Embedded Files
Imperialisms: Mansa Musa and His Impression on the World. World History, Culture, and Geography: The Modern World 10.4
Connection to TPE 3 Universal and Mild Moderate Support Needs Sub-Standards
Universal
TPE 3: Understanding and Organizing Subject Matter for Student Learning
3.1 Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.
3.2 Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.
3.7 Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security
Mild Moderate Support Needs
3.1 Adapt, modify, accommodate and differentiate the instruction of students with identified disabilities in order to develop appropriate goals and accommodations and facilitate access to the Least Restrictive Environment
3.2 Demonstrate knowledge of disabilities and their effects on learning, skills development, social-emotional development, mental health, and behavior, and of how to access and use related services and additional supports to organize and support effective instruction
3.3 Demonstrate comprehensive knowledge of atypical development associated with various disabilities and risk conditions (e.g. orthopedic impairment, autism spectrum disorders, cerebral palsy), as well as resilience and protective factors (e.g. attachment, temperament), and their implications for learning.
Narrative
My World History class is gradually building their knowledge on key factors that lead to the Great War. We are currently learning about imperialism (U3.1) I have decided to introduce a significant person in World History who is often overlooked, however, was a key factor in terms of early European Imperialism. This lesson introduces the life and accomplishments of Mansa Musa. I decided to use slides for the beginning of the lesson. The slides that I created includes reading and images (M3.1). The reading involves all of the relevant information and details that I need my students to understand. It also includes images of what Mansa Musa could have looked like, important locations that are discussed within the story and even a depiction of the Catalan Atlas.
On day one of this lesson my class and I read the slides together as a group (U3.2). I attempted to get as many volunteer readers as possible and was encouraged by the amount of students who volunteered. I also predetermine specific areas within the reading that I felt would be good for certain students to read (M3.3). As we read through the slides, I had my students highlight key points within the reading for notes. I also had my class write down the vocabulary words for the lesson. Day two of the lesson involved my students working in small groups discussing the most important and interesting points of the story and completing an EdPuzzle (U3.7). After their small group discussion, I allowed each group to share their thoughts on Mansa Musa and how he is connected to early European Imperialism. On day four of the lesson, my students were tasked with writing a two paragraph summary of the significance of the Catalan Atlas and drawing out their own version.
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