World History
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- Bu səhifədəki naviqasiya:
- Terms/People Sahel Savanna Griots Nok Bantu Starting the Lesson
- Guided Practice/ Independent Practice
- CREATE RUBRIC FIND MAPS MAKE DIRECTIONS Evaluation
- World History Day 50.1 - African Kingdoms: Early Civilizations in Africa Goal 2.06, 2.03 Essential Questions
- Terms/People Ezana Ge’ez Lalibela Swahili Starting the Lesson
- Aksum became the most powerful kingdom in East Africa. Presentation
- NOTES POWER POINT Pic Show Guided Practice
- Total 100 points Evaluation
- World History Day 51 - African Kingdoms: Early Civilizations in Africa Goal 2.06, 2.03 Essential Questions
- Independent Practice / Evaluation
- World History Day 52 - African Kingdoms: Kingdoms of West Africa Goal 2.06, 2.03 Essential Questions
- Terms/People Sundiata Mansa Musa Sunni Ali Askia Muhhammad Starting the Lesson
- MAKE NOTES BASED OFF Works Document. Guided Practice/ Independent Practice
- World History Day 53 - African Kingdoms: TEST Goal 2.06, 2.03 Essential Questions
- Terms/People ALL Starting the Lesson
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World History Day 49.1 - African Kingdoms: Early Civilizations in Africa Goal 2.06, 2.03 Essential Questions • Why did early civilizations develop? • How did global civilizations organize and grow? • How and why do civilizations change overtime? • What aspects of civilizations are common across time and location? Terms/People
Starting the Lesson Students will view the map on p. 282 “Environments of Africa” and answer he following questions:
Guided Practice/ Independent Practice Students will trace different maps of Africa onto a large sheet of poster sized paper while it is taped to the wall. (I will project using the projector and overhead.) The first map will be of the African continent only, however others will show areas (in Africa) that need to be labeled onto your map. Students will be able to use maps on pg. 282, 286, 287, 289, and 297. CREATE RUBRIC & FIND MAPS & MAKE DIRECTIONS Evaluation Students will use the information on Griots in Africa (p.283) to create a poem, song, rap, or story that conveys ideas about the traditions and values in their own families and communities that they would like future generations to remember. CREATE RUBRIC OR You are going to be leading an African tour that will go through the different vegetation regions of Africa. You will use the information on these region on p.284 to create a brochure about the different regions. Each section of your brochure should be devoted to the following vegetation regions: the Sahara desert, the Sahel (plains), the savanna, and the tropical rainforests. You should include an illustration for each of these regions; you should also include a short paragraph on each section describing to your tourists what they can expect to see in each region. Closure Students will complete their classroom “Exit Cards” answering the following questions: “What did I Learn?” “What did I not understand?” “What do I need to review?” World History Day 50.1 - African Kingdoms: Early Civilizations in Africa Goal 2.06, 2.03 Essential Questions Why did early civilizations develop? How did global civilizations organize and grow? How and why do civilizations change overtime? What aspects of civilizations are common across time and location? Terms/People
Starting the Lesson Students will read the introduction titled “The Inside Story” on p.288 and answer he following questions:
Presentation Students will use Chapter 10, Section 2 of their text Human Legacy to locate and retrieve information about the trading states of East Africa. (textual information on p.288-293) NOTES & POWER POINT & Pic Show Guided Practice Students will begin by researching Fact & Fiction accounts of “The Queen of Sheba.” Questions will follow along with the video. Independent Practice With a partner, review the information on the trading states of East Africa (textual information on p.288-293). Use construction or roll paper to plan a timeline for this section. Measure one inch to represent a century. Record significant events horizontally along the bottom of your timeline and significant leaders along the top. Be sure to include illustrations to match the events and leaders included on your time line. The title of your timeline should be “Trading States of East Africa.” Rubric Effort and Participation 25 points Neatness and Creativity 25 points Accurate Information 25 points Illustrations 25 points Total 100 points Evaluation Use the information on p.288-298 to complete a Venn Diagram comparing and contrasting the kingdom of Aksum with the later kingdom of Ethiopia. Closure Students will complete their classroom “Exit Cards” answering the following questions: “What did I Learn?” “What did I not understand?” “What do I need to review?” World History Day 51 - African Kingdoms: Early Civilizations in Africa Goal 2.06, 2.03 Essential Questions • Why did early civilizations develop? • How did global civilizations organize and grow? • How and why do civilizations change overtime? • What aspects of civilizations are common across time and location? Terms/People__Sundiata__Mansa_Musa__Sunni_Ali__Askia_Muhhammad____Starting_the_Lesson'>Terms/People
Starting the Lesson Students will read and answer questions on the early African economy. Presentation Students will view the remainder of Queen of Sheba while doing some follow along questions. Create questions Independent Practice / Evaluation Aksum note Poster Make directions & rubric. Pre- draw poster like I did for Greek Philosophy.
Why did early civilizations develop? How did global civilizations organize and grow? How and why do civilizations change overtime? What aspects of civilizations are common across time and location? Terms/People
Starting the Lesson Students will view a video and answer questions on how Islam came to Timbuktu. MAKE QUESTIONS Students will finish watching Queen of Sheba video.
Students will use Chapter 10, Section 2 of their text Human Legacy to locate and retrieve information about the kingdoms of West Africa. (textual information on p.295-301) Students will learn about Mansa Musa. MAKE NOTES BASED OFF Works Document.
Students will create a poster divided into the following four sections: Empire of Ghana, Mali Empire, Empire of Songhai, and Other West African States. Students will identify the main events in the development and decline of these empires and include them on their poster with illustrations.
Evaluation Students will read aloud the quote on p.297 describing the lavish lifestyle of Ghana’s kings. Students will write this quotation on a sheet of white drawing paper and will draw the scene described in the quote. Students will work in pairs to list under their illustrations the advantages of keeping the supply of gold in the hands of the kings. Closure Students will complete their classroom “Exit Cards” answering the following questions: “What did I Learn?” “What did I not understand?” “What do I need to review?” World History Day 53 - African Kingdoms: TEST Goal 2.06, 2.03 Essential Questions • Why did early civilizations develop? • How did global civilizations organize and grow? • How and why do civilizations change overtime? • What aspects of civilizations are common across time and location? Terms/People
Starting the Lesson Students will finish the Queen of Sheba video & questions. Guided Practice Students will assemble a study diamond for their personal test study guide. Evaluation Students will complete their tests on Chapter 10. Closure Students will complete their classroom “Exit Cards” answering the following questions: “What did I Learn?” “What did I not understand?” “What do I need to review?” Yüklə 23,36 Kb. Dostları ilə paylaş:
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