Ch 6: West African Empires

This week we will cover:
Section 1: Empire of Ghana (pages 130-135)
Section 2: Empire of Mali (pages 136-141)

Homework for this week (Due Friday):

1. READ: pages 130-141 (quizzed on Friday)
2. ANSWER: page 135 (#'s 1-3)
3. ANSWER: page 140 (#'s 1-3)
4. COMPLETE: Quick Writes (in class)

The Quick Weekly Overview:

• MONDAY
  
  • Copy H/W
  • Q/W
  • Key Terms (6.1)
  • Silent Barter Explained
  • Taxation & Closure
    

• TUESDAY
  
  • (Min day)
  • Review 6.1 Vocab
  • Ghana's Growth & Decline discussion
  • Jiz-saw reading activity
  
  
• WEDNESDAY
  
  • Vocabulary Builder (6.1)
  • 6.2 vocabulary/key terms
  • 6.2 (second attempt) Jig-Saw reading & presentations!
  • Closure
  
  
• THURSDAY
  
  • Q/W: 6.2
  • Vocabulary Builder 6.2
  • Ghana & Mali
    
  • Discuss responses & closure
  
  
• FRIDAY
  
  • Collect H/W
  • Section 1 & 2 Quiz (CLOSED BOOK & CLOSED NOTE!!!!)
  • Quiz Response Discussion
  • Closure

-----------------------------
-----------------------------
ALL THAT LEGAL STUFF
-----------------------------
-----------------------------

CA Standards: HSS 7.4.1, 7.4.2

Section 1

Objectives

Students will learn that …

1. Ghana controlled trade and became wealthy.

2. Through its control of trade, Ghana built an empire.

3. Ghana’s decline was caused by attacking invaders, overgrazing,
and the loss of trade.

Vocabulary

1. silent barter
2. Tunka Manin

Section 2

Objectives

Students will learn that …

1. A ruler named Sundiata made Mali into an empire.

2. Mali reached its height under the ruler Mansa Musa.

3. Mali fell to invaders in the late 1400s.

Vocabulary

1. Sundiata
2. Mansa Musa

Here I am...The place where you find
FREE quiz, test and homework help!

Password is: SQ7 HP6

Extra Credit:

Watch this CRAZY video of a 7th grader (just like you) that made up a song about Mansa Musa)....then try to WRITE THE LYRICS of the song down...turn them in for Extra Credit!!!

Ch. 5 Early West African Societies

Mr. Simnjanovski's

7th Grade Social Studies Class!

Fontana Middle School (c) 2009

Ch. 5: Early West African Societies (3000 BCE- ACE 300)

Homework for this week is:

1. READ:

   Pages 112-119

2. WRITE:

   Daily Bellringers & Quick Writes

3. IDENTIFY, RESPOND, EVALUATE & ELABORATE:

   Answer: Page 115 (#’s 1-2 all) &

   Answer: Page 119 (#’s 1-3 all)

Free Online Quiz Helper!!! Click ME!!!
Password is: SQ7 HP5

The Weekly Overview:

1. MONDAY
   
   • Copy H/W
   • Vocabulary 5.1
   • Desert, Savannah, Rain Forest (w/ Audio)
   • Closure
     
2. TUESDAY
   
   • Q/W (Short Film) w/ "Stump the Yard" Activity
   • Vocabulary Builder 5.1
   • Review Responses (ELL & GATE Attention)
     
   • Closure
     
3. WEDNESDAY
   
   • Q/W
   • Vocabulary 5.2
   • Village Society discussion
   • Closure with Builder Activity
     
4. THURSDAY (Have the Ch. read by TODAY!!!)
   
   • Quiz Show (Ch. 5)
     
5. FRIDAY
   
   • Ch. 5 TEST
     
   • ALL Homework Due
   • Intro to Ch. 6

All That Legal Stuff!

Objectives
Students will Be TESTED ON…

Section 1:

1. The landforms, water, and plant life affected history in West Africa.

2. West Africa’s resources included farmland, gold, and salt.

Section 2:

1. Family and religion influenced daily life in early West African society.

2. Iron technology changed life in West Africa.

3. Trade shaped the history of West Africa.

Vocabulary Terms:

(Section 1) rifts, sub-Saharan Africa, Sahel, savannah, rain forests

(Section 2) extended family, animism

CA Standards: 7.4.1, 7.4.2 (Social Studies); 7.2.1b, 7.2.0 (English Language Arts)

EXTRA CREDIT!!!

Yup, you've found me!
Hiding out in the blogspot yet again...
I'm hoping to earn you some much desired extra credit!

Okay, here goes!
Same rules apply...the fewer students that know about me, the more points I'm worth...so lets keep this a secret....and when you've completed me, turn me in before or after school or before or after class, so your classmates won't suspect anything!

Here's the instructions:

These instructions will self destruct on: Friday, September 25th, 2009 and the extra credit will no longer be valid!

1. Print (or copy this map).
2. Go to page 114 of your books.
3. Create a map of the "Environments of Africa" (p 114) that includes the different types of environments (e.g. Mediterranean, Rain Forest, Savannah, Semiarid, Desert)
4. Coloring and prettiness count, so make 'em nice!
5. Turn in ANY TIME this week!

Next Week's Extra Credit will involve this kid's song.....

Chapter 4 - Section 3 (TEST WEEK)

Ch. 4 Section 3
Cultural Achievements

Free Online Test Helper (CLICK the BLUE TEXT)
Use this password: SQ7 hp4

The Homework for This Week is:

1. Read pages 94-99
2. Complete page 98 #'s 1a, 1b, 1c, 2a, 2b, & 2c
3. Q/W's
4. Signed Progress Reports (distributed 9/14/09)
   

This weeks

learning objectives:

Students will learn that …

1. Muslim scholars made advances in various fields of science and philosophy.

2. Islam influenced styles of literature and the arts.

Vocabulary:

• Ibn Battutah (p.95)
  
• Sufism (p.96)
  
• Omar Khayyám (p.97)
  
• patrons (p.97)
  
• minaret (p.97)
  
• calligraphy (p.98)

The Ridiculously and Grossly Oversimplified
Weekly Overview:

Monday

1. Copy H/W
2. Q/W (Ch. 4.2 Review Bellringer)
3. Intro to ch. 4.3
4. Key Terms/Vocabulary
5. Closure

Tuesday

1. Q/W (4.3 review)
2. Key Term Activity
3. Section Read-Thru
4. Closure

Wednesday

1. No Q/W
2. Astronomy/Geography/Math/Medicine/Philosophy/Literature/Architecture/Art Activity
3. Share...Presentation
4. Closure
   

Thursday

1. Q/W
2. Quiz Show (Ch. 4)
3. H/W Reminder

Friday

1. H/W is DUE
2. No Q/W
3. Ch. 4 TEST
4. Ch. 5 Introduction (West African Societies: 3000 BCE-ACE 1600)

Now for...
All That Legal Mumbo-Jumbo!

The CA State Standard that will be covered this week is: HSS 7.2.6

The Resources I will use are (in no particular order):

• Standards Review Workbook

• Online Chapter Summaries in Six Languages

• Daily Bellringer Transparency: Section 3

• CRF: Vocabulary Builder, Section 3

• Universal Access Modified Worksheets and Tests CD-ROM

• Interactive Reader and Study Guide: Section 3

• CRF: Literature: The Arabian Nights: “The Story of the Enchanted Horse"

• CRF: Interdisciplinary Project: The Islamic World’s Legacy

• PASS: Section Quiz 3

• Quick Facts Transparency: The Spread of Islam Visual Summary

PreTeaching will include:

• What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
• Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
• If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teaching will include:

• Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, take notes of an assigned scholar and create an illustration of him/her.
• Main Idea Questions (TE) Standards-based discussion questions
• Critical Thinking: Finding Main Ideas (TE) Muslim Achievements: “New and Improved” Ads
• Critical Thinking: Identifying Cause and Effect (TE) Muslim Advances Essays [ES]
• Collaborative Learning (TE) Muslim Cultural Achievements Collage [RS]
• Primary Source: Travels in Asia and Africa (SE)
• Biography: Omar Khayyám (SE)
• History Close-up: The Blue Mosque (SE)

Assessments & How I Know You Got This Stuff!

• Close (TE) Ask students how their lives might be different now because of the achievements of the Islamic empires. Have students consider all the various Islamic achievements, from mathematics to literature.
• Section 3 Assessment (SE)
• Quick Facts: (SE) Chapter Visual Summary
  
• Quiz Show
• Ch. 4 Test

Simnjanovski & Silva!
(c) 2009, FUSD, Fontana M.S.

Email Mr. S. at:

simnri@fusd.net

Ch 4

Ch. 4 Sections 1 & 2 (pages 80-93)

The class asked for it...so they got it!!!

A completely irrelevant EXTRA CREDIT opportunity!!!

Watch this film and try to figure out the names of the players listed below...if you do, write them on a separate piece of paper and title it "BASEBALL EXTRA CREDIT" and turn it in before or after class...

DO NOT MENTION THIS TO ANY STUDENTS...the fewer the students the HIGHER the extra credit VALUE!!!

Here's who you're listening for:

First Base (1) , Second Base (2), Third Base (3), Catcher (4), Pitcher (5), Short Stop (6), Left Field (7), Center Field (8), Right Field (9)




This weeks info!

HOMEWORK DUE FRIDAY!!!

1. Read: pg. 80-83
2. Answer: pg. 85 (#'s 1-4)
3. Answer: pg. 93 (#'s 1-3
4. Q/W's
5. *In Class Time Line*
   

Weekly Overview

MONDAY

1. Day Off
   

TUESDAY

1. Copy H/w
2. Q/W
3. Vocab 4.1
   
4. Closure Activity
   

WEDNESDAY

1. Q/W Reader Pages 21-22
2. Time Line Activity (Ch. 4)
   
3. Closure
   

THURSDAY

1. Q/W
2. Vocab 4.2
3. Ottomans v. Safavids v. Mughals (explain)
4. Activity/Closure
   

FRIDAY

1. Collect H/W
   
2. Vocab Builder (4.1/4.2)
3. Section 1 & Section 2 Quiz (OPEN BOOK & OPEN NOTE)
4. Closure

-------
The Legal Stuff
CA Standards: 7.2 Social Studies
7.2.5a for writing & 7.2.0 for reading
-------

Objectives
Students will learn that … (Section 1)

1. Muslim armies conquered many lands into which Islam slowly spread.

2. Trade helped Islam spread into new areas.

3. A mix of cultures was one result of Islam’s spread.

4. Islamic influence encouraged the growth of cities.

Students will learn that … (Section 2)

1. The Ottoman Empire covered a large area in eastern Europe.

2. The Safavid Empire blended Persian cultural traditions with Shia Islam.

3. The Mughal Empire in India left an impressive cultural heritage.

Vocabulary (Section 1)

• Abu Bakr
• caliph
• tolerance

Vocabulary (Section 2)

• Janissaries
• Mehmed II
• sultan
• Suleyman I
• harem
• Shia
• Sunni

PreTeach

What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and identify cause and effect in the spread of Islam after Muhammad’s death.

___ Main Idea Questions (TE) Standards-based discussion questions

___ Differentiating Instruction for Universal Access: Advanced Learners/GATE (TE) Advance of Muslim Rule Map [ES]

___ Critical Thinking: Interpreting Maps (TE) Muslim Trade Routes

___ Critical Thinking: Comparing and Contrasting (TE) Explaining Trading Goods and Ideas

___ Collaborative Learning (TE) Muslim Cities and Universities

___ Map: Early Muslim Conquests (SE)

___ Map: Trade in the Muslim World (SE)

___ History and Geography: The Hajj (SE)

Review & Assessments

___ Close (TE) Have students summarize the spread of Muslim rule and the effects of Muslim growth and trade.

___ Section 1 Assessment (SE)

Good thing you read all the way to the end!!!

Here's the link to the online FREE Chapter helper :)

CLICK ME!!!! Password is: SQ7 HP4