SMS Lesson Plan
SIMPSON MIDDLE SCHOOL
Unit Title:Development of Africa / Grade: 7 / Week of:01-24
-2010
Content: instruction related to the historical context of the development of Africa / Teacher: Armstrong / Brown/ Earle / Gammon / Ridgeway
DETERMINE THE GOALS AND OUTCOMES
(desired results/assessment evident)
UNIT CONTENT STANDARDS
SS7H1 The student will analyze continuity and change in Africa leading to the 21st century.
a. Explain how the European partitioning across Africa contributed to conflict, civil war, and to artificial political boundaries?
b. Explain how nationalism led to independence in South Africa, Kenya and Nigeria.
c. Explain the creation and end of apartheid in South Africa and roles of Nelson Mandela and F. W. de Klerk.
d. Explain the impact of the Pan-African movement.
Enduring Understandings:
Students will understand …
- What the concept of partitioning means, and how it is related to Africa
- The reasons Europeans moved into Africa
- How European partitioning led to conflict
- How European partitioning contributed to civil war
- Artificial boundaries and how they can lead to conflict
- How nationalism led to independence for Kenya, South Africa and Nigeria
- How was apartheid created and dissolved in South Africa
-What the role of nelson Mandela and FW DeKlerk was in ending apartheid in South Africa
- The impact of the Pan-African movement on the continent of Africa
Unit Essential Question(s):
- Why did Europeans enter the continent of Africa?
- What impact did European involvement in Africa have on Africa?
- What does it mean to partition a continent?
- What are artificial boundaries?
- How can artificial boundaries lead to conflict?
- Who was Nelson Mandela and what was his role in Africa?
- Who was FW DeKlerk and what was his role in Africa?
- How did apartheid affect South Africa?
- How did apartheid end?
- What is nationalism and how did it affect Kenya, South Africa, and Nigeria?
-
Content (Unpack Nouns from Standards): Students will know… / Skills (Unpack Verbs from Standards): Students will be able to…
Partitioning, FW DeKlerk, Jomo Kenyatta, Nelson Mandella, Abubakr, apartheid, conflict, civil war, artificial boundaries, nationalism, independence, Pan-African Movement / Analyze events that contributed to the development of modern Africa, explain the role of freedom fighters and equality merchants, Analyze the processes that leaders took in leading to stronger countries for their citizens. Analyze events to determine if events were positive or negative,
KEY VOCABULARY
(What critical vocabulary must be learned in order to master the content?)
Partition, civil war, nationalism, apartheid, Pan-African, Nelson Mandela, F.W. de Klerk, Jomo Kenyatta, General Abubakar, segregation, developing nation, developed nation
ASSESSMENT EVIDENCE
Pre-assessments
benchmark test x informal observation x pre-test test data writing prompt
Formative:
XAdjusted questioning (orally or written)
XAnticipation guide
Checklist
Cloze
XConferences
Exit ticket
XGraphic organizer / XObservation
XThumbs up/down
Xquiz
XWriting (i.e. journaling, prewriting, drafting, editing, proofreading)
Other: / Summative:
Benchmark
XProject
XTest
Writing
XPerformance Task
Other
STRATEGIES/BEST PRACTICES
Body Biography
Carousel Brainstorming
Choice Board
XConcept Attainment
Contracts
XCreative Problem Solving
XCRISS
XCooperative Learning
Cubing
XDebate
Deductive Learning
XFact Finding by Fraternizing
XFlexible Grouping
XGraphic Organizers
Hot Seat / X Independent Learning
Inductive Learning
Jigsaw
Learning Logs
X Learning Styles
Literature Circles
McRel (Rdg/Wtg in content)
XMetaphorical Expression
X Mini Lesson
Modeling
X Multiple Intelligences
Museum
Mystery Box
New American Lecture
X Note taking
X Problem-Based Learning / Process Writing
QAR (Right There, Think and Search, Author and You, On My Own)
Quote- 5 Star
Reader’s Theater
XReciprocal Learning
Role Play / Simulations
X Shared Inquiry/Socratic Seminar
Stations
Six Thinking Hats
Task Rotation
Tiering
Think Aloud
X Think-Pair-Share
xOther______
Learning Plan for ______Monday 01-24
Essential Question:
What were the reasons the Europeans moved onto the African continent? / Materials: PowerPoint: European Colonialism (from Picasso), copies of SOS strategies
Standard/Element(s): / SS7H1 The student will analyze continuity and change in Africa leading to the 21st century.
a. Explain how the European partitioning across Africa contributed to conflict, civil war, and to artificial political boundaries?
Launcher/Activator: Discussion: Students are told, “Some New People have moved into your neighborhood. You are curious because they look and speak differently. You are curious, but don’t think much about it, until they tell you they are taking over your house and yard. How do you feel? What do you do?”
Instructional Method/Lesson:
Lesson: Colonialism
Method: Note-taking using SOS strategy (Vocabulary Word Map)
Differentiated/Specialized instruction:
1- Provide brief detail as to why each area of impact is assigned to one side (+ or -)
2- Without weighing the impact, place in column that student feels it belongs
Readiness
informal pre-assessment of African colonialism / Interest: / Learning Profile
Performance Task: The effects of colonialism on Africa-Weighing the Impact. This activity requires students to balance negative and positive effects of colonialism. Each impact is placed in a column (positive impacts or negative impacts) and assigned a weight. When completed, students will add up the sides to see which side is heavier. Students will use the PowerPoint, text, and related articles to complete this.
Summarizer / Lesson Closure: Students will complete Vocabulary Word Map with terms related to colonialism (terms and concepts learned during today’s instruction)
Learning Plan for _____Tuesday 01-25
Essential Question:
What is nationalism and how did it affect Kenya, South Africa, and Nigeria? / Materials: Readings,” Fighting for Independence in Colonial Africa,” and “Four African Leaders,” copies of Semantic Features Analysis SOS Strategy
Standard/Element(s): / SS7H1 The student will analyze continuity and change in Africa leading to the 21st century.
b. Explain how nationalism led to independence in South Africa, Kenya and Nigeria.
c. Explain the creation and end of apartheid in South Africa and roles of Nelson Mandela and F. W. de Klerk.
Launcher/Activator: Revisit SOS vocabulary map, this time using nationalism as a basis for vocabulary
Instructional Method/Lesson:
Lesson: Independence of African Nations
Method: SOS Strategy: Semantic Features Analysis, also visual organizer 4-Square
Differentiated/Specialized instruction:.
1- All students will complete the visual organizer related to this lesson. Gifted will also complete the 4-square organizer.
Readiness
Evidence: / Interest
Evidence: / Learning Profile
Evidence:
Visual / kinesthetic
Performance Task: Complete visual organizer: The Role of Nationalism in Africa”
Summarizer / Lesson Closure: Discussion, “Why did DeKlerk and Mandela Nobel Peace Prizes as opposed to the Freedom Fighters not winning?”
Learning Plan for ____Wednesday 01-26
Essential Question:.
How can artificial boundaries lead to conflict? / Materials: organizers (Hot Spots) and PowerPoint: African Unity and Civil Wars in Africa
Standard/Element(s): / SS7H1 The student will analyze continuity and change in Africa leading to the 21st century.
d. Explain the impact of the Pan-African movement.
Launcher/Activator:
Instructional Method/Lesson:
Lesson: Challenges facing independence movement (before,during,after)
Method: Analogies
Differentiated/Specialized instruction:.
1- Flexible grouping to allow for enhanced understanding / comprehension
Readiness
Evidence: / Interest
Evidence: / Learning Profile
Evidence:
Performance Task: complete analogy hotspots visual organizer
Summarizer / Lesson Closure:
Learning Plan for _____Thursday 01-27
Essential Question:
What elements from standards related to development of Africa have I mastered.? / Materials: study guides for assessment on Friday. These will be given out on Tuesday January 25, and due today. * Gifted Students will be given copies of Metaphorical Expression activity
Standard/Element(s): / SS7H1 The student will analyze continuity and change in Africa leading to the 21st century.
a. Explain how the European partitioning across Africa contributed to conflict, civil war, and to artificial political boundaries?
b. Explain how nationalism led to independence in South Africa, Kenya and Nigeria.
c. Explain the creation and end of apartheid in South Africa and roles of Nelson Mandela and F. W. de Klerk.
d. Explain the impact of the Pan-African movement.
Launcher/Activator: Oral review with ‘Flash” questions- students are given a question (based on demonstrated level of understanding) with 3 seconds to BEGIN answering. Students will be standing, and asked to sit if they miss a question (much like around the world). Doing this will help remember / review major standards related topics / terms / etc.
Instructional Method/Lesson:
Lesson: Review of development of Africa standards
Method: cooperative learning through development of self-made practice tests, shared
with peers
Differentiated/Specialized instruction:.
1- Based on demonstrated level of understanding, through the unit, students will have differentiated requirements to complete the “Create-A-Test” performance task. Students who have demonstrated a strong level of evaluation and analysis will be required to complete their activity using higher order questions. This is for on-level students.
2- Gifted students will begin a two day activity titled, “Visual Metaphor of Imperialism and Colonization of Africa.”
Readiness
Evidence:
Based on formative assessments throughout unit / Interest
Evidence: / Learning Profile
Evidence: This is for gifted students, and students who have demonstrated a high level of understanding of the processes of development of Africa.
Performance Task: After completing study guide, students will “Create-A-Test”: Students will be required to create a test consisting of constructed response, multiple choice, matching, and short answer. This allows students to think of important information write important information, and use some higher level thinking skills to answer.
Summarizer / Lesson Closure: answer student questions related to unit.
Learning Plan for ____Wednesday 01-26
Learning Plan for ____Friday 01-28
Essential Question:.
Have I mastered the standards related to the development of Africa? / Materials: copies of assessment, copies of “Visual Metaphor of Imperialism and Colonization of Africa (for gifted)
Standard/Element(s): / SS7G2 The student will discuss environmental issues across the continent of Africa.
SS7G3 The student will explain the impact of location, climate, and physical characteristics on population distribution in Africa.
SS7G4 The student will describe the diverse cultures of the people who live in Africa.
Launcher/Activator: Students may ask questions that need clarification prior to taking test.
Instructional Method/Lesson:
Lesson: Development of Africa standards
Method: independent assessment / metaphorical expression
Differentiated/Specialized instruction:.
1- Assessments will be differentiated, based on formative assessments throughout unit and IEPs
2- Gifted students will continue with metaphorical expression activity
Readiness
Evidence: / Interest
Evidence: / Learning Profile
Evidence:
To complete visual metaphor activity
Performance Task: On level / Foundation level: complete assessment, followed by creation of a drawing demonstrating understanding of the term “partitioning.” Others will complete metaphorical expression activity.
Summarizer / Lesson Closure: Share metaphorical expression activities
3 days of emergency lessons and activities for this unit:
Day 1 / Development of Africa Vocabulary Terms worksheet
Day 2 / Essay (3 paragraphs) discussing the development of modern Africa, from the beginning of European entrance to the continent.
Day 3 / Timeline of historical events