#3684. The Empires of Africa

History, level: Middle
Posted Mon Feb 27 12:01:01 PST 2006 by Joshua McJunkins (mcjunkjm@pickens.k12.sc.us).
Easley High School, Easley
Materials Required: Pencils, Pens, Construction paper, poster board, markers, straight edges, glue, glitter
Activity Time: 45 minutes
Concepts Taught: History, Africa, Empires

Lesson Plan

Teacher: Joshua Mc Junkins
Class: 10th Grade World History
Topic: The Empires of Africa

NCSS Strand(s): I, II, III, IV, V, VI, VII, VIII, IX, X SC Standards 10.4.7

Goal: To teach the history of Africa from time immemorial to present day.

Objectives:
At the end of the lesson the students will be able to:
1. Write a short essay detailing the aspects of African history that most fascinates them.
2. Demonstrate their knowledge through the use of a comparison chart.

• Check Attendance
• Agenda
• Hand back tests

Focus:
Holding up a map of modern Africa, the teacher will say, "Yesterday we took a test on the four original civilizations. Today, we are going to learn about where Africa fits into the New World exploration that is about to happen and what role Africa continues to play in world affairs".

Activity:
Students will break up into small groups of three or four and construct a chart comparing the different African kingdoms and city-states. In brief detail they should compare governments, rulers, duration of kingdom or city-state, and geographic location. Also, they should list cultural and technological achievement. If possible they are to list the impact the Africans had on Western and Mediterranean trade. These charts can be used to study for a quiz (Vol. II, 60).

Closure:
Holding up a chart that has been worked on by a group, the teacher will say, "Today, we learned about the cultural, political, and demographic history of Africa. Tomorrow we will enter into the section on the original inhabitants of the Americas."

Assessment:
Grade Points
A= 28-30
B= 25-27
C= 23-24
D= 21-22
F= 20 and Below

Standards:
To get an A, the students must construct a chart comparing and contrasting three African societies. They must be able to clearly establish their knowledge of these groups of people by listing the ruler(s), technological achievements, and any sort of economic differentiation. These charts must be neat, have fewer than two grammatical mistakes, and they must be 100% chronologically accurate.

To get a B, the students must construct a chart comparing and contrasting three African societies. They must be able to clearly establish their knowledge of these groups of people by listing the ruler(s), technological achievement, and any sort of economic differentiation. These charts must be neat, have fewer than five grammatical mistakes, and they must be 100% chronologically accurate.

To get a C, the students must construct a chart comparing and contrasting two African societies. They must be able to clearly establish their knowledge of these groups of people by listing the ruler(s), technological achievement, and any sort of economic differentiation. These charts must be neat, have fewer than seven grammatical mistakes and they must be100% chronologically accurate.
To get a D, the students chart must have one African society listed. The chart will list the important ruler(s), and technological achievement and their economic differentiation. The chart must have fewer than seven grammatical mistakes, and they must be 100% chronologically accurate.

To get an F, the students will have failed to construct a chart showing any African societies.