In this unit on Medieval Africa, students used The DBQ Project's curriculum with a collaborative model and Common Core Standards in History to write personal journals from a specific persona's point of view to examine the big question stated above.  Students will examine a background essay and six documents to gather evidence for their seminar.  All documents will be examined using close reading techniques.

Time Frame two-three weeks.

Culminating activity:  Students will personal journal answering the question, "What was the personal experience of people involved in a Medieval Hajj?"

 CALIFORNIA HISTORY CONTENT STANDARDS

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

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.

 COMMON CORE READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12

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 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RH 8 Distinguish among fact, opinion, and reasoned judgment in a text.

WH 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences

WH 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Students will examine several documents and then write six journal entries in the voice of a fictitious person traveling on Mansa Musa's hajj. Students are to choose the person they wish to be from the collection of biographies that follows. Then they are to fill out the profile of this person using the bio information and their historical imagination.

After their persona is developed then students analyze 6 historical documents that trace Mansa Musa's hajj. The students used a close reading technique to read and re-read documents to then answer text dependent questions for each document. After each document students were to write a personal journal from the perspective of their persona relating the events of that portion of the hajj. Selections of their journals are posted below.

Example Ferba's Journals

Example Soldier's Journals

Example Muslim Scholar's Journals

Example Griot's Journals

Example Slave's Journals