6, 2009 from http://www.oandp.com/articles/NEWS_2006-0803_01.asp
31
Current Issues in Africa:
Famine and view of the Disabled
1) If you could find out more about famine or the view of disabled people in Africa,
what 2 questions would you ask?
a.
b.
2) Investigate your two questions using the Internet or a book provided for research.
Write down the source of information. Record your findings below:
Findings for Question (a):
Source #1:
Source #2:
Source #3:
32
Findings for Question (b):
Source #1:
Source #2:
Source #3:
After researching your questions, what is being done by the U.S. to improve the
conditions in Africa? What can YOU do?
What further questions do you have about the disabled in Africa or famine?
a)
b)
c)
How much time did you spend researching your questions?
33
Assessment:Objective
Lesson 1: Important Features of Africa
Using the map on the right, identify which letter is beside the Nile
River?
a)
A
b) B
c) C
d) D
Lesson 2: The Ancient Game of Mancala
Mancala has been around for thousands of years. Which of the
following is evidence of this?
a) A book about mancala was found from thousands of
years ago
b) Game boards are carved into pyramids
c) Historians found pictures of pharaohs playing mancala
d) A board game was found in the bottom of Lake Victoria
A
B
C
D
Lesson 3: Emmanuel’s Gift: The Story of Emmanuel Ofosu Yeboah
Which of the following is something Emmanuel did NOT do to improve conditions for
those with disabilities in Ghana?
a) Met with the King of Ghana
b) Biked around the country raising awareness
c) Worked with charities to get wheelchairs and prosthetic limbs for people in Ghana
d) Ran for political office
Assessment: Essay
Lesson 4: Current Issues in Africa
Discuss at least 5 facts you found in your independent exploration of famine or the
disabled in Africa. Based off what you have learned, what can the U.S. or individuals do
to improve these conditions?
Total: 15 points
-2 points for each fact (10 total)
-5 points for insightful role of U.S. and individuals
34
Bibliography
Ajoa, Olyniui David (2009). Ghana’s Most Powerful Woman. Retrieved February 24,
2009 from http://www.davidajao.com/blog/2009/02/20/ghana-most-powerfulwomen/
BBBC News. (2009). Country Profile: Ghana. Retrieved February 24, 2009, from
http://news.bbc.co.uk/1/hi/world/africa/country_profiles/1023355.stm
Blauer, Ettagale; Laure, Jason. (1999). Ghana: Enchantment of the world Children's
Press.
Currie-McGhee, L. K. (2006). Emmanuel Ofosu Yyeboah: Champion for Ghana's
disabled. Thomson Gale.
Daily Guide Ghana. (2009) Received February 24, 2009 from
http://dailyguideghana.com/newd/
GhanaWeb (2009). Empire of ancient Ghana. Retrieved 02/20, 2009, from
http://www.ghanaweb.com/GhanaHomePage/history/ancient_ghana.php
Grunfeld, F. V. Board and table games: Wari. Games of the world (pp. 20-24). Zurich,
Switzerland: Swiss Committee for UNICEF.
Kindersley, B., & Kindersley, A. (1995). Africa: Aseye, from Ghana. Children just like
me (pp. 38) DK Publishing, Inc.
Koslow, P. (1995). Ancient Ghana: The land of gold. New York, NY: Chelsea House
Publishers.
Levy, P. (1999). Cultures of the world: Ghana. New York, New York: Marshall
Cavendish.
MrDonn.org. Africa for kids: Ghana. Retrieved 02/20, 2009, from
http://www.africa.mrdonn.org/ghana.html
National Museum of Art. (2009). El Anatsui: Gawu. Received February 24, 2009 from
http://africa.si.edu/exhibits/gawu/index.html
NationMaster-Encyclopedia. (2005). Ghana Empire. Retrieved 02/20, 2009, from
http://www.nationmaster.com/encyclopedia/Ghana-Empire
Poisson, B. A. (2004). Ghana. Philadelphia: Mason Crest Publishers.
Sankofa Project Guide (1999). Ancient Ghana Retrieved 02/20, 2009, from
http://www.geocities.com/CollegePark/Classroom/9912/ancientghana.html
35
Stewart, C. (2007). Mancala, the National Game of Africa. Retrieved 02/20, 2009, from
http://www.gamesmuseum.uwaterloo.ca/Archives/Culin/Mancla1894/index.html
Sub-Saharan Africa. (2007). In W. Davis, K. D. Harrison & C. H. & Howell (Eds.), Book
of peoples of the world (pp. 20-61) National Geographic Society.
Thompson, C. (1998). The Asante Kingdom (1st ed.). Danbury, Connecticut: The Rosen
Publishing Group, Inc.
West Africa. In J. Petlinkski, W. Svec, A. Brightman, B. Hawkes & T. Lynch (Eds.),
World geography and cultures (2nd ed., pp. 147-189). Parsippany, NJ: Pearson
Education, Inc.
WikiHow.(2008). How to Play Mancala. Retrieved on March 25, 2009 from
http://www.wikihow.com/Play-Mancala
Wikipedia. (2009). Mancala. Retrieved 02/20, 2009, from
http://en.wikipedia.org/wiki/Mancala
Wikipedia. (2009). Women in Ghana. Retrieved 02/24, 2009, from
http://en.wikipedia.org/wiki/Women_in_Ghana
36
Appendix A
NCSS Standards (Early Grades)
Strand I-Culture
-Social studies programs should include experiences that provide for the study of culture
and cultural divers
c) describe ways in which language, stories, folktales, music, and artistic creations serve
as expressions of culture and influence behavior of people living in a particular culture.
d) compare ways in which people from different cultures think about and deal with their
physical environment and social conditions
Strand II- Time, Continuity, and Change
-Social studies programs should include experiences that provide for the study of the
ways human beings view themselves in and over time.
a) demonstrate an understanding that different people may describe the same event
or situation in diverse ways, citing reasons for the differences in views
e) demonstrate an understand that people in different times and places view the world
d
ifferently
Strand II- People, Places, and Environments
-Social studies programs should include experiences that provide for the study of people,
places, and environments.
c) use appropriate resources, data sources, and geographic tools such as atlases, data
bases, grid systems, charts, graphs, and maps to generate, manipulate, and interpret
information.
Strand VII- Production, Distribution, and Consumption
-Social studies programs should include experiences that provide for the study of how
people organize for the production, distribution, and consumption of goods and services.
d) identify examples of laws and policies that govern scientific and technological
applications, such as the Endangered Species Act and environmental protections policies
Strand IX- Global Connections
-Social studies programs should include experiences that provide for the study of global
connections and interdependence.
a) explore ways that language, art, music, belief systems, and other cultural
elements may facilitate global understanding or lead to misunderstanding.
b) Give examples of conflicts, cooperation, and interdependence among
individuals, groups, and nations.
VA State SOLs
USI.1- Students will develop skill for historical and geographical analysis, including
the ability to
b) make connections between past and present
d) interpret ideas and events from different historical perspectives;
e) evaluate and discuss issues orally and in writing;
37
f) analyze and interpret maps to explain relationships among landforms, water features,
climatic characteristics, and historical events
USI.2 The student will use maps, globes, photographs, pictures, and tables to locate the
seven continents.
USII.1 The student will demonstrate skills for historical and geographical analysis,
including the ability to
f) analyze and interpret maps that include major physical features
Music SOL 5.9 The student will identify instruments from various music ensembles,
including instruments from other cultures, using sight and sound.
Music SOL 5.13-The student will compare and contrast the relationships between music
and other disciplines
WHI.1 The student will improve skills in historical research and geographical analysis by
b) using maps, globes, artifacts, and pictures to analyze the physical and cultural
landscapes of
the world and interpret the past to 1500 A.D.;
c) identifying major geographic features important to the study of world history to 1500
A.D.;
e) analyzing trends in human migration and cultural interaction from prehistory to 1500
A.D.
1)
2)
3)
4)
5)
6)
Williamsburg-James City County 5th Grade Standards
Unit 8: Africa
Describe and give examples of 5 themes of geography: location, place, humanenvironment relations, movement, and region.
Locate and analyze information from globes and various types of maps, graphs, charts,
diagrams, tables, photographs, stories, technology, and observation skills.
Describe a variety of physical and human characteristics of places.
Determine ways humans and their environment interact.
Identify and analyze different regions of the world using the five themes of geography as
a framework.
Analyze ways movement of people, goods, and ideas have affected us locally, nationally,
and globally.
38
Expenses
Lesson 2: Emmanuel‟s Gift: The Story of Emmanuel Ofosu Yeboah
Mancala Board
$15 each.
Dice
$1
39