Students are introduced to the connection between government, economics, and human behavior by learning about the ivory trade. Then they take a brief look at the governments and economies of Eastern and Southern Africa. Next, they learn about the history of apartheid, from its beginning to its end, focusing on the role of Nelson Mandela. Finally, they write a brief news report about the current state of government and economics in one country.
Students are introduced to the lesson focus on the connections between government, economics, and human behavior. They view an image of Africans holding elephant tusks and watch History of the Ivory Trade to see how demand for ivory and government policies affect elephant populations and the environment. Students then respond to a collaborative wall prompt describing the relationship between economics and human behavior based on what they learned from the video.
Teacher MovesPresent the lesson overview and objectives, highlighting how government and economic systems influence people’s actions and natural resources. After students post to the wall, lead a class discussion about insights from the video, emphasizing how human appetite drives economic activity and how changes in laws and behavior (such as ivory bans) can protect resources like elephants. Connect these ideas to the broader role of governments and economic systems in resource protection.
Students view images of Nairobi, Kenya, and a market in Harare, Zimbabwe, and are reminded that economic systems and governments have wide-reaching effects on people’s lives. Using Country Overview, each student selects one country in Southern or Eastern Africa, reads about its government and economy, and records information in a shared table listing the country, its government type, and key economic highlights. Students then discuss in pairs or as a whole group how the governments and economies of the chosen countries are similar and different.
Teacher MovesPrompt students to connect what they learned about the ivory trade to the broader study of governments and economies in the region. Support students as they navigate the country resource and complete the table, modeling how to identify relevant government and economic details. Use the sortable table to highlight patterns and contrasts across countries, and guide discussion so students recognize the range of government types and economic systems in Southern and Eastern Africa.
Students are introduced to apartheid as a government system in South Africa that created widespread injustice. They respond to a word cloud prompt by listing any words or phrases they associate with apartheid. Next, they read the article Apartheid to learn about the origins, laws, implementation, opposition, and end of the system. As they read, they complete a graphic organizer with sections on the start of apartheid, apartheid becoming law, separate development, opposition, and the end of apartheid. Using their notes, students then post to a class wall explaining what apartheid was, how it affected both white and Black people, and how it ended.
Teacher MovesReview and discuss student word cloud responses, acknowledging that some may have little prior knowledge and reassuring them they will build understanding in this scene. Support students in close reading of the article and effective use of the graphic organizer to capture key events and impacts over time. After students post to the wall, highlight exemplary or especially clear explanations that trace the history, implementation, social effects, and end of apartheid, including Nelson Mandela’s role. Encourage students to extend learning by talking with family members about their memories of apartheid and its end in the 1990s.
Students return to the same country they researched earlier in Country Overview and scroll to the Recent News section. They explore one or more news reports to learn about current events related to that country’s government or economy. Using this information, they write their own news-style report on a class wall that explains an aspect of the country’s present-day government or economic situation. Students then read classmates’ posts and respond to at least two with a question or a positive comment.
Teacher MovesRemind students to connect current news items to the government and economic structures they previously identified for their country. Provide guidance on how to interpret the news reports and model how to turn key details into a clear, concise news-style summary. Monitor and provide feedback on student posts for accuracy and clarity, and encourage thoughtful peer responses that ask clarifying questions or build on classmates’ ideas about contemporary government and economic issues.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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