Students focus on education in sub-Saharan Africa. They learn the data about who is in school and who isn't, as well as the reasons for the educational crisis. Then students follow the story of a Kenyan boy's education from beginning to end. They learn about his successes and challenges, as well as the education system around him. Finally, students articulate their own perspective on the value of education for all young people.
Students are introduced to the focus on education in sub-Saharan Africa and view an image of school children in Kenya. They consider the perspective of Kenyan educator and activist Kakenya Ntaiya, then respond to a shared prompt explaining how they would feel if they were engaged at age five and told that marriage was their only goal in life.
Teacher MovesPresent the lesson overview and objective, then facilitate partner or whole-class discussion of students’ responses to the prompt. Encourage students to share their own perspectives on the value of education and to name topics they are curious about and might want to pursue in the future.
Students examine an image of a young girl in Kenya and read the UNESCO report School resources and learning environment in Africa, analyzing its graphs and charts to understand the overall state of education across Africa. They first summarize the general picture of education on a class wall, then select one graph from the report and write a brief explanation of what it shows about education in Africa.
Teacher MovesClarify that in some countries only a small fraction of children attend school and that quality is often poor where schooling is available. Invite volunteers to present the graph they chose and explain its meaning, then lead a class discussion about what students have learned and how they feel about it. If desired, direct students to explore additional information about children’s issues in specific African countries using Humanium.
Students are introduced to Joab, a Kenyan student, and watch the video School in Kenya: Joab to follow his educational journey and the challenges he faces over many years. Using a graphic organizer, they record three notable events in Joab’s education. Drawing on their notes, they then write an explanation of Joab’s educational experience, including his challenges and responses, and compare his schooling to their own.
Teacher MovesDecide whether students will watch the entire video or selected segments, based on available time. Ensure students capture key events from all parts of Joab’s schooling in their organizers. After students post their explanations and comparisons, facilitate a class discussion about similarities and differences between Joab’s experience and their own, and, if time allows, extend the conversation by asking whether they view education as a “need” or a “want.”
Students reflect on Joab’s story and the broader information they have learned about education in Southern and Eastern Africa. They write a letter to Joab describing the kind of education they believe all children should have, using specific examples or facts from the experience—including Joab’s journey—to support their ideas.
Teacher MovesInvite students to draw on both Joab’s personal story and the data they studied earlier as they write. Afterward, select and share one or more thoughtful or exemplary letters with the class to prompt further discussion about what a fair and meaningful education for all children should include.
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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