AFRICA UNIT

KRISTEN HAWKINS
CURRICULUM ASPECTS
Unit Topic/Title
Africa/ The History of West Africa
Lesson Plan Title
Introduction to West Africa (Lesson 1 - Duration: 2 Days)
Student Academic Standards
G 7.3.1 Formulate a broad understanding of the locations of countries of Africa, Asia,
and the Southwest Pacific
G 7.3.4 Identify major physical characteristics of regions of Africa, Asia, and the
Southwest Pacific, such as deserts, basins, plains, mountains, and rivers and describe
their formation
G 7.3.7 Describe the limitations that climate and land forms place on land or people in
regions of Africa, Asia, and the Southwest Pacific

ISTE STANDARDS
6a. Understand and use technology systems
6b. Select and use applications effectively and productively

Content Covered
Cognitive
Students will understand importance of early trade routes as well as political and
trading centers
Students will know the terminology associated with mapping and locating countries
Students will identify major landforms and physical features and their formations
Students will know location and impacts of physical and geographical formations
through lecture, group discussion, and visual presentations

Affective
Students will understand how geographical features of the area were formed and how
each contributes to culture and diversity.
Students will receive oral and visual information and cooperate with peer groups to
contribute to the lecture and examine how the group responses justify or dispute the
information gleaned through grouping.
Students may develop conclusions based upon emotional responses/ reactions to

material.
Psychomotor
Students will actively follow expected/ anticipated classroom procedures that are
reviewed and posted such as materials, response methods, etc.
Students will complete graphic organizers and label, color, and locate features on maps
while they interact through grouping; involving oral communication, written
communication, and gestures.
Students will interpret information to develop personal responses.
Students will be transitioning from individual to group tasks.
Students will write responses on paper as well as the SmartBoard in the front of the
classroom.
Students will be chosen to give oral responses and read orally.
Students will present information via various presentation methods.

Lesson Objectives
After completing the Africa outline map and graphic organizer, students will:
locate the regions of Africa on a map and identify major physical characteristics and
formation of the following geographical features: deserts, mountains, basins and plains,
rivers, neighboring countries, and bodies of water within and surrounding the region.
formulate an understanding of the naming and location of Africa relative to his/ her
location and assess the extent to which climate and landforms cause limitations for the
inhabitants of the region.
use critical thinking skills to create a writing summary describing the impact of the Silk
Road on the economy of ancient Western Africa.

Lesson Rationale
This lesson provides students the opportunity to further explore the complex concepts of
diversity and unity through identifying and analyzing various geographical factors and
their formations as well as the limitations created via these factors allowing for
supplementary development of student worldview through understanding of historical
actions that have current global impacts.

INSTRUCTIONAL OVERVIEW
Introduction
Day 1
10:35- 10:45
An image depicting the culture of West Africa will be displayed on the SmartBoard when
students enter the room. Students will be asked to write three aspects of culture

reflected in the image. Students will be given five minutes to complete this task. I will
take attendance during this time and walk the room to assess responses and then ask
volunteers to share these aloud or point out on screen. Students will then be asked if
there are similar examples found in their culture and give oral responses for these.
Remaining class time: 36 minutes
Day 2
A virtual map of Empirical West Africa will be projected on the SmartBoard and African
drum music will be playing as students enter the room. The students will be asked
examine and orally discuss the trade route depicted in the map and consider the
comparisons/contrasts with the Silk Road trade route. This intro activity will last for 10
minutes.

Procedures/ Activities Day 1

10:45- 11:05
After sharing responses, I will begin discussion through Prezi presentation over the
location, physical features, empires, and timeframe we will be studying for West Africa.
After viewing presentation, students will be asked to share how this presentation
impacted/ confirmed how this region differs and compares to the region of North Africa
we just studied.
Remaining class time: 16 minutes

Procedures/Activities Day 2
A b/w outline map of West Africa will be distributed to each student. A sheet will be
attached that lists coloring and labeling directions. While this is taking place, I will ask
the class what they already know or remember about the region. I will tell them it can be
over any aspect and it is okay to present information that they feel may be fictitious. We
will spend time adding to the oral discussion as the unit progresses so students can
confirm what they know and combine it with new information they are gleaning through
discussion. Along with the map, a graphic organizer (foldable) will be created and used
throughout the unit for comparing countries of the differing regions. Some students will
receive accommodated labeling sheets, maps, and outlines. I will explain the directions
and purpose of the map, handout, and included information. The same map of West
Africa will also be projected on the SmartBoard. As the map is completed, I will discuss
various geographical aspects with the class and assess understanding through response
and map completion. Different screens will advance on the SmartBoard showing
timeline and expansion of empires. Students will be working in groups and be given
opportunities to locate items on the wall map and write responses on the chalk or
SmartBoard. Students will be given 15 minutes for map and organizer work. There will
then be a 10 minute oral review allowing students time to fill in missing answers and ask
for clarification. This also provides me with an area for formative assessment. These will
have accommodations for some students.

Remaining class time: 5 minutes

Checks for understanding

Formative assessment: Instructor will be able to assess student understanding
through oral responses and participation. Class will begin with a culture discussion
relating issues in various African regions. Responses will be written on board by
myself/students and addressed after each or given orally. This will allow for immediate
feedback. I will walk the room after map assignment is distributed to assess whether
maps are being colored and labeled according to directions and text information. I will
then direct class to hold up the maps simultaneously for further assessment and
measurement of being on-task. Questions related to the geography of the area will be
asked orally and the students are instructed to formulate their answers without calling
them out or raising their hands. After five to seven seconds, a student will be called upon
at random to answer. This will provide student with immediate information and
encourage attentiveness during lecture and activity. The map will be reviewed in class
weekly and questions stemming directly from the completed map will be included in a
mid-topic quiz and the exam at the end of the unit.
Summative assessment- Pencil/paper Historical West Africa Unit Exam consisting
of Vocabulary Matching, Empire grouping columns, and an essay component.
This assessment will show student growth as well as demonstrating a students ability to
link learned and new information to form a new product (critical thinking essay).

Conclusion
Day 1
11:05-11:21
Students will review their exams on North Africa taken on Friday. I will be reading the
multiple choice questions aloud and offering extended information on any questions I
marked as being areas of struggle. This will also be a time for students to ask for
clarification over the lesson or testing. Just before the bell rings, students will be
reminded of the ISTEP schedule change for the rest of the week.
Day 2
Students will be called upon to answer what other feature(s) need to be added to the
West Africa outline map after the days discussion. The new material will be reviewed
and students will be asked to think of potential impacts of this new information. Up
Next information for tomorrows lesson will be stated and class will be dismissed.

Follow-Up
In class:

Daily class information reviewed

Class discussion over the region of West Africa will be ongoing for a two-week period.
The completed map will be assessed continually and will be added to with each lesson.
Students will keep for use on homework, review for further oral discussion and a unit
summative assessment on Day 14.
Students will have this map for reference in class each day of the unit.
Aspects of this map will also build upon information taken from the regional map of
North Africa completed two weeks ago. This information will be useful for essay, lecture,
and organizer info.
Information related to map and region will be formally assessed daily through oral
discussion and assignment completion.
Group work, text assignments, and discussion topics will be given for homework/
additional assessments.
A summative quiz from foldable organizer information with short essay component will
be given on Day 10.
At home:
Students will be given the following assignments to write in their agendas:
Day one:
*Rest up for ISTEP-we will be completing West Africa maps Wednesday post-ISTEP.
Day two:
NO HW- ISTEP testing Wednesday

Materials
Eastern World text
A black and white outline map handout of West Africa depicting bordering
countries and bodies of water.
Colored pencils
SmartBoard/ chalkboard for recording discussion information
Wall maps in various formats/periods (historical/ modern)
Africa physical laminated desktop color map
Raised relief Earth globe
Student agendas/notebooks

SPECIFIC DIFFERENTIATION ASPECTS

Technology Aspects
SmartBoard PowerPoint presentation w/ maps of Africa
Computer/ internet access for researching further information

Computer software to address ELL/ESL needs or IEP accommodations

Classroom Management Aspects

Posted classroom behavioral and procedural rules will be reviewed on regular basis and
prior to beginning group or project work. Negative or disruptive behavior will not be
tolerated. Student will be issued a verbal warning for first offense, a second offense will
have student removed from group or project area and be seated nearest instructors desk
to complete his/her contributions and have a private discussion with the instructor. Any
further disruption during the class period will call for a hallway conference followed up
with a phone call to guardians. If student responds negatively a second day of class,
he/she will be sent to the principals office with instructor either in attendance if
possible or calling office with information regarding student behavior including dates of
occurrences, actions taken, and responses. Group grades will be adjusted accordingly
and disciplined student will be expected to complete his/her aspect with additional
assignment. If student has more than two offenses, the instructor will meet with grade
level team and/ or guardians to discuss the need for counseling or outside intervention
services.
In order to have varied grouping and successful transitions, all groups will be chosen by
instructor and student needs/ behaviors will be the basis of grouping. These groups will
be alternated according to activity, absence, or need. The list of alternate groups will be
pre-determined and followed as closely as allowed with room for adjustments as
observed by instructor. Procedural rules will be reviewed before beginning group work.
Students have previously discussed how efficiency in transitioning will allow students to
have more group activities and classroom completion time. Students will be given clear
instructions regarding what the activity is, how it is to be completed, and what is
expected of each member. Group work will be given privilege status and those who
abuse the privilege will be completing work individually following a rubric for solo
activity that his/ her grade will be based upon. Instructor will be walking the room to
observe groups and be available for questions. Some groups may be called to instructors
desk to give updates on lengthier group activities and present current findings and level
of completion/ contribution.
Group activities will be based as closely as possible according to students interests. Just
before the introduction of a unit, the instructor will ask students to complete an outlined
interest sheet relating to possible unit activities. This will assist instructor in developing
activities or modifying aspects to motivate and gain attention of students.
Instructor will, at all times, follow procedural and behavioral rules for every student
showing no bias or preferential treatment. Instructor will also model expected proper
procedure and behaviors at all times.

Educational Psychology Aspects

This lesson will encourage abstract thought through oral discussion and provide
challenging curriculum on a topics of diversity and cultural awareness. Students will be

moving about the room in an orderly way and developing relationships familiar peer
groups increasing feelings of acceptance and positive communication. Students will
visualize and discuss physical changes in environment and think critically about related
impacts. Appropriate behavior being modeled by instructor and fellow classmates will
allow students to thrive in a well-balanced learning environment.

ELL Aspects
Accommodations will be tailored to the needs of the student(s). Computer software that
depicts modeling of the lesson content will also be provided. Worksheets, vocabulary,
and assignments will include picture representations of content and be produced in an
understandable format for each student. Meetings will be held with parents, faculty, and
administration to determine if further considerations are needed.

High Ability Aspects

Students working above grade level will complete a cultural comparison chart
comparing and contrasting regional differences amongst North and West Africa as well
as empirical differences. The student(s) will then have the option of: writing a one-page
essay citing at least one similarity and one difference found between these or completing
a Venn Diagram and summarizing the results. Electronic submission is acceptable. The
assignment for HA learners will be included in the graphic organizer given with map
handout. A grading rubric will be provided.

Disability or At-Risk Aspects

Accommodations will be tailored to the students Individual Education Plan (I.E.P.). In
addition, students will be working in small groups. Students will also receive additional
assistance from myself as well as the Resource instructor and aide. The student will be in
inclusion placement but may complete testing and/or assignments in the Resource
room. Student accommodations may include: maps, outlines, and other information
that is already completed in whole or in part. The Resource department will be given
information as well as any accommodated assignments or activity sheets prior to the day
of the lesson.