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Lesson Plan for Direct Instruction |
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Grades 9 to 12 |
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Planning Tasks |
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Obtain and review the two different maps required for this lesson, a satellite map of Afghanistan and the refugee map provided from the Xpeditions site, www.nationalgeographic.com/xpeditions/lessons/01/g912/refugee.html. |
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Key Vocabulary List |
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Draught |
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Pushtun |
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Refugee |
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Soviet Union |
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Taliban |
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Warlords |
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Content or Skill to be Taught |
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How physical systems affect human systems, per national geography standard 15. |
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ObjectivesGiven the physical geography of Afghanistan, the student will be able to determine how it affects the lifestyles of individuals living in Afghanistan with an increased understanding of why it is so.
Given the topography, the student will be able to see how it determines the placement of refugee camps, with a view of what needs to take place in order to resettle the refugees |
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Materials |
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Phase and Activities |
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Conducting the lesson |
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Time |
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Lesson objectives and set |
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Refugee map from Xpeditions (web site for this map identified at end of this document)
Topographical map
Post-It notes
Internet connection (optional)
Recommended web site list
Access to media (newspapers, broadcast, etc. |
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Study refugee map
Locate refugee camps
Determine how location impacts these camps
Compare refugee map with satellite map
Locate refugee camps on satellite map with post-it notes |
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20 minutes |
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Lesson demonstration We'll compare both maps in class and chart locations of refugee camps, taken from the refugee map, onto the topographical map. Students will study maps and note as many details as possible, including: |
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20 minutes |
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Location of camps
Bordering countries
Large cities
Bodies of wate |
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Initial guided practice We'll review the inset found in the refugee map entitled Refugees Flee Famine and War. |
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20 minutes |
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Checking for understanding and providing feedback Students will make daily journal entries assuming the role of a refugee. Entries will be founded upon information learned in class and in the media. Handed in daily two or three times. Each day?s reflection must have a sentence or two about going home, either in terms of plans for returning or obstacles in returning. Assessment will be based upon number of facts presented. |
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Daily for x minutes |
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Daily for x minutes |
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Independent practice activities Students will obtain copies of topographical maps from Xpeditions and plot towns, cities and other sites mentioned in the daily news for two weeks. They?ll continue journaling using their assumed character each day that they put a new location on the map. |
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Pitfalls to Avoid |
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Make sure there's enough information on plight of refugees in terms of specifics: housing, shelter, health care |
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It's too easy to forget that the objective here is for the refugees to return home. The ending must include information about how that does or doesn't happen |
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Don't forget to put emphasis on plight of refugees and |
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Web Resources |
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http://www.afghan-web.com/geography/topography.html location for a good topographical map. |
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http://www.cia.gov/cia/publications/factbook/geos/af.htmlgood background information with political map. |
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www.nationalgeographic.com/xpeditions/lessons/01/g912/refugee.html site where this lesson comes from, it has links to lots of great maps and background information. |
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A lesson of this sort can be developed about any area of the world that's in the news. |
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