The purpose of this unit is to generate awareness of the great disparity in the educational systems of developing countries and its correlation to their level of development.  Students will also delve into gender inequalities and the benefits of empowering women through education and political involvement.

Students will develop an overall understanding of international development on a global scale by analyzing clear and recognizable patterns using the HDI.

• Students will examine issues surrounding gender equity and discrimination in Africa using a variety of web sites including the World Bank and Unicef.
• Students will develop an understanding of some of the issues that impact on girls and women in the Global South.
• Using the 'Issues analysis' tool, students will determine what needs to be done to improve the lives of women in Africa.
• Students will develop an ACTION PLAN on how to help women reach the targets outlined in the Millennium Development Goals

Urbanization in Africa

• what countries along the route of the expedition have large cities?
• how have these cities changed over time?
• what has caused people to move to the cities?
• What kind of services are available to people who live in the cities?  Original city limits vs. new outer city.
• How do these cities compare to Canadian cities – population, government, infrastructure, economy, environment, transportation?

This unit addresses Millennium Development Goals and Development Indicators.  The Expedition team hopes to visit the Millennium Development Group centre in Nairobi and/or possible project sites.

• Demonstrate an understanding of how natural and human systems change over time and from place to place

• Analyze connections between different parts of Canada, and between Canada and other countries (e.g. migration patterns, cultural activities, foreign ownership, trade

Using the countries that will be visited throughout the expedition, students will familiarize themselves with a part of the developing world and recognize that there are substantial differences in the quality of life even between countries within the same HDI (Human Development Index) category.

This activity can be used as a summative activity for a unit based on Africa in a destination-based course or it can be used as a course culminating activity in an issue- based course, such as Unit 4 of the Travel and Tourism Course Profile.  Students are asked to research the natural systems in a region, and develop resource sustainability through Eco Tourism.

Students compare the education systems of Botswana and Ontario using various criteria or aspects.  A main focus of the discussion and comparison will be the availability and level of education for girls.

Students look at how music has been used to raise awareness about issues around the world and the results that awareness brings (i.e. resources to alleviate people’s suffering or to resolve the issue).  Students then choose an issue of personal interest that they wish to increase public awareness about.   To do this, the students use the arts to illustrate their issues.  The creative piece may be in the form of a song, a poem, a short story, a painting, a drawing, a collage, a tableau, a video, etc.

Students research Canada’s role (past and present) in peacekeeping missions of the United Nations.  Students produce a world map, and answer questions about the map and Canada’s involvement with peacekeeping missions.

Students graph data about international assistance and analyze the trends.  Students read about acceptable levels of donations, and assess Canada’s giving.  Students consider our nation’s spending and justify any reallocation of funds.

Students share existing knowledge about NGOs, and learn about their formation and the work of the Stephen Lewis Foundation.  Students select one NGO and gather information about the work of that organization; then they create a formal display to present in a storefront.  Students decide which NGOs will receive their donations and justify their decisions.

Students view footage of Sudan; research recent conflicts in Sudan; explore the role of the United Nations in Sudan; and prepare a news report highlighting the viewpoints of one group involved in the conflict in this country.  Students participate in an open forum to find a resolution to the Sudan conflict.

This lesson provides a thoughtful introduction into the general study of environmental tourism with a “Pass It On” or “Visualizing” activity.  Students then research current UNESCO World Heritage Sites found in the countries visited by the SWBP team.  Using this information the students will select an area of Africa they believe could benefit from UNESCO protection, collect some background information and present their ideas to the class as a mind map.

Students identify who the stakeholders are and what their interests are in the conflicts   that are currently engulfing Sudan.  The students will also produce a timeline that will become an active visual as they explore the issue.

This activity can be used as a summative activity for a unit based on Africa in a destination-based course or it can be used as a course culminating activity in an issue- based course, such as Unit 4 of the Travel and Tourism Course Profile.  Students are asked to research the natural systems in a region, and develop resource sustainability through Eco Tourism.

This activity can be used as an introduction to mapping skills at the beginning of the course.  It can be used as an introduction to an Africa based unit, course, or for a class following the Small World Big Picture Africa travels. 

Students learn about a career in peacekeeping by researching and presenting the education pathway, the realm of international peace and security, and the life of a peacekeeper.

Students will use the popular television show as a guide to plan their own amazing race down the east coast of Africa.  This activity can be used as a summative activity for a unit based on Africa in a destination-based course or it can be used as a course culminating activity in an issue- based course.  Students are asked to plan a competition and a series of activities in four countries that reflect both the culture and environment of each destination.

French Document introducing students to South Africa’s Geography; Uses Atlas Mondial Beauchemin, 4th Edition pp32-33.

S’initier à la géographie de l’Afrique du Sud.  Utilisez l’atlas mondial Beauchemin, 4è édition aux pages 32-33  pour répondre aux questions suivantes.