Lesson Plan | Active Methodology | Africa: Kush, Axum and Ghana: Review

Premises: This Active Lesson Plan assumes: a 100-minute class duration, prior student study both with the Book and the beginning of Project development, and that only one activity (among the three suggested) will be chosen to be carried out during the class, as each activity is designed to take up a large part of the available time.

Objective

Duration: (5 - 10 minutes)

This part of the lesson plan is key to laying the groundwork students need to grasp the complexity and significance of the African kingdoms of Kush, Axum, and Ghana. By clearly outlining the objectives, students will know exactly what's expected of them, helping them engage more fully in hands-on activities where they can effectively apply and discuss their existing knowledge.

Objective Utama:

1. Review and deepen students' understanding of the kingdoms of Kush, Axum, and Ghana by exploring aspects of trade, politics, and social organization.

2. Enhance students' ability to analyze the trade and political interactions between these kingdoms and other regions of the ancient world.

Objective Tambahan:

1. Encourage thoughtful conversations about how stereotypes can shape students' perceptions of African history.

Introduction

Duration: (15 - 20 minutes)

The introduction aims to captivate students and engage their prior knowledge about the kingdoms of Kush, Axum, and Ghana. The problem-based situations will prompt critical thinking and application of what they've learned, while the contextualization will help them visualize the historical and cultural significance of these kingdoms, setting the stage for a deeper, interactive exploration in class.

Problem-Based Situation

1. How did the geographical positioning of Kush enable it to become a hub of trade and political might in ancient times?

2. In what ways did Axum's embrace of Christianity influence its political and trade practices with other areas of the ancient world?

3. Why was Ghana referred to as the 'Land of Gold' and how did its wealth play a role in its key position in trans-Saharan trade?

Contextualization

To highlight the importance of the kingdoms of Kush, Axum, and Ghana, it’s worth noting that these kingdoms were situated in strategic locations for international trade, like the gold and salt routes. Sharing insights about these kingdoms’ wealth and sophistication — such as the grandeur of Meroë, the spread of Christianity in Axum, and the bustling trade caravans of Ghana — can illustrate how these African societies significantly contributed to global dynamics.

Development

Duration: (70 - 75 minutes)

The development phase is designed for students to apply and expand their knowledge about the kingdoms of Kush, Axum, and Ghana through engaging and interactive activities. Collaborating in groups allows them to explore various aspects of these kingdoms, from economics to diplomacy, enriching their understanding of these societies. Each activity is crafted to simulate historical challenges faced by the kingdoms, providing students with a creative and critical engagement with the past.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - Merchants of the Ancient Kingdoms: A Learning Journey

> Duration: (60 - 70 minutes)

- Objective: Develop planning, negotiation, and presentation skills, while deepening knowledge about the trade routes of the African kingdoms.

- Description: In this activity, students will work in groups of up to five, representing families of merchants from the kingdoms of Kush, Axum, or Ghana. They will plan and present a trade route that links their kingdom with other areas of the ancient world, taking into account valuable products and potential challenges.

- Instructions:

• Divide the class into groups of up to five students.

• Assign each group one of the three kingdoms to represent.

• Provide each group with a map of Africa and the ancient world.

• Instruct each group to map out a trade route, deciding on products to transport and strategic stops.

• Students should prepare a short presentation (10 minutes) to explain their route, the products involved, and security measures.

• After the presentations, encourage a class discussion to compare routes and strategies.

Activity 2 - Diplomacy and Intrigue: The Council of Kings

> Duration: (60 - 70 minutes)

- Objective: Foster understanding of how political choices influence trade and the stability of kingdoms, while also developing conflict resolution and decision-making skills.

- Description: In this activity, students will become advisors to the kings of Kush, Axum, and Ghana. They will need to navigate conflicts, build alliances, and make diplomatic choices that impact trade and the stability of their kingdoms in a creative and interactive setting.

- Instructions:

• Organize students into groups, each one representing a kingdom.

• Explain that they will encounter conflict scenarios and have to make diplomatic decisions.

• Give each group a set of scenarios and possible actions.

• Groups will deliberate and decide on the best actions for their kingdoms, which will be shared in a decision-making round.

• Each decision will lead to simulated outcomes that must be discussed and adjusted by the groups for the subsequent round.

• Conclude with a discussion about the decisions and their outcomes, emphasizing the importance of diplomacy and political strategy.

Activity 3 - Knowledge Archaeologists: Uncovering Relics of the Kingdoms

> Duration: (60 - 70 minutes)

- Objective: Cultivate critical analysis skills and synthesis of historical information, while promoting teamwork and effective communication.

- Description: In this task, students will act as archaeologists uncovering artifacts and ancient documents from the kingdoms of Kush, Axum, and Ghana. They will need to analyze and interpret their findings to reconstruct facets of social, political, and economic life in these kingdoms.

- Instructions:

• Split students into groups and hand out 'artifacts' and 'documents' (simulated) related to the culture and history of the kingdoms.

• Guide students to analyze and interpret these materials, seeking insights into commerce, politics, and social structure.

• Each group will present their findings to the class in a brief presentation (15 minutes).

• Facilitate a debate at the end where students can ask questions and discuss the discoveries made by other groups.

Feedback

Duration: (15 - 20 minutes)

The purpose of this phase is to consolidate learning, allowing students to articulate the knowledge gained and reflect on its significance. Through group discussions, students can hear diverse perspectives and deepen their understanding of the topics explored. This time is also critical for evaluating the effectiveness of the activities and assessing the level of understanding among students, assisting the teacher in identifying any knowledge gaps that might need revisiting.

Group Discussion

To kick off the group discussion, the teacher should encourage students to share their reflections and experiences from the activities. Start with a personal takeaway from each student regarding what surprised them the most or what they found particularly challenging. Then, ask them to converse in their groups before sharing their insights with the entire class. It’s essential for the teacher to move around the room during these discussions, actively listening and intervening when necessary to ensure everyone has a chance to contribute and that the discussion stays focused on the learning targets.

Key Questions

1. What were the key challenges faced by the kingdoms of Kush, Axum, and Ghana regarding their trade routes, and how did they manage to overcome them?

2. How might the political decisions made by students during the diplomacy activity influence trade and long-term stability within their kingdom?

3. In what ways did the analysis of the artifacts and documents in the archaeology activity deepen understanding of the social organization of these kingdoms?

Conclusion

Duration: (5 - 10 minutes)

The aim of this stage is to ensure that students leave the lesson with a solid and cohesive understanding of the topics discussed, while also recognizing the relevance of their knowledge across different contexts. Additionally, it seeks to emphasize the significance of studying and understanding the history of African kingdoms in shaping the global landscape. This phase also serves as a bridge to future lessons, reinforcing the link between theoretical learning and practical application.

Summary

To wrap up the lesson, the teacher should summarize the key points covered concerning the kingdoms of Kush, Axum, and Ghana, emphasizing their trade, political systems, and social structures. Highlight the unique attributes of each kingdom and their interactions within the larger global context of their time.

Theory Connection

Today’s lesson was designed to connect the theoretical concepts studied at home with interactive practices in class, such as simulating trade routes, diplomacy, and archaeological exploration. This approach allowed students to see how theoretical knowledge is directly applicable in scenarios reflective of the realities faced by the kingdoms discussed.

Closing

Finally, it's crucial to underline the significance of the kingdoms of Kush, Axum, and Ghana, not just in the African context, but also in terms of their global impacts. Recognizing these kingdoms helps dismantle stereotypes and fosters appreciation for the cultural and historical diversity of Africa, which is vital for a well-rounded historical education.