Inquiry Based Lesson Plan

Teachers: Mr. Partida Subject: 10th grade AP World History

Standards:
S2C7PO1: Explain the rationale of Imperialism (dominance of market)
9-10.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.

Objectives: SWBAT Explain both the demand for diamonds and the drawbacks that these items have had for
Africa in the past and present day.
Evidence of Mastery (Measurable): Student will be assessed through a song review where they analyze a song
and critique it based on the material that it presents while comparing it to what they have learned through their
reading.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Identify who Cecil Rhodes
Define the De Beers company
Identify how De Beers has been successful at selling their diamonds
Explain how a demand for diamonds has brought forth unstable conditions for Africa.

Key vocabulary: Materials/Technology Resources to be Used:

Conflict Diamond Power Point
Cecil Rhodes Song Review worksheet
De Beers Lyrics worksheet
The price of diamonds reading worksheet
Lupe Fiasco-Conflict Diamond song
Engage:
The teacher will begin by opening up with a scenario that students are a bit familiar with and should be hooked
by. The scenario goes as follows:
So in a few years, not now, but you will find your true love. and there comes that moment where being
boyfriend/girlfriend does not cut it anymore. After a fancy dinner or perhaps a fancy date, either you or your
significant other gets down in one knee and takes out a box. Inside this box is a beautiful diamond ring. She is
crying, you are nervous, but they say yes. Now that is a happy ending, right? And hopefully all works out.
However, it is not all bright. There is a dark side here, a scary one and one that not too many people know about.
And no, it is not in regards to the couple, but rather that shiny stone on the finger
The teacher will then introduce the topic which is diamonds and their history.
Explore

Teacher will: Student Will:

Teacher will begin by informing
students that there are three things in
the agenda for today. First is that they
will complete a reading, followed by
listening to a song. Lastly they will
write a song review about the song.
Teacher will pass out the Price of
Diamonds reading worksheet.
Students will have 12 minutes to read
this worksheet and discuss it with their
1 Read the Price of Diamonds reading and use
the questions to guide their comprehension of
the reading. Students do not have to answer the
questions on paper but they are free to do so if
they wish.
2 Once done discuss the reading and/or
questions with their group. Share ideas and
reactions to the reading.
3 Students will answer the questions on the
board if picked by the teacher. If not picked by
 group once finished. the teacher students are to listen to their peers
Teacher will display on the board via share their answer to the class.
Powerpoint the following questions.
The teacher will express the idea that
using/answering these questions will
guide their reading and help with the
song review.
- What are some of the tactics used
by rebels?
- What was the ambition of Cecil
Rhodes?
- How did De Beers take control of
the diamond market?
- How has De Beers made diamonds
a norm of society?
- In reality, how valuable are
diamonds?
- Overall, in what ways has the
mining of diamonds hurt Africans?
Monitor students and answer questions
that they might have.
After the 15 minutes the teacher will
draw popsicle sticks to have certain
students answer the questions
displayed on the board.
Co-Teaching Strategy/Differentiation: Does Not Apply
Explain

Teacher Will: Student Will:

After the reading is complete, the teacher will
then introduce the song which is by conscious
rapper Lupe Fiasco. The song speaks about his
experience with diamonds and his awareness of
where these diamonds come from, as well as the
conditions that these diamonds have created.
Inform students that the focus should be on
listening carefully to what the song speaks about.
Afterwards they will be provided the lyrics for
reinforcement, but for now the focus is on
listening.
The teacher will play the song for students. The
song itself is a file located on the USB drive.
This is to be played because it is the clean
version of the song. This will take about 5
minutes.
After the video students will have 3-4 minutes to
discuss what they thought about the song.
Teacher will walk around and monitor students.
After students discuss what was presented in the
Listen very carefully to the song while
looking/hearing for details that relate to what
they have learned and read about. They should
also be listening for information that might
stand on a personal level.
If a student wishes, they can write down things
that they hear as they listen. However, they
will be provided the lyrics for further
examination after.
After the song students will discuss in their
groups their feelings about the song; what they
liked and what they did not. They will also
discuss any connections they saw between the
song and their reading.
Afterwards, one member from each group will
share their opinions on the song and what the
other members of the group had to say.
 song, the teacher will pick on one group member
from each table to share what they thought about
the song and what their peers had to say about it.

Co-Teaching Strategy/Differentiation: Does Not Apply

Teacher Will: Student Will:

Pass out both the lyric worksheet and the song
review worksheet.
Tell students that the song review should rate the
song based off a 5 star system where they have to
color their rating. The review should explain
their reasoning for the rating based off
comparative data to their reading. Students can
praise the song or dislike it, but they have to state
why. While doing this students should integrate
material that was touched upon in their reading.
For example:
Elaborate
Listen to directions
Work independently on their review by using
both the lyrics as a clarification guide and the
reading to solidify their opinion on whether or
not they liked the song.
Rate the song by coloring the stars and writing
their review. Students have about 15-20
minutes.

- From a historical perspective the song talked

about the treatment of Africans. Lupe Fiasco
really did good with this because Africans
were truly mistreated through means of
- Lupe Fiasco has passion and rhymes, but I
felt like he was jumping all over the place
that he never really focused on one issue. It
would have been nice if he talked more about
rebels because rebels are important due to...
There is no limit to how much they write. It is all
about quality over quantitative.
Monitor students and answer questions.
Co-Teaching Strategy/Differentiation: Does Not Apply

Evaluate:
The teacher will display the following quote on the Powerpoint: For every ring on a finger, there is a finger on a
trigger. Students should write on piece of paper what this quote means to them.
The quote is broad enough to allow for multiple answers/perspectives. It allows students to display their
understanding (2-3 minutes).