Lesson Plans – Subject to Change
6th Grade
World History
Week of: 12.07 to 12.11
Graves, Halter, Martin
Duration: 2 weeks
Unit : Unit 3
Standard(s): Africa:
SS.6.W.3.18 Describe the rise and fall of the ancient east African kingdoms of Kush and Axum
and Christianity’s development in Ethiopia
Learning Goal:
Students will recognize the significant events, key figures, and contributions of African
civilizations.
Essential Question Explain how ancient African leaders had an impact on future civilizations and our world today.
Assessment: Oral presentation of an African kingdom’s rise and fall.
Key Vocabulary Plateau, desertification, savanna, labor specialization, trans-Saharan, caravan, griot,
stele, monk, dynasty and stonetown
Monday
Benchmarks: SS.6.W.3.18
Africa: Ghana
Daily Agenda
(1) SW complete their DBQ Introductory Paragraph and conduct final proof reading before
submission.
(2) SW be introduced to ancient Ghana and create a “passport” to use in our African studies
this week
ANTICIPATE What do you anticipate learning about the early African kingdoms that you will be able to relate to
today?
( Bell ringer)
Daily Objective
I DO:
WE DO:
You DO:
(1) Explain the completion the writing student’s introductory DBQ paragraph.
(2) Introduce African unit with Safari Montage “Introduction to Ancient Africa Civilizations”,
“Ancient Africa”, 2 min. 37 sec
(3) Introduce the process and purpose (learning geography, accomplishments, key figures) of
creating a “passport”
(1) N/A
(2) Read textbook pages 512 to 515 to identify textual content for the geography,
accomplishments, key figures of Ghana
(1) Complete your DBQ Introductory Paragraph and conduct final proof reading before
submission.
(2) Enter geography, accomplishments, key figures facts into your “passport”
REFLECT: How have natural resources affected Ghana’s history?
(Exit Ticket))
Homework
None
Lesson Plans – Subject to Change
Tuesday
Benchmarks: SS.6.W.3.18
Africa: Ghana and Mali
Daily Agenda
Daily Objective SW will learn about the ancient kingdoms of Ghana and Mali by using their ‘passport” to create
notes on geography, accomplishments, and key figures.
ANTICIPATE( Unpack Focus standard: SS.6.W.3.18
Bell ringer) Describe the rise and fall of the ancient east African kingdoms of Kush and Axum and Christianity’s
development in Ethiopia
I DO:
WE DO:
You DO:
(1) Explain to students how to complete their of study on Ghana
(2) Introduce the process and purpose (learning geography, accomplishments, key figures) of
creating “passport” entries for Mali
(1) NA
(2) Read textbook pages 516 to 518 to identify textual content for the geography,
accomplishments, key figures of Mali
(1) Complete entries in “passport” for Ghana
(2) Begin entries on Mali geography, accomplishments, key figures into your “passport”
REFLECT:(Exit Why was salt so valuable to West Africa?
Ticket))
Homework None
Wednesday
Benchmarks: SS.6.W.3.18
Africa: Mali and Songhai
Daily Agenda
Daily Objective SW will learn about the ancient kingdoms of Mali and Songhai by using their ‘passport” to create
notes on geography, accomplishments, and key figures.
ANTICIPATE( Why were griots important before writing was adopted in West Africa? Include the significance of
Bell ringer) griots to West Africa’s culture.
I DO:
WE DO:
You DO:
(1) Explain to students how to complete their of study on Mali
(2) Introduce the process and purpose (learning geography, accomplishments, key figures) of
creating “passport” entries for Songhai
(1) NA
(2) Read textbook pages 519 to 521 to identify textual content for the geography,
accomplishments, key figures of Songhai
(1) Complete entries in “passport” for Mali
(2) Begin entries on Songhai geography, accomplishments, key figures into your “passport”
REFLECT:(Exit Why do so many people still speak the languages of Mali and Songhai?
Ticket))
Homework None
Thursday
Benchmarks: SS.6.W.3.18
Africa: Songhai and Kush/Axum
Daily Agenda
Daily Objective SW will learn about the ancient kingdoms of Songhai and Kush/Axum by using their ‘passport” to
create notes on geography, accomplishments, and key figures.
Lesson Plans – Subject to Change
ANTICIPATE( How did controlling the gold-salt trade of make Songhai the largest empire of West Africa?
Bell ringer)
I DO:
WE DO:
You DO:
REFLECT:(Exit
Ticket))
(1) Explain to students how to complete their of study on Songhai
(2) Introduce the process and purpose (learning geography, accomplishments, key figures) of
creating “passport” entries for Kush/Axum
(1) NA
(2) Read textbook pages 522 to 5224 to identify textual content for the geography,
accomplishments, key figures of Kush/Axum
(1) Complete entries in “passport” for Songhai
(2) Begin entries on Kush/Axum geography, accomplishments, key figures into your
“passport”
What did the port cities of East Africa have in common with the Phoenician port cities? What did
both areas thrive in?
Homework None.
Friday
Benchmarks: SS.6.W.3.18
Africa: Kush/Axum
Daily Agenda
Daily Objective SW will learn about the ancient kingdoms of Kush and Axum by using their ‘passport” to create
notes on geography, accomplishments, and key figures.
ANTICIPATE( Stonetowns were named for the multistoried houses built there. What was the purpose of these
Bell ringer) houses and how did the affect the culture of East Africa?
I DO: Explain to students how to complete their of study on Kush/Axum
WE DO: N/A
You DO: Complete entries in “passport” for Kush/Axum
REFLECT:(Exit How are Kush and Axum like and different?
Ticket))
Homework None
Unit:
Scale #
Requirements for Level
4
I can describe important achievements of the West and East Africa peoples and apply the achievements
to the river valley and current civilizations.
3
I understand the basic development of West and East Africa peoples, but I do not know why or how they
contributed to the advancement of civilization.
2
I can describe important achievements of West and East Africa and their key figures.
1
I have some background knowledge and a few of the vocabulary words down, but I still need help with
tasks.
Lesson Plans – Subject to Change
0
I have no experience with this topic and I need to start at the beginning.
Notes:
WICR Strategies used during each unit.
Writing
Inquiry
Collaboration
Reading
Writing activities that help
Questioning strategies
Working together with a
Any strategies in reading
students understand the
that help students
partner or in a group of
that help students
content
understand the content
students to understand, to
understand
problem solve, or to
complete a task/project
Writing-to-Learn
Higher level questioning
• summaries
in classes
Process writing
• Costa’s Level 1: Students
Sharing ideas with a
• accessing prior knowledge
• using a rubric as evaluation
find the answers right there
partner or in a group
• making predictions
On-demand/Timed writing
in the text.
Carousel/Gallery Walk
During reading activities
• writing that is completed in
class within a set amount of
time
• grade is evaluated using a
rubric
Cornell Notes
Think Pair Share
• vocabulary activities
• Costa’s Level 2: Students
must figure out the answer
• marking the text
Problem solving in groups
from information in the
text.
• taking notes on the most
important information
Before reading activities
• Cornell notes
• graphic organizers
Projects in groups
After reading strategies
• summarizing
• Costa’s Level 3: Students
• summarizing
• using the notes to study
apply what they have
• group projects
Reflective writing
learned or use what they
• students write about what
they have learned and what
they still need
have learned to evaluate or
create.
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
Lesson Plans – Subject to Change
 Read directions for the
student
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Read Aloud to Students
 Visual manipulatives
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.