KEY STANDARDS

RH.6-8.1, RH.6-8.2, RI.6-8.1, RI.6-8.7, SL.6-8.1, W.6-8.2

CURRICULUM CONNECTIONS

• Incorporate this article into a unit on Africa.

• Pair this piece with a discussion on the history and spread of Islam.

• Include this article in a lesson on gold and its importance in world history.

Before Reading

STUDENT ENGAGEMENT
(5 MINUTES)

Ask students: What would you do if you were the world’s richest person? What would you want your legacy to be?

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Read & Analyze

INDEPENDENT READING
(10 MINUTES)

Have students read the article on their own, writing down any comments or questions.

CLOSE-READING QUESTIONS
(15 MINUTES)

Have students write their answers to each question, or use these prompts to guide a discussion.

• CAUSE AND EFFECT: How did Mansa Musa’s pilgrimage affect people’s perception of his empire?
(Traders and travelers spread tales of Mali’s wealth throughout North Africa, Europe, and the Arab world. After Musa’s pilgrimage, the empire was included in the 1375 Catalan Atlas, a world map that was important in medieval Europe.)

• DRAWING CONCLUSIONS: What made Musa a strong leader?
(Possible answers include: He was strategic, conquering big cities along major trade routes. He was generous, donating gold to those in need and building schools for his people.)

Extend & Assess

CREATE A POSTER
Have students list what they have learned about the Mali empire and its people from the article and its visuals. Then have them use that information to create poster travel ads for 14th-century Mali, highlighting what makes the empire unique and worth visiting.

READING A MAP
Reinforce students’ geography skills by having them study the map in the article and answering the questions.

DIFFERENTIATING

Lower Level Help students find examples of cause and effect in the article.

Higher Level Have students research more about the Djinguereber mosque, which Musa commissioned after his pilgrimage. Ask: Where is the mosque? What materials is it made from? Why is it significant today?

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PHOTO CREDITS TK