Morocco Lesson Plans - LessonCorner

1. A Moroccan Fairy Tale vs. European Folk/Fairy Tale
A Moroccan Fairy Tale vs. European Folk/Fairy Tale by Denise Sagers 2nd Grade Social Sciences Objectives: Students will describe similarities and differences between The Girl Who Lived with the Gazelles, an African folk tale from Morocco, and Snow White and the Seven Dwarves on a class chart. Students will act out scenes from each work which are similar. Materials: Copy of some Snow White and the Seven Dwarves (as retold by Denise Sagers) Copy of The Girl Who Lived with the Gazelles(as retold by Denise Sagers) Carpenter, Frances. Af...

2. "Let all of his complexion choose me so": Elizabethan Perceptions of Africans -Folger Shakespeare Library
...-news! 2. Have groups report their interpretations to the class. Have students cite and discuss a passage from the primary Printer Friendly source that clearly provides evidence of their findings. 3. Have each group read The Merchant of Venice 2.1 and 2.7 to study the dialogue between the Prince of Morocco and Portia. Have students consider the following questions: What type of person is Portia? How do the Prince of Morocco and Portia feel toward one another? 4. Have students write one or two paragraphs examining Shakespeare?s representation of the Prince of Morocco, using specific examples from the t...

3. Adventures in Time and Place: World Regions Grade 6/7, Chapter 19: Present a Trade Report
...t 5: The Middle East and North Africa Chapter 19: North Africa Lesson 2: The Economy Web Link Description ArabNet, a comprehensive Web site directed by Yasser El-Dabbagh, provides detailed information about more than 20 Arab countries, including the North African countries of Algeria, Egypt, Libya, Morocco, and Tunisia. Site visitors can learn about the history, geography, business, culture, and government of each country, or they can click and explore one of the many other Arab links. Student Objectives to write and present a trade report about Algeria, Egypt, Libya, Morocco, or Tunisia to explore in...

4. Tunisian Traveler Lesson Plan
...horse, camel, or boat?in the 1300s. Trace his journey and imagine the marvels he saw! Steps 1. The legendary Tunisian traveler Ibn Battuta lived by this motto: "Never, if possible, cover any road a second time." In 30 years he ventured on horse, camel, foot, and boat. Battuta visited countries from Morocco through North and East Africa, Syria, Iraq, Iran, Turkey, India, Indonesia, and into China. Imagine traveling more than 75,000 miles?without a car or a plane! 2. Read Traveling Man, The Journey of Ibn Battuta. Read and research to learn more about this little-known explorer. Trace his journeys on ma...

5. Like Father, Like Son?
learning/teacher/bg_teacher.gif) Back to Main Daily Lesson Related Article Plan In Morocco, Too, a Lesson Plan Young King for a Archive New Generation News Snapshot By DOUGLAS JEHL Issues in Depth On This Day in (Go to Article.) History Crossword Puzzle Campus Weblines Get Our Lessons By E-mailPrinter-friendly Version Education News Newspaper in Education (NIE) Teacher Resources Wednesday...

6. Keep This Under Your Hat
...characteristics of places and regions Connection to National Standards: 6 Places and Regions: How culture influences peoples' perceptions. Materials: Slides from four contrasting areas of the world selected to illustrate unique human and physical characteristics. Four hats to match each area: Fez (Morocco) Coolie (Thailand) Greek fisherman's cap Sombrero (Mexico) Selection of travel magazines: "National Geographic" "European Travel and Life"" "Conde Nast Traveler" Scissors, paper and glue Procedure: 1. Show several sample hats to the students, other than those specifically keyed to the slides. Discus...

7. African Folktales
...dge's Wise Daughter 17. Folktales from the (The); Gratitude: The Americas Hunter and the Antelope; 18. Asian Folktales Ostrich Egg Wife (The); 19. Tales of Wisdom Selekana and the River and Discernment God; Africa; Character 20. European Folktales Perception; Constructing Meaning; Fable; Folktales; Morocco; Reflection; South Africa PHIL: Generosity of Spirit; Act of Kindness; African American; Character Traits; Giving; Helping; Honesty; Justice; Kindness; Trust SOC: Choices/Consequences; Cultural Regions; Decision Making Model; Human Characteristics of Place; Justice The LEAGUE Logo LEAGUE Lessons Lea...

8. Do Clothes Make the Man? -Folger Shakespeare Library
...ion? Are the rules the same for men and women? If not, what differences do you see? What differences do you see in the ?dress code? for different ranks and genders? 3. Assign each student a character from The Merchant of Venice: Portia, Bassanio, Antonio, Duke of Venice, Lorenzo, Jessica, Prince of Morocco, Prince of Arragon, Gratiano, Shylock, Tubal, Lancelet Gobbo, Old Gobbo, Nerissa, Salarino, Solanio, Balthazar, and Stephano. You may assign the same character to more than one person; the difference in perspectives can provide an interesting discussion. 4. Have students use the text of the play to...

9. Who's In, Who's Out? Power Dynamics in
...Ask a Librarian two concentric circles on the board. Then, write "In" within the first and "Out" within the Credits second. Write the names of the following characters on the board next to the circles: Antonio, Bassanio, Duke of Venice, Gratiano, Jessica, Lancelet Gobbo, Lorenzo, Portia, Prince of Morocco, Shylock. Sign up for E-news! 3. Discuss the warm-up and come up with working definitions of "insider" and "outsider." Divide students into five groups. Assign two of the characters written on the Printer Friendly board to each group. In their groups, have students discuss the following questions ab...

10. Armchair Travelers
...ailable online at http://www.nytimes.com/learning/ Job teachers/featured_articles/20050107friday.html (one per student) Opportunities -resources for researching design elements and practices for a particular country mentioned in the article "Americans Let Their Taste Trot the Globe," such as Ghana, Morocco, Vietnam, etc. (global history textbooks, interior design books and/or magazines, computers with Internet access) -posterboard (optional) -markers (optional) Activities / Procedures: 1. WARM-UP/DO NOW: In their journals, students respond to the following prompt, written on the board prior to class:...