Sept.23-27,2019

 

 

 
 

2019/2020 Rowan County Middle School Lesson Plan

Week of: September 23-27,2019

Teacher: Rowland

Subject: Social Studies

PLAN:  (a)Goal Objective/(b)Learning Target –   (What do students need to learn)                                                                     

Standard being taught/assessed:

am Learning Targets 

 The student understands the growth of imperial states in West Africa . 

-Analyze the importance of agriculture, gold production, and the trans-Saharan caravan trade in the growth of the Mali and Songhai empires.  

-Explain how Islam expanded in West Africa and assess its importance in the political and cultural life of Mali and Songhai. 

- Compare the location of the African Kingdoms to countries on a current African map.

 -. Compare and contrast the three empires that developed in West Africa between the 5th and 16th centuries. -

 Identify the resources from Ghana, Mali and Songhai that were exchanged for goods carried by camel caravans of North African Arab traders. 4. Describe how ideas were spread and how Islam influenced the culture of the West African Kingdoms. 

- Identify reasons for the decline of each of the empires.

Explain how the contrasting natural environments of West Africa defined agricultural production, and analyze the importance of the Niger River in promoting agriculture, commerce, and state-building. 

 Explain how Ghana became West Africa’s first large-scale empire. 

 Assess the importance of labor specialization, regional commerce, trans-Saharan camel trade, and Islam in the development of states and cities in West Africa. 



 

Inquiry Standards: Questioning

 

Essential Standard(s):

  • 7.E.ST.1 Explain the impact of supply and demand on the emergence of global markets.

  • 7.E.ST.3 Explain how growing interdependence and advances in technology improve standards of living.

  • 7.E.ST.4 Analyze the interregional trading systems of the Americas, Africa, Asia and Europe between 600-1450.

  • 7.G.GR.2 Use maps and other geographic representations, geospatial technologies, and spatial thinking to interpret the relationships between humans and their environment.

 

Pre-Planned Questions: (2-3)

Compelling Question: How does increased interactions impact individuals and groups?

 

Supporting Questions:

  1. How did supply and demand impact the development of Trans-Saharan, Indian Ocean, and Silk Road trade routes?

  2. How did increased interdependence and technology impact the standards of living within specific groups?

  3. How did interactions along various trade routes impact the spread of culture (e.g., religion, gender equality)

 

 

DO: Instructional activities each day (How will they learn it)

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Bell Ringer: What role did gold play in creating powerful kingdoms?

 

Plan: I can analyze the role of religion  and economics in shaping each empire’s social hierarchy, and evaluate the impact of these hierarchical structures had on the lives of various groups of people.

 

Do:  

Complete Writing Task - Mansa Musa

Account of Ghana - Primary Source

Ibn Battuta- Primary Source

 

Formative Assessment – 

Quizizz Assessment 

Mansa Musa

Bell Ringer: 

How did Muslim influence the development of East Africa?

 

Tuesday:

Plan: I can compare political institutions and their impacts  on the people in empires between 600-1600.  

Do: 

African Tale- The Snake’s Daughter 

Growth of Coastal Trading Cities 181

African Masks - Cleveland Art 

 






 

Formative Assessment-

Exit Ticket


 

Bell Ringer:

 How did Great Zimbabwe grow wealthy?

 

Wednesday:

Plan:  

I can describe  methods used by non-democratic governments  to create order, establish justice and meet the needs of their subjects 600-1600.

Do: 

Great Zimbabwe SkillBuilder  192-193

The Timeless Appeal of Gold 

The King of Bling Junior Scholastic Article

Socratic Seminar



 

Formative Assessment: 

Kahoot / Socrative Formative

Bell Ringer:

What did the Trans-Saharan caravans bring to Ghana?

 

Thursday: 

Plan: I can analyze the importance  storytelling in the West African culture.

 

Do: 

Ted Talk - Drumming Circle 

The Cow- Tail Switch Stories from West Africa

Preview of Storytelling Festival - Build Excitement with students

 

Formative Assessment: 

Exit Ticket

Notebook checks

Bell Ringer:

Why is it important to be a global citizen?

 

Friday: 

Plan: I can cite text evidence from current events article.

I can participate in a  Socratic seminar.

 

Do: 

 

Storytelling Festival 2019

NewsEla Article- differentiate with Lexiles

Article of the Week, Current Events, Close Reading Activity/Socratic Seminar

Map Skills- Seterra

Ed Puzzle - Islaic Empires

 

Formative Assessment: Close Reading Assignment, Quiz

       

Assessment:  (How Can We Measure That They’ve Learned It)

Cornell Notes Check 

Exit Slip

Teacher Survey

Go Formative

Quizizz

Mastery Connect Assessments

NewsEla Reading

Interventions:  (What steps are in place if they haven’t learned it)

Based on assessment data - student specific. 

Providing extra time for a student to complete the same test/assignments as his/her peers 

• Reading a test to a student 

• Providing preferential seating

• Providing an evidence-based one-on-one intervention to improve a student’s reading comprehension for 30 minutes twice per week. 

5th Period Reading INterventions with RTI

Specific Skills (non-negotiables) standard and student need specific

Close Reading

Cornell Notes 

Thinking Like a Historian 


 

Vocabulary Focus/Word Wall

(Critical Vocabulary)

Primary Source

Secondary Source

Sourcing

Context

HIstorians

Close Reading 

Artifacts

Evidence

Kinship

Labor specialization

Griot

Vegetation zone

Sahara

Savannah

Ghana

Mali

Almoravids

Mali

Sundiata

Timbuktu

Mansa Musa

Songhai

Askia Muhammad

Bantu Migrations

Swahili

Great Zimbabwe



 








 


 

Mon:

Tue:

Wed:

Thu:

Fri:

 

Differentiated Instruction:  (How do we go deeper if they’ve already learned it)   Be specific.  How are we pushing for growth? Extensions and variations

  • Design lessons based on students’ learning styles.

  • Group students by shared interest, topic, or ability for assignments.

  • Assess students’ learning using formative assessment.

  • Manage the classroom to create a safe and supportive environment.

  • Continually assess and adjust lesson content to meet students’ needs.




 

Study: (Data driven decisions) What does the data tell you?  What do you need to reteach? ) Share bi-weekly in PLC and do it

 

1st- 81%

3rd- 88%

6th- 78%


 

Act: (Continuous improvement/How will we do it differently next week?)  This should be included in your next PDSA/Lesson Plan. What do the students say worked?  What Didn’t work? Share bi-weekly in PLC

 

RTI reading

Reading strategies to address struggling readers

Lexile Scores in Newsela