Pre-Colonial Economy and Economic… · SHS3 History

Lesson notes

Learning Objectives

Indicator: 3.2.2.LI.1 - Discuss the origin and nature of the Trans-Saharan Trade in Africa.

By the end of the lesson, learners can:

Define the Trans-Saharan Trade in their own words and state the timeframe in which it flourished.
Identify and locate the major regions and peoples involved in the trade on a map of Africa.
Explain at least four factors that led to the rise of the Trans-Saharan Trade.
Describe the organisation of the trade, including the key commodities exchanged, the modes of transport, and the roles played by different groups such as the Tuareg.

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.1 - Discuss the origin and nature of the Trans-Saharan Trade in Africa.
Suggested placement: Semester 1, Week 12 (Week 12 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. 112

Exemplars (from the NaCCA curriculum)

Enquiry Routes: What was the Trans-Saharan Trade about? Which regions were involved in the trade? What factors led to the rise of the trade? How was the trade conducted?
Collaborative Learning:
- Using think-pair-share, learners explain the concept of the Trans-Saharan Trade
- In mixed ability groups, learners conduct research on the Internet and the physical libraries on the various regions that participated in the Trans-Saharan Trade.
Problem-Based Learning:
- Learners brainstorm the factors that led to the rise of the Trans-Saharan Trade.
- In small groups, learners role-play how the introduction of the camel influenced the Trans- Saharan Trade.
Talk for Learning:
- In concentric circles, learners discuss how the introduction of Islam in West Africa influenced the Trans-Saharan Trade.
- Using the fishbowl strategy, learners discuss the mode of transport of commodities in the Trans-Saharan Trade, including the use of human porters and beasts of burden such as donkeys, horse-drawn chariots, and the camel.
Experiential Learning:
- Learners watch a documentary on how the Trans-Saharan Trade was conducted and discuss in small groups the organisation of the trade.
- In small groups, learners re-enact the role played by the Tuareg in the Trans-Saharan Trade, including their establishment of rest stops, production of food and water, provision of horses and camels, and their roles as guides, guards, and interpreters for traders.
Project-Based Learning:
- In mixed-ability groups, learners create a poster that shows the major items of trade from Northern Africa and Western Sudan.
- Using an old map of Africa, learners trace the three main routes for the Trans-Saharan Trade namely, Western, Central and Eastern routes.
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.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.