Artifacts, Desertification, and the Sahel
by Kathleen Howard DaQuanno
Introduction/Background: The Sahel is a region of grassland south of the Sahara Desert. This
area of over a million square miles and home to more than 40 million people includes the
countries of Mali, Mauritania, Niger, Senegal, Sudan, Burkina Faso, Chad , the Gambia, and
Guinea-Bissau. This land is threatened by extreme weather (heavy rains or drought) and
desertification. While not well suited for commercial farming, it is the home of many nomads
who search for water and grass for their herds. This area is also threatened by political instability,
a large number of refugees, low employment and low GDP, tribal conflicts brought on by past
European colonialism in the area, and crime. There are many artifacts that show how the people
of the region have adapted to their life and resources. This unit will help students reflect on ways
to solve the problems of desertification, crime, misuse of resources, and terrorism.
Grade Level & Academic Discipline: 6–8 Social Studies
Learning Outcomes: Through the analysis of news articles and field photographs of artifacts
used by people of the Sahel, students will propose an action plan to help improve challenges
faced by the people of the region.
Standards:
National Geography Standards
Geography Standard 18
Commonwealth of Virginia Standards of Learning - Geography
10.1
10.2
10.3
10.4
10.9
10.15
Common Core State Standards:
CCSS.ELA-Literacy.RH.6-8.2
CCSS.ELA-Literacy.RH.9-10.2
CCSS.ELA-Literacy.RH.6-8.7
CCSS.ELA-Literacy.RH.6-8.8
CCSS.ELA-Literacy.RH.6-8.9
North Carolina Essential Standards:
7.G.1.1
7.G.1.2
7.G.1.3
Duration of Unit: 3 – 5 days
Materials and Resources:
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Videos on desertification from NBC Learn on Desertification http://www.nbclearn.com/portal/site/k-12/browse?cuecard=6189 or other video on
desertification
Textbook or other source reading on the Sahel and desertification
Discussion Board Rubric (Sample at end of document)
Pictures of people and artifacts of the Sahel. Try the following sites: www.bbc.com,
www.aljazeera.com, www.cnn.com, www.unocha.org, www.un.org, www.wfp.org,
www.theguardian.com, http://aussie555.wordpress.com/2013/03/24/lost-in-the-sahelafrican-digital-art/, http://www.fao.org/emergencies/crisis/sahel/en/
Reading, “Band of Conflict: What Role Do Demographics, Climate Change, and Natural
Resources Play in the Sahel?,” from:
Norwood, Graham, and Schuyler Null, II. "Band of Conflict: What Role Do
Demographics, Climate Change, and Natural Resources Play in the Sahel?"
New Security Beat (blog). Entry posted August 29, 2013. Accessed October
30, 2013. http://www.newsecuritybeat.org/2013/04/
band-conflict-role-demographics-climate-change-natural-resources-playsahel/ #.UnEHMHCsim4.
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Materials from which students can “create” an artifact that could be used in the Sahel.
Rubric for the Action Plan Booklet (Sample at the end of the document)
Packet for developing an action plan (Sample at the end of the document)
Activities:
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Day 1 - 2: Place the students in mixed ability groups. Explain that they will identify an
underlying problem of the Sahel, write an action plan to assist with the problem, and
develop an artifact that could be used with the action plan.
1. Explain to the students that they will view pictures (field photographs) of people,
places and artifacts from the Sahel.
2. Issue a picture of life in the Sahel (artifacts) to each group.
3. Issue the Artifact Analysis Sheets and rubric. (Sample at the end of the document)
4. Instruct the students to analyze the picture by following the worksheet.
Post the completed Artifact Analysis Sheets on the classroom walls. Issue Post It
Notes to each group. Have the class participate in a gallery walk around the room
posting questions or impressions on each artifact. At the conclusion of the walk,
each group should share its original impression of the artifact and the impressions of
other groups. A full class discussion of the region based on artifacts examined.
6. Use the rubric to assess the student work.
7. View the video from NBC Learn - http://www.nbclearn.com/portal/site/k12/browse?cuecard=6189
8. For homework, have the students read the article, "Band of Conflict: What Role Do
Demographics, Climate Change, and Natural Resources Play in the Sahel?" The
students should then use the group discussion board on Blackboard to discuss how
their idea of what was in the field photograph might not be what they originally
thought. A Discussion Board Rubric can be found at the end of this document.
5.
9.
Day 2 – 3:
1. Issue the Action Plan packet to each group. Remind them that discussions
about today’s work can continue after school in the group’s discussion board
on Blackboard.
2. Instruct the groups to brainstorm on how to solve a problem of the Sahel.
3. They will then make a list of at least 5 underlying problems that they feel
their artifact and field photograph show them.
4. Next, they will rank the problems.
5. The problem that they rank as the highest will be their Identified Underlying
Problem.
6. They will develop a way to ease the Underlying Problem. The first statement
of their report should begin with, “I will keep....,” “I will change....,” and “I
will remove....” The report does not have to be written. When presenting
their report to the class, the group should have developed a new artifact or
improved on one in use.
7. For homework the students should feel free to discuss the further
development of their Action Plan and artifact on the group’s discussion
board. The final action plan and artifact will be due at the end of the next
school day.
10.
Day 3 – 4:
The groups should complete the development of the Action Plan and artifact. If time
permits, each group can make a presentation of their Action Plan and artifact.
Follow-up activity:
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Students who would like a deeper experience can do one or more of the following:
Research the purpose for and organize a Walk for Water.
Read the UN report on human trafficking in the region, develop a map of the areas
worst hit, and design an informational flyer.
Design a chart of different insurgents from the area, where they are located, and their
point of contention.
Assessment: Use worksheet titled “Action Plan Project.” The action plan booklet will be
assessed by using the provided rubric.
Supplemental information: This lesson plan attempts to reach many different intelligences.
However, accommodations should be made for a learner with learning differences. Some are
as follows:
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The assigned article can be scanned into Kurzweil for those students with reading
difficulties.
A different article with more images could be located for English language learners.
Field Photographs with Artifacts Used
Group Number: _________
Object: ___________________________________________________________________
Image and URL:
Place image of an artifact here.
Geographic characteristics:
What can you tell about this place’s:
 Physical features?
 Climate?
 Vegetation?
 Population?
 Economic activity?
Interpretations:
Characteristics:
What can you tell about this object’s:
 Materials?
 Design?
 Age?
 Value?
Interpretations:
Function:
What do you think is its intended purpose?
How would one use it?
Interpretations:
Context:
What does it tell you about the people who
made it?
What does it tell you about those people who
used it?
In what time period would this object be used?
Under what circumstances was it used?
Interpretations:
Comparison:
Do we use something similar today? If so, what?
Interpretations:
Action Plan Project
Step 1. Identify Challenges
Thoroughly read all information provided and analyze artifacts and field photographs provided.
Consider the many challenges, issues, concerns, and problems related to desertification and the Sahel.
Focus on at least five problems that you think are the most important. Write the problems below.
Word your challenges clearly. For example: Because of excess snow in the Sahel, herders may not be
able to keep their reindeer in captivity this may cause an increase in childhood disappointments leading
to depression.
1.
2.
3.
4.
5.
Step 2. Identify your Underlying Problem.
Based on the challenges you listed in Step 1, identify a challenge of MAJOR importance. Write your
underlying problem in question form. Include a condition phrase and the words, “In what ways might
we…?”or “How might we …?” Your problem should clearly explain what you want to do and the reason
it should be done.
Because (a lead in fact)
______________________________________________________________________________.
In what ways might we or How might we (use one of the verbs listed below that mandates what
you must do)
*______________________________________________________________________
so that (the outcome you would like to have as a result of the key verb phrase)
____________________________________________________________________________ now
and in the future?
*revise, generate, support, improve, assist, develop, provide, change, maximize, promote, encourage,
increase
Step 3. Produce Solution Ideas
Produce as many varied and unusual solution ideas that respond to the Underlying Problem. Solutions
are proposals and are stated in definite terms (This solution will…). Elaborate all of your ideas. Explain
who, what, how and why of your idea. The when and where may also be included.
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Who identifies a person or a group able to implement and carry out a solution idea.
What states what the solution idea is.
How describes how the solution idea will work.
Why explains why the solution will solve the underlying problem (key verb phrase and purpose).
Solution ideas should address the key verb phrase of your Underlying Problem. Make a solution idea
relevant, by explaining how it solves the key verb phrase and makes a connection to the purpose. How
does solving your Underlying Problem lead to the desired outcome of the purpose?
When you elaborate your solution ideas, try to do so in a way that avoids formula writing. Don’t use the
same who in several solutions. Find new and different ways to describe your ideas. Be creative!
Include research in this step. You will find your readings, field photographs, artifacts, and other forms of
study very helpful when you generate and write solution ideas. If you use any other sources other than
the ones provided in class, place the bibliography citation in your group discussion board.
Example: The Health and Human Service Department (who) will create a web site (what) that can be
accessed from any computer. The web site, controlled by insurance and health care specialist hired by
the federal government, will issue health care insurance and health care advice to the citizens (how). By
using the site and establishing a health care insurance policy, a healthier citizen will miss less work and
be available to participate in civic duties (why).
Generate a list of at least five possible solutions that would solve your identified Underlying Problem.
Write the solutions in sentence format.
Who
1.
2.
3.
4.
5.
What
How
Why
Step 4. Selecting Criteria
Select the most promising ideas from Step 3 by establishing “yardsticks” to determine which solution
idea does the best job of solving your Underlying Problem.
Develop five criteria. Each criterion should address only one concern. Use superlatives in phrasing your
criteria (i.e.: best, least, most, greatest, etc.). Phrase your criteria to indicate a desired direction. For
example, if you want to spend the least amount of money use, “Which solution is the least expensive?”
rather than ‘Which solution is the most expensive?”.
Write the five criteria you think are the most important for measuring your solution ideas in the space
provided.
1.
2.
3.
4.
5.
Step 5. Applying Criteria
Use each criterion to compare/rank the solutions you established in Step 3 on a scale from 1 (poorest)
to 10 (best). Enter the numbers in the appropriate columns. Add the ranks you have given to each
solution and enter the sums in the Total column.
Solution
Idea #
1
2
3
4
5
Solution Idea
Criteria
1
2
Total
3
4
5
Step 6. Developing Your Action Plan and Artifact
Your last task is to develop your most promising solution idea into an Action Plan and create an artifact
that can be used in the Sahel to make your plan work! Relate your Action Plan back to the Underlying
Problem by indicating how it will accomplish what you set out to achieve in Step 2.
Answering the following questions will help you develop your action plan:
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Who will make the solution happen?
What will be done to solve the challenge?
When will results begin and will it continue?
Why will this positively impact the Sahel and/or the people who live there?
How will the Action Plan be carried out?
You must add an artifact to your Action Plan. That artifact must reflect the culture, history, economy,
society, or geographic conditions of the Sahel.
Your Action Plan should be written in three complete paragraphs. Use the graph as an outline to help
your write your Action Plan. You may include the, “I will keep…, I will change…, I will remove…” phrases
in any paragraph that you feel they fit.
I Paragraph One
A. Overview of the plan
B. Overview of the Artifact
II Paragraph Two
A. Explain why the Action Plan solves the Underlying Problem.
B. Explain how the Action Plan solves the Underlying Problem.
C. Explain the use of the artifact in the Action Plan.
III Paragraph Three
A. Explain how the Action Plan will have an impact on the Sahel
B. Explain how the artifact can be used to aid the impact.
Your presentation to the class will be based on this Action Plan and artifact.
Discussion Board Rubric
CATEGORY
3 Proficient
2 Competent
1 Novice
Conventions
(Spelling, grammar,
capitalization,
punctuation)
Writer makes no
errors in conventions
that distract the
reader from the
content.
Writer makes 1 – 3
error in grammar or
spelling that distracts
the reader from the
content.
Writer makes more
than 4 errors in
grammar or spelling
that distracts the
reader from the
content.
Content (Answers
the prompt)
The response
addresses the
question. The
response is supported
by at least 2 specific
details from the
article, video, or text
to support the
information.
The response
addresses the
question. The
response is supported
by at least 1 specific
detail from the article,
video, or text to
support the
information.
The response is
general and does not
address the question
or does not provide
support.
Response
(Respect)
The response
The responsive
comment is supportive comment is accurate
and respectful.
but not totally
supportive or
respectful.
Little or no respect
shown towards peer's
ideas and opinions. Or,
response discourages
others.
Rubric for Action Plan Booklet
This booklet must be typed and turned in when you make your group presentation. This three
page rubric was developed with the guidance of a FPSI rubric.
Step 1 – Identifying Challenges – Place and asterisk* by the Challenge that you developed into
an Action Plan.
9 - 10
Little or no room for improvement; well written; proper conventions; clear
description; reference to research
7-8
Clear explanation; reference to research
4-6
Basic ideas; lacks description
5
May, or might, or could was not used
4
Writing needs improvement
1-3
What were you all thinking?
Step 2 – Understanding the Problem
Condition Phrase
2
Relates to the KVP and uses accurate information
1
Does not use accurate information
0
Is not present
Stem and KVP
3
KVP is present; contains one verb
2
KVP is present; contains 2 or more verbs
1
KVP; no accurate information
0
Is not present
Step 3 – Solution
3
Contains three of the following WWWWWH
2
Contains two of the following WWWWWH
1
Contains one of the following WWWWWH
WWWWWH
Who- PERSON or AGENCY – use of us, we, they, he, she
What – states a solution idea
Why – explains why solution will solve the Underlying Problem (KVP and purpose)
When –designates a timeline or completion date
Where – describes specific relevant laces necessary for the solution
How – describes how the solution will work
Steps 4 and 5 - Criteria and Applying Criteria
3
Underlying Problem based; Key Verb Phrase; purpose; logical (this refers to
step 2)
2
Not UP based; could be used with any problem (generic)
1
Not appropriate for evaluation
Step 6 – Action Plan
9 – 10 or
27 - 30
Well-structured with proper conventions; well elaborated detailing more
than the basic WWWH; Includes the “I statements” and artifacts.*
 Details when and where
 Long and short term goals

Obstacles to overcome are detailed
7 – 8 or
Plan explains the WWWH in detail. Includes the “I statements” and
21 - 24
artifacts.*
4 - 5 - 6 or
More support needed. Includes the “I statements” and artifacts.*
12 – 15 - 18
1 – 2 – 3 or
Needs work
3–6-9
If you do not mention the artifact and its purpose, your grade will be no higher than a 3.
*The “I statements” and artifacts were added to the desertification project by the teacher. They
are not part of FPSI requirements. Please visit www.fpsi.org for an explanation of the process
and program.