The document provides information about trade and culture in North Africa. It discusses how trade between West Africa and North Africa began as early as 650 AD, with African goods being traded for goods like gold, ivory and salt. By the 7th century, sophisticated trade networks had been established crossing the Sahara Desert via the trans-Saharan trade route. The trade networks exchanged goods and also included the slave trade. The document also describes cultural practices and traditions in countries like Morocco related to greetings, eating etiquette, and marriage customs. It outlines the various industries and exports of the region like agriculture, livestock, and minerals.

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.