Wayne RESA’s Cultural Collaborative for Learning …archives.lessoncorner.com/f9dfaedb66459980d.pdf · Wayne RESA’s Cultural Collaborative for Learning ... various facts about

Wayne RESA’s Cultural Collaborative for Learning

Page 1 of 4 Social Studies Lesson: Geography

African Art and Personal Adornment <Back to Volume Overview

Social Studies Lesson: GeographyDetroit Institute of Arts5200 Woodward AvenueDetroit, MI 48202(313) 833-7900www.dia.org

Through art, students will explore some of the diverse regions, countries, and culturalgroups of Africa.

Objectives:

1. Students will collaboratively research some of the cultural groups of West Africa, WesternSudan, and the Guinea Coast.

2. Students will be able to compare and contrast similarities and differences in these cultures.

3. Students will be able to locate the cultural and political boundaries of some of the cultural groupsin the regions of West Africa, Western Sudan, and the Guinea Coast.

MCF Curriculum Standards and Benchmarks

Social Studies: Geographic Perspective

ß SOC.II.1.MS.1 - Locate and describe the diverse places, cultures, and communities of majorworld regions.

ß SOC.II.1.MS.3 - Explain why people live and work as they do in different regions.

Social Studies: Inquiry

ß SOC.V.1.MS.1 - Locate and interpret information about the natural environments andcultures of countries using a variety of primary and secondary sources and electronictechnologies, including computers and telecommunications where appropriate.

ß SOC.V.1.MS.2 - Use traditional and electronic means to organize social science informationand to make maps, graphs, and tables.

ß SOC.V.1.MS.3. - Interpret social science information about the natural environment andcultures of countries from a variety of primary and secondary sources.

BEFORE THE VIDEO

Activity #1: ResearchMaterials:

ß computer with Internet access or media lab time

ß [Geography Student Worksheets Set #1: African Art in the Program].

ß These sheets feature images of African works of art at the DIA with general backgroundinformation.

ß [Geography Student Worksheet #2: Group Project Worksheet]

ß [Geography Teacher Sample #1: Group Project Sample Response]

(Continued)



Social Studies Lesson: Geography (continued)Resources:

General resources such as books, encyclopedias, and almanacs

Africa

ß http://www.africa.com/countries - Provides background about African countries includinggeography, people, history, climate, and travel information.

Asante or Ashanti people

ß http://www.encyclopedia.com/articles/00799.htm - Encyclopedic entry containing generalinformation about the Asante people.

ß http://library.websteruniv.edu/ashanti.html - Contains a select list of Internet sources about theAsante people.

Benin people (Kingdom of Benin)

ß http://www.uiowa.edu/~edu/~africart/toc/history/giblinstate.html#benin - Brief history of theKingdom of Benin and its people.

Fulani people

ß http://www.uiowa.edu/~africart/toc/people/Fulani.html - Contains information about the art,history, economy, and religion of the Fulani culture.

Ghana

ß http://www.odci.gov/cia/publications/factbook/gh.html - Provides general information includinggeography, population, and history.

ß http://www.inerknowledge.com/ghana/index.html - Provides an introduction to Ghana.

Makonde people

ß http://www.uiowa.edu/~africart/toc/people/Makonde.htm - Contains information about the art,history, economy, and religion of the Makonde culture.

Mali

ß http://www.odci.gov/cia/publications/factbook/ml.html - Provides general information includinggeography, population, and history.

Mozambique

ß http://travel.dk.com/wdr/MZ/mMZ_Intr.htm - World Desk Reference site contains generalcountry information, demographics, and statistics for Mozambique.

Nigeria

ß http://www.afroam.org/childre/discover/nigeria/nigeria.htm - Contains a map of Nigeria andvarious facts about the country and its people.

Republic of Benin

ß http://www.sas.upenn.edu/African_Studies/Country_Specific/benin_EDoc.html - Recordsinformation about geography, climate, communications, politics, places of interest, history,industry, and trade.

ß http://www.nationalgeographic.com/maps/atlas/africa/benin.html - National Geographic sitecontaining general information about Republic of Benin including map, flag, population, capital,religion, language, and brief history.

Yoruba people

ß http://www.cultural-expressions.com/ifa/ifahistory.htm - Brief history of the Yoruba people.

(Continued)



Social Studies Lesson: Geography (continued)Procedure:

1. Print and copy Geography Student Worksheets Set #1: African Art in the Program.

2. Print and copy Geography Student Worksheet #2: Group Project Worksheet

3. Define and discuss: “region,” “cultural group,” “political state:”

ß region: an area having natural or arbitrarily defined boundaries.

ß cultural group: a group with shared traits such as beliefs, social forms, language, ormaterials.

ß political state: a geographic area defined by governmental boundaries.

It is important to note that in Africa, many cultural groups have occupied the same land forhundreds of years. More recently designated political boundaries often split those cultural lines.

4. Divide the class into 8 groups.

5. Assign each group one African Art in the Program worksheet to research. Each group will usethe Internet and any other available resources to obtain information about the region, culturalgroup, and the political state, in which the object was created. See resources listed in this planfor a basic list of related web sites.

6. Once the information has been gathered, students will compile their information on a GroupProject Worksheet. Varying amounts of information will be available depending on the culturebeing researched. See Geography Teacher Sample #1: Group Project Sample Response for asample response.

7. Each group should share their information with the entire class. Copies of the Group ProjectWorksheets should be made for each student.

Activity #2: Map of AfricaMaterials:ß [Geography Student Worksheet #3: Map of Africa]ß [Geography Teacher Guides Set #1: Maps of Africa with Locations]ß colored pencilsß completed Group Project Worksheetsß world atlas or political maps of Africa

Procedure:

1. Print, copy, and distribute Geography Student Worksheet #3: Map of Africa. (See GeographyTeacher Guides Set #1: Maps of Africa with Locations for completed maps.)

2. Using the information gathered, label the following countries:ß Ghanaß Liberiaß Mali

ß Mozambiqueß Nigeriaß Republic of Benin

3. Using the information gathered, shade in the regions of Africa where the following cultural groupsare located:ß Asante (Ashanti)ß Bassaß Beninß Fulani

ß Makondeß Mandeß Yoruba

(Continued)



Social Studies Lesson: Geography (continued) DURING THE VIDEO

Materials:

ß completed Group Project Worksheets

Setting a Purpose for Viewing:

ß Before the program begins, give students time to look over the Group Project Worksheetscompleted by their respective group.

ß Encourage students to view the video to explore personal adornment through African Art and toadd to their knowledge about the cultural group that created the object that they researched.

Discussion After Viewing:

ß In small groups, give students the opportunity to discuss what they have learned about the objectthey have researched with their group members. They can add new insights and connections totheir Group Project Worksheet.

ß Groups should share new information with the entire class.

AFTER THE VIDEO

Venn DiagramMaterials:ß completed Group Project Sheetsß [Geography Student Worksheet #4: Venn Diagram]

Procedure:1. Print, copy, and distribute Geography Student Worksheet #4: Venn Diagram to each student.2. Direct each student to choose a person who was not a member of his/her research group as a

partner and who has researched a different political state.3. To complete the Venn Diagram:ß One student writes the name of the political state his/her group researched in circle A, the

other student writes the name of the political state his/her group researched in circle B.ß Circle A contains information and connections about one country.ß Circle B contains information and connections about the other country.ß Circle C contains information that is same/similar to both countries.

4. Partners work together to complete the Venn Diagrams.5. After Venn diagrams are completed, students should write an essay comparing the two countries.

Assessment:ß Did students work collaboratively to research the assigned object?ß Did students use various resources to obtain information for their Group Project Worksheets?ß Did students use the information from the Group Project Worksheets and at least one other

resource to complete a map of Africa?ß Did students collaboratively complete the Venn Diagram?ß Were students able to interpret information from the Venn Diagram and complete a comparison

essay?

Lesson Designed by:Leota Kyko, Harper Woods Secondary School, Harper Woods School District

<Back to Volume Overview


Page 1 of 8 Geography Student Worksheets Set #1 – African Art in the Program

Geography Student Worksheets Set #1 <BackAfrican Art in the Program(Sheet 1 of 8)

©2000 Detroit Institute of Arts

Woman’s Kente Cloth, early 1900sAsante people, GhanaCottonDIA 1990.25

Kente cloths — which were traditionally woven from brightly colored, imported silk threads — aredistinguished by their complex designs and patterns. Traditionally, only members of the royalfamily and the wealthy could have afforded to pay for a cloth. The great expense of obtaining theimported silk meant that many kente cloths cost more than one year’s earnings.

Region: Guinea CoastPolitical state: GhanaCultural group: Asante people



Geography Student Worksheets Set #1 African Art in the Program (continued)(Sheet 2 of 8)


Adinkra, late 1800s to early 1900sAsante people, GhanaCottonDIA 1997.14

Adinkra cloths are large pieces of fabric stamped with symbolic designs and patterns. Historicallythey were only worn to funerals and special ceremonies. The symbols on this adinkra cloth referto leadership, which suggests that it was probably worn by someone of high social rank.

Region: Guinea CoastPolitical state: GhanaCultural group: Asante people





Palace Door, about 1925Olówè of Isè, Yoruba people, NigeriaWoodDIA 1997.80

This large wood door illustrates the religious and domestic life of the royal court of the Yorubapeople. The roles of the people in the royal court can be distinguished based on their hairstyles.Figures include the king, his wives, guards, priests, and messengers.

Region: Guinea CoastPolitical state: NigeriaCultural group: Yoruba people





Queen Mother Commemorative Head, early 1800sBenin people, NigeriaBronzeDIA 26.1

The numerous bands around the neck of this portrait represent a coral bead necklace worn by theQueen Mother of the Benin Cultural group of Nigeria. The Queen Mother played an important rolein the Benin Court. She was an advisor to her son, the king, and achieved equal status to that of amale senior chief. Coral beads were rare and were considered a sign of wealth and roya

Region: Guinea CoastPolitical state: NigeriaCultural group: Benin people





Helmet Mask, early 1900sMakonde people, MozambiqueWood, wax, fiberDIA 76.25

The black line designs on this mask represent scarification. This process of scarification wasperformed as part of a ritual to initiate children into adulthood. The elaborate scars wereconsidered beautiful and identified that person as a member of the Makonde

Cultural group.Political state: MozambiqueCultural group: Makonde





MaskBassa people, LiberiaWoodDIA 1996.267

This portrait mask, used by the Bassa Cultural group of Liberia, represents spirits of ancestorswho were believed to protect the community from harm. The mask is not intended to be a portraitof a specific person. Instead, the mask represents Bassa definitions of beauty, including a neatlyformed hairstyle, straight nose, and small mouth and chin.

Region: Guinea CoastPolitical state: LiberiaCultural group: Bassa people





Earrings, mid-1900sFulani people, MaliGold, thread, wireDIA 78.22

These gold earrings were a symbol of wealth and prestige, but also had a practical function.These earrings were used as a form of currency. When a woman wanted to make a majorpurchase, she scraped a certain amount of gold off of one of her earrings.

Region: Sahara DesertPolitical state: MaliCultural group: Fulani people





Bead, early 1900sMande people, MaliGoldDIA 77.10

This type of hollow bead, which is worn as a pendant by Mande women of Mali, is intended toenhance the beauty of its wearer and as a sign of wealth. The bead might have been worn on asimple chain or leather cord, or it might have been worn on a chain of other smaller and lesselaborate gold beads.

Region: Sahara DesertPolitical state: MaliCultural group: Mande people

<Back


Page 1 of 1 Geography Student Worksheet #2: Group Project Worksheet

Geography Student Worksheet #2 <BackGroup Project Worksheet

Names of Members:1.2.3.4.

Sources Used••••

(art object)

(cultural group)

(region) (political state)


Page 1 of 1 Geography Teacher Sample #1: Group Project Sample Response

Geography Teacher Sample #1 <BackGroup Project Sample Response

Name of Members:

1.

2.

3.

4.

a continuousviable culturefor 600 - 700

years

keepersof gold

subgroupsof Akan

language

(cultural group)

(art object)

(region) (politcal state)

plateau, south ofthe Sahara

forests andgrasslands

Niger River flowsthrough it

majorreligion is

Christianity

landlockedcountry

capital isAccra

GhanaWesternAfrica

Asante

Kente Cloth

Sources used:

• encylcopedia

• http://www.interknowledge.com/ghana/index.html


Page 1 of 1 Geography Student Worksheets Set #3 – Map of Africa

Geography Student Worksheets Set #3 <BackMap of Africa

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Wayne RESA’s Cultural Collaborative for Learning …archives.lessoncorner.com/f9dfaedb66459980d.pdf · Wayne RESA’s Cultural Collaborative for Learning ... various facts about