WS/FCS
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Unit Title
Pacing
Social Studies
6th grade
Culture and Kingdoms of Africa
Gold, Salt, & Everything In Between
14 days
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


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: Africa has a variety of physical features including deserts, savannahs, and rainforests.
Conditions in the savannahs were favorable to settlement. Deserts presented a problem for
travel and movement of goods. However, the people in all regions of Africa adapted to their
environments in different ways.
Sub-Saharan Africa: The Bantu-speaking people settled first along the Niger River. As their
settlement grew, resources grew scarce so they migrated to the eastern coast of Africa.
There, they adapted to the savannahs by developing new farming techniques. The people
also developed iron-working and traded with other peoples along the coast.
East Africa: Axum, Zimbabwe, and the trading city-states grew wealthy through the trade of salt,
gold, ivory, and slaves. Muslim traders influenced these societies through conflict and through
trade cooperation.
West Africa: The kingdoms of Ghana, Mali, and Songhai grew wealthy through taxation of salt and
gold trade. Islam has a major impact on all three kingdoms as well.
Unit Enduring Understanding(s)


Control over resources can lead to
economic and political power over a
region.
Movement of goods and people spreads
cultural influence.
Unit Essential Question(s)


How does control over resources lead to
economic and political power over a
region?
How does movement of goods and people
spread cultural influence?
Essential State Standards
Priority Objectives


6.E.1.1. Explain how conflict,
compromise, and negotiation over
resources impacts economic development.
6.E.1.2. Explain how quality of life is
impacted by economic choices.
Supporting Objectives

6.H.2.1 Explain how invasions, conquests,

and migrations affected various civilizations,
societies, and regions.
6.H.2.2 Compare historical and
contemporary events and issues to
understand continuity and change.





“Unpacked” Concepts
(students need to know)
6.E.1.1.
- Conflict, compromise, and negotiation
over resources impacts economic
development
6.H.2.4
Explain the role that key historical
figures and cultural groups had in
transforming society.
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.G.1.3 Compare distinguishing
characteristics of various world regions.
6.C&G.1.4 Compare the role and evolution
of laws and legal systems in various
civilizations, societies and regions.
6.C.1.1 Analyze how cultural expressions
reflected the values of civilizations, societies
and regions.
“Unpacked” Skills
(students need to be able to do)
6.E.1.1
EXPLAIN (effects of invasions,
conquests and migrations)
6.E.1.2.
6.E.1.2
- Quality of life is impacted by economic EXPLAIN (origins and sources)
choices
Essential Vocabulary
Desert
Savannah
Rain forest
Taxation
Merchant
COGNITION
(RBT Level)
6.H.2.1
- Understand
6.C&G.1.1
- Understand
Enrichment Vocabulary
Scholars
Mosque
Swahili
Enrichment Factual Content
Axum’s conversion to Christianity
Construction of stone towers of Zimbabwe
Disappearance of Zimbabwe
Nubia
Kalahari Desert
Plants and Animals of Africa
Indigenous religions
H
Unit “Chunking”
& Enduring
Understandings
Geography
The availability of
resources influences
where people settle.
Sub-Saharan
Africa
The availability of
resources and
economic
opportunities influence
where people settle.
Cultural expressions
reflect the values of a
society.
East Africa
Trade allows for
growth of wealth and
diffusion of culture.
Essential
Factual
Content
-Sahara Desert
- Lake Victoria
- Savannah
- Mediterranean
Sea
- Red Sea
- Rain forest
- Serengeti Plains
- Niger River
- Settlement of the
savannahs
- Farming
- Camels for
traveling
- Slash-and-burn
agriculture
- Bantu-speaking
people
- Settlement along
Niger River
- Development of
iron working
- Trade along
eastern coast
- Migration from
Niger River Basin
to Southeastern
Africa
- Cattle-herding
- Bantu cultural
expressions:
ritual masks, art
Axum
- Adulis
- Trade routes
- Trade goods
- Conflict with
Muslims over
slave and ivory
G
Suggested Lesson
Essential Questions
C
E
C
&
G
What are the geographical
features of Africa?
How did the geographical
features affect the settlement
and movement of people in
Africa?
1.3
Why did Bantu-speaking
people first settle along the
Niger River?
How did the Bantu-speaking
people prosper economically?
Why did the Bantu migrate to
the southeastern coast of
Africa?
1.2
1.4
1.1
2.1
How did Bantu cultural
expressions reflect their way
of life?
1.1
How did Axum control trade in
East Africa?
1.1
How did Zimbabwe use
taxation to build wealth?
1.1
West Africa
Control of resources
impacts economic
development.
trade
Zimbabwe
- Great Zimbabwe
- “Great stone
houses”
- Gold trade
- Taxation
Trading CityStates
- Kilwa,
Mombassa,
Zanzibar
- Arab traders
- Trade of iron ore,
ivory, slaves, and
gold
- Islamic influence
- Swahili
- definition of
kingdom
Ghana
- Merchants
- Berbers
- Use of camels
- Gold and salt
trade
- Taxation
- Spread of Islam
Mali
- Conquest of
Ghana
- Gold and salt
trade
- Taxation of trade
and people
- Mansa Musa and
his impact on Mali
culture
- Fall of Mali
Songhai
- Expansion to
gain control over
salt and gold trade
- Taxation
How did Arab trade influence
the development of trading
city-states in East Africa?
GEOGRAPHY
Migration
Physical
features
CIVICS & GOVERNMENT
Power
Government systems
1.1
1.2
How did Ghana gain power in
West Africa?
1.1
1.1
How did the spread of Islam
influence West African
kingdoms?
1.2
How did the control of
resources lead to control of
trade routes in West African
civilizations?
1.1
Sub Concepts
HISTORY
Conflict
Patterns
ECONOMICS
Taxation
Competition
CULTURE
Religion
Assimilation
Language Objective EXAMPLES

Key Vocabulary LO: SWBAT define and explain the terms desert, savannah, rainforest.

Language Functions LO: SWBAT explain how people adapt to their environment

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).
Historical Thinking and Geography Skill Resources
○ “Straight Ahead”
□“Uphill”
∆“Mountainous”
Historical Thinking
Geography Skills
6.H.1.1 Construct charts, graphs & historical
6.G.2.1 Use maps, charts, graphs,
narratives to explain particular events or issues over geographic data and available technology
time.
tools to draw conclusions about the
Students can use the information on these websites to create a emergence, expansion and decline of
chart comparing and contrasting the goods traded throughout
civilizations, societies and regions.
different regions of Africa
Overview of African Kingdoms
Overview of African Kingdoms
Kingdoms of East Africa flashcards
Kingdoms of West Africa flashcards
6.H.1.2 Summarize the literal meaning of historical
documents in order to establish context.
6.H.1.3 Use primary and secondary sources to
interpret various historical perspectives.
Students can use these sites to get primary information about
the Kingdom of Ghana and other African societies.
□ Primary sources Africa
∆ Primary source description of Ghana
Primary source description of Africa
Maps of trade routes:
Maps of trade routes in West Africa
West African Trading Routes
Maps of African Kingdoms:
Various maps of African Kingdoms
Map of West African Kingdoms
Scroll down to map of African Kingdoms
6.G.2.2 Construct maps, charts and graphs to
explain data about geographic phenomena
(e.g., migration patterns and population,
resource distribution patterns, etc.)
General Unit Resources
○ “Straight Ahead”
□“Uphill”
○ KidiPede African History
KidsPast online textbook
FactMonster Information on African Kingdoms
∆ “Mountainous”
□ Overview of African Kingdoms
Online textbook West African Kingdoms
Unit plan and printables West African Kingdoms
Links to African Kingdoms resources
Online textbook African Kingdoms includes assessments
East Africa Kingdoms flashcards
West Africa Kingdoms flashcards
Go Social Studies Go Africa Printables
African kingdoms webquest
List of links to African Kingdoms resources
Links to African Kingdoms resources
Edsitement online text and teacher resources
∆ Information separated by topic
Links to resources
Teacher background knowledge overview of African Kingdoms
Unit plan
Online textbook
Background teacher information
BBC History West African Kingdoms
BBC History Central African Kingdoms
Overview of African Kingdoms
Online textbook
Text about Trade kingdoms of Africa
Text about North African trade routes
Printable online textbook with teacher resources
Information about all African Kingdoms
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).
Performance Assessments
Item #
Formative
Assessments
Task Description
1
2
3
Summative Assessment
4
Culminating
Task

Performance Task #1:
Scoring Guide for Performance Task #1
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of
the “Proficient” criteria in
written response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #2:
Scoring Guide for Performance Task #2
Advanced
Student includes all of the
“Proficient” criteria PLUS
Proficient

Progressing
Beginning

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #3:
Scoring Guide for Performance Task #3
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient
Progressing
Student includes
of the
“Proficient” criteria in written
response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
1. Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Reteaching needed to correct misconceptions or reach understanding.
Unit 2 Culminating Performance Task:
Scoring Guide for Culminating Performance Task:
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of the
required “Proficient” items
and has only minor issues
with the quality criteria in
written response.
Beginning
Student includes
the required “Proficient”
items and has multiple
issues with the quality
criteria in written response.
Unit Reflection
What didn’t work well?
What worked well?
Suggestions for Change