Introduction to Sub-Saharan Africa (Vocabulary & Mapping)

2/17 – 2/18/2020

Standards/TEKS: §113.43. World Geography Studies (c): 2(B), 4(B), 8(C), 10(C), 11(A), 12(B), & 21(C)

Objectives:

Students will be able to…

• explain how changes in societies such as population shifts, technological advancements, and environmental
policies have led to diverse uses of physical features over time such as terrace farming, dams, and polders.
• describe different landforms such as plains, mountains, and islands and the physical processes that cause their
development.
• evaluate the economic and political relationships between settlements and the environment, including
sustainable development and renewable/non-renewable resources.
• compare the ways people satisfy their basic needs through the production of goods and services such as
subsistence agriculture versus commercial agriculture or cottage industries versus commercial industries.
• understand the connections between levels of development and economic activities (primary, secondary,
tertiary, and quaternary).
• evaluate the geographic and economic impact of policies related to the development, use, and scarcity of
natural resources such as regulations of water.
• create and interpret different types of maps to answer geographic questions, infer relationships, and analyze
change.

Essential Questions:

• DAY 1: What are some of the major terms associated with the physical, political, social, and economic geography
of Sub-Saharan Africa?
• DAY 2: What are some of the key physical features of Sub-Saharan Africa? What are some of the different
countries within Sub-Saharan Africa?

Materials/Technology:

• Individual/assigned seating
• Computer, speakers, overhead projector
• PowerPoint presentations (x2)
• Warm-up packets
• Textbooks
• Colored pencils
• Introduction work packet, 4 pages (approx. 280 copies)
• Applicable accommodations for 504, SPED, EL, and/or G/T students

Entry Activity:

• DAY 1: “Partner Pictionary” anticipatory learning activity as outlined in attached PowerPoint presentation
(warm-up activity).
• DAY 2: Physical features of Sub-Saharan Africa map review, as outlined in attached PowerPoint presentation
(warm-up activity).
Hook/Focus:

DAY 1: PowerPoint presentation, the teacher shall provide students with an overview of the two-week-long unit plan
that will culminate in a special movie activity. The teacher shall impress upon his/her students the necessity of paying
attention now for success later. The teacher shall also provide his/her students with benchmark/milestone examples for
completing this two-day-long lesson on time.

DAY 2: The teacher shall refocus students by referring back to assignment directions listed in attached PowerPoint
presentation.

Instructional Activities:

• On-Level/Engaged Students: Graphic organizer completed via direct lecture and co-operative learning with the
aid of textbooks and multimedia
• Advanced Students: All the above plus extension questions provided on a case-by-case basis
• Struggling Students/English Learners: Refer to IEPs, teacher’s notes, allow use of devices for translation
purposes
• Disengaged Students: Reminders to refocus, preferred seating, or teacher’s notes

Assessment: Completion of graphic organizer/worksheet is considered a double-formative assessment. This document is

designed to be used in conjunction with the attached PowerPoint presentation and course textbooks. Directions are
provided on each section of the worksheet.

Closure: The teacher shall, near the conclusion of class, refocus students and provide guidance for upcoming
assignments through the pre-filling of attached warm-up activities.

Reteach: Lesson could be retaught in a co-operative learning setting where students are assigned specific sections or
questions to answer as part of the overall activity.

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Created by Robert C. Ranstadler, M.Ed. student teacher, Houston Baptist University

Adapted from materials and inputs provided by the Atascocita High School World Geography Department, Mrs.
Katherine Becvar (supervising co-teacher), and Dr. Kristina Cerling (university observer).