UNDERSTANDING AFRICA



UNDERSTANDING AFRICA

Portfolio Unit and Performance-Based Assessment

“Building a Highway across Africa”

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Introduction

Scenario – The World Bank has just turned down a proposed route for a highway across Africa from Tunis, Tunisia, to Cape Town, South Africa. Your group is requested to submit to the World Bank a proposal for a better route for the highway. Students will study a series of maps, data, and atlases (and other references), to explain why the first route was turned down, and create a new and improved route with reasoned support for it.

Focus Question – How do human and physical characteristics of Africa influence its economic interdependence?

Prior Learning: Students must have the:

►Ability to use and interpret maps and atlases.

►Understanding of the concept of interdependence.

►Understanding of the importance of economic development in resolving some of the major issues affecting nations.

►Awareness of economic and trade alliances and their benefits.

►Knowledge of major climatic zones.

Skills: Students will:

►Describe elements of the human and physical environment.

►Detect errors in reasoning and decide on an alternative.

►Construct support and defend a position.

The Product or Performance:

Design a new highway route and support it with reasoned argument in the form of:

►Charts (history, culture, economics, politics)

►Reports on Tribal influences in the areas (tourism)

►Large Map showing physical and political places

◊On the large map you will show your proposed route for the highway.

►Small thematic maps showing:

◊Population

◊Literacy

◊Religion

◊Climatic regions

◊Natural resources

►Design a new highway route and support it with reasoned argument in the form of a memo to the World Bank (This will be an oral presentation with a collection of the above information brought into the presentation, including your proposed new route on the map).

Terms of the Project:

•Each group member will work diligently and cooperatively.

•Each group member will complete an evaluation form for other group members.

•Presentations and Information will count two (yes, two) test grades.

You are to work with your group to the best of your abilities, as you would in any team project or game. To not fulfill your duties will have a negative impact on the final grade. Time will be given in class, but there will also be time outside class that some of the aspects of the project will need to be finished. This activity can be an enjoyable experience. Only a few can destroy it for others, so do not be the one to undermine your group. There is an attached letter that we will go over and you will need to take it home with the packet for your parents to read and sign. This is a contract. To receive favorable scores the contract must be upheld.

Checklist

•Large Map – You must show your proposed route and other data on this map.

Presentation Binder:

•Title Page- Should include Route name and group members

•Memo- one memo page should be neatly completed and well-articulated

•Countries and Cities Connected List- complete list of stops along highway. EVERY COUNTRY you pass through must be included.

•Chart - data acquisition chart (a graphic organizer to help structure the groups thoughts on the proposed route)

•Smaller Thematic maps – These must be drawn and colored! You need at least 4. They also must help back up your route choice.

•Tribe Report – research on any tribe near your highway. Type a one page report on the tribe and include information on how the highway may impact their lifestyle.

•Works Cited Page – You must include a Works Cited page at the end of your project. All information sources should be recorded and listed in MLA format. Plagiarism is a breach of the Honor Code and will not be tolerated.

Africa

Student Handout #1

Assessment Information

Proposal for “Building a Highway across Africa”

A conference of African leaders has adopted as top priority the building of a highway across the continent. The purpose of the highway is to foster political cooperation among the African nations and to promote economic development, trade, and tourism.

The highway would be financed by the World Bank, which, with the African leaders, recently rejected an initial proposal for the highway and is now seeking alternate proposals.

Your assignment will cover a couple of weeks: You will need to draw an alternate proposal and explain how it improves on the original proposal.

Enclosed is an outline map of Africa and a list of cities connected by the initial proposal for the transcontinental highway. Draw the route of the initial proposal on the map and list reasons you think it was rejected. To help formulate your reasons, consult atlases, lists of construction costs below, and other data provided by your teacher.

Construction costs: Terrain and climate influence the cost of road construction. Listed below are kinds of terrain ranked in order of expense for road construction. Mountains are the most expensive, savanna the least expensive.

•Mountains

•Rainforest/jungle

•Desert

•Bridge over major rivers

•Steppe

•Savanna

Roads are more expensive to build in humid, subtropical climates than in Mediterranean climates.

Before drawing your route, recall why you think the initial proposal was rejected. Keep in mind the purpose of the highway. Fill out the memo.

Your route must do the following:

•Cover a major portion of the continent

•Connect major population centers

•Cross a minimum of 13 countries and a maximum of 25

•Pass through a capital city on the Atlantic Ocean and a capital city on the Indian Ocean.

Enclosed is a map of Africa and a list for your group to write down the major cities that your group will connect in your highway.

Africa

Student Handout #3

Connect the Cities:

“Building a Highway across Africa”

Use the outline map of Africa to draw the rejected route, which connected the following cities in this order:

1. Tunis, Tunisia 9. Nairobi, Kenya

2. Algiers, Algeria 10. Dar es Salaam, Tanzania

3. Niamey, Niger 11. Lilongwe, Malawi

4. Abuja, Nigeria 12. Lusaka, Zambia

5. Yaounde, Cameroon 13. Harare, Zimbabwe

6. Brazzaville, Congo 14. Johannesburg, South Africa

7. Kinshasa, Democratic 15. Port Elizabeth, South Africa

Republic of the Congo

8. Kampala, Uganda 16. Cape Town, South Africa

Africa

Student Handout #4

Why Was the Route Rejected?

Using the atlas and data, state three reasons that the World Bank and African leaders might have rejected the proposed highway. Keep in mind the purpose of the construction of the highway:

• To encourage economic development and trade among countries

•To promote tourism

•To promote political and economic cooperation between countries

•To stimulate economic development

•To develop a transportation system

Probable reasons for rejection of the initial proposal:

1) Physical geographic reason:

2) Human geographic reason:

3) Another physical or human reason

Africa

Student Handout #5

Checklist: Highway across Africa

Group Members:

Class Period

Before the presentation and for your presentation book, the following elements must be completed:

*Don’t forget your presentation binder/book needs a title page!

The Map (progress check on 2/20)

( includes a title, date, and cartographer’s name(s)

( includes a legend

( includes items important to your route argument

( is neat, clearly organized, and legible

( is accurately labeled (spelling counts)

Thematic Maps *at least 4 (progress check on 2/20)

( are neat and informative

( are appropriate for presentation and validation of your route

The Highway Route and Memo (meeting on 2/20)

( is a transcontinental road

( connects population centers

( covers a minimum of 13 countries and a maximum of 25 countries

( passes through a capital city on the Atlantic Ocean and one on the Indian

Ocean

( Memo is concise and relevant to route

The Tribal Report and Research Charts (progress check on 2/17)

( conforms to mechanics of writing (punctuation, grammar, spelling)

( has all parts of the form and portfolio completed (chart and tribal report)

( Works Cited

Africa

Student Handout #7

Countries and Cities

Connected by Our Proposed Highway

Country/Capital

1. 14.

2. 15.

3. 16.

4. 17.

5. 18.

6. 19.

7. 20.

8. 21.

9. 22.

10. 23.

11. 24.

12. 25.

13.

Africa

Student Handout #8

Memo: Final Proposal for Route across Africa

To: The World Bank

From:

Subject: Alternate Proposal for “Building a Highway across Africa”

After considering the data and the rejected highway route, we designed an alternate proposal, which is included here on a map, accompanied by a list of countries connected by the highway. Our proposed highway meets the following criteria:

• Crosses a major portion of the continent

• Connects major population centers

• Crosses countries

• Passes through the capital city of on the Atlantic Ocean

and the capital city of on the Indian Ocean

• Is practical and crucial to the economic development of Africa.

We have emphasized the influence of the physical and human geographic features of the continent in designing our proposal.

Keeping in mind the purpose of the highway, we submit the following four specific reasons our proposed route is a better plan. We are including reasons concerning physical, cultural, and economic geography, and (group’s choice).

1) Physical

2) Cultural

3) Economic

4) (Group’s choice)

Africa

Student Handout #9

| | Physical | Cultural | Economic | Hazards |Other Factors |Relations with |

|Country |Characteristics |Characteristics |Features | |That Might |Other Countries |

| | | | | |Affect Highway | |

|Tunisia | | | | | | |

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Africa

Student Handout #10

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*These are “SCRATCH” maps. I will give you clean maps for your topical ones.

Africa

Student Handout #11 Outline Map of Africa

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*These are “SCRATCH” maps. I will give you clean maps for your topical ones.

TEAMWORK

Next fall, when you see geese flying along in a “V” formation, you might consider what science has discovered as to why they fly that way.

Fact: As each bird flaps its wings, it creates an “uplift” for the bird immediately following. By flying in a “V” formation, the whole flock has at least 71% greater flying range than if each bird flew on its own.

Lesson: People who share a common direction and sense of community can get where they are going quicker and easier because they are travelling on the thrust of one another.

Fact: When a goose flies out of formation, it suddenly feels the drag and resistance of trying to go it alone. It quickly gets back into formation to take advantage of the lifting power of the birds immediately in front.

Lesson: If we have as much common sense as a goose, we stay in formation with those headed where we want to go. We are willing to accept their help and give our help to others. It is harder to do something alone than together.

Fact: Whe the lead goose gets tired, it rotates back into the formation, and another goose flies to the point position.

Lesson: It is sensible to take turns doing the hard and demanding tasks and sharing leadership. As with geese, people are interdependent of each others skills, capabilities, and unique arrangements of gifts, talents, or resources.

Fact: The geese flying in formation honk from behind to encourage those up front to keep up their speed.

Lesson: We need to make sure our honking is encouraging. In groups where there is encouragement, the production is much greater. The power of encouragement (to stand by one’s heart or core values and encourage the heart and core values of others)is the quality of honking we seek. We need to make sure our honking is encouraging and not discouraging.

Fact: When a goose gets sick, wounded, or shot down, two other geese will drop out of formation with that goose and follow it down to lend help and protection. They stay with the fallen goose until it dies or is able to fly again. Then, they lauch out on their own, or with another formation to catch up with their flock.

Lesson: IF WE HAVE THE SENSE OF A GOOSE, WE WILL STAND BY EACH OTHER IN DIFFICULT TIMES AS WELL AS IN GOOD. --Author Unknown

Africa

Student Rubric

Highway across Africa

Analytic-Trait Scoring Tool for New Route

| |Advanced (4pts) |Proficient (3pts) |Minimal (2pts) |Inadequate (1pt) |

|Physical Geography | | | | |

| |Thoroughly understands |Reasons given for the new|Provides barely adequate |Incorrect or superficial |

| |and explains reasons for |route incorporate |reasons for the new route|reasons for new route; |

| |new route, incorporating |accurate information |and/or incorporates some |incorporates inaccurate |

| |accurate information |regarding the physical |inaccuracies on physical |information regarding |

| |regarding physical |features of places on the|features. |physical features of |

| |features of places on the|route. | |places on route. |

| |route. | | | |

|Cultural | | | | |

|Geography |Thoroughly understands |Reasons given for the new|Provides barely adequate |Incorrect or superficial |

| |and explains reasons for |route incorporate |reasons for the new route|reasons for the new route|

| |the new route that |accurate information |and/or incorporates some |and/or incorporates |

| |incorporate accurate |regarding the cultural |inaccuracies on cultural |inaccurate information |

| |information regarding the|features of places on the|features. |regarding the cultural |

| |cultural features of |route. | |features of places on the|

| |places on the route. | | |route |

|Economic inter-dependence| | | | |

| |Develops fully the reason|Reasons given relate to |Provides barely adequate |Incorrect or superficial |

| |that relates to economic |interdependence and to |reasons that relate to |reasons that relate to |

| |interdependence and |promotion of trade |economic interdependence |economic interdependence |

| |clearly explains how that|routes. |and trade. |and trade. |

| |facilitates trade. | | | |

|Geographic reasoning | | | | |

| |Develops completely a |Uses geographic concepts |Use of geographic |Use of geographic |

| |justification for |and data to justify why |concepts and data to |concepts and data |

| |proposed route, using |they chose that proposed |justify why they chose |reflects an unacceptable |

| |important details, facts,|route based on geographic|that proposed route is |understanding or |

| |and geographic concepts, |knowledge acquired, and |weak. Defending the |misconception. Defending|

| |and then defends the |then defends the route. |route shows limited |the route shows no |

| |route providing clear, | |understanding of |understanding of |

| |thorough support. | |geographic knowledge. |geographic knowledge. |

|Acquisition, processing, | | | | |

|and reporting data |Map work is accurate |Map work is mostly |Map work is mostly |The map has inaccuracies |

| |throughout. Correctly |accurate and complete. |accurate and complete, |throughout. Does not |

| |presents a well-planned |Presents a well-planned |but with some inaccuracy.|demonstrate the use of |

| |route that improves on |route that improves on |Route is somewhat |maps, data, and/or does |

| |the first route. |the first route. |difficult to follow. |not have a plausible |

| |Demonstrates use of |Demonstrates the use of |Research and use of maps |route. Work is messy and|

| |research, as well as maps|research, as well as maps|and data is not clearly |difficult to follow. |

| |and data. |and data. |evident. | |

Highway across Africa

Considerations for the New Proposal

Exemplary responses for the final report for new and improved route would include many factors to qualify as an “advanced performance,” such as…

➢ Topography: Control construction costs.

➢ Climate: Avoid harsh areas.

➢ Environmental issues: Build where it would cause the least damage.

➢ Location of natural resources: Control construction costs.

➢ Location of capital/major cities: Ensure contact with highest number of people.

➢ Tourist attractions: infusion of foreign capital, improve balance of trade.

➢ Social customs: Take care to accommodate

➢ Political considerations: Take care to accommodate.

➢ Health problems: (Tsetses fly, dengue fever, AIDS, Ebola, Malaria, etc): Avoid when possible.

➢ Availability of food/shelter for work crews: Control construction costs.

➢ Availability of building materials: Control construction costs.

Pre-AP Geography 2017

Understanding Africa Rubric

Building the Highway Africa Presentation

Area of Africa: Period

Group Members:

Presentation of Material: (40 pts)

• Why original route was rejected: (10)

• Why proposed route was chosen: (10)

• Organization or materials/presentation: (10)

• Tribal Report Referenced and Included: (10)

Visuals: (35 pts)

• Thematic Maps (accuracy/neatness): (15)

• Highway Map: (20)

Response to Panel Questions: (15 pts)

Works Cited: (10 pts)

Extra (Bonus points for winning proposal)

Grade

Comments:

CONTRACT FOR HIGHWAY ACROSS AFRICA

I, , agree to work with my group. I agree to be cooperative with the instructor, and my group members. I understand that the success or lack of success of the group is dependent on all of us doing our part.

I acknowledge that my grade will be affected by my performance as a group member. This is an opportunity for each student to grow in the areas of teamwork, dedication, organization, and accountability.

I also acknowledge that if a problem should arise within the group or with my participation due to an extenuating circumstance, I must notify the instructor immediately.

I realize that this is a major project and will count as 2 major grades in PAP World Geography.

(Please sign that you have received and understand the packet. You are also acknowledging agreement with the contract.)

Period

(Student)

(Parent/Guardian)

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Outline Map of Africa

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