TGC Fellow Global UbD Unit Design

Prepared by: Jenn Nekolny

IL
Subject: Social Science HST
Needed: 4 weeks, 40 minute

School/Location: Jefferson Junior High, Naperville,

Grade: 7th grade

Unit Title: Connections to Africa

Time

class periods, 5 days per week

Unit Summary: The 7th grade Africa unit has three primary targets:
1. Explore how physical features and climate have impacted Africas development throughout history.
2. Examine the causes and the effects of European imperialism on Africa.
3. Analyze statistical data and evaluate which country has the highest standard of living from this data.

Stage 1 Desired Results

ESTABLISHED GOALS:
HST (CCSS) Connected Standards:
RH.6-8.1
Cite specific textual evidence to support
analysis of primary and secondary sources.
RH.6-8.2
Determine the central ideas or information of
a primary or secondary source; provide an
accurate summary of the source distinct from
prior knowledge or opinions.
RH.6-8.4
Determine the meaning of words and
phrases as they are used in a test, including
vocabulary specific to domains related to
history/social studies.
RH.6-8.6
Identify aspects of a text that reveal an
authors point of view or purpose

Transfer
Students will be able to independently use their learning to(real world
purpose)
. . .study maps to determine key climate and physical features to determine
their role in the growth and development of Africa.
. . .analyze primary sources to identify the causes and the effects of
colonization on Africa. Students will take a primary source assessment to
measure their ability to identify authors bias, fact, opinion, and central ideas
by supporting with significant text evidence in Language Arts classes.
. . .analyze statistical data about Africa in order to make a claim about which
country has the highest standard of living.
. . .write a brief informative essay detailing the causes and the effects of
European colonialism of Africa.
. . .read a fictional portrayal/ novel or excerpt and identify realistic
connections to Africa and elements of fiction. Students will then use this text
as a discussion piece for Socratic questioning/ seminar in their Language
Arts classes.
. . .analyze text regarding perspective and determine multiple viewpoints on

RH.6-8.7
Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with
other information in print and digital texts.
WHST.6-8.2 Write informative/explanatory
texts, including the narration of historical
events, scientific procedures/experiments, or
technical processes

GLOBAL COMPETENCY:
Recognize perspectives
Investigate the world
Communicate Ideas

RESOURCES:
Nystrom Atlas
Apartheid song lyrics
Modern song lyrics
Nelson Mandela speeches
CIA World Factbook website:
https://www.cia.gov/library/publication
s/the-world-factbook/index.html
No More Strangers Now: Young Voices
from a New South Africa
A Day in the Life of South Africa
Junior Scholastic article
http://www.pbs.org/wnet/africa/index.h
tml
http://www.linkethiopia.org/schoollinks/teaching-resources/

the same topic.

. . .consider their own preconceptions and their role in shaping their
perspective of Africa.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand. . .
. . .the impact that colonialism has had on
1. How does the geography
Africa.
of Africa impact the lives
. . .uneven distribution of resources has
of its people?
2. How has colonialism
led to poverty across much of Africa.
impacted Africa?
. . .the characteristics and demographics
3. What are the struggles
of Africas developing nations. (Infant
that developing countries
Mortality, Average Life Span, literacy rate,
face?
health statistics, GDP etc)
4. How does your perception
. . . the legacy (inequality of wealth and
of Africa affect your
the distribution of political power) of
understanding of the
apartheid in South Africa.
continent and its people?
Students will know
(Content)
colonialism
Gross Domestic Product Per
Person
apartheid
poverty line
genocide
literacy rate
infant mortality rate
life expectancy

Acquisition
Students will be able to (Skills)
--Explain how physical features and climate
have impacted Africas development
throughout history.
--Examine the causes and the effects of
imperialism on Africa.
--Analyze statistical data and evaluate which
country has the highest standard of living
from this data.

--Explore their own biases and perspectives

regarding problem/ solution and cause/
effect.

Stage 2 - Evidence
Assessment
Assessments FOR Learning: (ex: kwl chart,
exit ticket, observation, draft, rehearsal)

Evaluation Criteria (Learning Target or Student Will Be Able To)

Students will QuickWrite on topics of geography, fact/ opinion and problem/
solution.
At the beginning of the unit, students create a 3D (define, draw,
demonstrate) their initial understanding of Africa, its countries, geography
and people. Through discussion, students then amend their 3D to shape a
clearer (and more personal) picture of the continent. *This is a private
document between student and teacher to allow students to take a positive
risk as they explore an area new to many of them.

Assessment OF Learning: (ex: performance

task, project, final paper)

Using a speech/ primary source/ music, students will analyze the information
in the text.
Standard of Living District AssessmentStudents will use a data chart of
information (literacy rate, life expectancy, GNP, etc.) of several African
countries to determine countries that have the highest and lowest standards
of living. Students will also make conjectures on the reasons behind the data
and offer insight into how countries with the lowest standards of living could
improve their situations. (This is a District requirement.)
StorytellingAfter reading several Ethiopian folk stories, students will create
a cartoon (paper or digitally) of one story independently. With a partner,
students will create a story in the style of one of the Ethiopian or Ananse
stories (from www.linkethiopia.org).

After reading two short articles on the causes and effects of colonialism in
Africa, students will synthesize information into a short
informative/explanatory essay, citing text evidence.
*An ongoing partnership with a school in Ethiopia to connect our students via
technology. There are also several fundraising needs (books, furniture,
permanent structures, uniforms, etc.) that we are trying to coordinate with
high school students and local resources.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction (Connected materials are available on the teacher collaboration site.)
Week One:
Day 1Intro3 D where students create a list or drawings or assumptions they may have about Africa (remind them of the
student-teacher viewing only) and lead into Quickwrites (two minutes each) 1. Name it! Students write as many African
country names as they are able, 2. One-for-One: students alternate between writing a fact and an opinion about Africa, 3.
ProblemSolution: Students write possible problems they have heard about regarding African countries and then suggest at
least two solutions for each; short video (www.PBS.org) overview
Day 2Map Challenge Activity (key climate and physical features); Kenya and Tanzania (Savanna Homecomingdiscussion
and video)
Day 3Desert Odyssey (Sahara Desert, physical geography, survival strategies)
Day 4From the Forest to the Mountains (tropical rain forest to mountains of Ethiopia) video excerpts and discussion/ notes
Day 5Restless Waters (Lake Victorias species and how human actions have modified the physical environment) Review 3D
notes.
Week Two:
Day 6 Map Challenge Activity (natural resources, population density); South Africas natural resources and their impact on
economy and politics
Day 7Intro Home of the Brave and A Long Walk to Water fiction pairings; explain reading project (compare fictional
portrayal to facts in class)
Day 8Map Challenge Activity (geographical features and political maps) and map synthesis

Day 98 Maps That Will Change the Way You Look at AfricaPowerPoint slides printed in color and set around the room. In
small groups, students move from map to map to discuss. Meet with fiction/ nonfiction groups for the remainder of the
period.
Day 10Map Challenge Assessment (synthesizing all map activities to explain how Africas geography affects its people)
Review 3D notes.
Week Three:
Day 11Ethiopia PhotoStory and discussion of photos (www.linkethiopia.org); fiction pairings work time
Day 12Music of Africa 1 (Nnekas Africans)
Day 13No More Strangers Nowanalysis of Nithinia Martins interview (Colored versus black versus white hierarchy in
South Africa)
Day 14fiction pairings discussion and small group work
Day 15Statistical Data Evaluationpartner work, research, information synthesis
Week Four:
Day 16Mandela Speeches/ Apartheid (primary source evaluations)
Day 17Music of Africa 2 (Songs from Apartheid)
Day 18A Day in the Life of South Africa article and discussion; fiction pairings discussion and Socratic Seminar
preparation
Day 19African Storytelling (Ethiopian oral tradition, Ananse stories) and cartoon creation/ retellingdigital or pen and
paper; presentations to be made after District Assessments for a Speaking & Listening grade
Day 20Standard of Living/ Colonialism in Africa District Assessment

*adapted from Understanding by Design Model