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The Journey to Mali Concept - Focus Support a Cause [social studies - collaboration, organizational skills] Arrange for the students to share their presentations with an audience - another
class, at a school assembly, for parents, community guests,... They can share their reflections by writing a short paragraph accompanied by a
drawing. Display their responses on a bulletin board entitled "Canadians Can
Help."
Elementary / Secondary
/ Library Resources
Elementary: A Tale of Two VillagesSection 1 / Section
2 / Section 3
/ Section 4
Section 1
Learning Outcomes
Setting a Context
Deforestation [science - sharing prior knowledge]
Write the word "deforestation" on the board and ask students if they know
what it means. To help them, point out the root word "forest" and the prefix
"de." Then, initiate a discussion about why it's important to protect forests.
List students' reasons.
Encourage students to read newspaper and magazine articles on the topic, and to share
them with a class, perhaps adding them to a display entitled "Deforestation
in the News."
Where in the World Is...? [social studies - map reading]
On a map of the world, have students locate Mali and identify what they already know
about this country or what they can tell about the country from looking at the map.
Together, categorize the information under heading such as geography, people, climate,
etc. Begin a wall chart that students can add to during their visit to this web site.
(See Culminating the Study.)
Depending on the students' ability, they may use this activity as a basis for
Section 2
Concept - Focus:
Without trees to anchor the topsoil, the nutrients that plants need to grow are washed
and blown away by the elements.
Soil Erosion Experiment [science/language arts - inferring, cause and effect,
drawing connections, experimenting]
"As much as 80% of Africa's fertile land is threatened by tree cutting. Without
trees, nothing anchors the topsoil, which holds all the nutrients necessary for plant
growth. The topsoil is then eroded by wind and washed away by the rain."
To help students understand the role that trees and other plants play in preventing
soil erosion, write the following words on the board: moisture, nutrients, trees,
plants, topsoil, wind, rain, erosion, and crops. Ask what these words mean and how
they relate to one another. As students suggest connections, draw a diagram to show
how trees and plants protect topsoil from erosion.
Invite students to conduct an experiment to show the effects of wind and rain on
soil. They can build two mounds of soil, the same size. To one mound they add grass,
flowers, and potted plants; they don't add anything to the other mound.
Over a period of a week, the students could take pictures to show the effects that
the wind and rain have on each mound. At the end of the week, invite them to share
their observations and to explain any differences that they noticed.
As an alternative, students could gently spray their mounds with a hose and compare
the effects on each one. They should make sure that they use equal pressure on each
mound.
The Fight Against Soil Erosion [science - research, representing]
"Deforestation is one of the main causes of soil erosion."
Explain to students that soil erosion is a natural process that increases when land
is cleared and cultivated. Invite students to find out what measures are taken to
prevent soil erosion. Some students could focus on practices adopted by logging companies,
for example, replanting trees and not clear-cutting forests. Other students could
investigate practices adopted by farmers, for example, using different plowing and
tilling techniques. As students gather information, encourage them to think about
why the people of Mali may not be able to adopt these soil conservation techniques.
The students can make a display showing different soil conservation techniques, including
illustrations and explanations.
Farming Implements [social studies - critical thinking]
"The inhabitants of Sanankoroba knew they could grow better crops, more quickly,
if they replaced their hand-held hoes with ploughs drawn by cattle."
Ask students why the people of Sanankoroba wanted cattle rather than tractors. Encourage
them to consider as many different reasons as possible. Then, have students work
in small groups to brainstorm other farming implements that the people of Sanankoroba
might use. Encourage them to think about whether each implement would be practical,
and why.
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Section 3Global Heroes
People working together internationally for a better world - Canadian contributions
Learn About Another Community [social studies - research, language arts
- writing, representing]
"In 1985, a teenager from Sanankoroba stayed on Joan Brown's farm as part of
an exchange program run by an organization called Canada World Youth."
Have students find out more about Canada World Youth and its exchange program:
Explain to students that exchange programs are one way to find out about life in
another place, and ask them to suggest other ways. Then, ask what place they'd like
to know about. Together, develop a plan for learning about life there. One possibility
is to establish a penpal program, perhaps electronically, with a class in that area.
Students might also send videos and souvenirs that tell about life where they live.
Plant a Garden [collaboration]
"Each clan agreed to work voluntarily on a community plot of land."
As a school project, students could set up a garden on the school property. Different
classes can be responsible for different parts of the garden. Part of the students'
responsibility would be to help the other classes make decisions about
The students could include an article about their garden in the school newspaper,
or invite a community newspaper to write an article about their project.
Successful partnerships [arts - role playing]
"Four conditions are necessary to ensure that projects are successful and that
friendships remain strong."
With the students, talk about the four conditions necessary for successful partnerships
- decision making, self-reliance, a voice for all, and outside help. Explain the
conditions in a context that students can understand, for example, interactions they
have during project work. Then, have students work in small groups and role play
another situation from school, home, or the community that illustrates the importance
of these conditions. For example, they might role play a group of friends planning
a surprise party. Or, they could portray community leaders, builders, and families
working together to plan a new playground.
Section 4Culminating the Study
"In 1986, about fifty farmers from Sainte-Elisabeth came up with an ingenious
solution. They would work together to sow a large field of barley, which they called
Mali Field. The money made from the sale of the barley would be used to pay for the
ploughs and cattle."
Invite the students to choose a cause that they would like to support. For example,
they could raise money for the people of Sanankoroba, hold a book drive for a literacy
organization, gather blankets for the homeless, or collect non-perishable goods for
local food banks. Suggest that students contact an organization that supports their
cause: the organization may have specific suggestions to help them with their project,
as well as posters and brochures that they could use to raise awareness for their
cause. As students plan the project, encourage them to keep in mind the four conditions
for successful partnerships.
At the end of the project, encourage students to write a letter to those who supported
their cause, thanking them for their help and letting them know the results of their
campaign.
A Look at Mali [language arts - presenting information]
Encourage students to return to the wall chart on Mali that they developed during
their visit to this web site. Brainstorm ways to present the information. Students
might suggest
Reflection [assessment - critical thinking]
Have students consider these questions:
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