Vroom, vroom! Allons en Afrique Occidentale:
An Initiation to French West African Geography and Culture
Teacher(s): Dr. Jacque Bott Van Houten
Subject(s)/Course(s): French Grade/Level: Developing level
Unit Topic/Focus:
French West African Geography and Culture
Integration with other content areas: Arts and Humanities, Reading, Writing
Estimated time for implementation: 3-4 1/2 weeks
Connections to previous/current learning: Can be implemented intermittently throughout the year (e.g., see KDE online Middle/High School French/Spanish curriculum map.)
Standards:
Academic Expectations, Program of Studies, Core Content for Assessment
2.17 Students interact effectively and work cooperatively with the diverse ethnic and cultural groups of our nation and world.
2.27 Students complete tasks, make presentations, and create models that demonstrate awareness of the diversity of forms, structures, and concepts across languages and how they may interrelate.
2.28 Students understand and communicate in a second language.
SS-H-2.2.1
All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives.
SS-H-2.1.1
Philosophy, religion, values, technology, and behavior patterns help define culture.
AH.H.2.2.31 Discuss how dance reflects history and culture. (See Arts and Humanities Reference Chart) (1.15, 2.23, 2.25)
AH-H-2.3.31 Ancient and lineage-based Cultures Near Eastern, African, European, Native American
Other Standards:
Content for World Language Proficiency
WL.H.1.3B3 Present prepared material to audiences.
WL-H-1.3.D4 Interpret and present information from authentic material to audiences (e.g., describe a painting using the elements of art and the principles of design).
WL-H-1.3.R1 Produce written samples to convey moods, meaning, imply meaning, and/or abstract ideas.
WL-H-2.2.D1 Explain objects, images and symbols of target culture(s).
WL-H-2.2.D3 Describe expressive forms of culture (e.g., art, literature, music, drama, dance).
WL.H.3.1.B2 Use information and skills acquired in the target language to reinforce knowledge, concepts.
WL-H-3.1.D2 Transfer and apply, within limited contexts, information and skills common to world language classrooms and other disciplines.
Unit Organizer:
Vroom, vroom! Allons en Afrique Occidentale. Every year people from all over the world travel from Europe to western Africa for the Paris-Dakar Road Rally. This unit allows students to join that expedition virtually as a first step in exploring the land and customs of French West Africa. Readings about an African
child who doesn't want to go to school and Little Red Riding Hood set in Africa will offer students a European perspective of Africa, while a look at authentic poems by African authors will help students understand some of the effects of colonialism. Listening to authentic contemporary music, participating in African dance movements and learning about African symbols will guide students in their creation of a artistic expression that synthesizes what they have learned about language, geography and culture.
Essential Questions:
How can my study of French West Africa help me to:
a) identify and explain the effects of African geography and colonialization on the cultural products and practices of the people who live there;
b) create an artistic product that communicates to others my interpretation of the cultural perspectives of West Africans;
c) use the French language to speak and write about West African culture?
Culminating Activity:
A unit culminating performance celebrates French West Africa with the school, parents or the community as audience, during which students: display and explain the Rallye Paris-Dakar video game project; act as a griot and tell stories (or retell one that was read); read authentic poetry aloud; perform an authentic African dance or a dance students created in an African style; and display and explain/read aloud their Adinkra symbol project.
Connections to Literacy
World Language = literacy in a language other than English.
Connections to Career/Workplace
WebQuest
Critical Resources/Technology:
World map
Map of Africa
WebQuest (Rallye Paris-Dakar)
http://www.scolagora.com/ecolbrazey/pagne1.htm
Tibili le petit garcon qui ne voulait pas aller à l'école, Leonard & Prignent, Edition Magnard Jeunesse, 2001. ISBN 221098341X
A une danseuse noire, David Diop; http://www.ifrance.com/francojunior/
La Négritude, Léon Damas (de la Guyane Française);
L'homme qui te ressemble, René Philombe (du Cameroon)
Souffles, Birago Diop (de Sénégal) http://neveu01.chez.tiscali.fr/birasouf.htm
West African Wisdom, Adinkra Sumbols/Meaning:
http://www.welltempered.net/adinkra/