Middle School Social Studies

Unit 2 Africa and Southwest Asia: Impacts of Geography and Culture

Mid-Sept through Oct

Unit Overview: How do culture and geography impact the development of societies?

In this unit, students explore two themes related to Africa and Southwest Asia. The two themes are (1) the foundation and development of Abrahamic and African Indigenous religions and (2) the salt trade in Africa.

Mini-Unit A: Foundations and Development of the Abrahamic and Indigenous Religions

In this unit, students will explore the foundations of the Abrahamic religions (Judaism, Christianity, and Islam) and their historical roots in Africa and Southwest Asia. They will delve into the basic beliefs, practices, and cultural history of these religions, examining their development and significance in shaping the region. By studying the foundations of the Abrahamic religions and the development of these belief systems, students will develop a deeper understanding of the region's complex history, cultural diversity, and ongoing challenges. Throughout the unit, students will develop a nuanced understanding of the foundations of the Abrahamic religions and their significance in shaping Southwest Asia. They will also explore the Indigenous Religions practiced in ancient Africa and analyze the religious tolerance in the past as well as today. By exploring the complexities of religion, culture, and conflict, students will better appreciate the diverse perspectives and challenges within Southwest Asia, Africa, and the broader world.

Mini-Unit B: The Implications of the Salt and Gold Trade in Africa

In this mini-unit, students will delve into the growth of African empires and the profound political, economic, and cultural impacts of the salt and gold trade. They will examine the historical context and significance of these resources and their trade routes across the continent. Through an interdisciplinary approach, students will investigate how the salt and gold trade shaped the rise and fall of empires, influenced power dynamics, fostered cultural exchange, and fueled economic development in Africa. By analyzing primary and secondary sources, students will gain insights into the challenges, achievements, and interconnectedness of societies engaged in this trade. Throughout the unit, students will develop a deep understanding of the historical significance of the salt and gold trade in Africa and its multifaceted implications. They will gain insights into the political, economic, and cultural dynamics of African empires and the interconnectedness fostered by trade. By analyzing primary sources and engaging in research, students will sharpen their historical thinking and analytical skills while exploring the rich and complex history of the African continent.

The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Students Can (Evidence Outcomes):

Analyze primary and secondary sources to explain the interdependence and uniqueness among peoples in the Eastern Hemisphere, including their influence on modern society. (1.1.a)
Identify and explain the historical context of key people, regions, events, and ideas, including the roots of current issues. For example: The contributions of Mansa Musa, the roots of Abrahamic religions, the significance of political revolutions, the implications of the Atlantic Slave Trade, the rise of European Nationalism, and the rise of Communism. (1.2.a)
Describe the interactions, conflicts, and contributions of various peoples and cultures that have lived in or migrated within/to the Eastern Hemisphere. For example: Conflicts over land and resources between countries, the foundations of Eastern world religions, the historical roots of current issues, East/West contact, settlement patterns, the Korean War, the war in Vietnam, the Chinese Cultural Revolution, the Khmer Rouge in Cambodia, including acts of violence towards groups of people, and the discriminatory policies and events preceding those acts. (1.2.c)
Use maps and geographic tools to find patterns in human systems and/or physical features to investigate and propose a solution to geographic problems. (2.1.a)
Collect, classify, and analyze data to make geographic inferences and predictions. (2.1.b)
Examine the geographic location and distribution of resources within a region to determine the economic and social impact on its people. For example: Middle Eastern water rights, the acceptance of refugees from other countries, and the Salt Trade. (2.2.b)
Evaluate the different economic systems in the Eastern Hemisphere, utilizing economic data. For example: economic growth, per capita income, and standard of living. (3.1.b)
Explain how trade affects the production of goods and services in different regions. (3.1.c)
Give examples illustrating the interactions between nations and their citizens. For example: South Africa’s system of Apartheid, human rights violations, genocide, Shari’ah law, government-sanctioned economic policies, and socialized healthcare and education. (4.1.c)
Evaluate and analyze how various governments and organizations interact, resolve their differences, and cooperate. For example: The African Union (AU), the Association of Southeast Asian Nations (ASEAN), the United Nations, the World Bank, international treaties, and diplomacy. (4.2.b)

Prepared Graduates

Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.
Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.
Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.

Grade Level Expectation(s)

Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence. (1.1)
Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems. (1.2)
Use geographic tools and resources to research and make geographic inferences and predictions about the Eastern Hemisphere. (2.1)
Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions (2.2)
Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity. (3.1)
Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere (4.1)
Analyze how nations in various regions in the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways (4.2)

Essential Skills & Nature and Skills

Utilize primary and secondary sources to examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors (Media Literacy, Digital Literacy, Data Literacy).
Examine different historical perspectives expressed in primary and secondary sources (Adaptability and Flexibility).
Historical thinkers construct an understanding of history through the gathering and analysis of historical sources.
Historical thinkers differentiate between primary and secondary sources and apply this understanding to deepen analysis.
Historical thinkers analyze sources deeply by applying understanding of analysis techniques. For example: Sourcing, contextualization, corroboration, and close reading.

Inquiry Questions

How can various primary and secondary perspectives in history be beneficial in understanding past and current issues?
Why is it advantageous to identify historical roots of change?
How could geographic data be used for both positive and negative results?
How do regional issues affect larger areas?
How do international laws and organizations help encourage ethical governmental practices?
How do the aggressive actions of a nation influence other nations and international organizations?
How can governmental policy lead to problems or help solve problems?

Diciplinary, Informational, and Media Literacy

Determine the main idea(s) or relevant information of a primary or secondary source.
Analyze multiple points of view to establish a comparative approach to interpretation.
Utilize valid reasoning to develop a supported position on a historic matter.
Cite specific textual evidence to support analysis of primary and secondary sources.

Academic Vocabulary and Language Expectations

Review Terms: trade, pilgrimage, goods, Indigenous, developing country

Essential new terms: monotheism, polytheism, diaspora, sect

Grade 6-8 Social Studies Language Expectations

Possible Assessments

TCI Lesson Assessments: 3 (sections 1, 2, 3) and 31, 32
Mini-Unit A: Foundations and Development of Abrahamic and Indigenous Religions: Religious Tolerance Project
Mini-unit B: Salt and Gold Trade in Africa: What were the impacts of trade on ancient societies in Africa? Students to create a blog with text and images that answer the question: What were the impacts of trade on ancient societies in Africa? They should include examples of changes in population centers, power distribution, and cultural diffusion. In the blog, students should include primary sources, maps, and textual support.

Mini-Unit A: Foundations of Abrahamic and Indigenous Religions

Instructional Resources

Model Unit Plan for Theme 1: Foundations of Abrahamic and Indigenous Religions (linked here)

Mini-Unit A: Foundations of Abrahamic and Indigenous Religions

TCI Lessons: Lesson 3 (sections 1, 2, 3) and Lesson 33

Additional Instructional Materials

Mini-Unit A

Religions in Ancient Africa: Mini Unit created by the Massachusetts Department of Education
The Abrahamic Religions: Mini Unit created by the Massachusetts Department of Education
Mini Qs in World History (found in binders at all schools): Why Did Christianity Take Hold in the Ancient World? and rubric
Mini Qs in World History (found in binders at all schools): Mansa Musa’s Hajj and rubric
Expansion of the Early Islamic Empire Lesson Plan: from Stanford’s Reading like a Historian with Student Materials and PowerPoint

Mini-Unit B: Salt and Gold Trade in Africa

Instructional Resources

Model Unit Plan for Theme 2: Implications of the Salt and Gold Trade in Africa. Click HERE for Unit

Mini-Unit B: Implications of the Salt and Gold Trade in Africa

TCI Lessons 31 and 32

Additional Instructional Resources

Mini-Unit B

Trade, Cross-Cultural Exchange, and Africa's Global Connections: Mini Unit created by the Massachusetts Department of Education
Impacts of Trade on Africa: Impacts of Trade on Africa
The Salt Trade in Mali: primary/secondary source analysis from (http://chssp.ucdavis.edu)

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