First Period: 8:30am to 9:21am

Second Period: 9:24am to 10:14am

Third Period: 10:27am to 11:17am

——————————————————————————————

Proverb Project

What are Proverbs?

• Are part of the oral tradition in Africa

• Are wise sayings

• Provide a quick way to transmit wisdom

• Deal with all aspects of life

• Were passed down orally

FOR EXAMPLE:

“It takes a village to raise a family” focuses on child rearing

or

“Every time an old man dies, it is as if a library has burnt down”

ASSIGNMENT:

Choose a proverb (see list below) and follow these directions to make a Proverbial Picture Page:

• Pick a proverb from the list.

• Write the proverb on the bottom half of a sheet of computer paper

• Write the proverb's meaning beneath the proverb.

• Draw a picture to illustrate the proverb.

• Decorate the page

LIST OF PROVERBS TO CHOOSE FROM:

• Talking doesn't fill the basket in the farm

• Don't insult the crocodile until you cross the water.

• A big blanket encourages sleeping in the morning.

• A bird that is eating guinea-corn keeps quiet.

• Rats don't dance in the cat's doorway.

• A hippopotamus can be made invisible in dark water.

• If your house is burning, there is not time to go hunting.

• One who tells you about others will tell others about you

• A bad coconut spoils the good ones

• A boat doesn’t go forward if each is rowing his own way

• Not all that have claws are lions

• He who walks in silence quarrels with nobody

Google Classroom

First Period: 8:30am to 9:21am

Second Period: 9:24am to 10:14am

Third Period: 10:27am to 11:17am

——————————————————————————————

Proverb Project

What are Proverbs?

• Are part of the oral tradition in Africa

• Are wise sayings

• Provide a quick way to transmit wisdom

• Deal with all aspects of life

• Were passed down orally

FOR EXAMPLE:

“It takes a village to raise a family” focuses on child rearing

or

“Every time an old man dies, it is as if a library has burnt down”

ASSIGNMENT:

Choose a proverb (see list below) and follow these directions to make a Proverbial Picture Page:

• Pick a proverb from the list.

• Write the proverb on the bottom half of a sheet of computer paper

• Write the proverb's meaning beneath the proverb.

• Draw a picture to illustrate the proverb.

• Decorate the page

LIST OF PROVERBS TO CHOOSE FROM:

• Talking doesn't fill the basket in the farm

• Don't insult the crocodile until you cross the water.

• A big blanket encourages sleeping in the morning.

• A bird that is eating guinea-corn keeps quiet.

• Rats don't dance in the cat's doorway.

• A hippopotamus can be made invisible in dark water.

• If your house is burning, there is not time to go hunting.

• One who tells you about others will tell others about you

• A bad coconut spoils the good ones

• A boat doesn’t go forward if each is rowing his own way

• Not all that have claws are lions

• He who walks in silence quarrels with nobody

Google Classroom

First Period: 8:30am to 9:13am

Second Period: 9:16am to 9:59am

Third Period: 10:12am to 10:55pm

——————————————————————————————

Proverb Project

What are Proverbs?

• Are part of the oral tradition in Africa

• Are wise sayings

• Provide a quick way to transmit wisdom

• Deal with all aspects of life

• Were passed down orally

FOR EXAMPLE:

“It takes a village to raise a family” focuses on child rearing

or

“Every time an old man dies, it is as if a library has burnt down”

ASSIGNMENT:

Choose a proverb (see list below) and follow these directions to make a Proverbial Picture Page:

• Pick a proverb from the list.

• Write the proverb on the bottom half of a sheet of computer paper

• Write the proverb's meaning beneath the proverb.

• Draw a picture to illustrate the proverb.

• Decorate the page

LIST OF PROVERBS TO CHOOSE FROM:

• Talking doesn't fill the basket in the farm

• Don't insult the crocodile until you cross the water.

• A big blanket encourages sleeping in the morning.

• A bird that is eating guinea-corn keeps quiet.

• Rats don't dance in the cat's doorway.

• A hippopotamus can be made invisible in dark water.

• If your house is burning, there is not time to go hunting.

• One who tells you about others will tell others about you

• A bad coconut spoils the good ones

• A boat doesn’t go forward if each is rowing his own way

• Not all that have claws are lions

• He who walks in silence quarrels with nobody

Google Classroom

Collaboration Day Bell Schedule

1: 8:30-9:13

2: 9:16-9:59

3: 10:12-10:55

4: 10:58-11:41

5: 12:16-12:59

6: 1:02-1:50

Bell Schedules

First Period: 8:30am to 9:21am

Second Period: 9:24am to 10:14am

Third Period: 10:27am to 11:17am

——————————————————————————————

European Colonization DBQ Documents

For the 300 years between 1500 and 1800, European nations traded for slaves, gold, and ivory along the west coast of Africa, but they did not go deeply into the continent. In the 1800s this changed as European explorers pushed their way into the interiors of western and central Africa. By the 1880s Africa was under full assault as European nations competed with one another for control of the continent. This DBQ takes a look at this quest for colonies and asks what was the primary driving force behind it.

Before writing, the class will go over the attached documents to help you and your peers better formulate your arguments as to what the motivating factors were for the European colonization of Africa.

Google Classroom

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European Colonization DBQ Quick Write

For the 300 years between 1500 and 1800, European nations traded for slaves, gold, and ivory along the west coast of Africa, but they did not go deeply into the continent. In the 1800s this changed as European explorers pushed their way into the interiors of western and central Africa. By the 1880s Africa was under full assault as European nations competed with one another for control of the continent. This DBQ takes a look at this quest for colonies and asks what was the primary driving force behind it.

This short background brings us to the question asked by this DBQ. For more than three centuries Europeans had avoided the African interior. Now, powers like England, France, and Germany showed a fresh interest in getting and holding large pieces of the African continent. But why this new interest? More specifically, in the late 19th Century, what was the driving force behind European imperialism in Africa?

Please answer the above question with 2-3 paragraphs. You should cite the documents in your answer and should have at least two citations in each paragraph.

Google Classroom

First Period: 8:30am to 9:21am

Second Period: 9:24am to 10:14am

Third Period: 10:27am to 11:17am

——————————————————————————————

European Colonization DBQ Documents

For the 300 years between 1500 and 1800, European nations traded for slaves, gold, and ivory along the west coast of Africa, but they did not go deeply into the continent. In the 1800s this changed as European explorers pushed their way into the interiors of western and central Africa. By the 1880s Africa was under full assault as European nations competed with one another for control of the continent. This DBQ takes a look at this quest for colonies and asks what was the primary driving force behind it.

Before writing, the class will go over the attached documents to help you and your peers better formulate your arguments as to what the motivating factors were for the European colonization of Africa.

Google Classroom

First Period: 8:30am to 9:21am

Second Period: 9:24am to 10:14am

Third Period: 10:27am to 11:17am

——————————————————————————————

Medieval Africa Assessment

Each unit will have one summative assessment at the end that test how well you have learned key standards and ideas. Unit assessments are worth 50 points and the following is the standard breakdown:

• 15 vocabulary matching questions (1 point each)

• 5 true/false questions (1 point each)

• 18 multiple choice questions (1 points each)

• 3 short answer questions (4 points each)

• 1 extra credit short answer question (4 point maximum)

Study with Quizlet!

First Period: 8:30am to 9:13am

Second Period: 9:16am to 9:59am

Third Period: 10:12am to 10:55pm

——————————————————————————————

Medieval Africa Assessment

Each unit will have one summative assessment at the end that test how well you have learned key standards and ideas. Unit assessments are worth 50 points and the following is the standard breakdown:

• 15 vocabulary matching questions (1 point each)

• 5 true/false questions (1 point each)

• 18 multiple choice questions (1 points each)

• 3 short answer questions (4 points each)

• 1 extra credit short answer question (4 point maximum)

Study with Quizlet!

First Period: 8:30am to 9:21am

Second Period: 9:24am to 10:14am

Third Period: 10:27am to 11:17am

——————————————————————————————

Medieval Africa Cornell Notes

Fill out the Cornell Notes sheet provided in class to review all of the information covered over the course of the unit. If you are absent, please print out the attached PDF and watch the attached video to finish this assignment.

Note: This is a paper assignment, you will need to take a picture or add a video if we are online or you are on contract/independent study. If we are in-person, you do not need to do anything here.

Cornell Notes Packet

Collaboration Day Bell Schedule

1: 8:30-9:13

2: 9:16-9:59

3: 10:12-10:55

4: 10:58-11:41

5: 12:16-12:59

6: 1:02-1:50

Bell Schedules

First Period: 8:30am to 9:21am

Second Period: 9:24am to 10:14am

Third Period: 10:27am to 11:17am

——————————————————————————————

Medieval Africa Cornell Notes

Fill out the Cornell Notes sheet provided in class to review all of the information covered over the course of the unit. If you are absent, please print out the attached PDF and watch the attached video to finish this assignment.

Note: This is a paper assignment, you will need to take a picture or add a video if we are online or you are on contract/independent study. If we are in-person, you do not need to do anything here.

Cornell Notes Packet

First Period: 8:30am to 9:21am

Second Period: 9:24am to 10:14am

Third Period: 10:27am to 11:17am

——————————————————————————————

Africa Gallery Walk

Today, we will be doing a gallery walk activity where you will be walking around the room and looking at a number of images. At each station, you will need to do some research into what the picture is, what country it is in, what its significance is, and what your opinion of the picture is.

Google Classroom

First Period: 8:30am to 9:21am

Second Period: 9:24am to 10:14am

Third Period: 10:27am to 11:17am

——————————————————————————————

Medieval Africa Vocabulary Quiz (2)

Each unit will have one or two vocabulary quizzes that test how well you have learned key vocabulary words and concepts. Vocabulary quizzes are worth 25 points and the following is the breakdown:

• 15 vocabulary matching questions (0.5 points each)

• 3 academic vocabulary sentences (1 point each)

• 4 multiple choice questions (0.5 points each)

• 12.5 points are automatically given

ACADEMIC VOCABULARY WORDS

• Influence

• Tradition

• Diversity

• Transmission

• Partition

• Resistance

Study with Quizlet!

——————————————————————————————

Medieval Africa Cornell Notes

Fill out the Cornell Notes sheet provided in class to review all of the information covered over the course of the unit. If you are absent, please print out the attached PDF and watch the attached video to finish this assignment.

Note: This is a paper assignment, you will need to take a picture or add a video if we are online or you are on contract/independent study. If we are in-person, you do not need to do anything here.

Cornell Notes Packet

Modern Africa Readings

Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.

African Nations Win Independence

Once it became clear that the major powers of Europe would withdraw from the continent, new African nations had to start planning for independence. With the rapid withdrawal of European forces and the legacy of artificial colonial borders, the decolonization period was fraught with chaos and hardship.

Google Classroom

First Period: 8:30am to 9:21am

Second Period: 9:24am to 10:14am

Third Period: 10:27am to 11:17am

——————————————————————————————

Modern Africa Readings & Checkpoints

Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we did a section of the readings, the questions will be due the same day and there will be a reading checkpoint made available the next day to start the class period (unless there were other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.

African Traditions

In the last lesson, you read about East African societies and cultures. The West African empires of Ghana, Mali, and Songhai had organized societies with unique cultures of their own. There were large empires, but also cities, towns, and villages. Throughout the empires, societies had complex, family-based relationships. “Kings may come and go,” observed a popular saying from Mali, “but the family endures.”

European Colonies in Africa

In West Africa, wars among African peoples and the damaging effects of the slave trade had undermined long-established kingdoms and city-states. Newer African states were not strong enough to resist the Western onslaught. Many Africans lived in small communities with no strong, centralized kingdom to protect them.

Google Classroom

First Period: 8:30am to 9:13am

Second Period: 9:16am to 9:59am

Third Period: 10:12am to 10:55pm

——————————————————————————————

Medieval Africa Readings & Checkpoints

Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we did a section of the readings, the questions will be due the same day and there will be a reading checkpoint made available the next day to start the class period (unless there were other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.

Trading States of East Africa

Early civilizations often formed near rivers or larger bodies of water. The East African civilizations were no different. The Nile River and the Red Sea made East Africa an ideal location for settlement.

African Traditions

In the last lesson, you read about East African societies and cultures. The West African empires of Ghana, Mali, and Songhai had organized societies with unique cultures of their own. There were large empires, but also cities, towns, and villages. Throughout the empires, societies had complex, family-based relationships. “Kings may come and go,” observed a popular saying from Mali, “but the family endures.”

Google Classroom

Collaboration Day Bell Schedule

1: 8:30-9:13

2: 9:16-9:59

3: 10:12-10:55

4: 10:58-11:41

5: 12:16-12:59

6: 1:02-1:50

Bell Schedules

First Period: 8:30am to 9:21am

Second Period: 9:24am to 10:14am

Third Period: 10:27am to 11:17am

——————————————————————————————

Medieval Africa Readings & Checkpoints

Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we did a section of the readings, the questions will be due the same day and there will be a reading checkpoint made available the next day to start the class period (unless there were other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.

African Civilizations (300–1591)

Go back over 1,700 years when great trading kingdoms and rulers rose in West and East Africa. Using the region‘s natural resources and connections to other regions, these empires grew wealthy and powerful.

Google Classroom

First Period: 8:30am to 9:21am

Second Period: 9:24am to 10:14am

Third Period: 10:27am to 11:17am

——————————————————————————————

Analyze the Wealth of Mansa Musa and Mali

In 1324 CE, a caravan of as many as 60,000 people left Niani, the old capital of Mali in West Africa. They were heading to the Muslim holy city of Mecca, nearly 4,000 miles away. The leader of this journey was the ruler of Mali, Mansa Musa. The epic hajj, or pilgrimage, would spread the African king's name far and wide. This DBQ asks you to envision the hajj and determine what evidence exists that illustrates the immense wealth of Mansa Musa and the Malian Empire.

Before writing, the class will go over the attached documents to help you and your peers better analyze the evidence as it relates to Mansa Musa and Mali’s wealth.

Google Classroom

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Mansa Musa DBQ Quick Write

In 1324 CE, a caravan of as many as 60,000 people left Niani, the old capital of Mali in West Africa. They were heading to the Muslim holy city of Mecca, nearly 4,000 miles away. The leader of this journey was the ruler of Mali, Mansa Musa. The epic hajj, or pilgrimage, would spread the African king's name far and wide. This DBQ asks you to envision the hajj and determine what evidence exists that illustrates the immense wealth of Mansa Musa and the Malian Empire.

You will need to write two full paragraphs. Remember, a paragraph is around 100 words, therefore, your quick write should be around 200 words. Each paragraph should discuss what evidence exists that proves the immense wealth of Mansa Musa and Mali. There also needs to be two citations from the documents (one in each paragraph).

Google Classroom