Wafa_Activity

__**Africa My Continent**   __ **Arise and shine Africa**   **Arise and Shine**  **for God has put spirit in you.** **Arise Africa that my country belong to.**  **Shine Africa, the land of many continent.** **Arise and shine Africa**  **The proud land of our forefathers.**  **The beautiful land of Africa**  **For God has bless you With many resources** **Arise and shine Africa**  **The sweet home of our fore fathers.**  **The land that God's love will manisfested**  **The sweet land of many talents.** **Arise and shine Africa**  **Live in peace, for only Living in peace**  <span style="color: #000000; font-family: 'Times New Roman',serif;">**that your Blessings will shine out in the world.** <span style="color: #000000; font-family: 'Times New Roman',serif;">**Anele E. Obasih** Activity:

As a fully committed future teacher, I find poetry as a powerful resource in Social Studies classrooms. Poetry can capture the students attention quickly and they may even address many controversial issues in a perhaps- less-threatning way. Since this poem is in relation to the 7th Grade Standard Course of Study, it may meet the requirements of multicultural goals. This poem may contain or lead to accurate historical facts and perspectives, provide a clear voice from the author, and it is appropriate for all the students. Now before I read the poem to the students aloud, I may need to provide the students with some background information about the poet and the period when the poem was written. I can encourage the students to relate the year to themselves and their own families and ask questions such as, "How old were you when this poem was published?" Who's age from your closest family member is near the date of this poem?" "What was happening during this period of time? Did it affect you? If so, how?" and "What was going on with your family in that period of time when the poem was written?" There are so many other questions that I could try to relate the poem's time period to the students personal lives. Then the students could be divided into two groups, and each group reads a stanza. Next, the students try to explain the true meaning of the poem's and its vocabulary, as well as its significant perspective. I could have the students freely express their own interpretation and encourage their participation as to share their own ideas with a partner before telling them to the class. Therefore, students are able to understand the significant of Africa that this poem brings about, the issues or the main theme of it, poetry's contribution to learning about social studies, and connect with the poem's issues and their personal lives.