Peachtree Charter Middle School



Monday 2/8Standard(s):SS7CG2 The student will explain the structures of the modern governments of Africa. b. Explain how political, economic, and social conflicts resulted in the independence of South Sudan.Essential Question:How does conflict lead to the creation of new nation, such as South Sudan?Opening (Journal): Fill in the blank – Copy completely:1. In a ______________ distribution of power, the central government holds the most power.2. In a ______________ distribution of power, the central and local governments share power equally. Work Period:Students will write down their agenda for the week. The teacher will ask a volunteer to recap what we discussed on Friday. How did South Sudan become independent?We will discuss the meaning of political, economic and social conflicts. Students will be assigned one of three tasks: to look for “political”, “social” or “economic” conflicts in the notes from Friday. They will all re-read the notes from Friday and make marks beside their assigned topics. As class, we will discuss the political, social, economic conflicts, drawing from the students who “researched” these things in the notes. We will work on writing these down in the chart on IN 48 together. Students will then be given strips from the quizlet on government and economic general terms. With their group, they will be responsible for matching up all of the strips so that each definition is paired with the correct term. *Extension assignment:Some classes may have the time to move on to a closer look at the situation in Darfur. Together, we will read an article explaining the humanitarian crisis in Darfur. They will be challenged to pick out the social, political and economic conflicts that took place in Darfur. We will share and discuss as a class. ClosingStudents will have time to work on their illustrations for the social, political and economic conflicts on p 48. HomeworkIN p 48 and 49 due tomorrow. Tuesday 2/9Standard(s):SS7CG2 The student will explain the structures of the modern governments of Africa. a. Compare the republican systems of government in the Republic of Kenya and the Republic of South Africa, distinguishing the form of leadership and role of the citizen in terms of voting and personal freedoms. Essential Question:How does government structure determine citizen participation?Opening (Journal):Short answer: What is the difference between how the executive leader is elected in a parliamentary and presidential democracy?Work Period: The teacher will sign off on IN 48-49 completion.Students will be placed in assigned groups when they enter the room. Each group will be given information on either Kenya or South Africa’s government. As a small group, students will complete the “Africa’s Governments” Chart (INp51) using this information pertaining to one of the countries. *If a group finishes early, they may start on their Africa Government & Economies packet or get a quizlet matching game.After all groups have completed filling out the chart, students will be randomly paired with someone who researched the opposite country as they did. As a new small group, they will teach each other the information they learned and work together to fill out their chart. If they finish before the end of class, they may get started on the venn diagram comparing and contrasting Kenya and South Africa (INp50). ClosingWhat stands out to you about Kenya and South Africa’s governments?HomeworkIN p 50 and 51 due THURSDAY. Open-Note Quiz on Government (and basic econ terms) on Thursday.Wednesday 2/10Standard(s):SS7CG2 The student will explain the structures of the modern governments of Africa. Compare the republican systems of government in the Republic of Kenya and the Republic of South Africa, distinguishing the form of leadership and role of the citizen in terms of voting and personal freedoms. SS7CG1 The student will compare and contrast various forms of government. c. Describe the two predominant forms of democratic governments: parliamentary and presidential.Essential Question:How does government structure determine citizen participation?Opening (Journal): Short Answer: What is a confederate distribution of power?Work Period:If any group did not finish sharing the jigsaw yesterday, they will have about 10 minutes to do so today. If a group is finished, they may work on IN p 50, the venn diagram.Students will share the information included on the chart as we go over and discuss it as a class. As a class, we will discuss the venn diagram. The teacher will model the venn diagram on the board and use student responses to fill it out.*If time remains after the exit ticket, students may work on their Gov/Econ packet or play a quizlet match-up game. ClosingExit TicketOn a sheet of paper, students will write a 3-5 sentence paragraph answering the following prompt:How does the citizens role in electing leaders different in Kenya and South Africa?HomeworkIN p 50-51 due tomorrow.Open Note Quiz Tomorrow. Thursday 2/11Standard(s):SS7CG3 The student will analyze how politics in Africa impacts standard of living. a. Compare how various factors, including gender, affect access to education in Kenya and Sudan. Describe the impact of government stability on the distribution of resources to combat AIDS and famine across Africa.SS7CG3 The student will analyze how politics in Africa impacts standard of living. a. Compare how various factors, including gender, affect access to education in Kenya and Sudan. b. Describe the impact of government stability on the distribution of resources to combat AIDS and famine across Africa.Essential Question:What makes a successful independence movement?Opening (Journal):Bullet point list:Write down as many facts as possible about Kenya and South Africa’s governments.Work Period:The teacher will initial IN 50 and 51 for completion.We will discuss the exit ticket from yesterday. Students who wrote particular strong responses may be asked to share theirs with the class.Students will take the open-note quiz on Africa’s government, and general economic terms. When they finish, they will work on the Gov/Econ packet that is due next Wednesday, 2/17.ClosingPredict: What do YOU think the economic systems of various countries in Africa are going to be?HomeworkAfrica Gov/Econ packet is due Wednesday, 2/17. ** The teacher reserves the right to adjust the lesson plans to accommodate the needs of the students. ................
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