West Africa - Social Studies Home

Unit Plan

Unit Title: West Africa

Subject/Grade/Building: World Studies/7 th Grade/ Anwatin MS

Teacher Name: Kate Andrews

Unit Introduction: As one part of a larger unit on the continent of Africa, this sub-unit will look at the region of West Africa. More specifically, this unit will focus in on the social/cultural, political and economic developments within the West African kingdoms of Ghana, Mali and Songhay.

1. Standards and Benchmarks:

* The student will demonstrate knowledge of selected attributes and historical developments of various ancient societies in Africa, the Americas, Asia and Europe.

1. Students will describe significant historical achievements of various cultures of the world.

2. Enduring Understanding(s): Students will understand the development and impact of Africa’s civilizations.

3. Essential Question(s):

* How did the geography of Africa influence the rise of Africa’s civilizations?

* To what extent did these three kingdoms become the most powerful empires of their time?

4. Summative Assessment:

Students will create a kente cloth pattern that represents attributes of West African civilizations. In addition to creating the pattern, they will write a description of the meaning of their pattern and present their work to the class.

5. Formative Instruction and Formative Assessments: (see unit outline)

6. Differentiation: (see unit outline)

7. Academic Language (vocabulary and concepts):

Ancestors

Animism

Culture

Folk Tale

Geography

Griot

Kente Cloth

Mansa

Religion

Economy

Empire

Hajj

Islam/Muslim

Sahara Desert

Sahel

9. Skills:

- Locate particular facts in social studies documents

- Locate data into graphic organizers

- Compare and Contrast

Savanna

Tariff/Tax

Trade

Trade Posts

Tropical Rain Forest

- Analyze and evaluate the impact of ideas, events and /or people on groups, environments, economic systems, and/or subsequent events

- Create a product the uses social studies content to support a thesis and present the product in appropriate manner to a meaningful audience

10. Resources:

See individual lesson plans for ideas too. Here are some great general sources on African history: http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/ http://library.stanford.edu/africa/guide2.html

http://www.fordham.edu/halsall/africa/africasbook.html http://www.isidore-of-seville.com/mansa/ (primary sources on Sundiata and Mansa Musa) http://www.bu.edu/africa

Info about where to buy the Kente Cloth poster – I got mine at the DuSable Museum, University of

Chicago but I came across this information online:

A. Kente Symbolism Chart

~ Kente cloth is the majestic banner of Ashanti history and culture, and has become the African-American's motif for lineage to the motherland. This

26" x 36", full-color, glossy poster is our first ever publication introduced to the market in 1990. Since then it has been revamped twice to enhance it's delicate charm. It is a beautiful arrangement of over 100 kente cloth patterns, each labeled with their meanings and abstract symbolisms.

Sankofa Publications

2211 Amherst Rd.

Hyattsville, MD 20783

(Sorry no COD or credit card available at this time!)

Please add the appropriate shipping and handling charges to your order:

*1-5 copies - Add $4.00

*6-24 copies - Add $8.00

*25-50 copies - Add $12.00

*Over 50 copies - Add $15.00

Stock is limited so order today!

For more information or questions, please email or fax us at... oansa@aol.com or fax: (301) 422-0557

11. The Unit Why:



Why you (the student) should care about this content:

* The African kingdoms of Ghana, Mali and Songhay were among the greatest empires of their time, and yet few people know about their achievements.

* West African kings were all about the bling! How did gold confer status in the time of these empires? How does it confer status today?

* Kente cloth is a cultural tradition still used today. It has become an important symbol of identity and pride for many African and African American families. How do other cultures use textile patterns and colors to represent their heritage?



What skills you (the student) will learn:

- Organizing information located from a variety of sources.

- Identifying important achievements.

- Comparing and contrasting sources and topics.

- Creating a visual representation of those achievements.

- Presenting your work.



Why those skills are important:

You will often have to keep yourself and your work organized. When you are learning about a particular topic, you will also need to determine which details are important and which are not, and keep those organized as well.

Summative Assessment Lesson Planning Sheet

1. Describe the task in detail:

After having identified major social/cultural, political and economic attributes/achievements of the empires of Ghana, Mali and Songhay, students will create a kente cloth pattern that will stand as a visual representation of those achievements. In addition, students will write a description of the pattern they made. This description must contain references to historical events studied, as well as vocabulary from the unit. Both of these items will then be presented to the class.

Does this task match the unit’s enduring understanding?

 Yes

Does this task match the unit’s essential question?

 Yes

Does this task match the unit’s state standards?

 Yes

Does this task match the unit’s state benchmarks?

 Yes

2. Describe how the task may be differentiated:

Students will experience a great deal of choice in this assessment: they will choose the particular achievements/accomplishments they wish to highlight in their work, the particular kente colors and patterns for their design, as well as the design of the colors and patterns themselves.

3. Identify the evaluation criteria – by what standards will this work be assessed?

What will a really great piece of work look like?

1. Kente Cloth Pattern

- Accurate use of kente symbols and colors

- Attention paid to detail, creativity and authenticity

- Wise use of class time

2. Pattern Description

- Clearly stated position statement

- Accurate use of historical information

- Accurate use of unit vocabulary

- Attention paid to writing process (proofread)

3. Presentation

- Evidence of preparedness and practice

- Evidence of personal pride and enthusiasm

Do the criteria match the unit’s enduring understanding?



Yes

Do the criteria match the unit’s essential question?

 Yes

Do the criteria match the unit’s state standards?

 Yes

Do the criteria match the unit’s state benchmarks?

 Yes

 The task involves students in higher-order thinking

 The task requires that the student develop and/or make use of deep knowledge

 The task is interesting, challenging, and connected to the world beyond the classroom

 The lesson includes a plan for differentiation

 This lesson’s objective(s) match the unit’s enduring understanding

 The task matches the objective(s) and assessment criteria are identified

 The summative task is a performance of understanding that is built around a "new problem"

 The summative task is a performance of understanding that answers the unit’s essential question

 The summative task is a performance of understanding that both exhibits and enhances student understanding

 The evaluation criteria are clearly spelled out and communicated to the students before the unit begins

 The task calls for more than the presentation and/or the assessment of simple knowledge

 The task calls for more than a portfolio of completed work

 The summative assessment task allows the student to demonstrate achievement of all of the state standards that were placed in this unit.

Summative Assessment Rubric Planning Sheet

Criteria

1. Kente Cloth Pattern






What “great” looks like

(Exemplary)

All the colors and symbols used are accurate

Evidence that a great deal of attention was paid to detail, creativity and authenticity

All class time was used wisely

What “good” looks like

(Proficient)

Most the colors and symbols used are accurate

Evidence that some attention was paid to detail, creativity and authenticity

Most class time was used wisely

What “re-do” looks like

(Novice/Emerging)

A few of the colors and symbols used are accurate

Evidence that not enough attention was paid to detail, creativity and authenticity

Not enough class time was used wisely

2. Pattern Description







- Attention paid to writing process

(proofread)

3. Presentation


3. Presentation


Position statement is very easy for others to understand

Position statement is mostly understandable by others

Position statement is hard for others to understand

A great deal of historical information is used to support the position statement

Some historical information is used to support the position statement

Not enough historical information is used to support the position statement

Almost all of the unit vocabulary terms are used in the pattern description

There are no errors in spelling or grammar

Over half of the unit vocabulary terms are used in the pattern description

There are few errors in spelling or grammar

Not enough vocabulary terms are used in the pattern description

There too many errors in spelling or grammar

The presentation is entirely smooth; no giggles, “ums” or freeze ups

The presentation is basically smooth; few giggles, “ums” or freeze ups

The presentation is not smooth enough; too many giggles,

“ums” and/or freeze ups

The presentation is energetic; you smile and make eye contact with the audience

The presentation is energetic and positive

The presentation neede work; everyone knew you didn’t want to be there

Lesson Plan

Lesson Title: Introduction

Lesson Number: 1

Unit Title: West Africa – How Trade Built Three Powerful Kingdoms

Subject/Grade: 7 th

Grade World Studies


1. Expectations : What are the learning objectives or goals? What will the student be able to do by the end of the lesson?

The student will be able to:

- connect with and describe two visual images depicting rulers from West Africa

- compare and contrast these two images

- make a prediction about upcoming unit content

2. Engagement : How will you engage and excite the students to begin the learning?

This lesson will use the VTS process created at the Minneapolis Institute of Arts. The idea behind VTS

(Visual Thinking Strategies) is to get students to more deeply engage with the visual arts. I chose to begin this lesson by having students look at images because middle school students are so inquisitive that as soon as you put an image before them, they will want to know what it’s all about.

3. Exploration : This is the learning part - what will happen? What will the students explore? What will the students uncover?

A. The students will be asked to view two separate images, one of Mansa Musa, King of Mali and one of a modern Ashante King. The students will first be given time to create a bubble map in which they will write down 5-10 words/phrases they might use to describe the image of Mansa Musa.

B. The teacher will then lead a brief discussion about the image with the following guiding questions:

What is going on here?

What do you see that makes you say that?

What more can you say about that?

C. Repeat these steps with the second image.

D. Students create a double bubble map/Venn diagram comparing the two images (what did they have in common? What was unique about each one?)

E. At the end of class, students will fill in an “exit card”. This exit card will contain at least one prediction about what they think the upcoming unit will be about.

4. Explanation : What will the students explain or show? How will they show that they have reached the goals you have set for them?

A. Students will complete several graphic organizers that elicit prior knowledge about unit content.

B. Students will complete an “exit” card they will hand in before they leave class.

5. Evaluation : By what criteria will the student work be assessed?

The graphic organizers and exit cards will be scored for completeness.

6. Etc.

: What other information must be provided for others to understand this lesson? What handouts are included with this lesson? What Web links are needed?

For an image of Mansa Musa, try this one: www.metmuseum.org/toah/hd/gold/gold_1.htm

For an image of a modern Ashante King, look here: http://www.sagatours.com/images/Ashantiking.jpg

Our school uses “Thinking Maps”. For information about thinking maps, try: http://www.mapthemind.com/thinkingmaps/thinkingmaps.html

Name: __________________________________ Date: _____________ Pd.: ______

Directions: As you view the image, please fill in the bubble map below with words or phrases that describe what you see.

Name: ________________________________ Date: ___________ Pd.: _______

Driections: Take a moment to think about what these two images have in common, and what is unique about each one. Fill in your ideas on the double bubble map below.

Things

Unique:

Mansa Musa

Things In

Common:

Ashante King

Things

Unique:

Lesson Plan

Lesson Title: Unit Vocabulary and Big Concept

Lesson Number: 2


Subject/Grade: 7 th Grade World Studies




- access prior knowledge about the big concept: “trade”

- evaluate the accuracy of a prediction about unit content

- evaluate prior experience with a set of vocabulary terms about West Africa


Teacher begins by demonstrating the concept of trade but not explicitly explaining what is going on (ask students to trade pens for pencils, etc.). This will pique the students’ curiosity.


A. After completing the clandestine “trade” operation, students will be asked to create a circle frame map about the concept of “trade”. Inside the big circle students write 5-10 words/phrases that come to their head when the think of the word “trade”. Outside the big circle they connect each word/phrase to where/when they actually experienced that learning. The class discusses the concept and the teacher reveals what trade has to do with this unit.

B. Teacher reviews the unit with the students, including the summative assessment. Refer back to the images from yesterday’s lesson and the predictions that were made.

C. Students create a vocabulary chart in their notebooks.


A. Students will complete a graphic organizer in their notebooks.

B. Students will begin a vocabulary chart in their notebooks. (The definitions will be filled in over the course of the unit)


The graphic organizer will be scored for completeness.

6. Etc.


Name:_______________________________________ Date: _____________ Pd.: _________

Directions: Please fill in this circle frame map by doing the following things:

1.

In the large circle, write in 5-10 things that come to your mind when you think of the word

“trade”.

2.

In the frame around the big circle, record the specific time or event when you learned that information.

Trade

Name :_______________________________________ Date: _____________ Pd.: _________

Directions: We are going to spend the next several weeks identifying major social/cultural, political and economic attributes/achievements of the empires of Ghana, Mali and Songhay. At the end of the unit, you will create a kente cloth pattern that will stand as a visual representation of those achievements. In addition, you will write a description of the pattern you made. This description must contain references to historical events studied, as well as vocabulary from the unit. Both of these items will then be presented to the class. Here is how you will be evaluated:

Kente Cloth Rubric

Criteria














- Attention paid to writing process (proofread)

3. Presentation


3. Presentation


What “great” looks like (10 pts.)

(Exemplary)

All the colors and symbols used are accurate

Evidence that a great deal of attention was paid to detail, creativity and authenticity

All class time was used wisely

Position statement is very easy for others to understand

A great deal of historical information is used to support the position statement

Almost all of the unit vocabulary terms are used in the pattern description

There are no errors in spelling or grammar

The presentation is entirely smooth; no giggles, “ums” or freeze ups

The presentation is energetic; you smile and make eye contact with the audience

What “good” looks like (8 pts.)

(Proficient)

Most the colors and symbols used are accurate

Evidence that some attention was paid to detail, creativity and authenticity

Most class time was used wisely

Position statement is mostly understandable by others

Some historical information is used to support the position statement

Over half of the unit vocabulary terms are used in the pattern description

There are few errors in spelling or grammar

The presentation is basically smooth; few giggles, “ums” or freeze ups

The presentation is energetic and positive

What “re-do” looks like (5 pts)

(Novice/Emerging)

A few of the colors and symbols used are accurate

Evidence that not enough attention was paid to detail, creativity and authenticity

Not enough class time was used wisely

Position statement is hard for others to understand

Not enough historical information is used to support the position statement

Not enough vocabulary terms are used in the pattern description

There too many errors in spelling or grammar

The presentation is not smooth enough; too many giggles, “ums” and/or freeze ups

The presentation neede work; everyone knew you didn’t want to be there

Name: __________________________________ Date: ____________ Pd.: ________

I. Some Background

Kente cloth is connected to a deep tradition of weaving that has existed throughout the entire continent and history of Africa. Kente was probably first used as a ceremonial cloth for the rulers of West African kingdoms. Brightly colored yarns were woven together by men and women for royal rituals such as birth and marriage. Since then, kente cloth has become a popular form of dress for all West Africans and many African Americans too, not just the rich.

Each cloth is created by weaving together colorful patterns and each symbol, pattern and color has their own names and meaning. Most patterns and colors are derived from historical events, individual achievements, proverbs, moral values, human behavior and certain aspects of plant and animal life.

(Source:

“Kente Symbolism Chart”,

Sankofa Publications , Hyattsville, MD)

II. Directions

Your assignment is to create and explain a kente cloth pattern that represents the achievements of one of the West African empires we studied: Ghana, Mali, or Songhay. Here are the steps you should follow:

1. Read through the information packet on the kente patterns and colors and write out answers to he questions on thither side of this sheet

. (Don’t forget to sketch out your pattern ideas)

2. When you are ready to start on your final kente pattern, come up for your materials: graph paper and colored pencils/markers.

3. On a separate piece of paper, write a one paragraph (50

– 100 words) description of how your pattern represents the achievements of the kingdom you chose.

III. Getting Started

Please answer the following questions.

1. Review your notes on Ghana. Mali, Songhay. Which kingdom interested you the most and why?

2. What are the most important achievements of this kingdom? How would you describe them? How did trade play a role in the rise of this empire? What about geography?

3. Which Kente symbols best reflect these achievements? Write their names and meanings here.

4. Which kente clolors best reflect those achievements? Write their names and meanings here.

5. Draw a quick sketch of how you might put these symbols and colors together on the back of this sheet.

Nkyimkyim:

Afanfanto:

Kawo:

Damedame:

Sekan

Puduo

Atweremansa

Gye Nyame

Highlights from the Kente Symbolism Chart Poster

Kente Colors

Yellow:

Pink/Purple:

Red: sanctitity, preciousness, royalty, spirituality, vitality

The female essence of life, female ancestors, tenderness, sweetness sacrifice, struggle, a heightened spiritual or political mood peacefulness, good fortune, harmony, love Blue:

Green:

Maroon:

White:

Grey: growth, vitality, prosperity, abundant health, spiritual rejuvenation

Mother Earth, healing, the power to repel evil spirits festive occasions, contact with ancestral spirits protection against evil spirits, spiritual cleansing

Silver:

Gold:

Black: ceremonies and festivals, serenity, purity, joy royalty, wealth, elegance, supreme quality, glory spiritual energy and maturity, communion with ancestral spirits

Kente Symbols

(zigzag)

(butterfly)

(centipede) Uniqueness

(checkerboard)

(knife)

(cross, pyramids)

(three stars)

(yin-yang) prudence, vigilance and balance tenderness, gracefulness, beauty

balance, wisdom, strategy, intelligence efficiency, craftsmanship, sharpness of mind and tongue

heritage, family unity and continuity cosmic guidance, female essence of life a symbol of the attributes of God

Sultan

Sundiata

Tax/tariff trade

Name: __________________________________ Date: ____________ Pd.: ________

Directions: This is our vocabulary chart for the West Africa Unit. Over the course of the unit, you will complete the entire chart. Begin by ranking how well you feel you already know each word by placing a 1, 2, or 3 in the “ranking” column. Use the following as a guide for ranking your words.

1 = I’ve never seen this word before

2 = I’ve seen it but I’m not sure what it means

3 = I’ve seen this word before and I know exactly what it means

Ranking Definition Context Term

Ghana

Kente cloth

Mali

Mansa Musa

Muslim

Pilgrimage

Songhay

Lesson Plan

Lesson Title: Physical/Political Map of West Africa

Lesson Number: 3


Subject/Grade: 7 th

Grade World Studies




- locate major physical/political features in the region of West Africa


Begin with a journal question: Where are we (what place are we studying now in the course)? How do you know?


A. The students will complete a double-sided worksheet and map of West Africa. Students will also need an atlas or other resource with maps of Africa.

B. Students will use these maps to make predictions about how the geography of West Africa may have influenced the civilizations that lived there.


A. Students will complete physical map on one side and political map on the other.

B. Students will complete an exit card with at least one prediction about how the geography of Africa may have influenced the civilizations that lived there.


The maps will be scored for accurateness and completeness.

The exit cards will not be graded but will be used to further instruction.

6. Etc.


If you don’t have any outline maps of Africa, here are some sites to look at. I have not found a site with maps as specific as the region of West Africa, so I enlarge, cut, and paste! www.eduplace.com/ss/ maps / africa .html

www.geography.about.com/library/blank/blxindex.htm www.enchantedlearning.com/geography/ africa /

Name: __________________________________ Date: ____________ Pd.: ________

A. Directions for Physical Map of West Africa

1. Please locate and write in the names of the following geographical features:

Atlas Mountains Lake Chad Sahara Desert

Atlantic Ocean

Gambia River

Gulf of Guinea

Lake Volta

Niger River

Sahel

Volta River

2. West Africa is made up of three distinct climate regions: desert, savanna, rain forest. Locate the location of each and shade these areas in on your map.

B. Directions for Political Map of West Africa

1. Sixteen countries make up the current region of West Africa. Locate each one and write it in on your map.

Benin

Burkina Faso

Cape Verde Is.

Gambia

Ghana

Guinea

Liberia

Mali

Guinea-Bissau Mauritania

Ivory Coast/Cote D’Ivoire Niger

Nigeria

Senegal

Sierra Leone

Togo

2. Three important kingdoms, Ghana, Mali and Songhay, were also located in this region hundreds of years ago. Find the location of each and shade it in on your map.

Lesson Plan

Lesson Title: The Kingdom of Ghana – Secondary Source information

Lesson Number: 4


Subject/Grade: 7 th

Grade World Studies




- read a text selection on the kingdom of Ghana and accurately take notes on main ideas

- accurately summarize text from notes

- recognize unit vocabulary words and record definitions


Begin with a song such as “I Can” from Nas, which talks about West African heritage and has a generally positive message. Make connections about the importance of knowing everyone’s history, etc.


A. Students will engage in the “Key Word Note-Taking” strategy. In pairs, students read a short section of text and take brief notes on the content. (The idea is to get them to write as few words as they need to remember the information) They share what they wrote with a partner and edit their notes as appropriate. Repeat the process for as many sections of text as you have.

B. At the end of the text, students summarize the main ideas of the reading from their notes.

C. As a class, fill in definitions for the vocabulary words presented in this reading.


A. Students will complete a note-taking page.

B. Students will complete an overall summary of the reading.


The notes will be scored for accurateness and completeness.

6. Etc.


I used our textbook series for this information: The World/Ancient Civilizations, Harcourt Brace. You can find similar overviews at: http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/

“I Can” by Nas (From album God’s Son

)

I know I can (I know I can)

Be what I wanna be (be what I wanna be)

If I work hard at it (If I work hard it)

I'll be where I wanna be (I'll be where I wanna be)

[Nas]

Be, B-Boys and girls, listen up

You can be anything in the world, in God we trust

An architect, doctor, maybe an actress

But nothing comes easy it takes much practice

Like, I met a woman who's becoming a star

She was very beautiful, leaving people in awe

Singing songs, Lina Horn, but the younger version

Hung with the wrong person

Gotta astrung when I heard when

Cocaine, sniffing up drugs, all in her nose

Coulda died, so young, no looks ugly and old

No fun cause when she reaches for hugs people hold they breath

Cause she smells of corrosion and death

Watch the company you keep and the crowd you bring

Cause they came to do drugs and you came to sing

So if you gonna be the best, I'ma tell you how

[Chorus - 2x (Nas and Kids)]

I know I can (I know I can)

Be what I wanna be (be what I wanna be)

If I work hard at it (If I work hard it)

I'll be where I wanna be (I'll be where I wanna be)

[Nas]

Be, B-Boys and girls, listen again

This is for grown looking girls who's only ten

The ones who watch videos and do what they see

As cute as can be, up in the club with fake ID

Careful, 'fore you meet a man with HIV

You can host the TV like Oprah Winfrey

Whatever you decide, be careful, some men be

Rapists, so act your age, don't pretend to be

Older than you are, give yourself time to grow

You thinking he can give you wealth, but so

Young boys, you can use a lot of help, you know

You thinkin life's all about smokin weed and ice

You don't wanna be my age and can't read and right

Begging different women for a place to sleep at night

Smart boys turn to men and do whatever they wish

If you believe you can achieve, then say it like this

[Chorus]

Save the music y'all, save the music y'all

Save the music y'all, save the music y'all

Save the music

[Nas]

Be, be, 'fore we came to this country

We were kings and queens, never porch monkeys

It was empires in Africa called Kush

Timbuktu, where every race came to get books

To learn from black teachers who taught Greeks and Romans

Asian Arabs and gave them gold when

Gold was converted to money it all changed

Money then became empowerment for Europeans

The Persian military invaded

They learned about the gold, the teachings and everything sacred

Africa was almost robbed naked

Slavery was money, so they began making slave ships

Egypt was the place that Alexander the Great went

He was so shocked at the mountains with black faces

Shot up they nose to impose what basically

Still goes on today, you see?

If the truth is told, the youth can grow

They learn to survive until they gain control

Nobody says you have to be gangstas, hoes

Read more learn more, change the globe

Ghetto children, do your thing

Hold your head up, little man, you're a king

Young Prince thats when you get your wedding ring

Your man is saying "She's my queen"

3

1

Name: __________________________________ Date: ____________ Pd.: ________

Directions: Please use this worksheet to record your notes about each section of the reading.

2

4

Now, use the space below to write a summary of the main ideas from this text:

Lesson Plan

Lesson Title: The Kingdom of Ghana – Primary Source information

Lesson Number: 5


Subject/Grade: 7 th

Grade World Studies




- analyze a primary document about the kingdom of Ghana

- make comparisons between primary and secondary source material


Students write a journal entry about their use of primary sources – how are they beneficial to us as students of history? How can they be problematic?


A. Students will read Al-Bakri’s account of his 11 th century visit to the Kingdom of Ghana and analyze its contents in terms of author, audience, context, etc.

B. In pairs, students will compare this account with the secondary source material on the Kingdom of

Ghana and make note of important similarities/differences – what might explain these?

C. Students will also produce an exit card about their experiences with the primary and secondary sources.


A. Students will complete a primary source analysis worksheet.

B. Students will complete a compare/contrast analysis worksheet.

C. Students will complete an Exit Card listing one element of Ghanaian history they believe was supported by the primary and secondary source evidence and one piece they noticed conflicting information about.


The students’ analysis worksheets will be scored for completeness.

The exit cards will not be graded but rather used as a tool for further discussion.

6. Etc.


Name: __________________________________ Date: ____________ Pd.: ________

Directions: Please use the following worksheet to analyze the validity of this primary source.

1. What is the title of this source?

2. Who wrote it?

3. When was it written?

4. Where was it written?

5. Why was this document/object written or made?

6. Who was the intended audience/user?

7. What questio ns does this source raise? What don’t we know about this source?

8. What other information do we have about this source?

9. What else do we need to know in order to understand the evidence in this source?

10. How does evidence from this source alter or fit into existing interpretations of the past?

Kingdom of Ghana

The following description of the Kingdom of Ghana was written by Al-Bakri, a member of a prominent Spanish Arab family who lived during the 11 th

century.

The city of Ghana consists of two towns situated on a plain. One of these towns, which is inhabited by Muslims, is large and possesses twelve mosques, in which they assemble for the Friday prayer. There are salaried imams and muezzins, as well as jurists and scholars. In the environs are wells with sweet water, from which they drink and with which they grow vegetables. The king’s town is six miles distant from this one….

Between these two towns are continuous habitations. …In the king’s town, and not far from his court of justice, is a mosque where the Muslims who arrive at his court pray. Around the king’s town are domed buildings and groves and thickets where the sorcerers of these people, men in charge of the religious cult, live. In them too are their idols and the tombs of their kings. These woods are guarded and none may enter them and know what is there…. The king’s interpreters, the official in charge of his treasury and the majority of his ministers are Muslims. Among the people who follow the king’s religion only he and his heir apparent (who is the son of his sister) may wear sewn clothes. All other people wear robes of cotton, silk, or brocade, according o their means. All of them shave their beards, and women shave their heads. The king adorns himself like a woman (wearing necklaces) round his neck and (bracelets) on his forearms, and he puts on a high cap decorated with gold and wrapped in a turban of fine cotton. He sits in audience or to hear grievances against officials in a domed pavilion around which stand ten horses covered with gold-embroidered materials. Behind the king stand ten pages holding shields and swords decorated with gold, and on his right are the sons of the (vassel) kings of his country wearing splendid garments and their hair plaited with gold. The governor of the city sits on the ground before the king and around him are ministers seated likewise. At the door of the pavilion are dogs of excellent pedigree who hardly ever leave the place where the king is, guarding him. Round their necks they wear collars of gold and silver studded with a number of balls of the same metals. The audience is announced by the beating of a drum which they call duba made from a long hollow log.

When the people who profess the same religion as the king approach him they fall on their knees and sprinkle dust on their head, for this is their way of greeting him. As for the Muslims, they greet him only by clapping their hands….

Their religion is paganism and the worship of idols….

On every donkey-load of salt when it is brought into the country their king levies one golden dinar and two dinars when it is sent out. … The best gold is found in his land comes from the town of

Ghiyaru, which is eighteen days’ traveling distance from the king’s town over a country inhabited by tribes of the Sudan whose dwellings are continuous…

The king of Ghana when he calls up his army, can put 200,000 men into the field, more than

40,000 of them archers.

Source: Al-Bakri, The Book of Routes and Realms, cited in Levitzion and

Hopkins, Corpus of Early Arabic Sources for West African History, (Cambridge

University Press, 1981) pp. 79-81.

Retrieved from: www.bu.edu/africa

Name: __________________________________ Date: ____________ Pd.: _______

Directions: Use the space below to compare the evidence from our secondary and primary sources.

Conclusion Secondary Source Evidence Primary Source Evidence

Lesson Plan

Lesson Title: The Kingdom of Mali – Secondary Source information

Lesson Number: 6


Subject/Grade: 7 th

Grade World Studies




- read a text selection on the Kingdom of Mali and accurately take notes on main ideas


- participate effectively as a member of a cooperative group



Return to the image of Mansa Musa. Ask students to evaluate what more they may have learned since they first saw the image.


A. In cooperative groups, students will each read a section of text on the Kingdom of Mali. Students will be responsible for taking notes on the main ideas from their section.

B. Students will then participate in a “Table Rally”. Although Table Rallies can take many forms, the idea is to have students each share the information from their section of text with each other.

C. Either individually, or as a group, students agree on and describe the main ideas from the text.

D. As a class, fill in definitions for the vocabulary words presented in this reading.


A. Students will complete notes in their notebooks.


A. Notes will be scored for accuracy and completeness.

6. Etc.



Group Notes 2

Group Notes 3

Conclusion:

Name: __________________________________ Date: ____________ Pd.: _______

Directions: In the “Table Rally”, you need to work efficiently – that means you have to be both accurate and quick. Each member of your group will read a section of the text. As you read, please fill in the notes section of this worksheet. After everyone has had a chance to take their notes, the rally will begin.

When I give the word, pass your note sheet to the person on your left. You will each have one minute to add a detail or a conclusion to the sheet. You must write something and you may not write something that has already been written by someone else!

Your Notes:

Group Notes 1

Lesson Plan

Lesson Title: The Kingdom of Mali – Primary Source information

Lesson Number: 7


Subject/Grade: 7 th

Grade World Studies




- analyze a primary document on the Kingdom of Mali



Provide students with some background information about Ibn Battuta, a most famous Arab explorer and scholar from the 14 th

century.


A. Students will read Ibn Battuta’s account of his 14 th century visit to the Kingdom of Mali and analyze its contents in terms of author, audience, context, etc.


Mali and make note of important similarities/differences – what might explain these?









6. Etc.


Use the resources from lesson #5.

A Visit to Mali

Ibn Battuta was a 14th-century Muslim traveler. Ibn Battuta spent 24 years traveling the

Muslim world to meet scholars and rulers. Ibn Battuta's stories about life in the Middle Ages give us a first hand account of historical events and ceremonies such as the one below.

"[The sultan] has a lofty pavilion, of which the door is inside his house, where he sits for most of the time. . . . There came forth from the gate of the palace about 300 slaves, some carrying in their hands bows and others having in their hands short lances and shields. . .

Then two saddled and bridled horses are brought, with two rams which, they say, are effective against the evil eye. . . . Dugha, the interpreter, stands at the gate of the councilplace wearing fine garments of silk brocade and other materials, and on his head a turban with fringes which they have a novel way of winding. . . . The troops, governors, young men, slaves, the Masufa, and others sit outside the council-place in a broad street where there are trees. . . . Inside the council-place beneath the arches a man is standing. Anyone who wishes to address the sultan addresses Dugha and Dugha addresses that man standing and that man standing addresses the sultan. If one of them addresses the sultan and the latter [the Sultan] replies he uncovers the clothes from his back and sprinkles dust on his head and back, like one washing himself with water. I used to marvel how their eyes did not become blinded."

You may download, print and make copies of these pages for use in your classroom, provided that you include the copyright notice shown below in all such copies.

Copyright © 1999 Houghton Mifflin Company. All Rights Reserved.

Lesson Plan

Lesson Title: The Kingdom of Songhay – Secondary Source information

Lesson Number: 8


Subject/Grade: 7 th

Grade World Studies




- read a text selection about the kingdom of Songhay and accurately take notes on main ideas


- participate effectively as a member of a cooperative group



Have students write a journal about “The Age of Exploration” and see if any of them talk about anything besides Columbus (hopefully they will remember Ibn Battuta?!). Preview what was going on in West

Africa at this time.


A. In cooperative groups, students will each read a section of text on the Kingdom of Songhay. Students will be responsible for taking notes on the main ideas from their section.

B. Students will then participate in a “Table Rally”. Although Table Rallies can take many forms, the idea is to have students each share the information from their section of text with each other.

C. Either individually, or as a group, students agree on and describe the main ideas from the text.

D. As a class, fill in definitions for the vocabulary words presented in this reading.


A. Students will complete notes in their notebooks.


A. Notes will be scored for accuracy and completeness.

6. Etc.


Use the student resources from lesson #6


Lesson Plan

Lesson Title: The Kingdom of Songhay – Primary Source information

Lesson Number: 9


Subject/Grade: 7 th

Grade World Studies




- analyze a primary document about the kingdom of Songhay



Provide students with some background information about Leo Africanus, a most famous Spanish explorer and a man with many names.


A. Students will read Leo Africanus’ account of his 16 th century visit to the Kingdom of Songhay (city of Timbuktu) and analyze its contents in terms of author, audience, context, etc.


Mali and make note of important similarities/differences – what might explain these?









6. Etc.


Use student resources from lesson # 5.

Kingdom of Songhay

Primary Source Documents

Leo Africanus, an Arab traveler visited Timbuktu in the Kingdom of Songhay early in the 1500s and left this description of that city.

Howbeit there is a most stately temple to be seen, the walls whereof are made of stone and lime; and a princely palace also built by a most excellent workman of Granada [Spain]. Here are many shops of artificers, and merchants, and especially of such as weave linen and cotton cloth. And hither do the

Barbary [Spain] merchants bring cloth of Europe. All the women of the region except maidservants go with their faces covered, and sell all necessary victuals [food]. The inhabitants, & especially strangers there residing, are exceeding rich, insomuch that the king that now has married both his daughters unto two rich merchants. Here are many wells, containing most sweet water; and so often as the river Niger overfloweth, they convey the water thereof by certain sluces into the towne. Corn (sorghum), cattle, milk, and butter this region yieldeth in great abundance: but salt is very scarce here; for it is brought hither by land from Tagaza, which is five hundred miles distant. When I myself was here, I saw one camel load of salt sold for 80 ducates. The rich king of Tombuto (Timbuktu) hath many plates and scepters of gold, some of which weigh 1300 pounds; ... He hath always three thousand horsemen, and a great number of footmen that shoot poisoned arrows, attending upon him. ...Here are great stores of doctors, judges, priests and other learned men, that are bountifully maintained at the kings cost and charges. And hither are brought diverse manuscripts or written books out of Barbary [Spain], which are sold for more money than any other merchandize...

Retrieved from: www.bu.edu/africa ( this selection was editied for classroom use by K. Andrews)

Lesson Plan

Lesson Title: The Three Powerful Kingdoms of West Africa: Pulling it all together . . .

Lesson Number: 10


Subject/Grade: 7 th

Grade World Studies




- organize complex information about Ghana, Mali and Songhay and use a graphic organizer to show their thinking.


Return to the circle frame map on the word “trade” and allow students to clarify their thinking about what role this word played in the creation of Ghana, Mali and Songhay. Have students trace the trade routes on their map of Africa.


A. Students will review the notes they have collected about Ghana, Mali and Songhay. Individually, or with a partner, they will decide how to organize their information in order to answer the question: what do we need to know about these three kingdoms?

B. Students will select a thinking map (tree, flow or analogy) in which to organize their information. The students should also be thinking about the kente cloth assignment (the may want to allign their thinking map with their kente cloth ideas.


A. The students will create a final draft thinking map for display.


A. The map will be scored for completeness and accuracy.

6. Etc.


Name: __________________________________ Date: ____________ Pd.: _______

Directions: We are trying to answer the question – what do middle school students need to know about

Ghana, Mali and Songhay? Choose one of the following thinking maps to organize the information you have collected about those three kingdoms. Your map should focus on main ideas.

1. Tree Map

A tree map is designed around categories and supporting details. Identify several categories of information these three kingdoms have in common and then list evidence for each.

2. Flow Map

These three empires followed one after the other in a chronological sequence. Identify the important events that marked the fall/rise of each kingdom and arrange them into a flow map.

3. Analogy Map

An analogy map denotes relationships between two or more things. In this case, create a series of analogy maps that demonstrate the relationships that existed between these three kingdoms.

AS

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