Lesson Overview

Subject: History & Social Studies / Literacy

Grade Level: Kindergarten - 1st Grade (Ages 5-7)

Time: 45 - 60 minutes

Learning Objectives:

• Students will identify three specific aspects of African culture described in the book (e.g., jewelry, storytelling, markets).
• Students will recognize that history is a story of people, families, and beautiful traditions.
• Students will create a piece of "heritage art" inspired by the illustrations in the book.

Materials Needed

• The book Before the Ships by Marsha Iso
• A globe or a map of the world
• Art supplies: Cardboard or heavy paper, gold/brightly colored crayons or markers, glitter or "jewel" stickers
• Optional: A piece of colorful fabric (like Kente cloth or a bright scarf)
• A small "talking stick" (any stick or decorated ruler)

I. Introduction: The Time Machine Hook (5-10 minutes)

The Hook: Hold up a globe or map. Point to Africa.
"Imagine we have a magical time machine! Today, we aren't just looking at a map; we are traveling back hundreds of years to a place filled with golden sunshine, busy markets, and grand kingdoms. Before there were big engines or airplanes, there were beautiful cities and families just like ours who loved to tell stories and create art. Are you ready to see what life was like?"

The Objective: "Today, we are going to read 'Before the Ships' to see how people lived, worked, and celebrated. By the end, you’ll get to be an artist and make something beautiful from that time!"

II. Body: I Do, We Do, You Do (30 minutes)

1. "I Do": Active Reading (The Teacher/Parent Models)

Read Before the Ships aloud. Use an engaging, storytelling voice. Pause on pages that show:

• The Markets: Point out the colors and the trading. "Look at all those spices and gold! It looks so busy and exciting, doesn't it?"
• The Griots (Storytellers): Explain that a Griot is like a living library. They kept history alive with their voices.
• The Craftsmanship: Point to the intricate jewelry and clothing.

2. "We Do": The "Search and Find" Discussion

Flip back through the pages together. Ask the student to find things that are the same or different from their life today.

• Question: "In the book, how did people share their stories? Do we do that today?"
• Question: "What kind of beautiful things did the people make with their hands?"
• Activity: Use the "Talking Stick." Only the person holding the stick can share their favorite part of the kingdom. This mimics the respect given to speakers in many ancient African cultures.

3. "You Do": The Golden Kingdom Craft

Task: Create a "Royal Medallion" or a "Story Map."

• Give the student a circular piece of cardboard or heavy paper.
• Ask them to draw one thing they remember from the book in the center (a crown, a sun, a market basket, or a family).
• Decorate the edges with "gold" (yellow/orange) and jewels to represent the wealth and beauty of the Mali or Songhai empires mentioned or implied in the text.
• While they work: Ask them to tell you the "story" of their medallion.

III. Conclusion: Recap and Celebrate (5-10 minutes)

Summarize:
"We traveled back in time today! We learned that long ago in Africa, there were grand kingdoms where people were famous for their art, their music, and their kindness to one another."

Recap Question:
"If you could visit the world in this book for one day, what is the first thing you would want to see or do?"

Closing: Have the student show their artwork. "You’ve made something beautiful today, just like the people in our story. You are a part of history, too!"

Assessment: How Do We Know They Learned?

• Formative (During): Can the student point to a "Griot" or a "Market" when asked during the reading?
• Summative (After): Does the student's artwork and their explanation of it reflect a theme from the book (e.g., "I drew a gold crown because they had kings")?

Success Criteria for the Student

I will know I am successful if:

• I can name one person from the book (like a storyteller or a king).
• I can describe what the markets looked like.
• I can explain why the people in the book were proud of their home.

Adaptations & Extensions

• For Younger Learners: Focus purely on the colors and the animals/nature shown in the illustrations. Have them color a pre-drawn crown.
• For Advanced Learners: Research one specific ancient kingdom mentioned (like the Empire of Mali) and find it on a modern map. Ask them to write one sentence about "Mansa Musa."
• Kinesthetic Option: Put on some drum music and let the student dance "through the market" or "around the palace" to feel the rhythm of the story.