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In chapter six when Agba was summoned to
see Sultan Mulai Ismael he was filled with
terror. He knew the Sultan was a fierce blood
thirsty ruler. Click on the King of the Wind in
order to watch the video clip to gain an
understanding of the actions of a monarch
(king/ sultan).
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Would you want to be ruled by Sultan Mulai
Ismael ?
How did the Sultan treat the people of
Morocco?
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Sham was a gift to Louis XV the King of France from the
Sultan of Morocco. The form of government in France
in the 1700’s was a monarchy, both rulers ruled with
absolute authority.
Click the links below to research the actions of different
Sultans and French Kings around the 1700’s
Sultans
French Kings
Sultan Agung
Louis XIV
Tipu Sultan
Louis XV
Sultan Kudarat
Louis XVI
Watch this French Revolution clip to see what
happened to the French monarchy since the people of
France were upset their ruler had absolute authority.
Image Source: World Book by subscription
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You have freedom here in the
United States of America because
America has a democracy as their
form of government.
Compare and contrast what it is
like to live under a ruler that has
absolute authority and a ruler that
gives people freedom. Use your
knowledge of King of the Wind and
the resources from the slam dunk
to complete the Venn diagram
Image Source: ClipArt.com by subscription
Image Source: World Book by subscription
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Please choose one of the assessments below to complete.
A. Use your Venn diagram to create a Voki B. Create a comic that illustrates the
that explains how life in a country that
has a sultan is different than life in the
United States.
difference between being ruled by a
sultan and a president. Make sure you
use the rubric to help plan out your
comic.
Before you use Voki type what you are
going to say into a word document. You
can paste your answer into the Voki or
use the microphone and recorded it
into the Voki. Do not forget the rubric.
Paste the link to your Voki below
Image Source:
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The Bill of Rights keeps the
United States government from
having absolute authority.
However your principal has
decided to rule your school with
absolute authority. You need to
create a Bill of Rights for your
school to limit the power of your
principal.
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School Bill of Rights
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Grade Level and Content Area Grade 4 ELA GT
BCPS Curriculum / Maryland State Curriculum
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including
what happened and why, based on specific information in the text.
RI 4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant
to a grade 4 topic or subject area.
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements on Web pages) and explain how the information contributes
to an understanding of the text in which it appears.
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Common Core State Standards
Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Writing: 7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
Standards for the 21st Century Learner
1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in
order to make inferences and gather meaning.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, realworld situations, and further investigations.
ISTE NETS - National Educational Technology Standards for Students
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and
conduct research, manage projects, solve problems, and make informed decisions using appropriate
digital tools and resources. c. Collect and analyze data to identify solutions and/or make informed
decisions.
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Time Frame:
Two class periods
Differentiation strategies for this lesson:
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Direct students to use learning tools included in our BCPSlicensed databases, such as: audio read-aloud, labeled reading
levels/Lexiles, and embedded dictionaries.
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Students may work in partners
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The Slam Dunk contains reading on different reading levels
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The students can choose their assessment
Learning Styles addressed in this lesson:
Visual, auditory, kinesthetic, reflective, Field Independent
Notes to the teacher:
Collaborate with your school library media specialist to implement
this lesson.
Students may need their usernames and passwords to watch the
Safari Montage video clips.
The LMS may need to assist students with usernames and passwords.
Teachers can print out the activity worksheet if they choose.
In order to edit the Microsoft office documents students my need to
enable editing on the top of the document.
If you are not familiar with Voki please use these resources FAQ and
video tutorial
Students will need to save the PowerPoint to their students drive if
they complete the Voki or the enrichment activity.
Last updated: July, 2014
Created by Andrew Murray, Library Media Specialist Intern
BCPS Slam Dunk Research Model, Copyright 2013, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only.
All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.