Students learn about the early civilizations of West and Central Africa, including the role of trade. Next, they explore both the early African slave trade and the Atlantic Slave Trade. Then they learn about the Scramble for Africa and analyze the impact on the region. Finally, students consider other forms of human domination in today’s society.
Students read an introduction to the experience that previews learning about ancient civilizations, trading empires, European colonialism, and slavery in West and Central Africa. They then respond to a word cloud prompt by sharing words that come to mind when they hear the term “slavery.”
Teacher MovesPresent the overview and objectives, noting the heavy content and suggesting that the lesson may be split into two sessions if needed. Facilitate a discussion of word cloud responses, drawing out students’ prior knowledge and associations with slavery in different times and places.
Students examine an image of Nigerian sculpture from the Benin Kingdom and read background text emphasizing that African history includes complex, sophisticated civilizations beyond slavery. They read Western African Kingdoms, Central African Kingdoms, and Trade Routes to learn about early kingdoms and the role of trade, taking structured notes in a three-column table. They then answer multiple-choice questions about developments that contributed to the growth of kingdoms and empires, trading partners of ancient African kingdoms, and how goods were transported across the Sahara.
Teacher MovesHighlight that slavery does not define Africa’s past or present and frame the reading as an exploration of powerful kingdoms and trade networks. Show students how to use and sort the note-taking table, and, if time allows, encourage them to explore additional information in the linked BBC resources. Review and clarify responses to the comprehension questions, addressing misconceptions about trade routes, partners, and technological developments.
Students view an image of French colonial troops in Senegal and read about the long history and high cost of slavery in Africa. They read Slavery in Ancient Africa to understand how slavery functioned within early African civilizations and answer a multiple-choice question about how people became slaves. They then read The Atlantic Slave Trade to learn how the Atlantic system began, operated, and ended, recording notes in a three-column table. Finally, they respond on a class wall by sharing two surprising things they learned about the African slave trade.
Teacher MovesClarify that slavery existed in Africa before European involvement and guide students through the distinction between internal, Arab, and Atlantic slave trades. Model effective note-taking in the table and show how to sort entries. After students post to the wall, lead a class discussion about what surprised or disturbed them, surfacing key understandings and correcting misconceptions about the origins and nature of slavery in Africa.
Students view an image of the Berlin Conference and read an overview of the Scramble for Africa and European colonization. They watch The Scramble for Africa to understand how European powers divided and claimed African territories, then read Colonial Exploration and Conquest in Africa to learn more about imperial conquest. Using a class wall, they explain the impact of the Atlantic slave trade and European colonialism on West and Central Africa, drawing on evidence from the experience.
Teacher MovesProvide context for the Scramble for Africa and the Berlin Conference, emphasizing European competition for territory and resources. Prompt students to connect what they learned about early kingdoms, slave trades, and colonization when responding on the wall, and require them to support claims with specific evidence. Highlight and share strong or insightful responses for whole-class discussion, and, if applicable, preview that a follow-up experience will address African liberation.
Students read a brief reflection on the horror of the Atlantic slave trade and the persistence of human domination in modern times. On a class wall, they identify a current event or local example where one group limits the rights or freedoms of another, explain how it could represent a form of “enslavement,” and consider the responsibilities of citizens when they notice such situations.
Teacher MovesInvite students to connect historical patterns of domination to contemporary issues while maintaining a respectful, thoughtful classroom climate. Encourage them to think critically about power, rights, and civic responsibility, and share selected responses to prompt further discussion about recognizing and responding to injustice at different scales.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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