Activity Two: Everyday Life
In this lesson students will learn about daily life in
various African countries. Students will read accounts about
young urban Kenyans, child brides in Côte d'Ivoire,the Dinka
in Sudan, a Tuareg nomad, and others. After reading the
articles students will create an interview that they will
present in class.
1. Working in pairs, have students select an article/story
from the following Web sites:
http://pbskids. org/africa/ myworld/
Contains photo essays by young people from Ghana, South
Africa, Kenya, and Uganda.
Contains links to profiles of sixteen ethnic groups from eight
significant regions in Africa.
http://www.washingtonpost .com/wp-srv/ inatl/longterm /africanlives /front.htm
Profiles eight people from Africa as they live through everyday challenges.
2. Using the article they selected, students will create an
3. One student will take the role of the interviewer, and
generate a list of questions that touch on the important
information in the article.
4. The other student will be the person who wrote, or who the
article was written about. This student will answer the
questions that the interviewer has written.
5. After being given time to practice their interview,
students will present their interviews to the class.
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| Activity Three: Food in Africa
In this lesson, students will learn about the kinds of food
that are eaten in a particular region and the reason for its
1. Ask students to give examples of typical foods that
are eaten in their household. Record their responses on the
2. Ask students why we, as Americans, eat these kinds of
food. How does our country's geography and economy impact
what we eat?
3. Write the following excerpt from the CIA World Fact Book
about the United States on the board. Agriculture - products:
wheat, other grains, corn, fruits, vegetables, cotton; beef,
pork, poultry, dairy products; forest products; fish
4. Refer back to the list of foods students eat and discuss
how the foods they eat relates to the agricultural products
we produce in the United States. (i.e. The United States
produces beef, and it is found in many peoples' diets.)
5. Ask students for examples of countries from which their
6. Working individually, or in small groups, send students to
the African Studies section of the School of Arts & Sciences
at the University of Pennsylvania's Web site.
http://www.sas. upenn.edu/African _Studies/Cookbook /about_cb_wh
Recipes may also be found on the AFRICA Web site in the
Explore the Regions section.
choose a region, click on
people and then find recipes and click on it.
Have students select a country from either of the above web
sites to study, and then send them to the
CIA World Fact Book site at the following location:
http://www.odci .gov/cia/ publications/factbook/
Find the country you have been reading about from
the list of countries on the site.
Gather information on this Web site that you think has
influenced the food in the country you are studying.
The following are suggestions of where to look:
The country's background of the Introduction section
of the site. (i.e. Mozambique was a Portuguese colony
for almost five centuries. How does this influence the
food of Mozambique?)
Students should prepare a Culinary Report on the food of the
country they selected. The report will contain the following
The People section contains ethnic group information.
The Geography section contains information on climate,
terrain, land use, natural hazards, and the
The Economy section contains information on
agricultural products and exports.
An overview of the kinds of foods that are served in
A brief overview explaining how a dinner is served in
A description of the dishes that will be served.
A section that relates the information you gathered
from the World Fact Book site about your selected
country. How are the history, geography, and economy
of the country reflected in its food?
Have students present the information on their
country to the class.
If you are very ambitious, or if you have students who enjoy
cooking, you may choose to have the groups prepare one of the
dishes to share with the class.
Continue to activities 4, 5, and 6