Students are introduced to the physical geography of Southern and Eastern Africa. They label a map of the region with countries, physical landscapes, and waterways. Then they research and report on conflicts in East Africa that are directly related to climate change. Finally, they consider the role of tourism on the environment in East Africa, exploring how different points of view affect how humans approach a specific environment.
Students view a photograph and post responses on a discussion wall describing what they see and where they think the place is located. They then read a brief introduction to the experience and its objectives and contribute to a class table by writing questions they have about Eastern or Southern Africa.
Teacher MovesIntroduce the experience and objectives, prompt students to share observations about the opening image, and reveal that it shows Dar es Salaam in Tanzania. Encourage students to generate thoughtful questions about Eastern and Southern Africa and plan to revisit these questions later in the unit to check for understanding and closure.
Students begin with an image of Victoria Falls and a short prompt about exploring the geography of Eastern and Southern Africa. Using a blank regional map in a drawing tool and a political map of Africa, they label at least five specified countries. They then read selected sections from two online articles about East Africa and Southern Africa to learn about vegetation, water availability, topography, major rivers and lakes, and other physical features. As they read, they annotate their map with key rivers, lakes, landforms, and elevation regions, using the photos in the resources to visualize the landscapes.
Teacher MovesSupport students in accessing and navigating the online map and articles, clarifying geographic terms and helping them accurately locate and label features. Encourage interested students to explore additional country information on the interactive map. Monitor map work for accuracy and completeness, and prepare students respectfully for the culturally sensitive images that will appear in the next scene’s video.
Students read about how climate change creates environmental and social challenges in East Africa, then watch the video As Climate Talks Stutter, Africa Suffers Impact of a Warming World to see examples of these impacts on pastoral communities. Using information from the video and additional online research on deforestation and land degradation, they create a report explaining how climate change affects pastoral peoples’ lives, including the nature of the environmental problem, its human impacts, contributing factors, and possible solutions. Students post their report or a link to a digital presentation on a discussion wall and then participate in a whole-group discussion to identify and evaluate the best solutions to environmental problems in East Africa.
Teacher MovesFrame the video and reading by emphasizing the human dimensions of climate change in East Africa. Guide students in conducting focused online research and in organizing their findings into clear, evidence-based reports or presentations. Monitor and provide feedback on students’ posted work, then facilitate a structured whole-class conversation that compares proposed solutions, surfaces key insights, and helps students connect environmental issues to political, economic, and social factors.
Students return to the article East Africa and read the section “How Has Tourism Affected the Environment in East Africa?” They examine data tables and four photographs, then complete an activity in which they consider each photograph from four different perspectives: an American researcher, an American tourist, an elderly Maasai man, and a Tanzanian politician. Using a series of graphic organizers, they record how each person might view each photograph, focusing on how tourism affects livelihoods, culture, and the environment in and around Ngorongoro Crater.
Teacher MovesDirect students back to the specified section of the article and ensure they understand how to interpret the data tables and photographs. Support students in using the graphic organizers to articulate distinct viewpoints and to recognize how tourism can have varied impacts on different stakeholders. Conclude with a class discussion that highlights the multiple perspectives on Ngorongoro Crater, emphasizing the need to balance economic benefits from tourism with protection of Maasai rights and environmental sustainability, and prompting students to consider ways to minimize tourism’s negative impacts.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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