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The King of the Mali Empire: 1312-1337

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This page on padlet is specified for year four pupils, it is made up of resources for a sequence of lessons on Mansa Musa and his power on the empire of Mali, during his ruling. The curriculum identifies that pupils must be able to make connections between the different histories (DfE, 2013). Also, it provides an insight into global histories and shows the differences in the infrastructure and culture. The empire of Mali was known to be the most powerful kingdom of its era and teaching children about the positive impacts it had then.

Reference:
Department for Education (2013) The National Curriculum in England: Key Stages 1 and 2 Framework Document. London: DfE

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Timeline of Mansa Musa time as King- This is an ongoing resource children add to during the end of each lesson.
There will be a tray of lined boxes for children to use.

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Learning Intention-

·  To learn about Mansa Musa and his Empire.

·  To understand when Mansa Musa was ruler and what he had achieved.

Resource 1
Powerpoint -

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Resource Outline- Lesson One-Teacher Notes:

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Resource Outline- Lesson One-Teacher Notes:

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Resource 1- Powerpoint -
After watching the video, children will have information on who Mansa was. Children answer the question as a mind map on the interactive whiteboard. Children go through the familiar and unfamiliar words from the video. This an essential part in setting up a good foundation on Mansa Musa.
Resource 2-
The video introduces children to Mansa Musa and his powerful empire. The video is part of visual evidence that leads to a in depth historical understanding.
Video Link- https://www.youtube.com/watch?v=TXrtH-_e9r4

Resource 3-Timeline- Mansa Musa was King in 1312 to 1337. The children put in Mansa Musa's achievements from his time as King. The journey of his pilgrimage and what he gave to the people.

Image references-
Mansa Musa- https://www.arabamerica.com/mansa-musa-african-empire-builder-whose-wealth-awed-medieval-europe/
References:
Alkhateeb, F. (2014). Lost Islamic History, C Hurst & Co Pub Ltd., pp.134-135

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Link is in the powerpoint- Children watch the video first. Introduces children to Mansa Musa.

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Mansa Musa: The Richest Man in the World

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Children have four images on A4- silk, spices, carpets and mobile phones. Children circle the item that merchants would not have had.

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Resource 1-
The children have an image of gold on A3 paper. The children predict all the things gold could buy and write it around the image. Children indicate what is more valuable than gold and the possible reasons. This resource supports children understanding the character of Mansa Musa and how he gave away his gold, even though it was valuable.

Resource 2-
This resource provide a discussion opportunity for talk among teacher and pupils. The type of questions which could be explored - How did they communicate? If there was no electricity what did they not have? What did they use?

Resource 3-
The children will be working in groups to plan their route into the Kingdom. The children will use maps focused on the continent of Africa. The children would first identify the different countries in the Kingdom of Mali. Then children become traders and must plan the fastest route to Mali, as it was well known for trade in salt and gold. The children are limited in choices of travel to mirror the past.

Image Reference-
map/ mansa musa -https://allthatsinteresting.com/mansa-musa
gold- https://briandcolwell.com/tag/gold/page/2

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Resource 1- video link
Mansa Musa on his achievements of creating new schools, mosques and libraries. Start the video from 5 .15 minutes as the information before has been covered. This highlights how Mansa Musa brought back people to help with his envision. This video is effective for children, as it has clear visuals to relay information.
Video link- https://www.youtube.com/watch?v=4-Un2xx6Pzo

Resource 2-
Children design their own school. They use the word template to show if they were an architect what features would be important for  their school. This resource engages children because they play the role of an architect. This role gives children ownership of their designs.

Resource 3-
Children go back to their timeline to add new information learnt. The making of Timbuktu and the benefits of the new infrastructure. The choice for this to be an ongoing resource was to ensure children had the time to populate the timeline gradually.

Image reference-
Timbuktu -https://www.npr.org/sections/thetwo-way/2016/03/01/468683861/demolition-of-timbuktus-cultural-sites-spurs-war-crimes-trial-at-the-hague

Reference:
Jordanova, L. (2006) History in Practice, 2nd ed., London: Hodder Arnold, pp. 126-149

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Learning Intention:
To learn how Mansa Musa expanded his empire.

Key Questions-
Why was Timbuktu important?
What changed in the city of Timbuktu?

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Gold-
Why was gold so important?
Is gold important now? Why?
Would you rather have money or gold?

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Learning Intention- To understand the empire of Mali.

Key Questions:
What did people think of Mansa Musa? Why?
How did people trade in this era?
What was their source of income?

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Video Link- Start from 5.15 minutes- focuses on what Mansa Musa had brought back from his journey

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The Empire of Mali - Mansa Musa - Extra History - #3

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Group work- Journey Maps on possible routes to get to the empire of Mali.

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Resource 1-
Children create their own Fulani hats using the available material, such as paper, cardboard and string. This resource links with design and technology as children have the opportunity to create a traditional item from Mali. This cross- curricular link allows children to use their creativity.

Resource 2- Children listen to traditional music from Mali, while they make their hats. To represent a peaceful environment, which mirrors the nature of people from Mali.  The link below mentions the characteristics of the people.
https://www.britishmuseum.org/pdf/KingdomOfMali_StudentsWorksheets.pdf

Traditional music video link-  https://www.youtube.com/watch?v=fSYh3oOiyaE

Resource 3-
Class quiz on Mansa Musa and the Empire of Mali. Children consolidate their learning in an interactive form.
https://play.kahoot.it/#/k/5cba58b0-ca3e-4741-ac87-8d756aac5c32

Image Reference-
https://africaimports.com/fulani-hats
Reference:
Cooper, H (2014) The teaching of history in primary schools: Implementing the revised national curriculum. Routledge.

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Design sheet- children plan their own school. What needs to be included? Why

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Timeline of Mansa Musa time as King- This is an ongoing resource children add to during the end of each lesson.
There will be a tray of lined boxes for children to use.

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Learning Intention: To understand the people of Mali.

Key Questions:
What traditional clothes do they have?
What did they do for entertainment?

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Quiz for class on Kahoot.

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Video on the traditional music of Mali .

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Fulani Hats- children use material to create their own Fulani hats