Seventh Grade Unit 10 - “Connecting Africa’s Past with ...

1 One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Seventh Grade Social Studies Course. Georgia Department of Education Kathy Cox, State Superintendent of Schools Seventh Grade FRAMEWORK unit 10 connecting africa s past with africa s present REVISED 8/23/08 Page 1 of 8 Copyright 2007, 2008 All Rights Reserved Seventh Grade unit 10 - connecting africa s past with africa s present Elaborated unit Focus Historical events in africa have shaped the governments, nations, economies, and culture through conflict and change. The student will understand how European partitioning and colonialism, nationalist movements and independence movements impacted the continent politically and socially.

2 Standards/Elements 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/Essential Questions Conflict and Change: The student will understand that when there is conflict between or within societies, change is the result. How did European partitioning of africa contribute to conflict, civil war, and to artificial political boundaries?

3 How did nationalism lead to independence in South africa , Kenya and Nigeria? How was apartheid created and dissolved in South africa ? What role did Nelson Mandela and F. W. deKlerk play in the end of apartheid? What is the impact of the Pan- africa movement on the continent of africa ? One Stop Shop For Educators Georgia Department of Education Kathy Cox, State Superintendent of Schools Seventh Grade FRAMEWORK unit 10 connecting africa s past with africa s present REVISED 8/23/08 Page 2 of 8 Copyright 2007, 2008 All Rights Reserved Evidence for student mastery of standards should include a balance of selected response, essay, performance assessment or communication-based assessment yielding clear evidence for mastery of state standards. (Rick Stiggins, 2004) *NOTE: The balanced assessment plan included in this unit is presented as a series of suggested activities.

4 It is not expected that the teacher complete all assessments for a successful unit . Balanced Assessment Plan Description of Assessments Standard/ Element Type of Assessment Students will read pages 48-58 in africa in Transition and complete a graphic organizer that illustrates the causes and effects of European partitioning. See below ..note: it s possible to add more boxes for causes and effects H1a constructed response Students will define nationalism and independence as well as take notes on the independence movements in Kenya, South africa and Nigeria. *Note: Teacher can increase the depth of knowledge by assessing information on the graphic organizer. africa in Transition H1b constructed response, selected response Students will take part in an Apartheid Simulation using M & M s.

5 Handouts included on website. Additional resource: H1c constructed response, dialogue and discussion, self-assessment Roles of deKlerk and Mandela Teachers will direct half of the class to conduct independent biographical research on Mandela and the other half on deKlerk. Students will then create bio poems (see below) for the person they researched. Students will present bio poems alternating between deKlerk and Mandela. H1c constructed response Pan African Movement Students will use sources: textbook, africa in Transition, , , See GIST form below. H1d constructed response One Stop Shop For Educators Georgia Department of Education Kathy Cox, State Superintendent of Schools Seventh Grade FRAMEWORK unit 10 connecting africa s past with africa s present REVISED 8/23/08 Page 3 of 8 Copyright 2007, 2008 All Rights Reserved Sample Performance Task Enduring Understanding Conflict and Change: The student will understand that when there is conflict between or within societies, change is the result.

6 Standards: H1,a,b,c,d The Development of africa : past present and Future Students will create an artistic rendering that graphically depicts the sources, consequences, and connection to present day conflicts that are rooted in africa s past . This may be in the form of a poster, a skit, a poem, a news broadcast, a song, photo essay, or a drawing. 1. Students will identify historical events that connect to modern African conflicts. 2. Students will create representations of the relationships between historic events in African history and modern African problems ( tribal conflict, scarcity, civil war, unstable borders, cultural strife, health concerns) 3. Students will choose one format for their final product. 4. Students must submit a summary which directly explains their product and its relation to the historical events and modern conflicts.

7 Guidelines Information must be accurate Products must clearly show the causal connections between historical events and moderns conflicts. The student summary must clearly describe how their representation is an explanation of the casual relationship between the events and the conflicts. One Stop Shop For Educators Georgia Department of Education Kathy Cox, State Superintendent of Schools Seventh Grade FRAMEWORK unit 10 connecting africa s past with africa s present REVISED 8/23/08 Page 4 of 8 Copyright 2007, 2008 All Rights Reserved *Note concerning rubrics: Each performance task is accompanied by two rubrics: a content rubric and a product rubric. The content rubric is designed to measure how well a student can use the standards to demonstrate the enduring understanding(s).

8 The second rubric focuses on the product of the performance task. This is where students are scored on items involving grammar, punctuation, spelling, creativity, presentation, etc. It is intended that the CONTENT rubric is weighed more heavily when assigning a Grade to the students. Content Rubric for Performance Task Scale Criteria 1 (Below Standard) 2 (Needs Improvement) 3 (Meets Standards) 4 (Exceeds Standards) Student demonstrates knowledge modern conflicts that are rooted in historical events of africa Student product and summary has some errors or loosely connects and/or includes at least three modern day conflicts with historical events. Student product and summary clearly and accurately connects three modern day conflicts with historical events.

9 Student product and summary clearly and accurately connects four modern day conflicts with historical events. Student product and summary clearly and accurately connects five or more modern day conflicts with historical events. Student compares maps of africa at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities Student accurately includes at least two points in time where different perspectives influenced and changed the cultural and physical dynamic in africa . Student accurately includes three points in time where different perspectives influenced and changed the cultural and physical dynamic in africa . Student accurately includes four points in time where different perspectives influenced and changed the cultural and physical dynamic in africa .

10 Student accurately includes at least five points in time where different perspectives influenced and changed the cultural and physical dynamic in africa . Product Rubric for Performance Task Scale Criteria 1 (Below Standards) 2 (Needs Improvement) 3 (Meets Standards) 4 (Exceeds Standards) Awareness of Audience Vocabulary, audio, and graphics are not understandable or appropriate for audience. One of the aspects of the final product (vocabulary, audio, and graphics) is not understandable or appropriate for audience. Information is clearly presented, understandable and appropriate for the audience. Information is clearly presented, understandable and appropriate for the audience. Vocabulary, graphics, and audio enhance presentation. Point of View & Purpose It was difficult to figure out the purpose of the product.