Mali's Government and Culture

January 26, 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)

I am learning about the development of Mali as a trading kingdom by:

1.     Tracing the origins of the empire of Mali and how it came power.

2.     Identifying  the impact and changes made in West Africa by Mansa Musa.

3.     Describing the government and culture of Mali.

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 evidence that supports the claim using the passage.

Direct Instruction (10 min.) 

       SDAIE: Close Read/Annotate/Chunking/Talk to Text: Government and Culture of Mali: Teacher will lead students in a chunked reading taken from the account of Ibn Battuta.  In the chunked primary source, Battuta explains the safety issue and the impact Islam has had on the empire of Mali.  Teacher will clarify the meaning of the passage as the class goes over the annotations. 

Guided Practice (5 min.)

        SDAIE: TPS/Focus Notes: Islam in Mali: Teacher will go over the answers to the Focus Notes dealing with the impact Islam had on the empire of Mali.  Teacher will clarify the questions through a mini lecture and take any questions or comments students may have.

Independent Practice (16 min.)

      SDAIE: Annotate/Chunking/Text Related Questions/Video Clip: Government and Culture of Mali: Students will annotate the chunked passage from Ibn Battuta's Travlels in Asia and Africa has he explains in a first hand account how the government of Mali ran and the impact of Islam in the empire.  Students will answer three text related questions ranging from DOK 1 to 3 in a complete sentence.

Homework.

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

Closure (2 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.