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 that activates their prior knowledge about West and Central Africa and presents the lesson objectives. They then respond to a word cloud prompt by sharing words that come to mind when they hear the word “slavery.”
Teacher MovesPreview the experience, emphasizing that it covers substantial content and the difficult topic of African slavery, and consider splitting it into two sessions if needed. Review the objectives with students, then facilitate a discussion of the word cloud responses, surfacing students’ existing associations with slavery in different times and places.
Students examine an image of Nigerian sculpture from the Benin Kingdom and read about how African history includes sophisticated kingdoms beyond the story of slavery. They read Western African Kingdoms, Central African Kingdoms, and Trade Routes to learn about early civilizations in West and Central Africa and the role of trade. Using a three-column digital table, they take notes on each topic, then answer multiple-choice questions about developments that contributed to the rise of African kingdoms, major trading partners, and how goods were transported across the Sahara.
Teacher MovesFrame the reading by stressing that African civilizations were complex and powerful before European contact. Show students how to use and sort the shared note-taking table, and monitor their entries for accuracy and completeness. After students answer the questions, review responses to clarify key ideas about trade, technology, and geography. If time allows, encourage students to explore additional information in the BBC resources on West and Central African kingdoms.
Students view an image of French colonial troops in Senegal and read about the long history and heavy cost of slavery in Africa. They read Slavery in Ancient Africa to learn how slavery functioned within early African societies, then answer questions about how people became slaves and when the Arab slave trade began. After viewing an image of the Atlantic slave trade, they read The Atlantic Slave Trade and use a structured table to take notes on its beginnings, how it operated, and how it ended and affected Africa. Finally, they post to a class wall describing two surprising things they learned about the African slave trade.
Teacher MovesGuide students through the sensitive content by clarifying that slavery existed in Africa before European involvement and by distinguishing internal, Arab, and Atlantic slave trades. Support students in using the note-taking table to organize key information from the reading. After students post to the wall, lead a whole-class discussion about what surprised or disturbed them, addressing misconceptions and helping them process the emotional and historical complexity of the topic.
Students view an image of the Berlin Conference and read about the Scramble for Africa and European colonization. They watch The Scramble for Africa to understand how European powers divided and controlled African territories, then read Colonial Exploration and Conquest in Africa to learn more about imperial conquest on the continent. Drawing on what they have learned throughout the experience, they post a response explaining the impact of the Atlantic slave trade and European colonialism on West and Central Africa.
Teacher MovesIntroduce the Scramble for Africa and the Berlin Conference, connecting this phase of history to earlier learning about trade and slavery. Ensure students grasp how competition among European powers led to colonization and its consequences for African societies. After students post their explanations, review and highlight responses that use specific evidence from the lesson, sharing strong examples for class discussion. If appropriate, let students know 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 other forms today. They respond on a class wall by identifying a current event or local situation where one group limits the rights or freedoms of another, considering how this could be a form of “enslavement” and what responsibilities citizens have when they notice such injustices.
Teacher MovesPrompt students to connect historical patterns of domination to contemporary examples in age-appropriate ways, encouraging thoughtful, respectful reflection. Review student posts and select compelling or insightful examples to share with the class, using them to spark discussion about civic responsibility and actions individuals can take when they see unfair treatment.
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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