Lesson Plan | Active Methodology | Change and continuity in East Coast trade with settlements inland

Premises: This Active Lesson Plan assumes: a 100-minute class duration, prior student study both with the Book and the beginning of Project development, and that only one activity (among the three suggested) will be chosen to be carried out during the class, as each activity is designed to take up a large part of the available time.

Objectives

Duration: 10 - 15 minutes

This stage aims to provide students with a clear understanding of what they will learn during the lesson, setting the stage for active engagement in activities. By outlining the main objectives, students can focus on essential skills, such as understanding the historical context of Great Zimbabwe and its trade significance, fostering a deeper appreciation of South Africa's rich history.

Main Objectives:

1. Understand the key factors that influenced trade routes and commerce in Great Zimbabwe.

2. Identify the changes and continuities in the trade relationships between the East Coast and the inland settlements.

Introduction

Duration: 10 - 15 minutes

This stage aims to engage students actively by prompting them to think critically about the historical context of trade between East Coast and inland settlements. By presenting problem-based situations, students will revisit their previous studies while simultaneously preparing to apply their knowledge practically. Contextualizing the subject with familiar and relatable scenarios will build an engaging atmosphere, fostering curiosity and excitement for the upcoming activities.

Problem-Based Situation

1. Imagine you are a trader in Great Zimbabwe, and you have to decide which goods to take to the East Coast. What factors do you think would influence your choices, and how might this affect your trade relationships?

2. Consider a scenario where the coastal communities suddenly experience a shortage of valuable goods like gold and ivory. How do you think this would impact the trade routes and relationships with inland settlements?

Contextualization

Understanding the trade dynamics of Great Zimbabwe and the East Coast is crucial in connecting with our contemporary world. For instance, the historical trade routes bear similarities to modern supply chains. Students can relate to this through local markets, where goods are traded, and communities depend on each other for resources. Additionally, the rich narrative of Great Zimbabwe serves as a reminder of the importance of commerce and social networks in South Africa's historical landscape, much like how contemporary businesses thrive on trade.

Development

Duration: 70 - 85 minutes

This stage of the lesson plan aims to deepen students' understanding of trade dynamics by engaging them in interactive, hands-on activities. By working collaboratively in groups, students will apply their previously acquired knowledge about Great Zimbabwe and its trade significance. This active engagement fosters critical thinking, teamwork, and enhances their ability to make historical connections, encouraging them to view history not just as a series of events, but as a dynamic narrative that shapes our current world.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - The Great Trade Expedition

> Duration: 60 - 70 minutes

- Objective: To understand the key factors that influenced trade routes and commerce in Great Zimbabwe through active problem solving and teamwork.

- Description: Students will embark on a simulated trading expedition to understand the dynamics and choices involved in trading routes between Great Zimbabwe and the East Coast. Each group will represent a different trading expedition team, each tasked with selecting goods based on various market demands and environmental conditions.

- Instructions:

• Divide the class into groups of up to 5 students.

• Provide each group with a list of goods available in Great Zimbabwe, such as gold, ivory, textiles, and agricultural products.

• Assign each group a unique scenario with specific market demands on the East Coast, such as a high demand for gold and low availability of textiles.

• Ask groups to discuss and decide which goods to take on their expedition while considering factors such as transportation logistics, local resources, and potential trade relationships.

• Each group will create a simple presentation using posters or role-play to showcase their trading choices and justify their decisions based on the scenario provided.

• After the presentations, facilitate a class discussion to compare the groups' strategies and decisions.

Activity 2 - Trade Through the Ages

> Duration: 60 - 70 minutes

- Objective: To analyse historical changes that affected trade and commerce between the East Coast and inland settlements, linking past events to current trade practices.

- Description: This activity will allow students to explore key historical events that impacted trade between the East Coast and inland settlements. Each group will research a specific event (e.g., the arrival of Europeans or the rise of the Swahili city-states) and present how it changed trade dynamics.

- Instructions:

• Organise students into small groups and assign each a historical event related to trade.

• Provide access to resources (books, internet) to gather information about the event’s impact on trade.

• Groups will prepare a creative presentation (drama skit, news report, or poster) that tells the story of their event and its trading implications.

• Encourage students to include how this affected relationships between traders on the East Coast and Great Zimbabwe.

• Conclude with a class reflection on how understanding these changes helps them understand current trade systems.

Activity 3 - Market Day Simulation

> Duration: 60 - 70 minutes

- Objective: To experience firsthand the complexities of trade dynamics while enhancing negotiation skills and understanding the economic relationships of the past.

- Description: Students will participate in a simulation of a market day where they’ll trade goods based on their knowledge of the historical context of Great Zimbabwe. This engaging role-play will highlight the importance of trade relationships and negotiation skills.

- Instructions:

• Assign roles to students as traders, buyers, and sellers in the market, with each holding specific goods based on their research.

• Set up the classroom to mimic a market environment with 'trade stations' for goods.

• Using faux currency, students will negotiate trades, considering the value of goods based on quality, demand, and supply.

• After the market activity, conduct a debrief where students discuss their experiences, strategies used, and what they learned about trade dynamics between Great Zimbabwe and the East Coast.

• Encourage students to reflect on how these historical trade practices influence modern trade today.

Feedback

Duration: 15 - 20 minutes

The purpose of the Feedback stage is to consolidate learning by encouraging students to reflect on their activities and share their insights. This collaborative discussion allows students to connect their hands-on experiences with historical knowledge, reinforcing the importance of trade in shaping relationships and economies in the past. By articulating their thoughts, students deepen their understanding and appreciation of how these historical trade networks influence contemporary society.

Group Discussion

Let's gather together as a whole class and discuss what we've learned today. I would like each group to share one key insight from their trading expedition or historical event research. Reflect on how your experiences during the simulated market day mirrored actual trading practices of the past. Who would like to start?

Key Questions

1. What were some of the main factors that influenced the trading decisions made by your group during the expedition?

2. How did your understanding of historical trade influence your role during the market simulation?

3. In what ways do you think the trade dynamics of Great Zimbabwe are relevant to trade practices we see today?

Conclusion

Duration: 10 - 15 minutes

The purpose of this stage is to consolidate and reinforce the learning outcomes of the lesson by summarising the key insights gained throughout the activities. This final reflection allows students to connect their practical experiences with theoretical knowledge while underscoring the relevance of historical trade practices in their daily lives. By concluding with a thoughtful discussion, students deepen their appreciation for the subject matter and its applications beyond the classroom.

Summary

In today's lesson, the students explored the intricacies of trade between Great Zimbabwe and the East Coast, focusing on the changes and continuities in trade dynamics over time. They engaged in group activities that simulated real-world trading scenarios, researched historical events that shaped trade relations, and participated in a market day simulation. These hands-on experiences enhanced their understanding of the historical context while making connections to contemporary trade practices.

Theory Connection

This lesson effectively bridged theoretical concepts with practical applications by allowing students to apply historical knowledge in simulated trading environments. The exploration of factors influencing trade, such as market demands and resource availability, helped students see the relevance of historical trade relationships in today’s global economy, linking the past with present-day trade dynamics.

Closing

To wrap up, students are encouraged to reflect on the valuable lessons learned about trade, commerce, and economic relationships. The historical context of Great Zimbabwe not only enriches their understanding of South Africa's heritage but also highlights the significance of trade networks in fostering community relationships and driving economic growth. By appreciating the impact of these historical trade practices, students can better understand modern trade systems and their role in everyday life.