Teacher Name:Roderick Stewardweek Of: October 31-November 4

Teacher Name:Roderick StewardWeek of: October 31-November 4

World Cultural Studies

Monday / Objective:SS.6.3D Create thematic maps, graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of various world regions and countries.
ⓅSS.6.3B Pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases.
SS.6.4A Locate various contemporary societies on maps and globes using latitude and longitude to determine absolute location.
ⓅSS.6.4B Identify and explain the geographic factors responsible for patterns of population in places and regions;
SS.6.22A Use social studies terminology correctly.
Warm-Up: Open your textbook to pages 391-401 and analyze the maps and other relevant information related to Africa South of the Sahara
Classwork: Students will watch a United Streaming video on Africa [HISD suggestion]. This will serve as a review of the previous unit on North Africa and Southwest Asia (Middle East). It will also serve as a preview over the current unit on Africa South of the Sahara. Student will write facts about the people, economy, geography, and government of the region. Teacher will assist with pertinent facts.
ELPS: Listening,Reading,and Writing
Tuesday / Objective:SS.6.3D Create thematic maps, graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of various world regions and countries.
ⓅSS.6.3B Pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases.
SS.6.4A Locate various contemporary societies on maps and globes using latitude and longitude to determine absolute location.
ⓅSS.6.4B Identify and explain the geographic factors responsible for patterns of population in places and regions;
SS.6.22A Use social studies terminology correctly.
Warm-Up: Students will write about the geographic details that they can remember from the video from yesterday and then compare with a neighbor.
Classwork:Students will complete the HISD handout on Mapping African Geography, a map of Africa. They will draw and label the major physical landmarks as I explain the significance of each. Africa the Divided Continentwill be used for additional study information.
ELPS: Listening, Reading,and Writing
Wednesday / Objective:SS.6.3D Create thematic maps, graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of various world regions and countries.
ⓅSS.6.3B Pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases.
SS.6.4A Locate various contemporary societies on maps and globes using latitude and longitude to determine absolute location.
ⓅSS.6.4B Identify and explain the geographic factors responsible for patterns of population in places and regions;
SS.6.22A Use social studies terminology correctly.
Warm-Up: Review maps of Africa South of the Sahara. Make sure you know where the capitals of the countries are.
Classwork:Students will plan a trip through Africa South of the Sahara. They will be given the following criteria for the trip:
Visit at least 4 countries (one in each region).
Visit the capital city of each selected country.
Visit a country on the Atlantic Ocean and on the Indian Ocean.
Describe the geographic challenges you would face on your trip. What modes of transportation would be available?
Plot your route on your map of Africa and determine how far you will have traveled using the map scale (math connection).
Instructional Accommodations for Diverse Learners
Remind students that the political divisions within Africa represent COUNTRIES, not STATES. [Students commonly confuse countries within Africa as separate states rather than vastly diverse nations]. These nations are usually divided geographically into four regions: West African nations; Central African nations; East African nations; and Southern African nations [including the nation of South Africa].
ELPS: Reading and Writing
Thursday
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Friday / Objective:ⓅSS.6.1A Trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade.
SS.6.8C Explain the impact of relative scarcity of resources on international trade and the economic interdependence among and within societies.
SS.6.9B Compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system.
ⓅSS.6.21A Differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures.
SS.6.22A Use social studies terminology correctly.
Warm-Up: Explain how salt could be more valuable than gold.
Display packets of salt, a saltshaker or pieces of rock salt in the front of the class and something made of gold. Discuss the comparative value of these two items in our society. Inform students that hundreds of years ago in Africa, salt was considered extremely valuable and was traded for gold…salt was actually worth more than gold (to some groups). Ask students if they can explain the circumstances that perhaps made this fact true.
Classwork:
Vocabulary Acquisition Strategy
Explain to students that resources are often limited and people have to make choices – scarcity of resources can cause one result which is trade or people interacting in the marketplace to choose to spend resources to satisfy their desire (wants/needs) for another resource that is in demand (and short supply). This was the case in the salt for gold trade. Refer to pp. 441, 443, and 450 to help students understand that the Ghana, Mali, Songhai, and Ashanti empires were based on the trade of scarce goods. Over time, that trade included slaves.
Two-Column Notes
Use Map African Slave Trade and Note-Taking: Trans-Atlantic Slave Tradeto discuss the African Slave Trade and its impact on Africa. It is estimated that over 10 million enslaved persons were forced to leave the continent through the trans-Atlantic slave trade. Note: there was also an Indian Ocean slave trade from East Africa that continued until near the end of the 19th century! [Save document to laptop for viewing]
Cooperative Learning
Have students work in groups of four to read and summarize primary sources that describe life in the ancient west African empires. Tell students to focus on finding evidence of trade in each passage. Several primary sources are included in the Supporting Documents. Others are available from the websites listed in the Resource column. These include Quotes from Ibn Battuta, Travels with Ibn Battuta, Primary Source: Slave Narrative
Using Illustrating African History, have each group design a poster that describes in words and pictures what they discovered about trade using the primary sources.
ELPS: Reading, Speaking, Listening,and Writing