SECTION STRATEGIES FOR ENGLISH LEARNERS An E · PDF fileThen have them fill in the second column, ... NORTH CAROLINA CORE LESSON PLAN ... Strategies for English Learners Lesson Plans

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1STRATEGIES FOR ENGLISH LEARNERS

Ancient Egypt—Pyramids andPharaohs

1 Activate Prior KnowledgeModel the KWL Chart in the Best Practices Toolkit. Then have students begin a KWLChart on ancient Egypt. Begin by asking students what they already know about Egyptat the time of the pharaohs. Point out that the pyramids have become some of the mostrecognized historical sites in the world. Have students use the discussion to fill in thefirst column of the KWL Chart. Then have them fill in the second column, writingany questions they may have. Tell students to fill in the third column after they readthe section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the map on page 349. Ask themto identify the Egyptian kingdoms. Which kingdom was the oldest? (Old Kingdom)Then have students use the legend to help them find the kingdom of Kush. Ask: Is thekingdom of Kush older or more recent than the Egyptian kingdoms? (more recent)

BUILD VOCABULARY Have pairs of students create a flash card for each of theterms and names in the section. Ask them to use the Flash Card Game from the BestPractices Toolkit to take turns “testing” each other.

3 Make Objectives ExplicitRead each objective and write it on the board. Define words that confuse students. Askstudents to name the most important word in each objective.

• Explain how the Nile is Egypt’s lifeline• Summarize the history of ancient Egypt• Describe the culture of ancient Egypt

4 Support Student ReadingCOOPERATIVE WORK To help students understand the importance of the Nile Riverin Egypt’s history, model a Reciprocal Questioning activity from the Best PracticesToolkit. Then have groups of students continue the activity for the role of the Nile today.

ON ONE’S OWN Preview the following questions. Then have students search fortheir answers while reading.

1. In what way is the Nile Egypt’s “lifeline”?2. For what purpose were the pyramids constructed?

5 Prepare for AssessmentTo check comprehension, review the questions on TT61 of the Daily Test PracticeTransparencies. To assess comprehension, use the Section Quiz on page 85 of UnitResource Book: Africa.

World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 139Chapter 8: Egypt and North Africa Strategies for English Learners, Sec. 1

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1STRATEGIES FOR INCLUSION

Ancient Egypt—Pyramids andPharaohs

Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the Vocabulary: Knowledge Rating activityin the Best Practices Toolkit to determine how well students know the key terms in thissection. Write the terms on the transparency. Give individual students a copy and have themrate their familiarity with the terms. Work with the class to develop definitions.

Term Definition

silt Fertile soil deposited by a river

delta The triangle-shaped deposit of rich soil at a river’s mouth

cataract A high waterfall

dynasty A family or group that rules for several generations

pharaoh A ruler of ancient Egypt

During Reading

FOCUSED READING Use a Listening/Reading Guide activity in the Best PracticesToolkit to help students understand Section 1. Using the transparency, create questions on keyideas. Give each student sticky notes to mark the locations of the answers in the text. Readthe text aloud while students use the notes to mark the locations of the answers. Afterwards,have students return to their tabs to find and write the answers.

EXAMPLES: QUESTIONS

• During which period were the pyramids constructed?

• What was Egypt’s writing system called?

After Reading

ASSESSING COMPREHENSION Have students use a Frayer Model activity from theBest Practices Toolkit to summarize key ideas. Display the transparency and have pairs ofstudents fill in the center space with the term hieroglyphics. Then have them fill in the foursections of the graphic: 1) Definition of the term or topic; 2) Characteristics of the term ortopic; 3) Examples; and 4) Non-examples. Suggest that students use their textbooks if needed.

140 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaStrategies for Inclusion, Sec. 1 Chapter 8: Egypt and North Africa

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2NORTH CAROLINA CORE LESSON PLAN

Modern Egypt and Sudan

North Carolina Skills Competency Goals

1.01, 1.03, 2.05, 2.06, 4.06

Competency Goals and Objectives

PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 5.02, 6.02, 7.01, 7.02, 8.01, 8.02, 9.01, 9.04, 10.01, 11.01, 11.02, 11.03, 12.01

1. ENGAGE Read for Understanding TIME: min. (10–40 min.)

CHAPTER OPENER:

! Sequence Chain, BPTK TT31! Read for the Essential Question, TE p. 218! Interactive Reading/Vocabulary, PE/TE p.

218; BPTK TT9–TT16, TT33

Section Objectives

1. Identify foreign powers in Egypt sinceancient times and the steps to Egyptianindependence

2. Describe life in Egypt today3. Explain how cultural differences cause

conflicts in Sudan

2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)

SECTION OPENER:

! 3-Minute Warm-Up, TE p. 219; UTB TT8! Connecting to Your World, PE/TE p. 219! Think, Pair, Share: Pair Activity—From Ancient to Modern Times, TE p. 219! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards

3. EXPLAIN Instruct TIME: min. (10–30 min.)

Struggling Readers &Inclusion

Vocabulary:Knowledge Rating,TE p. 218

Clarifying Egypt’sSituation, TE p. 220

RSG w/ Support,URB pp. 55–56

On-level

Section 2: ModernEgypt and Sudan,PE/TE pp. 218–223

RSG, URB pp.49–50

Gifted and Talented &Pre-AP

History Makers,URB p. 78

Economics in theWorld, URB p. 82

DifferentiationActivity Bank:Strategies forPre-AP, BPTK pp.195–200

English Learners

Pronounce andPreview, TE p. 218

Vocabulary: WordRelationships, TE p.220

RSG Spanish,URB pp. 61–62

RSG w/ Support,Spanish, URB pp.67–68

eEdition withaudio

World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 141Chapter 8: Egypt and North Africa North Carolina Core Lesson Plan, Sec. 2

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SECTION 2: MODERN EGYPT AND SUDAN, CONTINUED

All Students

! Reader, Recorder, Reporter—Small Group Activity: Life in Egypt Today, TE p. 221! Talk About It—Small Group Discussion: Sudan: Egypt’s Neighbor, TE p. 222! More About: The Temple of Luxor, TE p. 220; The Suez Canal, TE p. 220; The Camp David

Accords, TE p. 221; Cairo, TE p. 565; Refugees and the Darfur Crisis, TE p. 220! History Makers, PE/TE p. 220! Connect History & Culture, PE/TE p. 222

4. EXTEND Enrich TIME: min. (10–40 min.)

Integrated Technology

! Critical Thinking Transparency, UTBTT11

! Map Transparency, UTB TT14! After-Reading Activities: BPTK TT49–62;

and @ ClassZone.com! Animated Geography, Power Presentations

DVD-ROM; and @ ClassZone.com! Map Center, Activity Center, and Research

& Writing Center @ ClassZone.com! EasyPlanner DVD-ROM, Resources2Go

USB drive: All worksheets and editablelesson material

Interdisciplinary and Tiered Activities

! Connect to Civics: Analyze EgyptianGovernment, TE p. 221

! Connect to Language Arts: Compare andContrast City Life, TE p. 221

! Tiered Activity: Sudan, TE p. 222! Student Products, BPTK pp. 1–14

5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)

Core Assessment

! Section Assessment, PE/TE p. 223;Interactive Review @ ClassZone.com

! Section Quiz, URB p. 86! McDougal Littell Assessment System:

Test Generator CD-ROM; Section Quiz

Reteaching

! Reteaching Activity, URB p. 89

Test Practice & Review

! Daily Test Practice Transparency, DTPTTT62

! Test Practice and Review Workbook, pp.61–62

142 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaNorth Carolina Core Lesson Plan, Sec. 2 Chapter 8: Egypt and North Africa

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1 Activate Prior KnowledgeUse a Round Robin activity from the Best Practices Toolkit to have students generateas many facts, ideas, and questions as they can about modern Egypt and its role in theArab world today. Write the topic on the board and have groups of students spend fiveminutes discussing it. Encourage them to draw on what they have learned from thebroadcast news, newspaper, and magazines. After you call time, have the groups sharetheir ideas. Write their responses on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students look through the photographs in this section,asking them questions to help them recognize details. List what they see on the board.

BUILD VOCABULARY Write protectorate on the board and discuss the word inclass. Ask students which words have the same root. (protect, protection) List the wordson the board. Then have students use a Roundtable activity from the Best PracticesToolkit to explain what they know about the word.

3 Make Objectives ExplicitIntroduce the section objectives and use Signals from the Best Practices Toolkit tocheck comprehension. If students signal “thumbs down,” give paraphrases or definitionsas needed.

• Identify foreign powers in Egypt since ancient times and the steps to Egyptianindependence

• Describe life in Egypt today• Explain how cultural differences cause conflicts in Sudan

4 Support Student ReadingCOOPERATIVE WORK To help students summarize information about modernEgypt and Sudan, have groups do a Jigsaw Reading activity from the Best PracticesToolkit.


1. Which Ottoman leader attempted to modernize Egypt?2. What does it mean to say that Britain declared Egypt its protectorate?



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Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best PracticesToolkit to have student groups of three scan the text to preview content, visuals, and key terms.Using the transparency, model the recording process as students follow. Enter “Modern Egyptand Sudan” in the center. Put the three major subheads into the surrounding circles. Instructstudents to scan for visuals and boldfaced terms, adding them to the appropriate subheads.

During Reading

FOCUSED READING Have students use a Three-Column Journal activity from theBest Practices Toolkit to take notes on the main ideas, connect visuals to the text, and findand record supporting details for the section. Model the activity using the transparency andthen have students use copies for recording their information.

EXAMPLE: SUDAN

Main Ideas Visuals Supporting Details

Sudan has endured decades ofcivil war resulting in millions ofdeaths.

One of the Lost Boys of Sudan.Goat-herding.

Sudan is Africa’s largest nation.Conflicts between Sudan’s ArabMuslim north and non-MuslimAfrican south continue into the21st century.

After Reading

ASSESSING COMPREHENSION Work with students on a Collaborative Rereadingactivity from the Best Practices Toolkit. Show students the transparency. Make sure theReader is writing down questions and that the Listener is noting the main ideas. Encouragepairs to discuss each section of text. Here is an example for the subhead “Influence of Islam”:

EXAMPLES: QUESTION

• Why was digging the Suez Canal important to Egypt?

EXAMPLE: MAIN IDEAS

• The Suez Canal provided a link between the Red Sea and the Mediterranean, enablingtrade between Egypt, Europe, and the Middle East.


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Other Nations of North Africa


1.01, 2.05, 4.01, 4.08


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 1.03, 4.01, 4.03, 5.01, 5.02, 5.03, 6.01, 7.01, 7.02, 8.01, 8.02, 9.01, 9.02,

9.04, 10.01, 10.02, 10.03, 10.04, 11.01, 11.02, 11.03, 11.04, 12.01, 12.03


CHAPTER OPENER:

! Three-Column Journal, BPTK TT21! Read for the Essential Question, TE p. 224! Interactive Reading/Vocabulary, PE/TE p.


Section Objectives

1. Describe the cultural influences in NorthAfrica

2. Compare the governments and economiesin North Africa


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 225; UTB TT8! Connecting to Your World, PE/TE p. 225! Reader, Recorder, Reporter: Small Group Activity—A Muslim Region, TE p. 225! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



VocabularyCategories, TE p.224

Create a Time Linefor North Africa, TEp. 226


On-level

Section 3: OtherNations of NorthAfrica, PE/TE pp.224–230

RSG, URB pp.51–52


Describingthe ImmigrationExperience, TE p.227


English Learners


Vocabulary:Prefixes, TE p. 227



eEdition withaudio

World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 145Chapter 8: Egypt and North Africa North Carolina Core Lesson Plan, Sec. 3

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SECTION 3: OTHER NATIONS OF NORTH AFRICA, CONTINUED

All Students

! Talk About It—Small Group Discussion: Government and Economics, TE p. 229! More About: Gibraltar, TE p. 225; Carthage and Tunis, TE p. 226; Casablanca, Morocco, TE p.

227; Albert Camus, TE p. 227; Marrakech, Morocco, TE p. 228; Berbers, TE p. 230! Comparing Climates, PE/TE p. 226! Fun Facts, PE/TE p. 227! Make It Fun: Teacher-Tested Activity, TE pp. 228, 231




! Essential Question Transparency, UTBTT9

! After-Reading Activities: BPTK TT49–62;and @ ClassZone.com

! Animated Geography, Power PresentationsDVD-ROM; and @ ClassZone.com

! Map Center, Activity Center, and Research& Writing Center @ ClassZone.com

! EasyPlanner DVD-ROM, Resources2GoUSB drive: All worksheets and editablelesson material


! Connect to Language Arts: CompareOpportunities, TE p. 228

! Connect to Art: Create a MarketplaceVisual, TE p. 228

! Tiered Activity: Economics GraphicOrganizers, TE p. 229

! Student Products, BPTK pp. 1–14


Core Assessment


! Section Quiz, URB p. 87! Interactive Review, PE/TE p. 231; and @

ClassZone.com! Chapter Assessment, PE/TE pp. 232–233! Chapter Tests (Forms A, B, C) URB pp.

91–106! McDougal Littell Assessment System:

Test Generator CD-ROM• Section Quiz• Chapter Tests: Forms A, B, & C (andSpanish A, B, & C)

Reteaching





146 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaNorth Carolina Core Lesson Plan, Sec. 3 Chapter 8: Egypt and North Africa

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1 Activate Prior KnowledgeDraw a Cluster Diagram from the Best Practices Toolkit. Write “Other Nations ofNorth Africa” in the center oval. Then have students speculate about the geography,history, and culture of these nations based on what they know about the geography,history, and culture of Egypt and Sudan. To get them started, point out that like Egyptand Sudan, other North African nations have the geographic challenges of a vast desertand mountain chains. As the discussion continues, fill out the other ovals and add newsubtopics as necessary.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students use Interpreting Visual Sources from theBest Practices Toolkit to describe what they see in the photographs in the section. Havestudents think about the advantages and disadvantages of shopping in a souk rather thana modern shopping mall. Then ask: Which experience might bring you closer to theculture of the region? (Answers may vary, but most students will indicate that the souk,an open-air market, is closer to the traditional culture.)

BUILD VOCABULARY Explain and discuss the following terms and names fromthe section: Berber, Maghrib, and dictatorship. Then have student partners use theFlash Card Game from the Best Practices Toolkit to take turns quizzing each other.

3 Make Objectives ExplicitPresent the objectives listed below. Then have pairs of students get together and explainthe objectives in their own words.

• Describe the cultural influences in North Africa• Compare the governments and economies in North Africa

4 Support Student ReadingCOOPERATIVE WORK To help students understand the content under the firstheading of the section, have student groups do a Reciprocal Questioning activity fromthe Best Practices Toolkit in class. Then assign the groups the remaining headingsin the section.


1. Who were the first people to settle North Africa and the Sahara?2. Where are the Atlas mountains located?3. What are some characteristics of North Africa’s traditional culture?

5 Prepare for AssessmentTo check comprehension, review the questions on TT63 of the Daily Test PracticeTransparencies. To assess comprehension, use the Section Quiz on page 87 of UnitResource Book: Africa. To assess comprehension of the chapter, have students completeChapter Test, Form A, on pp. 91–95.


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Before Reading

ACTIVATING PRIOR KNOWLEDGE Use Agree/Disagree in the Best Practices Toolkitas a motivational prereading activity. Write these statements and any others you create onthe blank transparency. Ask students to indicate whether they agree or disagree with eachstatement. Here are some examples:

1. Europe had a strong impact on the culture of North Africa.

2. Carthage was a major North African city-state in Phoenicia.

3. Rome fell to Carthage in a series of wars called the Punic Wars.

4. Over 2 million people live in the Sahara.

5. As in other areas of the world, the population in North Africa has been migrating to thecities over the last few decades.

6. A jellaba is a type of open-air market in North Africa.

During Reading

FOCUSED READING Use the SQ3R activity in the Best Practices Toolkit for takingnotes on Section 3. First survey the text and make predictions about the reading. Use thetransparency to model summarizing key points. Then have student partners finish the activity.

EXAMPLES: SURVEY

• North Africa is a predominantly Muslim region.

• The Maghrib has its own unique geography.

• The government and economies of Algeria, Libya, and Morocco vary.

Next, turn the subheads into questions and then read to answer the questions.

EXAMPLES: QUESTIONS

1. How did North Africa become a mostly Muslim region?

2. What are the government and economies of this region like?

After Reading

ASSESSING COMPREHENSION Have students evaluate the statements on theirAgree/Disagree activity again. Ask them to write an explanation of how their understandingchanged and why.


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Three Trading Empires


1.01, 1.03, 1.06, 2.02, 2.03, 2.05, 2.06, 5.04


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 2.03, 4.01, 4.02, 5.02, 5.04, 7.01, 7.02, 8.01, 8.02, 10.01, 11.04, 12.03, 13.01


Regional Atlas and Country Almanac, PE/TEpp. 178–189

CHAPTER OPENER:

! Connect Geography & History, PE/TE pp.234–235; and @ ClassZone.com

! World Cultures & Geography Video, DVDand on Power Presentations DVD-ROM

! Time Line Discussion, TE p. 234! Read for the Essential Question, TE p. 236! Interactive Reading/Vocabulary, PE/TE p.


Section Objectives

1. Explain the rise of the three West Africantrading empires

2. Describe European imperialism in Africaand its impact

3. Summarize how African colonies gainedindependence


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 237; UTB TT20! Connecting to Your World, PE/TE p. 237! Think, Pair, Share: Pair Activity—Three Trading Empires, TE p. 237! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Vocabulary Quiz,TE p. 236

Clarifying theDivision of Africa,TE p. 239


On-level

Section 1: ThreeTrading Empires,PE/TE pp. 236–241

RSG, URB pp.107–108


Map and GraphSkills, URB p. 137



English Learners


Key AcademicVocabulary, TE p.239



World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 149Chapter 9: West Africa North Carolina Core Lesson Plan, Sec. 1

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SECTION 1: THREE TRADING EMPIRES, CONTINUED

All Students

! Talk About It: Small Group Discussion—European Imperialism, TE p. 239! Think, Pair, Share: Pair Activity—African Colonies Gain Independence, TE p. 240! More About: Camels in West Africa, TE p. 237; Mansa Musa and Timbuktu, TE p. 238! History Makers, PE/TE p. 239! Comparing Forms of Colonial Rule, PE/TE p. 240! Comparing Regions, TE p. 240








! EasyPlanner DVD-ROM; Resources2GoUSB drive: All worksheets and editablelesson material


! Connect to Art: Illustrating the WestAfrican Empires, TE p. 238

! Connect to Language Arts: A Trader’sDiary, TE p. 238

! Tiered Activity: Explore Issues in Africa,TE p. 240

! Team Teaching, BPTK p. 29


Core Assessment



Test Generator CD-ROM; Section Quiz! Student Products—Guidelines and

Rubrics, BPTK pp. 1–14

Reteaching





150 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaNorth Carolina Core Lesson Plan, Sec. 1 Chapter 9: West Africa

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1 Activate Prior KnowledgeDraw a Cluster Diagram from the Best Practices Toolkit. Write “West African Trade”in the center oval. Then have students discuss how trade might help build an empire. Toget them started, point out that trade was critical to West Africa’s historic empires. Tellthem they’ll learn more about trade in West Africa as they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students look at the photograph on the first page ofthe section. Ask them to close their eyes and use their senses to imagine what it wouldbe like to be part of that camel caravan. What words would they use to describe theexperience? (hot, dry, sandy, dusty, exhausting)

BUILD VOCABULARY Have pairs of students create a flash card for each of theTerms & Names in the section. Ask them to use the Flash Card Game from the BestPractices Toolkit to take turns “testing” each other.


• Explain the rise of the three West African trading empires• Describe European imperialism in Africa and its impact• Summarize how African colonies gained independence

4 Support Student ReadingCOOPERATIVE WORK Model a Venn Diagram from the Best Practices Toolkit.Have students use several of these diagrams to compare the West African countriescovered in this section.


1. Where did the first West African trading empire develop?2. Who was Mansa Musa?3. Why were European countries interested in having colonies in Africa?


World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 151Chapter 9: West Africa Strategies for English Learners, Sec. 1

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Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best PracticesToolkit to have student groups of three scan the text to preview content, visuals, and keyterms. Using the transparency, model the recording process as students follow. Enter “ThreeTrading Empires” in the center. Put the subheads into the surrounding circles. Instructstudents to scan for visuals and boldfaced terms, adding them to the appropriate subheads.

During Reading

FOCUSED READING Use a Read Aloud/Think Aloud activity in the Best PracticesToolkit to help students focus on the main points of the section. Present the section topic andtitle. Read aloud a portion of the section, stop at intervals, and summarize what you have read.Point out how signal words or context clues help you to make sense of the text. If the textis unclear or confusing at a certain point, say so aloud and then tell students you will eitherreread or read further to try to understand. When you finish reading the section, summarizeout loud for students what you have read and state any thoughts or questions you now have.

After Reading

ASSESSING COMPREHENSION Assign pairs of students to outline a subsection ofSection 1. Have students share their outlines in class to create a complete outline of thesection. Here is a beginning:

I. Three Trading Empires

A. GhanaB. GhanaC. Songhai

1. Developed along the border between what is now Mali and Niger2. Controlled trans-Saharan trade3. Sunni Ali ruled Songhai from 1464 to 14924. Askia Muhammad enlarged the empire, and promoted the spread of both

Islam and trade

152 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaStrategies for Inclusion, Sec. 1 Chapter 9: West Africa

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Nigeria and Ghana


1.01, 2.01, 2.05, 2.06, 3.01, 4.06



10.01, 10.02, 10.03, 10.04, 11.01, 11.02, 12.01, 12.02


CHAPTER OPENER:



Section Objectives

1. Describe Nigeria’s culture, government,and economics, and the challenges it faces

2. Describe Ghana’s government, culture,and economics and the challenges it faces


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 243; UTB TT17! Connecting to Your World, PE/TE p. 243! Reader, Recorder, Reporter: Small Group Activity—Nigeria, TE p. 243! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Play a VocabularyCard Game, TE p.242


On-level

Section 2: Nigeriaand Ghana, PE/TEpp. 242–249



Write a Citizen’sOp-Ed Piece, TE p.244

Connect to Art,URB p. 143

Primary Source,URB p. 145


English Learners


Vocabulary:Cognates, TE p.244



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SECTION 2: NIGERIA AND GHANA, CONTINUED

All Students

! Think, Pair, Share—Pair Activity: Ghana, TE p. 246! Talk About It—Small Group Discussion: West African Regions, TE p. 248! More About: The Niger River, TE p. 243; Chinua Achebe and Wole Soyinka, TE p. 244;

Democratic Elections in Nigeria, TE p. 245; Kwame Nkrumah, TE p. 246; Transportationin West Africa, TE p. 249

! Analyzing Primary Sources, PE/TE p. 245! Connect to Art, PE/TE p. 246! Comparing West African Regions, PE/TE pp. 248–249




! Map Transparency, UTB TT23! After-Reading Activities: BPTK TT49–62;






! Connect to Drama: Roleplay for HumanRights, TE p. 245

! Connect to Language Arts: Election DiaryEntries, TE p. 245; Describe Adaptationsto Local Geography, TE p. 249

! Connect to Art: Create a Display of LocalDaily Life, TE p. 249

! Tiered Activity: African Culture, TE p.246

! Tiered Activity: Compare Desert andCoastal Life in Africa, TE p. 248


Core Assessment




Reteaching






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Nigeria and Ghana

1 Activate Prior KnowledgeBegin a class discussion about Nigeria and Ghana. Model a T-Chart from the BestPractices Toolkit. Label the first column “Nigeria;” label the second, “Ghana.” Writestudents’ ideas under the appropriate columns. Tell students that they will learn moreabout these countries when they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the feature comparing desert andcoastal life in West Africa. Ask them to use their own words to describe the aspects oflife revealed in the photographs? Ask: How do people in each of these settings make aliving? (Desert: herding animals; Coastal: fishing)

BUILD VOCABULARY Explain and discuss the following key terms from thesection: coup and subsistence. Then have partners use Peer Tutoring and the FlashCard Game from the Best Practices Toolkit to check their understanding of the terms.


• Describe Nigeria’s culture, government, and economics, and the challenges it faces• Describe Ghana’s government, culture, and economics and the challenges it faces

4 Support Student ReadingCOOPERATIVE WORK To help students summarize information about Nigeria andGhana, have groups do a Jigsaw Reading activity from the Best Practices Toolkit.


1. What are the three largest cultural groups in Nigeria?2. How has oil production led to problems in Nigeria?3. Who served as Ghana’s first president?



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Nigeria and Ghana

Before Reading

ACTIVATING PRIOR KNOWLEDGE Use Agree/Disagree in the Best Practices Toolkitas a motivational prereading activity. Write these statements and any other you create onthe blank transparency. Ask students to indicate whether they agree or disagree with eachstatement. Here are some examples:

1. European colonization led to political instability once African nations gained theirindependence.

2. Nigeria is Africa’s least populous nation.

3. Ken Saro-Wiwa became Nigeria’s first president.

4. Ghana adopted a new constitution and became a multi-party democracy in 1992.

5. Kwame Nkrumah became Ghana’s first president.

During Reading


EXAMPLES: ETHNIC GROUPS OF NIGERIA

Main Ideas Visuals Supporting DetailsThe many culturalgroups in Nigeriaare both a source ofstrength and conflict.

Map: Ethnic Groups ofNigeria

3 largest groups arethe Hausa, Yoruba, andIgbo

Conflict led to a coupin 1966, followed bycivil war

After Reading

ASSESSING COMPREHENSION Have students evaluate the statements on theAgree/Disagree activity again. Ask them to write an explanation of how their understandingchanged and why.


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Mali and Côte d’lvoire


1.01, 1.04, 2.01, 2.02, 2.03, 2.05, 2.06, 4.01, 4.05, 4.08


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 2.03, 4.01, 5.01, 5.02, 5.03, 6.03, 7.02, 8.01, 8.02, 9.01, 10.01, 10.02, 11.01,

11.02, 11.03, 11.04, 12.01


CHAPTER OPENER:

! Spider Map, BPTK TT32! Read for the Essential Question, TE p. 250! Interactive Reading/Vocabulary, PE/TE p.


Section Objectives

1. Describe Mali’s history sinceindependence, economy, and culture

2. Describe Côte d’Ivoire’s history sinceindependence, economy, and culture


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 251; UTB TT17! Connecting to Your World, PE/TE p. 251! Talk About It: Small Group Discussion—Mali, TE p. 251! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Vocabulary: WordWheel, TE p. 250

Clarifying Pastand Present, TE p.254


On-level

Section 3: Maliand Côte d’Ivoire,PE/TE pp. 250–256



InterdisciplinaryProjects, URB pp.140, 141


English Learners


Vocabulary:Cognates, TE p.254



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SECTION 3: MALI AND CÔTE D’LVOIRE, CONTINUED

All Students

! Think, Pair, Share—Pair Activity: Côte d’Ivoire, TE p. 254! More About: Djenné, TE p. 251; Salif Keita, TE p. 252; Yamoussoukro, TE p. 254; Félix

Houphouët-Boigny, TE p. 255; Abidjan, Côte d’Ivoire, TE p. 255; World Cup Soccer andCôte d’Ivoire, TE p. 255

! Fun Facts, PE/TE p. 254! Comparing Regions, TE p. 253! Make It Fun: Teacher-Tested Activity, TE p. 257





! Cultures Transparencies, UTB TT24,TT25





! Connect to Civics: Becoming aCivic-Minded Citizen, TE p. 252

! Connect to Art: Make a Daily Life Poster,TE p. 253

! Connect to Language Arts: AnInterview-Based Essay, TE p. 253

! Tiered Activity: Promote Côte d’Ivoire,TE p. 255



Core Assessment

! Student Products, BPTK pp. 1–14! Section Quiz, URB p. 149! Interactive Review, PE/TE p. 257; and @



Test Generator CD-ROM

•Section Quiz•Chapter Tests: Forms A, B, & C (andSpanish A, B, & C)

Reteaching






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1 Activate Prior KnowledgeModel the KWL Chart in the Best Practices Toolkit. Then have students begin a KWLChart on Mali and Côte d’Ivoire. Begin by asking students what they know aboutthese countries. Explain that Côte d’Ivoire means “ivory coast.” Have students use thediscussion to fill in the first column of the KWL Chart. Then have them fill in thesecond column, writing any questions they may have. Tell students to fill in the thirdcolumn after they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students look through the visuals in this section, askingthem questions to help them recognize details. List what they see on the board.

BUILD VOCABULARY Model a Word Square from the Best Practices Toolkitfor federation. Then have student partners do a Word Square for infrastructure anddiscuss it in class.


• Describe Mali’s history since independence, economy, and culture• Describe Côte d’Ivoire’s history since independence, economy, and culture

4 Support Student ReadingCOOPERATIVE WORK To help students summarize information about Mali andCôte d’Ivoire, have groups do a Jigsaw Reading activity from the Best Practices Toolkit.


1. What difficulties has Mali faced since independence?2. What crops does Mali produce?3. What is the capital of Côte d’Ivoire?



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Before Reading


During Reading


After Reading

ASSESSING COMPREHENSION Work with students on a Collaborative Rereadingactivity from the Best Practices Toolkit. Show students the transparency. Make sure theReader is writing down questions and that the Listener is noting the main ideas. Encouragepairs to discuss each section of text. Here is an example for the subhead “[Mali’s] HistorySince Independence.”

EXAMPLES: QUESTION

• What problems has Mali struggled with since independence?

EXAMPLES: MAIN IDEAS

• Mali’s problems have included inflation and droughts that led to famine.


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Ethiopia


1.01, 1.03, 2.06, 3.01, 3.02, 4.01, 4.07, 4.08



10.01, 10.02, 10.03, 10.04, 11.02, 11.03, 11.04, 12.01, 12.02


CHAPTER OPENER:

! Connect Geography & History, PE/TEpp . 260–261; and @ ClassZone.com


! Time Line Discussion, TE p. 260! Read for the Essential Question, TE p. 262! Interactive Reading/Vocabulary, PE/TE

p. 262 TT9–TT16, TT28

Section Objectives

1. Summarize the important events inEthiopia’s history of independence

2. Identify the challenges of Ethiopia’sgovernment and economy

3. Describe the culture of contemporaryEthiopia


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 263; UTB TT26! Connecting to Your World, PE/TE p. 263! Think, Pair, Share: Pair Activity—A History of Independence, TE p. 263! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Record Terms andDefinitions TE p.262

Chart Ethiopia’sGovernment,Economy, andChallenges TEp. 265

RSG w/ SupportURB pp.175–76

On-level

Section 1:Ethiopia, PE/TEpp. 262–267

RSG URB pp.165–166


AnalyzingEthiopia’sGeographicLocation, TEp. 264

DifferentiationActivity Bank:Strategies forPre-AP, BPTKpp. 195–200

English Learners


Vocabulary:Idioms, TE p. 264


RSG w/Support,Spanish, URBpp. 195–196

eEdition withaudio

World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 161Chapter 10: East, Central, and Southern Africa North Carolina Core Lesson Plan, Sec. 1

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SECTION 1: ETHIOPIA, CONTINUED

All Students

! Reader, Recorder, Reporter: Small Group Activity—Government and Economics, TE p. 265! Think, Pair, Share: Pair Activity—Ethiopian Culture and Life, TE p. 266! More About: The Rock Churches at Lalibela, TE p. 263; Haile Selassie and Mengistu, TE p. 264! Fun Facts, TE p. 265! Comparing African Crops, PE/TE p. 266





! Map Transparency, UTB TT33! After-Reading Activities: BPTK BPTK

TT49–62; and @ClassZone.com! Animated Geography, Power

Presentations, DVD-ROM; and@ ClassZone.com


! EasyPlanner DVD-ROM; Resources2GoUSB drive: All worksheets and editablelesson material


! Tiered Activity: Brochure on Ethiopia, TEp. 266



Core Assessment

! Section Assessment PE/TE p. 267;Interactive Review @ ClassZone.com

! McDougal Littell Assessment System:Test Generator CD-ROM, Section Quiz

! Student Products-Guidelines and RubricsBPTK pp. 1–14

Reteaching




! Test Practice and Review Workbook,pp. 71–72

162 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaNorth Carolina Core Lesson Plan, Sec. 1 Chapter 10: East, Central, and Southern Africa

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Ethiopia

1 Activate Prior KnowledgeUse a Round Robin activity from the Best Practices Toolkit to have students generate asmany facts, ideas, and questions as they can about Ethiopia today. Write the topic on theboard and have groups of students spend three to five minutes discussing it. Remindthem to draw on what they have learned from magazines such as National Geographicor from television documentaries. After you call time, have the groups share their ideas.Write their responses on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the maps and images in the section.Ask them to point out prominent physical features on the maps and name them. Forexample, what is the closest body of water to Ethiopia? (Red Sea) Then ask them to usetheir own words to describe the trade routes of Ancient Aksum.

BUILD VOCABULARY Have pairs of students create a flash card for each of theterms and names in the section. Ask them to use the Flash Card Game from the BestPractices Toolkit to take turns “testing” each other.


• Summarize the important events in Ethiopia’s history of independence• Identify the challenges of Ethiopia’s government and economy• Describe the culture of contemporary Ethiopia

4 Support Student ReadingCOOPERATIVE WORK To help students understand and organize informationabout Ethiopia, have student pairs complete a Cluster Diagram from the Best PracticesToolkit.


1. Where was ancient Aksum located?2. What steps did Haile Selassie take to modernize Ethiopia?3. What cereal grain is native to Ethiopia?


World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 163Chapter 10: East, Central, and Southern Africa Strategies for English Learners, Sec. 1

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Ethiopia

Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best PracticesToolkit to have student groups of three scan the text to preview content, visuals, and keyterms. Using the transparency, model the recording process as students follow. Enter“Ethiopia” in the center. Put the subheads into the surrounding circles. Instruct students toscan for visuals and boldfaced terms, adding them to the appropriate subheads.

During Reading


After Reading

ASSESSING COMPREHENSION Assign pairs of students to outline a subsection ofSection 1. Have students share their outlines in class to create a complete outline of thesection. Here is a beginning:

I. A History of Independence

A. Aksum was the first kingdom to develop in Ethiopia.B. Ancient Aksum

1. Centered in the Horn of Africa2. Traded with Arabia, India, and possibly China3. Built carved stone pillars called obelisks

164 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaStrategies for Inclusion, Sec. 1 Chapter 10: East, Central, and Southern Africa

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Kenya


1.01, 1.03, 1.06, 2.01, 2.03, 2.06, 3.02, 4.05


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 4.02, 5.02, 5.04, 7.02, 8.01, 8.02, 9.01, 9.02 , 9.04, 10.01, 10.02, 10.03,

10.04, 11.01, 11.02, 11.03


CHAPTER OPENER:



Section Objectives

1. Describe how Kenya was controlled byforeign powers and how it eventuallyachieved independence

2. Summarize key aspects of Kenyan societytoday

3. Explain how Kenya’s government andeconomy work


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 269; UTBTT26! Connecting to Your World, PE/TE p. 269! Talk About It: Small Group Discussion—History of a Trading Region, TE p. 269! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Vocabulary:Definition Mapping,TE p. 268

Clarify PoliticalTerminology, TEp. 271


On-level

Section 2: Kenya,PE/TE pp. 268–273

RSG URBpp. 167–168


ResearchContemporaryKenyan Issues, TEp. 271

World Literature,URB p. 241

GeographyProject, URBp. 243


English Learners


Comprehension:Connection, TEp. 270


RSG w/ Support,Spanish, URBpp. 197–198

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SECTION 2: KENYA, CONTINUED

All Students

! Reader, Recorder, Reporter—Small Group Activity: Life in Kenya, TE p. 271! Talk About It—Small Group Discussion: Government and Economy, TE p. 272! More About: Mombasa, TE p. 269; The Mau Mau Rebellion, TE p. 270; Kenya’s President,

Mwai Kibaki, TE p. 271; Kenyan Track and Field Achievements, TE p. 271! Comparing Trade Across Regions, PE/TE p. 270! Analyzing Primary Sources, PE/TE p. 272




! Map Transparency, UTB TT34! Cultures Transparency, UTB TT35! After-Reading Activities: BPTK

TT49–TT62; and @ ClassZone.com! Animated Geography, Power Presentations





! Tiered Activity: Time Line of Kenya’sHistory, TE p. 272



Core Assessment

! Section Assessment PE/TE p. 273;Interactive Review @ ClassZone.com


CD-ROM; Test Generator CD-ROM;Section Quiz

Reteaching

! Reteaching Acitvity, URB p. 225



! Test Practice and Review Workbook,pp. 73–74


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Kenya

1 Activate Prior KnowledgeBegin a class discussion about Kenya’s history and Kenya today. Model a T-Chart fromthe Best Practices Toolkit. Label the first column “Kenya’s History;” label the second,“Kenya Today.” Write students’ ideas under the appropriate columns. Tell students thatthey will learn more about Kenya when they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the graph on Kenya’s economic activitiesat the end of the section. Ask them to point to the wedge that represents agriculturein Kenya. What percentage of Kenya’s economic activity in 2004 was involved withagriculture? (26 percent) Ask students how important tourism is in Kenya. (Half amillion tourists visit Kenya each year. Tourism accounts for 12 percent of the economy.)

BUILD VOCABULARY Explain and discuss the following key terms and namesfrom the section: safari, monsoon, and Jomo Kenyatta. Then have partners use PeerTutoring and the Flash Card Game from the Best Practices Toolkit to check theirunderstanding of the terms.


• Describe how Kenya was controlled by foreign powers and how it eventuallyachieved independence

• Summarize key aspects of Kenyan society today• Explain how Kenya’s government and economy work

4 Support Student ReadingCOOPERATIVE WORK To help students summarize information about Kenya, havegroups do a Jigsaw Reading activity from the Best Practices Toolkit.


1. What are hunting or exploring expeditions to Kenya called?2. What steps did Jomo Kenyatta take to modernize Kenya?3. What is Kenya’s largest ethnic group?



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Kenya

Before Reading


1. Kenya is a historic trading region.

2. Swahili is a major language in Africa today.

3. The Mau Mau were a resistance group that led a protest against the British in Africa.

4. Most Kenyans live in rural areas.

5. Coffee and tea are Kenya’s major products.

During Reading

FOCUSED READING Use the SQ3R activity in the Best Practices Toolkit. First surveythe text and make predictions. Next use the transparency to model summarizing key points.Then have student partners finish the activity.

EXAMPLES: SURVEY

• East Africa’s trading cities such as Mombassa traded with Italian cities during theRenaissance

• Jomo Kenyatta did much to modernize Kenya.

Next, turn the subheads into questions and read to answer the questions.

EXAMPLES: QUESTIONS

• How did Kenya become a trading region?

• In what ways did Europe dominate Kenya?

• What is daily life in Kenya like?

After Reading



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Democratic Republic of theCongo


1.01, 1.02, 1.03, 2.05, 2.06, 3.01



9.01, 9.03, 10.01, 10.02, 10.04, 11.01, 11.02, 11.03


CHAPTER OPENER:

! Y Chart, BPTK TT23! Read for the Essential Question, TE p. 274! Interactive Reading/Vocabulary, PE/TE p.


Section Objectives

1. Summarize the history of the Congoregion leading to the establishment of theDemocratic Republic of the Congo

2. Describe the culture and life of Congo3. Identify Congo’s chief economic resources

and the make-up of its government


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 275; UTB TT26! Connecting to Your World, PE/TE p. 275! Reader, Recorder, Reporter: Small Group Activity—A River Culture, TE p. 275! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Match Terms andDefinitions, TE p.274


On-level

Section 3:DemocraticRepublic of theCongo, PE/TE pp.274–279



Illustrate theCongo’s History,TE p. 276

InterdisciplinaryProjects, URB pp.212, 214


English Learners


Vocabulary: LatinDerivatives, TE p.276



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SECTION 3: DEMOCRATIC REPUBLIC OF THE CONGO, CONTINUED

All Students

! Think, Pair, Share—Small Group Activity: Culture and Life in Congo, TE p. 277! Talk About It—Small Group Discussion: Economics and Government, TE p. 278! More About: The Congo River, TE p. 275; Mobutu Sese Seko, TE p. 276; Kinshasa, TE p. 277! Connect to Art, TE p. 278! Make It Fun: Teacher-Tested Activities, PE/TE p. 277









! Connect to Music: Listen to CongoleseMusic, TE p. 621

! Connect to Civics: Create a CongoleseReform Plan, TE p. 621

! Tiered Activity: Report on Congo, TE p.622



Core Assessment




Reteaching






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1 Activate Prior KnowledgeModel the KWL Chart in the Best Practices Toolkit. Then have students begin a KWLChart on the Democratic Republic of the Congo. Ask students what they know aboutthe history or modern life of the country. Have students use the discussion to fill in thefirst column of the KWL Chart. Then have them fill in the second column, writingany questions they may have. Tell students to fill in the third column after they readthe section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the map and images in the section. Askthem to talk about what they learn about Congo through these visuals. Ask: Whataspects of Congo’s culture did you find interesting? (Answers will vary, but mightinclude references to Kente cloth or to Congolese foods or music.)

BUILD VOCABULARY Discuss the following key terms and names from thesection: Pygmy, hunter-gatherer, Leopold II, and Mobuto Sese Seko. Then have studentpartners use the Flash Card Game from the Best Practices Toolkit to take turnsquizzing each other.


• Summarize the history of the Congo region leading to the establishment of theDemocratic Republic of the Congo

• Describe the culture and life of Congo• Identify Congo’s chief economic resources and the make-up of its government

4 Support Student ReadingCOOPERATIVE WORK Use a Carousel Report activity from the Best PracticesToolkit. Assign each student group one of the following groups: Congo’s History,Congo’s Culture, Congo’s Government and Economics. Have groups gather informationand present it to the class.


1. Who were the Congo’s earliest inhabitants?2. Which leader changed the name of the Democratic Republic of the Congo to Zaire?



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Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best PracticesToolkit to have student groups of three scan the text to preview content, visuals, and key terms.Using the transparency, model the recording process as students follow. Enter “DemocraticRepublic of the Congo” in the center. Put the subheads into the surrounding circles. Instructstudents to scan for visuals and boldfaced terms, adding them to the appropriate subheads.

During Reading


EXAMPLES: QUESTIONS

• Why did King Leopold want to have his own personal African colony?

• What is the dominant religion in the Congo?

After Reading

ASSESSING COMPREHENSION Model a Collaborative Rereading activity fromthe Best Practices Toolkit. Display the transparency and explain the roles of the Readerand the Listener.

EXAMPLES: QUESTIONS

• How did President Mobutu become president of the Democratic Republic of the Congo?

• What natural resources does Congo have?

EXAMPLES: MAIN IDEAS

• The Congo River is an important geographic feature in the region.• From whom did most of today’s Congolese descend?


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South Africa


1.01, 1.03, 1.06, 2.01, 2.02, 2.05, 2.06, 3.01, 4.06, 4.07



10.01, 10.02, 10.03, 10.04, 11.03, 12.01, 12.02


CHAPTER OPENER:



Section Objectives

1. Explain how Boer and British settlersaffected the lives of black South Africans

2. Describe contemporary South Africansociety

3. Evaluate the effectiveness of SouthAfrica’s government and economy today


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 281; UTB TT26! Connecting to Your World, PE/TE p. 281! Think, Pair, Share: Pair Activity—Competition for the Land, TE p. 281! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Terms in Context,TE p. 280

Clarify CulturalTerminology, TE p.282


On-level

Section 3: SouthAfrica, PE/TE pp.280–285




Connect toCulture, URB p.216


English Learners


Vocabulary:Key AcademicVocabulary, TE p.282



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SECTION 4: SOUTH AFRICA, CONTINUED

All Students

! Talk About It—Small Group Discussion: South African Life and Culture, TE p. 283! Reader, Recorder, Reporter—Small Group Activity: Government and Economics, TE p. 284! More About: South African Elections, TE p. 281; The African National Congress, TE p. 282;

Ladysmith Black Mambazo, TE p. 283! History Makers, PE/TE p. 282! Connect to Economics, PE/TE p. 284









! Connect to Math: Calculate PopulationGroups, TE p. 283

! Tiered Activity: Visual Display on SouthAfrica, TE p. 284



Core Assessment




Reteaching






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South Africa

1 Activate Prior KnowledgeUse the P.L.A.N. activity from the Best Practices Toolkit to have student groups of threescan the text to preview content, visuals, and key terms. Using the transparency, modelthe recording process as students follow. Enter “South Africa” in the center. Put thesubheads into the surrounding circles. Instruct students to scan for visuals and boldfacedterms, adding them to the appropriate subheads.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students look at the photograph of Johannesburg,South Africa, at the beginning of the section. Ask them to describe what they see in thephoto, and list their comments and ideas on the board. Ask: What does this photographsuggest about modernization in South Africa? (Cities such as Johannesburg appear tobe as modern as any city in the United States.)

BUILD VOCABULARY Explain and discuss the following key terms from thesection: Boer, Afrikaner, apartheid, and sanction. Then have student partners use theFlash Card Game from the Best Practices Toolkit to take turns quizzing each other.


• Explain how Boer and British settlers affected the lives of black South Africans• Describe contemporary South African society• Evaluate the effectiveness of South Africa’s government and economy today

4 Support Student ReadingCOOPERATIVE WORK To help students understand the information under the firstheading of the section, have student groups do a Reciprocal Questioning activity fromthe Best Practices Toolkit in class. Then after students have finished reading the section,assign the groups the remaining headings in the section.


1. What was the system of minority control in South Africa called?2. What are economic sanctions?3. How many official languages exist in South Africa?



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South Africa

Before Reading

ACTIVATING PRIOR KNOWLEDGE Use a Round Robin activity from the BestPractices Toolkit to have students generate as many facts, ideas, and questions as they canabout South Africa. Write the topic on the board and have groups of students spend three tofive minutes discussing it. Encourage them to draw on what they have learned from movies,television and magazines such as National Geographic. After you call time, have the groupsshare their ideas. Write their responses on the board.

During Reading


EXAMPLE: APARTHEID

Main Ideas Visuals Supporting Details

Apartheid was a systemthat established racialsegregation in SouthAfrica.

Voting LinesNelson Mandela

Opposition within thecountry and from othercountries eventuallybrought apartheid to anend.Mandela becamepresident in 1991.

After Reading

ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activityfrom the Best Practices Toolkit to summarize information about each of the subtopics inthis section. Give each group a copy of the transparency and ask them to list the two orthree most important ideas in the subtopic they have been assigned. Here are examples for“Colonizers Clash.”

• The Dutch East India Company brought settlers to South Africa in 1652. They laterbecame known as Boers.

• Dutch language blended with native languages to form a new language, Afrikaans.


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Zimbabwe, Botswana, andAngola


1.01, 1.06, 2.01, 2.05, 2.06, 3.02, 4.06



10.04, 11.01, 11.02, 11.03, 11.04


CHAPTER OPENER:

! Spider Map, BPTK TT32! Read for the Essential Question, TE p. 286! Interactive Reading/Vocabulary, PE/TE p.


Section Objectives

1. Describe Zimbabwe’s history, culture,government, and economy

2. Describe Botswana’s history, culture,government, and economy

3. Describe Angola’s history, culture,government, and economy


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 287; UTB TT26! Connecting to Your World, PE/TE p. 287! Reader, Recorder, Reporter: Small Group Activity—Zimbabwe, TE p. 287! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



ClassifyVocabulary, TE p.286

Make InferencesAbout Botswana’sCulture, TE p. 290


On-level

Section 5:Zimbabwe,Botswana, andAngola, PE/TE pp.286–292



Map GreatZimbabwe, URBp. 288

Compare Forms ofGovernment, TE p.290


English Learners


Vocabulary:Idioms, TE p. 288



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SECTION 5: ZIMBABWE, BOTSWANA, AND ANGOLA, CONTINUED

All Students

! Think, Pair, Share—Pair Activity: Botswana, TE p. 289! Talk About It—Small Group Discussion: Angola, TE p. 291! More About: Victoria Falls, TE p. 287; Guerrilla Warfare, TE p. 288; Mugabe’s Land Reforms,

TE p. 289; The Economy of Botswana, TE p. 290! Connect to History, TE p. 288! History Makers, TE p. 290! Comparing African Governments, TE p. 291! Make It Fun: Teacher-Tested Activities, TE p. 293










! Connect to Health: Analyze Africa’s HighRates of HIV/AIDS, TE p. 289

! Tiered Activity: Illustrate Cultures, TE p.291



Core Assessment


! Section Quiz, URB p. 223! Interactive Review, PE/TE p. 293; and @



Test Generator CD-ROM• Section Quiz• Chapter Tests: Forms A, B, & C (andSpanish A, B, & C)

Reteaching




! Test Practice and Review Workbook,, pp.79–80


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1 Activate Prior KnowledgeUse a Round Robin activity from the Best Practices Toolkit to have students generate asmany facts, ideas, and questions as they can about Zimbabwe, Botswana, and Angola.Have groups of students spend five minutes discussing the topic. Ask them to draw onwhat they may have learned from television documentaries or news media. After youcall time, have the groups share their ideas. Write their responses on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the feature comparing the governmentsof Zimbabwe, Botswana, and Angola. Ask them to explain the differences betweenthese governments in their own words.

BUILD VOCABULARY Explain and discuss the following key terms from thesection: Great Zimbabwe, Rhodesia, land reform, and Marxist. Then have studentpartners use the Flash Card Game from the Best Practices Toolkit to take turnsquizzing each other.


• Describe Zimbabwe’s history, culture, government, and economy• Describe Botswana’s history, culture, government, and economy• Describe Angola’s history, culture, government, and economy

4 Support Student ReadingCOOPERATIVE WORK Model a Venn Diagram from the Best Practices Toolkit.Have students use Venn diagrams to compare the cultures of Zimbabwe, Botswana,and Angola.


1. Who has ruled Zimbabwe since independence?2. What is the official language of Botswana?3. What product accounts for 90 percent of Angola’s exports?



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Before Reading


1. Zimbabwe still suffers the effects of its colonization by the British.

2. Robert Mugabe has been a successful president of Zimbabwe.

3. Botswana has been successful despite its location in the Kalahari Desert.

4. Portugal colonized Angola in the 1500s.

5. Communist countries have intervened in Angola since independence.

During Reading

FOCUSED READING Have students use a T-Chart activity from the Best PracticesToolkit for taking notes on Section 5. Tell them to label the left column “The Countries’History” and the right column “The Countries Today.” Then have students take notes on thechart as they read.

The Countries’ History The Countries Today

Colonization and conflict Zimbabwe and Angola remain unstable and limitedeconomically, while Botswana is experiencing somesuccess.

After Reading



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Physical Geography ofSouthwest Asia


1.01, 1.03, 1.06, 2.01, 2.02, 2.03, 2.05, 2.06, 3.01, 3.02


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 2.01, 3.01, 3.03, 3.04


Regional Atlas and Country Almanac, PE/TEpp. 298–305

CHAPTER OPENER:

! Connect Geography & History, PE/TE pp.306–307; and @ ClassZone.com


! Time Line Discussion, TE p. 306! Read for the Essential Question, TE p. 308! Interactive Reading/Vocabulary, PE/TE p.


Section Objectives

1. Describe the physical features ofSouthwest Asia

2. Compare ancient and modern techniquesof providing water to the people of theregion

3. Identify reasons why Southwest Asia isprone to earthquakes


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 309; UTB TT1! Connecting to Your World, PE/TE p. 309! Think, Pair, Share: Pair Activity—Physical Features, TE p. 309! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Match Terms andDefinitions, TE p.308

Main Ideas andDetails, TE p. 310


On-level

Section 1: PhysicalGeography ofSouthwest Asia,PE/TE pp. 308–313

RSG, URB pp.3–4

VocabularyPractice, URB p.27


Conserving Waterin the Middle East,TE p. 310

Connect to Math,URB p. 38

English Learners




eEdition withaudio

World Cultures and Geography Lesson Plans 181Chapter 11: Southwest Asia and South Asia North Carolina Core Lesson Plan, Sec. 1

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SECTION 1: PHYSICAL GEOGRAPHY OF SOUTHWEST ASIA, CONTINUED

All Students

! Talk About It: Small Group Discussion—Providing Water, TE p. 310! Think, Pair, Share: Pair Activity—The Threat of Earthquakes, TE p. 313! More About: Mount Damavand, TE p. 309; The Rub al-Khali Desert, TE p. 310! Fun Facts!, PE/TE p. 310! Animated Geography: Qanats, PE/TE p. 311! Connect to Math, PE/TE p. 312




! Critical Thinking Transparency, UTB TT3! Map Transparency, UTB TT6! After-Reading Activities: BPTK TT49–62;



& Writing Center @ ClassZone.com! EasyPlanner DVD-ROM; Resources2Go



! Connect to Drama: Whose Water Is It?,TE p. 311

! Connect to Language Arts: Write AboutIt, TE p. 311

! Tiered Activity: Subregions of SouthwestAsia, TE p. 312

! Interdisciplinary Project: Water Shortagein the Middle East, URB p. 35



Core Assessment



Test Generator CD-ROM; Section Quiz! Student Products—Guidelines and

Rubrics, BPTK pp. 1–14

Reteaching





182 Lesson Plans World Cultures and GeographyNorth Carolina Core Lesson Plan, Sec. 1 Chapter 11: Southwest Asia and South Asia

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1 Activate Prior KnowledgeTo introduce the geography of Southwest Asia, have students do a Pair-Share activityfrom the Best Practices Toolkit. Have students discuss a time when they were faced withdifficult physical terrain or hostile weather conditions. Ask: Have you ever traveled inthe U.S. Southwest during the summer? What kind of conditions did you encounter?Explain that much of Southwest Asia is hot, desolate, and dry, as they’ll learn as theyread this section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the illustration of qanats in Section1. Have them explain in their own words how a qanat works and how it supportsagriculture. Ask: Why were qanats so useful? (Qanats gave humans access tounderground water for farming.)

BUILD VOCABULARY Have pairs of students create a flash card for each of theterms in this section. Ask them to use the Flash Card Game from the Best PracticesToolkit to take turns “testing” each other.


• Describe the physical features of Southwest Asia• Compare ancient and modern techniques of providing water to the people of the

region• Identify reasons why Southwest Asia is prone to earthquakes

4 Support Student ReadingCOOPERATIVE WORK To help students understand the physical geography ofSouthwest Asia, model a Reciprocal Questioning activity from the Best PracticesToolkit. Then have groups of students continue the activity.


1. What three continents meet in Southwest Asia?2. What is an oasis?3. What are the three subregions of Southwest Asia?

5 Prepare for AssessmentTo check comprehension, review the questions on TT72 of the Daily Test PracticeTransparencies. To assess comprehension, use the Section Quiz on page 41 of UnitResource Book: Southwest Asia and South Asia.

World Cultures and Geography Lesson Plans 183Chapter 11: Southwest Asia and South Asia Strategies for English Learners, Sec. 1

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Before Reading


Term Definition

peninsula Peninsula of Southwest Asia between the Red Sea and Persian Gulf

Anatolian Peninsula In Southwest Asia between the Black Sea and Mediterranean

Tigris River A river of Southwest Asia that flows from a plateau on the AnatolianPeninsula to the Persian Gulf

Euphrates River A river of Southwest Asia that flows from a plateau on the AnatolianPeninsula to the Persian Gulf

oasis Fertile or green spot in desert created by underground water coming to thesurface

During Reading


EXAMPLES: QUESTIONS

• What two major rivers flow through Southwest Asia?

• How does a qanat work?

After Reading

ASSESSING COMPREHENSION Have students use a Frayer Model activity fromthe Best Practices Toolkit to summarize key ideas. Display the transparency and have pairsof students fill in the center space with the term peninsula. Then have them fill in the foursections of the graphic: 1) Definition of the term or topic; 2) Characteristics of the term ortopic; 3) Examples; and 4) Non-examples. Suggest that students use their textbooks if needed.

184 Lesson Plans World Cultures and GeographyStrategies for Inclusion, Sec. 1 Chapter 11: Southwest Asia and South Asia

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Physical Geography of SouthAsia


1.01, 1.03, 1.06, 2.01, 2.02, 2.03, 2.05, 2.06, 3.01, 3.02, 4.05


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 1.03, 2.01, 3.01, 3.04


CHAPTER OPENER:

! Three-Column Journal, BPTK TT21! Read for the Essential Question, TE p. 314! Interactive Reading/Vocabulary, PE/TE p.


Section Objectives

1. Identify the physical features of the Indiansubcontinent

2. Describe the extreme weather and naturaldisasters that are common in South Asia


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 315; UTB TT1! Connecting to Your World, PE/TE p. 315! Think, Pair, Share: Pair Activity—Physical Features of the Peninsula, TE p. 315! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Locate VocabularyTerms on a Map, TEp. 314

Define andIllustrate Terms,TE p. 316


On-level

Section 2: PhysicalGeography of SouthAsia, PE/TE pp.314–321

RSG, URB pp.5–6


InterdisciplinaryProjects:UnderstandingMonsoons, URBp. 36


English Learners


Vocabulary:Prefixes, TE p. 316



eEdition withaudio

World Cultures and Geography Lesson Plans 185Chapter 11: Southwest Asia and South Asia North Carolina Core Lesson Plan, Sec. 2

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SECTION 2: PHYSICAL GEOGRAPHY OF SOUTH ASIA, CONTINUED

All Students

! Reader, Recorder, Reporter—Small Group Activity: Extreme Weather and Natural Disasters,TE p. 318

! More About: Rainfall in India, TE p. 315; Mount Everest, TE p. 316; The Thar Desert, TEp. 317

! Comparing River Systems, PE/TE p. 316! Make It Fun: Teacher-Tested Activities, TE p. 316! Analyzing Primary Sources, PE/TE p. 318! Animated Geography: Monsoons, PE/TE pp. 320–321



! Critical Thinking Transparency, UTB TT4! Map Transparency, UTB TT7! After-Reading Activities: BPTK TT49–62;






! Connect to Art: South Asian IslandsPosters, TE p. 317

! Connect to Math: Estimating Distance, TEp. 317

! Tiered Activity: Natural Disasters in SoutAsia, TE p. 318

! Tiered Activity: Monsoons, TE p. 320! Student Products, BPTK pp. 1–14


Core Assessment




Reteaching





186 Lesson Plans World Cultures and GeographyNorth Carolina Core Lesson Plan, Sec. 2 Chapter 11: Southwest Asia and South Asia

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1 Activate Prior KnowledgeModel the KWL Chart in the Best Practices Toolkit. Then have students begin a KWLChart on the physical geography of South Asia. Begin by asking students what theyknow about monsoons. Point out that in some years India’s powerful monsoons gaininternational attention. Have students use the discussion to fill in the first column of theKWL Chart. Then have them fill in the second column, writing any questions theymay have. Tell students to fill in the third column after they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students look through the illustrations in this section,asking them questions to help them recognize details. List what they see on the board.

BUILD VOCABULARY In class, preview three sometimes violent weather patternsthat develop in South Asia: monsoons, cyclones, and tsunamis. After students finishreading, model a Comparison Matrix from the Best Practices Toolkit. Then have smallgroups complete a Comparison Matrix for any two of these weather phenomenons.


• Identify the physical features of the Indian subcontinent• Describe the extreme weather and natural disasters that are common in South Asia

4 Support Student ReadingCOOPERATIVE WORK To help students summarize information about thegeographic features of South Asia, have groups do a Jigsaw Reading activity fromthe Best Practices Toolkit.


1. What three major rivers flow through the Indian subcontinent?2. What mountain range in South Asia is the world’s tallest?3. What social problems can result from droughts in South Asia?

5 Prepare for AssessmentTo check comprehension, review the questions on TT73 of the Daily Test PracticeTransparencies. To assess comprehension, use the Section Quiz on page 42 of UnitResource Book: Southwest Asia and South Asia.

World Cultures and Geography Lesson Plans 187Chapter 11: Southwest Asia and South Asia Strategies for English Learners, Sec. 2

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Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best PracticesToolkit to have student groups of three scan the text to preview content, visuals, and keyterms. Using the transparency, model the recording process as students follow. Enter“Physical Geography of South Asia” in the center. Put the subheads into the surroundingcircles. Instruct students to scan for visuals and boldfaced terms, adding them to theappropriate subheads.

During Reading

FOCUSED READING Have students use a T-Chart activity from the Best PracticesToolkit for taking notes on Section 2. Tell them to label the left column “Geography ofSouth Asia” and the right column “Main Ideas.” Then have students take notes on thechart as they read.

Geography of South Asia Main Ideas

Himalayas The Himalayas extend east of the Hindu Kush.

They are the world’s highest mountains.

Mt. Everest is located in the Himalayas.

After Reading

ASSESSING COMPREHENSION Assign pairs of students to outline a subsection ofSection 2. Have students share their outlines in class to create a complete outline of thesection. Here is an example:

I. Physical Features of the Peninsula

A. A subcontinent is a large landmass that is part of a continent, but is considereda separate region.

B. Mountains and Plateaus

1. Northern mountains: Hindu Kush2. Himalayas: extend east of the Hindu Kush3. Western Ghats and Eastern Ghats run along the coastlines4. Deccan Plateau: largely arid area of high land

188 Lesson Plans World Cultures and GeographyStrategies for Inclusion, Sec. 2 Chapter 11: Southwest Asia and South Asia

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Documents

SECTION STRATEGIES FOR ENGLISH LEARNERS An E · PDF fileThen have them fill in the second column, ... NORTH CAROLINA CORE LESSON PLAN ... Strategies for English Learners Lesson Plans