SMS Lesson Plan s1

SIMPSON MIDDLE SCHOOL

Unit Title: Grade: 7 Week of:02-14-2011 Political Systems and Economic Systems of Africa Content: Teacher: Armstrong / Brown/ Earle / Government Systems in Africa Gammon / Ridgeway Economic Systems in Africa DETERMINE THE GOALS AND OUTCOMES (desired results/assessment evident) UNIT CONTENT STANDARDS Government/Civics Understandings SS7CG1 The student will compare and contrast various forms of government. a. Describe the ways government systems distribute power: unitary, confederation, and federal. b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. c. Describe the two predominant forms of democratic governments: parliamentary and presidential. SS7CG2 The student will explain the structures of the modern governments of Africa. a. Compare the republican systems of government in the Republic of Kenya and the Republic of South Africa to the dictatorship of the Republic of Sudan, distinguishing the form of leadership and role of the citizen in terms of voting and personal freedoms. SS7CG3 The student will analyze how politics in Africa impacts standard of living. a. Compare how various factors, including gender, affect access to education in Kenya and Sudan. b. Describe the impact of government stability on the distribution of resources to combat AIDS and famine across Africa. Economic Understandings SS7E1 The student will analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of (1) what to produce, (2) how to produce, and (3) for whom to produce. b. Explain how most countries have a mixed economy located on a continuum between pure market and pure command. c. Compare and contrast the economic systems in South Africa and Nigeria. SS7E2 The student will explain how voluntary trade benefits buyers and sellers in Africa. a. Explain how specialization encourages trade between countries. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. b. Explain why international trade requires a system for exchanging currencies between nations.

SS7E3 The student will describe factors that influence economic growth and examine their presence or absence in Nigeria and South Africa. a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP). c. Explain how the distribution of diamonds, gold, uranium, and oil affects the economic development of Africa. d. Describe the role of entrepreneurship.

Enduring Understandings

Students will understand … -Different ways in which governments distribute power -Different ways in which governments determine citizen participation -The difference between parliamentary democracies and presidential democracies -Why there are different forms of government -How governments of Southwest Asia are organized - A person’s gender affects their opportunity to progress in school -Government stability can affect the degree to which a disease such as AIDS is spread or eradicated - Countries throughout the world develop different type of the economic systems. -Nations support free trade or trade barriers at different times for different reasons. -Economic growth is influenced by investing in the factors of production -High literacy rates can contribute to increased GDP -Voluntary trade contributes to encouraged specialization -The distribution of gold, diamonds, and oil impacts South Africa’s economy

Unit Essential Questions - Can you compare and contrast unitary, confederation, and federal governments - Can you compare and contrast citizen participation in autocratic, oligarchic, and democratic forms of government? -How are presidential and parliamentary forms of government similar /different -Why do some countries take the name “republic,” if they are truly a dictatorship? -Why does South Africa maintain a system of republic rule? - How does government intervention, or the lack of, affect the spread of AIDS in Africa? -How do countries maintain relationships with each other if they maintain different economic systems? -Is a mixed economy the only way to maintain positive international relations? -How do the resources of a country contribute to its economic well being? -Is there a relationship between GDP and welfare of citizens in a country? -What is the relationship between geography, economics, and government in a country -How does specialization encourage increased trade? -How can trade barriers affect relationships among countries? -What is the affect of increasing inventories of capital goods in a country? -What is the affect of investing in greater human capital in a country? -How are the countries of South Africa similar / different from each other in terms of economic activity?

Content (Unpack Nouns from Skills (Unpack Verbs from Standards): Standards): Students will know… Students will be able to… Government, unitary, confederation, -Explain the differences between different federal, autocracy, democracy, oligarchy, forms of government parliamentary democracy, presidential -Explain how a presidential democracy is democracy, Republic of Kenya, Republic of different from a parliamentary democracy Sudan, Republic of South Africa, stability, -Analyze the differences between genders AIDS, famine, traditional economy, in terms of opportunities for education command economy, market economy, -Determine the type of government mixed economy, tariffs, quotas, structure of a country based on presented embargoes, international trade, currency, descriptors GDP, human capital, capital goods, -Evaluate governments’ approaches to entrepreneurship eradicating the AIDS crisis in Africa -Explain economic systems, determine effects from trade barriers on a countries economic well being-Explain why improved capital structures contribute to increased GDP -Explain why and how OPEC affects world economic markets,

KEY VOCABULARY (What critical vocabulary must be learned in order to master the content?) government, unitary, confederation, federal, autocratic, oligarchic, democratic, parliamentary democracy, presidential democracy, monarchy, theocracy, economic systems, traditional economy, command economy, market economy, mixed economy, tariffs, quota, embargo, human capital, capital, entrepreneurship, OPEC, supply and demand, scarcity, surplus, nonrenewable (finite) resource, renewable resources, standard of living, petrochemical

ASSESSMENT EVIDENCE Pre-assessments

benchmark test x informal observation x pre-test test data writing prompt Formative: Summative: XAdjusted questioning XObservation Benchmark (orally or written) XThumbs up/down XProject XAnticipation guide Xquiz XTest Checklist XWriting (i.e. journaling, Writing Cloze prewriting, drafting, editing, XPerformance Task XConferences proofreading) Other Exit ticket Other: XGraphic organizer

STRATEGIES/BEST PRACTICES Body Biography X Independent Learning Process Writing Carousel Brainstorming Inductive Learning QAR (Right There, Think and Search, Choice Board Jigsaw Author and You, On My Own) XConcept Attainment Learning Logs Quote- 5 Star Contracts X Learning Styles Reader’s Theater XCreative Problem Solving Literature Circles XReciprocal Learning XCRISS McRel (Rdg/Wtg in content) Role Play / Simulations XCooperative Learning XMetaphorical Expression X Shared Inquiry/Socratic Cubing X Mini Lesson Seminar XDebate Modeling Stations Deductive Learning X Multiple Intelligences Six Thinking Hats XFact Finding by Fraternizing Museum Task Rotation XFlexible Grouping Mystery Box Tiering XGraphic Organizers New American Lecture Think Aloud Hot Seat X Note taking X Think-Pair-Share X Problem-Based Learning xOther______Learning Plan for ____Monday 02-14 (2-day assignment) Essential Question:. Materials: copies of CIA World Factbook activity How are the countries of South Africa similar / different from each other in terms of economic activity? Standard/Element(s): SS7E1 The student will analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of (1) what to produce, (2) how to produce, and (3) for whom to produce. b. Explain how most countries have a mixed economy located on a continuum between pure market and pure command. c. Compare and contrast the economic systems in South Africa and Nigeria. Launcher/Activator: Discussion of computer based activity and its purpose, related to standards Instructional Method/Lesson: Lesson: Economic system of South Africa, Nigeria, and Kenya Method: Flexible grouping (students will work in heterogeneous groups in computer labs) Differentiated/Specialized instruction:. 1- Assignment will be differentiated through extension of activity- Gifted will complete more countries, with summary paragraph on either S. Africa economics or Nigeria economics, and how these economic resources might be used to help develop citizens’ needs.

Readiness Interest Learning Profile Evidence: Evidence: Evidence: Formative assessment Performance Task: Students will meet in computer labs to begin this assignment, based on comparing and contrasting economic systems in Africa. The assignment requires students to research, using CIA World factbook, to find specific information related to select African countries. Through this, they can develop an understanding of how activities within various economic systems provide for improved trade, greater GDP, and well being of citizens. Summarizer / Lesson Closure:. Teacher directed / students ask questions related to project- also, teacher will ask directed questions related to standards as formative assessment of standards Learning Plan for __Tuesday 02-15 (Day 2 of computer lab assignment) Essential Question:. Materials: copies of CIA World Factbook activity How do the resources of a (students will have these) country contribute to its economic well being? Standard/Element(s): SS7E3 SS7E3 The student will describe factors that influence economic growth and examine their presence or absence in Nigeria and South Africa. a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP). c. Explain how the distribution of diamonds, gold, uranium, and oil affects the economic development of Africa. Launcher/Activator: Round Robin- One student is asked a question related to economics terms and specifics related to S. Africa and Nigeria. The person who answers the question then asks another student a question. This continues for a few minutes. This forces students to think about creating questions. Doing this can help remind students about content they are studying. Questions will come from information learned prior day in computer lab. Instructional Method/Lesson: Lesson: factors that affect economic growth Method: flexible grouping (see Monday’s computer based activity) Differentiated/Specialized instruction:. 1- Heterogeneous paired grouping

Readiness Interest Learning Profile Evidence: Evidence: Evidence: Formative Performance Task: complete CIA Factbook activity Summarizer / Lesson Closure: Discuss projects and ask students to summarize economic systems in Nigeria and S. Africa. Learning Plan for _____Wednesday 02-16 Essential Question: Materials: study guides for assessment on Friday. What elements from These will be given out on Tuesday January 25, and due standards related to today. development of Africa have I mastered.? Standard/Element(s): SS7H1 The student will analyze continuity and change in Africa leading to the 21st century.

a. Explain how the European partitioning across Africa contributed to conflict, civil war, and to artificial political boundaries? b. Explain how nationalism led to independence in South Africa, Kenya and Nigeria. c. Explain the creation and end of apartheid in South Africa and roles of Nelson Mandela and F. W. de Klerk. d. Explain the impact of the Pan-African movement. Launcher/Activator: study guide discussion Instructional Method/Lesson: Lesson: Review of development of Africa standards Method: cooperative learning through development of self-made practice tests, shared with peers Differentiated/Specialized instruction:. 1- Based on demonstrated level of understanding, through the unit, students will have differentiated requirements to complete the “Create-A-Test” performance task. Students who have demonstrated a strong level of evaluation and analysis will be required to complete their activity using higher order questions.

Readiness Interest Learning Profile Evidence: Evidence: Evidence: Based on formative assessments throughout unit Performance Task: After completing study guide, students will “Create-A-Test”: Students will be required to create a test consisting of constructed response, multiple choice, matching, and short answer. This allows students to think of important information write important information, and use some higher level thinking skills to answer. Summarizer / Lesson Closure: Student led discussion, covering items from their peers create-a-test that they want more information on. Closure is based on discussing further needs of information for assessment. Learning Plan for ____Thursday 02-17 Essential Question: Materials: copies of summative assessment What have I learned about economics and government systems in Africa? Standard/Element(s): Standards related to economics and government systems of Africa will be assessed. SS7CG1 The student will compare and contrast various forms of government. SS7CG2 The student will explain the structures of the modern governments of Africa. SS7CG3 The student will analyze how politics in Africa impacts standard of living. SS7E1 The student will analyze different economic systems. SS7E2 The student will explain how voluntary trade benefits buyers and sellers in Africa. SS7E3 The student will describe factors that influence economic growth and examine their presence or absence in Nigeria and South Africa. Launcher/Activator: Students may ask questions to clarify understanding of ideas/concepts/terms/events Instructional Method/Lesson: Lesson: assessment Method: individual Differentiated/Specialized instruction:. 1- Special Education teacher will differentiate assessment per IEPs

Readiness Interest Learning Profile Evidence: Evidence: Evidence:

Performance Task: complete assessment Summarizer / Lesson Closure: Learning Plan for ____Friday 02-18 Essential Question:. Materials: copies of article, “What can be Done for a Can support from a New Economy, Where an Old Economy Doesn’t Exist?” developed country to a (This article contains an activity where students write a developing country contribute letter to the president). Students will have copies of to improved standards of CIA Factbook activity from Monday / Tuesday living for citizens? Standard/Element(s): SS7E3 The student will describe factors that influence economic growth and examine their presence or absence in Nigeria and South Africa.

Launcher/Activator: Instructional Method/Lesson: Lesson: Developing economies Method: Problem Based Learning Differentiated/Specialized instruction:. 1- Special Education teacher will differentiate assignment 2- Gifted students will participate in Problem Based Learning Activity

Readiness Interest Learning Profile Evidence: Evidence: Evidence: Students will determine which country or region they wish to elicit change in. Performance Task: Upon reading the article, “What can be Done for a New Economy, Where an Old Economy Doesn’t Exist?” students will work in groups of 2-3 to draft and finalize a letter to the President of the United States explaining why and how the U.S. should provide help to their chosen country. By using information from Monday’s computer lab activity, students will determine which country they wish to help. Gifted students will complete a problem based learning activity in which they will use information to solve a problem related to economic systems in Africa. Summarizer / Lesson Closure: share letters for period 4-6-7. Periods 3-5 will share possible solutions to problem based learning activities. 3 days of emergency lessons and activities for this unit:

Day 1 Government and Economic vocabulary (found in text Resource Section) Day 2 Government or Economics current events story Day 3 Section review Text section 18 and 19