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 r 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 Introduction 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 Learning Target and ideas will help you understand what matters in historical texts. explain cause-and-effect relationships between people, events, and ideas in history.