Social Studies 7 Medieval Europe, Africa and Asia Unit

District 11 Educational Support Services
Social Studies

Grade 7, The Eastern Hemisphere to 1450 C.E.
Medieval Europe, Africa and Asia Unit

Overview
View the Video Introduction. In the previous unit, you learned the ways in which archaeologists and historians uncover the past. In this unit, you will explore the history and geography of great civilizations that were developing during medieval and early modern times. You will learn how civilizations began growing their economy by trading with other civilizations. You will also see how exchanging ideas, beliefs, and technologies helped each civilization.

Curriculum Integration - This unit supports content in the Art of Medieval Europe, Africa, and Asia Unit and introduces art techniques used by ancient civilizations that are still in use today.

For Teachers

Quarter 1 2

Quarter 3 4

Prior Unit

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Daily Lessons

1-2

3-5

6-8

9-11

12-13

14-16

17-21

22-23

24-26

27-30

Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

People and events are organized chronologically to increase understanding of historical relationships.
Primary and secondary sources and processes of historical inquiry allow for interpreting the past and analyzing present day issues.
Societies are diverse and change over time.
Technological developments have impacted individuals and societies throughout history.
Religious beliefs and philosophical ideas change societies.
Different forms of government have been developed, practiced, and changed throughout history.
Geographic tools are used to locate and derive information about the past.
Physical and human characteristics of places define regions.
Migration and immigration affect the location and distribution of human activity.
Knowledge of geography increases understanding of past and present.
Trade specialization, and interdependence influence relationships among individuals, groups and societies.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

How does the chronology lead to the understanding of historical relationships?
How did the major events affect the development of a civilization?
What is the difference between primary and secondary document? How can we use them to interpret information about the past?
Which civilization studied was the most advanced, and why?
How did technological changes impact each civilization? Which changes had the most impact and in which civilization?
How were ancient civilizations governed?
What major religious beliefs and philosophical ideas developed? (Judaism, Christianity, mythology)? What impact did these religious beliefs have on each civilization?
How do physical and human characteristics define and identify region and place?
How did the physical characteristics of regions influence human characteristics?
How do migration and trade routes affect location/distribution of human activity?
How did trade and specialization result in interdependence?

Standards and Benchmarks

History 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
Benchmark B: Students use chronology to organize historical events and people.
History 2: Students know how to use the processes and resources of historical inquiry.
Benchmark A: Students know how to formulate questions and hypotheses regarding what happened in the past and how to obtain and analyze historical data to answer questions and test hypotheses.
Benchmark B: Students know how to interpret and evaluate primary and secondary sources of historical information (e.g., letters, diaries, literature, text, newspaper, art, music, technology, oral history, interviews).
History 3: Students understand that societies are diverse and change over time.
Benchmark B: Students understand the history of social organization in various societies.
History 5: Students understand political institutions and theories that developed and changed over time.
Benchmark A: Students understand political institutions and theories that developed and changed over time.
History 6: Students know that religious and philosophical ideas have been powerful forces throughout history.
Benchmark A: Students know the historical development of religions and philosophies.
Benchmark B: Students know how societies have been affected by religions and philosophies. Geography1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
Benchmark A: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
Geography S2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Benchmark 2 A: Students know the physical and human characteristics of places.
Benchmark B: Students know how and why people define regions.
Benchmark C: Students know how culture and experience influence people's perceptions of places and regions.
Geography 4: Students understand how economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.
Benchmark A: Students know the characteristics, location, distribution, and migration of human populations.
Geography 6: Students apply knowledge of people, places, and environments to understand the past and present, and to plan for the future.
Benchmark A: Students know how to apply geography to understand the past.
Civics 4: Students understand how citizens exercise the roles, rights, and responsibilities of participation in civic life at all levels.
Benchmark A: Students know what citizenship is.
Benchmark D: Students know how citizens can participate in civic life.
Economics 2: Students understand how different economic systems employ different means to produce, distribute, and exchange goods and services.
Benchmark B: Students understand how a country's monetary system facilitates the exchange of resources.
Economics 3: Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies.
Benchmark A: Students understand that the exchange of goods and services creates economic interdependence and change.

Middle School D-11 Social Studies Indicators

History
1.   Chronological Organization: Organize events and people in chronological order and use this data to determine cause/effect relationships.
2.   Historical Inquiry: Identify, interpret, compare, and evaluate primary and secondary sources, including documents, eyewitness accounts, letters and diaries, literature, and newspapers.
3.   Diverse and Changing Societies: Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
4.   Science, Technology, and Economic Activity: Identify and explain changes in technology and evaluate their impact on historical events.
5.   Political Institutions and Theories: Describe forms of government, then give examples of societies that practiced and changed them over time (democracy, monarchy, oligarchy, clan/tribal, and autocracy).
6.   Religious and Philosophical Ideas: Describe religious beliefs and philosophical ideas, and how they changed societies.

Geography
1. Use and Construction of Geographic Tools: Interpret maps, globes, charts, and geographic databases.
2. Characteristics of Place and Region: Define and identify regions by describing physical and human characteristics of places.
3. Physical Processes Shape the Earth’s Surface: Describe physical processes that shape the earth’s surface.
4. Patterns of Human Population and Interaction: Explain how migration and immigration affect the location and distribution of human activity.
5. Human and Physical Systems: Explain how humans modify the environment and how the environment influences human activity.
6. Apply Knowledge of Geography: Describe how characteristics of places and environments influence events in the past and present.

Civics
1. Purpose of Government and US Constitutional Principles: Explain the purposes of government and identify the principles stated in the Constitution.
2. Structure and Function of Government: Describe the structures and functions of national, state, and local governments.
3. Political Relationships: Define foreign policy and describe ways nations interact (ed) diplomatically in the past and present.
4. Citizenship Participation: Explain roles, rights, and responsibilities of citizens (including students as citizens).

Economics
1. Scarcity and Decision Making: Identify and give examples of economic resources and make decisions involving opportunity costs.
2. Resources and Production of Goods and Services: Describe the roles of supply, demand, and price in the production and distribution of goods and services.
3. Trade, Exchange, and Economic Interdependence: Describe how trade, specialization, and interdependence influence relationships among individuals, groups, and societies.

Grade 7 Conceptual Vocabulary

Visual Thesaurus - use the approved District 11 login and password to the right:

archaeology
civilization
culture
discriminate
heritage
nomad/nomadic
oral tradition
primary/secondary sources

Research confirms that students must have at least 6 opportunities through varied means to experience the same vocabulary before it can be applied. Here are 6 sample methods for teaching the vocabulary for this unit: These examples are endorsed by the Mid-Continental Research in Education Laboratory (McREL) Six Step Strategy to Improving Vocabulary. Read more about Research on Teaching Vocabulary.
Step 1: Teacher Defines Word
Step 2: Student Defines Word with Examples
Step 3: Student Identifies or Designs a Visual Representation
Step 4: Practice With Games
Step 5: Practice Application
Step 6: Apply in Written and Oral Communication

Step 1-3: Frayer Model for Vocabulary	Step 4: Vocabulary Bingo	Step 4 - 5:
Step 3-4: PowerPoint Partners Game Vocabulary Review	Steps 1, 2, 4: Quizlet	Step 6: Writing Assignment

Sample Lessons

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

Lessons 1-2: Feudalism and the Manor System Part 1

Duration: 2 - 60 minute days

Materials Needed: Medieval Times To Today pages 117-120; Video clip: “The Rise of Charlemagne”; poster board, markers

Standards/Indicators:

History 3: Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.

Enduring Understandings: Societies are diverse and change over time.

Essential Questions: How were communities protected during the Middle Ages?

Assessment: How did Charlemagne reunite Western Europe? Complete question #1on page 123.

Activities

Brainstorm ideas about the Middle Ages. Write all the words that come to mind when you think about the Middle Ages. Write your ideas in your notebook. Discuss your ideas with with your parent.
Complete map activities page 117 about Europe in 1300.
Watch video clip: "The Rise of Charlemagne" and take notes.
Copy web diagram on page 118 and read Medieval Times To Today pages 118-120. Fill in web diagram as you read this lesson and the next lesson (Lessons 3-5).
Watch video clip: Feudalism The Medieval Social Order and take notes.
Design a commemorative plaque for Charlemagne with a picture of him and a list of accomplishments.

Differentiation

Support (RtI tiers 2 & 3): Draw a comic strip of a squire becoming a knight. Make at least three boxes with drawings and dialogue. (page 118)

Extensions: Research Charlemagne and write an acrostic poem about him.

Supplemental Education Resources: Middle Ages Dark Ages - Website from the History Channel includes interactive timelines, photo galleries, and discussion groups.
Medieval Period For Kids Website

Research the Middle Ages. Create a cover for an issue of National Geographic – using words and graphics that explain the Middle Ages. Use a poster board or tag board and markers for your cover.

Lessons 3-5: Feudalism and the Manor System 1 Part 2

Duration: 3 - 60 minute days

Materials Needed: Medieval Times To Today pages 121-125; Three video clips: "Welcome to Medieval Europe", "Middle Ages in Europe" and "Castles and Lords"

Standards/Indicator: History 3: Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.

Enduring Understanding: Societies are diverse and change over time.

Essential Question: Which had the greatest impact on the Middle Ages - the political, social or economic aspects of feudalism?

Assessment: Which had the greatest impact on the Middle Ages - the political, social or economic aspects of feudalism? Complete questions #2-4 on page 123. Bring your work to the Learning Center, Audubon Elementary, Room 4, 2400 E. Van Buren St., Colorado Springs, CO 80909. Be sure to label your work with your name, lesson title (Feudalism and the Manor System Part 2 - Lessons 3-5), and grade (Grade 7).

Activities

Watch video clip: Welcome to Medieval Europe and take notes.
Read Medieval Times to Today pages 121-123. and take notes. Draw a large pyramid and divide into the social classes. Write the role of each class and illustrate how they were interdependent.
Watch video clips: Middle Ages in Europe and Castles and Lords and take notes.
Complete Writing Activity page 123.
Complete Focus on a Medieval Manor pages 124-125 or complete the Webquest on Feudalism in the Middle Ages.

Differentiation

Support (RtI tiers 2 & 3): How did peasants live? Draw a picture that shows where a peasant lived and worked. (Medieval Times To Today page 123). Write 2-3 sentences that describes your drawing.

Design your own coat of arms.

Extensions: Knights carried coats of arms into battle. Design your own coat of arms.
Read or listen to the audio book, Crafts in the Middle Ages.
Supplemental Education Resources: Serfdom Research serfs in the Middle Ages. Write a journal entry about a typical day in the life of a serf. Draw a picture that illustrates your entry.

Lessons 6-8 : The Church and the Rise of Cities 2 Part 1

Duration: 3 - 60 minute days

Materials Needed: Medieval Times To Today pages 126-129; Video Clips: "The Middle Ages" and “Religion in Medieval Europe”

Standards/Indicator: Economics 2: Describe the roles of supply, demand, and price in the production and distribution of goods and service.

Enduring Understanding: Resources impact the production and distribution of goods and services.

Essential Question: How did the Church and the growth of trade affect life in the Middle Ages? Why was the Church so important to people during the Middle Ages?

Assessment: How did the Church and the growth of trade affect life in the Middle Ages? Why was the Church so important to people during the Middle Ages?

Activities

What is the role of a church today? Does a church have government power today? Why or why not? The Church in the Middle Ages was very powerful.
Watch The Middle Ages video and take notes on the jobs of the Church in the Middle Ages.
Copy the diagram on page 126 and fill in as you read Medieval Times To Today pages 126-129. Make a graphic organizer of the impact the Church had on life in the Middle Ages (religious, economic, and political power)
Watch the Religion in Medieval Europe video and take notes.
Write a paragraph explaining the importance of the Church in the Middle Ages.

Differentiation

Support (RtI tiers 2 & 3): What is the role of a church today? What was the role of the Church in the Middle Ages? Make a Venn diagram and list 2 similarities and 2 differences.

Extensions: The Canterbury Tales

Read "The Canterbury Tales" and complete the activity.

Supplemental Education Resources: Medieval Markets and Fairs

Read "Medieval Markets and Fairs" and complete the activity.

Permission granted to use this material on the Link2Learn website by Teacher Curriculum Institute, June 2008.

Lessons 9-11: The Church and the Rise of Cities 2 Part 2

Duration: 3 - 60 minute days

Materials Needed: Medieval Times To Today pages 130-132: Three video clips: “Introduction to the Black Death”, “1347: The Arrival of the Plague”, “How the Plague Spread”

Standards/Indicators: History 3: Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.

Enduring Understanding: Societies are diverse and change over time.

Essential Questions: Which had the greatest impact on the Middle Ages - the political, social or economic aspects of feudalism? How did trade impact medieval society? How did the Black Death change society?

Assessment: Which had the greatest impact on the Middle Ages - the political, social or economic aspects of feudalism? How did trade impact medieval society? How did the Black Death change society?

Activities

Towns and cities grew and became very crowded. The towns prospered and more people came to live in the cities. What could happen when cities become overcrowded?
Watch video clip: Introduction to the Black Death and take notes.
Read Medieval Times To Today pages 130-132 and take notes.
Watch the video clip: 1347 The Arrival of the Plague and take notes.
How would the plague spread to other parts of Europe? Watch the video clip: How the Plague Spread and take notes.
Complete the Writing Activity and questions on page 132.

Differentiation

Support (RtI tiers 2 & 3): Medieval Times To Today page 131. Study the picture of the medieval market. How is the market similar and different to the places you shop? Make a Venn diagram to show 2-3 similarities and differences.

Extensions: Medieval towns had fairs. Research "fairs" and create an advertisement to promote a 3-day fair in a medieval town. Middle Ages Scroll down to "Fairs".

Supplemental Education Resources: Research Chivalry. Write an acrostic poem using "Chivalry". Draw a billboard that illustrates the code of chivalry.

Read selection on the Black Death and write a poem about the plague, the Black Death.

Lessons 12-13: The Crusades

Duration: 2 - 60 minute days

Materials Needed: Medieval Times To Today pages 133-139; Four video clips: "The Setting for the Crusades", "The Crusades", "The First Crusade", "The End of the Crusades"; poster board and markers

Standards/Indicator: History 6: Describe religious beliefs and philosophical ideas, and how they changed societies.

Enduring Understanding: Religious beliefs and philosophical ideas change societies.

Essential Questions: What were the effects of the Crusades on life in the Middle Ages? How did the Crusades cause lasting changes in Europe?
Assessment: What were the effects of the Crusades on life in the Middle Ages? How did the Crusades cause lasting changes in Europe? Complete questions page 137 #1-3.

Activities

Watch video clip: The Setting for the Crusades and The Crusades and take notes.
Copy chart on page 133 in Medieval Times To Today and read pages 133-135, and take notes.
Watch the video clip: The First Crusade and take notes.
Read pages 136-137 and take notes about the crusades, and how the crusades helped trade.
Watch video clip: The End of the Crusades and take notes.
Writing Activity page 137. An editorial is a persuasive essay. Your editorial needs to be 8-10 sentences. Write a title.
Complete Skills for Life "Distinguishing Fact From Opinion" pages 138-139.

Differentiation

Support (RtI tiers 2 & 3): Read page 137, and illustrate how the crusades improved trade and helped the economy. Describe your illustration.

Extensions: Create a poster to recruit Europeans to join in the first crusade to the Holy Land. Include at least three reasons for going and a picture to go with each reason. Pope Urban was promoting the Crusades, getting people to join in to save the Holy Land.

Supplemental Education Resources: Research Peter the Hermit and create an historical marker/monument in honor of Peter the Hermit. Include a picture of Peter the Great, and details about his crusade.

Lessons 14-16: The Power of Kings 4 Part 1

Duration: 3- 60 minute days

Materials Needed: Medieval Times to Today pages 140-142; Two video clips: “Runnymede, England, June 19, 1215: The Magna Carta" and "Magna Carta and the Success of Parliamentary Democracy"

Standards/Indicator: History 5: Describe forms of government, then give examples of societies that practiced and changed them over time (democracy, monarchy, oligarchy, clan/tribal, and autocracy).

Enduring Understanding: Different forms of government have been developed, practiced, and changed throughout history.

Essential Question: How did the government in England change over time? How did the Magna Carta shape the British government?

Assessment: How did the government in England change over time? How did the Magna Carta shape the British government?

Activities

The king want to unite the many lords in his kingdom under his power. What should he offer the lords for their loyalty? Money is not an issue. As an advisor, brainstorm ideas. Write your ideas in your notebook.
Read pages 140-141 and take notes.
Watch the video clip: Runnymede, England, June 19, 1215: The Magna Carta and take notes.
Copy the table on page 140, read page 142, and take notes about England.
Watch the video clip: Magna Carta. How did the Magna Carta lead to the present day Parliament? How is the Magna Carta connected to the Declaration of Independence?
Create a pictoword for the following words: nation, excommunicate, and Magna Carta. It is a symbolic representation of a word or phrase that shows its meaning. A pictoword helps define difficult concepts.

Differentiation

Support (RtI tiers 2 & 3): Make a cause -and -effect chart or graphic that represents why feudalism declined in the later Middle Ages. Name three reasons why feudalism declined. (page 141)

Extensions: Read about King John Lackland and draw a caricature of him. Write five facts about how he clashed with the nobles and clergy. Was he well-liked in 1199 A.D. when he became king of England?

Supplemental Education Resources: Read about Pope Gregory VII. Create a monument in honor of Pope Gregory VII. Include the importance of his life to the Middle Ages.

Lessons 17-21: The Power of Kings 4 Part 2

Duration: 5 - 60 minute days

Materials Needed: Medieval Times to Today pages 128-129; Three video clips: “Hundred Years’ War", "The French Prophecy: Joan”, and “Joan Leads the French Army”

Standards/Indicator: History 1: Organize events and people in chronological order and use this data to determine cause/effect relationships.

Enduring Understanding: People and events are organized chronologically to increase understanding of historical relationships.

Essential Questions: What events led to the formation of nations from the kingdoms of Europe in the late Middle Ages? How did the Hundred Years’ War contribute to the formation of nations?

Assessment: What events led to the formation of nations from the kingdoms of Europe in the late Middle Ages?How did the Hundred Years’ War contribute to the formation of nations?

Unit Assessment: Complete Medieval Times To Today page 145-147.

Activities

Watch the video clip: Hundred Years’ War and take notes.
Read Medieval Times To Today pages 143-144 and take notes. Fill in table about France from previous lesson
Watch the video clips: The French Prophecy: Joan and Joan Leads the French Army. Write details about Joan’s role.
Complete Writing Activity page 144. Write a newspaper editorial, expressing your opinion. Give your editorial a clever title.
Complete Literature Activity: "Of Swords and Sorcerers" pages 148-151.

Differentiation

Support (RtI tiers 2 & 3): Medieval Times To Today page 143. Reread the selection that describes Joan of Arc. Draw a picture of Joan of Arc ready for battle. Write a sentence that describes the picture and her courage to lead the French troops.

Extensions: Design drawings to represent different perspectives of Joan of Arc from the French and the English. How did each nation view Joan of Arc? Write at least three details for each nation’s perspective.

Write a eulogy for Joan of Arc, summarizing her courage and accomplishments. Include an appropriate sentence for her tombstone.

Supplemental Education Resources: Read about the Hundred Years' War, and make a flow chart to show steps leading up to the war.

Lessons 22-23: Africa and the Bantu

Duration: 2 - 60 minutes days

Standards/Indicator: Geography 4: Explain how migration and immigration affect the location and distribution of human activity.

Enduring Understanding: Migration and immigration affect the location and distribution of human activity.

Materials Needed: Medieval Times to Today pages 35-43

Assessment: Were the changes to the environment made by the Bantu positive or negative? Explain. Questions page 41. Bring your work to the Learning Center, Audubon Elementary, Room 4, 2400 E. Van Buren St., Colorado Springs, CO 80909. Be sure to label your work with your name, lesson title (Africa and the Bantu- Lessons 22-23), and grade (Grade 7).

Activities

Discuss map page 35 in Medieval Times To Today.
What changes would people need to make if they moved from the forests in the eastern United States to the mountains in the western United States? How would their lifestyle change?
Copy table on page 36 and read pages 36-41 about the Bantu Migration. Take notes.
Complete the Writing Assignment: You are living in the Africa of a thousand years ago. Some Bantu-speaking people have moved into an area near your village. You have made friends with a Bantu-speaker your own age. Write a journal entry describing what your new friend has taught you about his or her own people. Your journal entry needs to be at least one page long.
Complete Skills for Life "Using Reliable Information" pages 42-43.

Differentiation

Support (RtI tiers 2 & 3): Make a comic strip that shows Bantu-speaking people teaching people how to grow yams or bananas. Make a comic strip or flow chart to show how to make iron tools or weapons.

Extensions: Read about the Iron Age in Africa. Write a report about the Iron Age and the Bantu migration. How have iron tools made life easier for people?

Supplemental Education Resources: Research Shaka Zulu. He is considered the greatest military leader of the Zulus, a Bantu-speaking group of people. Make an historical marker or a monument about Shaka Zulu. Write about his accomplishments as a chief and why his people admired him.

Lessons 24-26: Kingdoms of West Africa

Duration: 3 - 60 minute days
Standards/Indicator: Economics 2: Describe the roles of supply, demand, and price in the production and distribution of goods and service.
Enduring Understanding:  Resources impact the production and distribution of goods and services./
Essential Questions: What economic factors defined commerce in West African trading empires? How did trading benefit society?
Assessment: What economic factors defined commerce in West African trading empires? How did trading benefit society? Why were salt and gold equally valuable to West African merchants?   The Early History

Activities

When have you traded things with one another? What kinds of things did you trade? Were you both happy with the traded items? This kind of trading, or barter, was the basis for ancient trading empires.
Read Medieval Times To Today pages 44-49 and take notes on trading in West Africa. List items that were traded.
Make a chart with the three major kingdoms and give details of each. Complete time line activities page 47.
Watch the video clips: The Early History and Islam Comes to Timbuktu and take notes.
Complete the Writing Activity page 49.
Complete the Focus on Tomboutou pages 50-51.

Differentiation

Support (RtI tiers 2 & 3): Reread Medieval Times To Today pages 46-47 about Mali. Write a postcard from Mali, drawing a picture and writing 6-8 sentences about Mali. Include how Mali was a center of learning.

Extensions:

Create a comic strip that shows the steps in the silent trading of gold and salt in West Africa. Draw at least six scenes.

Research Tombouctou. Write a postcard from Tomboutou. The drawing needs to show the type of city it was in the 1300’s. You have just visited the trading city. Describe the sights and sounds in Tomboutou. What did you like the best? Write 8-10 sentences.

Supplemental Education Resources

Read about Askia Muhammad Toure and complete the assignment.

Read the West African Story and complete the assignment.

Permission granted to use this material on the Link2Learn website by Teacher Curriculum Institute, June 2008

Lessons 27-30: East Africa's Great Trading Centers

Duration: 4 - 60 minute days
Standards/Indicator:  Economics 3: Describe how trade, specialization, and interdependence influence relationships among individuals, groups, and societies.
Enduring Understanding: Trade, specialization, and interdependence influence relationships among individuals, groups and societies.
Essential Questions: What economic factors defined commerce in East African city-states? How did trading benefit society?   What cultures influenced Aksum and Ethiopia?
Materials Needed:   Medieval Times To Today pages 52-58; poster, markers
Assessment:   What economic factors defined commerce in East African city-states? How did trading benefit society?   What cultures influenced Aksum and Ethiopia?
Unit Assessment: Medieval Times To Today page 57-58.

Activities

Why is trade important? Look at the labels on your clothes, shoes, sports equipment. Where are they from? Make a list of items in your notebook, then check where they are made. Why are we trading goods with so many countries?
Copy the time line on page 52 and read pages 52-56 and take notes on ancient trading among the ancient city-states of East Africa. Fill in time line.
Complete Writing Activity page 56. Your descriptive letter needs to be about a page long.
Continuous Improvement Process: Your teacher wants feedback on this unit so it can constantly be improved. Print the Continuous Quality Improvement Survey and answer each question, or answer online.

Differentiation

Support (RtI tiers 2 & 3): Make a drawing of the different items being traded between Askum and Ethiopia. Write 2-3 sentences describing the drawing.

Extensions: Create a poster advertising trading between Askum and Ethiopia. Include advantages of trading and items traded.

Make a Venn diagram to compare and contrast Kilwa and Zimbabwe. Write at least three similarities and differences.

Supplemental Education Resources: Research the Great Zimbabwe. Great_Zimbabwe

Write a eulogy for the great trading center of Great Zimbabwe. Draw a picture of what it would have been like in the 1300's.

Sample Lessons

Parent Resources

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