LESSON PLAN​
­ Template­ Hampton High School Social Studies Department Teacher: Mr. Daniel Breslauer Course: Topic of Lesson Date World History Kingdoms of Africa 3/23 I 3/24 Specific SOL Standard (CL): 10d) describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms of geography, society, economy, and religion. (2) Essential Knowledge & Skills: Axum was located relative to the Zambezi and Limpopo rivers and the Indian Ocean coast. The city of “Great Zimbabwe” was the capital of a prosperous empire. The West African kingdoms of Ghana, Mali, and Songhai were located relative to the Niger River and the Sahara. Essential Question(s): What were the characteristics of civilizations in Africa during the medieval period? Objective (CL): ​
Students will be able to create and defend five responses to five historical inquiry questions about the main African kingdoms of the medieval period.​
(5,4) Learning Intention(s) (CL): ​
Students will be able to create and defend five responses to five historical inquiry questions about the main African kingdoms of the medieval period. (5,4) Success Criteria: ​
I can create and defend five coherent answers to five historical inquiry questions about the main African kingdoms of the medieval period. Materials / Resources: Class set of textbooks, class set of graphic organizers, student role cards, class set of computers, discussion board website, printouts of sources for stations, SmartBoard Part I: Introducing the Lesson: (Anticipatory Set) Include a word splash of the main inquiry questions students are going to be answering and then brief the students. Then show the students the group name’s on the board (make sure the names are on the desks as well.) Part II: Teaching the Lesson: (Learning Experiences) Inquiry Stations Part III: Closure: Discussion Board Step­by­step instructions: 1. Introduce the stations. 2. Walk around answer logistical questions quickly. Start timer. 3. Walk around formative assessment of understanding and pacing via observation and asking students questions. 4. Announce “2­minute warning” to finish up station. 5. Have students switch stations clockwise. 6. repeat steps 2­5 until students complete each station. Step­by­step instructions: 1. Show the Station outlines: Station #1: Axum (East Africa): Why was Axum a Christian kingdom? Station #2: Zimbabwe (Southeast Africa): What was life like in Great Zimbabwe? Station #3: Ghana, Mali, and Songhai (West Africa): Why were the kingdoms of Ghana, Mali, and Songhai the shape they were? Station #4: Mansa Musa: How did trade and religion affect the economy? Station #5: Timbuktu: Why was Timbuktu so successful? discussion board questions for each student on the board and on their role cards. 2. Have students log on and answer the discussion questions for each station. Show the discussion in real­time on SmartBoard 3. Then have students respond to at least three posts by other students. Part III: Evaluating the Lesson: (Checking Formal for Understanding—Formal and Informal assessments: Assessments) graphic organizer, discussion board posts Part IV: Re­teaching the Lesson (If Have students needed):​
Socrative multiple choice questions, complete an SQ3Rs on specific sources. SOL review quiz on this specific SOL using the Socrative program Part V: Extending the Lesson: (optional Have students component) ​
Socrative multiple choice complete an questions SOL review quiz on this specific SOL using the Socrative Informal Assessments: observations, asking students content questions Have students clarify questions they have about the sources on SQ3Rs on specific sources they encountered. program this is to be completed as homework or a possible bell­ringer for next class. Attached materials: Station #1: Picture of the Ethiopian Highlands Source: https://www.flickr.com/photos/48889054970@N01/338684585/in/photolist­62gDAm­cS55GW­rsKzUo­corGa
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T25PQ­5SWFWR­5SWJ5r­5T24ks­5T23RJ­5T24au­5SWG8k­5SWGfx­9yP7Kd Axum’s location Source: ​
http://www.earlheinrich.com/Ancient%20Nubia/Aksum%20Empire.gif p. 352 modified from the student’s textbook: Traditionally, the ancient rulers of Ethiopia commemorated their conquests by having a description of their victories inscribed on stone. In the transcription of his conquest of Nubia, King Ezana declared that his success had divine assistance: “May the Lord of Heaven make my kingdom strong! And as He has this day conquered my enemy for me may He conquer for me wherever I go...I will rule the people with righteousness and justice, and will not opress them...I have set up this throne by the might of the Lord of Heaven.” Station #2: Great Zimbabwe Source #1: text from the students’ textbook Source #2: picture of the ruins of Great Zimbabwe from the textbook Source #3: Picture of the ruins: https://www.flickr.com/photos/sheepdog_rex/5037187348/in/photolist­8F7UiJ­8F7cEC­dMya5­8F4skr­kbLpTq
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F7xgh­8F7T3s­8F7BtN­8F7TTo Station #3: Ghana, Mali, and Songhai (West Africa) Source: Map from the PowerPoint Source: textbook reading p. 347 to 350 Source: map of trade routes from students’ unit packets Mansa Musa: Source #1: ​
From the beginning of my stay in Egypt, I heard talk of the arrival of this sultan Musa on his Pilgrimage and found the people of Cairo eager to recount the lavish spending of Musa during his visit. I asked the emir Abu…and he told me of the wealth, manliness, and piety of Musa. “Musa only spoke through an interpreter despite his perfect ability to speak Arabic. Then he forwarded to the royal treasury many loads of raw gold and other valuables. I tried to persuade him to go up to the Citadel to meet the sultan, but he refused persistently saying: “I came for the Pilgrimage and nothing else.” He gave this reasoning, though it was actually because he would be obliged to kiss the ground and the sultan’s hand, which he refused on principle. After much persistence, I was able to convince him to go to the sultan.” When we came in the sultan’s presence we said to Musa: ‘Kiss the ground!’ but he refused outright. An advisor whispered to him something and Musa said: ‘I bow only to God who created me!’ The sultan half rose to greet him and sat him by his side. They conversed together for a long time. The sultan sent to him several complete suits of honour for himself, and all those who had come with him, and saddled and bridled horses for himself and his chief advisors…. This man [Mansa Musa] flooded Cairo with his wealth. He left no court emir nor holder of a royal office without the gift gold. Many made incalculable profits out of him and his suite by buying and selling and giving and taking the gifts of gold. They exchanged gold until they depressed its value in Egypt and caused its price to fall.” … Gold was at a high price in Egypt until they came in that year. The mithqal did not go below 25 dirhams and was generally above, but from that time its value fell and it cheapened in price and has remained cheap till now. The large amount of gold which they brought into Egypt and spent there has effected the economy for over twelve years. … Station 5: Timbuktu Source #1: ​
http://legacy.fordham.edu/halsall/med/leo_afri.asp​
(primary source on Timbuktu) Source #2: photo of Sankore mosque Source: https://www.flickr.com/photos/jean­christophe_huet/6922323378/in/photolist­bxGHz5­5So86y­CWYtf­5YJoM
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jUzc­5Sjqqv­5Sji9e­5SiMtp­5SwoUt­5SogpG­5SiSi8 Source #3: Map of trade routes from students’ packets Name:________________________ Block: ___ Date: __________ Station 1: Inquiry Question: _____________________________________________________________ ∙ Source __: ________________________________________________________________________ ________________________________________________________________________ ∙ Source __: ________________________________________________________________________ ________________________________________________________________________ ∙ Source __: ________________________________________________________________________ ________________________________________________________________________ Station 2: Inquiry Question: _____________________________________________________________ ∙ Source __: ________________________________________________________________________ ________________________________________________________________________ ∙ Source __: ________________________________________________________________________ ________________________________________________________________________ ∙ Source __: ________________________________________________________________________ ________________________________________________________________________ Station 3: Inquiry Question: _____________________________________________________________ ∙ Source __: ________________________________________________________________________ ________________________________________________________________________ ∙ Source __: ________________________________________________________________________ ________________________________________________________________________ ∙ Source __: ________________________________________________________________________ ________________________________________________________________________ Station 4: Inquiry Question: _____________________________________________________________ ∙ Source __: ________________________________________________________________________ ________________________________________________________________________ ∙ Source __: ________________________________________________________________________ ________________________________________________________________________ ∙ Source __: ________________________________________________________________________ ________________________________________________________________________ (back of worksheet) Station 5: Inquiry Question: _____________________________________________________________ ∙ Source __: ________________________________________________________________________ ________________________________________________________________________ ∙ Source __: ________________________________________________________________________ ________________________________________________________________________ ∙ Source __: ________________________________________________________________________ ________________________________________________________________________