The week of Sept. 24-28 in an OVERVIEW:
*Standards 7.4.1 & 7.4.2 will be covered*
- Monday (Ch. 6 Section 1 Introduction) - Ghana
-Vocab Introduction
-The "Silent Barter"
-Invasion / Overgrazing / Internal Rebellion - Tuesday (Ch. 6 Section 1 Review) - Ghana
-Review / Check Understanding - Wednesday (Ch. 6 Section 2 Introduction) - Mali
-Mali Introduction (Art Intro)
-Timbuktu Introduction
-Mali Vocab - Thursday (Ch. 6 Section 2 Review) - Mali
-Timbuktu Introduction
-Timbuktu Art Project Time - Friday (Ch. 6 Section 1 & 2 Quiz) - Ghana & Mali
-HOMEWORK DUE
-Vocabulary Bingo Ch.'s 4-6 (Individual Points/Extra Credit WILL BE AWARDED!!!)
- YOU MUST READ Pages 130 - 141
- You MUST TURN IN- Page 135 #'s 1a,1b,2a,2b,2c,3a,3b
- Timbuktu Travel-Log Due (4 part travel diary)
- *Extra Credit* Africa Map
-Choice of Ghana's Empire circa 1050 (p.131), Mali's Empire circa 1300 (p.137), or Africa's Physical Environments (p.113-114)
Objectives (Standard 7.4.1)
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
- silent barter
- Tunka Manin
Anticipatory Set
___ 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.
___ 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 Teach
___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and use them to write specific details and a one-paragraph summary.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Cross-Discipline Activity: Geography (TE) Creating a Web Page [ES]
___ Cross-Discipline Activity: Economics (TE) Conducting Silent Barter
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Daily Life in Ghana [RS]
___ Critical Thinking: Sequencing (TE) Ghana’s Illustrated Time Line
___ Map: Ghana Empire, c. 1050 (SE)
___ Biography: Tunka Manin (SE)
Review & Assessment
___ Close (TE) Ask students to imagine what life was like in Ghana at the height of its empire around 800. Discuss the peace and prosperity of the empire. Ask students to imagine what life was like around 1200, when the empire began to fall apart.
___ Section 1 Assessment (SE) (HOMEWORK)
Resources available for us to use this week
___ Online Quiz Section 1(keyword: SQ7 HP6)
___ PASS: Section Quiz 1
___ Interactive Reader and Study Guide: Section 1
___ CRF: Primary Source: The Kingdom of Ghana
___ Map Transparency: Ghana Empire, c. 1050
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages
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- YOU MUST READ Pages 130 - 141
- You MUST TURN IN- Page 135 #'s 1a,1b,2a,2b,2c,3a,3b
- Timbuktu Travel-Log Due (4 part travel diary)
- *Extra Credit* Africa Map
-Choice of Ghana's Empire circa 1050 (p.131), Mali's Empire circa 1300 (p.137), or Africa's Physical Environments (p.113-114)
Objectives (Standard 7.4.1)
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 (review)
- silent barter
- Tunka Manin
Anticipatory Set
___ 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.
___ 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 Teach
___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and use them to write specific details and a one-paragraph summary.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Cross-Discipline Activity: Geography (TE) Creating a Web Page [ES]
___ Cross-Discipline Activity: Economics (TE) Conducting Silent Barter
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Daily Life in Ghana [RS]
___ Critical Thinking: Sequencing (TE) Ghana’s Illustrated Time Line
___ Map: Ghana Empire, c. 1050 (SE)
___ Biography: Tunka Manin (SE)
Review & Assessment
___ Close (TE) Ask students to imagine what life was like in Ghana at the height of its empire around 800. Discuss the peace and prosperity of the empire. Ask students to imagine what life was like around 1200, when the empire began to fall apart.
___ Section 1 Assessment (SE) (HOMEWORK)
Resources available for us to use this week
___ Online Quiz Section 1(keyword: SQ7 HP6)
___ PASS: Section Quiz 1
___ Interactive Reader and Study Guide: Section 1
___ CRF: Primary Source: The Kingdom of Ghana
___ Map Transparency: Ghana Empire, c. 1050
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages
###########################
Timbuktu Art Intro Day
- YOU MUST READ Pages 130 - 141
- You MUST TURN IN- Page 135 #'s 1a,1b,2a,2b,2c,3a,3b
- Timbuktu Travel-Log Due (4 part travel diary)
- *Extra Credit* Africa Map
-Choice of Ghana's Empire circa 1050 (p.131), Mali's Empire circa 1300 (p.137), or Africa's Physical Environments (p.113-114)
Objectives (Standard 7.4.2)
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
- Sundiata
- Mansa Musa
Anticipatory Set
___ 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 Teach
___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and create children’s books that outline the history of Mali.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: ELL (TE) Mali Trade Chart
___ Cross-Discipline Activity: Math (TE) Mansa Musa’s Gold
___ Critical Thinking: Categorizing (TE) The Rule of Mansa Musa
___ Map: Mali Empire, c. 1300 (SE)
___ History Close-up: Timbuktu (SE)
___ Biography: Mansa Musa (SE)
Review & Assessment
___ Close (TE) Have students create a time line of the key events in the history of the empire of Mali.
___ Section 2 Assessment (SE)
Resources we have the option to integrate!
___ Online Quiz Section 2(keyword: SQ7 HP6)
___ PASS: Section Quiz 2
###########################
Timbuktu Art Time
- YOU MUST READ Pages 130 - 141
- You MUST TURN IN- Page 135 #'s 1a,1b,2a,2b,2c,3a,3b
- Timbuktu Travel-Log Due (4 part travel diary)
- *Extra Credit* Africa Map
-Choice of Ghana's Empire circa 1050 (p.131), Mali's Empire circa 1300 (p.137), or Africa's Physical Environments (p.113-114)
Objectives (Standard 7.4.2)
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
- Sundiata
- Mansa Musa
Anticipatory Set
___ 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 Teach
___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and create children’s books that outline the history of Mali.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: ELL (TE) Mali Trade Chart
___ Cross-Discipline Activity: Math (TE) Mansa Musa’s Gold
___ Critical Thinking: Categorizing (TE) The Rule of Mansa Musa
___ Map: Mali Empire, c. 1300 (SE)
___ History Close-up: Timbuktu (SE)
___ Biography: Mansa Musa (SE)
Review & Assessment
___ Close (TE) Have students create a time line of the key events in the history of the empire of Mali.
___ Section 2 Assessment (SE)
Resources we have the option to integrate!
___ Online Quiz Section 2(keyword: SQ7 HP6)
___ PASS: Section Quiz
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- YOU MUST HAVE READ Pages 130 - 141 and be ready for a quiz
- You MUST TURN IN- Page 135 #'s 1a,1b,2a,2b,2c,3a,3b
- Timbuktu Travel-Log Due (4 part travel diary)
- *Extra Credit* Africa Map
- YOUR Choice of Ghana's Empire circa 1050 (p.131), Mali's Empire circa 1300 (p.137), or Africa's Physical Environments (p.113-114)
TODAY:
- Homework Collection
- Ch. 6 sections 1 & 2 Quiz (Standards 7.4.1 & 7.4.2)
- Vocabulary Bingo (reviewing Ch. 4-6)
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