Working independently and in groups, the students will answer questions about the geographic, political, economic, religious and social structures of the Sub-Saharan civilizations of Ghana and Mali in Medieval Africa. The students will then participate in a comprehensive academic game to acquire points. (Great for Basketball Academic League http://activehistorylessons.blogspot.com/2012/10/basketball-academic-league.html )
California Standard(s)
7.4 - Students analyze the geographic, political, economic, religious, and social structures of the Sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Goal
The students will acquire knowledge about the geographic, political, economic, religious and social structures while participating in a fun competitive environment.
Time Frame
(2) 50 minute classes
Learning Styles
- Linguistic
- Auditory
- Social
- Intrapersonal
Anticipatory Set (10 min)
The instructor will show pictures of modern day Ghana and Mali.
Direct Instruction (15 min)
The instructor will briefly discuss Medieval Sub-Saharan Africa and provide a handout with questions that need to be completed.
Sub-Saharan Civilization Game Questions
- What are the three vegetation zones found in West Africa?
- How do vegetation and climate in the Savannah differ from that in the rain forest?
- What types of natural resources were found in West Africa?
- Define plateau
- Define Savannah
- Define Sahel
- Define Natural Resource
- Why was iron working an important skill in ancient times?
- How did iron working help the Soninke establish their empire?
- Why was salt so important to West Africans?
- How did the various resources and needs of people in different zones influence trade in Africa?
- Why is oral history important to historians of Africa?
- How did labor specialization change people's work?
- How did Ghana's rulers earn revenue?
- How did Sundiata become ruler of Mali?
- Why did Mansa Musa travel to Mecca?
- How did Mansa Musa's journey affect Cairo's economy?
- How did Mansa Musa's journey change Mali's position in the world?
- Define conversion
- Define inflation
The instructor will place students in groups of five (If using the basketball academic league, have students get in their teams). Each student will be responsible for answering four questions. Once the students have answered the questions, the students will teach each other the answers for preparation for the academic game.
Independent Study (30 min)
The students will review the answers and prepare to answer the questions for the academic game.
Checks for Understanding (40 min)
The instructor will call on students using a balanced pattern to assure each team is asked the same amount of questions. For a correct answer, the individual student will receive two points and the team will receive two points. NOTE: For incorrect answers, note each one and when all the questions are asked, use the same pattern to ask the questions again until an individual gets the right answer.
Direct Instruction (5 min)
The instructor will summarize the points for each individual and determine the winning team.