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Deepest, Darkest Africa A cross-curricular project 3B Mr Kaleem

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A cross-curricular scool project for primary with resources.


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Deepest, Darkest Africa

A cross-curricular project


Mr Kaleem

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1. Conception

2. Objectives

3. 3B’s whole class needs

4. Cross curricular learning

5. Activities

6. Educational theories

7. Lesson plans

8. Homework

9. Resources

10. Conclusion

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This project was conceived after 3B covered all the curricular areas in all the

subjects for term 2 before time, leaving the ground open to address the educational

needs of the class in a more challenging and creative way.

The final fortnight where the school closes early after a half day due to exams is

somewhat piecemeal and therefore an ideal opportunity to deliver the curriculum

through a cross-curricular project that will help the class apply knowledge and

skills learnt over the course of the year.

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The key aims of the project are as follows:

1. Take a creative and interactive approach to the curriculum.

2. Address whole class learning issues. These are outlined overleaf.

3. Allow pupils a chance to learn in a more organic and integrated cross

curricular way.

4. Engage pupils in understanding and appreciating other cultures.

5. Give pupils the opportunity to apply knowledge and skills they have been


6. Involve pupils in a more child-centred and independent approach to learning

in which they construct meaning through experience, intercation and

producing something collaboratively.

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3B’s Whole Class Needs

Through recording, monitoring and assessing, I have noted that 3B have certain

areas of learning that they still struggle with as a whole class.

By undertaking this project, I hope to give the pupils the opportunity to revise and

rehearse these areas.

3B’s whole class areas of improvement include:

1. Consolidate sentence boundaries.

2. Use the correct tense when relating to past experiences.

3. Be more accurate in their use of prepositions.

4. Develop better teamwork skills.

5. Improve their speaking, listening and performance skills.

6. Read, understand and follow written instructions.

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Cross Curricular Learning

‘Deepest, Darkest Africa’ is a cross-curricular endeavor that will make the

following cross-curricular links:

- Language arts: writing newspaper reports and rehearsing past tense verbs,

writing questions for an interview, speaking listening skills- conducting

interviews, working with recipes, learning an African language and

compiling a dictionary of basic terms, using cloze procedure exercise to

practice using the correct proposition, reading, researching and paraphrasing

learnt information, learning, retelling and performing myths

- Maths : calculating distances and travel time, using measures in recipes,

working with money

- Social studies: food hygiene in cooking, use of musical instruments to

communicate, understanding of other cultures, listening and learning from

living history, understanding the politics of apartheid

- Geography: locating country on map, learning basic topography, weather,

fauna, flora, trade and politics of the place

- Art: looking at traditional African art, making African masks

- Music: playing African drums, listening to traditional African music and its

influences on popular western music

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- Topic : looking at endangered animals

- Drama : acting out learnt narrative

- ICT: using internet as reading and research tool

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The project will encompass the following activities over the 2 week period:

- Social class experiment to learn about the trauma of racial segregation, and

apartheid and slavery

- Meeting and interviewing people from the African continent

- Internet research

- Atlas work to learn about location and geography of Africa

- Learning Africaans and making a simple dictionary of phrases and words

- Writing a non-chronological report about apartheid

- Playing with African instruments and listening to modern and traditional


- Completing worksheets on endangered African animals

- Reading and writing up an African recipe

- Making a traditional African dish

- Holding a bring and buy sale

- Making African masks and learning about African art

- Watching Africa related documentaries and films

- Learning, retelling and reenacting a traditional oral African tale

- Producing a bound project book to take home

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Educational Theories

This project, although not purely based on Piagetian and Montessorian

concepts about progressive and accelerated learning, does borrow from some

of their prospective key concepts. Namely that

…children build their knowledge through experience. Knowledge is

constructed through active interaction with real objects and real people in the

real world through meaningful experiences…

(Piaget, Jean – “Intellectual development”)

….Cooperation and collaboration

Children are encouraged to work in partenership with others and treat each

other with respect and kindness…

(McCormick, Nancy and Stoops, John, 1992 – “The Authentic American

Montessori School”)

…Global Understanding

Education that promotes international heritage, a global perspective and

appreciation of cultural and national diversity…


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Lesson Plans

Lesson Activity


Project introduction.

Handout folders. Complete title pages.

Locate Africa on map.

Use internet to research facts about

Africa and record on spidergraph.


Class social experiment about apartheid.

Split class in two. Carry out simple

activity. Ignore one group and reward

the other.

Discuss how they felt.

Introduce and explain apartheid.

Pupils unscramble sentences about

apartheid and record in their project



pupils told we have some visitors

coming this afternoon from south


Pupils write questions to ask them about

life in Africa and apartheid.


South African guests in class.

Class split into small groups and spend

10 mins with each one asking questions

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and recording answers.


Class work in small groups and learn

some basic Afrikaans words and phrases

from the African visitors.


Pupils to use learnt Afrikaans to make a

mini phrase book.


Write a report about the social

experiment, the African visitors and

apartheid focusing on past tense verbs.


Listen to traditional African music,

modern pop songs influenced by African

music and play some African drums and

other traditional instruments.


Complete cloze procedure worksheets

about endangered animals focusing on



Learn about indigenous African foods,

the African diet and traditional dishes.


Sort cut up steps to traditional African

recipe into correct order and copy into

books. Highlight key features of recipes.

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Follow the recipe and as a class make a

traditional African rice salad.

Class to work in small groups and cut up

Vegetable and mix basic ingredients.


Voluntary adult helpers will bring in

cooked rice from the compound.

Complete the dish and serve.

Discuss nutritional value of the dish.


Pupils set up class for an African food

snack stall to raise money to buy a book

about Africa for the school library.


Class operate the food stall.

School pupils from all grades to buy


Class count up profit and tidy up class.


Use internet to research African facts.


Pupils use research notes to write up

facts in own words.


Class to write up the recipe from

previous lessons as a report changing

the verbs from present to past tense.

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Learn about traditional African art.

Make ana African mask using paints,

chalk and cardboard.


Complete African masks.


Learn about the tradition of oral tale

telling in Africa.

Listen to a traditional oral African tale.

Retell tale as a comic strip.


Work in small groups and reenact learnt

oral tale using drama.

Performances to be filmed and evaluated

by class.


Watch African related documentaries

and short films.



Discuss what has been learnt from

project and pupils’ favourite activities.

Distribute bound project booklet for

taking home.

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Day Homework activity

1 Learn the phrase “Hello. My name is

________” in Afrikaans.

2 Underline past tense verbs in African

newspaper report.


Take the proportions of ingredients from

the African recipe and make them 10

times bigger.

4 Colour in pictures of indigenious

African fruits and label them.

5 Write a brief report about the food stall


6 Find different countries on map of


7 Use prepositions to write 5 facts about

Africa learnt this week.

8 Colour in African art picture.

9 Tell the learnt African oral tale to



Write a brief report about the

African documentary/film watched this


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All the necessary resources are attached with this project proposal.

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Education should always cater for the needs of every child and the learning should

always be fun and meaningful.

This is how children learn best and how they achieve their optimum.

I hope the reader agrees that this project helps to promote all of the above.

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Deepest, Darkest Africa

3b’s cross-curricular project newsletter special

Having completed their curriculum subject objectives for term 2, Mr

Kaleem’s grade 3 boys focused their learning in the last 2 weeks on a

creative, cross-curricular education project on Africa to help them apply

the knowledge and skills they learnt in term 1 and 2.

Below are some of the cross-curricular areas and activities they

undertook over the fortnight.

Social Studies

Pupils learnt about apartheid in South Africa. They went through a social experiment to help

them understand how racial inequality in South Africa made people feel during the time of


Language Arts

They consolidated their learning by unscrambling a series of sentences about apartheid in a

carousel group activity.

Mrs Fiona, from South Africa, dropped by to teach them further about life during apartheid.

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3B prepared interview questions about apartheid and growing up in South Africa.

They put these questions to Namibian guest Mrs Nusha and South African guests Mrs Hayley,

Mrs Anthea and Mrs Aileen who came to spend an afternoon with the class.

Pupils used frameworks to write a report about apartheid.

Our 4 special guests then went to teach the children numbers and phrases in an African

language called Afrikaans.

The children used this information to make a special Afrikaans phrase book.

Over the 2 weeks pupils wrote reports, practiced sentence structure, drew annotated comic

strips, revised features of recipes, consolidated full stops and capital letters, retold narratives,

practiced using prepositions more accurately and used past tense verbs correctly.


Children learnt about traditional African musical instruments and listened to traditional,

modern and fusion African music.


Babakir visited the class and performed some live music using bongos. Mr Moomin assisted

with a little dancing!

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Miss Stephanie showed the class how to play a South African instrument called a vuvuzela.

The children made some music of their own using African instruments.

Maths, Science and HRF

3B did some African cooking in class. They made a South African hot rice salad. They practiced

their knowledge of measures from Math to add the correct quantities; and used their Science

lessons to discuss healthy eating and HRF to be conscious of food hygiene.


3b learnt about African art, did some African paintings and made African masks.


Pupils watched a video of the Lion King musical on stage.

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They acted out and filmed a traditional African oral tale called ‘Why the turtle lives in the sea’.


The class found Africa on a world map, labeled the different African countries and learnt about

Africa’s main rivers, mountains, lakes, flora and wildlife.

They learnt about conservation of endangered animals in Africa.

Design Technology

3B made some African maracas using recycled tins and rice.


3b learnt that Africa is the ‘cradle of civilisation’ spawning the earliest found humans, of its

bloody history of slavery and the later trauma of apartheid.

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Mr Osama kindly helped to upload the project photos and videos onto the school website.

Please log on and have a browse.


Mr Kaleem’s class ran an African snack shop. Both Nada pupils and teachers came to buy the

snacks. The money went towards buying books about Africa for the school library.

In doing this, they used their mathematical knowledge to balance the cost of the snacks to

make enough of a profit margin in order to purchase the desired book.

Pupils watched films about Africa such as a documentary on Kenya, an elephant who can paint

pictures of elephants and a lion versus buffalo battle (in which the buffaloes won!).

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3b had an African display in the classroom showcasing authentic African artifacts like plates,

drums and animal skin headbands brought in by parents and staff.

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Our thanks to Mr Tony and the management for their support of the project and many thanks

to all the variety of staff and parents who came to help and watch 3B enjoying these 2 weeks

of their African project.

A special thanks to Nusha Vincent for giving her time and many African artifacts and personal

photographs for our African display and African photo gallery.

Mr Kaleem

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African films and music (All of these can be looked up on YouTube)

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Snack Shop

African snacks

for sale!

Everything 2 SAR!

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Hot Rice Salad recipe

There are many variations to the way rice is prepared and served in South Africa. This variation can be served

with almost any meat dish.


400g rice (2 c)

875 ml boiling water (3½ c)

2 chicken stock cubes

3 onions

1 clove garlic

1 medium green pepper

30 ml sunflower oil (2 T)

250 g mushrooms

250 g bacon

1 large tomato

5 ml salt (1 t)

pinch of black pepper

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Instructions on how to make it

Cook the rice in the boiling water to which the chicken stock cubes have been added, until it is soft but not

mushy. Peel the onions and garlic and chop and cut into strips. Braise these vegetables in the sunflower oil

until soft.

Wipe the mushrooms with a damp cloth. Cut up the mushrooms and bacon. Peel the tomato and chop roughly.

Add the mushrooms, bacon and tomato to the onion mixture and braise till just done. Season with the salt and

black pepper. Mix the vegetable mixture and the rice lightly together with a large fork. Serve the rice salad hot.

Makes about 16 servings.

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About African Cooking

It is generally the women of Sub-Saharan Africa who do most of the work related to food.

This includes work on the "plantations" or "shambas" (as cultivated fields are called), such

as planting, weeding, harvesting, as well cooking as cooking and serving the food.

The African kitchen is traditionally outside or in a separate building apart from the sleeping

and living quarters. By far the most traditional and to this day the most common sight in an

African kitchen is a large swing blackpots filled with meat, vegetables, and spices simmering

over a fire. The pot usually sits on three stones arranged in a triangle, and the fire slowly

consumes three pieces of wood that meet at a point under the pot.

Traditional African Food

Yams, plantains, green bananas and cassava are the essential staples in Africa. These vegetables are

grown and used all over the continent, either on their own or combined with others. Meat, on the other

hand, is often used merely as one of a number of flavorings, rather than as a main ingredient in cooking.

Vegetables, beans and lentils are definitely the most popular food staples throughout the continent,

although animal products are used whenever available.

Most food staples are produced on small scale, in a household based subsistence economy in

Africa. The typical household grows its main staples, such as millet, sorghum and groundnuts in

savannah areas, with more emphasis on rice were there is sufficient water available.







Black-eyed Peas


Maize - corn


Sweet Potatoes





Fish of local varieties



Melegueta pepper -

West African

(substitute use



black peppercorns




pilau mix

curry powder





Explore the delicious and varied cusines of Africa and learn how to prepare traditional African dishes.

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Ful Nabed(Egyptian Bean And Vegetable Soup)

Koushari(Lentils, Macaroni And Rice In Oil)

Rose's Egyptian Rice

Egyptian Red Snapper in Red Pepper-Mint Sauce

Egyptian Moussaka

Egyptian Pickled Lemons

Egyptian chocolate cake - a rich, delicious end to a meal.


A selection of recipes from Ghana

Ghana Jollof Rice

Ashanti Chicken

Avocado with smoked fish

Fresh Fish Stew

Plain Soup

Ghanaian Groundnut Soup

Kele Wele - served as a dessert


A selection of 40 receipes from Nigeria

Nigerian Pepper Soup

Suya - chicken, beef, shrimp or veal

Akara Pancakes

A popular savoury Nigerian dish made with black-eyed beans


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3b African

Snacks and

Artefacts If anyone has any African snacks to

contribute for the African Snack shop for Sun 3rd Apr, it

would be greatly appreciated by 3B.

Proceeds will go towards buying books and other resources on Africa for the school


Mr Kaleem’s class are also looking for any African

artefacts (eg. Fabrics, ornaments, music instruments,

toys, jewellery, pictures, etc) for their African disp[ay as

well as any personal photographs taken in Africa for their

African gallery.

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To the north lies Sahara,

the largest desert in the

world. Equatorial area is covered by tropical rain forests.

Farther south there are areas of grassy flat highlands

giving way to coastal plains. Major mountain ranges include Atlas in the north and Ruwenzri on the Uganda-Zaire border.

Kilimanjaro, Africa’s highest mountain, is a dormant volcano in

Tanzania. To the east is the Great Rift Valley containing several huge lakes.

Some of the world’s longest rivers drain the continent, including the Nile, Niger, Zaire, and Zambezi.

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Africa's natural habitats are suffering from human interference. One of the most serious problems occurs in areas such as the Sahel

where scrub and forest clearance, often for cooking, combined with overgrazing, is causing deforestation and desertification. Game

reserves help to preserve many endangered animals, although the needs of growing populations lead to land overuse and poaching.

Conservationists look at

Africa’s wildlife as a last remnant of past biological wealth. In most of the world, large mammals like elephants died around 10,000 years ago. In Africa, where animals and people lived together for more then 2 million years, large mammals roaming forests and savannas survived.

Sparse human population enabled large animals and many rain forest species

including rare plants to survive. During the last hundred years, the people in sub-Saharan Africa increased in numbers six fold. Industrial countries have made it profitable for Africans to kill elephants for ivory, cut

down trees for timber, and plant forests and fertile lands in cash crops like cacao.

Wildlife and wildlands have been lost. The continent’s human population is projected to double in 24 years. Two thirds of people are rural, and survive on raising crops and livestock on any

available land. Competition for land is intense around Lake Victoria and along the coast of West Africa. Hungry people seldom rally around the cause of the wildlife preservation. Therefore, many programs promote conservation by giving rural people an economic stake in the survival of ecosystems and habitat.

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African Instruments

Click on the picture to read more

Balafon (Mendjang)

Balafons (Mendjang), are the traditional xylophones of the Beti people of Cameroon, West Africa.

They are made of wooden keys with natural gourds as resonators. A balafon ensemble usually consists of 4 to 6 balafons, each having different individual

temperaments and functional names.

We have a complete page about this instrument.

Click Here to read it.

Log Drum (Nkul, “King Kong”)

A childrens’ favourite!

This African drum, which is hollowed out of a whole tree trunk, is used for both music and communication. Played with two sticks, its

powerful sounds can carry over 10 miles (16 km).

Children queue up to have a go on the King


Talking Drum (Kalengo)

Made of wood, with animal skins at both ends, there are strings that, when squeezed, pull the skins in

order to vary the pitch of the sound.

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Famous worldwide, originally from West Africa, it’s the main percussion instrument we use in our drumming workshops. It’s made of

wood, with a goat skin cover, which is tightened by strings and played with bare

hands. Its rhythms, which are both

therapeutic and invigorating, naturally incite everyone to dance.

Mvet (string instrument)

Ancient harp from the South of Cameroon, it’s made of a bamboo cane, strings and calabashes, which

serve as resonators. Its exotic sounds are compelling. Used to accompany the recital and songs

of the traditional African storyteller, it’s an authentic feature of our interactive storytelling sessions.

Sanzas (thumb pianos, Mbire)

Handheld instruments, usually played with both thumbs. It consists of a resonator,

generally made out of a gourd, and bamboo or metal keys. It makes enchanting and soft

music, adored by children.

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Ngombi (Harp)

Instrument made of wood and strings, it has soft sounds and is used for storytelling. Its quite common

throughout Africa, designed in various shapes and sizes.

Double Gong (Nkeng)

Made out of two metal gongs with two individual sounds, one low and one high. It’s

played with a wooden stick.

Shakers (Nyass)

There are many different types, they mostly consist of natural fruits, pods and gourds with their seeds

inside. Easy and fun to play, they’re good for keeping the basic beat.

Sticks (Bikparga)

Made out of bamboo or wood, they’re short and either flat or round. They’re used in pairs to enhance

the beat in music and also for dancing.

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African Music We listened to different music from across Africa.

Here are some of the artists we listened to.

Aster Aweke: an Enthiopian singer. She is some times described as Africa’s Aretha Franklin.

She sings happy, soulful, playful songs.

Johnny Clegg : Born in England to an English father and Zimbabwean mother, Clegg is one of

South Africa’s biggest singers. He grew up in South Africa where he combined Western music

with Zulu rhythms.

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Miriam Makeba : Growing up near Johannesburg, Makebe is nicknamed Mama Africa. She

moved to America and became famous for her African melodies. Makeba spoke up against

apartheid throughout her life.

Ladysmith Black Mambazo : a male accapella group from South Africa. They sing using only

voices and no instruments. We listened a song called ‘The moon is walking’ which Michael

Jackson used in his film Moonwalker.

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Shakira – Waka Waka

Shakira sang this song with South African group Freshsound. It was used as the official song for

FIFA World Cup 2010.

We will also be playing with some African musical


Mr Babukar, from Sudan, will come and do some

Sudanese throat singing in the class live.

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Why Turtles Live In Water

A Tale from West Africa

Turtles used to live on the land, they

say, until the time a clever turtle was

caught by some hunters. They brought

him to their village and placed the

turtle before the Chief, who said,

"How shall we cook him?"

"You'll have to kill me first," said the

turtle, "and take me out of this shell."

"We'll break your shell with sticks,"

they said.

"That'll never work," said the turtle, "Why don't you throw me in

the water and drown me?!"

"Excellent idea," said the Chief. They took the turtle to the river

and threw him into the water to drown him.

They were congratulating themselves on their success in

drowning the turtle, when two little green eyes poked up in the

water and the laughing turtle said, "Don't get those cooking pots

out too fast, foolish people! As he swam away he said, "I think

I'll spend most of my time from now on, safely in the water."

It has been that way ever since!

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African Project Homework : Past tense verbs

Read this newspaper report from Africa. Underline all the past tense verbs.

Picture of the Week: 2010 World Cup in South Africa

June 15, 2010 | Posted by The Current Events

This South African boy is playing with a soccer ball. His country is more excited than ever about soccer! On June

11th, the World Cup Soccer Tournament began in South Africa. More than 300,000 people are expected to visit

South Africa this month to watch the games. Millions of others from around the world will also watch the games from

their home countries.

This is the first time that a World Cup will take place in Africa. South Africans are very proud to be hosting it. They are

eager to show off their country’s culture. South Africa hopes that the World Cup will prompt people from all over the

world to visit its beautiful scenic places. They want many tourists to come to South Africa to watch its wildlife in their

natural habitat.

Until 1990, white people were in charge in South Africa. They enforced apartheid, which was an unfair way to treat

the Africans living there. Most countries stopped doing business with South Africa and the country became very poor.

In 1994, elections were held and black citizens were allowed to vote freely. The new government, let by Nelson

Mandela, worked to make sure that everyone was treated fairly. Now South Africans want to show the world how far

they have come.

“[The World Cup] is the single greatest opportunity we have ever had to showcase our … potential to the world,” said

South African president Jacob Zuma. “We must rise and tell the story of a continent which is alive with possibilities.”

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Our Apartheid Experiment

What happened?











How did you feel about group B being treated badly?









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What do you think about apartheid after this experiment?











What have you learnt?









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Apartheid in South Africa

Apartheid was a

government system in

South Africa that

divided black and white


It started in 1948 and

was gotten rid of in


The word apartheid in the

African language Afrikaans

means ‘apartness’. White

European people who ruled

South Africa in the past felt

they were superior and

should have more rights than

black people.

Apartheid divided South Africans into 4 racial groups:

1. Black

2. White

3. mixed race

4. Pakistani/Indian .

Blacks and whites were separated and forced to be in different parts of town and cities. They had

to live and work separately. They were not allowed to socialise and be friends. Black and white

people had to have separate schools, hospitals and other facilities. Black people were not allowed

to be part of the south African government or help rule Africa.

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Black south Africans felt they were

being treated unfairly and cruelly.

Many people fought for their rights.

They protested but were arrested by

the government and sometimes put

in prison for many years.

Other countries around the world

criticised South Africa for treating

its black people so badly.

Black leader Nelson Mandela was

one of the most famous protestors.

For years he struggled to finish

apartheid. He was imprisoned by the

government for 27 years. In 1990, Mandela was finally released from prison after the world

protested against apartheid.

In 1994, apartheid was finally ended in South Africa and people were allowed to vote in

elections. All Africans, black, white and Asian now had the same rights to live, work and be

friends. Nelson Mandela became South Africa’s first black president.

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Apartheid Scramble Sentences

Apartheid happened in

South Africa between

1948 and 1994.

Apartheid was a system

that separated black and

white Africans.

White Africans had

more rights and black

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Africans were treated


South Africans were

divided into 4 groups:

black, white, mixed and


Nelson Mandela helped

to finish apartheid and

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became the first black


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Endangered Animals in Africa

Africa is famous for its beautiful wildlife and exotic ecosystems.

Many animals are

_____________________ in Africa today. Endangered means that

their ________________________

is low and they could die out forever. Animals become endangered

because they are hunted for their

skins, _____________________ or meat or sold as exotic pets. For

example, rhinos and elephants are

_____________________________for their horns and tusks. These are

made of ivory which is a very

expensive material.

Some of the African animals endangered today are cheetahs, white

rhinoceros, African

________________________________, chimpanzees, striped hyenas,

crocodiles and ostriches.

killed population endangered elephants


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Endangered African Animals

Colour in only the animals which are endangered in Africa today. Label all the animals.

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Homework: African Art Colour this picture of an African woman in a traditional costume.

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Homework: South African Fruit

All these fruit grown in Africa.

Label them and colour them in.

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Homework: African Rice Salad Maths

This recipe will make food for 16 people.

If I wanted to make the recipe for 160 people, how much of each ingredient would I need?

Calculate and write down the amount I would need of each ingredient below.


400g rice (2 c)

875 ml boiling water (3½ c)

2 chicken stock cubes

3 onions

1 clove garlic

1 medium green pepper

30 ml sunflower oil (2 T)

250 g mushrooms

250 g bacon

1 large tomato

5 ml salt (1 t)

pinch of black pepper

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African Project Homework

Today you learnt some phrases in Afrikaans from our South African visitors.

Take the Afrikaans phrase book you made in class today and learn at least 3 words by heart

from it.

Tomorrow I will ask you which 3 words you have remembered.

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Homework : Film Report

Write a brief report below about one of the African films you watched in class.
















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Homework: Prepositions Use the following prepositions to write 5 facts you have learnt about Africa so far in our project.

Write on this sheet.



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Interview questions for our african guests






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My Afrikaans phrase book

Name ________________________________





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My name is?














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Finally, mix the vegetable mixture and the rice lightly together with a large fork.


First, cook the rice in the boiling water to which the chicken stock cubes have been added, until it is soft but not mushy.

Hot Rice Salad recipe

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400g rice (2 c)

875 ml boiling water (3½ c)

2 chicken stock cubes

3 onions

1 clove garlic

1 medium green pepper

30 ml sunflower oil (2 T)

250 g mushrooms

250 g bacon

1 large tomato

5 ml salt (1 t)

pinch of black pepper

Season with the salt and black pepper the mushroom, bacon, tomato and onion mixture.

Then cook these vegetables in the sunflower oil until soft.

Add the mushrooms, bacon and tomato to the onion mixture and braise till just done.

Next, wipe the mushrooms with a damp cloth. Cut up the mushrooms and bacon. Peel the tomato and chop roughly.

Serve the rice salad hot. Secondly, peel the onions and garlic and chop and cut into strips.

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Hot Rice Salad recipe


400g rice (2 c)

875 ml boiling water (3½ c)

2 chicken stock cubes

3 onions

1 clove garlic

1 medium green pepper

30 ml sunflower oil (2 T)

250 g mushrooms

250 g bacon

1 large tomato

5 ml salt (1 t)

pinch of black pepper


First, cook the rice in the boiling water to which the chicken stock cubes have been added, until it is soft but not mushy.

Page 103: Deepest, Darkest Africa

Secondly, peel the onions and garlic and chop and cut into strips.

Then cook these vegetables in the sunflower oil until soft.

Next, wipe the mushrooms with a damp cloth. Cut up the mushrooms and bacon. Peel the tomato and chop roughly.

Add the mushrooms, bacon and tomato to the onion mixture and braise till just done.

Season with the salt and black pepper the mushroom, bacon, tomato and onion mixture.

Finally, mix the vegetable mixture and the rice lightly together with a large fork.

Serve the rice salad hot.

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Name __________________________________

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