SHS3 History · Semester 1 Week 14: Pre-Colonial Economy and Economic Activities

Lesson notes

Learning Objectives

Indicator: 3.2.2.LI.3 - Investigate reasons for the decline of the Trans-Saharan Trade.

By the end of the lesson, learners can:

Identify at least four problems caravan traders encountered on the trans-Saharan routes based on evidence from historical sources.
Classify the factors that led to the decline of the Trans-Saharan Trade into internal and external categories with accurate justification for each classification.
Explain how European exploration of the West African coast contributed to the decline of the Trans-Saharan Trade.
Analyse the effects of the decline of the Trans-Saharan Trade on West African societies, including economic, social and religious impacts.
Evaluate which factors were most significant in causing the decline, presenting a reasoned argument supported by historical evidence.

This lesson builds directly on Week 12 (origin and nature of the trade) and Week 13 (socio-economic and political effects). Learners already understand how the trade was organised, the goods exchanged, and the prosperity it brought to states such as Ghana, Mali and Songhai. This lesson examines why that prosperous system collapsed. Later slots will cover European contact and the Atlantic trade in more detail, so only the connection to the coast is introduced here.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: States and Societies in Pre-Colonial Times (Strand 2)
Sub-strand: Pre-Colonial Economy and Economic Activities (2.2)
Content standard: 3.2.2.CS.1 - Demonstrate understanding of the origins, organisation, and impact of the Trans- Saharan Trade 3.2.2.LO.1 Use relevant historical sources to trace origins of the Trans-Saharan Trade, detailing in diverse modes its organisation and communicating effectively its impact on pre-colonial Africa.
Indicator: 3.2.2.LI.3 - Investigate reasons for the decline of the Trans-Saharan Trade.
Suggested placement: Semester 1, Week 14 (Week 14 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 114

Exemplars (from the NaCCA curriculum)

Enquiry Routes: What problems did the caravan traders encounter? What factors led to the decline of the Trans-Saharan Trade? Which of these factors were internal? What were the external factors?
Talk for Learning: In small groups, learners discuss some of the problems that the caravan traders faced. E.g., shortage of water, attacks by robbers, etc.
Technology-Enhanced Active Learning (TEAL): With the use of the internet, learners search for the factors that led to the decline of the Trans-Saharan Trade. E.g., the fall of kingdoms, over-exploitation of natural resources
Project-Based Learning:
- In mixed-ability groups, learners create a poster that classifies factors for the decline of the Trans-Saharan Trade into Internal and External.
- In small groups, learners create multimedia presentations on how European exploration of West Africa affected the Trans-Saharan Trade.
Collaborative Learning: In a Fishbowl activity, learners discuss the effects of the decline of the Trans-Saharan Trade on West Africans including, loss of livelihoods, desertion of towns and cities, halting spread of Islamic education and culture, etc.
Teaching and Learning Resources:
- An old map of Africa.
- Pictures of the Sahara Desert
- Documentaries on the nature of the Trans-Saharan Trade.
- Picture of a Beasts of Burden e.g., donkeys and horse-drawn chariots
- Internet access
- Computer, sound speakers, etc.
- Stationery
- Mind map on the effects of the Trans-Saharan Trade
- A poster on the decline of the Caravan Trade
Assessment (3.2.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.