Arabic Language in West Africa

February 1, 2023

Correlation to State Content Standards

7.4.3: Describe the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and law.

Expected Student Outcomes (Objective)

Students will be able to:

1. Trace the origins of the Arabic language within the Songhai Empire.

2. Explain the impact Islam had on West Africa's Empires.

Common Core Literacy Standard

RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST 9. Draw evidence from informational texts to support analysis reflection, and research.

Anticipatory Set (5 min.)

Starter: Students will read a chunked passage from "This day in History" and be able identify the topic of the passage.

Direct Instruction (10 min.)

SDAIE: Model/Direct Teach: The Arabic Language: Teacher will explain the directions to the students on how to complete the Close paragraph dealing with the origins of the Arabic language within the Songhai Empire. After the students have worked on the assignment for ten minutes teacher will go over the answers.

Guided Practice (10 min.)

SDAIE: TPS/CER/BrainDrain: Islams Impact on West Africa: Teacher will introduce the Quickwrite writing prompt. Teacher will give students 2 minutes to come up with their claim and students will share their claim with their group. Teacher will then discuss on how they should have come up with the claim using the writing prompt. Teacher will then work with the class to Brainstorm the three categories to support their statement sentence and students will provide examples. Teacher will write them down on the board.

Independent Practice (25 min.)

SDAIE: Video Clip/Video Based Questions: Treasures of Timbuktu: Students will watch a short video clip dealing with the treasures of Timbuktu. Video discusses the power of books and education and how it has influenced the people of West Africa since the founding of Mali. Students will answer 8 questions based on the video on a teacher created Google Forms to insure they watched the video.

SDAIE: QuickWrite/CER: Islam's Impact on West Africa: Students will complete a QuickWrite using the CLAIM, STATEMENT, and Evidence model to answer the writing prompt.

Homework.

EdPuzzle: TImbuktu due by Saturday by noon (12 pm)

Closure (5 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.