2012 Early African History Lesson
Dates:
Essential and Guiding Questions:
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Why is it important to develop an appreciation of other cultures?
How does religion impact the development of cultures?
How has the process of “modernization” affected Africa?
How has conflict affected Africa?
How do the cultures of sub-Saharan Africa impact the global community?
What are the core beliefs of Animism?
How have Animist beliefs affected sub-Saharan Africa?
What events, figures, and processes impacted Africa from imperialism through independence?
What issues currently affect Africa?
What internal conflicts have shaped the development of Africa?
What factors influence Africa’s position in the global community?
Textbook Pages:
Night One:
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Ancient History of Africa: pgs 238-239
Ghana: pgs 242-243
Mali: pg 244
Night Two:
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Songhai: pg 245
Bantus: pg 246
East Africa: pgs 247-248
South Africa: pg 249
Night Three:
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African Society: pgs 250-252 and 255-257
African Religious Beliefs: pgs 253-254
Lesson:
Day One:
1. Quiet Question: Type Two Prompt---Read the two primary sources from African History, and examine the
connections between the historical events and the geographical features of Africa.
Source One: Ibn Battuta, a Muslim traveler and scholar, describes his arrival in Mali.
“My entry into Mali was on the fourteenth of the first month of Jumada in the year ’53 (June 28, 1352AD), and
my going out from there was on the twenty-second of Muharram in the year ’54 (February 27, 1353AD). I was
accompanied by a merchant known as Abu Bakr ibn Yacqub. We set out on the Mima road. I was riding a camel
because horses were dear, costing about one hundred mithqals apiece. We reached a large arm of the river
which comes out of the Niger and which cannot be crossed except in boats. That place has many mosquitoes
and nobody passes through except at night.”
Source Two: Leo Africanus, an Arab traveler, visited Timbuktu in the Kingdom of Songhay early in the 1500s and
left this description of that city.
Modernized Spelling and Translation---“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. Here are
many shops of artificers, merchants, and especially of such as weave linen and cotton cloth. And hither do the
Barbary (North Africa) merchants bring cloth of Europe. All the women of the region except maidservants go
with their faces covered, and sell all necessary victuals. The inhabitants, and especially strangers there residing,
are exceeding rich, insomuch that the king is, married both his daughters unto two rich merchants. Here are
many wells, containing most sweet water; and so often the river Niger overflows, they convey the water thereof
by certain sluices into the town. Corn, cattle, milk, and butter this region yields in great abundance; but salt is
very scarce here; for it is brought hither by land from Taghaza, which is five hundred miles distant. When I
myself was here, I saw on camel load of salt sold for 80 ducats. The rich king of Timbuktu has many plates and
scepters of gold, some of which weigh 1300 pounds;…He has always three thousand horsemen, and a great
number of footmen that shoot poisoned arrows, attending upon him…Here are great store of doctors, judges,
priests, and other learned men, that are bountifully maintained at the king’s cost and charges. And hither are
brought diverse manuscripts or written books out of Barbary, which are sold for more money than any other
merchandise.”
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Source
You must find a MINIMUM OF THREE DIFFERENT EXAMPLES.
Geography Details
Connections to Geography Notes Explained
2. Pair-Share: Turn to your partner and share and discuss your responses. Add and revise. Then with your
partner, answer the following TYPE ONE PROMPT: Based upon the two primary sources, what observations can
you make about the history of Early Africa? Explain. Do this in the space below:
3. Class: We are going to watch the United Streaming Film Clip: “History and Human Geography of Africa”---10
minutes. You are to take notes in the provided Timeline Graphic Organizer.
4. Individual/ Homework: For the rest of the class and as your homework, read the identified pages in your
textbook on the first page of this lesson on the History of Early Africa, and
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Add information to the Right Side of the Interactive Notes.
Highlight and star important information on the Right Side of the Interactive Notes.
You will have THREE NIGHTS to go through all the textbook pages and add information to the notes.
It has already been chunked for you on the first page of the lesson plan!
Day Two:
5. Class: Ms. Barben is going to do her Early African Civilizations Powerpoint Lecture. As she does this, you are
to do the Left and Right Side of your notes.
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You must use a minimum of THREE different methods on the Left Side throughout the notes.
You must highlight, star, and add information to the Right Side throughout the notes.
You must complete the Lecture Activities Ms. Barben has created within the Powerpoint on the Left
Side throughout the notes.
Left Side of the Notebook:
*Paraphrase or clarify items
*Enter a drawing, photo, sketch, or magazine picture that illustrates the
concept, ideas, or facts
*Pose questions about the information
*Form and express an opinion
*Predict outcomes or next steps
*Create a metaphor that captures the essence of the information/issue
*Formulate and record a contradictory perspective
*Write a reflection on the information or experience
*Find a quote that connects to the concept; record it and explain your
rationale
*Make connections between the information/text and your own life,
another text, and/or the world
*Create a mind map that captures the main topic and key concepts and
supportive detail
*Create an acronym that will help you to remember the information
covered
*Make connections to the content/processes of other courses
*Sketch a political cartoon expressing a historical viewpoint or your
views on the historical concepts.
*Record important primary source quotes that capture the essence of
the historical idea.
*Do the activities Ms. Barben has built into her powerpoints.
*Write out questions that the content has raised for you to ask Ms.
Barben
*Brainstorms
*Venn Diagrams
*Flowcharts
*Metaphors or analogies
*Top ten lists
*SOAL---sum of all learned at the end
Right Side of the Notebook
Teacher directed:
*notes on a mini-lesson
* notes on a lecture
*notes on a hands on learning lab
*notes on an assigned reading
*notes/story map on a video
*notes/story map on a read aloud
*notes from a small group or large group
discussion
*collaborative group process
*a copied excerpt of a text
*notes and assignments from an Internet Web
Quest
*notes on an historical reenactment
*notes from a fieldtrip
*Worksheet/or textbook assignment copied or
glued into the notebook
*You highlight key terms, dates, events.
*Add historical information to provided teacher
notes.
*Use underlining and stars.
6. Homework: Continue reading the textbook pages, and…
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Add information to the Right Side of the Interactive Notes.
Highlight and star important information on the Right Side of the Interactive Notes.
You will have now have TWO NIGHTS to go through all the textbook pages and add information to the
notes.
Day Three:
7. Class: Ms. Barben is going to continue her Early African Civilizations Powerpoint Presentation, and you should
finish your Interactive Notes.
8. Homework: Finish reading the textbook pages, and…
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Add information to the Right Side of the Interactive Notes.
Highlight and star important information on the Right Side of the Interactive Notes.
You will have ONE NIGHT to go through all the textbook pages and add information to the notes.
Day Four:
9. Class: Ms. Barben is going to finish her Early African Civilizations Powerpoint Presentation, and you should
finish your Interactive Notes.
10.Homework:
Academic A/Periods One, Three, Four, and Five: Using your Interactive Notes on “African Society and
Animism”, and the SUPPLEMENTAL READING “AFRICAN TRIBALISM”, you will create a Historical Sensory Figure
examining how African Tribalism affects the daily life of an African.
This should be typed and edited for spelling, grammar, and capitalization.
Sensory Figure Topic: African Tribalism
a)Must write in complete sentences.
b)Each cue should be at least THREE WELL-DEVELOPED SENTENCES.
c)Address specific, detailed factual information.
d)Be sure to explain why.
e)Do not repeat information.
f)Any of the DOES cues can become an action verb like believes, worships, works, etc…
g)I have identified the possible topics for each cue that will make sense. Select ONE from the options for each
to develop.
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THINKS….(structure of society, social pyramid, or view of life)
SEES….(painting, sculptures, or dance)
HEARS….(animism, diviners and healers, music, or oral literature)
SMELLS….(economic organization or life for tribes in hot, dry regions)
SAYS/EATS/DRINKS….(use SAYS…council of elders or languages)
DOES…(age grade or age-set system, inheritance, or lines of descent)
DOES….(tribes, tribal marks, or clans)
DOES….(nuclear family, extended family, or ancestral family)
DOES….(roles of women, marriage, bridewealth, or polygamy)
LOVES/HATES/FEARS…(spread of Islam and Christianity or tribalism in Modern Africa)
Chunking of Sensory Figure Homework:
Night One: Do Thinks, Sees, Hears, and Smells cues.
Night Two: Do Says and the four Does cues.
Night Three: Do Loves cues and edit over your work.
2012 African Tribalism Sensory Figure Homework Grade Sheet
Due on:
Student’s Name:
Period:
1.________It was turned in on time. For each day late, it is 10% off the value.
2.________It was typed and edited for spelling, grammar, and capitalization. Worth 10 Points.
3.________The student wrote in three well-developed sentences for each cue that addressed specific, detailed
factual information and explained why this happened. Worth 50 Points.
The student could select from the following identified topics for each cue. The student was to select ONE TOPIC
to write about for each cue.
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THINKS….(structure of society, social pyramid, or view of life)
SEES….(painting, sculptures, or dance)
HEARS….(animism, diviners and healers, music, or oral literature)
SMELLS….(economic organization or life for tribes in hot, dry regions)
SAYS/EATS/DRINKS….(use SAYS…council of elders or languages)
DOES…(age grade or age-set system, inheritance, or lines of descent)
DOES….(tribes, tribal marks, or clans)
DOES….(nuclear family, extended family, or ancestral family)
DOES….(roles of women, marriage, bridewealth, or polygamy)
LOVES/HATES/FEARS…(spread of Islam and Christianity or tribalism in Modern Africa)
4.________The student did not repeat information. If he did, they will not be counted for any points.
5._______The student used information from the following THREE sources. Worth 10 Points.
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Textbook
Interactive Notes
Supplemental Reading
Total:
/70 Points
Comments:
Accelerated/High: Period 6
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You will be analyzing nine documents on the different African Civilizations and answering the
corresponding questions.
You must type up each question and then type up the answers.
You are to write in BULLET format.
You are to use the information in your Interactive Notes in your answers.
YOU CANNOT RELY SOLELY ON THE DOCUMENTS TO ANSWER THE QUESTIONS.
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You to download the Document Based Question Packet: “It has been said that African culture did not
exist until the coming of the Europeans. Evaluate the achievements of the African empires, kingdoms,
and cities before the arrival of European traders and explorers.” in pdf format from Ms. Barben’s
Teacher Page.
There are nine documents and twelve questions.
You are to answer the questions. YOU ARE NOT WRITING AN ESSAY!
2012 Early African Civilizations Document Based Question Packet
Due on:
Student’s Name:
Period:
1._________It was turned in on time. For each day late, it is 10% off the value.
2._________The student answered all nine questions completely and in bullet format. Each answer must be a
minimum of THREE well-developed sentences. Worth 45 Points
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What conclusion can you draw about early Kushite history based on the above timeline? Explain.
How did Aksum’s location enable it to become a trading center? Explain.
What evidence of wealth and advanced political structures are described? Explain.
What information does al-Bakri present that shows the Muslim influence in 11th century Ghana?
Explain.
Explain Ghana’s role in the gold-salt trade.
What characteristics of an advanced civilization did ancient Ghana possess? Explain.
What things impressed Ibn Battuta about Mali? Explain why.
What about Timbuktu impressed this writer? Explain.
Why is this bronze head described as a “wonder?”
What are some of the goods that people of these cities traded? Examine the importance of each.
What did Barbosa see in these East African cities that impressed him so much? Explain.
What theory as to its origins did the 19th century British archaeologist, Bent, propose regarding Great
Zimbabwe? Explain.
3._________For each question, the question the student used specific information from his notes and also
referred to specifics contained within each document. Worth 25 Points
4.________No Excuses: Worth 10 Points
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Typed
Calibri
Size 10
Bold Font
Single-spaced
Spell-checked
Grammar-checked
Capitalization Correct
Questions Numbered and Typed Out
Answers Bullet Format
Total:
Comments:
/80 Points