Ancient Mali Unit

SS 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).
Essential Knowledge
Africa was the home to several great empires. One of the most prosperous was the early West African empire of
Mali.
Many storytellers in Mali passed on stories and traditions from one generation to the next.
The kings of Mali were rich and powerful men who controlled trade in West Africa.
Mali became one of the largest and wealthiest empires in the region and was an important trade center. Mali lay
across the trade routes between the sources of salt in the Sahara Desert and the gold region/mines of West Africa.
For the people of the desert, salt was a valuable natural resource. People used salt for their health and for preserving
foods. Miners found gold in Western Africa. Therefore, salt was traded for gold.
Timbuktu was an important city in Mali. It had a famous university with a large library containing Greek and Roman
books
SS 3.4 The student will develop map skills by
a) locating Greece, Rome, and West Africa;
b) describing the physical and human characteristics of Greece, Rome, and West Africa;
c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to
meet their needs.
SS 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.
Essential Understandings
Mali used human and capital resources to mine gold (natural resource).
Essential Questions
How do producers use natural, human, and capital resources to produce goods and services?
What are some goods and services produced in ancient Greece, Rome, and the West African
empire of Mali?
What resources (natural, human, and capital) were used to produce goods and services in ancient
Greece, Rome and the West African empire of Mali?
Essential Knowledge
Terms to know
natural resources: Materials that come directly from nature (e.g., water, soil, wood, coal)
human resources: People working to produce goods and services
capital resources: Goods made by people and used to produce other goods and services
(machines, tools, buildings)
producers: People who use resources to make goods and/or provide services
goods: Things that people make or use to satisfy needs and wants
services: Activities that satisfy peoples needs and wants
The West African empire of Mali was located in Africa. Gold was a natural resource. The people
of Mali traded gold for salt.
Essential Skills
Gather, classify, and interpret information.
Draw conclusion and make generalizations about data.

Day 1
SOLS: SS 3.2, 3.4, 3.7; English 3.12

Materials:
Map of Africa
Ancient Mali Brain Pop Jr. video
VA DOE Ancient Mali Characteristics
Blooms: Remember/Understand; Create
Yesterday we learned about the physical characteristics, human characteristics, and contributions of
Ancient Rome.

Today we are learning about the physical characteristics, human characteristics, and adaptations to the
environment of Ancient Mali and comparing it to Ancient Greece and Ancient Rome (Venn Diagram).
Physical Characteristics: located in the western region of the continent of Africa, had rivers nearby, had
desert-like conditions, had gold mines, laid across trade routes between the Sahara Desert and the West
African region, contained the important city Timbuktu
Human Characteristics: farmers, miners, traders
Adaptations to Environment: mined gold in West Africa and traded it for salt from the Sahara Desert; used
salt for their health and to preserve food; trade made Mali one of the wealthiest empires in the region
To be able to do this TSW label a map of Africa; discuss the physical characteristics, human
characteristics, and adaptations to the environment of Ancient Mali (read Adapting to Life in West
Africa); and use a Venn diagram to compare and contrast Ancient Greece, Ancient Rome, and Ancient
Mali.
You will show you can do this by
To begin our unit on Ancient Mali and to hook the students attention on the topic,
we will watch a Brain Pop Jr. video on Ancient Mali. Then, the students will be given
a map of Mali. As a class, we will discuss the physical characteristics, human
characteristics, and adaptations to the environment of Ancient Mali. As we are
discussing, the students are expected to draw and label the map appropriately. The
students will also be expected to read the passage Adapting to Life in West Africa.
Finally, the students will be asked to think, pair, and share as we compare and
contrast Ancient Greece, Ancient Rome, and Ancient Mali on a Venn diagram.
The students have been watching music videos on Ancient Greece and Ancient
Rome. Now, the students will work together in order to create a music video of their
own! Each day, the students will come up with a stanza based on the information
they learned about Ancient Mali that day. After we have covered all the material and
completed the lyrics to the song. Each student will be given a line in the song. The
students will be required to go on Google Classroom and create a PowerPoint slide,
as they type their lyrics and add pictures that describe their line of the song. Also,
as a whole class, we will record us singing the lyrics to the chosen music. After each
student has completed their slide and we have recorded our song, the teacher will
compile the slides and song into a music video.
You will know you hit the learning target when the teacher listens to the students discussions and
evaluates the labeled maps and Venn diagram. Exit slip: What is a physical characteristic of Ancient Mali?

You will know you hit the learning target when the students suggest appropriate lyrics for the song and
when they find appropriate pictures to add to the music video.
Differentiation: reading to SPED students
Day 2 - TRADE AND GOVERNMENT (KING)
SOLS: SS 3.2, 3.4, 3.7; English 3.12

Materials:
Pictures of trading materials (gold, salt, nuts, books, cloth, shells)
Blooms: Remember/Understand; Create
Yesterday we learned about the physical characteristics, human characteristics, and adaptations to the
environment of Ancient Mali and compare it to Ancient Greece and Ancient Rome (Venn Diagram).
Today we are learning about the government and trade in Ancient Mali.
To be able to do this TSW participate in a trade activity and discuss the trade activity.
You will show you can do this by
1. Share the following information:
The West African Empire of Mali was one of the richest and most powerful empires. At this time, Mali
was an important trade center that lay across the trade routes between the Sahara Desert, where salt was
the important resource, and West Africa, where the gold mines were found. People came to Mali to trade
in the marketplaces. People from Eastern Africa, Northern Africa, and regions in the south also had to
pass through Mali to trade. At this time, the West African Empire of Mali was run by a king, like many
other empires in Africa (pharaoh in Egypt). The king of Mali controlled the trade in West Africa and put a
tax on things that were sold or traded within the country of Mali. This is how the Empire of Mali became
so wealthy and powerful. Mali had marketplaces like the agoras in ancient Greece. Many items were
traded in these marketplaces. West African people from the deserts in the north carried salt, copper, cloth,
books, shells, and pearls to these marketplaces to trade. Traders from the south brought gold, nuts, ivory,
and slaves to trade. The people from Mali traded their own gold and products, and managed the trade
between other countries. This is why Mali became an important trade center. People went to the
marketplaces in Mali to trade things they had for items they needed or to sell things for money. Merchants
often traded gold for salt. For the people of the desert, salt was an important natural resource. People used
salt for their health and to preserve foods. Without salt, people would grow sick and die, especially when
the climate was hot. Salt was also used as money for trading in Mali.
3. Trade activity
Choose a student to be the king of Mali. The kings job will be to tax people who come to the marketplace
in Mali.
Divide the rest of the students into three groups.
1) People from the desert in the north (carrying rock salt, cloth, books, and shells)
2) People from the south (carrying gold nuggets and nuts)
3) People from Mali in the marketplace (have gold nuggets)
Set up a marketplace in the classroom, and conduct a brief bartering/trading role-playing session.
When the people pass through the marketplace, they may use salt rocks, gold nuggets, or coins to pay
taxes to the king.

The students have been watching music videos on Ancient Greece and Ancient
Rome. Now, the students will work together in order to create a music video of their
own! Each day, the students will come up with a stanza based on the information
they learned about Ancient Mali that day. After we have covered all the material and
completed the lyrics to the song. Each student will be given a line in the song. The
students will be required to go on Google Classroom and create a PowerPoint slide,
as they type their lyrics and add pictures that describe their line of the song. Also,
as a whole class, we will record us singing the lyrics to the chosen music. After each
student has completed their slide and we have recorded our song, the teacher will
compile the slides and song into a music video.
You will know you hit the learning target when the teacher observes the students participating in the
trade activity and listens to their discussions. Exit slip: Why did Mali become so wealthy?
You will know you hit the learning target when the students suggest appropriate lyrics for the song and
when they find appropriate pictures to add to the music video.
Differentiation: reading to SPED students
Day 3 - ORAL TRADITION AND ARCHITECTURE
SOLS: SS 3.2, 3.4, 3.7; English 3.12

Materials:
Pictures of Timbuktu
Blooms: Remember/Understand; Create
Yesterday we learned about the government and trade in Ancient Mali.
Today we are learning about the oral tradition and architecture in Ancient Mali.
To be able to do this TSW participate in an oral tradition simulation and view pictures
of/discuss Timbuktu (university and large library of Greek and Roman books
important learning center).
You will show you can do this by
The students will participate in a whole group oral tradition simulation. This activity will resemble the
telephone game. The teacher will whisper a story into one students ear, then the students will pass the
message one by one as they whisper in the next students ear. When the story gets to the last student, the
student will tell the story he/she heard. Then, the teacher will tell the story he/she began with. This will
lead to a whole group discussion on how stories in Ancient Mali changed throughout generations because
they did not have a written form of communication. Next, the students will view pictures of/discuss the
importance of the city Timbuktu.
The students have been watching music videos on Ancient Greece and Ancient
Rome. Now, the students will work together in order to create a music video of their
own! Each day, the students will come up with a stanza based on the information

they learned about Ancient Mali that day. After we have covered all the material and
completed the lyrics to the song. Each student will be given a line in the song. The
students will be required to go on Google Classroom and create a PowerPoint slide,
as they type their lyrics and add pictures that describe their line of the song. Also,
as a whole class, we will record us singing the lyrics to the chosen music. After each
student has completed their slide and we have recorded our song, the teacher will
compile the slides and song into a music video.
You will know you hit the learning target when the teacher observes the students participating in the
oral tradition simulation activity and listens to their discussions about oral traditions and Timbuktu. Exit
slip: Why was Timbuktu so important?
You will know you hit the learning target when the students suggest appropriate lyrics for the song and
when they find appropriate pictures to add to the music video.
Differentiation: reading to SPED students
Day 4 - ALL ABOUT MALI/WHERE DO I LIVE
SOLS: SS 3.2, 3.4, 3.7; English 3.12

Materials:
All About Mali Graphic Organizer
Where Do I Live Worksheet
Blooms: Remember/Understand; Create
Yesterday we learned about the oral tradition and architecture in Ancient Mali.
Today we are reviewing what we learned about Ancient Mali.
To be able to do this TSW complete a graphic organizer on Ancient Mali.
You will show you can do this by
The students will be provided with a graphic organizer on Ancient Mali. The students will be expected to
complete this worksheet throughout the whole class discussion.
The students have been watching music videos on Ancient Greece and Ancient
Rome. Now, the students will work together in order to create a music video of their
own! Each day, the students will come up with a stanza based on the information
they learned about Ancient Mali that day. After we have covered all the material and
completed the lyrics to the song. Each student will be given a line in the song. The
students will be required to go on Google Classroom and create a PowerPoint slide,
as they type their lyrics and add pictures that describe their line of the song. Also,
as a whole class, we will record us singing the lyrics to the chosen music. After each
student has completed their slide and we have recorded our song, the teacher will
compile the slides and song into a music video.
You will know you hit the learning target when the teacher listens to the students discussions and
evaluates the graphic organizer.

You will know you hit the learning target when the students suggest appropriate lyrics for the song and
when they find appropriate pictures to add to the music video.
Differentiation: reading to SPED students
Day 5
SOLS:

Materials:
Ancient Mali Brain Pop Jr. video
Chromebooks
Interactive Achievement Assessment
Blooms: Apply; Create
Yesterday we reviewed what we learned about Ancient Mali.
Today we are assessing our knowledge on Ancient Mali.
To be able to do this TSW take an assessment on Interactive Achievement and work on the Ancient
Mali song.
You will show you can do this by
The students will be provided with Chromebooks, in which they will use to take an
Interactive Achievement assessment on Ancient Mali. When students are taking the
assessment, they are expected to work independently on the Chromebooks.
The students have been watching music videos on Ancient Greece and Ancient
Rome. Now, the students will work together in order to create a music video of their
own! Each day, the students will come up with a stanza based on the information
they learned about Ancient Mali that day. After we have covered all the material and
completed the lyrics to the song. Each student will be given a line in the song. The
students will be required to go on Google Classroom and create a PowerPoint slide,
as they type their lyrics and add pictures that describe their line of the song. Also,
as a whole class, we will record us singing the lyrics to the chosen music. After each
student has completed their slide and we have recorded our song, the teacher will
compile the slides and song into a music video.
You will know you hit the learning target when the teacher evaluates the Interactive Achievement
assessment.
Differentiation: reading to SPED students