Lesson Plan (4/1/2024)

Class: World Cultures

Grade Level: 10th Grade
Unit: Africa
Teacher: Mr. Crigger

Standard: SS-WH.9-12.20. Evaluate methods (violent revolutions, non-violent

protests, legal reforms) used to change or expand systems of power and/or
authority.

Supporting Standard: SS-WH.9-12.19. Compare various systems of government,

such as monarchies, democracies/republics, empires, and dictatorships, and their
methods of maintaining order and/or control. (eg. gunpowder empires,
development of representative governments, rise of nation-states, imperial systems
in the 19th & 20th centuries, communist states)

Learning Targets:
 I can identify the system of power/authority(formative)
 I can identify the methods used to change or expand systems (formative)
 I can evaluate methods used to change systems of power and/or
authority(summative)
 I can evaluate methods used to expand systems of power and/or
authority(summative)

Key Terms:
Evaluate: to judge or determine the significance, worth, or quality of
Methods of change: decisions or processes used to shift, modify or adjust a
current practice or tradition
System of Power: an organization, a group of organized people or
relationships that create influence or control over an issue or population
System of Authority: a legal or legitimate/acknowledged right to exercise
power
Anticipatory Set (5 min.) Housekeeping
- Talk about the Easter Weekend.
- Reminders: Africa Trip Activity (Turn-In) or it’s a 0. End of quarter starts
Friday.
- Plan for the week
o Tomorrow: finish up today’s material/start our research project.
o Wednesday: research project
o Thursday: research project
o Friday: research project
o Career Fair on Wednesday, it doesn’t affect this class, but sophomores
go down to the Aux gym during 4th period.
 I’ll be down there working at the Education table so please
come and talk to me.
- Plan for the day.
o Discussion/Article
o Learning Target
o Think-Pair-Share
- Also, tomorrow I have a professor from Loras coming to observe my
teaching. Please be on your best behaviors when she comes. I would say be
yourselves but that would scare me.

Teaching Activities (35 min.)

- When you researched those 15 most corrupt countries of Africa (from our
video), did you find any patterns with system of government they had? (5
min.) Why is Representative Democracy a challenge for African Countries?
- Article over “The Challenge of Representative Democracy in Africa.” (20
min.) https://oxgs.org/2023/05/04/challenge-of-democracy-in-africa/

- I can identify the methods used to change or expand systems.

o So, the first thing we did was identify the system of power/authority
and overall, it felt like you understood that very well.

- Think-Pair-Share (15 min.)

o (How do/can people bring about change in a country?)
  On your own (5 min.)
 Partner (5 min.)
 Together (5 min.)
 Make sure they are taking notes
o Examples
 Elections
 Military Coups: a sudden illegal, violent overtaking of
government power.
 Impeachment: bringing charges against a government official
for wrongdoing.
 Boycott: refusal to buy, use, or participate in
 Social Media?
 Peacefully Protest: the act of expressing disapproval through a
statement of action without the use of violence.
 Hunger Strike: the act of refusing to eat to protest.
 Example: prisoners have gone on a hunger strike to
protest prison conditions.
 Petitions: a request made for something desired
 Writing Constitutions: a legal document that outlines the
structure, powers, and limitations of a government.
 Violence: physical force
 War: intense conflict characterized by extreme violence.
Closure (2 min.)
- Best behaviors tomorrow!!
- Have a great rest of the day!!
Independent Practice:
- If needed, look up more systems of government that African countries have.
Assessment:
- Start summative on Wednesday
Materials:
- Computer, writing utensil, notebook.
Duration:
- 46 min.
 Lesson Plan (4/2/2024)

Class: World Cultures

Grade Level: 10th Grade
Unit: Africa
Teacher: Mr. Crigger

Standard: SS-WH.9-12.20. Evaluate methods (violent revolutions, non-violent

protests, legal reforms) used to change or expand systems of power and/or
authority.

Supporting Standard: SS-WH.9-12.19. Compare various systems of government,

such as monarchies, democracies/republics, empires, and dictatorships, and their
methods of maintaining order and/or control. (eg. gunpowder empires,
development of representative governments, rise of nation-states, imperial systems
in the 19th & 20th centuries, communist states)

Learning Targets:
 I can identify the system of power/authority(formative)
 I can identify the methods used to change or expand systems (formative)
 I can evaluate methods used to change systems of power and/or
authority(summative)
 I can evaluate methods used to expand systems of power and/or
authority(summative)

Key Terms:
Evaluate: to judge or determine the significance, worth, or quality of
Methods of change: decisions or processes used to shift, modify or adjust a
current practice or tradition
System of Power: an organization, a group of organized people or
relationships that create influence or control over an issue or population
System of Authority: a legal or legitimate/acknowledged right to exercise
power
Anticipatory Set
- Video on Nic Cheeseman (Inside Joke)
- Plan for the day.
- Career Day Tomorrow.
o Sophomores go 4th Hour.
Teaching Activities (40 min.)
- I can identify the methods used to change or expand systems.
- Scenario (25 min.)
o Give students a scenario of how they could create a plan to change or
expand systems of power within a country.
 Scenario:
 The United States has begun tapping people's phones and
computers for what they say are “national security
reasons.” Many have considered this to be
unconstitutional and demand change to this policy. What
are three ways in which Americans can bring about
change to this new policy?
 Students will work in groups of 2-3 and come up with
three (3) methods to change the scenario and describe
how they would go about making the change happen.
 Share out as a class (Class Discussion)

- Poster Board Activity (20 min.)

o 10 min. to create the best protest poster. Add a Color, slogan, etc.
based on the scenario of “National Security Reasons.”
o 10 min. to share what each student came up with.
 Ask follow up questions after each group presented.

Closure (2 min.)
- Career Fair Tomorrow
- Have a great rest of the day.
Independent Practice:
- If needed, look up more systems of government that African countries have.
Assessment:
- Start summative on Wednesday
Materials:
- Computer, writing utensil, notebook.
Duration:
- 46 min.
 Lesson Plan (4/3/2024)

Class: World Cultures

Grade Level: 10th Grade
Unit: Africa
Teacher: Mr. Crigger

Standard: SS-WH.9-12.20. Evaluate methods (violent revolutions, non-violent

protests, legal reforms) used to change or expand systems of power and/or
authority.

Supporting Standard: SS-WH.9-12.19. Compare various systems of government,

such as monarchies, democracies/republics, empires, and dictatorships, and their
methods of maintaining order and/or control. (eg. gunpowder empires,
development of representative governments, rise of nation-states, imperial systems
in the 19th & 20th centuries, communist states)

Learning Targets:
 I can identify the system of power/authority(formative)
 I can identify the methods used to change or expand systems (formative)
 I can evaluate methods used to change systems of power and/or
authority(summative)
 I can evaluate methods used to expand systems of power and/or
authority(summative)

Anticipatory Set:
- How was the career fair?
- Ready to start the summative?
Teaching Activities:
- I can evaluate methods used to change systems of power and/or authority
- I can evaluate methods used to expand systems of power and/or authority
- Research Project (20 min.)
o Go over the Rubric with them. (Print for students)
o What methods have/can people use to change or expand a system of
power and/or authority?
 Determine the methods used and why they used them:
 Countries to be used:
 Equatorial Guinea
 Zimbabwe
 Sudan
 Tanzania
 Zambia
 Choices for Presentation:
 Google Slides
 Walking through a museum
 Virtual tour
 Give an example of Issac Benavides
 Links to different components
 Back buttons
 Give an example of a bad one
 Logan Drury
 Tri-fold display
 Interactive book

o Pick groups of 2 at Random.

o Peer evaluation at the end.
o Begin Researching
o Due Monday before you get to class.

Closure (2 min.)
- Have a great rest of the day!!
Independent Practice:
- None
Assessment:
- Start summative on Wednesday
Materials:
- Computer, writing utensil, notebook.
Duration:
- 46 min.