Objectives (5 - 7 minutes)

1. Understanding of Historical Context: Students should be able to understand the historical context in which the civilizations of Kush, Axum, and Ghana emerged and developed. This includes understanding the geographical, political, and cultural peculiarities of these societies.

2. Identification of Main Characteristics: Students should be able to identify the main characteristics of each of these civilizations, including their political organization, economy, religion, and cultural contributions.

3. Comparison and Contrast: Students should be able to compare and contrast the civilizations of Kush, Axum, and Ghana, identifying similarities and differences between them. This will allow students to better understand the diversity of ancient African societies.

Secondary Objectives:

• Development of Research Skills: During class preparation, students will be encouraged to research the topics to be addressed. This will help develop their research, reading, and information synthesis skills.

• Enhancement of Communication Skills: During class, students will be encouraged to participate in group discussions and present their findings. This will help enhance their communication and expression skills.

• Stimulation of Critical Thinking: By comparing and contrasting the civilizations of Kush, Axum, and Ghana, students will be encouraged to think critically about the information presented, evaluate different perspectives, and formulate their own opinions.

Introduction (10 - 15 minutes)

1. Review of Related Content: The teacher will start the class by briefly reviewing related history content, such as the pre-colonial period in Africa and the formation of great empires. This review will serve to remind students of the historical context preceding the study of the civilizations of Kush, Axum, and Ghana.

2. Problem Situations: The teacher will present two problem situations to instigate students' critical thinking and spark their interest in the lesson topic. The problem situations may be:

   • "How could a civilization that dominated the production and trade of gold, like the Empire of Ghana, completely disappear from historical records?"
   • "Why is the civilization of Axum, which was so powerful and advanced, not as well-known and studied as other contemporary civilizations, such as the Romans or the Greeks?"

3. Contextualization:

   • The teacher will explain the importance of studying these civilizations, highlighting that they were centers of power and knowledge in their times, contributed to the cultural and economic development of Africa, and had a significant influence on the societies that followed.
   • Additionally, the teacher may contextualize the relevance of the topic to the present day, discussing, for example, how understanding the ancient history of Africa can help challenge contemporary stereotypes and prejudices.

4. Introduction to the Topic:

   • The teacher will introduce the topic of the lesson, explaining that students will explore the ancient civilizations of Kush, Axum, and Ghana, their origins, main characteristics, and how they contributed to the history and culture of Africa.
   • To spark students' interest, the teacher may share some curiosities or interesting stories about these civilizations. For example, they may mention that the Empire of Axum was one of the first to adopt Christianity as the official religion, or that the Empire of Ghana was known as "the kingdom of gold" due to its wealth in gold.

Development (20 - 25 minutes)

1. Role-Playing Activity: "The Council of Ancient African Civilizations" (10 - 12 minutes)

   • In this activity, students will be divided into small groups, and each group will represent one of the studied civilizations (Kush, Axum, or Ghana). The goal will be to prepare a presentation for "The Council of Ancient African Civilizations" (represented by the class) to defend why their civilization was the most advanced and influential in Africa.

   • The teacher will provide students with a list of categories (for example, political organization, economy, religion, cultural contributions), and each group will choose two of these categories to focus on in their presentation.

   • Students will have time to research in their reference materials and prepare their presentation. They can use posters, slide presentations, dramatizations, or any other presentation method they prefer.

   • After all groups have presented, there will be a class discussion about the similarities and differences between the civilizations, as well as the validity of the arguments presented.

2. Research and Presentation Activity: "The Wonders of Kush, Axum, and Ghana" (10 - 13 minutes)

   • In this activity, students will continue working in their groups and will be challenged to research and present about a "wonder" (a notable or significant aspect) of their assigned civilization.

   • Each group will receive a list of possible "wonders" to choose from (for example, the Great Pyramid of Meroë for Kush, the Axum Steles for Axum, the Palace of Kumasi for Ghana). However, if students have a different "wonder" they wish to research, they can request permission from the teacher.

   • Students will have time to research about their "wonders" and prepare a brief presentation for the class. They should include information about the importance or significance of their "wonder" in their civilization's society, as well as details about its construction or existence.

   • After the presentations, students will be invited to share what they have learned and make connections with the information presented by other groups.

3. Discussion Activity: "The Legacy of Kush, Axum, and Ghana" (5 - 7 minutes)

   • To conclude the Development part of the lesson, there will be a group discussion activity. Students, still in their groups, will be asked to discuss and answer the following questions:

     1. "What do you think was the most important legacy of your civilization?"
     2. "How does the history of your civilization influence Africa or the world today?"

   • The teacher will circulate around the room, facilitating the discussions and ensuring all students are involved. After the discussions, each group will share their answers with the class, and there will be a final discussion about the legacy of the civilizations of Kush, Axum, and Ghana.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • The teacher will organize a group discussion with all students, where each group will have the opportunity to share their solutions or conclusions from the activities of "The Council of Ancient African Civilizations" and "The Wonders of Kush, Axum, and Ghana".
   • During this discussion, the teacher will encourage students to explain their choices, to highlight the similarities and differences between the civilizations, and to consider the legacy of these civilizations for Africa and the world.

2. Feedback and Reflection (3 - 5 minutes):

   • After the groups' presentations, the teacher will provide general feedback on the presentations, highlighting strengths and suggesting areas for improvement.
   • Next, the teacher will guide students to reflect individually on what they learned during the lesson. They will be encouraged to think about answers to questions like:
     1. "What was the most important concept you learned today?"
     2. "What questions have not been answered for you yet?"
   • Students will have a minute to reflect silently and then will be invited to share their reflections with the class, if they wish.

3. Connection to Theory and the Real World (2 - 3 minutes):

   • To conclude the lesson, the teacher will facilitate a discussion on how the activities carried out connect with the theory presented at the beginning of the lesson and with the real world.
   • The teacher may start by asking students how the civilizations of Kush, Axum, and Ghana fit into the overall historical context of ancient Africa, and how the characteristics of these civilizations relate to the geography and environment in which they developed.
   • Next, the teacher may discuss how the study of these civilizations can help challenge common stereotypes and prejudices about Africa and the continent's contribution to world history.
   • Finally, the teacher may ask students if they can identify aspects of the legacy of these civilizations in their own lives or in the society they live in. For example, they may consider how the political systems, religious practices, or cultural traditions of these civilizations may have influenced modern African societies, or how their discoveries and innovations in the fields of architecture, engineering, or trade are still relevant today.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes):

   • The teacher will start the Conclusion by recalling the main points discussed during the lesson, highlighting the distinct characteristics and significant contributions of the civilizations of Kush, Axum, and Ghana.
   • This recapitulation will serve to ensure that students have correctly absorbed the information and understood the key concepts.

2. Connection of Theory to Practice (1 - 2 minutes):

   • Next, the teacher will explain how the practical activities carried out during the lesson, such as the "Council of Ancient African Civilizations" and "The Wonders of Kush, Axum, and Ghana", helped students apply and deepen their theoretical knowledge.
   • The teacher may highlight how these activities allowed students to explore in a more concrete and interactive way the social, political, economic, and cultural aspects of these civilizations, and how this can help reinforce learning.

3. Extra Materials (1 minute):

   • Next, the teacher will suggest some extra materials for students who wish to further deepen their understanding of the topic. These materials may include books, documentaries, museum websites, or interactive online resources.
   • For example, the teacher may recommend the book "African Civilizations: From the Pre-colonial to the Modern Day" by Graham Connah, or the documentary "Africa's Great Civilizations" by Henry Louis Gates Jr.

4. Relevance of the Topic (1 - 2 minutes):

   • Finally, the teacher will emphasize the importance of studying the civilizations of Kush, Axum, and Ghana for understanding African history and culture, as well as for debunking stereotypes and prejudices.
   • The teacher may discuss how knowledge of these civilizations can help challenge the predominant Eurocentric narrative in world history and value the unique and significant contributions of Africa to human civilization.
   • Additionally, the teacher may highlight how the history of these civilizations is still relevant to Africa and the world today, influencing aspects such as politics, economy, religion, culture, and identity.