Governments of Africa

SS7CG1 Compare and contrast different forms of citizen participation in government.
a. Explain the role of citizen participation in autocratic and democratic governments.
b. Describe the two predominant forms of democratic governments: parliamentary and
presidential.
c. Explain the role of citizens in choosing the leaders of South Africa (parliamentary
democracy), Nigeria (presidential democracy), and Kenya (presidential democracy).

SS7CG2 Analyze how government instability in Africa impacts standard of living.
a. Describe the impact of government instability on access to education and the distribution of
medicine and food to combat diseases and famine across Africa.

Students will read an article on W.E.B Du Bois, continuing our celebration of Black History Month

bio-civil-rights-WEB-DuBois-26613-article_only

Students will then work on a chart filling out the different types of governments for South Africa, Nigeria, and Kenya.

Governments of Africa Chart  

Please use the chapters below in order to do the chart assignment.

WS17-7 Ch11 090717

WS17-7 Ch10 090717

WS17-7 Ch09 021920

South Africa: Apartheid Ends.

SS7H1 Analyze continuity and change in Africa

b. Explain how the Pan-African movement and nationalism led to independence in Kenya and
Nigeria.

c. Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela
and F.W. de Klerk.

As we continue to celebrate Black History month the class will be reading about the historical victory of Coco Gauff Article in the the tennis world. Please click on on the red to read the article.

Students will be writing a summary based on the Nigeria’s independence movement. (Summary assignment will be on PowerPoint presentation)

Students will read and answer questions from South Africa and Apartheid Reading

Lastly I will present them a PowerPoint Apartheid South Africa explaining what Apartheid was and how Mandela and Klerk led to it ending in South Africa.

 

2/5-6 Kenya Review and Nigeria introduction

Apologize for not posting yesterday but the following below is what we have done yesterday and what we will be doing today.

SS7H1 Analyze continuity and change in Africa.

b. Explain how the Pan-African movement and nationalism led to independence in Kenya and
Nigeria.

2/5

Opener: Students had to summarize the history of Kenya from colonization to independence. The last slide in the PowerPoint: Has the requirements of the summary – Kenya Colonization and Independence

Work: As we continue to celebrate Black History Month, we as a class read the article Black Culture Thriving Despite Racism

Closer: Students must do  History of Nigeria Questions using the textbook WS17-7 Ch11 090717

 

2/6

Opener: Students will do a class read on the Biography of Maya Angelou ( Maya A Biog ) and her poem Still I Rise Maya A

Work: I will present students a PowerPoint Nigeria Colonization and Independence

Closer: Students will write a summary of Nigeria from colonization to independence.

Happy Black History Month!

First and foremost Happy Black History Month. Try to take this time to learn more in depth on anything Black History related.

Students must turn in their essay on European Imperialism in Africa along with their folder.

Today we will be starting a new sub-unit on Africa and below is what we focus on today.

Standards:  SS7H1 Analyze continuity and change in Africa.

  1. Explain how the Pan-African movement and nationalism led to independence in Kenya and Nigeria.

Learning Target: Students should be able to define what Pan-African movement and nationalism is.

Opening Activity: Students will watch a video on the Tulsa Race Riots and discuss the events.

https://www.youtube.com/watch?v=x-ItsPBTFO0

Work Activity: Students will do a reading comprehension on Kenya’s movement to independence.

Read pages 264-266 WS17-7 Ch10 090717

Closing Activity: Students will answer questions based on the reading comprehension on Kenya’s movement to independence. Students will define the terms Pan-African and Nationalism.

Kenya History Textbook

Differentiation: Students will lower reading levels will have their questions reduced and they will read a lower reading level.

Technology: Smartboard

 

Georgia Health Survey and Working on Essay

Today students will go to Lab 900 

Those who finish will continue to work on their essay.

Below are links to work on your essay.

Example of High Proficiency Essay

Example of Non Proficient and Basic Proficiency Essays

Essay Outline Guide Example Pg 26

Essay Outline Guide Pg 27

Final Buckets Pg 25

Document F Excerpts Pg 23

Document E Imports Bar Graph Pg 21

Document D Imports Exports Pg 19

Document C Industrial Revolution Pg 17

Document B Excerpts Pg 15

Document A Map Pg 13

PreBucketing Pg 11

Background Essay Questions Pg 9

Background Essay Pg 7

Hook Exercise Pg 5

Writing your essay

Students should have put their three driving forces behind European imperialism in Africa in buckets.

Once they have decided what are going to be their reasons, students must identify what documents will go with what buckets.

Then students will use the concept of chicken foot to write our thesis and identify what order are they going to present their causes behind European imperialism in Africa. Below is the worksheet with instructions.

Final Buckets Pg 25

There are plenty of driving forces behind European Imperialism in Africa. Students have gone through National Competition, Economics, Natural Resources, Trade, Cultural Beliefs, Industrial Revolution, Concept of Land = Power.

Students will use a Essay Outline Guide Pg 27 to structure their essay.

They can use Essay Outline Guide Example Pg 26 , but may not copy from this example.

There are also Example of Non Proficient and Basic Proficiency Essays and Example of High Proficiency Essay , once again students may not copy from these examples. All writing must be on their own.

DBQ: Finishing Documents A-F

Today students should finish up their document analysis that relate to our DBQ: “What are the driving forces behind European imperialism in Africa?”

Some students may need to finish up the documents tomorrow, but no later than tomorrow.

Below are the documents needed to finish up.

Document A Map Pg 13

Document B Excerpts Pg 15

Document C Industrial Revolution Pg 17

Document D Imports Exports Pg 19

Document E Imports Bar Graph Pg 21

Document F Excerpts Pg 23

DBQ Document Analysis

Today and yesterday we continued to work on the Document Based Question of “What Was the Driving Force Behind European Imperialism in Africa?”

 

Yesterday students looked at a Document A Map Pg 13 seeing how Africa was divided among 7 European Countries.

We also started to read Document B Excerpts Pg 15 explaining the desires behind England and Germany’s desire to colonize.

Today students looked at a Document C Industrial Revolution Pg 17 to show how technological advances and the Industrial Revolution will give Europe the tools to actually invade Africa.

They will also look into Document D Imports Exports Pg 19 showing what natural resources Europeans took and how they used them.

DBQ: European Imperialism in Africa

Students have been working on a document based question activity that will us two weeks to complete. It will lead to an eventual questions of “What was the driving force behind European imperialism in Africa?” 

We introduced the assignment by going over what imperialism means. Imperialism is when a stronger country takes over a weaker country.

After that we went over Hook Exercise Pg 5 where students went over different scenarios and with a partner discussed if a country was justified, sometimes justified, or never justified in taking over another country.

From there students read the Background Essay Pg 7 where students must circle names & countries. Must underline any boldface words, and write down any words they may not understand.

After we discussed the background essay, student will answer Background Essay Questions Pg 9

Once we go over the answers to the questions, students will attempt with a partner by using the background to figure out the four main reasons behind the thesis question “What was the driving force behind European imperialism in Africa?” They will be working on this based on a the PreBucketing Pg 11 assignment.

Lastly students will analyze Document A Map Pg 13 where we will look at how Africa is divided by European countries.

Africa: Ethnic & Religious Groups. Introduction to the Document Based Questions.

SS7G4 Analyze the diverse cultural characteristics of the people who live in Africa.
a. Explain the differences between an ethnic group and a religious group.
b. Describe the diversity of religions within African ethnic groups.

Students will discuss the difference between ethnic and religious groups. They will also record notes on the major religions of Africa. This can all be seen Ethnic and Religious Group 

Students will answer questions based content we have been going through. Questions will be based on the standards below.

SS7G2 Explain environmental issues across the continent of Africa.
a. Explain how water pollution and unequal access to water impacts irrigation, trade, industry,
and drinking water.
b. Explain the relationship between poor soil and deforestation in Sub-Saharan Africa.
c. Explain the impact of desertification on the environment of Africa.

SS7G4 Analyze the diverse cultural characteristics of the people who live in Africa.
a. Explain the differences between an ethnic group and a religious group.
b. Describe the diversity of religions within African ethnic groups.

The class will be starting our Document Based Question activity that will focus on European Imperialism on the continent of Africa.