Students are introduced to the physical geography of North Africa. They create a map that identifies significant physical features of the region. Then they focus on the connection between North Africa's geographic location and the migration patterns, religious beliefs, and languages in North Africa. Finally, they research the issue of desertification, explaining its causes and possible solutions.
Students view a photograph (later revealed to be from Morocco) and post brief descriptions of what they see and where they think it is located. They then read a short introduction to the experience and its objectives and contribute a question about North Africa to a shared class table, building a list of curiosities about the region.
Teacher MovesFacilitate a discussion of student observations, reveal that the image is from Morocco in North Africa, and connect this to the lesson focus on the region’s geography. Review the lesson objectives with students. Encourage a variety of thoughtful questions about North Africa, and plan to revisit these questions at the end of the unit to check which have been answered.
Students begin with a blank map of North Africa and, using information from North African Geography, label the countries of Egypt, Libya, Tunisia, Algeria, Morocco, and Western Sahara and their capital cities. They then add major physical and climatic features, including the Nile River, Atlantic Ocean, Mediterranean Sea, and the main climate zones (desert, semidesert, Mediterranean evergreen forest). After reading further in the article through the “Nile Delta” section, they annotate their maps with the Mediterranean Coast, Sahara Desert, Atlas Mountains, and Nile Delta, adding at least one fact about each area and examining accompanying photos.
Teacher MovesSupport students in using the article’s maps to locate required features, explicitly pointing out the Atlantic Ocean and Mediterranean Sea if needed. Emphasize that the annotated map will serve as a key reference for understanding North Africa’s basic physical geography. Encourage interested students to read beyond the required sections for enrichment and monitor progress before unlocking the next scene.
Students read The People of North Africa up to the “Contemporary Life” section to explore how physical geography relates to historic migrations, the spread of religions, and language patterns in the region. As they read, they complete a three-part graphic organizer, taking notes on historic migrations, the spread of world religions, and languages. They then answer a series of polls about developments that increased travel and trade, the most prominent religions, the most common written language, and reasons why French is spoken in Morocco.
Teacher MovesGuide students in connecting information from the article to the categories in the graphic organizer, prompting them to link physical geography with human movement, belief systems, and language use. Use poll results to check for understanding and to clarify key ideas, such as the role of camels in trade, the prominence of Islam and Christianity, the importance of Arabic as a written language, and the impact of French colonization on language in Morocco. Address misconceptions and highlight how geography has shaped North Africa’s cultural landscape.
Students are introduced to the concept of desertification and learn that the Sahara is expanding, affecting people who rely on the land. Using online research, they create a report that defines desertification, explains its causes, describes its effects on people, animals, and plants, and proposes at least two ways to reverse or reduce its impact, including at least one illustrative image. They may draw on resources such as What Is Desertification?, Green Facts: Desertification, and United Nations Convention to Combat Desertification. Students then share their reports or links to digital presentations (e.g., Prezi, timelines, slide decks, or other tools) and participate in a whole-group discussion wall to identify and debate the most effective solutions to desertification.
Teacher MovesIntroduce desertification in the context of North Africa’s deserts and agricultural needs, ensuring students understand the term and its significance. Provide guidance on conducting focused online research and on organizing information into clear sections for their reports. Encourage students to use credible sources and visual evidence. After reports are posted, facilitate a structured discussion using the wall, prompting students to compare proposed solutions, consider feasibility and potential trade-offs, and connect environmental changes to human choices and public policy responses.
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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