Students are introduced to west African kingdoms by drawing conclusions about an image of a mosque in the country of Mali. Then they examine the history of several west and central African kingdoms as well as the role of trade in those kingdoms. Next, they explore the empire of Mali and Mansa Musu and explain how trade influenced his empire. Finally, students analyze the early internal African slave trade.
Students are introduced to the topic of West and Central African kingdoms and reflect on what they already know about the region. They examine a photograph of the Great Mosque of Djenné in Mali and use a table to record educated guesses about what the photo shows and where it is located. Then, in a class wall post, they infer what the geography or climate of the area might be based on visual clues in the image. Finally, they read a brief statement that previews their upcoming study of the kingdom of Mali and other regional kingdoms.
Teacher MovesPresent the lesson objective and briefly describe how students will explore West and Central African kingdoms. Clarify that the image is the Great Mosque of Djenné in Mali and provide basic historical context about its construction and materials. Facilitate discussion of students’ inferences about geography and climate, drawing attention to visual evidence such as sand, lack of vegetation, and building materials, and connect these observations to the broader study of the region.
Students view an image of Nok sculpture from northern Nigeria and read background text explaining that Africa had ancient, sophisticated civilizations organized as kingdoms. They read Western African Kingdoms, Central African Kingdoms, and Ancient Africa: Trade Routes to learn about early West and Central African societies and the role of trade in their development, recording key ideas in a three-part graphic organizer focused on West African kingdoms, Central African kingdoms, and trade routes. Students then answer multiple-choice questions about developments that contributed to the growth of kingdoms, the regions with which African kingdoms traded, and how goods were transported across the Sahara. Next, they read about two specific kingdoms using Songhay and Ancient Ghana, and use this information to prepare for a comparison of the two empires.
Teacher MovesGuide students through the reading and note-taking process, ensuring they capture key information about societies, trade networks, and geography in their organizers. After students read about Songhay and Ancient Ghana, lead a classwide discussion comparing and contrasting the two kingdoms, prompting students to reference their notes and highlight similarities and differences in culture, economy, geography, and trade.
Students examine an image of an African king believed to be Mansa Musa and read the caption identifying him as emperor of Mali. They watch the video Mansa Musa to learn about the kingdom of Mali, its natural resources, and Mansa Musa’s leadership and religious beliefs. Students answer multiple-choice questions about Mali’s key natural resources, Mansa Musa’s pilgrimage destination, and his religion. They then post to a class wall explaining the role of trade in Mansa Musa’s strategic contributions to his kingdom and respond to at least two classmates with questions or positive comments.
Teacher MovesDiscuss student responses about the role of trade in Mansa Musa’s leadership, prompting them to connect trade in gold and salt, wealth, and religious influence to the strength of Mali. Encourage students to consider parallels between Mansa Musa’s use of trade and how modern leaders use trade to strengthen their own countries.
Students view an image titled “French Colonial Troops Conquer Senegal” and read background text introducing the history and impact of slavery in Africa, including the existence of slavery before European involvement. They read Slavery in Ancient Africa to learn about forms and causes of enslavement and the development of different slave trades. Students answer multiple-choice questions about how people became slaves in ancient Africa and which slave trade began around 700 C.E. Then they post on a class wall describing what they learned about the African slave trade that surprised them.
Teacher MovesFacilitate a class discussion about students’ reflections on the African slave trade, focusing on what surprised or disturbed them. Highlight, as appropriate, that systems of slavery existed within Africa before European arrival and help students process the complexity and human impact of these practices.
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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