SCHOOL DISTRICT OF HILLSBOROUGH COUNTY, FLORIDA
Middle Schools Social Studies
Grade Level Expectations Record Form
Africa
State Mandates
(a) The content of the Declaration of Independence
(b) The arguments in support of adopting our republican form of government
(c) The essentials of the United States Constitution
(d) Flag education
(e) The elements of civil government,
(f) The history of the Holocaust (1933-1945),
(g) The history of African Americans
(h) The elementary principles of agriculture.
(k) The history of the state.
(l) The conservation of natural resources.
(m) Environmental health
(o) The study of Hispanic contributions to the United States.
(p) The study of women's contributions to the United States.
(q) Patriotism, responsibility, citizenship, kindness, respect, honesty, self-control, tolerance, and cooperation.
(r) The sacrifices that veterans have made
(s) Celebrate Freedom Week.
The 6th Geography grade student will:
Time, Continuity, and Change [History]Describe the development of the trans-African slave trade and its interaction with America including Ghana’s ports. (g) /
Explain why after World War II many African nations declared independence and established new governments. (e)
Explain how Mansa Musa’s pilgrimage in 1324 effected the development of America. /
Explain why Europeans explored the African coast beginning in the late 1400’s. (g) /
What caused nationalism to grow in Africa and what effect did it have on the countinent? (e)
What role did Africa play in WWII supporting the Allies? /
Examine the interconnections between the United States' role as a superpower and the evolving political struggles in the Middle East, Africa, Asia, and Latin America. (e) /
Examine how the Phoenicians invented the alphabet, and taught several cultures their advanced system of writing. /
Explain how Europeans nations explored the interior of Africa to expand trade. (g)
Examine Liberia's history: Liberia is a West African nation originally founded by freed slaves from the American South between 1820 and 1865. (g) /
Explain why on August 20, 1998 the United States launched cruise missiles against a factory in Sudan that the Americans said manufactured chemical weapons. /
Trace the flight of Orphaned youngsters who fled their villages in Sudan in the 1980s, afraid they would be slaughtered as many of their families were by government troops. /
Examine the position African city-states played in the development of trade and cultures (Islamic and other).(g)
Discuss the development of the salt trade and its importance in Africa. (g)
Discuss the manner in which new governments are established in African nations. (e)
Trace the relationship between various ethnic groups in Africa in order to explain their friction and examine the ethnic strive that has existed throughout Africa’s history.
Discuss any of these pertinent interconnections Africa and America share:
African foods found in America (cassava, peanuts, sweet potatoes, and corn, coffee and tobacco, wheat, barley, oats, millet, and sugar beets), AIDS/ disease, Amistad, Apartheid
Babylonian math (base 60- minute, hour, second, 360* circle), Code of Hammurabi, colonization, David Livingston and missionaries, diamond trade and exploitation, Folk Tales (Mufaro's Beautiful Daughters), Gold and Salt trade, Islam, Kwanza, Liberia and James Monroe, Mali Empire, Mesopotamia’s 12 month calendar and plow, Naming Ceremonies, nomadic lifestyle (Mbuti), oral history, Phoenician alphabet, Prince Henry’s exploration, Safari Wildlife and Busch Gardens Serengeti, slave trade/ Triangular Trade route, The Phoenicians (alphabet, advanced system of writing), the Sudan Lost Boys, Timbuktu (e,g,m) /
Compare the major ethnic and religious groups in various countries in Africa.
Explain how family and tribal relationships influence African culture.
Identify the different ways in which Islam and Christianity influenced indigenous African cultures.
Explain how Islam became the dominant religion in Northern Africa.
Describe the social issues facing modern Africa.
Identify the inventions and innovations discovered by the ancient civilizations of Africa.
People, Places, and Environments [Geography]
The student will use various map forms to identify and mental maps to organize the following (North, East, Central, West, Southern) regions and countries:
West Africa: Benin, Burkina Faso, Cape Verde, Chad, Cote d'Ivoire, Gambia, Ghana, Guinea – Bissau, Guinea, Liberia, Mali, Mauritania, Niger, Nigeria, Senegal, Sierra Leone, Togo, Western Sahara
North Africa: Algeria, Egypt, Libya, Morocco, Tunisia
Central Africa: Cabinda, Cameroon, Central African Republic, Democratic Republic of the Congo, Equatorial Guinea, Gabon, Republic of the Congo, Sao Tome and Principe
East Africa (Cape): Burundi, Djibouti, Eritea, Ethiopia, Kenya, Rwanda, Somalia, Sudan, Tanzania, Uganda
Southern Africa: Angola, Botswana, Comoros, Lesotho, Madagascar, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Zambia, Zimbabwe
Explain how major physical characteristics, natural resources, climate, and absolute and relative locations have influenced settlement, relations, and the economies of major European countries. (l)
On a map locate:
- The continent of Africa
- Countries and the regions of Africa
- Atlantic Ocean, Indian Ocean, Mediterranean Sea, Red Sea, Gulf of Aden, Strait of Gibraltar
- Niger, Nile, Congo, Zambezi, and OrangeRivers
- Lake Victoria, Lake Chad, Suez Canal, Cape of Good Hope
- Sahara Desert, Kalahari Desert, Atlas Mountains, Mount Kilimanjaro, Congo Basin, Ethiopian Highlands, Horn of Africa (Somali Peninsula)
- The Seven Natural Wonders of Africa (The Nile River, Mount Kilimanjaro, The Great Rift Valley, The Serengeti Plains, The Sahara Desert, Victoria Lake, and Falls Table Mountain)
On a grid of the world identify/place:
·On a grid of the world identify/place:
- Prime Meridian, Equator, Tropics of Cancer and Capricorn
- 38* north, 38* south, 50* east, 15* west
Identify, describe, and use the basic elements of a variety of maps (key, scale, grid, parallels, and meridians)
Read, interpret, and design different types of projections, diagrams, graphs, and maps including, but not limited to- political, physical, population, environments, and economics in order to convey information about Africa.
Using scale, cardinal, and determinant directions estimate distances between places on a map of Africa.
Apply the appropriate geographic tools and technologies to determine demographics and spatial distributions and patterns within the African continent and on Earth.
Explain the importance of and plausible connections of the following important people: Alexander the Great, Berbers, Boers, Gamal Abdel Nasser, Jean-Bedel Bokassa, Mansa Musa, Muammar al-Qaddhafi, Nelson Mandela, The Boers
Analyze the effects of desertification and erosion in African ecosystems. (l)
Explain how the four major rivers in Africa affect the lives of the people who live near them. (l)
Explain the sources and effects of pollution (air, water, and land) in Africa. (l)
Explain how the deserts of Africa have separated communication and trade throughout time. (l)
Explain how the environments of sub-Saharan Africa have affected the spread of AIDS and other diseases. (m)
Examine the strains placed on Africa’s environments as its population continues to grow exponentially. (l)
Analyze how famine and drought have plagued many of the nations of Africa. (l,m)
Government and the Citizen [Civics and Government]
Describe the development of colonized nations and ensuing independence in Africa (e)Survey important leaders in both colonial and modern times. (e)
Compare and contrast the various types of government that shaped Africa and those in place today. (e)
Identify the location and time periods of the empires of Ghana, Mali, and Songhay (Songhai).
Describe the development and goals of nationalist movements in Africa. (e)
Explain the reasons for the fall of apartheid in South Africa including the influence and ideas of Nelson Mandela. (e)
Explain the conflict of tribalism versus nationalism. (e)
Understand injustices of the apartheid system and how it was dismantled.
Describe the development of colonized nations and ensuing independence in Africa (e)
Production, Distribution, and Consumption [Economics]
Describe the purposes and achievements of the Organization of African Unity.Compare various African nations' standards of living.
Categorize the factors which influence the ways in which Africans make their living.
Identify each African region's important natural resources.
Compare the African nations that depend on a diverse economy to those which have a specialized economy.
Describe how trade affected the development of early African civilizations.
Explain why poverty has so severely affected most African nations.
Describe the economic impact of the spread of AIDs in South Africa and other nations
Compare the jobs Africans hold in the cities to those held in the rural areas.
Trace the reasons why African nations have borrowed money from nations around the world and the problems they face in repaying these debts. /
SDHCMiddle School Social Studies Africa GLE 7-29-05