linite dan la diversite authors nicci hayes, jean mike malecaut, baye

Click here to load reader

Post on 05-Jan-2016

224 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

  • Some of South Africas endangered and extinct species

    By: VG grade 10 History class

    Please visit http://africaforum.yolasite.com/southafrica for the complete file

  • CREOLE

    Please visit http://africaforum.yolasite.com/mauritiusfor the complete file

  • How was the language been introduced???

    Long ago people from different countries were in Mauritius and all the people were having difficulties to communicate with each other as they didnt know each other languageSometime they mixed their own languages while talking and slowly slowly the same MIXED languages becomes our creoleIn general Creole is is a stable language that originates from a mixture of various languages

  • TITLE : Discovery of Senegal

    PRESENTED BY :Gallo SallDina DiattaOusseynou NiangMomo NdiayePierre BampokyMbacke SarrMariama SambaJunior Ndiaye

    SCHOOL : Military School of Saint Louis

    AGE : 16th-17th

    http://africaforum.yolasite.com/senegal for more details

    *

  • One World University

  • Please visit http://africaforum.yolasite.com/nigeriafor the complete file

    *

    Students Sample Work

    THE BLOG - http://bonaccueil.wordpress.com

    Students blogging about the digital resource they have worked on

    THE DIGITAL RESOURCE WEBSITE

    The main home page-http://africaforum.yolasite.com

    Sub Home pages

    Nigeria Home page http://africaforum.yolasite.com/nigeria

    South Africa Home page http://africaforum.yolasite.com/southafrica

    Senegal Home page http://africaforum.yolasite.com/senegal

    Mauritius Home page http://africaforum.yolasite.com/mauritius

    Mozambique Home page http://africaforum.yolasite.com/mozambique

    1

    1. MAURITIUS (MRU)

    Teacher Evaluation/Reflection- (MRU)-Bon Accueil SSS

    The Linit dan la diversit project was a challenge for the whole group. It was an almost impossible task of interconnecting our learners within 1 month period(10th Sep 10th Oct.) and sorting out all the impediments of IT infrastructure & language differences. There were a thousand reasons to fail the project but one holy reason to make it succeed: that of dreaming a better future for the children of Africa.

    Starting the project at Bon Accueil State College was a challenge since I had to give instructions about the project within my Chemistry classes. I needed to convince the students about the importance of connecting with their peers. The learners needed to be instigated to make the unbelieving effort of trying to blog and prepare ICT materials on their own under tight deadlines. The pathetic internet connection at school level was an obstacle to the enthusiasm of numerous learners. However, I must admit that I was agreeably surprised to discover the hidden talents of my students. I pay tribute to the slow/moderate learners who ran the extramile to prove their worth. I am proud today to hear my learners say Glory to Africa, I am proud to be African, Help ourselves first, then well help the world!

    Changes: Proposed or undertaken- (MRU) Bon Accueil SSS

    We had little time to finalize and assign responsibilities during the Pan African Forum(2009); this proved to be an obstacle to the project. We needed to sort out about blogging, creation of a website and translate English to Portuguese/French for our Mozambiquan/Senegalese colleagues. The use of Google Translate proved to be an asset. One thing that Ive learnt during this project is having empathy to group members; we must not sit down and expect that all our friends should communicate in English we should also make the effort to understand the others language. Ive learnt some Portuguese words and wanted to say to all teachers of Africa :

    Oh, professors da Africa, acordar ao apelo da terra! Vamos acender a chama de uma Africa melhor.

    Oh teachers of Africa, wake up to the call of the land! Let us light the flame of a better Africa.

    Teacher Evaluation/Reflection- (MRU)-La Gaulette SSS

    Evaluation

    The objectives of the project were achieved in my view. Students were able to identify an historical event and research on it. They produced a digital resource on several historical themes.

    Trips were organized prior to themes chosen by students so that they could experience discovery learning on historical sites. There the students could visually appreciate, feel, be amazed, understand the whys of their rich heritage left to them by their ancestors. Leaning ha taken place and most of them are very passionate about the history of Mauritius namely the slavery period, which has been a very difficult period.

    The digital resource that we produced on le Morne Brabant on is the one that we like the most as we put all our energy, love, passion in it and the students were eager to share this heritage to their peers.

    We have decided to create a culture club so that we can hunt the heritage of the past and produce a series of digital resource that can be used by the Social Studies teacher.

    Changes: Proposed or undertaken- (MRU) La Gaulette SSS

    Challenges

    My biggest problem was that Most of my students do not have a PC at home and the Internet access in school is inaccessible for some reasons (?). So we had to use cyber caf for the research work, blogging and uploading our files I had to teach them how to use power point.

    Moreover, we came to understand that some our friends from Africa namely Mozambique (Portuguese) and Senegal (French) were not very fluent in English and that was a major barrier for us as we need to consider all the factors that can make our collaboration inefficient. We decided to use Goggle translator to convert some digital resource in the two other languages

    2. NIGERIA (NGR)

    Teacher Evaluation/Reflection- (NGR)

    The Teacher evaluates the project by having the students embark on the following activities.

    Pair and share review session, where the students were paired to reflect on the countrys project and compare with Nigeria. They worked using information from within and without the project but limited to the country of choice.This reflection was taken before and after the project. The evaluation considered resourcefulness and research effort as measured by the Evaluation formput forward to studentsto answer.

    Teacher Reflection: The project brings out the best in teachers to spur on the students for excellence. The close touch with reality, making their own history and predicting from the foregoing whatpossibly lays ahead of them 20 years from now is to say the least intriguing and fascinating. All through the project the teacheracted as a facilitator and coach, who allowed the students to stir their own learning within the limits of the curriculum and yet making room for creativity.

    New concepts like Blogging are beginning to gain entry into their limited online activities. A bonding between students from around the continent am afraid is going to outlive the project but then its for the greater good, This does not just show were are Africans but that Africa is in us.

    Changes: Proposed or undertaken- (NGR)

    The project had its challenge of doing things in a new way. Researching into the History of Nigeria from a group project between countries in the African continentlent credence to complexity. We faced the following challenges:a)Limited connectivity time onlineb) Lack of Precedence and modelc)Field trips were reduced and areas visited were of little significance to project. More so there were too many public holidays within the periodd)Lack of fundsSolution (Corresponding)a)Teacher spends extra time online downloading all resources students indicated interest in. Also allowed the use of phone for the period of the project a number of them could access the internet through it.b)Students almost walked blindly as they new where they were coming from but could not tell where they would end with the project. So the worked with their thinking cap on using a known philosophy of Simple begets Great this proved to work.c) Since the places of interest were far away, students relied more on second hand information though from reliable sources and from around their environment. More so there were too many public holidays within the period so we had to work extra time most days.d ) Due to limited funds, students were resourceful in the design of the time capsule, burying and preserving and cordoning off with a flower bed and a memorial tree to be planted at the chosen location within the school

    3. SENEGAL (SNGL) (in progress to convert in English)

    Teacher Evaluation/Reflection- (SNGL)

    Lorsque les lves auront dbut les enseignements, je vais choisir un groupe qui se dbrouille bien en anglais pour les mettre en contact avec dautres lves Maurice, Nigeria, SA pour quils changent dans lobjectif de connaitre lhistoire de ces pays pour comprendre ce qui peut fait lunit naturelle de lAfrique et comment procder pour une unit tatique de lAfrique. Car je crois que si il doit y avoir unit, cela se fera avec les lves daujourdhui qui sont les futures dirigeant du continent. Cest trs important que les lves soient prpars cela sinon ils ne comprendront jamais lintrt de lunion africaine.

    Des professeurs dautres disciplines seront des tuteurs pour participer au projet. Je pense lhistoire, la gographie, langlais, la musique, lducation artistique

    English Translation

    Once students have started lessons, I will choose a group that is doing well in English to bring them into contact with other students Mauritius, Nigeria, SA ... so they share the objective to know the history of these countries to understand what can the unity of Africa's natural and how a single state in Africa. For I believe that if there must be unity, this will happen with today's students are the future leaders of the continent. It's very important that students are prepared for it; otherwise they will never understand the interest of the African Union.

    Professors from other disciplines will be mentors to participate. I think the history, geography, English, music, arts education.

    Changes: Proposed or undertake- (SNGL)

    La principale difficult est lobstacle de la langue anglaise. Cets vrai que nos lves apprennt langlais partie du collge mais ceci peut tre aussi un bon moyen pour nos lves de sexercer en anglais en communiquant avec des lves qui parlent langlais. Moi-mme jai beaucoup progresser en anglais en travaillant sur le projet avec des anglophones.

    Le plus souvent je me suis dbrouiller tout seul pour faire mes textes en anglais et je me suis souvent servi dun site de traduction en ligne qui fait des traductions assez fidles: www.reverso.com .

    English Translation

    The main obstacle is the difficulty of the English language. It was true that our students apprennt English from the College but this can also be a good way for our students to practice communicating in English with students who speak English. I myself much progress in English while working on the project with English.

    Most often I fend for my texts in English and I've often used a website translation online translation is quite faithful: geography, English, music, arts education

    4. SOUTH AFRICA (SA)

    Teacher Evaluation/Reflection- (SA)

    Collaborating with teacher and learners across Africa was stimulating and challenging for me and for the learners. I think that the project was extremely ambitious and I think the concept of using a combined website and blog to share information is potentially very powerful. Certainly my learners were very enthusiastic and for many this is the first time they have ever spoken to a person from another country.

    One of the huge advantages that this form of researching a country has over book research is that it is 100% current, and also gives a human perspective. Often research whether on the internet or in the library, gives a dry generalised over-simplified dehumanized version of a country. This unfortunately leads to learners seeing more of their differences from others and less of their similarities. In South Africa one of our fundamental educational principles that is the backbone of our whole curriculum is the idea of fostering and understanding of and a respect for diversity, but at the same time recognising our common humanity. This mode of research to me seems to offer an ideal opportunity to get that balance.

    Besides the challenges already mentioned by my colleagues of language, and connectivity, I think we were all challenged by the unusual situation of embarking on a subject area outside of our teaching fields. The positive spin off of this for me has been the necessity to collaborate with colleagues at school in different department. But time-table clashes, and time constraints have hindered the process.

    At its best this project would be based largely on field trips, but this was only limitedly possible for us. The disadvantage was thus that the learners relied overly on internet resources and there was more cutting and pasting than I would have liked. Reworkings were moderate. Furthermore the blogging became overly social.

    Despite these problems however, from my perspective, the project has achieved its major outcome which was to for learners to recognise the similarities in the histories and cultures of their countries and other countries in Africa. At the end of the day for me the mere fact that the learners were so keen just to chat on the site rather that share historical and cultural information is in itself a success it proves to me that they see the Nigerian and Mauritian children as just that other children other teenagers blogging partners. It is precisely this UNDERSTANDING of commonality despite difference that was for me the central aim of the project.

    Changes: Proposed or undertaken- (SA)

    One of the changes that I attempted to make to the original concept of the project was to introduce cellphone interaction in addition to blogging. The idea was for learners to set up MultiMX groups and to continue to communicate in this format. This I though would make communication more fluid and would give the learners a sense of the possibility of using what they see as a social tool, as a learning tool as well. Remains to be seen if this will take off.

    Another change that I attempted to make was to get some teachers and learners from Salvador involved by inviting them on the Innovative Teachers Forum Site. The reason I wanted to do this was that I was struck by how many of the issues touched on by our project as commonalities between our countries were also common to brazil, and to Salvador in particular the slave trade the sugar industry Nigerian ancestry - mixed race culture. At this stage my invitation has not yet been accepted but hopefully either before or after the conference we can draw in one or two schools from Salvador.

    If I were to do a similar project again, I would start with a much narrower field of research. I would allow the learners to begin by blogging (not save it as a reward for after research work) and I would give them a short questionnaire to answer from blogged responses as a staring point. Ideally they would work in multi-country pairs or small groups. I would give a much narrower focus range to encourage critical research and productive questioning, but still leaving enough space for the typical teenage time.

    5 Mozambique (MZ)

    Teacher Evaluation/Reflection- (MZ)

    According to my students, they have making debates during their studies about the new methods in education: They have concluded that, to have a student with a solid and applicable knowledge, we have to use the practical method, common collaboration, visits, group work.

    And with ICT technology, teachers have to make them understand about the mostly importance about why using this technology in our life. Looking in our daily life, now we have a new technology and digital media in the classroom (Computer). The new emphasis on teaching and reaching todays, as well as on a digital media.

    Computer technology and digital media play, an essential role in how individuals work, live, play, and,more importantly learn.

    Organizations, of all sizes, even the small schools and business, rely on technology to help them operate more efficiently and effectively.

    At home, work and school, computer help people work very faster, more accurately, and in some cases, in ways that previously were not possible.

    People use computers and others technologies for communication and information to communicate with others around the world. In classroom, the technology of information and communication, have a profound influence on the way teachers instruct and students learn. Even the activities that are part of your daily routine, typing a report, driving a car, paying for goods and services with a credit card, sending e-mail on your smart phone, or using ATM all of these, involve the use of computer technology.

    Why use computer technology in Education?

    First it is to Know that in any society, educators, have the ability to make an enormous positive contribution. To make this, it a Challenge, and teachers, must willingly embrace new teaching and learning opportunities.

    Today, the educators are beginning to recognize that they must teach students, the future leaders and citizens of society, using current technologies, so that these students will be comfortable using future technologies.

    Today, educators must provide students with skills they will need to excel in technology rich-society.

    Computers can also provide the powerful opportunities for teaching and learning, where we can find skill-building practice, real-world problem solving interactive learning, discovery learning, and linking learners to a multitude of instructional resources

    Microsoft Innovative TeachersMicrosoft.com/Education/InnovativeTeachers

    Student Perspective (in progress)

    Student Quotes

    Downloads from http://africaforum.yolasite.com/students corner.php

    VIEWS ON THE PAN AFRICAN PROJECT

    The Pan-African projects really inspired us. We think that we had all accomplished a lot from this. For example, we came to know Amina was the queen who ruled Nigeria; the capital city of Nigeria is Abuja. Ethiopia means the land of burnt face people. Long ago, African people had to bear slavery, they didnt had the right to live their own life. Those poor people were treated like animals. Africa comes from the word AFRI(Roman word) which means a group of people of which little is known. The difficulties that the slaves of Africa had to face were the same in Mauritius.

    Knowledge is power and that is true. There are a large number of people who stick only to their country, wanting to know more of their cultures. They dont even do any effort to see whats happening outside their world. They dont realize that by doing this theyre not gaining anything.

    These projects will help us all lot. There are many people who struggled a lot for the freedom for their country.

    We have not only known about different histories of different countries but have also made new friends. Before doing these projects we didnt have any team spirit but after working with friends we gained it and are very proud of that.

    We all have made such wonderful projects that we are sure that it will soon bear its fruit. We also hope these projects will help our dear friends to understand Mauritius better. Now we are proud to be a citizen of Africa.

    DONE BY: HURRYPAUL SHAMDEVI

    PUSHPANJALEE SAHYE

    FARHEEN MUNGLOO

    KARISHMA PURYAG

    KOSSILA RAMHOTA

    (F 3B, Bon Accueil State College, Mtius)2ndOct09

    Microsoft Innovative TeachersMicrosoft.com/Education/InnovativeTeachers

    STUDENTS PROJECT OVERVIEW

    Time/Step

    Teachers activities

    Learners activities

    Application of technology, resources and methods

    WEEK 1

    September

    6- 12

    A. Project initiation

    Share Pan African ITF experience with students.

    Explain project linite dan la diversite to students, give tasks.

    Show the digital resource created during the Pan African ITF for group 5.

    Motivate students to select an historical event for research.

    Check students ICT prior knowledge.

    Hold on the line (email each other on issues)

    Create groups of at least five students.

    (Teachers decide according to class size)

    Select historical theme or event or Culture items.

    Start brainstorming on chosen to identify important points.

    Research on themes selected.

    Use MS Power point, E-mail, projector, laptop, Personal computer, digital cameras, mobile phone, school library books and the internet.

    Use various teaching strategies such as discovery learning and group work, think pare share. Peer tutoring where computer literate students help their peers to use basic MS software.

    WEEK 2

    September

    13-19

    B. Blog creation

    Identify and help students (group leaders) to create a blog for communicating with their African peers.

    Identify and help students (group leaders) to create a web site where they can upload their digital resource for sharing collaboratively.

    Hold on the line

    Synthesize research data in digital format.

    Start producing a digital resource on the theme selected.

    Ms office tools, Ms Auto collage 2008, digital pictures, Movie Maker, the internet, digital camera, mobile phone.

    Week 3

    September

    20-26

    Monitor students work and assist/support where necessary.

    Create Assessment and Evaluation resources for the project.

    Hold on the line.

    Students use the blog created to establish communication between African peers.

    Groups start to upload their digital resource as soon as the web site has been created for it.

    Email, Internet resources, blog

    Week 4

    September

    27 03 October

    Continuously monitor and evaluate students work done and

    Hold on the line.

    Keep up with blogging and uploading digital resources to answer queries of African peers and question their work

    Email, Internet resources, blog

    Formative evaluation

    Week 5

    October

    04 10

    Continuously monitor and evaluate students work done and

    Hold on the line.

    Keep up with blogging and uploading digital resources to answer queries of African peers and question their work

    Email, Internet resources, blog

    Formative evaluation

    Week 6

    October

    11 17

    Continuously monitor and evaluate students work done and

    Hold on the line.

    Keep up with blogging and uploading digital resources to answer queries of African peers and question their work

    Email, Internet resources, blog

    Formative evaluation

    Students Reflection Before The Project

    21 September 2009

    11:35am

    S/No

    Name

    sex

    Group

    Uniqueness

    Location

    Similarity with Nigeria

    1

    Egege Bridget

    F

    Mauritius

    Malta Country

    Somewhere in Europe

    humans

    2

    Darlington Udu

    M

    Mauritius

    North African country

    Blacks

    3

    Nwaiwu Joy

    F

    South Africa

    Home of Mandela

    Southern Africa

    Football

    4

    Abioye Fisayo

    F

    South Africa

    Hosting World cup in 2010

    South of Africa

    Multi ethnic

    5

    Ezeokafor Sophia

    F

    Mauritius

    Whites mostly

    North Africa

    democracy

    6

    Ubong Archiborng

    M

    South Africa

    Big country

    Southern Africa

    7

    Ehibe Loveleen

    F

    Mauritius

    East

    Islamic mostly

    8

    Emanuela Nwachukwu

    F

    South Africa

    Home of shaka shaka

    South

    Football loving nation

    9

    Kelvin Ndukwe

    M

    South Africa

    Rich country

    Africa

    Mostly blacks

    10

    Nwakwakwa Chinasa

    F

    Moderator

    11

    Emanuel A, Emanuel

    M

    Mauritius

    Africa

    Nothing

    Students Reflection after the Project

    02 October 2009

    13:05 pm

    Class reflection

    S/NO

    ISSUES

    NIGERIA

    MAURITIUS

    SOUTH AFRICA

    1

    Capital

    Abuja

    Port Louis

    Johannesburg

    2

    Monetary unit

    1 Naira N consist of 100 Kobo

    1 Mauritian rupee (MauR), consisting of 100 cents

    1 rand (R), consisting of 100 cents

    3

    Population as at 2008

    138,283,240

    1,260,781

    43 786 115

    4

    Ethnic groups

    Hausa, Igbo, Yoruba, Esan, Nupe, Tiv, Igala, Benin, Itshekiri, Ijaw, Fulani, Efik,

    Indian Mauritian 68 percent

    Creole 27 percent

    Chinese Mauritian 3 percent

    French Mauritian 2 percent

    Africans/Black 77 percent

    White 11 percent

    Coloureds/mixed race 9 percent

    Indians/Asians 2 percent

    Others 1 percent

    5

    Languages

    English (official), Hausa, Yoruba, Igbo, Fulfulde, over 250 other indigenous languages

    English (official), Creole, French, Hindi, Urdu, Hakka, Bhojpuri, other

    11 official languages: Afrikaans and English (European origin); Zulu, Xhosa, siSwati, and Ndebele (Nguni language group); Southern Sotho, Northern Sotho, and Tswana (Sotho language group); Tsonga; Venda

    6

    Religion

    Muslim 50 percent

    Christian 40 percent

    Traditional 10 percent

    Hindu 44 percent

    Christian 32 percent

    Muslim 17 percent

    Nonreligious 3 percent

    Baha'i 2 percent

    Other 2 percent

    Black Independent Churches 46 percent

    Protestant 31 percent

    Roman Catholic 8 percent

    Anglican 7 percent

    Hindu 2 percent

    Muslim 2 percent

    Nonreligious 2 percent

    Other 2 percent

    7

    Facts

    Number of Internet hosts per 10,000 people was 0.09 as at2003

    Number of Internet hosts per 10,000

    people was 33 as at 2003.

    Number of Internet hosts per 10,000

    people was 62 as at 2003.

    8

    Flagged map

    Name:_____________________________

    Please work individually to complete this task. You have one lesson. Use the resources that you and your peers have created, as well as information gleaned from the yola.com website, and your blogging and MultiMX interactions.

    1. List the dates of the arrivals of the first Dutch, British, Indian and Malaysian immigrants to South Africa.(4)

    2. List as many similarities as you can between the histories of Mauritius and South Africa. Consider in particular issues around the slavery and indentured labour, colonizers, mixed race people and extinctions. (16)

    3. What similarities have you encountered in you blog/other communications with learners from other countries?(4)

    4. Give two other interesting facts that you have discovered.(2)

    5. What can we learn from the similarities you have discovered?(4)

    6. In what ways are the categories listed in question 1 above linked?

    (4)

    7. Based on your research and observations, what changes do you anticipate in South African culture by the year 2030? Will similar changes occur in Nigeria and Mauritius do you imagine?(6)

    8. Return to your original questions on Nigeria and Mauritius. Re-answer those questions in a different colour pen. If you have found out the things that you said you would like to find out, list them.

    Please hand in both the answers to this worksheet and your original and revised questions on Nigeria and Mauritius.

    TOTAL: 40 MARKS

    Victoria Girls High School

    Grade 10 History Task Culmiation of Linit dan la Diversit Project

    LINITE DAN LA DIVERSITE

    Assessment and StandardsDocumentsMonitoring the access to the bog

    Mapping Curriculum Standards-TEST BLUE PRINT for students project (Country wise)

    NB: Blooms Taxonomy for K: knowledge, C: comprehension, A: application, A: analysis, S: Synthesis, E: Evaluation

    ITEM

    OBJECTIVES

    *K

    C

    A

    A

    S

    E

    TOTAL

    1

    Identify important Historical events in your country

    1

    1

    2

    2

    Undertake a Research on the History, culture and people related to the selected historical event of your country

    1

    1

    1

    3

    3

    Produce a digital resource to present the information in a concise and user friendly way

    1

    1

    1

    1

    4

    4

    Post digital resource on http://africaforum.yolasite.com

    1

    1

    5

    Blog with peers from Mauritius, Senegal, South Africa, Nigeria on the blogsite http://bonaccueil.wordpress.com

    1

    1

    1

    1

    1

    5

    6

    Answer queries of peers on the blog

    1

    1

    1

    1

    4

    7

    Evaluate the ICT material posted by their friends on http://africaforum.yolasite.com

    1

    1

    1

    1

    1

    1

    6

    8

    Write a Feed back and post to http://africaforum.yolasite.com

    1

    1

    1

    1

    1

    5

    Total number of items

    7

    6

    4

    6

    3

    4

    30

    Total %

    24

    20

    13

    20

    10

    13

    100

    B. MARKING SCHEME FOR PROJECT WORK

    CRITERIA

    DETAILS

    MARKS ALLOCATED

    A

    Identification of a Historical event for research.

    2

    B

    Research on the \historical event chosen

    6

    C

    Create digital resource on the chosen Historical event

    10

    D

    Post digital resource on http://africaforum.yolasite.com

    6

    E

    Evaluate Peers work and give feedback onhttp://africaforum.yolasite.com

    6

    Total marks

    30

    In view of mapping the curriculum standard to the project objectives the Bloom Taxonomy has been used in the design of the marking scheme via a Test Blue print.. The low order objectives and high order objectives have been included in the assessment and evaluation process with regards to the learner development in terms of cognitive, affective and psychomotor.

    Microsoft Innovative TeachersMicrosoft.com/Education/InnovativeTeachers

    Assessment and Authenticity

    Sample Assessments of teachers from Africa

    A. Digital Resource on Slavery- LE MORNE BRABANT YOLA SITE MAURITIUS

    Activities

    1. What happened at le Morne Mountain on 1st February 1835?

    2. From which country did the slaves come from ?

    3. What does the term Bushi Nigue mean ? (Research Topic)

    4. When was le Morne mountain inscribed on the World Heritage list?

    5. Which organization inscribed Le Morne Mountain in the list?

    6. What does tilambik mean?

    7. What is the tradition of the Sega?

    8. How messages were transmitted during the Sega Nights?

    9. Name one rare plant that grow on Le Morne Mountain.

    10. Name the earliest area to be inhabited by the ex-slaves.

    Group activity:

    1. Predict the future of Le Morne Mountain in 20 years.

    2. Design a time capsule to conceal the predictions.

    3. Burry the Time capsule in the schoolyard with a memorial to be opened in 20 years.

    B. Digital Resource on Nigerian faces & fashion- Yola site Nigeria

    Part 1

    1. who designed the Nigerian flag?

    2. What is the name of the flag in use before independence in Nigeria?

    3. What does the color of the Nigerian flag represents ?

    4. What is the name of the attire worn by the title holders in IGBO land?

    5. the first democracy day in Nigeria was in what year?

    Part 2

    Write a letter to a student of history who will be in your present class 20 years from now . tell the receiver that you dream about your nigeria of tomorrow , i.e. 20 years from now.

    Part 2

    C. Digital Resource on the Endangered and Extinct species - Yola site South Africa

    1. Where can the cape lions be found?

    2. How does the Knysna Sea Horse look like?

    3. What is the Coelacanth?

    4. How does the cape warthog look like?

    5. Describe the origins of the Guagga. How is it similar to the zebra?

    6. When did the Guagga become extinct?

    7. What was its habitat?

    Grade 10 History Task

    Name:_____________________________

    Please work individually to complete this task. You have one lesson. Use the resources that you and your peers have created, as well as information gleaned from the yola.com website, and your blogging and MultiMX interactions.

    1. List the dates of the arrivals of the first Dutch, British, Indian and Malaysian immigrants to South Africa.(4)

    2. List as many similarities as you can between the histories of Mauritius and South Africa. Consider in particular issues around the slavery and indentured labour, colonizers, mixed race people and extinctions. (16)

    3. What similarities have you encountered in you blog/other communications with learners from other countries?(4)

    4. Give two other interesting facts that you have discovered.(2)

    5. What can we learn from the similarities you have discovered?(4)

    6. In what ways are the categories listed in question 1 above linked?

    (4)

    7. Based on your research and observations, what changes do you anticipate in South African culture by the year 2030? Will similar changes occur in Nigeria and Mauritius do you imagine?(6)

    8. Return to your original questions on Nigeria and Mauritius. Re-answer those questions in a different colour pen. If you have found out the things that you said you would like to find out, list them.

    Please hand in both the answers to this worksheet and your original and revised questions on Nigeria and Mauritius.

    TOTAL: 40 MARKS

    D. Digital Resource on Discovery of Senegal- Yola site Senegal

    1. Describe the timeline of Senegal.

    2. What was the uprising period in Senegal?

    3. List the facts in the Algerian war.

    4. What is the dutch influence on Senegal?

    5. List the Portuguese connection in Senegal

    6. Name the first French city that was constructed in Senegal.

    7. Describe the construction of Dakar.

    8. Enumerate the important events during the sixties and seventies period in Senegal.

    Microsoft Innovative TeachersMicrosoft.com/Education/InnovativeTeachers

    _1080302000.vsd

    Title

    Double-click to type notes. Subselect "Title"to edit the title.

    Informal Checks for Understanding

    Observation/Dialogue

    Quiz/Test

    Academic Prompt

    Performance Task/ Project

    Figure 1.3: Continuum of Assessment Methods

  • Challenges

    The project had its challenge of doing things in a new way. Researching into the History of Nigeria from a group project between countries in the African continent lent credence to complexity. We faced the following challenges: a) Limited connectivity time online b) Lack of Precedence and model c) Field trips were reduced and areas visited were of little significance to project. More so there were too many public holidays within the period d) incessant power failure and limited funding

    Solution (Corresponding)

    a) Teacher spends extra time online downloading all resources students indicated interest in. Also allowed the use of phone for the period of the project a number of them could access the internet through it. b) Students almost walked blindly as they new where they were coming from but could not tell where they would end with the project. So the worked with their thinking cap on using a known philosophy of Simple begets Great this proved to work. c) Since the places of interest were far away, students relied more on second hand information though from reliable sources and from around their environment. More so there were too many public holidays within the period so we had to work extra time most days. d ) Due to limited funds, students were resourceful in the design of the time capsule, burying and preserving and cordoning off with a flower bed and a memorial tree to be planted at the chosen location within the school working at odd times of the day due to power problems,

  • S/NStrongly disagree1 Disagree2No opinion3Agree4 Strongly agree5

    1I learn better when I work with others in groups.00137

    2The teacher giving students opportunity to moderate was good for my learning. 01353

    3Student learning can be promoted through collaboration with others. 00038

    4Students learn to think critically by researching for facts using the internet. 00029

    5Student activities should be connected to other students within or and outside the school.00245

    6Students enjoyed working the most together on the time line. 01433

  • The students evaluation form looks like this

    I sent it directly as an email, but this is what it really looks like I do not know why it wont open as an attached file.

    WORLD INNOVATIVE TEACHERS FORUM PROJECT

    L Init Dan La Diversit

    Evaluation form

    I. Please indicate how much you agree or disagree with the following statements as it affects your learning skillsduring the course of the project under review.. For each item that follows, select the choice that best represents your position.

    Strongly disagree

    1

    Disagree

    2

    No opinion

    3

    Agree

    4

    Strongly agree

    5

    a) I learn better when I work with others in groups.

    b) The teacher giving students opportunity to moderate was good for my learning.

    c) Student learning can be promoted through collaboration with others.

    d) Students learn to think critically by researching for facts using the internet.

    e) Student activities should be connected to other students within or and outside the school.

    f) Students enjoyed working the most together on the time line.

    General Comment:_________________________________________________________________

    _________________________________________________________________________________

    _________________________________________________________________________________

    LINITE DAN LA DIVERSITE

    Teacher and School Information

    **On this slide, embed the student handouts and the resources created for this project. Some examples are a student project overview, Internet and other resources, directions for art projects, or instructions to students for peer editing of projects. To embed the resources, follow these steps:

    Have the resource document available.From the Insert menu choose Object.Select Create from File and click Browse.Find the file you want to include and click OK.Select Display as icon and click Change Icon and add a suitable caption.Click OK to add the caption and click OK to embed the file.Position the document icon at the bottom of the slide. You can go to View, Grid and Guides, and click Display Grid on Screen for a grid on which to line up your icons.

    *On this slide, embed the student handouts and the resources created for this project. Some examples are a student project overview, Internet and other resources, directions for art projects, or instructions to students for peer editing of projects. To embed the resources, follow these steps:

    Have the resource document available.From the Insert menu choose Object.Select Create from File and click Browse.Find the file you want to include and click OK.Select Display as icon and click Change Icon and add a suitable caption.Click OK to add the caption and click OK to embed the file.Position the document icon at the bottom of the slide. You can go to View, Grid and Guides, and click Display Grid on Screen for a grid on which to line up your icons.

    *Add any assessment materials you developed for the project to this slide.

    Have the resource document available.From the Insert menu choose Object.Select Create from File and click Browse.Find the file you want to include and click OK.Select Display as icon and click Change Icon and add a suitable caption.Click OK to add the caption and click OK to embed the file.Position the document icon at the bottom of the slide. You can go to View, Grid and Guides, and click Display Grid on Screen for a grid on which to line up your icons.

    To include the Standards targeted through your learning project, open the Mapping the Standards document and then add your own standards at the bottom of the document. Links are included to help you search for local curriculum and technology standards.

    *Use these resources for assistance in working with and learning more about Microsoft Office applications.