Islam in Mali

January 25, 2023 Rotation: 1,2, TESTING (9-11am), LUNCH, 5, 3, 4 (Prep) 6, ALL PERIODS ARE 36 MINUTES

Correlation to State Content Standards

7.4.1: Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires.

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 Mali empire and how it became a trading kingdom.

2. IDENTIFY who Mansa Musa was and assess the extent of his wealth and power.

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 (3 min.)

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

Direct Instruction (5 min.)

SDAIE: Model: Islam in Mali: Teacher will go over the directions for todays reading. Teacher has chunked the reading into three sections of three paragraphs. Students will be assinged a number 1-4. Students 1-3 will read the assigned paragraphs that have been designated by using the colors Green, Pink, and Blue. Student 4 is the wild card and they could decide what section they would like to read. Students will have to read and identify the 5 W's (Who, What, When, Where, Why). Teacher will check for understanding and take any questions or comments. (Teacher will also debut the opening of the Safe Zone)

Guided Practice (10 min.)

SDAIE: TPS: Islam in Mali: Teacher will call on class to discuss the reading. The section deals with the fall of Ghana, rise of Mali, the introduction of Mansa Musa, and how Mali became the center of trade in Mali.

Independent Practice (16 min.)

SDAIE: Whisper Read/Annotate/Chunking/Reading Circle/Focus Notes: Islam in Mali : Students will read their designated chunked sections and annotate the 5 W's. Next students will participate in a reading circle in which they will discuss the information they learned to one another. They will be called upon by the teacher to discuss the information as a class after the end of the reading circle. Students will finally complete the 3 Focus Notes as they use the following 3 questions to guide their comprehension: 1. What made West Africans transition to Islam much easier? 2. What impact did Mansa Musa have on Mali? 3. What evidence is their to suggest that Mansa Musa practiced Islam?

Homework.

EdPuzzle Mansa Musa due by Friday at 5 p.m.

Closure (2 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.