Ashley Ostendorf Mr.

Heishman, Cub Run Elementary Week of September 1 th

LESSON PLAN OUTLINE JMU Elementary Education Program A. TITLE/TYPE OF LESSON West African Exploration: Mali, Ghana, and Songhai B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD This is appropriate because the fifth graders I will be teaching will already have been introduced to this topic. I discussed this lesson plan with my cooperating teacher who then suggested this topic since the students will already be going over it. This fits in with what I know about child development because most of the students are in Piagets concrete operational stage of development. This means that they can demonstrate logical and concrete reasoning. They also understand that their own thoughts are unique. This activity allows each students to apply their unique thoughts to West African exploration and cooperatively work together to review key terms and concepts. This activity also supports their need for hands-on learning! The African kingdoms of Ghana, Mali, and Songhai were centers of trade and learning. These well-developed civilizations flourished hundreds of years before the first colonists arrived in North America. Though European explorers were first drawn to West Africa in search of natural resources such as gold and spices, they eventually began to traffic in slaves. Remind students of their just-completed study of North American Native American cultures. Tell students that at about the same time in history, there were several powerful kingdoms in Africa. They have already studied Mali in second grade, so they have some background knowledge.

C. STANDARDS OF LEARNING US1.4cThe student will demonstrate knowledge of European exploration in North America and West Africa by c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders.

D. LEARNING OBJECTIVES Understand Students will understand the location of Ghana, Mali, and Songhai in Africa. Students will understand the importance of Ghana, Mali, and Songhai. Know Students will know that they are all in the Western region of Africa, south of Sahara Desert, near the Niger River. Students will know that Ghana, Mali, and Songhai became powerful by controlling trade in West Africa. Do Students will label and locate each society on a map

Students will be able to read, discuss, and teach the class characteristics about Ghana, Mali, and Songhai

Ashley Ostendorf Mr. Heishman, Cub Run Elementary Week of September 1 th

Students will understand that West Students will know that the African empires impacted Portuguese carried goods from European trade. Europe to West African empires, trading metals, cloth, and other manufactured goods for gold.

Students will be able to analyze and discuss artifacts of cloth, metal, and gold.

E. ASSESSING LEARNING What will your students do and say, specifically, that indicate every student has achieved your objectives? Remember every objective must be assessed for every student! Objective Students will know that Ghana, Mali, and Songhai became powerful by controlling trade in West Africa. Assessment K-W-L Africa chart 2-1-1 check for understanding Data Collected I will collect the sticky notes that each child has written about what they previously know about Africa. I will collect the 2-1-1 exit cards. Students should have 2 facts they learned, a wow fact, and what they want to know more about. I will collect the students posters that will have written information as well as pictures drawn. I will collect the 2-1-1 exit cards. Students should have 2 facts they learned, a wow fact, and what they want to know more about. I will collect the flapbooks another day to make sure they have compelted and colored in the locations of each area.

Students will understand that West Mali, Ghana, and Songhai expert African empires impacted group posters European trade. 2-1-1 check for understanding

Students will understand that Ghana, Mali, and Songhai are all in the Western region of Africa, south of Sahara Desert, near the Niger River

West African society mini-map flapbook

F. MATERIALS NEEDED Poster paper Access to a computer Fill-in-the-blank notes for each student (42) Information sheets (6) Book: Anansi the Spider Pieces of gold, metal, and cloth Index cards (42) Markers for each group

Ashley Ostendorf Mr. Heishman, Cub Run Elementary Week of September 1 th

G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS I think that my students will respond well to my lesson plan. I think that most students will not know much about West African societies. Some students may have no idea where the location of West Africa is. This must be addressed at the beginning of the lesson. I do think that students will know a little bit about Mali. Questions may arise about why this topic is important in which I would respond that just like you just previously learned about how the Europeans expored America, there were also powerful kingdoms in Africa. It is important to understand this because this eventually lead to the trafficking of slaves. Students may not understand the concept of 300-1600 A.D. I will explain that this is extremely early, before the Europeans explored America. I will need to identify what students specifically understand and what they do not. Once I know the what, I can make questions easier or harder depending on the need and ability of the classroom. H. PROCEDURE (CONTENT) I will explain that the African kingdoms of Ghana, Mali, and Songhai were centers of trade and learning. These well-developed civilizations flourished hundreds of years before the first colonists arrived in North America. Though European explorers were first drawn to West Africa in search of natural resources such as gold and spices, they eventually began to traffic in slaves. I will remind students of their just-completed study of North American Native American cultures. I will locate the part of Africa we are going to be talking about on a map I will tell students that at about the same time in history, there were several powerful kingdoms in Africa. They have already studied Mali in second grade, so they have some background knowledge. To get them in the mindset I will then read a tale from the Ashanti people of Ghana: Anansi the Spider: A Tale from the Ashanti by Gerald McDermott. I will explain that it is an example of the culture of the people of the ancient African kingdom of Ghana. While reading play African drum beats http://www.youtube.com/watch?v=iW2Ht2fuP2w Next, I will pass out sticky notes and invite students to jot down facts that they know about ancient African kingdoms. While they are writing, I will post a large blank map of Africa in front of the room. I will invite students to post their facts on the map. This will serve as a sort of "KWL" chart for the unit; students and teacher can refer to the chart throughout the unit, adding or correcting as needed. Each kingdom will also be drawn on the map as it is studied. I will make sure students have made the connection that many of the people who became slaves in North America originally came from West Africa. I will say that the people of West Africa were a diverse group with rich cultural traditions, and in this unit we will study three of the West African kingdoms. Next I will direct the students attention to the random objects in the center o their tables. They will complete this artifact exploration. I will ask them what do you notice about the objects at YOUR table. What is alike about each of these items? Why do you think they are on your

Ashley Ostendorf Mr. Heishman, Cub Run Elementary Week of September 1 th

desk? This is to show what resources are available in these kingdoms and what we got from each. Students will share what they think to the class. I will pass out the fill in blank notes. Students will partner up with the person next to them and talk out loud about what they think goes in the blanks. This is only a page long. We will go over the blanks and they will put these notes in their binder. I will split the class up into three groups- they may sit anywhere in the classroom. I will pass out a piece of chart paper to each group. Each group will be an expert group on one of the three civilizations. They will read a one page handout about each and will create a poster to teach the class about their specific society. Before students start we will as a class create a rubric of what they think needs to be on their poster- this will be written on the board for students to look at Each group will present their society and answer any questions classmates may have. This will take about 15 minutes. If we do not have time to complete the presentations we will complete them the following day. To wrap up the lesson I will ask the students to complete a 2-1-1 activity on a notecard: 2 things you learned, 1"WOW!" facts, and 1 thing you would like to know more about. If time permits I will return to the "KWL" map and any new information learned, and correct any misinformation. Finally, I will make connections to the unit coming up on explorers by reminding students of the conditions in Europe at the time. (Europeans were experiencing plagues and poverty at the time and feelings of discontent were growing as a result of the class system of the monarchies that were in existence. Europeans were becoming more and more interested in what was going on in other parts of the world, particularly Asia and Africa. They were anxious for an opportunity to improve living conditions by coming to possess some of the riches available in other parts of the world) H. DIFFERENTIATION Describe how you have planned to meet the needs of all students in your classroom with varied interest and learning readiness, English language proficiency, health, physical ability, etc. How will you extend and enrich the learning of students who finish early? How will you support the learning of children struggling with your objectives? Content If the student is not interested in the content, then I will use the music and collaborative work to gain and keep their interest. The student will be ready for this content because it has already been taught to them. Process If the student is not interested in the process of the lesson, then I will use the collaborative work and hands-on activity to gain their interests. If the study is not ready for the process of this lesson, I will give one on one assistance. Product If the student is not interested in the product of the lesson, then I will use the exit slip to at least gauge their understanding. (Although I really hope theyre interested!) If the student is not ready for the product, then I will assist them to reaching the objectives of this lesson.

Interest

Readiness

Ashley Ostendorf Mr. Heishman, Cub Run Elementary Week of September 1 th

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? Students may not be interested in this topic which I will try and guage their attention throughout the lesson. I have catered to visual, auditory, and kinesthetic learners in this lesson. Products of posters and group presentations may not be up to par, which I have attempted to control by creating a class rubric. Students may not be focused during the fill-inthe-blank guessing discussion. This is okay because they will still be forced to hear the content in the group presentations and when I go over the fill-in-the-blank answers. We may and probably will run out of time to complete everything in this lesson planwhich is okay! This lesson may run into the following day.