Name: Truckley
Woodland Hills High School
Lesson Plans
Date: 4/06/2015
Content Area: World Cultures
Length of Lesson: 3 Weeks
Edline was updated this week:
My class website was updated this week:
Lesson Topic (Standard/Anchor): Africa
Stage I – Desired Results
Big Ideas: BIG IDEAS:
Historical interpretation involves an
analysis of cause and result.
Perspective helps to define the
attributes of historical comprehension
Understanding Goals (Concepts): The
geography of Africa
The traditional and modern history of Africa
How religion has played a role in African
culture
The effects of imperialism on Africa
How the scramble for Africa effected WWI
How family and cultural values effect African
culture
How apartheid effected South Africa
The conflict in Darfur
The problem with conflict diamonds
Student Objectives (Competencies/Outcomes):
Students will be able to: --Compare and contrast
geographic zones of Africa
-Identify achievements of early civilizations of Africa
Essential Questions: What role do
multiple causations play in describing a
historic event?
Vocabulary: escarpment, cataract,
hydroelectric power, tropics, leaching,
drought, desertification, pharoh,
hieroglyphics, mosque, city-state, lineage,
consensus, subsistence farmer, polygamy,
-Evaluate the impact of ineffective use of resources on
Africa
What role does analysis have in
historical construction?
-Compare and contrast the roles Africa versus other
world powers during WWI
age grade, abolition, diaspora, elite, boycott,
guerilla warfare, secede, democratization,
socialism, multinational corporation,
ethnicity, economic sanctions, nonalignment,
apartheid, griot, conflict diamonds, genocide
-Compare and contrast family life in Africa and the US
-Compare and contrast the African education system
with that of the US
-Evaluate the impact of family traditions on education
-Analyze the cause and effects of apartheid
-Discuss the impact of conflict diamonds
- Evaluate the conflict in Darfur

Performance Task: Africa Unit Exam
Stage II – Assessment Evidence
Other Evidence: Students will continually be evaluated based on
their: participation, behavior, through formative and summative
assessment, discussion, and peer interaction
Stage III – Learning Plan
Materials & Resources: text
lcd projector
notebooks
Formative Assessment(s):
#1. Open Ended Questions
#2. Brief in Class Writing Promp
#3. Summarizing Main Ideas
Others:
CONTENT AREA READING:
Text
Instructional Procedures*: (includes mini-lessons) lecture, reading, vocabulary writing
Active Engagements used:
#1. Note-Taking
#2. Whole Class Response
Others:
Scaffolding used:
#1. Build Vocabulary
#2 . Teacher Promping
Others:
Describe usage:
Describe usage:
Assignments
Procedures
Monday
4/06
warm up
3.3 Early
Civilizations of
Africa
Warm-Up
PowerPoint 3.3
Early Civilizations
of Africa
Guided notes and
discussion
Tuesday
4/07
T
 warm up
 4.1 Trading States
and Kingdoms
Wednesday
4/08
W
Thursday
4/09
 Warm Up
 4.2 Patterns of Life in
Africa
 Warm-Up
 Warm-Up
 4.1 The Emergence of  4.2 Patterns of Life in
Powerful Kingdoms
Africa PowerPoint and
Guided reading and
discussion
discussion
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
Friday
R
Warm up
4.3 The Slave
Trade and the
Age of
Imperialism
Warm-Up
4.3 The Slave
Trade and the
Age of
Imperialism
Guided notes
4/10
F
 Warm-Up
 Scramble for Africa


Warm-Up
Scramble for
Africa assignment