Houston Independent School District
Teacher Name: Roderick Steward Week 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 Continent will 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 |Objective: ⓅSS.6.1A Trace characteristics of various contemporary societies in regions that resulted from historical events or factors |
|and |such as invasion, conquests, colonization, immigration, and trade. |
|Friday |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 Trade to 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 |
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