7th Social Studies Lesson Plans w.o.1.5.

15 Akers-Chisolm-Smith and Reynolds

The dates may change depending on when we receive the Unit 6 Pre test The Development of Africa- Unit 6
Monday

Tuesday
NO Standard- We review
procedures from the WildCat Way
What makes a good student, what
makes a good teacher and take
pictures showing 1-5 of what would
show the following procedures
Coming into class
Leaving class
Walking down the hallway
Kahoot/
Group Work

Wednesday
SS7H1 The student will analyze
continuity and change in Africa
leading to the 21st Century.
C. Explain the creation and end of
apartheid in South Africa and the
roles of Nelson Mandela and FW
DeKlerk
D. Explain the impact of the PanAfrican Movement

Thursday
SS7H1 The student will analyze
continuity and change in Africa
leading to the 21st Century.
C. Explain the creation and end of
apartheid in South Africa and the
roles of Nelson Mandela and FW
DeKlerk
D. Explain the impact of the PanAfrican Movement

Friday
SS7H1 The student will analyze
continuity and change in Africa
leading to the 21st Century.
C. Explain the creation and end of
apartheid in South Africa and the
roles of Nelson Mandela and FW
DeKlerk
D. Explain the impact of the PanAfrican Movement

Essential Question:
How will following classroom
procedures help me to have a
successful second half of the school
year?
Focus Question:
How can I contribute to having a
successful school year?

Essential Question:
How did Pan Africanism and its
aftermath shape 21st Century
Africa

Essential Question: How did

broken promises help propel
African Nationalism?

Essential Question: How did

Apartheid come to Africa and how
did Apartheid come apart?

Focus Question:
Why did Africa struggle after
ousting Europe during Pan
Africanism?

Focus Question:
Why did WW1 affect African
Nationalists efforts to unite
Africans?

Focus Question:
What did Nelson Mandela
specifically do to make this change
happen?

Vocabulary - natural

Vocabulary - natural

Vocabulary - natural

Vocabulary - natural

Vocabulary - natural

resources,

resources,

resources,

resources,

resources,

imperialism Colonization,

imperialism Colonization,

imperialism Colonization,

imperialism Colonization,

imperialism Colonization,

indirect rule

indirect rule

indirect rule

indirect rule

indirect rule

assimilation

assimilation

assimilation

assimilation

assimilation

embargo ,

embargo ,

embargo ,

embargo ,

embargo ,

Nelson Mandela,

Nelson Mandela,

Nelson Mandela,

Nelson Mandela,

Nelson Mandela,

KNAU ,

KNAU ,

KNAU ,

KNAU ,

KNAU ,

No School

Essential Question:

Focus Question:

Unstable

Unstable

Unstable

Unstable

Unstable

Apartheid

Apartheid

Apartheid

Apartheid

Apartheid

F.W. de Klerk

F.W. de Klerk

F.W. de Klerk

F.W. de Klerk

F.W. de Klerk

African National Congress ANC

African National Congress ANC

African National Congress ANC

African National Congress ANC

African National Congress ANC

Pan-African movement

Pan-African movement

Pan-African movement

Pan-African movement

Pan-African movement

Netherlands ,Great Britain and

Netherlands ,Great Britain and

Netherlands ,Great Britain and

Netherlands ,Great Britain and

Netherlands ,Great Britain and

France

France

France

France

France

Zulus

Zulus

Zulus

Zulus

Zulus

Gold and Diamonds,

Gold and Diamonds,

Gold and Diamonds,

Gold and Diamonds,

Gold and Diamonds,

Great Britain

Great Britain

Great Britain

Great Britain

Great Britain

Warm Up ( < 10 min.):

TSW look at ppt slide 3 and write a
short answer to one of the three
questions asked.

Warm Up ( < 10 min.):

Look at PPt slide

Warm Up ( < 10 min.):

TSW write in their notebooks
about why they think African
Natiionalism started in the US.

Warm Up ( < 10 min.) .S will look

at 1-5 and practice their skill and a
new one.
.

Warm Up :
.S will look at 1-5 and practice
their skill and a new one.

Mini Lesson (5-10 min.): We will

ask for student volunteers.

Mini Lesson (5-10 min.):

.

Mini Lesson (5-10 min.):

.S will look at 1-5 and practice
their skill and a new one.

Mini Lesson (5-10 min.):

.Previous Days Questions and
examine a question from todays
work.

Mini Lesson (5-10 min.):

Informal Map Quiz.

Work Period (25-30 min.): WILF

TSW take notes on the SS7H1 PPT
concentrating on slides 12-13-16

Work Period (25-30 min.): WILF

TSW work in groups of 2 and
readpg 52-55 and complete acrostic
worksheet

Work Period (25-30 min.):

Review Sage and Scribe (data
partners)
TSW Sage and Scribe

Work Period (25-30 min.):

S will watch the PPT and write
down their questions and answer
On paper.
Write one thing they learned about
African nationalism on chart
paper.

Work Period (25-30 min.): S will

Make a Frayer Model in groups of
Four and give examples of what
each movements were and were
not.
Activote

Checking for Understanding:

Jigsaw Planet

Walt- Enduring Understanding

European partitioning of Africa
both helped and largely hurt
Africa from 1880 to today.

Walt- Enduring Understanding

TSW, Practice their procedure and
I will take a picture of what a 1-5
looks like.

Homework:

Homework:
>>>>>>>>>>>>>>>>>..
Class Rules take home
Look up and make a notecard for

. Walt- Enduring Understanding

TSW, Practice their procedure and
I will take a picture of what a 1-5
looks like.
Kahoot the 5 questions. Learned
for the days lesson
.
Homework
>>>>>>>>>>>>>>>>>>

Walt- Enduring Understanding

TSW, Practice their procedure and
I will take a picture of what a 1-5
looks like.
--------------------------------

Walt- Enduring Understanding

TSW, Practice their procedure and
I will take a picture of what a 1-5
looks like.
---------------------------

Homework:
>>>>>>>>>>>>>>>>>>>>>>

Homework:
Due by Friday.

Have an awesome weekend!

Higher Order Thinking

Higher Order Thinking

Using a rubric for 1-5 using
pictures
.

Higher Order Thinking

Sage and Scribe

http://www.studystack.com/picmatch-345581 multiple games for SS7

Higher Order Thinking

Zaption- and Targeted notetaking
Soft Toss

Higher Order Thinking

Frayer Model
Activote using Data
Zaption

Goodbye Snow Days?

1.An increasing number of schools around the country are holding virtual classes on days when its difficult to travel to school, like during snowstorms or
hurricanes. Whats the good news the woman in the cartoon is delivering? >>>

2.Why do the two kids seem so upset by it?

3.What might be some of the pros and cons of holding virtual classes on days when school is canceled?

4.What might be some of the pros and cons of holding virtual classes on days when school is canceled?

5. .Some people say holding virtual classes on snow days is unfair to students who dont have access to the Internet at home. Do you agree or disagree? Why?

6. How could this problem be addressed?

7. What do you do when your school cancels classes?

8. Do you think virtual classes would work in your community?