Copyright 2000
by Phillip Martin
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A.x Core Curriculum and Standardsxx "Deep in the Bush" was designed for students in grades 4 - 6, but the concepts may be modified to fit the specific needs of any age group.x The lessons integrate a study of Africa with Geography, History, Language Arts, Theater, and Information Technology.x A variety of additional activites are suggested that could broaden the study to incorporate core curriculum and standards in other areas across the curriculum.
x
Curriculum Standards
Geography Standards:xx(from National Geography Standards)
Places and Regions (Essential Element No. 2)
The geographically informed person knows and understands:
Standard 4
  • Knowledge Statement 1 -- How different physical processes shape places.
  • Knowledge Statement 2 -- How different human groups alter places in distinctive ways.
  • Knowledge Statement 3 -- The role of technology in shaping the characteristics of places
Standard 5
  • Knowledge Statement 1 -- The elements and types of regions.
  • Knowledge Statement 2 -- How and why regions change.
  • Knowledge Statement 3 -- The connections among regions.
  • Knowledge Statement 4 -- The influences and effects of regional labels and images.
Standard 6
  • Knowledge Statement 1 -- How personal characteristics affect our perception of places and regions.
  • Knowledge Statement 2 -- How culture and technology affect perception of places and regions.
  • Knowledge Statement 3 -- How places and regions serve as cultural symbols.
Human Systems (Essential Element No. 4)
The geographically informed person knows and understands:
Standard 11
  • Knowledge Statement 1 -- Ways to classify economic activity.
  • Knowledge Statement 2 -- The basis for global interdependence.
  • Knowledge Statement 4 -- How changes in technology, transportation, and communication affect the location of economic activities.
Standard 13
  • Knowledge Statement 1 -- The multiple territorial divisions of the student's own world.
  • Knowledge Statement 2 -- How cooperation and conflict among people contribute to political divisions of Earth's surface.
  • Knowledge Statement 3--How cooperation and conflict among people contribute to economic and social divisions of Earth's surface.
Environment and Society (Essential Element No. 5)
The geographically informed person knows and understands:
Standard 14
  • Knowledge Statement 1 -- The consequences of human modification of the physical environment.
  • Knowledge Statement 2 -- How human modification of the physical environment in one place often leads to changes in other places.
  • Knowledge Statement 3 -- The role of technology in the human modification of the physical environment.
Standard 16
  • Knowledge Statement 1 -- The worldwide distribution and use of resources.
  • Knowledge Statement 2 -- Why people have different viewpoints regarding resource use.
  • Knowledge Statement 3 -- How technology affects the definition of, access to, and use of resources.
  • Knowledge Statement 4 -- The fundamental role of energy resources in society.
The Uses of Geography (Essential Element No. 6)
The geographically informed person knows and understands:
Standard 18
  • Knowledge Statement 1 -- How the interaction of physical and human systems may shape present and future conditions on Earth.
  • Knowledge Statement 2 -- How varying points of view on geographic context influence plans for change.
  • Knowledge Statement 3 -- How to apply the geographic point of view to solve social and environmental problems by making geographically informed decisions.
x
National History Standards:xx(from the National Center for History in the Schools)

Grade K-4 Standard 1B

  • The student understands the different ways people of diverse racial, religious, and ethnic groups, and of various national origins have transmitted their beliefs and values.
Standard 7A
  • The student understands the cultures and historical developments of selected societies in such places as Africa, the Americas, Asia, and Europe.
  • Describe the effects geography has had on societies, including their development of urban centers, food, clothing, industry, agriculture, shelter, trade, and other aspects of culture.
  • Compare and contrast various aspects of family life, structures, and roles in different cultures and in many eras with students’ own family lives.
  • Illustrate or retell the main ideas in folktales, legends, myths, and stories of heroism that disclose the history and traditions of various cultures around the world.
  • Describe life in urban areas and communities of various cultures of the world at various times in their history.
  • Describe significant historical achievements of various cultures of the world.
  • Analyze the dance, music, and arts of various cultures around the world to draw conclusions about the history, daily life, and beliefs of the people in history.
x
United States History Standards
Grades 5-12 Standard 1C
  • The student understands developments in Western African societies in the period of early contact with Europeans.
  • Describe the physical geography of West and Central Africa and analyze its impact on settlement patterns, cultural traits, and trade.
  • Describe general features of family organization, labor division, agriculture, manufacturing, and trade in Western African societies.
Standard 1D
  • The student understands the differences and similarities among Africans, Europeans, and Native Americans who converged in the western hemisphere after 1492.
  • Compare political systems, including concepts of political authority, civic values, and the organization and practice of government.
  • Compare social organizations, including population levels, urbanization, family structure, and modes of communication.
  • Compare economic systems, including systems of labor, trade, concepts of property, and exploitation of natural resources.
  • Compare dominant ideas and values including religious belief and practice, gender roles, and attitudes toward nature.
x
World History Standards
Standard 2A
  • The student understands how population explosion and environmental change have altered conditions of life around the world.
  • Analyze causes of the world’s accelerating population growth rate and connections between population growth and economic and social development in many countries.
Standard 2C
  • The student understands how liberal democracy, market economies, and human rights movements have reshaped political and social life.
  • Explain the dismantling of the apartheid system in South Africa and the winning of political rights by the black majority.
Standard 2E
  • The student understands major worldwide scientific and technological trends of the second half of the 20th century.
  • Assess the social and cultural implications of recent medical successes such as development of antibiotics and vaccines and the conquest of smallpox.
xx
Language Arts Standards: xxx(from McREL)
Standard 4xxxGathers and uses information for research purposes
Level II
  • Uses a variety of strategies to identify topics to investigate (e.g., brainstorms, lists questions, uses idea webs).
  • Uses encyclopedias to gather information for research topics.
  • Uses dictionaries to gather information for research topics.
  • Uses key words, indexes, cross-references, and letters on volumes to find information for research topics.
  • Uses multiple representations of information (e.g., maps, charts, photos) to find information for research topics.
  • Uses graphic organizers to gather and record information for research topics (e.g., notes, charts, graphs).
  • Compiles information into written reports or summaries.
Level III
  • Gathers data for research topics from interviews (e.g., prepares and asks relevant questions, makes notes of responses, compiles responses).
  • Uses the card catalog to locate books for research topics.
  • Uses the Reader's Guide to Periodical Literature and other indexes to gather information for research topics.
  • Uses a computer catalog to gather information for research topics.
  • Uses a variety of resource materials to gather information for research topics (e.g., magazines, newspapers, dictionaries, schedules, journals, phone directories, globes, atlases, almanacs).
  • Determines the appropriateness of an information source for a research topic.
  • Organizes information and ideas from multiple sources in systematic ways (e.g., time lines, outlines, notes, graphic representations).
  • Writes research papers (e.g., separates information into major components based on a set of criteria, examines critical relationships between and among elements of a research topic, integrates a variety of information into a whole).
Standard 7Demonstrates competence in the general skills and strategies for reading a variety of informational texts
Level II
  • Applies reading skills and strategies to a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines).
  • Knows the defining characteristics of a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines.)
  • Uses text organizers (e.g., headings, topic and summary sentences, graphic features) to determine the main ideas and to locate information in a text.
  • Identifies and uses the various parts of a book (index, table of contents, glossary, appendix) to locate information.
  • Summarizes and paraphrases information in texts (e.g., identifies main ideas and supporting details).
  • Uses prior knowledge and experience to understand and respond to new information.
  • Identifies the author's viewpoint in an informational text.
Level III
  • Applies reading skills and strategies to a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, bus routes, catalogs).
  • Knows the defining characteristics of a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodiocals, bus routes, catalogs).
  • Summarizes and paraphrases complex, explicit hierarchic structures in informational texts.
  • Identifies information-organizing strategies that are personally most useful.
  • Uses new information to adjust and extend personal knowledge base.
  • Identifies techniques used to convey viewpoint (e.g., word choice, language structure, context).
  • Seeks peer help to understand information.
  • Draws conclusions and makes inferences based on explicit and implicit information in texts.
  • Differentiates between fact and opinion in informational texts.
x
Theater Standards: xxx(from McREL)
Demonstrates competence in writing scripts
Level III
  • Creates characters, environments (e.g., place, time, atmosphere/mood), and actions that create tension and suspense.
  • Refines and records dialogue and action. x
  • Creates improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history)
Uses acting skills.
Level III
  • Understands how descriptions, dialogue, and actions are used to discover, articulate, and justify character motivation
  • Uses basic acting skills (e.g., sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts) to develop characterizations that suggest artistic choices
  • Invents character behaviors based on the observation of interactions, ethical choices, and emotional responses of people
  • Interacts as an invented character in improvised and scripted scenes
Designs and produces informal and formal productions.
Level III
  • - Understands the functions and interrelated nature of scenery, properties, lighting, sound, costumes, and makeup in creating an environment appropriate for the drama
  • Understands technical requirements for various improvised and scripted scenes
  • Develops focused ideas for the environment using visual elements (e.g., line, texture, color, space), visual principles (e.g., repetition, balance, emphasis, contrast, unity), and aural qualities (e.g., pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional sources
  • Selects and creates elements of scenery, properties, lighting, and sound to signify environments, and costumes and makeup to suggest character
x
Information Technology: xxx(from National Education Technology Standards)
Standard 1Basic operations and concepts
  • Students demonstrate a sound understanding of the nature and operation of technology systems.
  • Students are proficient in the use of technology.
Standard 2Social, ethical, and human issues
  • Students understand the ethical, cultural, and societal issues related to technology.
  • Students practice responsible use of technology systems, information, and software.
  • Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Standard 3Technology productivity tools
  • Students use technology tools to enhance learning, increase productivity, and promote creativity.
  • Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Standard 4Technology communications tools
  • Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
  • Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Standard 5Technology research tools
  • Students use technology to locate, evaluate, and collect information from a variety of sources.
  • Students use technology tools to process data and report results.
  • Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Standard 6Technology problem-solving and decision-making tools
  • Students use technology resources for solving problems and making informed decisions.
  • Students employ technology in the development of strategies for solving problems in the real world.
Information Literacy Standards:xxx (from the American Association of School Librarians)
Standard 1 The student who is information literate accesses information efficiently and effectively.
Standard 2The student who is information literate evaluates information critically and competently.
Standard 3The student who is information literate uses information accurately and creatively.
Independent Learning
Standard 4The student who is an independent learner is information literate and pursues information related to personal interests.
Standard 5The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
Standard 6The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
Social Responsibility
Standard 7The student who is socially responsible contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
Standard 8The student who is socially responsiblecontributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
Standard 9The student who is socially responsible contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
  
Bushmask2j.jpg (2229 bytes) Activity One
Bushmask2j.jpg (2229 bytes) Activity Two
Bushmask2j.jpg (2229 bytes) Activity Three