Campus: Huddleston Intermediate
Author(s): Iain Jarvis / Miriam Mercer
Date Created / Revised: 8/2/13
Six Weeks Period: 5th
Grade Level & Course: 6th Grade, Social Studies (World Cultures)
Timeline: 4 Days
Unit Title: Sub-Saharan Africa
Africa’s Colonial Legacy
Stated Objectives:
TEK # and SE
Lesson # 1
6.1 History. The student understands that historical events influence contemporary events. The
student is expected to:
6.1A Trace characteristics of various contemporary societies in regions that resulted from
historical events or factors such as invasion, conquests, colonization, immigration, and trade.
6.1B Analyze the historical background of various contemporary societies to evaluate
relationships between past conflicts and current conditions.
6.2 History. The student understands the influences of individuals and groups from various
cultures on various historical and contemporary societies. The student is expected to:
6.2B Evaluate the social, political, economic, and cultural contributions of individuals and groups
from various societies, past and present.
6.4 Geography. The student understands the factors that influence the locations and
characteristics of locations of various contemporary societies on maps and globes and uses
latitude and longitude to determine absolute locations. The student is expected to:
6.4E Draw sketch maps that illustrate various places and regions.
6.4F Identify the location of major world countries such as Canada, Mexico, France, Germany,
the United Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq,
Afghanistan, Israel, Iran, India, Pakistan, the People's Republic of China, the Republic of China
(Taiwan), Japan, North and South Korea, Indonesia, and Australia.
6.13 Citizenship. The student understands that the nature of citizenship varies among societies.
The student is expected to:
6.13B Explain how opportunities for citizens to participate in and influence the political process
vary among various contemporary societies.
6.15 Culture. The student understands the similarities and differences within and among cultures
in various world societies. The student is expected to:
6.15B Identify and describe common traits that define cultures.
Social Studies Skills TEKS
6.21 Social studies skills. The student applies critical-thinking skills to organize and use
information acquired through established research methodologies from a variety of valid sources,
including electronic technology. The student is expected to:
6.21B Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions.
6.21C Organize and interpret information from outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
• Colonialism and imperialism continue to have lasting effects that can include ethnic and
territorial conflict and underdevelopment.
• Human rights issues frequently become political issues that extend far beyond the
borders of the country where they take place.
• Economic growth and development requires a specialized and diversified economy,
and the ability for goods, services, capital and labor to move with ease.
Misconceptions
•Students may see “Africa” as one monolithic culture and not be aware of the number of
nations and cultural groups contained within.
•Students may know about little more than violence and poverty in Africa.
•Students may think of Africa as completely wild (jungles, plains of wild animals roaming,
safaris, etc.).
•Students may know little of Africa's long history and achievements.
Key Vocabulary
•Ethnic conflict – War, civil war, or other conflict between or among two or more racial, language,
or religious groups.
•Apartheid – Afrikaans for “separateness,” the system of legal racial segregation that existed in
South Africa between 1948 and 1993, under which the rights of the majority ‘non-white’
inhabitants of the country were restricted.
•Import substitution – Government strategy that emphasizes replacement of some agricultural or
industrial imports to encourage local production for local consumption, rather than producing for
export markets. Import substitutes are meant to generate employment, reduce foreign exchange
demand, stimulate innovation, and make the country self-reliant in critical areas such as food,
defense, and advanced technology.
•Scarcity – the fundamental economic problem of having seemingly unlimited human needs and
wants, in a world of limited resources. It states that society has insufficient productive resources
to fulfill all human wants and needs.
•Relative scarcity – short supply of a resource in one or more areas due to inadequate or
disrupted distribution.
Materials, Resources, Notes
Suggested Day
5E Model
Instructional Procedures
Day 1 - Engage
Discuss North Africa and Sub Saharan Africa.
Review words “colonialism” and “imperialism”.

Day 2 - Explore
Label political map of Africa.

Political Map
Day 3 - Explain
Learn about some of the different heritages of Africa by studying
Ethiopia and the empires of Ghana, Mali & Songhai.

Videos & Video
Worksheet
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)

Day 4 - Elaborate
Create a map of colonial Africa.
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.
Colonial Map