Name Esmee Noriega
You will be working in groups of three to teach the blue heading you have been assigned from chapter 6 in the textbook. You will have roughly two hours of class time to prepare and 8-10 minutes to present.
There are 4 required assignments:
1. PLAN: Write a plan that describes what you will do during the presentation. (Lesson plan)
2. VISUAL AIDE (Active Inspire, PowerPoint, Poster, or …): a. Create a SIMPLE visual aide that helps you teach the important facts of your blue heading.
3. QUIZ: Write 5 multiple choice quiz questions with answers to be turned in—not presented.
4. PRESENTATION: 8-10 minutes
Lesson Plan Format
Chapter # 6, Lesson # 1, and Section title Ghana Builds an Empire (blue heading)
I. Summary
Write a summary paragraph (which includes only relevant and important main ideas) that is complete and accurate.
By 800, Ghana was in full control of West Africa’s trade routes. All trade routes between northern and southern Africa passed through Ghana. To have more traders come through, Ghana started protecting traders using their army. Knowing that it was safer to trade there, more traders came and trade increased. Ghana always looked for ways to make money off the traders, they taxed the traders. Traders had to pay an extra tax on goods and a tax on anything he took with him when they left. Ghana citizens were also forced to pay taxes. Ghana’s gold mines produced lots of gold, and since gold was so valuable, they didn’t want to trade away all the gold, instead, some of it went to the king. Normal citizens were not allowed to own any gold but gold dust, to ensure that the king was richer than all of his subjects. Ghana used great wealth to build a powerful army. With that army, they conquered many neighbors. The empire was at its peak under the rule of Tunka Manin.
II. Objectives (2-3 objectives)
Objectives are the details of the lesson based on your summary. They are what you want the student to know after you are done teaching your lesson. Use the format below:
Students will be able to….
 recognize… how Ghana made money off trade
 identify… why Ghana did not trade away all of its gold
 describe...
how the Ghana empire got so large
III. Procedure
In this section, you want to describe exactly what your group (the teachers) and the students will be doing on the day you present: Step-by-step description. You need to make sure you explain the info you will teach, which group member will teach each part, what the students will be doing, and how long each part will take.
Show student the power point presentation, and read and explain each slide. Each slide should take about 2 minutes. The slides on trading will be read and explained by me (Esmee).

Slides about Ghana’s gold will be read and explained by Kaitlin. Slides about the expansion of the
Ghana empire will be read by read and explained by Aaron. The students will be taking notes.
IV. Quiz Questions

Five multiple choice questions with answers

Questions should focus on objectives, not picky details
1). Why did traders come to Ghana for trading?
a. because they had lots of things to trade for
b.because they had a big trading area
c.because they protected traders using the army
2). What did Ghana do to make more money off traders?
a. They taxed the traders for bringing goods, and for goods they brought
b. asked for money
c. begged traders to trade a lot
3). Why did Ghana not trade away all of the gold? a. because they were selfish
b. because gold was valuable
c. because they didn’t want traders to become rich
4). What did the rulers of Ghana do when they realized that they can’t rule all of the Ghana empire?
a. they let the king of conquered cities to govern
b. they gave away some of the empire
c. they let citizens govern
5). What did rulers do with money from taxes and tributes?
a. to buy more trade items
b. to make rulers richer
c. to support Ghana’s army
1). C 2). A 3). B 4). A 5). C
See the back of this page for a sample lesson plan!
Tips, Reminders…

It is OK to repeat yourselves—say the material more than once. Students will be taking notes, so take your time.
 Remember to tell the students what you want them to do. For example, “Write this down” or
“Just listen.”

Practice your presentation. Time yourselves—add time for students to take notes!
Esme’s Trading Part
By 800 Ghana was in full control of West Africa’s trade routes. All trade between northern and southern Africa passed through Ghana. Trade routes became safer and were free from bandits because traders were protected by Ghana’s army. Trade and Ghana’s influence increased. Ghana’s rulers looked for ways to make money from traders passing through their land. A way they made money was by forcing traders to pay a special tax on the goods he carried, and when he was leaving he had to pay a tax on any goods he took with him. Traders were not the only people who had to pay taxes. The citizens from Ghana had to pay taxes as well. Ghana conquered lots of small neighboring tribes and made them pay tribute. Rulers used the money from taxes and tributes to support Ghana’s army.