Essential Questions 

1. What are some of the different cultural issues that arise on the African continent?

2. What are some issues that are specific to Human and Environmentally caused scenarios within Africa?

Content 

• Water

• Freedom

• Voting

• Slavery

• Education

• Peace

• Money

• Infrastructure

Skills 

Bloom's Taxonomy

Webb's Depth of Knowledge

• Explain

• Identify

• Respond

• Write

• Analyze Literary Skills

• Textbook

• Internet

  • CIA Factbook

  • State Department

• Database

  • SIRS

  • EBSCO Host

• Maps

• Atlas

• National Geographic

• New Sites

• Primary Artifacts

Africa DSPA

Standards Assessed

WY.18.SOC.9-12.SS12.2.1

WY.18.SOC.9-12.SS12.2.2

WY.18.SOC.9-12.SS12.2.3

WY.18.SOC.9-12.SS12.2.4

CCSS: Literacy in History/Social Studies, Science, & Technical Subjects 6-12

CCSS: Grades 9-10

Capacities of the Literate Individual

Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language

They demonstrate independence.

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They demonstrate independence.

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Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

They build strong content knowledge.

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They build strong content knowledge.

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Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.

They respond to the varying demands of audience, task, purpose, and discipline.

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They respond to the varying demands of audience, task, purpose, and discipline.

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Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).

They comprehend as well as critique.

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They comprehend as well as critique.

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Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.

They value evidence.

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They value evidence.

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Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.

They use technology and digital media strategically and capably.

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They use technology and digital media strategically and capably.

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Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

They come to understand other perspectives and cultures.

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They come to understand other perspectives and cultures.

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Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.

Reading: History/Social Studies

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

Range of Reading and Level of Text Complexity 

10. Read and comprehend complex literary and informational texts independently and proficiently.

RH.9-10.10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

WHST.9-10.1c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

WHST.9-10.1d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

WHST.9-10.1e. Provide a concluding statement or section that follows from or supports the argument presented.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

WHST.9-10.2a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

WHST.9-10.2b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

WHST.9-10.2d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

WHST.9-10.2e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

WHST.9-10.2f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

WHST.9-10.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

WY: Social Studies

WY: Grades 9-12

Citizenship / Government / Democracy

1. Citizenship/ Government/ Democracy

Students demonstrate how structures of power, authority, and governance have developed historically and continue to evolve.

SS11.1.1 Students describe unique freedoms, rights, and responsibilities of living in a democratic society and explain their interrelationships.

SS11.1.2 Students explain and/or demonstrate how to participate in the political processes and express personal beliefs and convictions.

Culture / Cultural Diversity

2. Culture/ Cultural Diversity

Students demonstrate an understanding of different cultures and how these cultures have contributed and continue to contribute to the world in which they live.

SS11.2.1 Students explain how various cultural influences impact society.

SS11.2.2 Students communicate how shared cultural experiences influence peoples’ perceptions of prominent historical figures, groups, institutions, and world events.

Production, Distribution, & Consumption

3. Production, Distribution, and Consumption

Students demonstrate an understanding of economic principles and concepts and describe the influence of economic factors on individuals and societies.

SS11.3.1 Students explain how different economic systems are organized for production, distribution and consumption of goods and services.

SS11.3.2 Students formulate solutions to economic problems.

SS11.3.3 Students describe the impacts of global economic interdependence.

Time, Continuity & Change

4. Time, Continuity and Change

Students demonstrate an understanding of the people, events, problems, ideas, and cultures that were significant in the history of our community, state, nation and world.

SS.11.4.1 Students analyze the interactions among individuals and groups and their impact on significant historical events.

SS.11.4.2 Students analyze current events to better understand the world in which they live.

SS.11.4.3 Students evaluate the impact of technology and how it has shaped history and influenced the modern world.

SS.11.4.4 Students explain how past events impact the present and the future.

People, Places & Environments

5. People, Places, and Environments

Students demonstrate an understanding of interrelationships among people, places, and environments.

SS.11.5.1 Students interpret charts, maps, and graphs to answer questions dealing with people, places, events, or environments.

SS.11.5.2 Students analyze how physical characteristics of the earth and human interactions with the environment have affected the development of societies, cultures, and individuals.

SS.11.5.3 Students demonstrate an ability to organize and process information about people, places, and environments.