Glencoe World Geography, 2005
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Chapter 22: Africa South of the Sahara Today
"World Links"

Introduction
Students have read about many aspects of life in Africa south of the Sahara today. Specific information about the lives of today's African students will help your students grasp some of the reality of life for their peers in Africa south of the Sahara. Students will read about a program that encourages Internet communication between groups in different countries. Students will examine the results of two such programs and will then write a report about the results of one exchange program.

Lesson Description
In this lesson students will learn about the World Links for Development (WorLD) program that enables participants to interact with students from other countries using the Internet. Students will read about two specific cultural exchange projects and answer four questions about their reading. They will then write a report which draws lessons from one of the projects in the manner suggested by the WorLD program Web site.

Instructional Objectives

  1. Students will be able to describe and analyze cultural exchange projects that link students in all parts of the world.
  2. Students will be able to write a report about the Ghana project of Morgan City High School.

Applied Content Standards
Standard 6: The geographically informed person knows and understands how culture and experience influence people's perceptions of places and regions.
Standard 18: The geographically informed person knows and understands how to apply geography to interpret the present and plan for the future.

Student Web Activity Answers

  1. The program uses new technologies to link students in countries with differing levels of technology and development. The project aims to enrich the experience of all participating students and teachers. Students will gain knowledge and technical skills for the twenty-first century and increase their understanding of other cultures.
  2. Countries in Africa south of the Sahara that have participated include Cape Verde, Ghana, Mauritania, Mozambique, Senegal, South Africa, Uganda, Zimbabwe, Botswana, Gambia, and Burkina Faso.
  3. Part One covered the human environment. Students were to present information about one person's home, community, and environment. Part Two involved discussion of an insect found in their environment. Part Three dealt with communications technology. The student groups focused more on Part One in their exchanges, providing detailed questions and answers for each other.
  4. The students from the coed school in South Africa worried that an all-boys school would have less cooperation and more trouble and violence than a coed school. The Ugandan boys assured them that life without girls at school did not present a problem. The South African students were worried about crime and violence in neighborhoods. The Ugandan students responded that in their country violence and burglary were rare, and fences were not required as a safety measure.
  5. Students' reports may mention that the participants were generally well informed about their counterparts in the other country. However, each group shared a number of misperceptions. The Chicago students expected life in Ghana to be more traditional than the African students found it to be. Examples include music, movies, and city housing. Both groups found that the other groups' impression of important heroes and historical events needed to be updated. Students should note that the first astronaut landed on the moon in 1969, not 1964.

Go To Student Web Activity

 


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Glencoe World Geography, 2005
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