Resident Teacher: Emily Carroll

Date of Instruction: December 15, 2016

Lesson Title: Micro-entrepreneurs: Womens Role in the Development of Africa
Course Subject: World Geography
Grade Levels: 10th
Amount of Time: 2- 80 minute class sessions
1. SOCIAL STUDIES STANDARDS
A. Wyoming State Social Studies
Standards

SS12.3.2 Analyze and evaluate how people organize for the

production, distribution, and consumption of goods and services in
various economic systems (e.g., capitalism, communism, and
socialism).
SS12.3.3 Analyze and evaluate the impact of current and emerging
technologies at the micro and macroeconomic levels (e.g., jobs,
education, trade, and infrastructure) and their impact on global
economic interdependence.
SS12.4.2 Analyze the development and impact of tools and
technology and how it shaped history and influenced the modern
world.
SS12.5.4 Analyze how environmental changes and modifications
positively and negatively affect communities and the world both
economically and socially.
SS12.6.4 Evaluate and integrate accurate, sufficient, and relevant
information from primary and secondary sources to support writing

B. National Council for the Social

Studies Thematic Standards

C. 1-3 District/Department/School
Standards

NCSS 1 Culture
NCSS 2 Time, Continuity, And Change
NCSS 3 People, Places, and Environments
NCSS 5 Individuals, Groups, and Institutions
NCSS 7 Production, Distribution, And Consumption
NCSS 9 Global Connections
XXX

2. LEARNING TARGETS/OBJECTIVES
A. Students will be able to
define Micro-entrepreneur and give examples of businesses that
are commonly included in this type of system.
B. Students will be able to
explain womens roles in the development of Africa and how they
change their communities.
C. Students will be able to
compare and contrast gender roles in African societies.

3. CONTENT CONSIDERATIONS
A. Central Focus of the Lesson
Womens roles in the economic development of Africa.
B. Essential Question
How are women micro-entrepreneurs in developing countries
changing their communities?
C. Supporting Question
Why does the challenges of poverty, disease, natural disasters, and
wars often weigh heaviest on Women in Africa?
How do traditional gender roles negatively affect women in many
African societies?
What type of system is the informal economy?
D. Academic Language:
Terms students should know:
Developing Countries
Undernourished
Drought
Pastoral nomads
Civil War
Terms students will learn:
Gender-based division of labor- The division of work into two
categories based on sex, or gender. The result is that men and
women do different kinds of work.
Informal economy- The part of the economy in which goods and
services are exchanged outside of government control.
Micro-enterprise- A very small business with few or no employees.
Micro-entrepreneur- A person who starts and runs a very small
business.
E. Disciplinary Connections
Economics- Students learn about the African economy and its
economic systems.
English- Students will read articles to write a short paper about the
subject of their article, using proper writing format.
F. Real World Connections
-

Students learn about the effects that dividing gender roles

has on a society.
-

Students practice making economic decisions.

4. OPENER
Hook:
Teacher will tell students the story about a woman named Hassana,
a struggling single mother in Africa. As the story progresses,
students choose the direction Hassanas life takes by making
important decisions for her, such as, should she start a business, if
so, what should she do, should she expand etc. Students will either
choose to make her an entrepreneur or will choose to let her
continue having no money. The end result will be either a lesson
based on the right choices students made or the ones they should
have made to lead to a good quality of life. This shows students the
tough decisions women had to first make to even enter the work
force.
5. INSTRUCTION
A. Beginning of lesson
-

Teacher will introduce the different parts of the lesson to

students.

Lesson will consist of two mini-lectures and an activity.

First mini-lecture will introduce the concepts, second will
introduce information needed specifically for the activity.
Students will follow along with the first lecture in their
textbooks.
Students will have the opportunity to make comments or ask
questions about additional information they see in their book
that interests them during the lecture.
Students will be encouraged to take notes during the
introduction lecture to use during their activity.
Lesson introduction will include a short introduction about
Africas economy and womens roles.

5 Minutes
B. Middle of lesson

2 Hours

Lecture:
Developing Countries
Effects of machines on production
Markets
Gender differences in African economics
Supporting extended family
Improving quality of life
Creating jobs
New opportunities

Lecture will transition into the introduction for the activity.

Hassana hook activity.

Activity Introduction lecture:

African gender stereotypes.

Introduction of the African Women Entrepreneurs booklet
from the Economic Commission for Africa.
Common Elements in the lives of Women Entrepreneurs
and lessons learned from these qualities:
A. Ideology of success
B. Education Background
C. Personality traits
D. Reason for going into business
E. Family support/ family management practices
F. Challenges faced

Teacher will give activity directions and pass out one of the
stories to each student. Two or three students will have the
same story for each woman.
Using a collection of 9 stories from the Lessons from
Success Stories of African Women Entrepreneurs booklet
from the Economic Commission for Africa, students will
carefully read a story that has been assigned to them about
one woman entrepreneur from Africa and will take note of
what steps she took to get to where she is now, what makes
her a successful entrepreneur and how she positively effects
the development of her community. Students will write a 1-2
page paper including this information.

C. End of lesson
10 Minutes

Teacher will ask if anyone has any concerns or questions

about the papers before end of class.
Students will take home uncompleted papers to finish as
homework if they did not finish in the two class periods
permitted.

6. STUDENT ENGAGEMENT WITH CONTENT

A. Low Level Questions
What are developing Countries?
What are some examples of developing countries?
B. Middle Level Questions
How are women micro-entrepreneurs in developing countries
changing their communities?
Why does the challenges of poverty, disease, natural disasters,
and wars often weigh heaviest on Women in Africa?
How do traditional gender roles negatively affect women in many
African societies?
C. High Level Questions

Assess each economic choice and justify why you made it.
D. Explain how the data informs
future instruction:

The results from the assessments in this lesson will give

insight to what students learned, their problem-solving skills
and their writing abilities.

Students look at the dynamics of gender roles in African

culture and society which builds on previous sociological
studies.

Information builds upon previous studies about economic

systems and decisions.

7. ENRICHMENT/ELABORATION
What enrichment activities are
offered for students in this lesson?

Students who finish early will be asked to go into more detail

in their papers and extend its length.

8. LEARNING SUPPORTS
What supports are used to support
struggling learners?

Students who require accommodations in language, reading

or writing will be given a shorter reading section and paper
length requirement for the Woman Entrepreneur Paper
assignment.
Students who struggle with ESL or writing will be offered a
printed copy of the notes to follow along to with their own
hand written notes for the mini-lectures.
Paraprofessionals are welcomed in the classroom to assist
assigned students.

9. BEHAVIORAL SUPPORTS
What supports are used to support
behavioral issues?

Students who require breaks will be given them, according

to their plan or depending on individual needs.
Students will be completing individual projects, talking will be
kept to a minimum.
Teacher will use proximity to keep students on task during
lecture and activity.

10. MATERIALS & RESOURCES NEEDED

What materials are needed to have
ready to use for this lesson?
- Woman Entrepreneur Paper Graphic Organizer handout
- Lessons from Success Stories of African Women
Entrepreneurs booklet
- Geography Alive! Textbook (Chapter 21)

Pencils
Notebook
Computer

Name:___________________
Date:_____________

Woman Entrepreneur Paper ~ Graphic Organizer

Directions: Using one of the stories from the Lessons from Success Stories of African
Women Entrepreneurs booklet from the Economic Commission for Africa, write a short
paper discussing how the woman you have been assigned has become a successful
entrepreneur. Use the graphic organizer to keep track of your notes. Your paper should
be 1-2 pages, Times New Roman font, double spaced and should answer the following
questions: what steps did the women you read about take to get to where she is now in
her business, what makes her a successful entrepreneur and how she positively effects
the development of her community.
Name of subject:
Notes for Paper
____________________

What steps did she take to

get to where she is now in
her business?

what makes her a

successful entrepreneur?

How has she positively

affected the development
of her community?