Rise of Kingdoms & Ghana

December 10, 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 rise of African kingdoms.

2. Identify the three major kingdoms in ancient West Africa.

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 (10 min.)

     SDAIE: Close Read/Talk to the text/Annotation/Chunked Reading/EQ: The Rise of Kingdoms and Empires: Teacher will lead students in close paragraph reading dealing with the rise of empires in Western Africa and how the empires obtained their wealth.  Students will annotate the passages using the clues provided by the teacher as he models Talking to the Text.  Students will be given a claim and will have to produce the top three evidences to support that claim.

Guided Practice (10 min.)

          SDAIE: TPS: Rise of Kingdoms:  Teacher will help students with the first part of the reading. Teacher will go over the answers and provide further clarification.

Independent Practice (20 min.)

    SDAIE: Chunked Reading/Annotate/EQ/TPS: Rise of Kingdoms: Students will read a chunked passage from the text dealing with the responsibility of the king.  Students will have to annotate the kings responsibilities and then provide evidence to support a claim that is provided by the teacher.  Students will answer an essential question dealing with how kings acquire their wealth.

       SDAIE: Visual: Western Empires Map Skills: Students will use the map on page 221 of their textbook to identify the three empires of West Africa.  Once students are done with that they will work on any of the two missing assignments they have yet to complete.

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.

January 18, 2023

Correlation to State Content Standards

7.4:  Students analyze the geographic, political, and economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.

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.

Expected Student Outcomes (Objective)

Students will be able to:

1. Identify the significance of ancient cities in West African history.

2. Describe how kingdoms were created.

3.     Describe the role of the King of Ghana and how they governed.

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.) 

Daily Journals: Students will read and will describe the main topic from the chunk passage from "This Day in History."

Direct Instruction (10 min.)

SDAIE: Direct Teach/Visual: Catalan Map: Teacher will clarify the information presented in the Catalan Map.  Teacher will demonstrate the amount of information that could be pulled from the Catalan Map describing Wester Africa's social, political, and economical success.  

SDAIE: Close Read/Annotation/EQ: The Rise of Kingdoms and Empires: Teacher will lead students in close paragraph read dealing with the three major empires of Western Africa and how the empires obtained their wealth.  Students will annotate the passages using the clues provided by the teacher as he models Talking to the Text.

Guided Practice (10 min.)

SDAIE: TPS: Annotations/Map Activity:  Teacher will go over the answers to the annotations of the Catalan Map.

Independent Practice (15 min.)

SDAIE: Visual/Map Skills: Catalan Atlas Map : Students will analyze the Catalan Atlas (1325) and identify at least 7 characteristics of a society.  They will provide an explanation on how that item benefits a society.

SDAIE: Annotate/Chunking/EQ/Talk to Text/TPS: The Rise of Kingdoms and Empires : Student will read and annotate two chunked paragraphs dealing with the role and responsibility of the kings and what made Ghana's economy strong.  Students who need headphones will be able to use them.

Homework.

         EdPuzzle Salt Mines due by Friday at 5 p.m.

Closure (2 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.