WS/FCS
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Unit Title
Pacing
Social Studies
6th grade
Unit 7
Ancient Civilizations of Africa
13 days
•
•
•
•
Conceptual Lenses
Influence
Trade
Resources
Movement
Unit Overview
The points of focus for this unit are the effects of the physical features on the settlement and
movement of African peoples, and trade among the various regions of Africa.
Geography:
• Physical features & climate zones
• Influences of physical features and climate zones on settlement and movement
Sub-Saharan Civilizations:
• Bantu-Speaking People
o Social structure & cultural characteristics
o Bantu migration from Niger River valley- causes & effects
• East Africa
o Axum
Location benefits & shapes economy
o Zimbabwe
Availability of resources influenced economy
Theories about the decline of civilization in Zimbabwe
o East African city-states
Location and trade with Arabs influence development
• West Africa
o Ghana
Location creates economic opportunity
o Mali
Taxation of goods passing through impacts quality of life
Mansa Musa’s leadership and impact on Mali
o Songhai
Rise and fall of kingdom related to economic decisions
Unit Enduring Understanding(s)
•
•
The availability of resources can lead to
economic and political power over a
region.
Movement of goods and people influences
culture.
Unit Essential Question(s)
•
•
How can the availability of resources lead
to economic and political power over a
region?
How does the movement of goods and
people influence culture?
Essential State Standards
Priority Objectives
Supporting Objectives
6.H.2.1 Explain how invasions,
conquests, and migrations affected various
civilizations, societies, and regions.
6.H.2.4 Explain the role that key historical
figures and cultural groups had in transforming
society.
6.G.1.1 Explain how the physical features
and human characteristics of a place
influenced the development of civilizations,
societies and regions.
6.C.1.2 Explain how religion transformed
various societies, civilizations and regions.
6.G.1.2 Explain the factors that influenced
the movement of people, goods, and ideas
and the effects of that movement on
societies and regions over time.
6.C.1.3 Summarize systems of social structure
within various civilizations and societies over
time.
6.E.1.1 Explain how conflict, compromise,
and negotiation over the availability of
resources impacted the economic
development of various civilizations,
societies and regions.
6.E.1.2 Explain how quality of life is
impacted by economic choices of
civilizations, societies and regions.
“Unpacked” Concepts
(students need to know)
6.H.2.1 how invasions,
conquests, and migrations
affected various civilizations,
societies, and regions.
6.G.1.1 how the physical
features and human
characteristics of a place
influenced the development of
civilizations, societies and
regions.
“Unpacked” Skills
(students need to be able to do)
6.H.2.1 Explain invasions,
conquests, and migrations
affected civilizations
6.G.1.1 Explain how the
physical features and human
characteristics of a place
influenced the development of
civilizations, societies and
regions.
COGNITION
(RBT Level)
6.H.2.1
Understand
6.G.1.1
Understand
6.G.1.2 the factors that
influenced the movement of
people, goods, and ideas and
the effects of that movement on
societies and regions over time.
6.G.1.2 Explain the factors that 6.G.1.2
Understand
influenced the movement of
people, goods, and ideas and
the effects of that movement on
societies and regions over time.
6.E.1.1 how conflict,
compromise, and negotiation
over the availability of resources
impacted the economic
development
6.E.1.1
6.E.1.1 Explain how conflict,
Understand
compromise, and negotiation
over the availability of resources
impacted the economic
development
6.E.1.2 how quality of life is
impacted by economic choices
Essential Vocabulary
Desert
Savannah
Rain forest
Taxation
Merchant
Theory
Decline
Characteristics
Benefit
Influence
Development
Impact
Matrilineal
Patrilineal
6.E.1.2 Explain how quality of
life is impacted by economic
choices
Scholars
Mosque
Swahili
6.E.1.2
Understand
Enrichment Vocabulary
Enrichment Factual Content
Axum’s conversion to Christianity
Construction of stone towers of Zimbabwe
Nubia
Kalahari Desert
Plants and Animals of Africa
Indigenous religions
Unit “Chunking”
& Enduring
Understandings
Geography
Bantu-Speaking
Peoples
Suggested Lesson
Essential Questions
Potential Factual Content
What are the major
physical features and
climate zones of Africa?
• Nile, Niger, Congo, &
Zambezi Rivers
• Sahara & Kalahari Deserts
• Great Rift Valley
• Mt. Kilimajaro
• Lake Victoria
• Rainforest
• Desert
• Savanna
• Mediterranean/Chaparral
How did the physical
geography of Africa
influence the development
of civilizations and the
movement of people,
goods, and ideas?
• Deserts
• Rainforests
• Rivers
• Availability of resources
• Access to water
What were common
characteristics of culture
and social structure
among the early Bantuspeaking tribes?
• Earliest groups lived in
area around the Niger
River
• Importance of familyprimary social structure is
extended family (clan)
• Clan was often political
unit- power rested in group
of elders
• Kingdoms developed as
multiple clans came
together- led by leader of
most powerful clan
• Patrilineal vs. Matrilineal
societies (~15% were
matrilineal)
• Marriage was agreement
between families/clans:
bridewealth, polygamy
• Women had significant
roles in society- advisors to
male leaders/family
North Carolina
Essential
Standards
6.G.1.1 Explain how
the physical features
and human
characteristics of a
place influenced the
development of
civilizations, societies
and regions.
6.G.1.2 Explain the
factors that influenced
the movement of
people, goods, and
ideas and the effects
of that movement on
societies and regions
over time.
6.C.1.3 Summarize
systems of social
structure within
various civilizations
and societies over
time.
members, farming, caring
for home and family
• Societies were polytheistic
East Africa
What were the causes and • Initial move away from
effects of the Bantu
Niger River:
migration?
o Iron-making- iron axes
and hoes allowed
Bantu to cut down
trees & farm
o Trade network with
east coast brought
yams & bananas that
grew well in rainforest
• Population growth caused
family groups to movecycle continued as Bantu
move across Africa
• Cultural diffusion as Bantu
encountered groupsfarming techniques, iron
making, language
How did the location of
• Adulus located on Red
Axum benefit and
Sea
influence the development • Easy access to ocean
of society?
made Adulus more
desirable than Meroe
(capital of Kush and former
trade hub of East)
• Merchants came to buy
goods from African interior
• Axum became a powerful
kingdom because of trade
• Minted their own coins
• Introduction of Christianity
Why did Zimbabwe grow
to be a great trading citystate?
• Location on trade route
from African interior to
East Coast
• Availability of gold and
copper
• Taxation on goods passing
through
• “Great Zimbabwe”
6.G.1.2 Explain the
factors that influenced
the movement of
people, goods, and
ideas and the effects
of that movement on
societies and regions
over time.
6.H.2.1 Explain how
invasions, conquests,
and migrations
affected various
civilizations, societies,
and regions.
6.G.1.1 Explain how
the physical features
and human
characteristics of a
place influenced the
development of
civilizations, societies
and regions.
6.G.1.2 Explain the
factors that influenced
the movement of
people, goods, and
ideas and the effects
of that movement on
societies and regions
over time.
6.E.1.1 Explain how
conflict, compromise,
and negotiation over
the availability of
resources impacted
the economic
development of
various civilizations,
societies and regions.
What theories have been • Farming and grazing of
used to explain the sudden cattle overused the land
decline of Zimbabwe?
and location could no
longer support the large
population
• Rise of two neighboring
states- Torwa and Mutapa
6.G.1.1 Explain how
the physical features
and human
characteristics of a
place influenced the
development of
civilizations, societies
and regions.
6.G.1.2 Explain the
factors that influenced
the movement of
people, goods, and
ideas and the effects
of that movement on
societies and regions
over time.
How did trade influence
the development of East
African city-states?
West Africa
How did Ghana’s location
influence the development
of their civilization?
• Asian and Arab traders
settled in the coastal cities
• Many Arab merchants
grew wealthy from
international trade & lived
in luxury in these cities
• Iron ore, ivory, slaves, &
gold traded from Africa
• Populations & culture of
city-states began to
change as Bantu-speaking
people mixed &
intermarried with the Arabs
o Adoption of Islam
o Swahili
• Located near large
deposits of gold
• Mined the gold and traded
with North Africa for salt
• Taxed salt coming into and
gold going out of Ghana
• Taxes created great wealth
• Trade coming into and out
of Ghana also brought new
ideas- Islam introduced
6.H.2.1 Explain how
invasions, conquests,
and migrations
affected various
civilizations, societies,
and regions.
6.G.1.1 Explain how
the physical features
and human
characteristics of a
place influenced the
development of
civilizations, societies
and regions.
6.E.1.2 Explain how
quality of life is
impacted by economic
choices of civilizations,
societies and regions.
How did the decisions of
• Taxation on trade through
Mansa Musa transform and
Mali increased wealth
impact society?
o Mansa Musa won the
loyalty of people by
giving them gold,
property & horses
• Conversion to Islam
• Pilgrimage to Mecca
o Spent so lavishly while
traveling that value of gold
fell in places like Egypt
• Returned with architects
and scholars to Timbuktu
• Timbuktu became center
of Islamic learning
6.H.2.4 Explain the
role that key historical
figures and cultural
groups had in
transforming society.
How was Songhai’s
• Mali was weakened by
success and decline related
Berber invaders from the
to economic decisions?
North and rebels from
within.
• Gao broke away and soon
became the center of trade
in the Songhai kingdom
• Songhai leader, Sunni Ali,
wanted control of the gold
& salt trade- captured
areas around Timbuktu
• Other leaders expanded
the kingdom (and tax
base)
• Continued taxation on all
goods traveling into and
out of the kingdom
• Songhai king later refused
to pay a tax on salt from
Taghaza mines,and
Morocco’s king invadedcaused the end of kingdom
6.H.2.1 Explain how
invasions, conquests,
and migrations
affected various
civilizations, societies,
and regions.
6.E.1.2 Explain how
quality of life is
impacted by economic
choices of civilizations,
societies and regions.
6.C.1.2 Explain how
religion transformed
various societies,
civilizations and
regions.
6.E.1.1 Explain how
conflict, compromise,
and negotiation over
the availability of
resources impacted
the economic
development of
various civilizations,
societies and regions.
6.E.1.2 Explain how
quality of life is
impacted by economic
choices of civilizations,
societies and regions.
Sub Concepts
HISTORY
GEOGRAPHY
Conflict
Patterns
Migration
Physical features
CIVICS &
GOVERNMENT
Power
Government Systems
ECONOMICS
CULTURE
Taxation
Competition
Religion
Assimilation
Language Objective EXAMPLES
•
Key Vocabulary LO: SWBAT define and explain the terms desert, savannah, rainforest.
•
Language Functions LO: SWBAT explain how geography affects the movement of people,
goods and ideas?
•
Language Skills LO: SWBAT read two passages about the kingdoms of West Africa and
identify the similarities and differences between them. (Reading passages should be
chosen/modified in accordance with the LEP students’ zone of proximal development).
•
Grammar and Language LO: SWBAT use comparatives in writing assignments (more than,
less than, greater, shorter, longer, etc.) by comparing the control of trade routes in different
regions of Africa. Ex. West African kingdoms used taxation more than East African kingdoms
did.
•
Lesson Tasks LO: SWBAT read and summarize a passage about the influence of Islam
and explain this summary to a group.
•
Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer
analyzing and identifying the causes and effects of Islamic cultural diffusion (The linguistic
load will vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank
or other supplement to complete this activity using this strategy).