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North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
North Africa – Human Geography
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North Africa – Human Geography

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Human Ideas, Movement, and Customs in North Africa

Human Ideas, Movement, and Customs in North Africa

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  • 1. North Africa – Human Geography  Do Now: 1)Look at the picture on the right. 2) Answer the following: -What do you see? -What does it mean? -How do you know?
  • 2. North Africa - Trade  A. 650 A.D.: - African goods made their way to Europe through the trade between West Africa and North Africa.
  • 3. North Africa - Trade  B. Goods: -Bought from the West African traders by the North African Muslim traders were taken into southern Europe. Here they might then have been sold on to Europeans.
  • 4. North Africa – Trade  C. 7th century AD: -Sophisticated trade networks were established.
  • 5. North Africa - Trade  D. North Africans: -Exchanged their local products like horses, books, swords and chain mail with West Africans for gold, ivory, salt and cloth.
  • 6. North Africa – Trade  E. Trans-Saharan trade: -Crossed the Sahara desert and included slaves. The slaves, usually captured as prisoners of war, were sold by the West Africans to the Muslim traders who came from North Africa.
  • 7. North Africa – Trade  F. Formal Economies: -Based on currency, taxes, and regulations. G. Informal Economies: -Barter, trade goods, not government regulated.
  • 8. North Africa - Trade  H. Agriculture: -Still one of the most important sectors of the economies of North Africa, both for feeding the population and for export. -The number of people employed in agriculture varies by country: about 50% in Morocco, 40% in Egypt, 25% in Algeria and probably even fewer in Libya which imports close to 75% of its food.
  • 9. North Africa – Trade  I. Crops: - Include: oranges and other citrus fruits; grains like barley, wheat, oats and even corn; vegetables, including tomatoes that are shipped to the U.S., onions, peppers and eggplants; legumes like lentils and chickpeas; and other Mediterranean and arid produce, like nuts, olives, grapes (for eating and to produce wine), dates and figs in abundance.
  • 10. North Africa – Trade  J. Livestock: -Sheep, cows, goats, poultry, and, of course, camels, horses, donkeys, and mules.
  • 11. North Africa – Trade  K. Minerals: -Iron ore, silver, zinc, copper, lead, manganese, gold, salt, limestone, gypsum, and coal (in Morocco).
  • 12. Recreating Trade Routes  http://www.classzone.com/web quest/MC_interactives/MT_03_t raroutes/MT_03_087_traroutes.ht ml 1) Get at least 4 different color pencils. 2) As I go through the different tabs on the site recreate the shading and lines on your maps. 3) Be sure to label them accurately.
  • 13. Trade Simulation  1) You should have 3 index cards with different goods on them. 2) Your goal is to get 3 index cards with the same goods on them. 3) You will do this by travelling around the room and bartering with other people. 4)You must trade something with the other person to get something in return. 5)When you have obtained all 3 of the same come and tell me.
  • 14. Trade Simulation Open Response  1) Respond to the following on a sheet of paper. 2) I will pick this up at the end of the time allowed. In what ways do North Africans trade? Based on the simulation, do you think this can create issues? How so? Rubric: 100: Answers all of the questions and is at least 4 sentences long. 75: Answers at least two of the questions and is less than four sentences long. 50: Answers less than two of the questions and is less than four sentences long. 0: Nothing is answered.
  • 15. Open Response – Think, Pair, Share  1) Think about your answer for one minute. 2) Turn to a neighbor and share your answer for one minute. 3) Come back as a class and share out.
  • 16. Exit Ticket  Answer the following question on your post it: How do goods and ideas move throughout North Africa?
  • 17. North Africa – Human Geography  Do Now: 1) Look at the picture on the right. 2) Answer the following: What do you see? What does it mean? How do you know?
  • 18. North Africa – Morocco and Algeria  A. Attitudes: - Moroccans value their family, honor, dignity, generosity, hospitality, and self-control. A calm attitude gains the respect of other people.
  • 19. Morocco and Algeria  B. Personal Appearance: -Moroccans believe that it’s important to be neat, look nice, and be dressed to fit the occasion they are attending so that they can gain and be treated with the respect of others.
  • 20. Morocco and Algeria  C. Greetings: - Moroccans generally greet each other with a handshake and if they’re friends, they ask each other how they’re doing. It’s common that men greet other men and women greet other women when passing each other on the street.
  • 21. Morocco and Algeria  D. Gestures: - Moroccans believe that it’s impolite to pass items, handshake or eat with their left hands, so they do these things with either their right hands or both hands. They also believe that it’s impolite to point at another person with a finger, or to show them the soles of your shoes.
  • 22. Morocco and Algeria  E. Eating: - Moroccans eat with their fingers from one main dish, and eat only from the part of the dish that’s directly in front of them. In most urban and rural areas, the main meal of the day is eaten together by the family; the attendants of this meal are expected to wash their hands before and after this meal.
  • 23. Morocco and Algeria  F. Dating and Marriage: - In rural areas, young men and women usually don’t meet their future husbands/wives until they’re engaged. When a couple is engaged, the groom pays the bride’s father or oldest brother enough money to pay for her wedding expenses.
  • 24. Morocco and Algeria  G. Recreation: - Soccer is the most popular sport, but many Moroccans enjoy basketball, also, beach volleyball is getting popular.
  • 25. Morocco and Algeria  H. Commerce: - A market is held weekly in every town; it’s called a souk, This is often the only source for items like food, clothes, crafts, house-hold items, and services like haircutting for rural people.
  • 26. Morocco and Algeria  I. Arabic: Is Algeria's primary language and is spoken by around 82% of the populace. The French colonialism experienced by the country in the past has resulted in French being the second language of many educated Algerians,
  • 27. Morocco and Algeria  J. Islam: - Is the official religion of Algeria and the majority of Algerians are Muslims. Since the departure of the French, Christianity is a secondary religion. Approximately one percent of Algeria's population is Jewish.
  • 28. Morocco and Algeria  K. Literature: -Algerian literature is split between French and Arabic and the country has produced a number of famous novelists
  • 29. Morocco and Algeria  L. Music: -The musical genre of Algeria that is best known abroad is Rai. Rai is a popflavored, opinionated take on folk music
  • 30. Morocco and Algeria  M. Industry: - Algeria has a thriving handicrafts industry. Part of the charm of the country is the richness of its production. From carpets to ceramics, from leather to lute making, from pottery to glass working to silverwork, the country has a tremendous variety of skills that produce goods which are sold in many other countries as well as to visiting tourists.
  • 31. Creating a Travel Flyer  1) Get a laptop. 2) Visit: http://www.morocca nmoments.com/culture / 3) Create a travel flyer to entice tourists to come to Morocco. Also inform them of the traditions there. 4) Flyer must include at least 3 facts from each category: -Language -Religion -Dress Code -Women Travelers -Holy Places -Hospitality
  • 32. Tour of Algeria  http://www.youtube.com /watch?v=G82pqKtR8pU -Think about what you have seen . -Pair up with a neighbor. -Share what you think of Algeria with them.
  • 33. Economic Freedom of Algeria  1) Visit: http://www.heritage. org/index/ 2) Search for Algeria 3) Record its score and ranking. 4) Search for America 5) Records its ranking. 6) Compare the two. 7) What do you think this means?
  • 34. Exit Ticket  1) Using one word describe the impact that people have had on the ideas and trade in Mediterranean North Africa. 2) Explain why you chose this answer.
  • 35. North Africa: Human Geography  Do Now: Look at the picture on the right. 2) Answer the following: What do you see? What does it mean? How do you know?
  • 36. Find Your Family Simulation  1) You have been given an index card. 2) Your card has a family name on it. 3) Your goal is to find the rest of your family and stand together somewhere in the room. 4) Beware, you may not get to stay together.
  • 37. Reflection  1) On the post it that you have been given reflect on the activity. 2) Describe what you had to do. How would you feel if you were in one of these families? 3) Put your name on the back.
  • 38. Sudan  B. Issues: -Fought between the Sudanese government and movements arising within Sudan, are commonly rooted in the exploitative leadership of the Government of Sudan, and the unequal distribution of power and wealth among the Sudanese population.
  • 39. Sudan  C. Internal tensions: -Drove the country's decades-long civil war, which led to South Sudan’s secession from Sudan on July 9, 2011. These same tensions continue to underlie current conflicts in Darfur.
  • 40. Sudan  D. Darfur: -In February 2003, two rebel groups, the Sudan Liberation Movement, or SLA, and the Justice and Equality Movement, or JEM, launched a full scale rebellion against the Sudanese government.
  • 41. Sudan  E. Rebellion: -Prompted by ongoing economic marginalization and insecurity. Those involved in the rebellion were predominantly from Muslim sedentary tribes of the region, including the Fur and the Zaghawa.
  • 42. Sudan  F. Genocide: -The government promised certain tribes land in exchange for their military allegiance, subsequently turning the conflict into genocide by “Arabizing” the issues. -300,000 have been killed.
  • 43. Sudan  G. Fighting: - In South Kordofan the United Nations estimates that there are now more than 202,000 refugees from Blue Nile and South Kordofan in camps in South Sudan and Ethiopia and as of May 31, 2012 en estimated 300,000 people have been displaced or severely affected by fighting.
  • 44. Sudan  H. Assaults: On Civilian populations have largely occurred during the planting and harvest seasons, severely undermining available food stores in the two states. The Government of Sudan steadfastly refuses to allow international organizations to deliver desperately needed humanitarian or food aid to civilians in SPLM-N controlled areas.
  • 45. Sudan  I. - Eastern Sudan: Struggles with access to water and sanitation and routinely suffers from acute malnutrition and maternal mortality rates, is primarily inhabited by the nonArab Beja and Rashaida ethnic groups.
  • 46. Sudan  J. Student Protests: -In October 2011, hundreds of student protestors took to the streets in the city of Kassala, chanting "people are hungry" and "people want to overthrow the government.“
  • 47. Sudan  K. Results: -An anti-government youth group, the Girifna Movement, reported that Sudanese authorities broke up student protests with extreme violence, using live ammunition and tear gas as well as running down eight students with a security car.
  • 48. Sudan  L. Democracy: -There is a movement for democratic transformation underway in Sudan. Led by student activists, most notable the Girifna movement in Khartoum, these Sudanese citizens are standing up to Bashir’s regime and calling for democracy.
  • 49. Genocide  1) Read “What Has Happened in Darfur?” reading. 2) Take a minute to think about what you have read. 3) Turn to your neighbor and share what you have learned. 4) Use the chart on the next slide to decide with your partner how many stages the genocide in Darfur has gone through.
  • 50. Genocide 
  • 51. Save Darfur Bracelets  1) Visit each station. Begin with the rawhide string station. 2) Go to the green bead station, then the red bead station, then the black bead station. 3) Read each half sheet and add to your
  • 52. Exit Ticket  1) Describe the culture of Sudan in at least 2 complete sentences. 2) Create a cause and effect chart of genocide.
  • 53. North Africa – Human Geography  Do Now: How can social media (Twitter, Facebook, Youtube) help to spread ideas? What kind of ideas can they spread?
  • 54. Libya  Events Effects (Title and description) (What has happened as a result?)
  • 55. Libya  1) Partner up. 2) Visit each station. 3) READ the readings and DISCUSS them. 4) Fill in chart.
  • 56. Libya  1) As a class create a master list of events/conflicts. 2) Create master list of effects. 3) Raise hand to share.
  • 57. Libya  News Clip: http://www.cbsnews.co m/8301-250_16257602348/one-year-laterbenghazis-lingeringissues/
  • 58. Exit Ticket  Answer the following: How can the outside world influence the society and politics of a nation? Use Libya and Libyan notes as examples to support your claims.
  • 59. North Africa – Human Geography  Do Now: What makes Roanoke Rapids, Weldon, and Halifax a region? What makes them similar? What makes them different?
  • 60. Stop and Jot  1) Take 2 minutes to individually and silently to think of things that make countries in North Africa similar. 2) Take 1 minute to write these down. 3) Do the same for differences.
  • 61. Comparisons 
  • 62. News Segment  1) Partner Up 2) Separate from other groups. 3) Do not distract other groups. 4) Come up with a news segment about anything occurring in any country in North Africa. 5) Compare the event and/or country you choose with another in North Africa. 6) Create a script (things you will say)
  • 63. Study Time  1) Take 10 minutes to study over your notes on North Africa. 2) You may quiz a friend if you would like.

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