Fall Semester Theme: GETTING ORIENTED: Exploring Points, Lines, Intersections, & Angles
Spring Semester Theme: NAVIGATING: Exploring Systems, Cycles, Spirals, Perspectives & Connections
Monday is President’s Day Holiday
Tuesday
| 9:00 | Weather Data Collection Students will create a weather station for measuring temperature, rainfall, etc. and record daily on calendar grid. Results used in science/math. | February Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, Cape Town, South Africa, and Cairo, Egypt. | ||
| 9:15 | Centering/Class Meeting Class Meeting Agenda: Review World Class Explorers Positive Discipline Plan for Individual and Collective Space and Respect Expectations Environment Questions Quests Ideas Itinerary Self-organization: Homework folder, math and writing journal, field notebook for science and social studies notes; Explorer Book Club reading log and literary analysis; sketchbook |
Continue following Robin Spring Migration
Goals and Reflections
Class meeting updates and week’s agenda; field trip plans; goals and reflections notebooks
| ||
| 9:30 | Spelling Quiz Week 16 Sight words, it pattern, and academic vocabulary 1. plane 2. system 3. behind 4. ran 5. round 6. boat 7. game 8. force 9. brought 10. understand 11. audit 12. credit 13. hermit 14. vomit 15. habit 16. electric 17. electrician 18. mathematics 19. mathematician 20. renewable 21. nonrenewable | New Words and Prepositions Week 17 Sight words, age pattern, and academic vocabulary 1. warm 2. common 3. bring 4. explain 5. dry 6. though 7. language 8. shape 9. deep 10. thousands 11. bandage 12. cabbage 13. carriage 14. damage 15. garbage 16. reservoir 17. delta 18. bay 19. college 20. university 21. degree | ||
| 10:00 | Math Groups QUIZ or DRILL | 5th Grade: p. 496-7 in math book and:
5th
Grade: PEMDAS
Lesson_01_classwork.pdf
511K View Download 4th Grade: Review adding fractions homework. Learn how to convert fractions to decimals. Homework: Page 132 in workbook. | ||
| 11:00- 11:55 | Research and Writing Centers | WHITE GIRAFFE: online essay questions: Review topic sentence and supporting details/examples for answering essay question. Students will share ideas about the figurative language examples in part 3 Homework: create an original example of each of the following figures of speech: metaphor, simile, personification, and hyperbole (option: create these in the context of your African story!) | ||
| 12:00-1:00 | Lunch & Recess | |||
| 1:00-1:30 | Multi-sensory Language Arts Students will explore different ways of learning, practicing, using language, reading, listening, writing, and speaking (includes vocabulary, spelling, phonics, phonemics) | WRITING CIRCLES Literary Elements: Share Story Project Plot Outlines, Setting, Audience, and Purpose Discuss model: THE POT OF WISDOM: Anansi Stories, by Adwoa Badoe Focus: Patterns in Nature Story Structure Connections between living things What questions/decisions are presented | ||
| PBL (Project-based Learning: individual research, math, and reading projects) | (On-going throughout Africa Studies Unit) Students will discuss and draw conclusions about the connections between the stories and the natural world that inspired them. Key Unit Questions: How do the geographic features of a region affect the people who live there? How can the activities of people affect the local environment? How do the stories people tell reflect where they are from? How can stories be used to persuade people to act in a particular way? | |||
| 2:00- 3:00 Computer Lab | Explorations Shared origin stories, myths, legends, modern literature, poetry, non-fiction, and drama from the region of the world we are studying. Students will practice Essential Learning Skills as they complete a set of Explorer challenges pertaining to the context of the geographical region they are “visiting,” virtually. SCIENCE & SOCIAL STUDIES
| Africa Expedition continues: THE AFRICA STORY PROJECT: https://docs.google.com/a/odysseycommunity.org/file/d/1BYiRDZeUFjhGwcAl4MnicuELb43Z2tT2ied5Vdb9YK4zKuQJdG0ydofsEuda/edit Use Around-the World Explorations Guide to take notes, write curiosity questions, and record resources for further investigation; summarize noteshttp://travel.nationalgeographic.com/travel/continents/africa/ | ||
| 3:00-3:25 | PE | |||
| 3:25-3:30 | Pack up and clean up | |||
| 3:30 | Afterschool |
Notes: https://docs.google.com/a/odysseycommunity.org/file/d/1BYiRDZeUFjhGwcAl4MnicuELb43Z2tT2ied5Vdb9YK4zKuQJdG0ydofsEuda/edit
Materials: http://www.learner.org/jnorth/tm/robin/jr/JnKidsOverviewTeach.html
(robin lessons)
http://www.k12reader.com/spelling/Fourth-Grade-Master-Spelling-Lists.pdf
Reflections/Goals:http://odysseyexplorers.blogspot.com/
Due: organizational notes, including characters, setting, story map and outline of plot, audience and purpose
| Fiction: Literature for children Examine examples of different children’s books that use factual research as a basis for historical, realistic, environmental, or cultural fiction; note purpose and audience, styles of illustrations, and plot/character development http://www.readwritethink.org/files/resources/interactives/plot-diagram/ |
TUESDAY
| 9:00 | Weather Data Collection Students will create a weather station for measuring temperature, rainfall, etc. and record daily on calendar grid. Results used in science/math. | February Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, Cape Town, South Africa, and Cairo, Egypt. |
| 9:30-10:00 | Mathlete Training | OLYMPIC MATHLETE TRAINING Biceps (multiples of two) and Triceps (multiples of three) and squats (quadriceps) multiples of four (abdominals) multiples of six (deltoids) squares and square roots) |
| 9:45 | Daily Journal & Explorer Publications Students respond to writing prompt/morning discussion in daily personal journal. Multi-sensory Language Arts Students will explore different ways of learning, practicing, using language, reading, listening, writing, and speaking (includes vocabulary, spelling, phonics, phonemics) Risk-taking; cooperation; literacy, communication, trust Students will work in teams and independently to conduct qualitative and quantitative research | THE AFRICA STORY PROJECT: https://docs.google.com/a/odysseycommunity.org/file/d/1BYiRDZeUFjhGwcAl4MnicuELb43Z2tT2ied5Vdb9YK4zKuQJdG0ydofsEuda/edit http://odysseyexplorers.blogspot.com/ Due: organizational notes, including characters, setting, story map and outline of plot, audience and purpose |
| 10:00 | Math Groups Students grouped according to achievement in math with vertical lift | http://yateslab.com/Fifth%20Grade.html 5th Grade: Multiplying Fractions (check p. 496-7) HW: p. 500 (after reviewing multiplying mixed numbers: creating improper fractions) 4th Grade: Review adding fractions homework. Learn how to convert fractions to decimals. Homework: Page 132 in workbook. |
| 11:00-11:30 | SMART BOARD/COMPUTER LAB Technology | Lesson 8.9 Finding a Percent of a Number Lesson 8.10 Relating Fractional Units to the Whole Lesson 8.11 American Tour: Rural and Urban Lesson 8.12 Fraction Division Unit 8 Review Unit Review and Ordering Fractions http://www.iboard.co.uk/iwb/Fraction-Machine-Tool-377 |
| 11:30-12:00 | Literature Circles and Explorer Book Club Reports/Projects
| Fiction: Literature for children Examine examples of different children’s books that use factual research as a basis for historical, realistic, environmental, or cultural fiction; note purpose and audience, styles of illustrations, and plot/character development http://www.readwritethink.org/files/resources/interactives/plot-diagram/ |
| 12:00-1:00 | Outside Play & Lunch | |
| 1:00-1:30 | INDEPENDENT READING | Self-selected texts; individual reading assessments http://www.jogtheweb.com/run/giGYSeWc4jcK/A-Jog-Through-Ancient-Africa |
| 2:55 | EXPLORATIONS Around-the-World Adventures (Multi-sensory centers which include: Scientific Inquiry, Social Studies & Science, Cultural Arts & Humanities, Visual Arts, Games and Logic, History, Language, Diversity of Life Exploration) Students will practice Essential Learning Skills as they complete a set of Explorer challenges pertaining to the context of the geographical region they are “visiting,” virtually. Students will read a series of myths, legends, and folktales from Africa which include landforms, animals, seasons, etc. indigenous to Africa that appear as characters, symbols, or settings in these stories. (On-going throughout Africa Studies Unit) Students will discuss and draw conclusions about the connections between the stories and the natural world that inspired them. Key Unit Questions: How do the geographic features of a region affect the people who live there? How can the activities of people affect the local environment? How do the stories people tell reflect where they are from? How can stories be used to persuade people to act in a particular way? | AFRICA TRIP Who was Nelson Mandela and why is he important? Journey to Cape Town, South Africa, continued... http://geography.about.com/od/southafricamaps/a/capetownsouthafricageography.htm Who, What, When, Where, Why, How....??? nelson mandela apartheid robben island cape town world heritage site http://africanhistory.about.com/od/africanhistoryresources/ig/Robben-Island-Tour/ |
| 2:45-3:20 | Written Reflections (Field Journal Summaries, Analysis, Goal-checks, etc.) Objectives: Students will view images of different parts of Africa. examine the human geography of South Africa; examine the physical geography of South Africa; and understand the relationships between factors such as terrain, population, animal life, and culture. ***Key Unit Questions: How do the geographic features of a region affect the people who live there? How can the activities of people affect the local environment? How do the stories people tell reflect where they are from? How can stories be used to persuade people to act in a particular way? |
Early Human Investigations
Students will create a human family tree on the wall in the classroom.
Paint tree on wall.
Organize and Synthesize notes for story project, including:
Flag of South Africa
Map of Africa with biomes, cities, bodies of water, geographical features
Photo Analysis
Game: Mancala
Weaving
Geography/Climate
Recipes and Cooking
Natural Resources
Art, Dance, Music
Education
Traditional clothes
Transportation
Cities
Population
Government
Endangered Species and Threats to Environment
|
| 3:20 | CLEAN UP | |
| 3:30 | Afterschool |
Notes:
Materials: http://africanhistory.about.com/od/apartheid/p/RobbenIsland.htm
http://www.conservation.org/where/priority_areas/hotspots/Pages/hotspots_main.aspx
http://www.jogtheweb.com/run/giGYSeWc4jcK/A-Jog-Through-Ancient-Africa
http://www.jogtheweb.com/run/giGYSeWc4jcK/A-Jog-Through-Ancient-Africa
Notes: http://www.spellingcity.com/math-vocabulary.html
Materials: http://africanhistory.about.com/od/eracol
Reflections/Goals: http://www.bcps.org/offices/lis/models/tips/i-search/dailyassm.html
Exhibition Catalog
Bayly Art Museum, University of Virginia
February - August, 1994
Copyright ©1996. Benjamin Caleb Ray
The African masks in this exhibition are dramatic portraits of spirit beings, departed ancestors, and invisible powers of social control. Each mask was made according to a traditional style, and each was worn by a trained performer. The African masks that hang on walls of Western art museums, detached from their full-body costumes, were originally part of whole performance ensembles, consisting of elaborately costumed dancers, vibrant music, and highly stylized dances. These complex ceremonial events expressed important social, religious, and moral values for the whole community. With careful attention to the masks' artistic and symbolic detail, it is possible to perceive these same values within the masks themselves.
All the masks in this exhibition are from the collection of African art in the Bayly Art Museum, unless otherwise indicated.
To view this exhibition, click on the items listed below.
WEDNESDAY
| 9:00 | Weather Data Collection Students will create a weather station for measuring temperature, rainfall, etc. and record daily on calendar grid. Results used in science/math. | February Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, Cape Town, South Africa, and Cairo, Egypt. |
| 9:15 | Self-organization: Homework folder, math and writing journal, field notebook for science and social studies notes; Explorer Book Club reading log and literary analysis; sketchbook | Goals and Reflections measuring objectives Cursive Practice: “Lift a rock and you will find unexpected wonders” – Tsonga proverb Write in field journal. Explain what this means to you. |
| 9:30 | Daily Journal & Explorer Publishing Students respond to writing prompt/morning discussion in daily personal journal. Risk-taking; cooperation; literacy, communication, trust Math Journal: Explorers use math to count, number, name, measure, order, document, analyze, locate, time, compare, predict, etc. Time and Place: Measurement notes on units of time (millennium to millisecond); Place: Circle Facts for creating compass rose with cardinal directions Students will use word wall to write a paragraph about how Explorers Use math. | Field Trip to Arboretum “Branching Out in Botany” Arrive 10:00 a.m. Guided indoor and outdoor programs in botany and botanical illustration |
| To be cont. Thursday | History Investigations Students will: 1. pay attention to detail in all types of observations. 2. formulate questions that could be researched or that could lead to investigations. 3. seek out answers to those questions through observation, exploration, and research. 4. record and share information learned. | |
| 10:10 | Math Groups Promethean Board | |
| 11:10-11:55 | Language Arts Explorer Publishing Computer Lab and Smart Board | |
| 12:00-1:00 | Lunch & Recess | |
| 1:00-2:30 | ART EXPLORATIONS: Art History and Studio OVERVIEW The goal of this unit is to introduce students to the basic elements of art (color, line, shape, form, and texture) and to show students how artists use these elements in different ways in their work. In the unit, students will answer questions as they look carefully at paintings and sculpture to identify the elements and analyze how they are used. Students will also learn about individual artists and their methods of emphasizing the elements of art. | |
| Diversity of Life (Multi-sensory centers which include: Scientific Inquiry, Social Studies & Science, Cultural Arts & Humanities, Visual Arts, Games and Logic, History, Language, Exploration) Students will practice Essential Learning Skills as they complete a set of Explorer challenges pertaining to the context of the geographical region they are “visiting,” virtually. | ||
| 2:30 | Explorer Book Club Shared origin stories, myths, legends, modern literature, poetry, non-fiction, and drama from the region of the world we are studying. Students will practice Essential Learning Skills as they complete a set of Explorer challenges pertaining to the context of the geographical region they are “visiting,” virtually. | |
| 3:00-3:25 | ART | |
| 3:25-3:30 | Pack up and clean up | |
| 3:30 | Afterschool |
Notes: Field Trip all day to Arboretum: Focus on Botany and Botanical Illustration
Materials: http://www.wired.com/wiredscience/2013/01/macaulay-animal-sounds/
Reflections/Goals:
THURSDAY
| 9:00 | Weather Data Collection Students will create a weather station for measuring temperature, rainfall, etc. and record daily on calendar grid. Results used in science/math. | AVERAGE THURSDAY February Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, Cape Town, South Africa, and Cairo, Egypt. |
| 9:30 | WHOLE GROUP MATH Estimation Station Make Reasonable Estimates Computational Estimation Goal 6: Make reasonable estimates for whole number and decimal addition, subtraction, multiplication, and division problems and fraction and mixed number addition and subtraction problems; explain how the estimates were obtained. | Word problems (Whole class reading, logic, reasoning, sequencing lesson to practice solving word problems.) 5th grade: Fractions in the REal World: Cooking Word Problems with fractions and 3 operations HW: http://www.learnnc.org/lp/pages/7822 4th Grade: Review decimals and fractions in workbook. Students will learn how to add fractions with unlike denominators. Homework: Page 129 in workbook. |
| 10:15 | Spanish | Students will explore different ways of learning, practicing, using Spanish language, reading, listening, writing, and speaking (includes vocabulary, spelling, phonics, phonemics) |
| 11:00 | MUSIC with River | |
| 12:00-12:55 | Outside Play & Lunch | |
| 12:55-1:30 | Language Arts Story Circle and Literature Discussion Shared origin stories, myths, legends, modern literature, poetry, non-fiction, and drama from the region of the world we are studying | Due: (via online submission) THE WHITE GIRAFFE Literature Circle Questions Students will work in smaller groups on short story assessments to id figures of speech, etc. |
| 1:30- 2:30 | Science Investigations Students will: 1. pay attention to detail in all types of observations. 2. formulate questions that could be researched or that could lead to investigations. 3. seek out answers to those questions through observation, exploration, and research. 4. record and share information learned. | http://www.timeforkids.com/destination/south-africa Finish Tree of Life painting Early Human Evolution. Students will track the migration of Humans out of Africa and record their movements and dates on the giant wall map. Archaeology Planning! |
| 2:30- 3:20 | History Investigations Students will: 1. pay attention to detail in all types of observations. 2. formulate questions that could be researched or that could lead to investigations. 3. seek out answers to those questions through observation, exploration, and research. 4. record and share information learned. | THE MAGIC LAKE Play practice |
| 3:20-3:30 | clean-up and Whole Class Collective Reflections/Goals | Homework: construct your own February calendar for weather data! due 2.1.2013 |
| 3:30 | Afterschool | |
| Essential Learning Skills: Self-organization, Communication, Collaboration/cooperation, Use appropriate resources to seek, access, and apply knowledge, Function Independently, Demonstrate Self-Confidence, Make Decisions, Take risks, and Be Present in Mind-Body-Spirit (conscious/conscience) | ||
| Notes: Materials: Reflections/ Goals: |
http://www.conservation.org/where/pages/in_the_field.aspx
Exploration of Africa Homework resources:
http://civics.sites.unc.edu/files/2012/05/RwandaPastPresentPPT.pdf
http://www.pbs.org/wnet/africa/explore/index_flash.html
http://www.pbs.org/wnet/africa/photoscope/index.html
http://www.pbs.org/wnet/africa/tools/index.html
| continued... THE SKULL IN THE ROCK How a Scientist, a boy and Google Earth Opened a New Window on Human Origins, by Marc Aronson and Lee Berger http://www.bradshawfoundation.com/journey/ http://www.bradshawfoundation.com/origins/big_questions.php |
FRIDAY
| 9:00 | Weather Data Collection Students will create a weather station for measuring temperature, rainfall, etc. and record daily on calendar grid. Results used in science/math. | February Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, Cape Town, South Africa, and Cairo, Egypt. |
| 9:30 | Centering/Brief Class Meeting | Archaeological Dig! Come prepared to dig and be outside! |
| 10:00 | Students will use Essential Learning skills in self-reflection of work (process and product) to select pieces for PassPortFolios. They will write an explanation of their work, what they learned, and why they have chosen this example for their portfolios. They will create a digital archive using the document camera and post to their own individual page on the class blog. | Self-reflection/Goals Students will use Essential Learning skills in self-reflection of work (process and product) to select pieces for PassPortFolios. They will write an explanation of their work, what they learned, and why they have chosen this example for their portfolios. They will create a digital archive using the document camera and post to their own individual page on the class blog. |
| 10:30-11:55 | Portfolio Independent Reading Document Camera | Continued self-reflection and portfolio assessment time; reading and project work |
| 12:00-1:00 | Outside Play & Lunch | |
| 1:00-1:30 | Back Porch Time/Bead Reward | |
| 1:30 | SCIENTIFIC INVESTIGATIONS Students will work in teams and independently to conduct qualitative and quantitative research | Archeology planning. Students will plan and write job descriptions for the different roles on an archeological team. Students will also measure and grid the planned archeological sites. |
| 2:30 | STUDENT OBJECTIVESStudents will:
| Students will present their species of early human evolution and will create a human ancestor family tree on the wall. Students will map human migration out of Africa on the large wall world map. |
| 3:00 | Closing and Weekly REFLECTIONS Students will share self-selected texts and projects from portfolios and discuss goals/reflections for the week, collectively and individually. Student Jobs, Pack up & Pick up Leveled readers | |
| 3:30 | Afterschool |
Strands
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My Reflection
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Homework
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Objectives:
Whole Class Math Projects
Estimation station results
· Goal 1: Number and Operations - The learner will understand and compute with rational numbers.
o Objective 1.03: Compare and order rational numbers.
o Objective 1.04: Develop fluency in addition, subtraction, multiplication, and division of non-negative rational numbers.
Analyze computational strategies.
Describe the effect of operations on size.
Estimate the results of computations.
Judge the reasonableness of solutions.
Advanced Learners: Grade 6 The Number System
6.NS.4Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor...
Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually...
Connect new concepts to prior learning
Recognize and use connections between similar mathematical situations
Use connections among process standards and strands when solving problems
Use representations to connect mathematical ideas
Use connections between mathematics and other subject areas -- science, history, etc.
Apply mathematics to problems that arise outside the classroom
Common Core Standards addressed in this unit:
Apply and extend previous understandings of multiplication and division to multiply and
divide fractions.
5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve
word problems involving division of whole numbers leading to answers in the form of
fractions or mixed numbers, e.g., by using visual fraction models or equations to represent
the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4
multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each
person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by
weight, how many pounds of rice should each person get? Between what two whole
numbers does your answer lie?
5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or
whole number by a fraction.
a.Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently,
as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model
to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3)
× (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the
appropriate unit fraction side lengths, and show that the area is the same as would be found
by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles,
and represent fraction products as rectangular areas.
5.NF.5 Interpret multiplication as scaling (resizing), by:
a.Comparing the size of a product to the size of one factor on the basis of the size of the
other factor, without performing the indicated multiplication.
b.Explaining why multiplying a given number by a fraction greater than 1 results in a product
greater than the given number (recognizing multiplication by whole numbers greater than 1
as a familiar case); explaining why multiplying a given number by a fraction less than 1
results in a product smaller than the given number; and relating the principle of fraction
equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g.,
by using visual fraction models or equations to represent the problem.
5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole
numbers and whole numbers by unit fractions.1
a.Interpret division of a unit fraction by a non-zero whole number, and compute such
quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model
to show the quotient. Use the relationship between multiplication and division to explain that
(1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
b. Interpret division of a whole number by a unit fraction, and compute such quotients. For
example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the
quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 5
Grade 5: Multiplying and Dividing Fractions
20 because 20 × (1/5) = 4.
c. Solve real world problems involving division of unit fractions by non-zero whole numbers
and division of whole numbers by unit fractions, e.g., by using visual fraction models and
equations to represent the problem. For example, how much chocolate will each person get
if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of
raisins?
1
Students able to multiply fractions in general can develop strategies to divide fractions in
general, by reasoning about the relationship between multiplication and division. But division
of a fraction by a fraction is not a requirement at this grade.
Emphasized Standards for Mathematical Practice
In this unit all of the Standards for Mathematical Practice are addressed.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning
LA
Resources:http://www.k12reader.com/spelling/Fourth-Grade-Master-Spelling-Lists.pdf
Materials:https://docs.google.com/a/odysseycommunity.org/file/d/1XLBNSJTYMfLVTMVqhcvUw1Wgty33gFLOX0R3WBskZlUz_OFFOId753zlVCWp/edit
Common Core Standards:
4.W.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
4.RIT.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
5.SL.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
4.SL.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
4.SL.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
5.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
5.W.7Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
5.W.8Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Resources for this Week
Paraphrasing - Timbuktu in Your Own Words- interactive lesson Lesson Plans for Specific African Countries Western Africa/Egypt teachers guide (kids pages) Africa UNITS Africa - South of the Sahara (Stanford.edu) Exploring the Diversity of Africa Learning about Africa Examining Africa’s Diversity Examining Africa’s Global Connections African History until 1500 African History 1500 to the Present The Story of Africa (teachers, background) African Politics and Government Africa and the World
Lesson Ideas
They carry a long stick of fire. With this they kill and loot from many nations." Zulu impression of first white men, taken from Zulu epic poem, Emperor Shaka the Great, translated by Mazisi Kunene, drawing on the memories of a number of Zulu oral historians. |
In the early part of the 19th century the history of southern Africa is marked by the massive expansion of the Nguni empire under the military leadership of Shaka. This had a knock on effect throughout southern Africa displacing other peoples.
People in southern Africa also felt the economic and political impact of a minority of Europeans from the 17th century onwards. These Europeans set about taking over, and profiting from, other people's land.
Farming and mining were the principle activities from which white settlers profited, with the Dutch, or Afrikaners as they became known, mainly interested in agriculture.
The Englishman Cecil Rhodes led the initiative to exploit the country's mining potential. His long term goal was to colonise the whole continent with white settlers.
The Afrikaners had a huge social impact on southern Africa. Wherever they set up a community they pursued a policy of racial segregation, based on a belief in the racial superiority of Europeans, wherever they set up. This reached its most organised form in the system of apartheid created by the National Party of South Africa from 1948 until the 1980's, when it began to be dismantled.
While most of Africa had achieved independence by the early 1960s, it took much longer for southern African colonies to become independent. Tanzania, Malawi, Botswana, Swaziland, Zambia and Lesotho all achieved independence by the end of the 1960s. But Angola and Mozambique had to wait until 1975. Zimbabwe achieved majority rule in 1980. Namibia shook off South African domination in 1990.
It was not until 1994 that South Africa itself was returned to her people and governed through majority rule.
Listen to The Mfecane, the eighteenth programme in the BBC landmark radio series The Story of Africa, presented by Hugh Quarshie
Listen to Apartheid, the twenty third programme in the BBC landmark radio series The Story of Africa, presented by Hugh Quarshie
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