Origins of Ghana & Trade

December 11, 2024

Correlation to State Content Standard:

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.

ELD Standard:

P1: A1, A2, A3, C10, C12

Expected Student Outcomes (Objective)

 I am learning about West Africa by:

1. Understanding the origins of the empire of Ghana.

2. Identifying what made Ghana successful

3. Explaining the importance of trading through own experiences.

Common Core Literacy Standard         

  RH 1: Cite specific textual evidence to support analysis of primary and secondary sources.

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.

             RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts 

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

WHST 6: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiency.

WHST 8: Gather relevant information from multiple print and digital sources (primary and secondary sources).

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

Anticipatory Set (5 min.)

       SDAIE: EQ/Chunk: Starter:  Students will read a chunked passage from the History Channels "This Day in History" and answer the given essential question. If there is no evidence, the answer is "not enough evidence."  Drill to help improve comprehension.

Direct Instruction (5 min.)

     SDAIE: Direct Teach/Model/Lexile Level: Ghana Introduction: Teacher will go over the instructions and pass out the lowered lexile reading that has been modified for the students present day reading levels.  Teacher will reveal hints on how many evidence is needed from each paragraph.

Guided Practice (10 min.)

          SDAIE: Direct Teach/TPS/Video Clip: Ghana Introduction:  Teacher will provide a mini lecture and clarify the reading as the teacher highlights the evidence that should have been gathered by the stduents.  Teacher will also provide class with higher level thinking as students discuss if The U.S. is an empire based on the evidence that made Ghana an empire.

Independent Practice (20 min.)

    SDAIE: Focus Notes/Chunked Reading/Lexile/Video Clip/Group: Ghana Introduction: Students will read a passage from the TCI textbook that has been dropped in readability to meet the needs of the students current reading level.  Students will read the passage and complete their Focus Notes.  They will share their answers with their group members.  Students will then watch a video clip and figure out what items were traded and what new item came into West Africa.

       SDAIE: RACE/QuickWrite: Trade QuickWrite: Students will use their experience of trading and wrie a QuickWrite that highlights that expereince using the RACE method.

Homework.

            Ed Puzzle: Africa's Geography, due Friday December 13, 2024 by 5 p.m.

Closure (3 min.)

1.     Clean up.

2.     Dismiss Class.

Lesson Modifications for GATE, RSP, and EL Students

EL: Projector (visuals), questioning, chunking, cognitive words, repetition, translation in Spanish.

RSP: Projector (visuals), questioning, modified assignments, check for understandings.

GATE:  Require answers that will demonstrate depth and complexity of fertilization.