You will learn
- Define state, empire, chiefdom, ruler.
- Describe West African states.
- Describe local chiefdoms.
- Explain sources of power.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- States have organised government.
- Empires rule large areas.
- Local chiefdoms were important.
- Power came from trade, farming and organisation.
Words to know
an organised society with a government and a defined territory
a large state that rules many peoples or areas
a community or group of towns led by a chief with the help of elders
a person who leads or governs a state
1. Discover: Gold, salt and the great market
Ms Smith unrolls a map of West Africa. “The empire of Mali grew from about 1235 and became famous for trade in gold and salt,” she says. “Its ruler Mansa Musa made a famous pilgrimage to Mecca in 1324 and was said to be very wealthy.” Abu asks, “And the Sierra Leone region?” “People lived in chiefdoms and towns led by chiefs and elders,” says Ms Smith. “Large empires and small chiefdoms each have a place in our history.”
Think: Why do both large and small societies matter to history?
2. Understand: States and societies
Idea 1: States and empires
A state is an organised society with a government and territory. An empire is a large state that rules many peoples. Ghana, Mali and Songhai were powerful West African states between about the eighth and sixteenth centuries. They grew rich by controlling trade, farming land and skilled leadership.
Idea 2: Mali and its ruler
Mali grew from about 1235. Its ruler Mansa Musa travelled to Mecca in 1324, and reports of his gold spread to Europe and North Africa. Mali supported scholars, markets and cities such as Timbuktu. Historians learn about it from Arabic writers, oral traditions and archaeology.
Idea 3: Local chiefdoms
Many people in the Sierra Leone region lived in chiefdoms and towns where chiefs and councils of elders led. Mende, Temne, Limba, Sherbro, Kono and other peoples developed their own languages, laws and customs. Power came from land, farming, trade, skill and respect, not just from armies.
3. Worked examples
Example 1 (I show you): Define
Empire.
- Think.
- Say.
- Check.
Answer: A large state ruling many peoples.
Example 2 (We do it together): Name
One West African empire.
- Think.
- Say.
- Check.
Answer: Mali.
Example 3 (You try): Explain
What made Mali powerful.
Show the steps and answer
- Think.
- Say.
- Check.
Answer: Trade in gold and salt.
Did you know?
Mali’s city of Timbuktu became famous as a centre of learning with libraries and scholars.
Why this matters
Knowing about states and societies shows that West Africa has a rich and varied history.
4. Explore: Society map
Make a chart: for Mali and for a local chiefdom, write the leaders, how people earned a living, what made them strong and one source we could use to study them.
- Read.
- Compare.
- Record.
- Share.
Think about it: what did you notice?
What did you notice? Different societies, different strengths.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A state is ___.
- An empire is ___.
- A chiefdom is ___.
- A ruler is ___.
Guided practice
Question 1. What is a state?
Organised society.
Question 2. What is an empire?
Large state.
Question 3. What is a chiefdom?
Led by a chief and elders.
Independent practice
Level 1: Start
- What is a state?
- What is an empire?
- What is a chiefdom?
- Who is a ruler?
- Name an empire.
Level 2: Grow
- Why trade mattered?
- Why elders?
- Why several sources?
Level 3: Stretch
- Fill in the chart.
- Compare societies.
- List sources.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
Name one empire and one way a local chiefdom was led.
Show a sample answer
Mali; chief and elders.
Another one. Ask an adult how leaders are chosen in a place they know, in a neutral way.
Show a sample answer
Share.
7. Common mistakes
Fix: Small societies matter too.
Fix: They were varied.
8. Lesson summary and revision card
- I can define state, empire, chiefdom, ruler.
- I can describe West African states.
- I can describe local chiefdoms.
- I can explain sources of power.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- States have organised government.
- Empires rule large areas.
- Local chiefdoms were important.
- Power came from trade, farming and organisation.
11. Next lesson
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define state and empire. [2 marks]
- Name three West African states or empires. [3 marks]
- Explain two reasons Mali became powerful. [3 marks]
- Describe how a chiefdom was led. [2 marks]
Total: 10 marks.
Marking guide and model answers
- State [1]; empire [1]
- Three [3]
- Reason 1 [1]; reason 2 [1]; link [1]
- Chief [1]; elders [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a state?
- What is an empire?
- What is a chiefdom?
- Who is a ruler?
- Name an empire.
- Why trade mattered?
- Why elders?
- Why several sources?
- Fill in the chart.
- Compare societies.
Homework
Draw a map of West African states.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a state? | Organised society. | 1 |
| 2. What is an empire? | Large state. | 1 |
| 3. What is a chiefdom? | Led by a chief and elders. | 1 |
| 4. Who is a ruler? | A leader. | 1 |
| 5. Name an empire. | Mali. | 1 |
| 6. Why trade mattered? | Brought wealth. | 1 |
| 7. Why elders? | Wisdom and fairness. | 1 |
| 8. Why several sources? | To check. | 1 |
| 9. Fill in the chart. | Chart. | 1 |
| 10. Compare societies. | Compare. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Organised society.; 2 Large state.; 3 Led by a chief and elders.; 4 A leader.; 5 Mali.. Level 2: 1 Brought wealth.; 2 Wisdom and fairness.; 3 To check.. Level 3: 1 Chart.; 2 Compare.; 3 Sources..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Define state, empire, chiefdom, ruler | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Describe West African states | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Describe local chiefdoms | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Explain sources of power | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Only big empires matter.” Small societies matter too.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Make a states chart.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child studies West African states. Please talk about leaders who serve fairly. You do not need to be an expert to help.
- Look at a map.
- Ask about leaders.
- Respect all peoples.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: define state, empire, chiefdom, ruler; describe West African states; describe local chiefdoms; explain sources of power.
Prerequisite knowledge. Grade 5 ideas: historical enquiry, sources, evidence and perspectives; Grade 4 early societies.
Materials. Maps, charts. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Prepare West Africa maps.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Tell the gold, salt and the great market story.
Explanation (10 min). Teach historical states.
Guided activity (10 min). Society map.
Independent activity (10 min). Discuss.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. How were early West African states and societies organised?
Teacher explanation notes. Start with a picture, story, map or local example. Then talk about what was seen, then draw and write. Always ask “how do you know?” and invite more than one view. Treat every family, culture and community with respect, and never ask learners to share private information.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use pictures, maps, real objects and short sentences, and let learners work with a partner. Let learners point, show, act or draw instead of writing. Extension. Ask learners to find a new example from their own community and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Only big empires matter.” Small societies matter too.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Make a states chart. Enrichment. Find one new example near your home or school, draw or write about it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: NCSS standards and C3 Framework, Cambridge Primary Humanities and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Social Studies curriculum, Grade 5 Unit 2, topic 2; NCSS C3 Framework, change, continuity and context; Cambridge Lower Secondary Humanities, history of societies and change; IB Primary Years Programme, where we are in place and time. These sources informed the lesson.