ESSENTIAL

LEARNING

OUTCOMES

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished the desired outcome?

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome?

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

4/16

Page 

53

 Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa.

 List the cultural, geographic, and historical features evident in the tale

Each student takes notes, and information is compiled for group consensus. 

1.  What products could be found in Europe, Arabia, India, Central Asia and China?

2. Explain methods of travel did early traders use to trade such goods?

3.  Discuss physical challenges did early travelers overcome?

Tues

 4/17

Page 

53

 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.

Discuss the royal ceremony of Mali and what Ibn Battuta's impressions may have been

Distribute the A Visit to Mali worksheet. Students will complete worksheet online in a group.  

1.  How does this passage provide evidence of Mali's wealth?

2.  West Africa was considered the edge of the Muslim World. Many scholars claim West Africa had a blend of Islamic and traditional West African customs.

3.  What customs do you think were of West African origin?

Wed

 4/18

Page

53

ART CLASSES 

Thurs

 4/19

Page

53

Trace the growth of the Arabic language in government, trade, and Islamic scholarship in West Africa.  

Students will convey how the cultures of West Africa may have been affected by Islam.

Discuss how Muslims such as Ibn Battuta from outside West Africa might have viewed these customs. 

1. What products did the Portuguese offer in trade to sub-Saharan Africa? What products did they expect in return? 

2. How did the Portuguese change the traditional trade routes?

3 What impacts did they have on sub-Saharan African cultures? 

Fri

4/20 

Page

53

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

Have students look for any customs or traditions shared by more than one group of people.

 Distribute the Traveling the Ancient World worksheet.  Students will work in groups to complete maps.

1.  How would you compare trade and travel in ancient times with today?

2.  Write a paragraph explaining what they have learned about Islam.

3.  Discuss the similarities between Islam, Christianity, and Judaism

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests and Quizzes (50%):

Classwork/ Participation (20%):

Homework (15%):

Projects/ Portfolios (15%):

Multiple Intelligences/ Differentiated Instruction:

Use of Technology:

   ____ Smartboard

   ____ Student Response System