Unit Topic Essential Question(s)

Unit 10- African History How is change a constant part of life? SS7HI The student will analyze continuity and change in African leading to the 21st century.
Monica Farzad! 4/21/14 12:53 PM Comment: I chose this essential question for the unit on African history because it allows students to think about how life is constantly changing around them and therefore, understand that the only constant in their life is change. It gave students a chance to think about their own lives throughout the unit.

Standard/ Benchmark

a. Explain how the European partitioning across African contributed to civil war, conflict, and artificial political boundaries. b. Explain how nationalism led to independence in Nigeria, Kenya, and South Africa.

Lesson Plan Starter/Opening Students will look at an infographic map that shows the business languages in Africa. From looking at the map, students must locate three countries (Kenya, Democratic Republic of Congo, and Nigeria) and identify the business language from the key. After that, the students must hypothesize why that would be the language that business is done in. Mini Lesson Students will start to learn about nationalism and independence in Africa after colonialism. This includes an indepth look into Nigeria, Kenya, and South Africa as well as the Pan-African Movement and apartheid. https://docs.google.com/presentation/d/1zz8QijmXebiEWyio361QFU33B4KGmR__lTFVoLxoFA/edit#slide=id.g1df7c 284b_034 Students will be given CLOZE notes to help them follow

Monica Farzad! 4/21/14 12:30 PM Comment: I used the infographic map for the starter because it is important to increase students literacy of maps and graphics. I have noticed that many times students cannot read or analyze maps so I have tried to use them more often to give them more practice. Monica Farzad! 4/21/14 12:31 PM Comment: It is important that students see how colonialism continues to impact Africa today. By looking at what the business language is in the countries currently, students see how colonialism impacted and continues to impact Africa. Monica Farzad! 4/21/14 1:02 PM Comment: I chose these countries to focus on for the lesson because they are the countries that are in the standards. However, I supplemented their learning about nationalism and independence by bringing in examples from the past (like India) and introducing current events about the issue (like Sudan and South Sudan) in other lessons. Monica Farzad! 4/21/14 12:35 PM Comment: I chose to use CLOZE notes during the mini lesson because many students struggle to take notes or do not know how to properly take notes. By using CLOZE notes, I am able to model note-taking for the students. It is important to model this behavior for them because as 7th graders, they are establishing their school habits. It also provides a form of accommodation for students who struggle to listen and write at the same.

along and draw conclusions about the mini lesson. The CLOZE notes will have a small map to help students identify the location of the country as well as notes about the lesson. https://docs.google.com/document/d/1j4TQ16LPpnKLz3eI_hz TF6qmh7dv9IIsQmoiNv5HbME/edit Work Session Students will complete a nationalism and independence graphic organizer on Nigeria, Kenya and India to help them draw similarities and differences between the three countries. They will use the CLOZE notes from the lesson to help them fill out the organizer. https://docs.google.com/document/d/1H1NWjaYKCP1VzWM NcM-QZZaOqZY2OUlWqtkfphZyrPk/edit Once they finish the graphic organizer, they will write perspective letters about nationalism and independence in Africa. The students will pick one perspective to write from: a native South African diamond miner, a Kenyan soldier who fought for the British in WWII, a Nigerian leader of the PanAfrican movement, or an anti-apartheid British settler in South Africa. Once they choose their perspective, they will write a letter explaining that point of view in at least 9 sentences. The letters must include a description of the issue (colonialism, apartheid), give results of the issue (less rights/wealth, artificial political boundaries, conflict), reasons African deserve independence (nationalism), and finally a solution (independence, end of apartheid). Closer Students will answer two questions about nationalism and independence using perspective. 1. What is the African perspective of nationalism and independence? 2. What is the European perspective of nationalism and

Monica Farzad! 4/21/14 12:36 PM Comment: The map on the CLOZE notes brings students back to geography and links back to the past unit. It is important for students to recall past information so that they can increase and deepen their current understanding of colonialism in Africa.

Monica Farzad! 4/21/14 12:44 PM Comment: I chose to use a graphic organizer because it helps students organize the information in an easy way. By completing the organizer, students must make inferences about different aspects of the nationalist movements and synthesize the information. Monica Farzad! 4/21/14 12:46 PM Comment: Again, it is important that students recall past information because it allows students to deepen their understanding about the current material by seeing how the context affected the issue. Monica Farzad! 4/21/14 12:53 PM Comment: The perspective letters give students a chance to view an issue from a different stance than their own and even more importantly, a different stance than the textbook presents. By having students write the perspective letters, they are seeing how colonialism led to nationalism from the African perspective and therefore, have a better understanding of the issue. Monica Farzad! 4/21/14 12:58 PM Comment: I chose to layout how the letters should look because it gives students more structure to base their letters off of. Students must think critically and make inferences about their perspective based on their knowledge and I wanted that to be the main focus of the letter rather than formatting issues.

Monica Farzad! 4/21/14 1:00 PM Comment: I chose to have students think about how perspective affects how someone views something for the starter. By having them write how Africans and Europeans viewed independence movements, students would see how different they are and be informed on how someones opinion on a matter affects their view.

independence? They will answer these questions on two different sticky notes and place them on the corresponding piece of butcher paper as their ticket out the door.

Monica Farzad! 4/21/14 1:01 PM Comment: I chose to do a ticket out the door for the closer because it gives me a chance to formatively assess what my students learned that day. Depending on their answers to the questions, I can quickly see if my students understood perspective in history.