Lesson Plan - King Ezana’s Empire

About the Article

Learning Objective

Students will integrate information to learn about African kingdoms and then design a stela to honor someone.

Curriculum Connections

• Africa

• Empires

• Trade and Currency

• Languages and Culture

• Christianity

Key Skills

Social Studies:

• Understand human stories across time

• Consider the relationship between human populations and the physical world

• Study how people organize for the production, distribution, and consumption of goods

English Language Arts:

• Learn and use domain-specific vocabulary

• Integrate information presented in various formats

• Write for a task, purpose, and audience

Key CCSS Standards

RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.7, WHST.6-8.4, RI.6-8.1, RI.6-8.2, RI.6-8.4, RI.6-8.7, W.6-8.4, SL.6-8.1

1. Preparing to Read

Build Background and Vocabulary

Provide these questions for students to answer as they watch the video “African Kingdoms”: What did you learn about Aksum? What did it have in common with other kingdoms? What was the “scramble for Africa”? Use Think-Pair-Share to discuss responses. Then use the Skill Builder Words to Know to preteach domain-specific terms from the article.

2. Reading and Discussing

Read the Article

Read the article aloud or have students read it independently or in pairs. As students read, direct them to circle or highlight any words whose meanings they’re unsure of.

Answer Close-Reading Questions

Have students write their responses, or use the Close-Reading Questions to guide a discussion.

• Why was Aksum’s location important? How did it help the empire become powerful and wealthy? (Cause and Effect)
Aksum was built on land that was good for farming. That helped it produce goods to sell and trade. The empire was also located in the middle of several trade routes across land and sea that connected Egypt and Europe to the north with India and other parts of Asia to the east. That brought many traders and goods to the empire as it expanded and became a bustling trading hub.

• How did the accounts on the Ezana Stone vary? Why might they have been written differently for different audiences? (Critical Thinking)
The accounts were written in three languages: Greek, Ge‘ez, and Sabaean. The one in Greek, which was the common language for intercontinental trade, portrays Ezana as merciful and kind to the people in areas his army took control of. However, the other versions boast of the king and his military’s power in bloodier stories with murdered enemies and seized lands. The accounts were probably written differently because Ezana wanted people in his kingdom to respect his power but wanted people farther away to think that he would treat them fairly and be a good partner to work with.

• Write two questions and answers about the map. (Text Features)
Responses will vary.

3. Skill Building

Write for a Task and Purpose

Use the Skill Builder Design a Stela to help students complete the Your Turn activity on page 17. You might brainstorm a list of leaders as a class to start and help students find reputable sources for research.

Assess Comprehension

Assign the 10-question Know the News quiz, available in PDF and interactive forms. You can also use Quiz Wizard to assess comprehension of this article and three others from the issue.

Printable Lesson Plan

Interactive Slide Deck

Text-to-Speech