Final+Project


 * Micro-entrepreneur Project Based Lesson **

Women's Role in the Development of Africa ==

Overview:
In this lesson, students learn how women micro-entrepreneurs are changing the human characteristics of the communities where they live. In a Project Based Learning Activity, students will choose an African country and, while working in small cooperative groups of 4 or 5, will design a micro-enterprise that would fit their country's population, climate, physical features, and natural resources. They will write a business plan, construct a diorama showing the layout of their business, and construct examples of their products. They will raise money to lend to a micro-lending organization called Kiva.org. that generates loans for micro-entrepeneurs. micro-loan organization- Kiva.org

Objectives:
Students will:
 * Create a picture dictionary page for the following terms: gender-based division of labor, informal economy, micro-enterprise, micro-entrepeneur
 * use the read, think, write, pair, share, revise method to glean important details from text to complete two column notes
 * explain challenges faced by women in developing countries in Africa
 * describe how African women micro-entrepeneurs have changed the human characteristics of the places where they live and work
 * work in small cooperative groups to research an African country and design a micro-enterprise based on that country's data

Preview:
I See, It Means: Students will view transparency 21A from Geography Alive (a pamphlet cover for women micro-entrepeneurs in Africa) and fill out your "I See It Means" worksheet complete with a summary of 10 words or less. After students pair/share with your partner, you will use a second writing utensil to add overlooked details. Discuss the image with the whole class and students answer the following: What interesting details did you notice? What kind of information might be in this pamphlet? What are some challenges that woman micro-entrepeneurs face? What micro-enterprise might this woman have created? How might this micro-enterprise affect this woman's community and family? Explain that the students will be learning about women micro-entrepeneurs in Africa and how they are changing themselves and their communities.

Essential Question: How are women micro-entrepeneurs in developing countries changing their communities?
I will post the essential question in the room on the whiteboard or above it. Keep this question in mind as we go throug the lesson.

Vocabulary
I will write the following geo-terms on the board: gender-based division of labor, informal economy, micro-enterprise, micro-entrepeneur. There will be a class discussion on what they think the meanings are for these terms. Have students read Section 21.2 in their Geography Alive textbook and complete the corresponding workbook page that creates a picture dictionary for those terms (term, picture, definition, example, non-example)

Read and Take 2 column notes:
Students will read Section 21.3- Grinding Peanuts in Rural Mali. They will use write/pair/share/revise method to fill in double sided notes and te graphic organizer in the Guide to Reading Notes Section 21.3. Revise and discuss answers as a class. Begin a discussion about the importance of helping others with your group members.

Repeat the note taking process for Section 21.4- Selling in Uganda's "Poor Man's Market" and 21.5- Cooking Up Comfort Food in Botswana

Research Project
Students will work in groups of 4 or 5. They will choose an African country and research its climate(s), population density, physical features, and natural resources. They will brainstorm what kind of micro-enterprises would do well in the country they picked, and after discussing the options, will choose one. They will produce a **poster** that displays their **business plan** (description of micro-enterprise, exchange rates, where the materials would come from, and the day-to-day workings of their business), a **map** of their selected country with a key that shows their initial reserch as well as the exact location of their business, a **written explanation** of the **challenges** their business would face, and a **written prediction** of how they would **use profits** and what the **effect would be on their families and community.** Students will also construct a **diorama** (using paper, clay, or simple household objects) that shows the layout of their micro-enterprise as they envision it, and make sample products or pamphlets if offering a service. You will have one week from the start of this project to complete it. Break the project up into smaller tasks and discuss responsibilities with your partners. Make sure to work at home as well as in class to finish on time.

I will hold a celebratory "Micro-Enterprise Fair" and have guest judges vote on the best businesses presented. The winning group for each homeroom will choose the recipient of the Kiva loan.



Kiva: Micro Lending Organization
I will discuss the purpose and idea behind Kiva.org and how Kiva works. You will have the opportunity to lend money to women in Africa by obtaining sponsors for your schoolwork. (a parent may pledge 10 cents for each homework done, etc.) A letter explaining the fundraiser will be sent home to parents and guardians. Kiva micro-lending 

PBS Frontline: "Uganda- A Little Goes a Long Way"
View this short video about a micro-entrepreneur in Uganda. This video also provides background on Kiva.org.

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Reflection
After the micro-enterprise fair, students reflect on what they've learned about micro-entrepeneurs in Africa using the .

Teacher Follow Up
During the fair, take pictures and download them to wikispace. Then have students construct a voicethread to share their ideas! (I myself will do this once I find the cable that connects my camera to the computer!)

MA Frameworks:
**[172HSS]** 1. Use map and globe skills learned in prekindergarten to grade five to interpret different kinds of projections, as well as topographic, landform, political, population, and climate maps **[190HSS]** A.3 Explain how the following five factors have influenced settlement and the economies of major African regions and countries: a. absolute and relative locations b. climate c. major physical characteristics d. major natural resources e. population size **[193HSS]** Describe the political and social status of women in selected countries in Africa

Lost Boys of Sudan media type="custom" key="22668228" 12 years later media type="custom" key="22668262" 12 yrs later part 2 media type="custom" key="22668274"