Trans-Saharan Trade

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.

7.4.5: Describe the importance of written and oral traditions in the transmission of African history and culture.

Expected Student Outcomes (Objective)

Students will be able to:

1. Understand the importance of the Trans Saharan Trade route in West Africa.

2. Explain the impact camels and Muslims had on West Africa.

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 answer the essential question from the "This Day in History" Starter.

Direct Instruction (10 min.)

SDAIE: Direct Teach: Source of Ghana's Wealth: Teacher will lecture on the impact of the Trans-Sahara trade route that was established in West Africa. As teacher is explaining the importance of the trade route students will be correcting their notes they completed from the graphic organizer.

Guided Practice (10 min.)

SDAIE: TPS: Focus Notes: Teacher will go over the answers to the Focus Notes and provide further explanation. Check for understanding make sure students understand supply and demand.

Independent Practice (20 min.)

SDAIE: Graphic Organizer/Metacognition/Whisper Read: The Source of Ghana's Wealth: Students will read page 228 in their textbook. As they read the section dealing with the Trans-Saharan Trade routes, they will complete a graphic organizer that asks students to find the evidence describing who was trading, what was trading, the importance camels, and the impact Muslims had on West Africa.

Homework.

EdPuzzle: Empire of Ghana due by Friday at 5 p.m.

Closure (2 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.