Early African Trade

Curriculum Area

Subject: History
Key Stage: KS2 (Year 6)
National Curriculum Link: A study of an aspect of African history that extends pupils’ chronological knowledge beyond 1066
Lesson Length: 30 minutes
Class Size: 4 students

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WALT (We Are Learning To)

Understand early African trade and European involvement.

Learning Outcomes

• I can identify key goods traded in early African kingdoms (e.g., gold, salt, ivory, spices).
• I can recognise the role of African kingdoms in controlling trade routes.
• I can describe how Europeans became involved in African trade.

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Lesson Structure

First – Introduce Early African Trade (10 mins)

1. Engage with a Thought-Provoking Question

   • Begin by asking: “What do you think were the most valuable things to trade 1,000 years ago?” Write down their ideas on a mini whiteboard.
   • Explain that long before Europe’s involvement, African kingdoms had powerful trade networks.

2. Short Storytelling Narrative

   • Introduce the Kingdom of Mali and Mansa Musa—the richest man in history.
   • Describe gold and salt trade in the Sahara, explaining how salt was as valuable as gold because it preserved food.
   • Show images of trade routes across North and West Africa.

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Next – Explore African Trade and European Involvement (10 mins)

1. Interactive Map Work

   • Show a simple map of Africa with major trade routes.
   • Ask: “Why do you think African rulers controlled trade?” (Guide students to understand wealth and taxation.)

2. European Arrival

   • Explain that, at first, Europeans came to trade peacefully—exchanging goods like textiles and glass beads for gold and ivory.
   • Lead a brief discussion: “What do you think happened when one side started wanting more?” This will lead into the next lesson on exploitation.

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Then – Hands-On Learning (10 mins)

Activity Option 1 (Academic-Based): African Trade Card Game

• Give each student 3 Trade Cards (gold, salt, spices, ivory, cloth, beads).
• Set up a trading challenge where they must swap cards to “complete” a successful trade route.
• After a few rounds, introduce an “unexpected European arrival” card. Discuss the changes this might bring.

Activity Option 2 (Hands-On/Sensory): Artifact Investigation

• Provide small pouches with textured materials representing trade goods:
  • Rock salt (coarse texture)
  • A golden fabric swatch (symbolic of gold)
  • Cloves or cinnamon (representing spices)
  • A smooth ivory-like object (ethically sourced material for learning)
• Let students explore by touch and guess what each trade item was.
• Discuss where each item came from and why it was valuable.

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Plenary – Reflect & Predict (5 mins)

• Ask: “Why do you think African rulers wanted to control trade routes?”
• Invite students to share one fact they learned about African trade.
• End with a prediction for the next lesson: “What might have changed when Europeans wanted more power over these trade routes?”

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Assessment Opportunities

• Listening to student reasoning during the trade card game or artifact investigation.
• Checking understanding through student responses in the plenary.
• Observing participation in discussions about trade and European involvement.

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Resources Required

• Mini whiteboard & markers
• Map of Africa with trade routes
• Pre-prepared African Trade Cards
• Sensory object pouches for artifacts

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This structured lesson ensures historical understanding is brought to life while providing differentiated activities to suit all learners. By making connections between past and present trade, students will develop critical thinking about how African history shaped global trade.