UNDERSTANDING AFRICA

Portfolio Unit and Performance-Based Assessment

Building a Highway across Africa

Name:
Area of Africa:
Period:
JTate

Introduction
Scenario The World Bank has just turned down a proposed route for a highway across
Africa from Tunis, Tunisia, to Cape Town, South Africa. Your group is requested to
submit to the World Bank a proposal for a better route for the highway. Students will
study a series of maps, data, and atlases (and other references), to explain why the first
route was turned down, and create a new and improved route with reasoned support for it.

Focus Question How do human and physical characteristics of Africa

influence its economic interdependence?
Prior Learning: Students must have the:
Ability to use and interpret maps and atlases.
Understanding of the concept of interdependence.
Understanding of the importance of economic development in resolving some
of the major issues affecting nations.
Awareness of economic and trade alliances and their benefits.
Knowledge of major climatic zones.
Skills: Students will:
Describe elements of the human and physical environment.
Detect errors in reasoning and decide on an alternative.
Construct support and defend a position.
The Product or Performance:
Design a new highway route and support it with reasoned argument in the form
of:
Charts (history, culture, economics, politics)
Reports on Tribal influences in the areas (tourism)
Magazine Cover and articles about your region (economics and tourism)
Large Map showing physical and political places
On the large map you will show your proposed route for the
highway.
Small thematic maps showing:
Population
Literacy
Religion
Climatic regions
Natural resources
Design a new highway route and support it with reasoned argument in
the form of a memo to the World Bank (This will be an oral presentation
with all the above information brought into the presentation, including
your proposed new route on the map).

JTate

Terms of the Project:

Each group has a team leader (chosen by the instructor)
Team leader will evaluate each group member.
Each group member will evaluate the team leader.
Presentations will count as a test grade.
You are to work with your group to the best of your abilities, as you would in any
team project or game. Time will be given in class, but there will also be time outside
class that some of the aspects of the project will need to be finished. You will also grade
your team leader as he or she will grade team members. You will also be responsible for
work assigned by the instructor: vocabulary, worksheets, quizzes, etc. These will also be
grades. There will be a major test after all presentations have been made.
Checklist
Large Map Each group should have a large map that shows where their proposed
highway will be built.
Smaller Thematic maps These will need to be drawn.
Chart - Data acquisition chart (a graphic organizer to help structure the groups thoughts
on the rejected route and proposed route)
Magazine cover and article Each region of Africa has a problem or issue. The group
will research this information for their region and design a magazine cover and write an
article about that particular problem or issue. Refer to the magazine cover/issue rubric.

JTate

Africa
Student Handout #1

Assessment Information

Proposal for Building a Highway across Africa

A conference of African leaders has adopted as top priority the building of a highway
across the continent. The purpose of the highway is to foster political cooperation among
the African nations and to promote economic development, trade, and tourism.
The highway would be financed by the World Bank, which, with the African leaders,
recently rejected an initial proposal for the highway and is now seeking alternate
proposals.
Your assignment will cover a couple of weeks: You will need to draw the original
proposal for the highway and list reasons the proposal was rejected. Then you will need
to draw an alternate proposal and explain how it improves on the original proposal.
Enclosed is an outline map of Africa and a list of cities connected by the initial proposal
for the transcontinental highway. Draw the route of the initial proposal on the map and
list reasons you think it was rejected. To help formulate your reasons, consult atlases,
lists of construction costs below, and other data provided by your teacher.
Construction costs: Terrain and climate influence the cost of road construction. Listed
below are kinds of terrain ranked in order of expense for road construction that is
mountains are the most expensive, savanna the least expensive.
Mountains
Rainforest/jungle
Desert
Bridge over major rivers
Steppe
Savanna
Roads are more expensive to build in humid, subtropical climates than in Mediterranean
climates.
Before drawing your route, recall why you think the initial proposal was rejected. Keep
in mind the purpose of the highway. Fill out the memo.
Your route must do the following:
Cover a major portion of the continent
Connect major population centers
Cross a minimum of 13 countries and a maximum of 25
Pass through a capital city on the Atlantic Ocean and a capital city on the Indian Ocean.
Enclosed is a map of Africa and a list for your group to write down the major cities that
your group will connect in your highway.
JTate

Africa
Student Handout #2
Country

Tunisia
(Example)

JTate

Physical
Characteristics

Cultural
Characteristics

Economic
Features

Hazards

Other
Factors
That
Might
Affect
Highway

Relations
with Other
Countries

Country

JTate

Physical
Characteristics

Cultural
Characteristics

Economic
Features

Hazards

Other
Factors
That
Might
Affect
Highway

Relations
with Other
Countries

Country

JTate

Physical
Characteristics

Cultural
Characteristics

Economic
Features

Hazards

Other
Factors
That
Might
Affect
Highway

Relations
with Other
Countries

Country

JTate

Physical
Characteristics

Cultural
Characteristics

Economic
Features

Hazards

Other
Factors
That
Might
Affect
Highway

Relations
with Other
Countries

Africa
Student Handout #3

Connect the Cities:

Building a Highway across Africa
Use the outline map of Africa to draw the rejected route, which connected the following
cities in this order:
1. Tunis, Tunisia

9. Nairobi, Kenya

2. Algiers, Algeria

10. Dar es Salaam, Tanzania

3. Niamey, Niger

11. Lilongwe, Malawi

4. Abuja, Nigeria

12. Lusaka, Zambia

5. Yaounde, Cameroon

13. Harare, Zimbabwe

6. Brazzaville, Congo

14. Johannesburg, South Africa

7. Kinshasa, Democratic
Republic of the Congo

15. Port Elizabeth, South Africa

8. Kampala, Uganda

16. Cape Town, South Africa

JTate

Africa
Student Handout #4

Why Was the Route Rejected?

Using the atlas and data, state three reasons that the World Bank and African leaders
might have rejected the proposed highway. Keep in mind the purpose of the construction
of the highway:
To encourage economic development and trade among countries
To promote tourism
To promote political and economic cooperation between countries
To stimulate economic development
To develop a transportation system
Probable reasons for rejection of the initial proposal:
1) Physical geographic reasons:

2) Human geographic reasons:

3) Another physical or human reason

JTate

Africa
Student Handout #5

Checklist: Highway across Africa

Group Members:

Class Period
Before the map and memo are graded, the following elements must be completed:

The Map

includes a title, date, and cartographers name(s)

includes a legend
is neat, clearly organized, and legible
is accurately labeled (spelling counts)

The Highway Route

is a transcontinental road
connects population centers
covers a minimum of 13 countries and a maximum of 25 countries
passes through a capital city on the Atlantic Ocean and one on the Indian
Ocean

The Report Form

conforms to mechanics of writing (punctuation, grammar, spelling)
has all parts of the form and portfolio completed

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Africa
Student Handout #7

Countries and Capitals

Connected by Our Proposed Highway
Country/Capital
1.

14.

2.

15.

3.

16.

4.

17.

5.

18.

6.

19.

7.

20.

8.

21.

9.

22.

10.

23.

11.

24.

12.

25.

13.

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Africa
Student Handout #8

Memo: Final Proposal for Route across Africa

To: The World Bank
From:
Subject: Alternate Proposal for Building a Highway across Africa
After considering the data and the rejected highway route, we designed an alternate
proposal, which is included here on a map, accompanied by a list of countries connected
by the highway. Our proposed highway meets the following criteria:
Crosses a major portion of the continent
Connects major population centers
Crosses
countries
Passes through the capital city of
on the Atlantic Ocean
and the capital city of
on the Indian Ocean
Is practical and crucial to the economic development of Africa.
We have emphasized the influence of the physical and human geographic features of the
continent in designing our proposal.
Keeping in mind the purpose of the highway, we submit the following four specific
reasons our proposed route is a better plan. We are including reasons concerning
physical, cultural, and economic geography, and (groups choice).
1) Physical

2) Cultural

3) Economic

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4) (Groups choice)

Africa
Student Handout #9
Country

Tunisia
(Example)

JTate

Physical
Characteristics

Cultural
Characteristics

Economic
Features

Hazards

Other
Factors
That
Might
Affect
Highway

Relations
with Other
Countries

Country

JTate

Physical
Characteristics

Cultural
Characteristics

Economic
Features

Hazards

Other
Factors
That
Might
Affect
Highway

Relations
with Other
Countries

Country

JTate

Physical
Characteristics

Cultural
Characteristics

Economic
Features

Hazards

Other
Factors
That
Might
Affect
Highway

Relations
with Other
Countries

Country

JTate

Physical
Characteristics

Cultural
Characteristics

Economic
Features

Hazards

Other
Factors
That
Might
Affect
Highway

Relations
with Other
Countries

Africa
Student Handout #10

JTate

Outline Map of Africa

Africa
Student Handout #11
JTate

Outline Map of Africa

JTate

Magazine Cover and Article of Issues in Africa

Objective: To design a magazine cover and write an article
about an issue and solution for that issue in Africa today.

Directions: Follow each step.

Part One: Magazine Cover
1.

Select one of the following issues in Africa (these are not all inclusive so talk
with the instructor about other issues that you may find when you do your
research).
a. The lasting effects of apartheid
f. low life expectancy
b. Endangered animals (poaching)
g. refugees/Boko Haram
c. Illiteracy
h. starvation and famine
d. Poverty
i. diseases AIDS, Ebola, etc.
e. Civil war
j. genocide

2. Select an original title for the magazine.

3. Select a title for the cover story.
4. Design and draw an illustration about the issue selected.
5. Include the price of the magazine (make sure you research currency used in your
area of Africa)
6. Include date, month, and year the magazine was issued; also include a barcode.
7. Use colored markers, map/artist pencils, or computer design for the cover. (do not
use any of the cheesy clip art)
8. The cover should be neat, attractive, and colorful. It should also catch your eye.
9. Use your research, class notes, and videos to help you.

Part Two Magazine Article

1. Discuss the issue in your area of Africa that was selected for the cover story.
2. Be sure to include why it is an issue and how it has affected the people, country,
or entire continent.
3. Be sure to include solutions to help solve the issue(s).
4. The title of the article is the cover story selected.
5. Write the article using the same format that you would find in a magazine. It will
need to be at least one page with two columns. Dont forget your byline (author
who wrote the article).

JTate

Rubric for Magazine Cover/Article

Part One Magazine Cover
20 points

Illustration

5 points

Cover Story

5 points

Title of Magazine

2 points

Price

4 points

Date, Barcode

8 points

Neatness, attractive cover

6 points

Group cooperation, participation

Total

Part Two Magazine Article

10 points

What is the issue?

20 points

Why it is an issue and the affects it has had

on the people, country, or continent.

20 points

Solution(s) to the issue(s).

Total

TOTAL SCORE

JTate

Name
Period
Student (group member being evaluated)

Understanding Africa

TEAM LEADER EVALUATION

(To be seen by teacher only)
1.
2.
3.

COOPERATION
Willingness to do tasks

(max 25)

DEPENDABILITY
Tasks completed by deadline

(max 25)

ACCURACY/NEATNESS

(max 25)

4. ABOVE AND BEYOND

These students deserve these points because
they did more than the minimum.
Without them we could not have finished
our portfolio on time.
A. Research

(max 5)

B. Typing (if needed)

(max 5)

C. Art work of all kinds

(max 5)

D. Creative writing

(max 5)

E. Group leaders choice

(max 5)

Description:

TOTAL
COMMENTS:

JTate

Name
Period
Group

Understanding Africa

(Group leaders name)

GROUP LEADER EVALUATION
(To be seen by teacher only)
1.

2.

3.

LEADERSHIP SKILLS
Able to delegate work to all in the group

(max 25)

DEPENDABLITY
Tasks completed by leader by the deadlines.
Did their FAIR share of the work.

(max 25)

FAIRNESS
Treated everyone in the group equally

(max 25)

4. DECISION MAKING
Made acceptable decisions to everyone in the
group.

GRADE

COMMENTS:

JTate

POINTS

(max 25)

TEAMWORK

Next fall, when you see geese flying along in a V

formation, you might consider what science has discovered as to why they fly that way.

Fact: As each bird flaps its wings, it creates an uplift for the bird immediately
following. By flying in a V formation, the whole flock has at least 71% greater flying
range than if each bird flew on its own.
Lesson: People who share a common direction and sense of community can get where
they are going quicker and easier because they are travelling on the thrust of one
another.
Fact: When a goose flies out of formation, it suddenly feels the drag and resistance of
trying to go it alone. It quickly gets back into formation to take advantage of the lifting
power of the birds immediately in front.
Lesson: If we have as much common since as a goose, we stay in formation with those
headed where we want to go. We are willing to accept their help and give our help to
others. It is harder to do something alone than together.
Fact: Whe the lead goose gets tired, it rotates back into the formation, and another goose
flies to the point position.
Lesson: It is sensible to take turns doing the hard and demanding tasks and sharing
leadership. As with geese, people are interdependent of each others skills, capabilities,
and unique arrangements of gifts, talents, or resources.
Fact: The geese flying in formation honk from behind to encourage those up front to
keep up their speed.
Lesson: We need to make sure our honking is encouraging. In groups where there is
encouragement, the production is much greater. The power of encouragement (to stand
by ones heart or core values and encourage the heart and core values of others)is the
quality of honking we seek. We need to make sure our honking is encouraging and not
discouraging.
Fact: When a goose gets sick, wounded, or shot down, two other geese will drop out of
formation with that goose and follow it down to lend help and protection. They stay with
the fallen goose until it dies or is able to fly again. Then, they lauch out on their own, or
with another formation to catch up with their flock.

JTate

Lesson: IF WE HAVE THE SENSE OF A GOOSE , WE WILL STAND BY EACH

OTHER IN DIFFICULT TIMES AS WELL AS IN GOOD.
--Author
Unknown

Africa
Student Rubric

Highway across Africa

Analytic-Trait Scoring Tool for New Route
Physical
Geography

Cultural
Geography

Economic
interdependence
Geographic
reasoning

Acquisition,
processing,
JTate

Advanced (4pts)

Proficient (3pts)

Minimal (2pts)

Inadequate (1pt)

Thoroughly
understands and
explains reasons for
new route,
incorporating
accurate information
regarding physical
features of places on
the route.

Reasons given for

the new route
incorporate accurate
information
regarding the
physical features of
places on the route.

Provides barely
adequate reasons for
the new route and/or
incorporates some
inaccuracies on
physical features.

Incorrect or
superficial reasons
for new route;
incorporates
inaccurate
information
regarding physical
features of places on
route.

Thoroughly
understands and
explains reasons for
the new route that
incorporate accurate
information
regarding the cultural
features of places on
the route.

Reasons given for

the new route
incorporate accurate
information
regarding the cultural
features of places on
the route.

Provides barely
adequate reasons for
the new route and/or
incorporates some
inaccuracies on
cultural features.

Incorrect or
superficial reasons
for the new route
and/or incorporates
inaccurate
information
regarding the cultural
features of places on
the route

Develops fully the

reason that relates to
economic
interdependence and
clearly explains how
that facilitates trade.

Reasons given relate

to interdependence
and to promotion of
trade routes.

Provides barely
adequate reasons that
relate to economic
interdependence and
trade.

Incorrect or
superficial reasons
that relate to
economic
interdependence and
trade.

Develops completely
a justification for
proposed route, using
important details,
facts, and geographic
concepts, and then
defends the route
providing clear,
thorough support.

Uses geographic
concepts and data to
justify why they
chose that proposed
route based on
geographic
knowledge acquired,
and then defends the
route.

Use of geographic
concepts and data to
justify why they
chose that proposed
route is weak.
Defending the route
shows limited
understanding of
geographic
knowledge.

Use of geographic
concepts and data
reflects an
unacceptable
understanding or
misconception.
Defending the route
shows no
understanding of
geographic
knowledge.

Map work is accurate

throughout.
Correctly presents a

Map work is mostly

accurate and
complete. Presents a

Map work is mostly

accurate and
complete, but with

The map has

inaccuracies
throughout. Does not

and
reporting
data

well-planned route
that improves on the
first route.
Demonstrates use of
research, as well as
maps and data.

well-planned route
that improves on the
first route.
Demonstrates the use
of research, as well
as maps and data.

some inaccuracy.
Route is somewhat
difficult to follow.
Research and use of
maps and data is not
clearly evident.

demonstrate the use

of maps, data, and/or
does not have a
plausible route.
Work is messy and
difficult to follow.

Highway across Africa

Considerations for the New Proposal
Exemplary responses for the final report for new and improved route would include many
factors to qualify as an advanced performance, such as
Topography: Control construction costs.
Climate: Avoid harsh areas.
Environmental issues: Build where it would cause the least damage.
Location of natural resources: Control construction costs.
Location of capital/major cities: Ensure contact with highest number of people.
Tourist attractions: infusion of foreign capital, improve balance of trade.
Social customs: Take care to accommodate
Political considerations: Take care to accommodate.
Health problems: (Tsetses fly, dengue fever, AIDS, Ebola, Malaria, etc): Avoid
when possible.
Availability of food/shelter for work crews: Control construction costs.
Availability of building materials: Control construction costs.
JTate

Pre-AP Geography
2010
Understanding Africa Rubric

Spring

Building the Highway Africa Presentation

Area of Africa:
Group Members:

Presentation of Material: (20 pts)

Visuals: (60 pts)

Why original route was rejected: (10)

Why proposed route was chosen: (15)

Maps (accuracy/neatness): (15)

Magazine (scholarly value): (20)

o Cover (7.5)

o Article (7.5)

Charts/Organization (the binder): (20 pts)

JTate

Period

Extra???
Grade
Pre-AP Geography
2016
Understanding Africa Rubric

Comments:

JTate

Spring

JTate