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Overview:
The Niger River is 2,600 miles long and is the third longest river on the continent of Africa, after the Nile and the Congo. Considered to be the principal river of West Africa, it flows through the countries of Guinea, Mali, Niger, Nigeria, Benin, Burkina Faso, Cameroon, Ivory Coast, and Chad. For centuries, this great river has supported life and trade in the region. In fact, the ancient city of Timbuktu is located only a short distance from its banks. Although millions of West Africans rely on the river, it is, like many rivers, under threat. Overfishing, agriculture, pollution, invasive species, and the construction of dams threaten the very health of a river that many people have depended on for a long time. Oil production in the Niger Delta, however, is probably the single greatest threat to both the river and its watershed. In this lesson, students will research the Niger River, paying particular attention to the Niger Delta, and will consider how the ecology of the river is being compromised, and what possible affects this may have, both regionally and globally.
Connections to the Curriculum:
Social studies, science, geography, history
Connections to the National Geography Standards:
Standard 1: "How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information"
Standard 14: "How human actions modify the physical environment"
Standard 15: "How physical systems affect human systems"
Standard 16: "The changes that occur in the meaning, use, distribution, and importance of resources"
Standard 18: "To apply geography to interpret the present and plan for the future"
Time:
Four hours
Materials Required:
Objectives:
Students will
- draw a map of the Niger River system;
- research the connection between people and the environment as it applies to the Niger River;
- research oil production in the Niger Delta;
- describe the environmental, ecological, and political implications of oil production in the Niger Delta; and
- make predictions regarding how continued oil production will impact the region and the world.
Geographic Skills:
Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Guiding Question: How has oil production in the Niger Delta compromised the ecological health of the river, and what current and future consequences might this have on the region, the African continent, and the world?
Explain to students that rivers and river systems are an integral part of our planet and an important natural resource. People, and other animals, rely on rivers for their very existence. Pose the following questions to your class:
- In what ways do people rely on rivers?
- What can rivers provide?
Go on to explain that human reliance on rivers dates back to ancient times when the earliest known permanent human settlements were found along the banks of rivers. Rivers were a source of economic activity; they provided food, transportation, and irrigation for crops and sometimes functioned as a barrier between rival groups. Using a large wall map, show students the following ancient river settlements (and explore the accompanying links if time permits):
Continue by explaining that many modern cities are located along rivers for several of the same reasons that ancient ones were: economic activity, transportation, irrigation, and as a source of food. Have students brainstorm a list of major cities, either in the United States or in the world, that are located near rivers. Have them locate these places on maps. Next, pose the following questions:
- What sorts of things do you think can damage the health of a river? Examples are pollution, population growth, and global warming.
- What impacts do these things have on human populations? Examples are the decline of cities located along rivers, economic impacts, and effects on the health of people living by rivers.
Finally, tell students that the Niger River and the surrounding area were once home to many great civilizations of the past and that currently millions of Africans still rely on the river for survival. Have students do a National Geographic Search using the keywords Niger River. On a separate sheet of paper, have students list all the ways they see people using the river. Regroup and discuss as a class.
Development:
Write the following sets of questions on individual index cards and place the cards in a basket:
- What is the geographic location of the Niger River? Through what countries does the Niger River pass? Where is the source of the Niger River? Where is the mouth of the Niger River?
- In what country is the Niger Delta? What is the current population of the Niger Delta? Describe the cultural/ethnic makeup of the people who live on the Niger Delta.
- What kinds of animals rely on the Niger River? Describe the ways in which the people rely on or use the river. What invasive species threaten the Niger River? What is the major ecological threat to the Niger Delta? Explain.
- Describe some of the consequences of oil production in the Niger Delta. How have local people responded to such environmental threats in their regions? How might the problems on the Niger Delta affect the African continent, especially the countries that border Nigeria?
- Explain how people benefit from oil production on the Niger Delta. Who consumes or profits most from the oil produced there? How are people around the world, especially in the United States, impacted by oil production on the Niger Delta? If the current situation does not improve, describe what might happen ecologically, environmentally, and politically. (Note: The Niger Delta region continues to be a volatile area as conflict between local people and commercial oil refineries escalates. Violence and accusations of government corruption abound.)
Divide your class into five groups, and have each group draw one of the sets of questions. Using the links located in the “Related Links” section, have the groups conduct research to answer the questions they drew and then share their findings with the rest of the class.
Have students pair up to produce the following:
- A map of West Africa that includes all countries, capitals, and important cities. The map should also include the Niger River and identify its source, mouth, delta, floodplain, tributaries, and direction of flow.
- A more detailed map of the Niger Delta.
- A report that includes
- information on population, natural resources, and industry in the Niger Delta;
- information on the ecological, human, and political impacts of oil production in the Niger Delta; and
- a prediction regarding what future impacts may be if current methods remain the same.
Closing:
After the groups have fully researched the issues surrounding the use and health of the Niger Delta and the people who live nearby, have students participate in a debate over the following resolution:
The positive outcomes of oil production in the Niger Delta outweigh the adverse consequences.
Assign half the class the pro side and the other half the con side. Allow each side time to prepare opening comments and concise arguments that support their position and to anticipate rebuttals. Teams should present alternating 1-minute opening remarks, 3-minute arguments followed by 1-minute rebuttals and 1-minute responses, and finally 1-minute closing remarks. Have the class vote on which side was more effective in defending its position.
Suggested Student Assessment:
Assess students based on their participation in the debate, or have students write letters to their local senator or congressperson in which they explain the current situation in the Niger Delta and offer an opinion on what should be done to improve the situation.
Extending the Lesson:
Inquiry Extension
Have students research the Mississippi Delta to discover how it is being compromised and what steps are currently being taken to protect it. Make comparisons to the Niger Delta.
Cross-Curricular Extension for Further Explanation:
Have students research the ancient city of Timbuktu. Ask them to pretend that they are a time traveler and write a travelogue for contemporary people about what it was like to visit this ancient city, and to speculate on why the city is located where it is. (Language Arts, Social Studies)
Try This at Home
Have students investigate a river that is close to where they live to find out about its importance to the community and its ecological health. They might begin their research with National Geographic: Geography Action! Rivers 2001—Educator/Student Activities.
Adaptations
Provide ELL students with the vocabulary (PDF) a few days prior to the lesson.
Use large index cards to write relevant vocabulary words and post them in the classroom.
Use photos or illustrations to accompany the new vocabulary words.
Allow students to give a verbal assessment of the situation to another class in the school.
Select one important concept from the lesson and assess ELL students on that single concept.
Related Links:
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