Lesson 4B OVERVIEW Explaining Relationships in Historical Texts

LESSON Lesson 4b OVERVIEW Explaining Relationships in Historical Texts

Lesson Objectives LearningLearning Progression Progression Explain the relationships or interactions Grade 4 Grade 5 Grade 6 between two or more individuals, events, [or] ideas . . . in a historical . . . text based Students explain events, Building on Grade 4, Grade 6 increases in on specific information in the text. ideas, or concepts in a students draw on specific complexity by requiring historical text, including details to explain the students to analyze in Reading what happened and why, relationships or interactions detail how a key individual, • Identify relationships and interactions based on specific among people, events, event, or idea is introduced, between two or more people, events, information in the text. ideas, or concepts in a illustrated, and elaborated ideas, or concepts in a historical text. historical text. in a text (e.g. through • Explain relationships and interactions examples or anecdotes). between two or more people, events, ideas, or concepts in a historical text. Writing • Draw evidence from informational texts to support analysis and reflection. Lesson Text Selections

Speaking and Listening Modeled and Guided Instruction Guided Practice Independent Practice • Pose and respond to specific questions

and contribute to discussions. Modeled and Guided Instruction Guided Practice Independent Practice Read Genre: History Article Read Genre: Eyewitness Account Read Genre: History Article

T H E

from WORDS TO KNOW R I S E • Review the key ideas expressed and Ancient A N D THREE As you read, look The History and Description of Africa inside, around, and F A L L Saharan Trade Routes beyond these words to by Leo Africanus O F by Joris Maddrin figure out what they AFRICAN Sahara Desert Tegaza mean. 1 Born in 1485, Leo Africanus traveled across draw conclusions. 1 e Sahara is a vast desert in • exchange the Sahara to the city of Timbuktu in West northern Africa. It stretches from • absorbed Africa. His account provides a glimpse of life Timbuktu KINGDOMS the Atlantic Ocean in the west to the • system there in the early 1500s. by Jo Pitkin Red Sea in the east. Its size and harsh 2 In the center of the city is a temple… and conditions make travel hazardous. 1 During the Middle Ages, three powerful kingdoms rose in West Africa. in addition there is a large palace, constructed N ig

Nevertheless, trade thrived here from e As a result of trade links across the Sahara, each kingdom became wealthy

by the same architect, where the king lives. R i

the 700s to the 1500s. It continues to Atlantic v and powerful. Each kingdom also developed a vibrant culture from the e

e shops of the artisans, the merchants, r this day. Ocean exchange of new ideas. and especially weavers of cotton cloth are 2 Long ago, Berber merchants Language THE KINGDOM OF GHANA very numerous. Fabrics are also imported from established a network of trade routes Europe to Timbuktu, borne by Berber merchants. … 2 e Soninke (soh NIHN keh) people founded ancient Ghana in about across the Sahara. ese routes linked 3 e inhabitants are very rich, especially the strangers who have settled 300 . e kingdom lay within the borders of what is now Mauritania, markets in North Africa, the Middle East, and Europe with markets in the country; so much so that the current king has given two of his Mali, and Senegal. in West Africa. e merchants regularly crossed the Sahara to African daughters in marriage to two brothers, both businessmen, on account of 3 From the 700s to the 1200s, Ghana was a thriving center for trade. settlements on the fringes of the desert. In those settlements, they • Consult reference materials to their wealth. ere are many wells containing sweet water in Timbuktu; Merchants ocked to the capital city of Kumbi Saleh. ere, they traded traded salt, horses, cloth, and later, books for gold, metals, spices, and and in addition, when the Niger [River] is in ood, canals deliver the water salt, swords, books, horses, and other goods for gold from Ghana’s carefully other items from farther south. Berber and African merchants made to the city. Grain and animals are abundant, so that the consumption of For centuries, merchants hidden gold mines. Muslim traders from North Africa introduced Islam to pro ts, so trade increased. As a result, the African settlements grew to milk and butter is considerable. But salt is in very short supply because it is from across Africa came ancient Ghana. ey also brought new ideas about mathematics, science, become important centers of trade. And as trade increased, so did the to Kumbi Saleh to trade carried here from Tegaza, some 500 miles from Timbuktu. I happened to be and architecture. determine the meaning of words. wealth and power of the West African rulers. horses and other goods in this city at a time when a load of salt sold for eighty ducats. e king has 3 To Berber merchants, the dangerous journey across the Sahara for gold. a rich treasure of coins and gold ingots. One of these ingots weighs was worth the risk. For safety, merchants traveled together in large 970 pounds. … groups known as caravans. Using camels to transport their goods, 4 ere are in Timbuktu numerous judges, teachers, and priests, all caravans walked about 200 miles a week. Even at that pace, however, Close Reader Habits properly appointed by the king. He greatly honors learning. Many Close Reader Habits the trip took more than three months. hand-written books imported from Barbary1 are also sold. ere is • Acquire and use academic and domain- 4 e merchants’ use of camels made it possible for them to cross What events made it What did the king of more pro t made from this commerce than from all other merchandise. the Sahara. ese hardworking animals could carry heavy loads with possible for West African Timbuktu think of culture 5 Instead of coined money, pure gold nuggets are used; and for small ease over scorching, shi ing sands. During long journeys, they had settlements to become and learning? Reread the purchases, cowrie shells which have been carried from Persia, and of article. Underline the ability to conserve water. Camels were called “ships of the desert” important centers of trade? Reread the article. which 400 equal a ducat. sentences that show what because they hauled trade goods across the desert, just as ships carried Underline the details that the king thought. specific words and phrases. 1 Barbary: a region north of the Sahara desert cargo across the sea. seem most important.

68 Lesson 4b Explaining Relationships in Historical Texts ©Curriculum Associates, LLC Copying is not permitted. 70 Lesson 4b Explaining Relationships in Historical Texts ©Curriculum Associates, LLC Copying is not permitted. 74 Lesson 4b Explaining Relationships in Historical Texts ©Curriculum Associates, LLC Copying is not permitted.

Ancient Saharan The History and The Rise and Fall Trade Routes Description of Africa of Three African Kingdoms by Joris Maddrin by Leo Africanus by Jo Pitkin Academic Talk Genre: History Article Genre: Eyewitness Account Genre: History Article

See Glossary of Terms, pp. TR2–TR9 • cause and effect • historical texts • ideas • relationships

66a Lesson 4b Explaining Relationships in Historical Texts ©Curriculum Associates, LLC Copying is not permitted Lesson 4b Overview Lesson Pacing Guide

Whole Class Instruction 30–45 minutes per day

Day 1 Teacher-Toolbox.com Interactive Tutorial Ready Writing Connection Check the Teacher Toolbox for Interactive Tutorials to During Ready Reading Days 1–5, use: use with this lesson. Lesson 2 Writing to Inform: Article

Introduction pp. 66–67 • Step 1 Study a Mentor Text • Read Explaining Relationships in Historical Texts 10 min • Step 2 Unpack Your Assignment • Think 10 min • Review the Research Path Graphic Organizer: Cause-and-Effect Organizer • Read Source Text • Talk 5 min • Step 3 Find Text Evidence Quick Write (TRB) 5 min • Reread Source Text Day 2 Modeled and Guided Instruction pp. 68–69, 72 See Ready Writing TRB, p. 32a for complete lesson plan. • Read Ancient Saharan Trade Routes 10 min • Think 10 min Graphic Organizer: Cause-and-Effect Organizer • Talk 5 min Small Group Differentiation • Write Short Response 10 min Teacher-Toolbox.com

Day 3 Guided Practice pp. 70–71, 73 Reteach • Read The History and Description of Africa 10 min • Think 10 min Ready Reading Prerequisite Lesson • Talk 5 min Grade 4 • Write Short Response 10 min • Lesson 2 Understanding Historical Texts • Lesson 4 Understanding Scientific Texts Day 4 Independent Practice pp. 74–79 • Lesson 14 Text Structures, Part 1: Cause–Effect and Compare–Contrast • Read The Rise and Fall of Three African Kingdoms 15 min • Lesson 15 Text Structures, Part 2: Chronology • Think 10 min and Problem–Solution • Write Extended Response 15 min

Day 5 Independent Practice pp. 74–79 Teacher-led Activities • Review Answer Analysis (TRB) 10 min Tools for Instruction • Review Response Analysis (TRB) 10 min • Text Structure • Assign and Discuss Learning Target 10 min

Language Handbook Lesson 19 Idioms, Adages, and Proverbs, pp. 474–475 Personalized Learning 20 min (optional) i-Ready.com

Independent i-Ready Close Reading Lessons • Grade 4 Understanding Historical Texts • Grade 5 Exploring Relationships in Historical Texts

©Curriculum Associates, LLC Copying is not permitted Lesson 4b Explaining Relationships in Historical Texts 66b Lesson 4b Explaining Relationships in Historical Texts nroion Introduction Lesson 4b Explaining Relationships Get Started in Historical Texts

• Explain to students that in this lesson they will read Explaining relationships between people, events, historical texts. They will make connections and Lernin re and ideas will help you understand what matters in historical texts. explain cause-and-effect relationships between people, events, and ideas in history. Read When we read historical texts, we learn about people, events, • Definecause and effect, using an example such as and ideas. Some historical texts describe simple cause-and-effect wind powering a sailing ship across the ocean. relationships that tell what happened and why. Other historical texts explain how one cause led to many effects, or how several causes Prompt students to identify the wind filling the produced one important effect. sails as the cause and the movement of the ship as Read the passage below. As you do, try to identify relationships the effect. between causes and their effects. • Provide an example of cause-and-effect relationships in history, such as the first voyage of During the Middle Ages, much of Africa was a mystery to Christopher Columbus. Explain: Europeans. A few travelers, however, told tales of wealthy African Columbus believed the world was much kingdoms and endless supplies of gold. But was this true? Could fortunes be made there? smaller. This caused him to sail west from By the 1400s, improvements to European sailing ships made Spain, instead of east, to get to Asia. The long ocean trips possible. So, Portuguese sailors began exploring effect of Columbus’s voyage was unexpected. along Africa’s coastline. They set up trading posts in ports along the way, He reached the Americas instead of Asia. and other Europeans soon followed. • Focus students’ attention on the Learning Target. This was because the Portuguese Read it aloud to set the purpose for the lesson. had discovered the stories to be true. Indeed, there was wealth to be had. • Display the Academic Talk words and phrases. Tell Europeans could trade their goods for students to listen for these terms and their salt, spices, ivory, and yes, even gold! meanings as you work through the lesson together. Use the Academic Talk Routine on pp. A48–A49. 66 LLC Associates, ©Curriculum is not permitted. Copying English Language Learners 66 Lesson 4b Explaining Relationships in Historical Texts

Genre Focus English Language Learners Genre Focus Read Develop Language Eyewitness Account Concept Vocabulary To help Explain that during Guided Practice, • Read aloud the Read section as students follow students identify and talk about students will read one type of historical along. Restate to reinforce: cause-and-effect relationships in the text called an eyewitness account. Help Historical texts include facts about important passage, encourage them to ask “why” them infer the meaning of this text people, events, and ideas. Many historical as they read. Remind them that a cause type from the word eyewitness. texts explain what happened and why it is a reason why an event happened. Discuss the strengths and weaknesses happened. Sometimes one event has more • Demonstrate with a simple example, of this genre. Students should than one cause or more than one effect. such as, “James went to the store. He recognize that people often • Direct students’ attention to the passage, and needed groceries.” experience or remember events have them read to identify what happened and • Model asking “why” to identify cause differently and may have different why it happened. and effect. “Why did James go to the reasons for telling the story or biases in store? Because he needed groceries. the retelling. His need for groceries was the cause, Provide some examples of eyewitness and his trip to the store was the effect.” accounts, such as The Diary of Anne • Have students ask and answer other Frank. Ask students to name others. “why” questions, based on their daily routines. Encourage them to name the cause and effect in each sentence pair.

66 Lesson 4b Explaining Relationships in Historical Texts ©Curriculum Associates, LLC Copying is not permitted Theme: Ancient African Kingdoms Lesson 4b Lesson 4b

Think Consider what you’ve learned about reading historical texts. According to the passage you just read, what happened? And what caused it to happen? Use the cause-and-effect organizer below to show Think how three causes led to one important effect. • Have students read aloud the Think section. Causes Effect Explain that the cause-and-effect organizer will Why did it happen? What happened? help them organize the ideas in the passage. Travelers told stories of • Have partners complete the organizer. Remind wealthy African kingdoms. students to use the details in the passage to describe what happened and why it happened.

Why did it happen? • As students work, circulate and provide assistance as needed. Europeans improved their ships so Europeans traveled to Africa they could go on long voyages. and traded with Africans. • Ask volunteers to share what they wrote. • Make certain students understand that what happened (the effect) is that Europeans traded Why did it happen? with Africans and that this effect was the result of Portuguese sailors set up trading posts on African coasts. multiple causes. Talk

Talk Share your cause-and-effect organizer with a partner. • Read aloud the Talk prompts. • Did you list all the same causes? • Do all the causes you list actually lead to the effect? • Have partners discuss the causes that led to Criuu soits L Copying is not permitted. ©Curriculum Associates, LLC • Are some of your causes not events but ideas? Europeans traveling to Africa. Encourage them to describe their ideas in because statements. The Academic Talk Europeans traveled . . . because . . . Use these words and phrases to talk about the text. • Ask volunteers to share their ideas. • cause and effect • historical texts • ideas • relationships Quick Write Have students write a response to the following prompt: Think about a time when you did something 67 nice for someone. Describe what you did. Lesson 4b Explaining Relationships in Historical Texts 67 What caused you to do this nice thing? What were the effects of your actions? Ask students to share their responses. Monitor Understanding If… students struggle to identify cause-and-effect relationships Monitor Understanding and sequences, then… demonstrate an example. Ask students to clap when you say their names. Name several students. While they are clapping, call Wrap Up on other students to answer. • Invite students to share what they’ve learned so • What caused the clapping? (You said their names.) far. Encourage them to use the Academic Talk • What is the effect of the clapping? (The room is noisy.) words and phrases in their explanations. • The clapping caused the room to be noisy. What is the effect • Explain to students that when they read historical of the noisy room? (We can’t hear anything else.) texts, they can discover the relationships, or Ask students to provide other examples of how an effect becomes connections, between each event. the cause of a different effect. Recognizing cause-and-effect relationships will help you understand the information in the text. You will also discover that events in history can have multiple causes, and each cause can have multiple effects. All the causes and effects together create our rich, complex history.

©Curriculum Associates, LLC Copying is not permitted Lesson 4b Explaining Relationships in Historical Texts 67 Modeled and Guided Instruction LessonLesson 4b4b Explaining Relationships in Historical Texts Read Genre: History Article IndependentModeled and Practice Guided Instruction Ancient Get Started Saharan Trade Routes Today you will read an article about ancient by Joris Maddrin Africa. First, you’ll read to understand what the 1 e Sahara is a vast desert in author says. Then you’ll read to analyze the northern Africa. It stretches from relationships between people, events, and ideas. the Atlantic Ocean in the west to the Red Sea in the east. Its size and harsh conditions make travel hazardous. Read Nevertheless, trade thrived here from the 700s to the 1500s. It continues to • Read aloud the title of the article and call attention this day. to the photo. Encourage students to look for the 2 Long ago, Berber merchants established a network of trade routes words in the title as they read the article. across the Sahara. ese routes linked • Have students read the article independently. Tell markets in North Africa, the Middle East, and Europe with markets in West Africa. e merchants regularly crossed the Sahara to African them to place a check mark above any confusing settlements on the fringes of the desert. In those settlements, they words and phrases as they read. Remind students traded salt, horses, cloth, and later, books for gold, metals, spices, and to look inside, around, and beyond each unknown other items from farther south. Berber and African merchants made word or phrase to help them figure out its pro ts, so trade increased. As a result, the African settlements grew to become important centers of trade. And as trade increased, so did the meaning. Use the Word Learning Routine on wealth and power of the West African rulers. pp. A50–A51. 3 To Berber merchants, the dangerous journey across the Sahara was worth the risk. For safety, merchants traveled together in large • When students have finished reading, clarify the groups known as caravans. Using camels to transport their goods, meanings of words and phrases they still find caravans walked about 200 miles a week. Even at that pace, however, Close Reader Habits confusing. Then use the questions below to the trip took more than three months. check understanding. Encourage students to 4 e merchants’ use of camels made it possible for them to cross What events made it the Sahara. ese hardworking animals could carry heavy loads with possible for West African identify details in the text that support their answers. ease over scorching, shi ing sands. During long journeys, they had settlements to become the ability to conserve water. Camels were called “ships of the desert” important centers of trade? Why did Berber merchants travel across the Reread the article. because they hauled trade goods across the desert, just as ships carried Sahara? (to trade goods from North Africa, the Underline the details that cargo across the sea. Middle East, and Europe with West Africa) seem most important. 68 What did the merchants trade? (salt, horses, 68 Lesson 4b Explaining Relationships in Historical Texts ©Curriculum Associates, LLC Copying is not permitted. cloth, books, gold, metals, and spices) What is the article mostly about? (trade in West English Language Learners Word Learning Strategy Africa and the Sahara Desert) Build Meaning Use a Dictionary English Language Learners Background Knowledge Guide • Direct students’ attention to the word students to an understanding of the term Word Learning Strategy established in paragraph 2. Invite Berber merchants as well as their volunteers to share known or inferred importance in trade with Africa. meanings for the word. Then have Explore • Draw attention to paragraph 2. students locate the word in a dictionary Reread the first sentence aloud. and read its various meanings. • Read aloud the Explore question at the top of p. 69 to set the purpose for the second read. Tell • Explain that Berber merchants were a Which meaning of established students they will need to identify cause-and- group of people who traveled across makes sense in this sentence? effect relationships to answer this question. northern and western Africa, and • Help students recognize that in this even into Europe, to trade. Not only • Have students read aloud the Close Reader Habit context, established means “to set up, did they trade goods, but they traded on p. 68. or bring about on a permanent basis.” ideas with people across that area. • Ask students to name organizations TIP To visually define network of trade routes • Have students explain why the trade that were established more than 100 (mentioned in paragraph 2), display a simple of ideas and language, as well as years ago, such as the U.S. government. map of Africa and the Sahara Desert. Use a goods like cloth and gold, might be marker to illustrate some of the trade routes important. mentioned in the text.

68 Lesson 4b Explaining Relationships in Historical Texts ©Curriculum Associates, LLC Copying is not permitted Explaining Relationships in Historical Texts Lesson 4b Lesson 4b

Explore What caused the West African settlements to become important centers of trade?

Think An event can have Think more than one cause 1 Complete the organizer below to identify the causes behind West African and more than one • Read aloud the Think section. Explain to students effect. settlements becoming important centers of trade. that you will model how to find text evidence to fill in Causes Effect part of the organizer. Use the Think Aloud below to Why did this happen? What happened? guide your modeling. Berber merchants set up trade • Revisit the Explore question. Guide students to routes using camels and caravans. determine that they need to look for more details, using the Close Reader Habit. • Encourage students to work with a partner to Why did this happen? Berber and African merchants made The West African settlements continue rereading the passage and complete the profits, so trade centers grew. became important centers organizer. Remind them to read the Buddy Tip. of trade. • Ask volunteers to share their completed organizers. • Guide students to see that causes and effects are Why did this happen? linked in chains of events. Because Berber The profits led to even more merchants established trade routes, both Berber trading. and African merchants started to make profits. These profits caused trade to increase. All of these events led to West African settlements becoming Talk important centers of trade.

2 Share your organizers. What causes did you describe? How do you know they are actually causes? If necessary, add details to improve your organizer. Talk

Write • Read aloud the Talk prompt.

3 Short Response What led to West African settlements becoming HINT In your • Have partners respond to the prompt. Use the Talk important centers of trade? Support your answer with details from the answer, try using Routine on pp. A52–A53. text. Use the space provided on page 72 to write your answer. phrases such as “one cause was,” “a second • Circulate to check that students are discussing cause was,” and so on. causes and writing reasons that West African 69 settlements became important centers of trade. ©Curriculum Associates, LLC Copying is not permitted. Lesson 4b Explaining Relationships in Historical Texts 69 Write

Think Aloud • Ask a volunteer to read aloud the Write prompt. • This graphic organizer tells me • “As a result” is a clue that the • Invite a few students to tell what the prompt is the effect, so I need to read cause was stated in this asking them to do. closely to identify the causes. paragraph. I’ll reread it more • Make sure students understand that they need to Each cause has to answer the carefully now. As I read each explain specifically which people and events question, “Why did West African detail, I’ll ask myself, “Does this helped West African settlements become settlements become important tell me why West African important centers of trade. centers of trade?” settlements became important • Have students turn to p. 72 to write their responses. centers of trade?” • First I’ll skim to see where the • Use Review Responses on p. 72 to assess students’ text mentions West African • The first detail states that the writing. settlements as important Berber merchants established centers of trade. I see it near the trade routes across the Sahara. bottom of the second paragraph: Without these trade routes, West Wrap Up “As a result, the African African settlements could not settlements grew to become have become important centers • Ask students to recall the Learning Target. Have important centers of trade.” of trade. I’ll underline this detail them explain how knowing what happened and and add it to the organizer under why it happened helped them better understand “Causes.” this article.

©Curriculum Associates, LLC Copying is not permitted Lesson 4b Explaining Relationships in Historical Texts 69 Guided Practice Lesson 4b Explaining Relationships in Historical Texts Read Genre: Eyewitness Account Guided Practice from Get Started The History and Description of Africa by Leo Africanus Today you will read another passage related to Sahara Desert Tegaza African history. First you will read to understand 1 Born in 1485, Leo Africanus traveled across the Sahara to the city of Timbuktu in West what the passage is about. Then you will reread Africa. His account provides a glimpse of life Timbuktu with a partner to analyze cause-and-effect there in the early 1500s. relationships. 2 In the center of the city is a temple… and in addition there is a large palace, constructed N ig

by the same architect, where the king lives. R i

Atlantic v e Read r e shops of the artisans, the merchants, Ocean and especially weavers of cotton cloth are • Read aloud the title of the passage. Have students very numerous. Fabrics are also imported from identify the writer’s name. Point out the genre tab Europe to Timbuktu, borne by Berber merchants. … at the top of the page and review that Leo 3 e inhabitants are very rich, especially the strangers who have settled in the country; so much so that the current king has given two of his Africanus is telling about his own experiences. daughters in marriage to two brothers, both businessmen, on account of • Have students predict what the passage will be their wealth. ere are many wells containing sweet water in Timbuktu; and in addition, when the Niger [River] is in ood, canals deliver the water about based on the title and the illustration. to the city. Grain and animals are abundant, so that the consumption of • Read to Understand Have students read the milk and butter is considerable. But salt is in very short supply because it is passage independently. Tell them to place a check carried here from Tegaza, some 500 miles from Timbuktu. I happened to be in this city at a time when a load of salt sold for eighty ducats. e king has mark above any confusing words and phrases as a rich treasure of coins and gold ingots. One of these ingots weighs they read. Remind students to look inside, around, 970 pounds. … and beyond each unknown word or phrase to help 4 ere are in Timbuktu numerous judges, teachers, and priests, all properly appointed by the king. He greatly honors learning. Many Close Reader Habits them figure out its meaning. Use the Word hand-written books imported from Barbary1 are also sold. ere is What did the king of Learning Routine on pp. A50–A51. more pro t made from this commerce than from all other merchandise. Timbuktu think of culture • When students have finished reading, clarify the 5 Instead of coined money, pure gold nuggets are used; and for small and learning? Reread the purchases, cowrie shells which have been carried from Persia, and of article. Underline meanings of words and phrases they still find which 400 equal a ducat. sentences that show what the king thought. confusing. Then use the questions below to check 1 Barbary: a region north of the Sahara desert understanding. Encourage students to identify 70 details in the text that support their answers. 70 Lesson 4b Explaining Relationships in Historical Texts ©Curriculum Associates, LLC Copying is not permitted. Who is the writer, and when did he travel to Timbuktu? (Leo Africanus traveled to Timbuktu in the early 1500s.) English Language Learners Word Learning Strategy Build Meaning Use a Dictionary How did Timbuktu receive goods from Europe? (Berber merchants brought them.) • Cognates Reread the first sentence • Draw students’ attention to words How does the writer describe the inhabitants of paragraph 2. Point out the word in this passage that are based on of Timbuktu? (He says they are very rich.) temple. Latin and that begin with the prefix con- (Latin for “with”), including What is the account mostly about? (what life in • Ask Spanish-speaking students (or constructed, containing, consumption, the city of Timbuktu was like) speakers of other Latin-based languages) if they know the Spanish and considerable. Have students English Language Learners word for temple (templo). Have them deconstruct those words and define share the meaning of the word in them according to their Latin roots, Word Learning Strategy English. with the help of a dictionary. • Read to Analyze Read aloud the Close Reader • Explain that these words are cognates, • Encourage students to brainstorm Habit on p. 70 to set the purpose for the second or words in two languages that share other words beginning with the prefix read. Then have students reread the passage a similar spelling, meaning, and con-. Discuss whether the meaning of with a partner and discuss any questions they sometimes, pronunciation. Discuss the Latin prefix fits into the meaning might have. with students how recognizing of each word. Have students check cognates can help them when they each word in the dictionary. read in English. • Call attention to other cognates in the passage, such as palace, artisans, inhabitants, and abundant.

70 Lesson 4b Explaining Relationships in Historical Texts ©Curriculum Associates, LLC Copying is not permitted Explaining Relationships in Historical Texts Lesson 4b Lesson 4b

Think Use what you learned from the eyewitness account to answer the following questions. Think 1 The chart shows causes and effects from the text. Complete the chart An eyewitness by drawing Xs in the boxes to connect the causes with the effects. Some account gives the causes may have two effects. point of view of a • Have students work with a partner to complete writer who was there. item 1. Effects Eyewitness accounts typically tell what the There were Timbuktu Salt was writer experienced. many judges, TIP Remind students that causes, effects, and merchants imported from teachers, and other connections are often implied rather than became rich. 500 miles away. Causes priests. stated. Tell students that sometimes they have Berber to make an inference to understand how details merchants set X X up trade routes are related. with Europe. Grain and Answer Analysis animals were X X plentiful, but When students have finished, discuss correct and salt was not. incorrect responses. The king respected 1 See the answers on the student book page. education and X DOK 2 learning. Monitor Understanding Talk Integrating Standards 2 Based on Leo Africanus’ account, what were two causes that led to Timbuktu becoming a center of culture and learning? Use the organizer on page 73 to gather evidence from the text. Talk

Write • Have partners discuss the prompt. Emphasize that 3 Short Response Use evidence from your organizer and the text to HINT Use words students should support their ideas with text details. explain how Timbuktu became a center of culture and learning. Use the and phrases such as “because” and “as a space provided on page 73 to write your answer. • Circulate to clarify misunderstandings. result” to show relationships. Write

71 • Ask a volunteer to read aloud the Write prompt. ©Curriculum Associates, LLC Copying is not permitted. Lesson 4b Explaining Relationships in Historical Texts 71 • Invite students to tell what the prompt is asking them to do. Make sure they understand that they Integrating Standards need to list causes for Timbuktu becoming a Monitor Understanding Use the following questions to center of culture and learning. further students’ understanding of If… students have difficulty linking • Call attention to the HINT. the causes and effects in item 1, the passage. • Have students turn to p. 73 to write their responses. then… have them turn each effect • What details support the • Use Review Responses on p. 73 to assess students’ into a question. For example, “Why inference that Leo Africanus was writing. impressed with Timbuktu? did Timbuktu merchants become (Africanus details the wealth and rich?” Students should review the excess of resources. He describes text to find out which of the causes Wrap Up weavers as “very numerous,” answers their question. inhabitants as “very rich,” and grain • Ask students to recall the Learning Target. Have and animals as “abundant.”) them explain how understanding cause-and-effect DOK 3 relationships and sequences of events helped them better understand this eyewitness account. • What do you learn from “Ancient Saharan Trade Routes” that helps you understand The History and Description of Africa? (The trading practices of the Berber merchants are important to understanding how the city of Timbuktu became a center of trade and learning.) DOK 4 ©Curriculum Associates, LLC Copying is not permitted Lesson 4b Explaining Relationships in Historical Texts 71 Modeled and Guided Instruction Lesson 4b Explaining Relationships in Historical Texts Modeled and Guided Instruction

Write Use the space below to write your answer to the question on page 69.

Write Ancient Saharan Trade Routes • Remember to use the Response-Writing Routine HINT In your answer, try on pp. A54–A55. 3 Short Response What led to West African settlements using phrases such as “one becoming important centers of trade? Support your answer cause was,” “a second Review Responses with details from the text. cause was,” and so on. After students complete the writing activity, help Sample response: Several causes led to settlements in West Africa becoming important them evaluate their responses. centers of trade. One cause was that Berber merchants set up trade routes in the Sahara 3 Responses may vary but should explain that West using camels and caravans. A second cause was that both Berber and African merchants African settlements became important centers of trade because of Berber merchants’ trade routes in made profits from their trade, so trade centers grew. A third cause was that the profits

the Sahara. See the sample response on the made by Berber and African merchants led to even more trade. The result of these three student book page. causes working together was that West African settlements became important centers DOK 3 of trade.

Check Your Writing Did you read the prompt carefully? Did you put the prompt in your own words? Don’t forget to Did you use the best evidence from the text to support your ideas? check your writing. Are your ideas clearly organized? Did you write in clear and complete sentences? Did you check your spelling and punctuation? 72 72 Lesson 4b Explaining Relationships in Historical Texts ©Curriculum Associates, LLC Copying is not permitted.

Scaffolding Support for Reluctant Writers If students are having a difficult time getting started, use the strategies below. Work individually with struggling students, or have students work with partners. • Circle the verbs in the prompt that tell you what to do, such as describe, explain, or compare. • Underline words and phrases in the prompt that show what information you need to provide in your response, such as causes, reasons, or character traits. • Talk about the details from the text that you will include in your response. • Explain aloud how you will respond to the prompt.

72 Lesson 4b Explaining Relationships in Historical Texts ©Curriculum Associates, LLC Copying is not permitted Guided Practice Explaining Relationships in Historical Texts Lesson 4b Guided Practice The History and Description of Africa

2 Use the cause-and-effect organizer below to organize your ideas and evidence. Talk

Causes Effect 2 Students should use the cause-and-effect Why did this happen? What happened? organizer to record their thoughts and evidence. Write

Why did this happen? • Remember to use the Response-Writing Routine on pp. A54–A55. Review Responses After students complete the writing activity, help Write Use the space below to write your answer to the them evaluate their responses. question on page 71. HINT Use words and phrases such as 3 Responses may vary but should explain that 3 Short Response Use evidence from your organizer and the “because” and “as a Timbuktu became a center of trade and learning text to explain how Timbuktu became a center of culture and result” to show learning. relationships. because of successful trade and strong leadership. See the sample response on the Sample response: There were a couple of causes for why Timbuktu became a center of student book page.

culture and learning. The first cause was that the king of Timbuktu greatly honored DOK 3

learning. As a result, he appointed many judges, teachers, and priests, who were all Check Your Writing involved in Timbuktu’s culture and learning. A second cause was that the trade in books Did you read the prompt carefully? Did you put the prompt in your own words? imported from Barbary was more profitable than all other forms of commerce. Because Did you use the best evidence from the text to support your ideas? the trade in books was profitable, many books came to Timbuktu, and books are an Are your ideas clearly organized? important part of culture and learning. As a result of these two causes, Timbuktu Did you write in clear and complete sentences? became an important center of culture and learning. Did you check your spelling and punctuation? 73 ©Curriculum Associates, LLC Copying is not permitted. Lesson 4b Explaining Relationships in Historical Texts 73

Teacher Notes

©Curriculum Associates, LLC Copying is not permitted Lesson 4b Explaining Relationships in Historical Texts 73 Independent Practice Lesson 4b Explaining Relationships in Historical Texts Read Genre: History Article Independent Practice T H E

WORDS TO KNOW R I S E A N D THREE As you read, look Get Started inside, around, and F A L L beyond these words to figure out what they O F AFRICAN Today you are going to read a history article and mean. use what you have learned about relationships • exchange between people, events, and ideas in history to • absorbed KINGDOMS • system explain what happened and why. by Jo Pitkin • Ask volunteers to explain how connecting cause- 1 During the Middle Ages, three powerful kingdoms rose in West Africa. and-effect chains of events can help readers As a result of trade links across the Sahara, each kingdom became wealthy and powerful. Each kingdom also developed a vibrant culture from the understand a historical text. Encourage students to exchange of new ideas. use the Academic Talk words and phrases in their THE KINGDOM OF GHANA responses. 2 e Soninke (soh NIHN keh) people founded ancient Ghana in about 300 . e kingdom lay within the borders of what is now Mauritania, English Language Learners Mali, and Senegal. 3 From the 700s to the 1200s, Ghana was a thriving center for trade. Read Merchants ocked to the capital city of Kumbi Saleh. ere, they traded salt, swords, books, horses, and other goods for gold from Ghana’s carefully You are going to read the article independently For centuries, merchants hidden gold mines. Muslim traders from North Africa introduced Islam to from across Africa came ancient Ghana. ey also brought new ideas about mathematics, science, to Kumbi Saleh to trade and use what you have learned to think and and architecture. horses and other goods write about the text. As you read, look for causes for gold. and their effects. Remember that one cause can have multiple effects, and that effects can in turn become causes of other events. Notice the dates and the names and locations of cities to make connections based on time and place. • Read aloud the title of the passage and then encourage students to preview the text, paying close attention to the map. • Call attention to the Words to Know in the upper 74 left of p. 74. Remind students to use the Glossary 74 Lesson 4b Explaining Relationships in Historical Texts ©Curriculum Associates, LLC Copying is not permitted. of Words to Know in the back of the Student Book if they struggle to determine meaning from English Language Learners context, or to confirm their understanding of Build Meaning the word. Text Features Have students preview “The Rise and Fall of • If students need support in reading the passage, Three African Kingdoms.” Guide them to identify details on you may wish to use the Monitor Understanding the map and in the photographs. Read aloud the captions and suggestions. prompt discussion with the following questions: • When students have finished, have them complete • What do you predict the passage will be about? the Think and Write sections. (Students might predict that the article is about three Monitor Understanding kingdoms on the Saharan trade route that gained and lost power. ) • Based on what you have already read in this lesson, how do you think African kingdoms gained power? Why do you think that? (Students might infer that control of the trade in gold and salt helped the kingdoms gain power.) List students’ responses. Then read aloud the first paragraph to make certain students have a firm understanding of the passage topic.

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WWestest AfricanAfrican Kingdoms Kingdoms (300–1600 (300–1600 CE) CE)

Songhai This map shows the Kumbi TimbuktuTimbuktu locations of the kingdoms Saleh Gao of Ghana, Mali, and Songhai. Ghana existed Ghana Mali from roughly 300 to 1240 CE, but was then absorbed into the growing kingdom of Mali. Mali lasted until the late 1400s, Nig when it was taken over e r by Songhai. Songhai fell

i in 1591.

e Atlantic r Ocean

4 Kings in Ghana helped the kingdom prosper. ey controlled the gold trade and introduced a system of taxation. ey taxed merchants for what they brought in and took out of the kingdom. e kings also founded an army that kept the merchants safe and protected the kingdom from invaders. 5 Ghana’s empire reached its peak in the 11th century. Over the next 200 years, however, events weakened the kingdom. North African raiders repeatedly invaded Ghana. Smaller states under Ghana’s control revolted. And Ghana su ered a terrible drought. By 1240, Ghana had lost its power and was absorbed into another thriving West African kingdom—Mali. THE KINGDOM OF MALI 6 e kingdom of Mali was founded in the mid-1200s a er Ghana collapsed. Its rst ruler expanded the kingdom beyond the borders of Ghana and its gold elds. Mali grew to be three times the size of Ghana. At its height, Mali controlled both the gold trade and the salt trade in the north. 75 ©Curriculum Associates, LLC Copying is not permitted. Lesson 4b Explaining Relationships in Historical Texts 75

Monitor Understanding If… students struggle to read and understand the passage, then… use these scaffolding suggestions: Question the Text Preview the text by Read Aloud Read aloud the text with asking the following questions: students. You could also have students • What types of text features has the chorally read the text in a small group. author included? (photographs, Check Understanding Use the captions, headings, and a map) questions below to check understanding. • Based on the title and the text Encourage students to cite details in the features, what do you predict the text that support their answers. article will be about? • What is the article mostly about? • What questions do you have about (three kingdoms that controlled much of the text? West Africa over many centuries) Vocabulary Support Define words that • In what order did the three may interfere with comprehension, such kingdoms rise and fall? (Ghana, Mali, as vibrant, thriving, provinces, and empire. Songhai) • Who was Mansa Musa? (the most powerful ruler of the kingdom of Mali)

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7 Mali’s most powerful king was Mansa Musa. During his reign, he extended the borders of his kingdom, and trade tripled. He Integrating Standards divided his empire into provinces to make it easier to rule. Each province was headed by its own governor. In 1324, Mansa Musa After students have read the passage, use these made a religious journey to Mecca in modern-day Saudi Arabia. is drew attention to the king’s wealth and power. Under Mansa questions to discuss the passage with them. Musa’s rule, the cities of Timbuktu and Gao became important • What details help you infer that trade centers of Islamic culture and learning. influenced Ghana’s culture? 8 A er Mansa Musa’s death, the great empire slowly began to fall apart. Power struggles among Mali’s ruling families in the 1300s (Paragraph 3 states, “Muslim traders from North weakened the kingdom. In the early 1400s, di erent groups from Africa introduced Islam to ancient Ghana. They the north, south, and east raided the kingdom. By the late 1400s, the Mali empire had crumbled. also brought new ideas about mathematics, science, and architecture.” These details suggest THE KINGDOM OF SONGHAI 9 Songhai (song HIGH) began as a small state in the Mali that trade influenced the culture of ancient Ghana.) empire. In 1340, it declared its independence from Mali. In 1464, DOK 3 Sunni Ali became ruler of the kingdom. A er building a strong This is an image of Mansa army and eets of war canoes, Sunni Ali set out to extend his empire. Musa, the most powerful • What is the meaning of the word prosper in king of Mali. It comes He conquered Timbuktu in 1468. en he captured what was le of from a map made around paragraph 4? Which context clues in the the Mali territories. Now the Songhai kingdom was larger than the old 1375. His crown and staff passage help you determine the meaning? empires of Ghana and Mali combined. represent his royal power, 10 Muhammad Touré was one of Sunni Ali’s generals. He ruled and the golden nugget he (The word prosper means “to succeed or become Songhai from 1493 to 1528. He increased the size of the empire yet holds indicates his great wealth. wealthy.” The phrases “controlled the gold trade” again. Touré also created a new system of laws and found new ways to and “introduced a system of taxation” provide clues boost trade. By encouraging the study of mathematics and science, the king made Timbuktu into a center of learning once more. about the meaning of the word in this context.) 11 Like Ghana and Mali, Songhai controlled trade routes and rich sources of DOK 2 gold. Yet the Songhai empire eventually fell. Power struggles erupted among • What evidence supports the author’s claim leaders of di erent provinces. en war broke out. Finally, Moroccan soldiers with guns invaded Songhai in 1591, defeating Songhai troops armed with that Mansa Musa was Mali’s most powerful swords, spears, and bows and arrows. e provinces were split up into small king? (The author shows how Mansa Musa states, bringing the mighty Songhai empire to an end. expanded his kingdom, tripled trade, and divided Mali into provinces to make it easier to rule. Following his death, the empire of Mali began to 76 fall apart. All of these examples are evidence of 76 Lesson 4b Explaining Relationships in Historical Texts ©Curriculum Associates, LLC Copying is not permitted. Mansa Musa’s great power as a king.) DOK 3 Theme Connection • Discuss in small groups: How were Ghana, Mali, and Songhai similar and different? • Remind students that the theme of this lesson is (Discussions will vary. Remind students to make Ancient African Kingdoms. comparisons, draw conclusions, and make • Display a four-column chart. Label the columns inferences based on the information in the text. For “Introduction,” “Ancient Saharan Trade Routes,” “The History similarities, students should identify that Ghana, and Description of Africa,” and “The Rise and Fall of Three Mali, and Songhai each took control of the gold African Kingdoms.” trade. After Ghana fell, Mali expanded its territory. • Ask students to recall facts and ideas about ancient Africa Songhai did the same thing at its height. For that they learned from each passage. List their responses in differences, students should recognize that Mali the appropriate column. took control of the salt trade but Ghana and Songhai • Have students draw lines to connect details that appear in did not, and that only Songhai developed a system of more than one passage. Encourage them to connect events laws.) by causes and effects and to compare the times and places in DOK 3 which events took place. Theme Connection

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Think Use what you learned from reading the history article to answer the following questions. Think

1 This question has two parts. First, answer Part A. Then answer Part B. • Use the Monitor Understanding suggestions Part A Which of the following best explains why the kingdom of Mali to support students in completing items 1–3. eventually fell apart? Monitor Understanding A It lacked safe trade routes for merchants. B It failed to hide the location of its gold mines. C It was weakened by attacks from outside its borders. Answer Analysis D It was split up into smaller provinces ruled by governors. • When students have finished, discuss correct and Part B incorrect responses. Choose the sentence that best supports the answer in Part A. A “Its first ruler expanded the kingdom beyond the borders of 1 Part A Ghana and its gold fields.” The correct choice is C. This is the reason B “At its height, Mali controlled both the gold trade and the salt stated in the passage for the fall of Mali. trade in the north.” C “In 1324, Mansa Musa made a religious journey to Mecca in • A and B are not supported by any details modern-day Saudi Arabia.” in the text. D “In the early 1400s, different groups from the north, south, and • D is incorrect because, although it’s true that east raided the kingdom.” Mansa Musa divided Mali into smaller 2 Read the sentence from the text. provinces ruled by governors, the relationship Muslim traders from North Africa introduced Islam to ancient Ghana. between this fact and the fall of Mali is not What does the prefi x intro- in the word introduced mean? supported by the text. A to the inside B away from Part B C yet again The correct choice is D. This sentence explains D in between why Mali eventually fell apart. • A tells why Mali grew strong. • B is a fact about the types of trade that Mali controlled at its height. • C is a detail about Mansa Musa and how he 77 drew attention to his kingdom abroad. ©Curriculum Associates, LLC Copying is not permitted. Lesson 4b Explaining Relationships in Historical Texts 77 DOK 3 2 The correct choice is A. The prefix intro- when Monitor Understanding used in the word “introduced” means “to the inside.” If… students struggle to complete the items, • B is incorrect because a prefix meaning away then… you may wish to use the following suggestions: would be ex-. Read Aloud Activities • C is incorrect because a prefix meaning again • As you read, have students note any unfamiliar words or would be re-. phrases. Clarify any misunderstandings. • D is incorrect because a prefix meaning • Discuss each item with students to make certain they between would be inter-. understand the expectation. DOK 1 Reread the Text • Have students complete a cause-and-effect organizer as they reread. • Have partners summarize the text.

©Curriculum Associates, LLC CopyCopyinging is not permitted Lesson 4b Explaining Relationships in Historical Texts 77 Independent Practice Lesson 4b Explaining Relationships in Historical Texts Independent Practice 3 The chart shows causes and effects that are stated in the text. Complete the chart by drawing Xs in the boxes to connect the causes with the effects. Some causes may have more than one effect.

3 Correct Answers: Effects Ghana grew Mali grew Songhai grew Cause: Controlled the gold trade Ghana, Mali, wealthy and wealthy and wealthy and Songhai Causes powerful. powerful. powerful. Controlled the • Gold mines were an important resource for all X X X three kingdoms. gold trade Controlled the X Cause: Controlled the salt trade Mali salt trade Had a strong • Mali controlled the salt trade at its height, but X X army the passage does not mention this fact for the Had a system X other two kingdoms. of laws Cause: Had a strong army Ghana, Songhai • Ghana and Songhai had strong armies. Write Students might reasonably infer that Mali also What can you conclude about why Ghana, Mali, and Songhai grew powerful had a strong army, but the article does not and eventually fell? Reread the passage. Underline specific causes that led to each kingdom’s rise and fall. Then answer items 4 and 5. explicitly state that fact. 4 Plan Your Response What are the causes of the rise and fall of Ghana, Cause: Had a system of laws Songhai Mali, and Songhai? Use an organizer to gather evidence from the text.

• The passage mentions this fact only in relation 5 Write an Extended Response Use evidence from the text and to Songhai, not the other two kingdoms. information from your organizer to explain why Ghana, Mali, and Songhai rose and fell. DOK 3 Responses will vary, but a top-scoring response will clearly identify Write causes and effects of the rise and fall of each kingdom: Ghana, Mali, and Songhai. Students will use details from the text to support • Tell students that using what they read, they will plan and compose an extended response to the their explanations of events. writing prompt. Have students create a table with two columns and three rows, like the one shown

on page 79. 78 Monitor Understanding 78 Lesson 4b Explaining Relationships in Historical Texts ©Curriculum Associates, LLC Copying is not permitted. Review Responses After students have completed each part of the Monitor Understanding writing activity, help them evaluate their responses. If… students don’t understand the writing task, 4 Display the Sample Response for the planning then… read aloud the writing prompt. Use the following chart shown on the next page. Have students questions to help students get started. compare their charts with the sample. Are they • What is the prompt asking you to write about? missing any information? • Do you need to reread the text to find more DOK 4 information? 5 Display or pass out copies of the reproducible • How will you identify the information you need 2-Point Writing Rubric on p. TR10. Have to include? students use the rubric to individually assess • Have partners talk about how they will organize their their writing and revise as needed. responses. When students have finished their revisions, evaluate their responses. Answers will vary but should include details from the text about the rise and fall of all three kingdoms. DOK 4

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Wrap Up

Learning Target • Have each student respond in writing to the

Learning Target prompt.

• When students have finished, have them share their responses. This may be done with a partner, in small groups, or as a whole class.

Learning Target In this lesson, you explained the relationships between people, events, and ideas in different historical texts. Describe how doing so will help you better understand historical texts.

Responses will vary, but students should identify ways that explaining relationships in historical texts will help them understand how and why events in history happen.

4 Sample Response 5 Writing Rubric

Causes of Rise Causes of Fall Points Focus Evidence Organization Trade, strong kings, gold 2 My answer does My answer is My ideas are clear Raiders invaded, small states Ghana mines, system of taxation, exactly what the supported with and in a logical revolted, terrible drought strong army prompt asked me plenty of details order. to do. from the text. Large territory, gold and salt, tripled trade, divided Power struggles; invaders from 1 Some of my My answer is Some of my ideas Mali territory, center of culture north, south, and east answer does not missing some are unclear and and learning relate to the important details out of order. prompt. from the text. Strong king, Sunni Ali; Power struggles among strong army and navy; 0 My answer does My answer does My ideas are Songhai leaders, war, foreign invaders large territory; laws; trade; not make sense. not have any unclear and not in with superior weapons arts and sciences details from the any order. text.