Name: Jennifer Koszyk

Course: 9
th
Grade World Studies

4
th
Quarter - Unit 12: WWII (including Holocaust and U.N.) - 13 days
Unit 12: Cold War 10 days
Unit 14: 20
th
Century Latin America 7 days
Unit 15: 20
th
Century Middle East 7 days
Unit 16: 20
th
Century Africa 7 days
Unit 16: 20
th
Century Africa (1945-Present)
Stage 1 Desired Results
ESTABLISHED GOALS

World History: All students will acquire the
knowledge and skills to think analytically and
systematically about how past interactions of
people, cultures and the environment affect
issues across time and cultures in order to
make informed decisions as socially and
ethically responsible world citizens in the 21st
century.
Transfer
Students will be able to independently use their learning to
1. Investigate the world beyond their immediate environment.
2. Respect differences among people of a variety of cultural and regional backgrounds.
3. Develop critical thinking skills by asking relevant questions.
4. Discover methods by which an individual country can seek to improve its level of
development.
5. Seek out ways, as individuals and/or as part of society, to assist developing countries in
increasing their levels of improvement.
Meaning

Common Core State Standards for Literacy in
History/Social Science:

College & Career Readiness Anchor Standards
for Reading

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

College & Career Readiness Anchor Standards
for Writing

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.
UNDERSTANDINGS
Students will understand that
1. After independence, a number of new
nations experienced military or one-
party rule. Many have since
introduced multi-party democracy.
2. African nations experimented with
different economic systems, including
socialism and mixed economies.
3. In several regions of Africa, warfare,
genocide, disease, and drought have
resulted in tremendous losses of
human lives and property.
4. After decades of conflict, South Africa
abandoned its system of apartheid in
the 1990s and made a transition to
democratic rule.
ESSENTIAL QUESTIONS
1. What kinds of governments did the new
nations of Africa develop?
2. Why did developing nations of Africa
remain economically dependent on the
industrialized world?
3. How did diversity pose problems for
emerging African nations?
4. Why have many Africans called for their
nations to seek African solutions to African
problems?
5. What critical issues affect African nations
today?
6. How did the long struggle to end apartheid
lead to a new South Africa?
7. Why did genocide happen in Rwanda? To
what extent did the legacy of colonialism
play a role.
Acquisition
Students will know
1. Definitions of one-party system,
mixed economy, desertification, AIDS
epidemic, apartheid and genocide.
2. Locations of Sudan, Rwanda, Senegal
and South Africa on a world map.
3. Many of Africas problems can be
traced to the colonial legacy.
4. South Africa overcame apartheid
through the ANC and nonviolent
protest until the Sharpeville Massacre,
and pressure from domestic
reformers and the international
community.
5. The current goals of the African
Union.
6. How lack of education hinders a
countrys growth.
Students will be skilled at
1. Using a variety of sources to answer
research questions.
2. Stating a concern, position, or value from
another culture without distorting it.
3. Discussing how current events have deep
roots in the past and that there are no easy
answers to complex problems.
4. Analyzing and understanding their role as
citizens of the world and their
responsibility toward maintaining and
promoting universal human rights.
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence

A. Can interpret by making sense of
data, text, and experience through
images, analogies, stories, and
models.
B. Can explain concepts, principles, and
processes by putting it their own
words, teaching it to others, justifying
their answers, and showing their
reasoning.
C. Demonstrate perspective by seeing
the big picture and recognizing differ-
ent points of view.
D. Display empathy by perceiving
sensitively and walking in someone
elses shoes.
E. Can interpret by making sense of
data, text, and experience through
images, analogies, stories, and
models.
F. Can apply by effectively using and
adapting what they know in new and
complex contexts.


TRANSFER TASK(S):
A. Africa Map (1945-Present): After WWII, a tide of nationalism swept through Africa, resulting in
independence for many nations. Identify the four (4) countries that were independent BEFORE 1945.
The six (6) countries independent between 1945-1959. The forty-one (41) countries independent
since 1959. * include South Sudan established in 2011 (after our book was published).
B. Africa: Routes to Freedom Graphic Organizer (pgs. 910-912): Each African nation has its own
story; read about Ghana (Gold Coast), Kenya, and Algeria to identify what region of Africa each
country is located in, what European nation made this area their colony, Nationalist leader(s) of
the independence movements, strategies used to become independent & date of independence.
Discuss in class: How are their histories similar/different?
C. The Gentlemen of the Jungle by Jomo Kenyatta (1891-1978). Read an African view of European
expansion. In the fable, who or what do the animals represent? Who or what does the man
represent? Discuss the apparent contradiction in the title Gentlemen of the Jungle. What is
Kenyattas message? Why does Kenyatta choose a fable to express his message?
D. Rwanda Commemoration Project: Genocide in our Time Jigsaw Activity
(http://www.wcl.american.edu/humright/center/rwanda/lesson.cfm) Each group
should be given the appropriate packets of material. Explain to the students that they will read
the material to become experts on a particular aspect of the Rwandan genocide the history
of the Hutus/Tutsis, the reality of genocide in Rwanda, the international response, and post
genocide Rwanda. When the groups are rearranged, they will be asked to teach their classmates
about the particular aspect of the genocide that they are studying in these small groups.
E. O.P.V.L. of Primary Source: Hutu newspaper article Ten Commandment of the Hutu.
Explore similarities to Hitlers Nuremburg Laws and the Bosnian Serbs 1992 edicts. (O.P.V.L.
= Origin, Purpose, Value & Limitations)
F. The Crisis in Darfur, Sudan: What are the similarities between what is happening in the
Darfur region of Sudan today and what happened in Rwanda?
1. What lessons have we learned from what happened in Rwanda and how can they be applied
to the current situation in Darfur?
2. What can be done to stop genocide on each level:
A. International
B. National (U.S.A.)
C. Local (Chicago/Our High School/You and your family)

List, define, recite, restate, give examples,
illustrate, defend, summarize, interpret,
generalize, choose, apply, solve, analyze,
classify, infer, develop, produce, create,
evaluate, consider, etc.

OTHER EVIDENCE:
1. Cornell Notes: based on reading textbook chapter covered in this time frame
G. Unit Vocabulary Flash Cards = 10 vocabulary words/definitions per unit
H. Edmodo Post read/watch video and post a paragraph response to one of six posted
articles/videos on current events in Africa
I. Informal Assessment via classroom discussions
J. Unit Quiz common assessment for all 9
th
grade World Studies students.

7. Identify problems and potentials of the
nations of Africa.
K. Have students prepare a report to be delivered to the United Nations General Assembly
explaining the problems of Africa as well as the continents future potential.
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction
Lesson 1: Achieving Independence
I. Discuss and collect last nights homework Africa (1945-Present) Map.
II. View and discuss Africa PowerPoint. Five Geography Slides: showing continents location, the 5 subregions as divided by the UN, a
physical map to show desert, jungle, etc., a map showing where various religions are practiced in Africa and a colonialism map
showing who occupied what African land in 1914. Additional Slides showing: The Colonial Legacy (economics, politics, health care &
education, and national borders &Growing Spirit of Nationalism (impact of WWII, global setting, nationalist leaders)
III. Call on students to reveal answers to last nights homework: Africa: Routes to Freedom Graphic Organizer based on reading pgs.
910-912 of textbook. Class discussion: How was the route to freedom similar/different between Ghana, Kenya & Algeria?
IV. Call on students to reveal answers to ACT Reading Practice questions on the back of last nights homework worksheet Analyzing
Primary Sources: Chinua Achebes Things Fall Apart. Discuss the excerpt from this contemporary Nigerian authors novel about the
early days of imperialism. Discuss Achebes statement: the Europeans put a knife on the things that held us together.
V. Pass out the fable The Gentlemen of the Jungle by Jomo Kenyatta (1891-1978), and call on a student to read it aloud. Read this
Kenyans view of European expansion. In the fable, who or what do the animals represent? Who or what does the man represent?
Discuss the apparent contradiction in the title Gentlemen of the Jungle. What is Kenyattas message? Why does Kenyatta choose a
fable to express his message?
VI. Finish Africa PowerPoint with slides on The New Nations of Africa (Africa and the Cold War, African Regional Organizations, the
UN, and Disaster Relief & Military Intervention).
HW: Cornell Notes on Ch. 36, Sec. 2 Programs for Development (pgs. 914-919).
Long-Term Assignment (due by the last day of unit): Bring in a current news article about an African country. Post your current events article
with a paragraph summary on our bulletin board display of news about the governments, economies, and social conditions that exit in African
nations today.

Lesson 2: Programs for Development
I. Short Open-Note quiz on Ch. 36, Sec. 2 Programs for Development Cornell Notes:
Seeking Unity and Stability: divisions, civil war, one-party rule, military rule and reforms.
Economic Choices: socialism or capitalism, cash crops or food, urban or rural needs, and the debt crisis.
Critical Issues: drought and famine, deforestation, & AIDS.
Old & New Patterns: impact of urbanization, effects on women, Christianity in Africa, & Islamic revival.
II. Cooperative Learning Groups: Solving a Problem: divide the class into small groups. Each group chooses one of Africas population or
environmental problems and brainstorms possible solutions. Groups should be able to explain how and why their solutions might work.
When the groups are finished, they present and defend their ideas. Encourage discussion of which solutions seem most practical and
likely to succeed.
HW: Part A of Rwanda Jigsaw: students in each cooperative learning group read their assigned material to become experts on a particular
aspect of the Rwandan genocide (the history of the Hutu/Tutsis, the reality of genocide in Rwanda, the international response, and post-genocide
Rwanda) and complete the assigned Review Questions.

Lesson 3: Four Nations: A Closer Look - Rwanda
I. Sit in yesterdays Cooperative Learning Groups.
II. View and discuss Genocide PowerPoint. Components of genocide: acts committed, with the intent, to destroy (in whole or in part) a
group of people, based on a specific characteristic of the group (such as race, religion, ethnicity).
III. View and discuss A Good Man in Hell (13mns) about General Romeo Dallaire and the Rwanda Genocide.
IV. In your Cooperative Learning Group discuss last nights assigned reading; discuss any questions about the
reading/pictures/maps/illustrations. Go over answers to the Review Questions.
V. Re-group by having the members of each of the four groups count off. Make sure that at least one student from each of the four large
groups is now with one person from each of the other groups.
VI. Using the Talking Points on the last page of their assigned reading, have each student teach the other students what they learned in the
expert group. The order of the discussion which should take about 20mns, should proceed as follows:
a. History of the Tutsis and Hutus b. Valentinas Story c. International Response d. Post-Genocide Era
VII. Closing: Collect Review Questions and discuss What can we learn from the genocide in Rwanda? Have we learned these lessons?
HW: O.P.V.L. of Hutu 10 Commandments


Lesson 4: Four Nations: A Closer Look - Sudan
I. As a class read aloud the Crisis in the Darfur Region of Sudan.
II. Review yesterdays PPT and the definition of genocide. The attacks by the Janjaweed and the Sudanese government have intended to
destroy the Black population of Darfur by doing many of the acts outlined in the 1948 Genocide Convention, including
Killing members of the group;
Causing serious bodily or mental harm to members of the group;
Creating living conditions of the group with the intent to bring about its physical destruction in whole or in part.
III. Tying Rwanda & Sudan Together: Discuss Are there similarities between what happened in Darfur and what happened in Rwanda?
What lessons have we learned from what happened in Rwanda and how can they be applied to the situation in Darfur?
IV. Write three terms on the board: International National Local. Ask students for ideas about what can be done to stop the genocide on
each level. Begin with international and end with the local level, and write their responses on the board.
V. End the lesson by focusing on the local level. This is where the students can think critically about what they can do to make a difference. It
is important to make students feel that they are not powerless and that they can do something. End the discussion by really encouraging
them to take action and reiterating the importance of every persons voice.
VI. Distribute the Genocide Teaching Project Resource Pages. Tell them that they can take specific steps to help prevent and stop genocide.
Encourage them to learn more.
HW: Complete one of the items listen in the Resource Pages or one of your own ideas to help stop Genocide.

Lesson 5: Four Nations: A Closer Look South Africa
I. View and discuss Power Point on Ch. 36, Sec. 4 (pgs. 925-927) on South Africas Long Struggle Afrikaner Nationalism, Apartheid in
Action, Black Resistance, Mandelas Struggle, Toward Reform, Majority Rule and the New South Africa.
II. Divide class into small groups of four with each group assigned a Political Cartoon from South Africa
(http://tj.facinghistory.org/reading/political-cartoons-south-africa)
III. In small groups, analyze your assigned cartoon (Jonathan Shapiros http://www.zapiro.com & Stephen Francis and Ricos Madam and
Eve cartoons). Then via the overhead present your political cartoon to the class and explain what ways the cartoonist captures the crux
and complexity of the issue? In what ways did the cartoonist simplify more complicated aspects of the issue?
IV. Whole class discussion: How can political satire play a part in helping to bring about positive change within a society transitioning from an
oppressive regime to a democratic one?
HW: Choose a current political issue that interests you in our school, your community, or our country, and create your own political cartoon.

Lesson 6: Four Nations: A Closer Look Senegal
I. Follow upon yesterdays Closer Look at South Africa with a quick discussion about the Truth & Reconciliation Commission. A truth
commission can be a powerful tool for helping the process of reconciliation within a society trying to rebuild after genocide or mass
violence. These commissions are open to the public and allow victims-or loved ones of victims-the opportunity to tell their story, as well
as the chance, in some cases, to confront the perpetrators. These documented accounts then become public record, which help deter the
possibility of future denial of the history.
II. Show video clip (53 sec) of white activist Albie Sachs who was exile from South Africa discussing the TRC.
III. Transition to Guest Presentation: 2 current seniors in our schools buildOn club present a PPT and artifacts theyve brought in from their
10 day trip to Senegal (West Africa). buildOns mission is to break the cycle of poverty, illiteracy and low expectations through service and
education. The presentation includes information about staying with host families and building a school along side the villagers. Give
ample time for students to ask questions about this experience and the buildOn club at our school.
HW: Study Review Sheet for Unit 16 Quiz.

Lesson 7: Summative Assessment
I. Unit 16 Quiz: 25 Multiple-Choice Questions
II. Pass out and discuss the Amnesty International USA film guide and then show a clip of Hotel Rwanda.
HW: Study Review Sheet for 2
nd
Semester Final Exam.