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Intro to African Civilizations Tuesday 9/26
7.13 Analyze the growth of the kingdoms of Ghana, Mali and
Songhai including trading centers such as Timbuktu and Jenne, which
would later develop into
centers of culture and learning.
7.14 Draw evidence from informational texts to describe the role
of the trans-Saharan caravan trade in the changing religious and
cultural characteristics of
West Africa and the influence of Islamic beliefs, ethics and
law.
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Unit 3 – African Civilizations
1. On INB 42 – create a NEW table of Contents titled “Unit 3 –
African Civilizations” and number that page 43 – 61
2. Start looking through TEXTBOOK Chapter 6 to find images you
might want to use on your cover page…
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Mastery Objective:• I can list at least three things I am
excited to learn about in Unit 3.• I can define and sort new Unit
vocabulary terms into logical categories.
Strategies/Activities:• Bellwork: set up new table of contents•
Vocabulary preview and sorting
activity• Cover page work-time• Closure: what are three things
you are
excited to learn about in Unit 3
END OF DAY PRODUCT:By the end of today’s class you should have a
completed vocabulary log and cover page to introduce you to Unit
3.
What are today’s State Standards? • Preview of standards 7.13 –
7.18
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Unit 3 StandardsAfrican Civilizations
• 7.13 Analyze the growth of Ghana, Mali, and Songhai kingdoms
including trading centers such as Timbuktu and Jenne, which would
later develop into centers of culture and learning.
• 7.14 Draw evidence from informational texts to describe the
role of the trans-Saharan caravan trade in the changing religious
and cultural characteristics of West Africa and the influence of
Islamic beliefs, ethics, and law.
• 7.15 Examine the importance of written and oral traditions in
the transmission of African history and culture.
• 7.16 Analyze the importance of family, labor specialization,
and regional commerce in the development of states and cities in
West Africa.
• 7.17 Explain the importance of Mansa Musa and locate his
pilgrimage to Mecca in 1324.
• 7.18 Compare the indigenous religious practices observed by
early Africans before and after contact with Islam and
Christianity
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Cover Page Activity – INB page 43 we will work on this until the
end of class
• Purpose/Objective: to preview material from our course and to
help make this notebook your own…
• `Procedure:– Write the title Unit 3: African Civilizations in
the center of your page so you
have blank space ABOVE & BELOW.– Take some time to flip
through your textbook looking at images, maps, or
anything else that catches your eye. You are looking at Chapters
6 pages 123 -149.
– Try to find images and vocabulary terms that appeal to you to
draw– Create illustrations to show me what images or ideas caught
your eye while
you were previewing your text and include a brief caption to
explain your drawing.
– You can include words you think will be important BUT YOU MUST
HAVE IMAGES!!!
– I will not grade you on your artistic ability but on your
effort and completion of the assignment.
–Minimum number of images is 6
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Cover Page Example – How to set it up
• Title in the middle
• Chapter Number and dates underneath your title
• Then look for things about African Civilizations from Chapter
6 to put in draw in those areas….
• Include captions about what you drew…
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African GeographyWednesday 9/27
7.13 Analyze the growth of the kingdoms of Ghana, Mali and
Songhai including trading centers such as Timbuktu and Jenne, which
would later develop into
centers of culture and learning.
7.14 Draw evidence from informational texts to describe the role
of the trans-Saharan caravan trade in the changing religious and
cultural characteristics of
West Africa and the influence of Islamic beliefs, ethics and
law.
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World History Bellwork – INB 44use textbook page 125 to help
you
• Staple in the MAP at the top of INB 44 and complete the
following steps:
– Color each different climate zone a different color
– Create a KEY explaining your color choices
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Mastery Objective:I can describe the beginnings of civilization
& trade in Africa and identify the four basic geographic
regions of the continent.
What are today’s State Standards?7.13 Analyze the growth of the
kingdoms of Ghana, Mali and Songhai including trading centers such
as Timbuktu and Jenne, which would later develop into centers of
culture and learning.7.14 Draw evidence from informational texts to
describe the role of the trans-Saharan caravan trade in the
changing religious and cultural characteristics of West Africa and
the influence of Islamic beliefs, ethics and law.
Strategies/Activities:• Bellwork: Map• Reading/Note-taking
Strategy –
Text-to-notes – African Beginnings
• Closure: Geography chart
END OF DAY PRODUCT:By the end of today’s class you should have a
completed text-to-notes organizer and a complete, accurate chart of
the geographic regions.
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Text to Notes Strategy – INB Page 45African Beginnings and
Trade
• Staple in your reading to INB page 45:
–Highlight the main idea of each section of text one color
–Highlight the “noteworthy” information in each section of your
text
–Take bullet-point notes about your reading in the space on the
right (in your own words!)
Come get a copy of the handout from me
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African Beginnings
• People have lived in Africa for a very long time. Scientists
believe that the first humans appeared in eastern and southern
Africa between 150,000 and 200,000 years ago. Early human groups in
Africa lived as hunters and gatherers. These early peoples moved
from place to place to hunt and gather food.
• About seven or eight thousand years ago, hunters and gatherers
in Africa began to settle in villages. They learned to tame animals
and grow crops. Around 3000 B.C., as farming villages became more
widespread and organized, Africa's first civilizations developed.
These early civilizations were Egypt and Kush.
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A Vast and Varied Landscape
• The people of Africa found opportunities and challenges in the
geography of the continent. First of all, Africa is very large in
size. After Asia, Africa is the world's largest continent.
• Most of Africa lies in the tropics. However, this enormous
continent is made up of four distinct geographic zones.
• Rain forests stretch along the Equator, which slices through
the middle of the continent. These forests make up about 10 percent
of Africa's land area. The rain forest zone gets heavy rainfall,
and it is warm there all year long. The dense growth of trees and
plants in the rain forest can make farming difficult. Farmers,
however, clear some of the forestland to grow root crops, such as
yams.
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Grasslands and Deserts
• Vast grasslands make up the second zone. They stretch north
and south of the rain forest. Savannas are tropical grasslands
dotted with small trees and shrubs. These flat or rolling plains
cover about 40 percent of Africa's land area. The savannas have
high temperatures and uneven rains. However, they get enough
rainfall for farming and herding. Farmers grow grains, such as
millet and sorghum. Herders raise cattle and other animals.
• In northern Africa, the savannas connect with an area of even
drier grasslands known as the Sahel. Plants that grow there provide
barely enough food for people and animals. The people of the Sahel
were traditionally hunters and herders.
• Deserts are Africa's third zone. They are found north and
south of the grasslands. About 40 percent of the land in Africa is
desert. The world's largest desert—the Sahara— stretches across
much of North Africa. The Kalahari, another desert region, lies in
southwestern Africa. For many years, the deserts limited travel and
trade. People had to move along the coastline to avoid these vast
seas of sand.
• Small areas of mild climate—the Mediterranean—make up the
fourth zone. These areas are found along the northern coast and
southern tip of Africa. In these areas, adequate rainfall, warm
temperatures, and fertile land produce abundant crops. This food
surplus can support large populations.
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Africa's Landforms and Rivers
• Most of Africa is covered by a series of plateaus. A plateau
is an area of high and mostly flat land. In East Africa, mountains,
valleys, and lakes cross the plateau. Millions of years ago,
movements of the Earth's crust created deep cuts in the surface of
the plateau. This activity created the Great Rift Valley. In recent
years, scientists have found some of the earliest human fossils in
the Great Rift Valley.
• Many large river systems are found in Africa. The
civilizations of Egypt and Kush flourished along the banks of the
Nile River in North Africa. The major river system in West Africa
is found along the Niger River. Trade and farming led to the growth
of villages and towns throughout the Niger River area.
• People living south of the Sahara also learned to make iron.
This skill spread from East and Central Africa to West Africa. By
250 B.C., Djenné-jeno emerged as the largest trading center in West
Africa. Its artisans produced iron tools, gold jewelry, copper
goods, and pottery.
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Plateau
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Closure/Processing – under Bellwork INB 44
Geographic Region
Definition Description
Rain Forest – Ex. Lush, tropical forests • Climate is warm with
heavy rainfall• Farmers grow some crops and gather
food from the forest
Savanna
Desert
Mild Mediterranean Climate
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West African KingdomsThursday 9/28
7.13 Analyze the growth of the kingdoms of Ghana, Mali and
Songhai including trading centers such as Timbuktu and Jenne, which
would later develop into
centers of culture and learning.
7.14 Draw evidence from informational texts to describe the role
of the trans-Saharan caravan trade in the changing religious and
cultural characteristics of
West Africa and the influence of Islamic beliefs, ethics and
law.
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World History Bellwork – INB 46write the question and correct
answer
1.Egypt and Kush were the earliest civilizations to appear in
Africa.A. TRUEB. FALSE
2.The only continent larger than Africa is ____.A. EuropeB.
AsiaC. North AmericaD. South America
3.For many years, Africa’s ____ limited travel and trade.A. rain
forestsB. grasslandsC. SahelD. deserts
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West African Kingdoms
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Mastery Objective:I can identify the West African Trading
Kingdoms and explain why they rose and fell.
What are today’s State Standards?7.13 Analyze the growth of the
kingdoms of Ghana, Mali and Songhai.
Strategies/Tasks:• Bellwork: Comprehension check •
Reading/Note-taking: identifying
main ideas and supporting details – graphic organizer
• Closure: Question Olympics! Are you a Bronze, Silver, or Gold
level scholar?
END OF DAY PRODUCT:By the end of today’s class you should have
an annotated reading and graphic organizer on the three major West
African Kingdoms and as many of the Bronze, Silver, and Gold level
questions as you can accurately complete.
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West African Kingdoms – INB 477.13 Analyze the growth of the
kingdoms of Ghana, Mali and Songhai
Ghana Mali Songhai
Directions: We will use the text to locate and the noteworthy
information for each kingdom. We will paraphrase what we find on
our graphic organizer.
Be sure you have title and objective on your graphic
organizer!
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Ghana• Ghana was the first great trading empire in West Africa.
It rose to power during the A.D. 400s.
The kingdom of Ghana was located in the Sudan. This area was
mostly grassland, stretching across north central Africa. Fertile
soil and iron tools helped the farmers of Ghana produce enough
food.
• Ghana was located between the Sahara salt mines and gold mines
near the West African coastal rain forests. As a result, Ghana
became an important crossroads of trade. From Ghana, trade routes
extended into North Africa and down the Niger River. They also
linked to kingdoms in the Central African rain forest. Some routes
reached all the way to Africa's eastern coast.
• Traders interested in salt or gold had to pass through Ghana,
which came at a price. Traders had no choice but to pay taxes to
Ghana's kings. First, Ghana had iron ore and knew how to make iron
weapons. Although Ghana owned no gold mines, it controlled the West
Africans who did. Second, Ghana's kings had a well-trained army to
enforce their wishes. Third, people were willing to pay any price
for salt, a highly desired item used to flavor and preserve food.
Berber traders wanted gold so they could buy goods from Arab
countries and from Europe.
• Abdullah Abu-Ubayd Al-Bakri, an Arab travelling writer in
about A.D. 1067, described the way Ghana taxed merchants:
• " The king [of Ghana] exacts the right of one dinar [of gold]
on each donkey-load of salt that enters his country, and two dinars
of gold on each load of salt that goes out. "
• —from Ghana in 1067
• Ghana reached the height of its trading power in the A.D. 800s
and 900s. Muslim Arabs and Berbers involved in the salt and gold
trade brought Islam to Ghana.
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Mali• During the A.D. 1100s, invaders from North Africa
disrupted
Ghana's trade, and the empire fell. As Ghana weakened, local
groups separated to form new trading states in West Africa.
• In the A.D. 1200s, a small state named Mali conquered Ghana.
Mali created a new empire. West African griots, or storytellers,
credit a great king for Mali's rise. His name was Sundiata Keita
—the "Lion Prince." Sundiata ruled from 1230 to 1255. He united the
people of Mali.
• Sundiata conquered territory extending from the Atlantic coast
inland to the trading city of Timbuktu. His conquests put Mali in
control of the gold mines in West Africa. As a result, Mali built
its wealth and power on the gold and salt trade.
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Songhai• Mali weakened after the death of king Mansa Musa in
1337. One of the states that eventually broke away from Mali's
control was Songhai. In 1464, Sunni Ali became the ruler of
Songhai. He seized control of Timbuktu. Sunni Ali used Songhai's
location along the Niger River to extend his territory.
• He took control of the river and then seized the salt mines.
Songhai soon controlled the trade in salt from the Sahara and gold.
By 1492, Songhai was the largest empire in West Africa. Invaders
from North Africa ended the empire by A.D.1600.
• The West African kingdoms ruled the savannas. The rain forest,
near the Equator, also had its own kingdoms. They included Benin,
which arose in the Niger delta, and Kongo, which formed in the
Congo River basin.
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World History Closure – INB 46Answer as many questions as you
can starting with the Bronze level…
The higher you can go shows how well you know the
material…answer in COMPLETE SENTENCES
• Bronze (Knowledge): – What was probably the most important
trade good in the Sahara? – What geographic region were all three
regions in that we studied
today?– What were the results of trade for the West African
kingdoms?
• Silver (Comprehension/Application): – Why do you think Ghana’s
location helped it become a powerful
trading empire? – Read the primary source by Al-Bakri in the
section on Ghana from
today’s reading and explain which trade good you think was most
valuable in the region and why.
• Gold (Analyze): – Why do you think that African kingdoms of
this time period were
larger than those in Europe during the same time period? (hint:
think back to Unit 1 on Rome)
– If you had to live in one of the three West African kingdoms
we studied today which one would it be and why?
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Bellwork – INB 48
• In 3 – 5 brief sentencessummarize the BASIC plot of the Lion
King…
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Mastery Objective:I can explain how Sundiata became the king of
Mali and describe how traditional stories are handed down over
time.
What are today’s State Standards?7.15 Examine the importance of
written and oral traditions in the transmission of African history
and culture.
Strategies/Activities:•Summary of the Lion King•Close Read –
Sundiata: An Epic of Old Mali with Text Dependent Questions•Closure
– Summary of HOW Sundiata became king of Mali.
END OF DAY PRODUCT:By the end of today’s class you should have a
completed set of text dependent questions and an annotated reading
of Sundiata: An Epic of Old Mali along with a summary of HOW
Sundiatabecame king.
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Sundiata: An Epic of Old Mali–INB 49
• Number the sections of the story• Listen to the story being
read TO you…• Re-Read the story to yourself…• Circle words that are
unfamiliar to you… • Underline or highlight what you think is
important in the text.• COMMENT on what you highlight…
– Does it make you question something you think?
– Does it surprise you? Why?– Does it seem super important?
Why?– Does it connect with something else you
have learned? How?
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Sundiata – An Epic of Old MaliAnswer in complete sentences on
INB 49
1.When Sundiata was living, what had happened to the kingdom of
Ghana?
2.Who was the most powerful king at the time?
3.What made that man so powerful?
4.What did the king of Mema do for Sundiata?
5.How did Sundiata become king?
6.What actions did Sundiata take to govern the kingdom of
Mali?
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Closure – INB 48Underneath your bellwork
• Summarize the story of Sundiata and HOW he became the king of
Mali… What similarities do you see to the story of the Lion
King?
• 5-7 Sentences minimum
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East African KingdomsMonday 10/2
7.13 Analyze the growth of the kingdoms of Ghana, Mali and
Songhai including trading centers such as Timbuktu and Jenne, which
would later develop into
centers of culture and learning.
7.14 Draw evidence from informational texts to describe the role
of the trans-Saharan caravan trade in the changing religious and
cultural characteristics of
West Africa and the influence of Islamic beliefs, ethics and
law.
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World History Bellwork – INB 50Questions & CORRECT answer
please
1.Which of the following was Africa’s first great trading
empire?A. KushB. GhanaC. SonghaiD. Mali
2.The warrior king Sundiata Keita was an important ruler of
____.A. EgyptB. KushC. MaliD. Ghana
3.Which of the following became the largest empire in West
Africa?A. BeninB. GhanaC. MaliD. Songhai
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Mastery Objective:I can identify the East African Kingdoms and
explain why they rose and fell.
What are today’s State Objectives?7.13 Analyze the growth of the
kingdoms of Ghana, Mali and Songhai including trading centers such
as Timbuktu and Jenne, which would later develop into centers of
culture and learning.7.14 Draw evidence from informational texts to
describe the role of the trans-Saharan caravan trade in the
changing religious and cultural characteristics of West Africa and
the influence of Islamic beliefs, ethics and law.
Strategies/Activities:• Bellwork: Chart creation and
analysis• Reading/Note-taking: identifying
main ideas and supporting details – graphic organizer
• Closure: Narrative Writing Practice
END OF DAY PRODUCT:By the end of today’s class you should have a
completed color coded reading and graphic organizer on the three
major East African Kingdoms and a complete, accurate, and creative
narrative writing piece imagining yourself as a traveler to East
Africa.
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East African Kingdoms – INB 517.13 Analyze the growth of the
kingdoms of Ghana, Mali and Songhai
Axum/Kush Coastal StatesInland trading
States
• settled by Arab traders who got there by boat in the 600s/700s
•Shared culture, language, and religion with the native East
Africans •Opened a series of trading posts – need to remember
Mogadishu, Kilwa, Mombasa, and Zanzibar
•Rich in copper and gold•Traded with the Coastal City states
during the 900s•Imported: silk, glass, beads, carpets, and
pottery•Exported: minerals, ivory, coconut oil, slaves•Most
important inland trading state was Zimbabwe
•Kush located on the Nile•Axum near the Red Sea•Both important
trading kingdoms – fought for control of trade •Axum connected
trade in Africa, the Mediterranean & India•Axum exports: ivory,
incense, & slaves•Imports: cloth, metal, & olive oil•Axum
King Ezana conquered Kush and made Christianity the official
religion in the 300s
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Closure: Scholar’s Choice Under your bellwork INB 50
Creative Writing – Journal Entry
• Imagine you live in West Africa and your family is traveling
to East Africa - Write a journal entry to describe what you might
experience when you arrive in East Africa (specifically mention
people, land, and what you might see and do there). How is it
different from what you are used to in West Africa?
Venn Diagram
• Create a Venn Diagram to compare and contrast what you have
learned about the West and East African trading states.
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Bellwork – INB 52
• Read the print out of the Blog Post that
is on your desk and respond to the
following 3 questions in complete
sentences:
1. What is the article ABOUT?
2. What is the CLAIM made by the article?
3. What EVIDENCE does it offer to support
these claims?
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Mansa Musa (1280-1337)
• The 10th Mansa
of the Manden
Kurufaba (Mali
Empire) in West
Africa
• Ruled from
1312-1327.
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Mali Empire, 1350
Mali, Gambia, Cote d’Ivoire, Senegal, Niger, and Mauritania
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Mansa Musa’s Wealth
• Sources of
Wealth
– Salt
– Gold
– Control of trade
routes
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Mansa Musa’s Reign
• He was a devout Muslim who made the hajj to
Mecca in 1324
• He returned to Mali with Muslim architects
and scholars who helped turn Timbuktu into a
renowned center of learning.
• He ordered the building of mosques, libraries,
and a university
• Mali reached its greatest size under the rule
of Mansa Musa
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Mansa Musa’s Reign
Sankore Mosque, Timbuktu
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Document B: The Catalan Atlas, 1375
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The Catalan Atlas
“This Black lord is called Musa Mali, Lord of the Black people
of Mali. So abundant is the gold which is found in his country that
he is the
richest and most noble king in all the land.”—Catalan Atlas
inscription
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Document B: The Catalan Atlas, 1375
• What kind of document is this? Who created it and when?
• How does the Catalan Atlas compare to the Huffington Post blog
in terms of how it describes Mansa Musa?
• Do you think this is an accurate depiction of Mansa Musa? Why
or why not?
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Document C: Al-Umari, 1337-1338
• Al-Umari was an Arab historian from Damascus, Syria. He
visited the city of Cairo in Egypt several years after Mansa
Musa passed through there on his pilgrimage in 1324 CE. He
then wrote this account of Mansa Musa’s visit, as told to
him
by the people of Cairo.
• Mansa Musa flooded Cairo with his gifts. He left no emir
or
holder of a royal office without the gift of a load of gold.
The
people of Cairo made incalculable profits out of him and his
caravan in buying and selling and giving and taking. They
traded away gold until they depressed its value in Egypt and
caused its price to fall. This has been the state of affairs
for
about twelve years until this day by reason of the large
amount
of gold which they brought into Egypt and spent there.
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Document C: Al-Umari, 1337-1338
• Who is Al-Umari? Do you think he is a reliable
source of information on Mansa Musa’s
pilgrimage to Mecca? Why or why not?
• How does this document compare to the
Huffington Post and the Catalan Atlas in how it
depicts Mansa Musa?
• Do you think this account is accurate? Why or
why not?
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Closure: What Do You Think?
• In paragraph form respond to the following questions (remember
to cite EVIDENCEfrom the sources to support your responses)– Based
on all the evidence, how would YOU
describe Mansa Musa?
– Do you think it is possible that he was the richest person
ever?
– Do you think the claims made by the Huffington Post were
accurate? Why or why not?
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World History Bellwork – INB 54
1. Shade each religion represented in Africa a different
color
2. Create a key and record and label the colors you used.
3. Answer:1. What religion
dominated the northern part of Africa?
2. What religion dominated the southern part of Africa?
Use Textbook page 137 to help you
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Mastery Objective:I can describe early African religions and
explain how Islam spread in Africa.
What are today’s State Standards?7.17 Explain the importance of
Mansa Musa and locate his pilgrimage to Mecca in 1324. 7.18 Compare
the indigenous religious practices observed by early Africans
before and after contact with Islam and Christianity. (Anchor
Standard)
Strategies/Activities:• Bellwork: quick quiz•
Reading/Note-taking Strategy –
text –to – notes reading on African Religions
• Closure: Comparison Chart –Africa before and after Islam
END OF DAY PRODUCT:By the end of today’s class you should have a
completed text to notes handout along with your comparison chart of
Africa before and after Islam.
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Text to Notes Strategy – INB Page 55 this page will be glued or
stapled in…
• Staple in your reading to INB page 55 :
–Read each paragraph on the left and HIGHLIGHT the main idea
–Highlight the “note-worthy” info a second color
– Take bullet point notes about your reading on the right
Traditional African Religions
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Traditional Religions Shape African Life
• Most African societies shared some common religious beliefs.
Many shared a belief in a single creator god. Some wanted to keep
their own religious practices. These practices varied in different
places.
• Even though religious beliefs differed, they served similar
purposes. They provided rules to live by. They also helped people
remember their history. Africans believed that religion could
protect them from danger and help them succeed in life. Some
believed that a group of people called diviners could foretell the
future. Kings hired diviners to guarantee good harvests and protect
their kingdoms.
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Traditional Religions Shape African Life
• Most African societies shared some common religious beliefs.
Many shared a belief in a single creator god. Some wanted to keep
their own religious practices. These practices varied in different
places.
• Even though religious beliefs differed, they served similar
purposes. They provided rules to live by. They also helped people
remember their history. Africans believed that religion could
protect them from danger and help them succeed in life. Some
believed that a group of people called diviners could foretell the
future. Kings hired diviners to guarantee good harvests and protect
their kingdoms.
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Traditional Religions Shape African Life
• Religion was different from place to place
• Most believed in a single creator god
• The purpose was to give rules for living, remember history,
protect people from danger, and make you successful
• Thought that diviners could tell the future and bring good
harvests
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Islam Arrives in Africa
• The arrival of Islam began to challenge traditional religions
starting in the A.D. 700s. Berber and Arab merchants took Islam to
West Africa as they traded.
• African rulers welcomed the Muslim traders. They allowed their
people to accept Islam. During the A.D. 1000s, African rulers
themselves finally began to accept Islam. Much of Africa’s
population south of the Sahara converted to Islam by the end of the
1400s.
• "On Fridays, if a man does not go early to the mosque [a
Muslim place of worship], he cannot find a corner to pray in, on
account of the crowd. It is a custom of theirs to send each man his
boy [to the mosque] with his prayer-mat; the boy spreads it out for
his master in a place befitting him [and remains on it] until he
comes to the mosque. Their prayer-mats are made of the leaves of a
tree resembling a date-palm, but without fruit."
• —from Travels in Asia and Africa, by Ibn Battuta
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Islam Arrives in Africa
• The arrival of Islam began to challenge traditional religions
starting in the A.D. 700s. Berber and Arab merchants took Islam to
West Africa as they traded.
• African rulers welcomed the Muslim traders. They allowed their
people to accept Islam. During the A.D. 1000s, African rulers
themselves finally began to accept Islam. Much of Africa’s
population south of the Sahara converted to Islam by the end of the
1400s.
• "On Fridays, if a man does not go early to the mosque [a
Muslim place of worship], he cannot find a corner to pray in, on
account of the crowd. It is a custom of theirs to send each man his
boy [to the mosque] with his prayer-mat; the boy spreads it out for
his master in a place befitting him [and remains on it] until he
comes to the mosque. Their prayer-mats are made of the leaves of a
tree resembling a date-palm, but without fruit."
• —from Travels in Asia and Africa, by Ibn Battuta
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Islam Arrives in Africa
• Challenged traditional religions
• Spread through trade
• Welcomed by African rulers
• Most converted by 1400s
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The Journey of Mansa Musa
• Mansa Musa became Mali’s most famous ruler. He worked hard to
spread Islam. He used his wealth to build mosques. He also set up
libraries in the capital, Timbuktu. Mansa Musa became well-known
for his journey to the Muslim holy city of Makkah. In Makkah, Mansa
Musa made sure the people knew he was the ruler of a great empire.
He brought a large caravan of camels carrying gold. Mansa Musa gave
this gold to the poor he met along his journey.
• Islam in Songhai• In Makkah, Mansa Musa met Muslim scholars.
He talked them into
returning to Mali with him. These scholars helped spread Islam
in West Africa.
• A young Arab lawyer from Morocco named Ibn Battuta was
impressed by Mansa Musa. In 1325 he set out to see the Muslim
world. In West Africa, he discovered many people were Muslims.
However, some people still followed traditional African
religions.
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The Journey of Mansa Musa
• Mansa Musa became Mali’s most famous ruler. He worked hard to
spread Islam. He used his wealth to build mosques. He also set up
libraries in the capital, Timbuktu. Mansa Musa became well-known
for his journey to the Muslim holy city of Makkah. In Makkah, Mansa
Musa made sure the people knew he was the ruler of a great empire.
He brought a large caravan of camels carrying gold. Mansa Musa gave
this gold to the poor he met along his journey.
• In Makkah, Mansa Musa met Muslim scholars. He talked them into
returning to Mali with him. These scholars helped spread Islam in
West Africa.
• A young Arab lawyer from Morocco named Ibn Battuta was
impressed by Mansa Musa. In 1325 he set out to see the Muslim
world. In West Africa, he discovered many people were Muslims.
However, some people still followed traditional African
religions.
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The Journey of Mansa Musa
• Most famous ruler
• Spread islam in Africa
• Built mosques & libraries
• Best known for his hajj to Makkah
• Convinced scholars to come back to Timbuktu
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How Did Islam Develop in East Africa?
• Islam spread slowly in East Africa. A new society called
Swahili helped it spread beginning in the 1100s and 1200s.The
Swahili culture and language are a mixture of African and Muslim
cultures. The Muslim influences came from Arab and Persian
settlers. Swahili comes from an Arabic word meaning “people of the
coast.” Swahili culture and language remain important in modern
Africa.
-
How Did Islam Develop in East Africa?
• Islam spread slowly in East Africa. A new society called
Swahili helped it spread beginning in the 1100s and 1200s.The
Swahili culture and language are a mixture of African and Muslim
cultures. The Muslim influences came from Arab and Persian
settlers. Swahili comes from an Arabic word meaning “people of the
coast.” Swahili culture and language remain important in modern
Africa.
-
How Did Islam Develop in East Africa?
• Spread slow in East Africa
• Swahili helped it spread
• Swahili was a mix of African/Arab cultures
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Islam's Effect on Africa
• Islam had a major impact on Africa. Many people accepted the
laws and ideas of Islam. Muslim schools introduced the Arabic
language. Islam also had an effect on art and architecture in
Africa. Muslim builders created beautiful mosques and palaces in
African cities such as Timbuktu.
-
Islam's Effect on Africa
• Islam had a major impact on Africa. Many people accepted the
laws and ideas of Islam. Muslim schools introduced the Arabic
language. Islam also had an effect on art and architecture in
Africa. Muslim builders created beautiful mosques and palaces in
African cities such as Timbuktu.
-
Islam's Effect on Africa
• New laws and ideas
• Arabic language
• Art & architecture
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Closure – Under your bellwork INB 54use your notes and your
reading to complete the following chart
Africa before Islam Africa AFTER Islam
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Africa’s Society Tuesday
7.15 Examine the importance of written and oral traditions in
the transmission of African history and culture.
7.17 Explain the importance of Mansa Musa and locate his
pilgrimage to Mecca in AD 1324.
7.18 Compare the indigenous religious practices observed by
early Africans before and after contact with Islam and
Christianity.
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Bellwork – INB 56remember to only use the TOP ½ of your page
• Draw the chart and complete the Frayer Model you see below for
the term “matrilineal”:
Matrilineal
Dictionary Definition:1. The tracing of descent through
the female line
Definition in YOUR own words
Examples Use it in a sentence
-
Homework
• Ibn Battuta homework –Due tomorrow!
-
Mastery Objective:I can describe common cultural traditions of
Africa and explain why much of Africa shared similar customs and
traditions.
What are today’s State Standards?7.15 Examine the importance of
written and oral traditions in the transmission of African history
and culture. 7.16 Analyze the importance of family, labor
specialization, and regional commerce in the development of states
and cities in West Africa.
Strategies/Activities:•Vocabulary Study•Reading/Notetaking
Strategy – Guided Reading•Closure: Explanatory Writing Practice
END OF DAY PRODUCT:By the end of today’s class you should have a
completed guided reading along with a paragraph that explains WHY
Africa has similar customs and traditions.
-
African Society Strategy: Guided Reading… INB 57
• A Guided Reading is one that asks you questions along the way
to ensure that you understand the material:1. Read each section and
highlight the main
idea…
2. Answer the each question after you read and highlight the
parts of the text that helped you answer the question
(evidence!)
-
African Society
• In early Africa, most people lived in rural villages. Their
homes consisted of small, round dwellings made of packed mud.
Villagers generally were farmers. Africa's urban areas often began
as villages with protective walls. These villages grew into larger
communities. African towns and cities were centers of government
and trade. Traders and artisans thrived in these communities.
Artisans were skilled in metalworking, woodworking, pottery making,
and other crafts.
-
African Society
• In early Africa, most people lived in rural villages. Their
homes consisted of small, round dwellings made of packed mud.
Villagers generally were farmers. Africa's urban areas often began
as villages with protective walls. These villages grew into larger
communities. African towns and cities were centers of government
and trade. Traders and artisans thrived in these communities.
Artisans were skilled in metalworking, woodworking, pottery making,
and other crafts.
-
Rural Villages vs. Cities and Towns
Villages
• Most people lived here
• Made up of small round mud huts
• Most people were farmers
Cities
• Started as villages with walls
• Grew into cities
• Became centers of trade & government
-
Family Ties
• Family was the basis of African society. Many people lived in
extended families. These were families made up of several
generations. Extended families belonged to larger groups of people
called lineage groups. All of the people in a lineage group could
trace their family history to one common relative. Members of these
groups supported and cared for each other.
-
Place in order by SIZE – extended family, lineage group, and
family…
family
Lineage group
Extended family
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The Bantu Migrations
• A group of people called the Bantu began to migrate from West
Africa around 3000 B.C. The migrations lasted hundreds of years.
The Bantu shared common cultures, languages, and technologies, such
as farming and ironworking. These migrations spread similarities
throughout Africa. Today, more than 200 million Africans speak
Bantu languages.
• Many villages were matrilineal. This means that people traced
family history through mothers instead of fathers. However, women
joined their husbands’ families when they married. Women’s families
would receive gifts to make up for this loss. Gifts might include
cattle, metal tools, goats, or cloth.
-
What effect did the Bantu Migrations have on African
culture?
• The Bantu Migrations had a major effect on African culture.
They spread skills, language, and customs. If the Bantu had not
migrated the people of Africa would not have as many things in
common as they do.
-
The Bantu Migrations
• A group of people called the Bantu began to migrate from West
Africa around 3000 B.C. The migrations lasted hundreds of years.
The Bantu shared common cultures, languages, and technologies, such
as farming and ironworking. These migrations spread similarities
throughout Africa. Today, more than 200 million Africans speak
Bantu languages.
• Many villages were matrilineal. This means that people traced
family history through mothers instead of fathers. However, women
joined their husbands’ families when they married. Women’s families
would receive gifts to make up for this loss. Gifts might include
cattle, metal tools, goats, or cloth.
-
The Bantu Migrations
-
The Griots of Mali
-
How Did African Children Learn?
• African families valued children. Children meant that families
would live on and prosper. Family members and other villagers
educated children.
• In West Africa, griots taught children through oral history.
These are stories told out loud and passed down from generation to
generation. The stories often contained a life lesson. These
lessons were told as proverbs, or short sayings that are easy to
remember. Children also learned basic skills they would need when
they grew up.
-
Compare education for African children then with education for
American children today.
Education in Africa
• Taught by everyone
• Taught their history
• Taught basic skills
• Taught stories by griots
Education Today
• Mostly taught at school
• Taught by teachers
• Have many different subjects to learn
• It’s very organized
-
How Did African Children Learn?
• African families valued children. Children meant that families
would live on and prosper. Family members and other villagers
educated children.
• In West Africa, griots taught children through oral history.
These are stories told out loud and passed down from generation to
generation. The stories often contained a life lesson. These
lessons were told as proverbs, or short sayings that are easy to
remember. Children also learned basic skills they would need when
they grew up.
-
Women in African Society
• African women acted mostly as wives and mothers. They had
fewer rights than men. However, some women served as soldiers and
rulers. Queen Dahia al-Kahina led an army to fight off Arab
invaders who attacked her kingdom. Another woman ruler was Queen
Nzinga. She spent many years fighting the Europeans and the slave
trade.
-
Women in African Society
• African women acted mostly as wives and mothers. They had
fewer rights than men. However, some women served as soldiers and
rulers. Queen Dahia al-Kahina led an army to fight off Arab
invaders who attacked her kingdom. Another woman ruler was Queen
Nzinga. She spent many years fighting the Europeans and the slave
trade.
-
World History Closure – INB 56 Under Your Bellwork
• Explanatory writing practice: Write a 6 -8 sentence paragraph
that explains why much of Africa has very similar customs and
traditions.
• Include and underline the following terms:– Word bank:
Bantu
Migration, griot, oral history, extended families,
matrilineal.