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\n\"This\n\n
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\nThis Isn't Right: A History of Women in Industry\n

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\n\nFor Students\n\n7th - 12th\n\nStandards\n
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\nWomen were in the workplace long before Rosie the Riveter pushed up her sleeve. Learn about the working options available to women during the Industrial Revolution, the Progressive Era, and the Great Depression with a lesson plan...\n
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\n\"The\n\n
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\nThe Flow of Women's Work: How Cultures are Alike and Different?\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nYoung scholars examine gender roles in various cultures. In this flow of women's work lesson, students compare water related work in rural Africa to that in their own households. \n
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\n\"Women\n\n
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\nWomen in Africa: Tradition and Change\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars examine a selection of traditional African artwork that portray women and explore postcolonial African literature created by women in order to gain insight into the lives of some black women in Sub-Sahara Africa.\n
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\n\"The\n\n
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\nThe Achievements and Challenges of Zimbabwe\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHere is an excellent set of five short lessons and activities intended to help learners not only gain an understand of current issues in Africa, but build critical thinking, synthesis, analysis, expository writing, research, and...\n
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\n\"Water\n\n
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\nWater in Africa\n

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\n\nFor Teachers\n\n3rd - 12th\n
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\nStudents discover the horrible situation of water shortages that many people face by completing Peace Corps activities.  In this global health lesson, students analyze and discuss photographs of people in Africa struggling to find...\n
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\n\"Soneka's\n\n
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\nSoneka's Village\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nStudents examine the culture of the Maasai pastoralist. They identify traditional aspects of their culture and describe how the roles of men and women vary in their society.\n
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\n\"Water:\n\n
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\nWater: The Flow of Women's Work\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents view photographs, read, and reflect on their own environments to gather information about gender roles in Lesotho and the United States. Students role-play gender role related scenarios and write about their reflections on the...\n
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\n\"The\n\n
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\nThe Carter Center’s Work in Sub-Saharan Africa\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents explore the state of Sub-Saharan Africa. In this geography skills instructional activity, students examine the work of the Carter Center in Africa as they investigate the strengths and weaknesses of linguistic, tribal, and...\n
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Interactive
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\n\"Little\n\n
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\nLittle Women Quiz\n

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\n\nFor Students\n\n7th - 12th\n
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\nIn this online interactive reading comprehension worksheet, students respond to 25 multiple choice questions about Louisa May Alcott's Little Women. Students may submit their answers to be scored.\n
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\n\"A\n\n
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\nA South African Storm\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nLearners explore racial prejudice in South Africa through the reading of \"A South African Storm\" by Allison Howard. In this cultural and geography lesson, students discuss ethnicity and prejudices and cite examples from the letter....\n
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\n\"Jinga\n\n
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\nJinga All the Way\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents study African history and the life of one of its most successful warriors, Queen Jinga. They write a diary as if they were Queen Jinga and examine other important women in history from around the world.\n
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\n\"A\n\n
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\nA South African Storm\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents read \"A South African Storm\" by Allison Howard and participate in a class discussion that examines Howard's letter for both content and writing form. They write a letter using some of the techniques they identified in Howard's.\n
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\n\"African\n\n
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\nAfrican Women: Their Roles and Music\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nYoung scholars explore music by African women. In this African society instructional activity, students compare and contrast the roles of African and American women. Young scholars listen to music by African women and analyze the lyrics...\n
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\n\"Africa:\n\n
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\nAfrica: Beauty is in the Eye of the Beholder\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nStudents will create a poster showing how two different cultures strive for beauty. This lesson combines art and social studies in a meaningful way.\n
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\n\"Climate\n\n
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\nClimate and Cultures of Africa\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents gain an understanding of the relationship between climate and culture in the sub- Saharan Africa. Students will complete short exercises pertaining to the various cultures of Africa and the climate in which they live....\n
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Worksheet
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\n\"Art\n\n
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\nArt in Southern Africa: symmetry\n

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\n\nFor Students\n\n2nd - 4th\n
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\nFor this symmetry worksheet, learners read about art in Southern Africa, daw art of their own, and draw lines of symmetry through the art. Students draw 3 lines of symmetry.\n
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Worksheet
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\n\"VA\n\n
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\nVA History Mini-quiz - Women and Africans arrive in Jamestown\n

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\n\nFor Students\n\n7th - 12th\n
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\nIn this Virginia history activity, students examine their knowledge of Jamestown once women and Africans arrived there as they answer 13 multiple choice questions.\n
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\n\"The\n\n
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\nThe Harlem Renaissance\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents, after researching/analyzing the movement \"Harlem Renaissance\" and Africa as well as reading literature from that time period, create lists of the major characteristics of the movement and its important writers. They bridge the...\n
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\n\"Country:\n\n
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\nCountry: Africa\n

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\n\nFor Teachers\n\n1st - 12th\n
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\nStudents access a variety of Africa themed websites. They locate information about African people, governments, languages and culture. They interact with timelines and explore African history or art.\n
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\nThe Impact of AIDS in Africa and its Effect on the United States\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders explain the social devastation visited on seven nations of sub-Saharan Africa by the AIDS pandemic, with particular emphasis on the damage to educational systems, women, and Students.\n
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\n\"The\n\n
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\nThe AIDS/HIV Pandemic in Sub-Saharan Africa\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents become aware of the level of the impact on the current and future socio-economic structures of sub-Saharan Africa by the AIDS pandemic.\n
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\n\"Making\n\n
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\nMaking Peace\n

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\n\nFor Teachers\n\n4th - 12th\n
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\nYoung scholars examine how African societies view their family and ancestors and settle disputes. They create a spirit doll, and role-play conflict resolution using the ancestor figure dolls.\n
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\n\"Nomadic\n\n
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\nNomadic Life Lesson\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine the imagery in a rich, spare poem about an interlude between two women of different cultures in rural Niger. They read \"Interview With Susan Rich.\" and discuss how the interview might help in understanding the poem.\n
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\n\"Filigree\n\n
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\nFiligree Jewelry\n

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\n\nFor Teachers\n\n3rd - 12th\n
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\nStudents describe physical and human characteristics of North Africa and the Middle East, plot on a map areas populated by nomadic people in those areas, explain importance of filigree jewelry in Arab culture, and create their own jewelry.\n
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