African Civilizations Ch.16
Content Area:
Course(s):
Time Period:
Length:
Status:
Social Studies
Generic Course, Social Studies, Science, Social Studies 1
Week
3 weeks
Published
Unit Overview
Students will be able to analyze and demonstrate how trade, society, and culture affected early African civilizations
and learn about the powerful rulers of Africa such as Mansa Musa.
Transfer
Students will be able to independently use their learning to identify the importance of trade as an ecoonomic building
block to a civilization or government.
For more information, read the following article by Grant Wiggins.
http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=60
Meaning
Understandings
Students will understand that...
-successful trade is key to societal prosperity
-the struggle for power among societies is ongoing over time
-factors such as language, religion, leisure, scholarship, affluence, social systems, and government combine to define a
society's culture
Essential Questions
Students will keep considering...
What are the consequences of trade?
What factors contribute to defining a society's culture?
Application of Knowledge and Skill
Students will know...
Students will know...
--the regions of Africa
-trade was important in developing societies
-Mali became a powerful African empire
-characteristics of Mansa Musa's rule
-Islam spread throughout ancient West Africa
-the importance of Axum and Ethiopia
-the religion in Axum and East African city-states
-the cultural organization of West African societies
-cultural traditions that have carried over into the modern day
Students will be skilled at...
Students will be skilled at...
- identify major areas of ancient West Africa
-analyze the importance of trade in ancient West Africa
-describe the various empires of ancient West Africa
-analyze how Islam contributed to scholarship and learning
-summarize the rise of Axum and Ethiopia as religious and trading centers
-evaluate the role of trade in East African city-states
-summarize West African social structure
-identify and locate major cities and regions of ancient Africa
Academic Vocabulary
Ch. 16 Sec. 1 - plateau, savanna, natural resources, labor specialization, trans-Saharan
Ch. 16 Sec. 2 - caravan, scholarship, griot
Ch. 16 Sec. 3 - steele, Greco-Roman, monk, dynasty, stonetown
Ch. 16 Sec. 4 - caste, kinship, lineage, ethnic group, oral tradition, proverb, polyrhythmic drumming
Learning Goal 1
Students will be able to analyze and discuss the emergence of empires in Africa that resulted from the promotion of
interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization. Students
will become aware that the rise and spread of new belief systems unified societies, but they also became a major
source of tension and conflict. Students will be able to differentiate commercial and agricultural improvements that
created new wealth and opportunities for the empires and how most people's daily lives remained unchanged.
SOC.5-8.6.2.8.4
The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted
from the promotion of interregional trade, cultural exchanges, new technologies,
urbanization, and centralized political organization. The rise and spread of new
belief systems unified societies, but they also became a major source of tension
and conflict. While commercial and agricultural improvements created new
wealth and opportunities for the empires, most people's daily lives remained
unchanged.
SOC.5-8.6.2.8.B
Geography, People, and the Environment
SOC.5-8.6.2.8.B.4.b
Assess how maritime and overland trade routes (i.e., the African caravan and Silk
Road) impacted urbanization, transportation, communication, and the
development of international trade centers.
SOC.5-8.6.2.8.B.4.c
Determine how Africa's physical geography and natural resources posed
challenges and opportunities for trade and development.
SOC.5-8.6.2.8.B.4.d
Explain why the Arabian Peninsula's physical features and location made it the
epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa,
Europe, and Asia.
SOC.5-8.6.2.8.C
Economics, Innovation, and Technology
SOC.5-8.6.2.8.C.4.d
Analyze the relationship between trade routes and the development of powerful
city-states and kingdoms in Africa.
SOC.5-8.6.2.8.D.4.i
Explain how and why Islam spread in Africa, the significance of Timbuktu to the
development and spread of learning, and the impact Islam continues to have on
African society.
MATH.6
In Grade 6, instructional time should focus on four critical areas: (1) connecting
ratio and rate to whole number multiplication and division and using concepts of
ratio and rate to solve problems; (2) completing understanding of division of
fractions and extending the notion of number to the system of rational numbers,
which includes negative numbers; (3) writing, interpreting, and using expressions
and equations; and (4) developing understanding of statistical thinking.
LA.6-8.CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
LA.6-8.CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
LA.6-8.CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.
LA.6-8.CCSS.ELA-Literacy.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
LA.6-8.CCSS.ELA-Literacy.CCRA.R.5
Analyze the structure of texts, including how specific sentences, paragraphs, and
larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each
other and the whole.
LA.6-8.CCSS.ELA-Literacy.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary
sources.
CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or
opinions.
CCSS.ELA-Literacy.RH.6-8.3
Identify key steps in a text’s description of a process related to history/social
studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
Target 1 (Ch. 16 Sec. 1)
Determine the regions of Africa and how trade was important in developing societies
SOC.5-8.6.2.8.4
The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted
from the promotion of interregional trade, cultural exchanges, new technologies,
urbanization, and centralized political organization. The rise and spread of new
belief systems unified societies, but they also became a major source of tension
and conflict. While commercial and agricultural improvements created new
wealth and opportunities for the empires, most people's daily lives remained
unchanged.
SOC.5-8.6.2.8.B.4.b
Assess how maritime and overland trade routes (i.e., the African caravan and Silk
Road) impacted urbanization, transportation, communication, and the
development of international trade centers.
SOC.5-8.6.2.8.B.4.c
Determine how Africa's physical geography and natural resources posed
challenges and opportunities for trade and development.
SOC.5-8.6.2.8.B.4.d
Explain why the Arabian Peninsula's physical features and location made it the
epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa,
Europe, and Asia.
SOC.5-8.6.2.8.C.4.d
Analyze the relationship between trade routes and the development of powerful
city-states and kingdoms in Africa.
Target 2 (Ch. 16 Sec. 2)
Determine how Mali became a powerful African empire, the characteristics of Mansa Musa's rule, and how Islam
spread throughout ancient West Africa.
SOC.5-8.6.2.8.4
The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted
from the promotion of interregional trade, cultural exchanges, new technologies,
urbanization, and centralized political organization. The rise and spread of new
belief systems unified societies, but they also became a major source of tension
and conflict. While commercial and agricultural improvements created new
wealth and opportunities for the empires, most people's daily lives remained
unchanged.
SOC.5-8.6.2.8.B.4.d
Explain why the Arabian Peninsula's physical features and location made it the
epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa,
Europe, and Asia.
SOC.5-8.6.2.8.D.4.i
Explain how and why Islam spread in Africa, the significance of Timbuktu to the
development and spread of learning, and the impact Islam continues to have on
African society.
Target 3 (Ch. 16 Sec. 3)
Determine the the importance of African city-states such as Axum and Ethiopia and the role religion played in each.
SOC.5-8.6.2.8
All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills
enable students to make informed decisions as socially and ethically responsible
world citizens in the 21st century.
SOC.5-8.6.2.8.B.4.d
Explain why the Arabian Peninsula's physical features and location made it the
epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa,
Europe, and Asia.
SOC.5-8.6.2.8.D
History, Culture, and Perspectives
SOC.5-8.6.2.8.D.4.i
Explain how and why Islam spread in Africa, the significance of Timbuktu to the
development and spread of learning, and the impact Islam continues to have on
African society.
SOC.5-8.
Expanding Exchanges and Encounters (500 CE-1450 CE)
Target 4 (Ch. 16 Sec. 4)
Determine the cultural organization of West African societies and the cultural traditions that have carried over into
the modern day.
SOC.5-8.6.2.8
All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills
enable students to make informed decisions as socially and ethically responsible
world citizens in the 21st century.
SOC.5-8.6.2.8.4
The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted
from the promotion of interregional trade, cultural exchanges, new technologies,
urbanization, and centralized political organization. The rise and spread of new
belief systems unified societies, but they also became a major source of tension
and conflict. While commercial and agricultural improvements created new
wealth and opportunities for the empires, most people's daily lives remained
unchanged.
SOC.5-8.6.2.8.C.4.d
Analyze the relationship between trade routes and the development of powerful
city-states and kingdoms in Africa.
Summative Assessment
All assessments are differentiated and aligned to the social studies standards and curriculum.
Alternate assessments may include problem based learning, projects or presentations, or a common paper/pencil assessment or combination of any of these.
Common summative assessments will be devised by the 6th grade social studies teachers during common planning time.
21st Century Life & Careers
CRP.K-12.CRP2
Apply appropriate academic and technical skills.
CRP.K-12.CRP5
Consider the environmental, social and economic impacts of decisions.
CRP.K-12.CRP4
Communicate clearly and effectively and with reason.
TECH.8.1.8
All students will use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems individually and collaborate and to create
and communicate knowledge.
TECH.8.2.8
All students will develop an understanding of the nature and impact of
technology, engineering, technological design, computational thinking and the
designed world as they relate to the individual, global society, and the
environment.
CRP.K-12.CRP11
Use technology to enhance productivity.
CRP.K-12.CRP8
Utilize critical thinking to make sense of problems and persevere in solving them.
CRP.K-12.CRP1
Act as a responsible and contributing citizen and employee.
CRP.K-12.CRP6
Demonstrate creativity and innovation.
CRP.K-12.CRP12
Work productively in teams while using cultural global competence.
Formative Assessment and Performance Opportunities
Teacher observation
Cooperative learning opportunities
Guided Practice
Classroom centers
Atlas Activities
Do-Nows
Differentiation/Enrichment
Enrichment opportunities: Advanced Social Studies 5-8; more complex text; student research opportunities
Differentiation: 504 accommodations and IEP modifications; text to speech option in online text and for other
informational text - online tools are available: (https://www.naturalreaders.com/)
Content Vocabulary: Academic Word Finder - http://achievethecore.org/academic-word-finder/
• guided notes
.
• modified assessments
.
• modified assignments
.
• task-based assessments
.
• test corrections
.
Unit Resources

black line masters

guest speakers

Interactive whiteboard activities

Internet

supplemental textbooks/teacher resources

Social Studies Notebook

videos and online videos

ProGuide

Activity Cards

myWorldHistory.com

Essential Question posters

myWorld History wall maps

Student Journal

Primary Source Documents: The Mini-DBQ Project Binders
Digital Resources:

Google Expedition

The Big History Project -https://school.bighistoryproject.com/bhplive

NJ Amistad Curriculum - http://www.njamistadcurriculum.net/history/unit/ancient-africa