Social Studies – Ancient Mali – Day Two
11:20 – 11:55
Name of lesson
Content Standards
Specific Content
My Background Knowledge
My beliefs about how to teach
this material vs other methods
Materials needed/preplanning
logistics
Activity description
Ancient Mali – Introduction – Day Two
3.4 The student will develop map skills by
a) locating Greece, Rome, and West Africa;
Today we will focus on Ancient Mali. Students will identify
where Mali is on the map and we will look at maps that
show the boundaries of Ancient Mali.
In order to learn more about Ancient Mali, I used internet
resources that elaborated on the information the SOLs
wanted students to learn. I know that compared to Ancient
Rome and Ancient Greece that the government and culture
of Ancient Mali was very different. I also know that
students need to start developing skills of comparing
different societies and cultures as well as understanding
what makes cultures different to ours.
I believe that Ancient Mali should be taught because we still
see elements from Ancient Mali in present day society. I
also think that it’s important to allow for these different
elements to be taught on different days because students
need to have the opportunity to explore these elements for
themselves, rather than just knowing the bare minimum for
the SOLs. I also think that by integrating a research paper
during our writing lesson that has to do with the information
we learn in social studies that it allows students to expand
their knowledge on a topic that interests them.
-Powerpoint
 Picture of Mali
o Teacher Talk Aloud: In your history
notebooks, look at the map of Africa in your
notebook.
 Kings of Mali
o Teacher Talk Aloud: Ancient Mali had two
important leaders, called kings. The first one
was Sundiata. The second was Mansa Musa.
 Sundiata
  Sundiata was the first major
king because Ancient Mali
started prospering, or thrive
and grow, under his rule.
 Mansa Musa
 Mansa Musa is considered the
greatest king of Ancient Mali
because of the creation of
Timbuktu and because he
made Mali a major trading
and learning center.
 Islam/Muslim
o Teacher Talk Aloud: After Mansa Musa
became king, he brought the religion of
Islam to Ancient Mali. This is how this area
started to believe in Islam
 Mali Trade
o Teacher Talk Aloud: In Ancient Mali, there
was two major items that were traded. These
were called natural resources, because they
came from nature. The first one was gold.
Why do you think gold was important?
o Talk about student answers.
o Teacher Think Aloud: The main reason that
gold was important was because it was easy
for the people of Ancient Mali to understand
the value of gold, just like we use money to
get certain things, they used gold to trade for
things. They would travel to the south to get
their gold, and once they had it they would
use it to trade for our second resource, which
is salt.
 Salt
o Teacher Talk Aloud: Why do you think salt
was something that was traded?
o Talk about student answers.
o Teacher Talk Aloud: Salt was used for one
very important thing. The first thing was to
preserve the food that people had so that
things like meat wouldn’t spoil. Another
thing was so that they would
 Timbuktu
o Ask students to find Timbuktu on their map
that they have in their history notebook.
o Teacher Talk Aloud: Timbuktu was a very
 important city in Mali that Mansa Musa
created. Mansa Musa wanted a city where he
could have a place that was known for
learning. Because of this, he had universities
and libraries built. It also became the largest
trading center in Mali because there was
gold to the south and salt to the north.
o Have students find the Niger River on their
map.
o Teacher Talk Aloud: Timbuktu was on the
Niger River, which also made it good for
trade, having food, and for washing.
 Griots
o Teacher Think Aloud: Other than the king,
some of the most important people in Ancient
Mali were griots, who were storytellers. Why
do you think they were important?
o Talk about student answers.
o Teacher Think Aloud: These griots told the
history of Ancient Mali and much of what we
know now is because of these griots.

Differentiation

Reflection activities

Assessment
 Social Studies – Ancient Mali – Day Three
Name of lesson
Content Standards
Specific Content
My Background Knowledge
My beliefs about how to teach
this material vs other methods
Materials needed/preplanning
logistics
Activity description
Differentiation
11:20 – 11:55
Ancient Mali – Government – Day Two
3.2 The student will study the early West African empire
of Mali by describing its oral tradition (storytelling),
government (kings), and economic development
(trade).
Today we will focus on Ancient Mali. We will focus on the
government of Ancient Mali and how it effected the Ancient
Mali empire.
In order to learn more about Ancient Mali, I used internet
resources that elaborated on the information the SOLs
wanted students to learn. I know that compared to Ancient
Rome and Ancient Greece that the government and culture
of Ancient Mali was very different. I also know that
students need to start developing skills of comparing
different societies and cultures as well as understanding
what makes cultures different to ours.
I believe that Ancient Mali should be taught because we still
see elements from Ancient Mali in present day society. I
also think that it’s important to allow for these different
elements to be taught on different days because students
need to have the opportunity to explore these elements for
themselves, rather than just knowing the bare minimum for
the SOLs. I also think that by integrating a research paper
during our writing lesson that has to do with the information
we learn in social studies that it allows students to expand
their knowledge on a topic that interests them.
-Ancient Mali Booklets
-Video
I will give students who may struggle a more detailed map
that they just color the different colors rather than putting
the specific symbols on the map as well. I will also have
complete maps for students who may need them for their
notes.
Reflection activities

Assessment
 Social Studies – Ancient Mali – Day Four
Name of lesson
Content Standards
Specific Content
My Background Knowledge
My beliefs about how to teach
this material vs other methods
Materials needed/preplanning
logistics
Activity description
Differentiation
11:20 – 11:55
Ancient Mali – Human & Physical Characteristics – Day
Three
3.4 The student will develop map skills by
b) describing the physical and human characteristics
of Greece, Rome, and West Africa;
Today we will focus on Ancient Mali. We will focus on
how people lived in Ancient Mali and compare it to how we
live in our American society.
In order to learn more about Ancient Mali, I used internet
resources that elaborated on the information the SOLs
wanted students to learn. I know that compared to Ancient
Rome and Ancient Greece that the government and culture
of Ancient Mali was very different. I also know that
students need to start developing skills of comparing
different societies and cultures as well as understanding
what makes cultures different to ours.
I believe that Ancient Mali should be taught because we still
see elements from Ancient Mali in present day society. I
also think that it’s important to allow for these different
elements to be taught on different days because students
need to have the opportunity to explore these elements for
themselves, rather than just knowing the bare minimum for
the SOLs. I also think that by integrating a research paper
during our writing lesson that has to do with the information
we learn in social studies that it allows students to expand
their knowledge on a topic that interests them.
-Our World
I will give students who may struggle a more detailed map
that they just color the different colors rather than putting
the specific symbols on the map as well. I will also have
complete maps for students who may need them for their
notes.
Reflection activities

Assessment
 Social Studies – Ancient Mali – Day Five
Name of lesson
Content Standards
Specific Content
My Background Knowledge
My beliefs about how to teach
this material vs other methods
Materials needed/preplanning
logistics
Activity description
Differentiation
11:20 – 11:55
Ancient Mali – Oral Traditions/Storytelling – Day Four
3.2 The student will study the early West African empire
of Mali by describing its oral tradition (storytelling),
government (kings), and economic development
(trade).
Today we will focus on Ancient Mali. I will introduce how
storytelling was a tradition in Ancient Mali and how these
stories embodied culture in Ancient Mali.
In order to learn more about Ancient Mali, I used internet
resources that elaborated on the information the SOLs
wanted students to learn. I know that compared to Ancient
Rome and Ancient Greece that the government and culture
of Ancient Mali was very different. I also know that
students need to start developing skills of comparing
different societies and cultures as well as understanding
what makes cultures different to ours.
I believe that Ancient Mali should be taught because we still
see elements from Ancient Mali in present day society. I
also think that it’s important to allow for these different
elements to be taught on different days because students
need to have the opportunity to explore these elements for
themselves, rather than just knowing the bare minimum for
the SOLs. I also think that by integrating a research paper
during our writing lesson that has to do with the information
we learn in social studies that it allows students to expand
their knowledge on a topic that interests them.
-Ancient Mali Video
-Story and Questions
I will give students who may struggle a more detailed map
that they just color the different colors rather than putting
the specific symbols on the map as well. I will also have
complete maps for students who may need them for their
 notes.

Reflection activities

Assessment
 Social Studies – Ancient Mali – Day Six
Name of lesson
Content Standards
Specific Content
My Background Knowledge
My beliefs about how to teach
this material vs other methods
Materials needed/preplanning
logistics
Activity description
Differentiation
Reflection activities
11:20 – 11:55
Ancient Mali –
3.2 The student will study the early West African empire
of Mali by describing its oral tradition (storytelling),
government (kings), and economic development
(trade).
Today we will focus on Ancient Mali and storytelling. We
will expand our learning by looking at specific stories form
Ancient Mali and what they meant in the ancient world.
In order to learn more about Ancient Mali, I used internet
resources that elaborated on the information the SOLs
wanted students to learn. I know that compared to Ancient
Rome and Ancient Greece that the government and culture
of Ancient Mali was very different. I also know that
students need to start developing skills of comparing
different societies and cultures as well as understanding
what makes cultures different to ours.
I believe that Ancient Mali should be taught because we still
see elements from Ancient Mali in present day society. I
also think that it’s important to allow for these different
elements to be taught on different days because students
need to have the opportunity to explore these elements for
themselves, rather than just knowing the bare minimum for
the SOLs. I also think that by integrating a research paper
during our writing lesson that has to do with the information
we learn in social studies that it allows students to expand
their knowledge on a topic that interests them.
1. Our World
Assessment
 Social Studies – Ancient Mali – Day Seven
Name of lesson
Content Standards
Specific Content
My Background Knowledge
My beliefs about how to teach
this material vs other methods
Materials needed/preplanning
logistics
Activity description
Differentiation
Reflection activities
11:20 – 11:55
Ancient Mali – Fact/Opinion
3.2 The student will study the early West African empire
of Mali by describing its oral tradition (storytelling),
government (kings), and economic development
(trade).
Today we will focus on Ancient Mali. We will talk about
the economy of Ancient Mali and how and why it
developed throughout the empire.
In order to learn more about Ancient Mali, I used internet
resources that elaborated on the information the SOLs
wanted students to learn. I know that compared to Ancient
Rome and Ancient Greece that the government and culture
of Ancient Mali was very different. I also know that
students need to start developing skills of comparing
different societies and cultures as well as understanding
what makes cultures different to ours.
I believe that Ancient Mali should be taught because we still
see elements from Ancient Mali in present day society. I
also think that it’s important to allow for these different
elements to be taught on different days because students
need to have the opportunity to explore these elements for
themselves, rather than just knowing the bare minimum for
the SOLs. I also think that by integrating a research paper
during our writing lesson that has to do with the information
we learn in social studies that it allows students to expand
their knowledge on a topic that interests them.
1. Fact/Opinion
Assessment
 Social Studies – Ancient Mali – Day Eight
Name of lesson
Content Standards
Specific Content
My Background Knowledge
My beliefs about how to teach
this material vs other methods
Materials needed/preplanning
logistics
Activity description
Differentiation
Reflection activities
11:20 – 11:55
Ancient Mali – Storytelling
3.7 The student will explain how producers in ancient
Greece, Rome, and the West African empire of Mali
used natural resources, human resources, and capital
resources in the production of goods and services.
Today we will focus on reviewing human, capital, and
natural resources. We will then discuss the different types of
resources that were in Ancient Mali.
In order to learn more about Ancient Mali, I used internet
resources that elaborated on the information the SOLs
wanted students to learn. I know that compared to Ancient
Rome and Ancient Greece that the government and culture
of Ancient Mali was very different. I also know that
students need to start developing skills of comparing
different societies and cultures as well as understanding
what makes cultures different to ours.
I believe that Ancient Mali should be taught because we still
see elements from Ancient Mali in present day society. I
also think that it’s important to allow for these different
elements to be taught on different days because students
need to have the opportunity to explore these elements for
themselves, rather than just knowing the bare minimum for
the SOLs. I also think that by integrating a research paper
during our writing lesson that has to do with the information
we learn in social studies that it allows students to expand
their knowledge on a topic that interests them.
1. What Are Griots?
2. Tortoise & the Hare
Assessment
 Social Studies – Ancient Mali – Day Nine
Name of lesson (and the unit it
belongs to)
Content Standards
Specific Content
My Background Knowledge
My beliefs about how to teach
this material vs other methods
Materials needed/preplanning
logistics
Activity description
Differentiation
Reflection activities
11:20 – 11:55
Ancient Mali – Goods and Services – Day Eight
3.7 The student will explain how producers in ancient
Greece, Rome, and the West African empire of Mali
used natural resources, human resources, and capital
resources in the production of goods and services.
Today we will focus on Ancient Mali. We will talk about
goods and services and the types of goods and services that
were available in Ancient Mali.
In order to learn more about Ancient Mali, I used internet
resources that elaborated on the information the SOLs
wanted students to learn. I know that compared to Ancient
Rome and Ancient Greece that the government and culture
of Ancient Mali was very different. I also know that
students need to start developing skills of comparing
different societies and cultures as well as understanding
what makes cultures different to ours.
I believe that Ancient Mali should be taught because we still
see elements from Ancient Mali in present day society. I
also think that it’s important to allow for these different
elements to be taught on different days because students
need to have the opportunity to explore these elements for
themselves, rather than just knowing the bare minimum for
the SOLs. I also think that by integrating a research paper
during our writing lesson that has to do with the information
we learn in social studies that it allows students to expand
their knowledge on a topic that interests them.
1. Gris-Gris
Assessment
 Social Studies – Ancient Mali – Day Ten
Name of lesson (and the unit it
belongs to)
Content Standards
Specific Content
My Background Knowledge
My beliefs about how to teach
this material vs other methods
Materials needed/preplanning
logistics
Activity description
Differentiation
Reflection activities
11:20 – 11:55
Ancient Mali –
3.2 The student will study the early West African empire
of Mali by describing its oral tradition (storytelling),
government (kings), and economic development
(trade).
Today we will focus on Ancient Mali in comparison to
present day Mali. We will discuss the culture of Mali and
how it has changed throughout the centuries.
In order to learn more about Ancient Mali, I used internet
resources that elaborated on the information the SOLs
wanted students to learn. I know that compared to Ancient
Rome and Ancient Greece that the government and culture
of Ancient Mali was very different. I also know that
students need to start developing skills of comparing
different societies and cultures as well as understanding
what makes cultures different to ours.
I believe that Ancient Mali should be taught because we still
see elements from Ancient Mali in present day society. I
also think that it’s important to allow for these different
elements to be taught on different days because students
need to have the opportunity to explore these elements for
themselves, rather than just knowing the bare minimum for
the SOLs. I also think that by integrating a research paper
during our writing lesson that has to do with the information
we learn in social studies that it allows students to expand
their knowledge on a topic that interests them.
1. Things Associated With...
2. Mali Bingo
Assessment
 Social Studies – Ancient Mali – Day Eleven
Name of lesson (and the unit it
belongs to)
Content Standards
Specific Content
My Background Knowledge
My beliefs about how to teach
this material vs other methods
Materials needed/preplanning
logistics
Activity description
Differentiation
Reflection activities
11:20 – 11:55
Ancient Mali – Review./Conclusion – Day Eleven
Today we will focus on Ancient Mali. We will review what
we’ve discussed about Ancient Mali over the past several
days.
In order to learn more about Ancient Mali, I used internet
resources that elaborated on the information the SOLs
wanted students to learn. I know that compared to Ancient
Rome and Ancient Greece that the government and culture
of Ancient Mali was very different. I also know that
students need to start developing skills of comparing
different societies and cultures as well as understanding
what makes cultures different to ours.
I believe that Ancient Mali should be taught because we still
see elements from Ancient Mali in present day society. I
also think that it’s important to allow for these different
elements to be taught on different days because students
need to have the opportunity to explore these elements for
themselves, rather than just knowing the bare minimum for
the SOLs. I also think that by integrating a research paper
during our writing lesson that has to do with the information
we learn in social studies that it allows students to expand
their knowledge on a topic that interests them.
1. Review Ancient Mali
2. Quiz
Assessment