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Chapter 13: Kingdoms & States of Medieval AfricaLesson 1: African Society and CultureState Standards: WH.3.11, 7.1EngageTo engage students with the material in this lesson, display the "Matrilineal Family Structures" activity, and tell students to discuss, as a class, their responses to the questions it contains and to the discussion question.BELLRINGER Project the "Matrilineal Family Structures" activity and have students respond to the questions.[Interpersonal]Discussion Ask: What clue in family names tells you that the society of the United States today is a patrilineal one? (Students may note that most U.S. families use the surname of the father.)Matrilineal Family Structures BellringerThe Bellringer: Matrilineal Family Structures provides an activity that helps students engage with the lesson’s content and activate prior knowledge.Open this Resource DetailsStandardsAssign this ResourceTeach and Assess with Differentiated InstructionThe Impact of GeographyGUIDING QUESTION How have Africa's landforms and climate zones influenced its farming and herding?I. AFRICA'S GEOGRAPHIC DIVERSITY To help students understand that northern and southern Africa are dominated by deserts, that eastern Africa is home to the Great Rift Valley with a tropical climate, and that western Africa is mostly covered by grasslands and tropical forests, discuss the geography of the continent and have students complete the "Africa's Geography" activity. Then have students complete the "Climate and Agriculture in Medieval Africa" Geography and History worksheet and conclude by using the discussion question to assess their comprehension.Africa's Geographic DiversityGeographic zones: South of the mountainous Mediterranean coast of Africa lies the huge desert of the Sahara. In the west, the Sahara is bordered to the south by grasslands, which in turn give way to tropical jungles. In the east are mountains, plateaus, and the Great Rift Valley, with the jungles of the Congo River basin to the south. The southern part of the continent consists of more hills, plateaus, and deserts.Climate zones: The four basic climate zones of the continent are a mild zone in the far north and south; deserts, including the Sahara and the Kalahari, in the north and south; rain forests along the equator; and savannas bordering the rain forests to the north and south.INTERACTIVE WHITEBOARD As you lecture, project the "Africa's Geography" activity and have student volunteers supply the necessary information.[Kinesthetic]WORKSHEET Hand out the "Climate and Agriculture in Medieval Africa" Geography and History Activity and have students complete it in class.[Visual/spatial]Discussion Ask: What is the Great Rift Valley? (an area in eastern Africa marked by mountains and deep canyons)AL- Have students prepare a poster or slide show containing images that illustrate the various geographic and climatic regions of Africa. Remind students that their poster or slide show should be sure to show the great diversity of the continent.BL- Have students report on the Sahel region of Africa, located between the Sahara to the north and the savannas to the south. Ask students to focus on the problems of soil erosion and desertification that have resulted from the clearing of trees and overfarming.African SocietyGUIDING QUESTION How did values and customs help shape societies in medieval Africa?II. STRUCTURES OF AFRICAN SOCIETY To help students understand that many African societies were matrilineal and based on extended family units, with most people living in rural villages, lecture on African social structures, and display the "Family Structures and Culture" lecture slide and the "Griot Tradition" image. Conclude by using the discussion question.LECTURE SLIDE Project the "Family Structures and Culture" slide as you lecture.[Verbal/linguistic]African SocietyTowns and villages: Towns in Africa grew from smaller villages as government and trade centers. Most Africans, however, lived in small villages.Extended families and lineage groups: Extended families lived together in small dwellings as part of a community consisting of a lineage group—a collection of people descended from a common ancestor. Women were usually subordinate to men, although many African societies were matrilineal.Education: Very young children were raised and taught by their mothers. As they got older, boys learned necessary skills from their fathers, whereas girls continued to learn from their mothers. When they reached puberty, children underwent an initiation ceremony and were accepted as adult members of their communities.Captives and slavery: Some African societies raided or warred with other groups to obtain slaves for their own use or for sale.INTERACTIVE IMAGE Project the "Griot Tradition" image as you discuss village life.[Visual/spatial]Discussion Ask: How were members of a lineage group related? (All members of?lineage group claimed to be descended from a common ancestor.)?ELL- Help reinforce the meanings of the words matrilineal and patrilineal. Ask a student volunteer to write the words on the board. Note that matri- and patri- come from the Latin words for mother and father. Point out the word line in -lineal, and note that a matrilineal society traces descent through the mother's line, whereas a patrilineal society traces descent through the father's line. Discuss related words, such as maternal, paternal, matriarch, and patriarch.BL- Suggest that students research the role of elders in African extended families and communities and then report their findings to the rest of the class.Religious BeliefsGUIDING QUESTION What part did religious beliefs play in medieval African societies?III. TRADITIONAL RELIGIONS, ISLAM, AND CHRISTIANITY To help students understand that most Africans shared common traditional religious beliefs and customs, especially the honoring of their ancestors, though these beliefs were challenged by the arrival of Islam. Then discuss the impact that Islam and Christianity had on African religions, and display the "Influences on African Religions" graphic organizer. Conclude by using the discussion question to assess understanding.Traditional Beliefs and New ReligionsGods and rituals: Most African societies believed in a single creator god, often accompanied by lesser gods. Communication with the gods was usually the preserve of diviners, who carried out rituals for the purpose.Ancestors: An important element in African religions was ceremonies dedicated to ancestors, the founders of the various lineage groups.Spread of Islam: Islam spread quickly across northern Africa as Arabs conquered the region. Largely through trade, the ideas of Islam gradually spread to the rest of the continent south of the Sahara.Impact of Christianity: In Ethiopia, the rulers of Axum had adopted Christianity in the fourth century. Eventually, as Muslim states moved inward, conflict with these Muslim states led to the fall of Axum.GRAPHIC ORGANIZER Project the "Influences on African Religions" graphic organizer as you lecture on the influence of Islam and Christianity.[Visual/spatial]Discussion Ask: What beliefs did traditional African religions have in common with Islam and Christianity? (Students might cite the belief in a single creator and the belief in an afterlife.)African CultureGUIDING QUESTIONS How did values and customs help shape societies in medieval Africa? What part did religious beliefs play in medieval African societies?IV. AFRICA'S RICH CULTURAL HERITAGE To help students understand that Africa's rich culture of painting, carving, sculpture, music, and dance often served a religious purpose, lecture about African cultural achievements, and display the "Cultural Achievements and Religion" lecture slide and the "Wood Carving from Benin" image. Conclude by using the discussion question to assess students' comprehension.LECTURE SLIDE Project the "Cultural Achievements and Religion" slide while lecturing on the topic.[Verbal/linguistic]African CultureReligious purpose of art: The works of African artists were a means of serving religion. Masks and statues representing gods and ancestors were thought to be imbued with their powers.Metalwork: In Ife and Benin, artists produced impressive statues in bronze and iron.Music, dance, and storytelling: These arts usually had a religious purpose as well. Songs conveyed folktales and religious stories from one generation to another, as did storytellers known as griots.IMAGE Project the "Wood Carving from Benin" image as you discuss the visual arts.[Visual/spatial]Discussion Ask: What was the main purpose of art in early African cultures? (Students may note that most art served a religious purpose.)AL- Have students prepare an "art exhibit" with pictures of bronze and iron sculptures from ancient Ife and Benin. Ask students to include information about the "lost-wax" process of metal casting, for which the Ife have become famous.Open this Resource DetailsStandardsAssign this ResourceInfluences on African ReligionsView the chart of the influence of new religions on Africa.Interactive ? ? Tools Open this Resource DetailsStandardsAssign this ResourceOpen this Resource DetailsStandardsAssign this ResourceClose and ReflectClose the lesson by leading students in a review of the most significant aspects of early African societies. Then ask the discussion question to assess their comprehension, and use the "Essay: Traditional African Religions" slide to give students their homework assignments.Discussion Ask: How did the geographical features and climates of Africa affect the people who lived on the continent? (Students may say that the difficulty of agriculture in the extensive deserts, rain forests, and savannas of the continent might have caused people to lead harsh, spare lives.)Lesson 2: Kingdoms and States of AfricaState Standards: WH.3.1, 7.3, 7.6EngageTo engage students with the topics treated in this lesson, display the activity "The Importance of Salt and Gold," and tell students to discuss, as a class, what the sayings mean and what they imply about the importance of salt and gold. Then discuss their responses to the questions in the activity.BELLRINGER Project the activity "The Importance of Salt and Gold" and have students respond to the questions.[Interpersonal]Discussion Ask: Why do you think gold and salt became the basis for these words and phrases? (Both commodities have been important for thousands of years, so people may have created phrases and words referring to substances that most everyone knew of or understood the value of.)Open this Resource DetailsStandardsAssign this ResourceTeach and Assess with Differentiated InstructionThe Kingdom of GhanaGUIDING QUESTION How did gold help create a strong economy in the kingdom of Ghana?I. GHANA AND THE GOLD TRADE To help students understand that Ghana had an abundance of gold, which it traded for salt and other goods brought by Muslim merchants from North Africa, lecture about the kingdom of Ghana, and display the "Kingdom of Ghana" lecture slide and the "Trade in West Africa" map. Conclude by using the discussion questions to assess students' comprehension.LECTURE SLIDE Project the "Kingdom of Ghana" slide as you lecture on the topic.[Verbal/linguistic]The Kingdom of GhanaBeginnings of Ghana: The kingdom of Ghana emerged around the sixth century. It lay between the Sahara and the West African coast.Ghana's kings: Kings ruled Ghana as powerful rulers unbound by laws. They were wealthy and maintained large standing armies.Abundance of ores: Ghana blacksmiths were able to convert the kingdom's vast reserves of iron ore into tools and weapons. Deposits of gold ore were even more valuable and useful in trade.Prosperity from trade: Ghana's gold made it a major center of trade. Merchants came from the north to trade salt, textiles, and other goods for Ghana's gold. In addition to gold, Ghana used ivory, animal hides, and enslaved persons as barter for goods.MAP Project the "Trade in West Africa" map as you discuss Ghana's role in African trade.[Visual/spatial]Discussion Ask: What was the main export of Ghana? (The main export was gold.) What was primarily the main import of Ghana? (The main import was salt.)AL- Reinforce the idea that the kings of Ghana grew rich from trade. Ask: How did Ghana's kings prosper from trade? (They collected taxes on all trade goods that entered or left the kingdom.)II. BERBERS AND CAMEL CARAVANS To help students understand that Berbers and their camel caravans were crucial in trade across the hot and dry Sahara, display the lecture slide "The Berbers" and the map "Trade in West Africa" as you lecture about the Berbers and their role in expanding trade. Then have students complete the Economics of History worksheet "The Berber Trade Caravans and Cowry Shells," and have them respond to the discussion question.LECTURE SLIDE Project the slide "The Berbers" as you begin your lecture.[Verbal/linguistic]The BerbersA nomadic people: The Berbers were nomads who carried vast quantities of goods across the Sahara. They formed a vital link between the societies on opposite sides of the Sahara.Camel caravans: To transport goods across the desert, Berbers used large groups of camels in caravans. Berbers often purchased goods from people on one side of the desert and then sold the goods to people on the other side.MAP "Trade in West Africa" map to assist students in visualizing the vast trans-Sahara trading network.[Visual/spatial]WORKSHEET Economics of History Activity "The Berber Trade Caravans and Cowry Shells"[Verbal/linguistic]Discussion Ask: Why do you think the Berbers and their camel caravans were crucial to trade across the Sahara? (Students might mention that camels provided the only means of transporting goods across the vast expanses of the Sahara because they could survive for long periods in the desert.)ELL- Some students may have difficulty understanding the expression "fleets of the desert." Tell students that the noun fleet refers to a group of ships, planes, or trucks operated under unified control. Ask volunteers to use the word fleet in a sentence, such as "The delivery company owns a large fleet of trucks." Then explain that in the expression "fleets of the desert," fleets refers to the large groups of camels controlled by the Berbers in the caravans.The Kingdom of MaliGUIDING QUESTION What contributed to the success of the kingdom of Mali?III. MANSA M?S?'S KINGDOM IN MALI To help students understand that Mansa Mūsā expanded the territory of the kingdom of Mali and strengthened the government of the kingdom, lecture about the growth of the kingdom of Mali, and display the "Kingdom of Mali" lecture slide, the "Fourteenth-Century Africa" image, and the "Ibn Battuta" primary source. Conclude by using the discussion question to assess students' comprehension.LECTURE SLIDE Display the "Kingdom of Mali" slide as you begin your lecture.[Verbal/linguistic]The Kingdom of MaliFounding by Sundiata Keita: After the collapse of the kingdom of Ghana in the 1100s, another great trading empire emerged nearby. In the mid-1200s, Sundiata Keita united the people of Mali and established a stable central government.Gold and salt: As in Ghana, gold and salt were major trading commodities in Mali. The Mali city of Timbuktu became legendary as a center not only of trade but also of education.Mansa Mūsā: One of the greatest African leaders of the era was Mansa Mūsā. This ruler of Mali doubled the size of the kingdom and created a strong central government. He became legendary for the pilgrimage he made to the Islamic holy city of Makkah in the early 1300s. He traveled in a huge caravan with great quantities of gold. He distributed gifts made of gold and used gold to purchase many goods to bring home to Mali. After the death of Mansa Mūsā, Mali fell into civil war and soon collapsed.?INTERACTIVE IMAGE Project the "Fourteenth-Century Africa" image while lecturing.[Visual/spatial]PRIMARY SOURCE Project the "Ibn Battuta" primary source to provide students with a contemporary account of the kingdom of Mali.[Verbal/linguistic]Discussion Ask: How did Mansa Mūsā strengthen his control of the kingdom of Mali? (Students may say that he created a strong central government and divided the kingdom into provinces ruled by governors whom he appointed.)Background for the TeacherGold mining continues to be a leading industry in the modern-day nations of Ghana and Mali, and gold remains an important export for both countries.AL- Ask students to write a newspaper article reporting on Mansa Mūsā's pilgrimage to Makkah. Encourage them to include "eyewitness" descriptions from people who saw the king's procession during the journey, as well as interviews with soldiers or servants who accompanied him to Makkah.BL- Have students prepare a travel brochure for the city of Timbuktu. Encourage them to include a history of the city, descriptions of ancient sites and other points of interest, and pictures that show life in Timbuktu today. The travel brochure should also include a map of the city.The Kingdom of SonghaiGUIDING QUESTION What were the key factors in the kingdom of Songhai's rise to power?IV. THE SONGHAI EMPIRE To help students understand that the kingdom of Songhai rose to power because it was located along major trade routes and because its rulers conquered neighboring territory, lecture about the rise and power of Songhai, and display the "Kingdom of Songhai" lecture slide, the "Trade in West Africa" map, and the "Tomb of Muhammad Ture" image. Then ask the discussion question to assess students' mastery of the material.LECTURE SLIDE Project the "Kingdom of Songhai" slide as you lecture.[Verbal/linguistic]The Kingdom of SonghaiLocation: The Songhai kingdom arose in a fertile area along the Niger River. As in Ghana and Mali, most of the people in Songhai made their living as farmers.Sunni Ali: In 1464, Sunni Ali created a dynasty based on Sunni Islam. He was a strong military leader who captured Timbuktu and made it one of the bases of a great trading empire. Gold and salt were again key commodities in the trading network.Muhammad Ture: The height of Songhai power occurred during the reign of Muhammad Ture. Another strong military leader, he expanded Songhai so that it stretched about a thousand miles along the Niger River. He created a government based on provinces, and he established a navy on the river.Decline: Under the ruler Askia Dawud, Songhai became the biggest empire in the history of Africa. After his death, however, Songhai went into decline and lost much territory to the sultan of Morocco.MAP Project the "Trade in West Africa" map again as you discuss Songhai's participation in the African trade.[Visual/spatial]IMAGE Project the "Tomb of Muhammad Ture" image to acquaint students with Songhai architecture.[Visual/spatial]Discussion Ask: Why were Sunni Ali's conquests of Timbuktu and Djenné especially important to the rise of Songhai? (Students may note that the conquests gave Songhai control of the trade in salt and gold that had made Ghana and Mali prosperous.)Background for the TeacherFounded in the seventh century, Gao is one of the oldest trading centers in western Africa. Though it thrived as the capital of Songhai, Gao declined along with the rest of the kingdom after the Moroccans ended Songhai rule. The town of Gao is the burial place of Muhammad Ture. His tomb is still standing and has become one of the most revered mosques in western Africa.ELL- Help students understand the meaning of the word usurper by discussing the Askia dynasty. Remind students that Askia means "usurper."Ask: How did Muhammad Ture, the founder of the Askia dynasty, come to power? (Students may note that he overthrew the son of Sunni Ali and seized power.) Knowing this, what do you think the meaning of usurper might be? ("one who seizes power")Societies in East AfricaGUIDING QUESTIONS How did Bantu migration affect culture in different areas of Africa? How did Indian Ocean trade affect societies in medieval Africa?V. BANTU MIGRATION To help students understand that the migration of the Bantus resulted in the spread of their language, agricultural skills, and ironworking to South and East Africa, discuss the migration of Bantu-speaking peoples in Africa, and display the map "The Bantu Migrations." Conclude by using the discussion question.Migration of the BantusMove to East Africa: Long before the Songhai created their empire along the Niger, many of the people living in the region gradually migrated east, toward the coast of the Indian Ocean. These farming peoples spoke dialects of the Bantu language.Sharing knowledge: The Bantus had developed techniques for smelting iron and growing high-yield crops, and they spread this knowledge across Africa. Women handled much of the farm work, while many men were involved in hunting or trade.MAP Project the map "The Bantu Migration" to help students understand the geography of the migrations.[Visual/spatial]Discussion Ask: Why might Bantu-speaking peoples have moved to the east? (Students may mention any of the typical causes of migration, such as pressure from invaders, crop failures, and overpopulation.)VI. THRIVING SEA TRADE ALONG AFRICA'S EAST COAST To help students understand that sea trade along the East African coast became part of the Indian Ocean trading network, bringing cultural influences from Muslim traders and settlers, lecture about the expansion of trade along Africa's east coast, and display the "Indian Ocean Trade" map, the "East Africa and Indian Ocean Trade" lecture slide, and the "Coastal Trade in Africa" infographic. Then have students respond to the discussion question.MAP Project the "Indian Ocean Trade" map from the Place and Time feature as you lecture.[Visual/spatial]Indian Ocean Trading NetworkMuslim trade outposts: Starting in the 700s, Muslim traders from Arab lands established bases along the eastern coast of Africa. In the centuries that followed, Bantu-speaking peoples began to take part in this network of trade.Port of Kilwa: Kilwa, in what is now Tanzania, was filled with magnificent buildings. Two of the finest were made of coral, and the city had indoor plumbing. Portuguese forces destroyed the city in the early 1500s.Ports of Mogadishu and Mombasa: Mogadishu, now the capital of Somalia, was established in the 900s. For much of the next six hundred years, it was highly prosperous. In what is now Kenya, the port of Mombasa also became prosperous. Mombasa was founded in the eleventh century.Swahili culture and language: Over time, there was a blending of African and Arabian cultures along the eastern coast of Africa. The Swahili language developed as a mix of Arabic and Bantu dialects. Today Swahili is the national language of Kenya and Tanzania.LECTURE SLIDE Project the "East Africa and Indian Ocean Trade" slide while discussing the topic.[Verbal/linguistic]INFOGRAPHIC Project the "Coastal Trade in Africa" infographic to give students a clearer picture of East African maritime trade.[Visual/spatial]Discussion Ask: Why did Muslims settle along the eastern coast of Africa? (Students may mention that Muslims moved from the Arabian Peninsula and the Persian Gulf to port cities in East Africa to take part in the Indian Ocean trading network.)BL- Ask students to prepare a report on either the Great Mosque of Kilwa or the Husuni Kubwa palace.AL- Reinforce the idea that Swahili includes a mixture of elements from different cultures. Ask: What is Swahili culture? (a mixture of African and Arabian cultures) How did the Swahili language develop? (Students may note that it came about as a result of contact between Bantu speakers and Arabs.)Background for the TeacherThe Swahili language is based largely on Bantu grammar, but with many Arabic words in its vocabulary. Today, Swahili is spoken either as a native language or as a second language in a large area of eastern Africa, from Kenya in the north to Tanzania in the south. There are about fifteen main Swahili dialects.Societies in Southern AfricaGUIDING QUESTION In what way were states in southern Africa different than those in the north?VII. FROM INDEPENDENT VILLAGES TO STATES To help students understand that, in southern Africa, independent villages organized into states, the most powerful of which was Zimbabwe, project the "Societies in Southern Africa" lecture slide and the "Great Zimbabwe" image as you lecture about southern Africa's transition from stateless societies to organized states. Conclude by using the discussion question.LECTURE SLIDE Project the "Societies in Southern Africa" slide as you lecture.[Verbal/linguistic]Societies in Southern AfricaStateless societies: Until the eleventh century, people in southern Africa lived in groups of independent villages, sometimes called stateless societies. Then some of the groups of villages began to unite, initiating the development of states.Zimbabwe and the gold trade: Zimbabwe became one of the most powerful states in southern Africa in the early 1300s. Trading gold with the Swahili merchants along the eastern coast of Africa brought Zimbabwe much wealth.Ruins of Great Zimbabwe: The ruins of Zimbabwe's early capital, Great Zimbabwe, are considered one of the world's most impressive archaeological sites. The ruins overlook the Zambezi River and include stone walls around the perimeter.INTERACTIVE IMAGE Project the "Great Zimbabwe" image as you discuss the capital of Zimbabwe.[Visual/spatial]Discussion Ask: What do the ruins of Great Zimbabwe reveal about the city? (Students may suggest that the size of the ruins shows it to have been the site of an important community in the kingdom, probably a center of power and influence.)Open this Resource DetailsStandardsAssign this ResourceTrade in West Africa, 800–1500Interactive map illustrating how Berbers used several trade routes to cross the vast Sahara.Open this Resource DetailsStandardsAssign this ResourceFourteenth Century AfricaInteractive image showing Mansa Mūsā seated on his throne in a map of Africa from the Catalan Atlas of 1375.Interactive ? ? Tools Open this Resource DetailsStandardsAssign this ResourceIbn BattutaPrimary source from Travels in Asia and Africa by Ibn Battuta. HYPERLINK "" \o "Add to Favorites" ? ? Tools Open this Resource DetailsStandardsAssign this ResourceMuhammad Ture (d. 1538)Interactive ? ? Tools Open this Resource DetailsStandardsAssign this ResourceThe Bantu MigrationMap of the Bantu migrations in Africa.Interactive ? ? Tools Open this Resource DetailsStandardsAssign this ResourceIndian Ocean Trade, 500-1500Interactive map showing Indian Ocean trade, 500-1500Open this Resource DetailsStandardsAssign this ResourceCoastal Trade in AfricaInfographic describing coastal trade in Africa.Open this Resource DetailsStandardsAssign this ResourceClose and ReflectAsk students to think again about the importance of trade to the early kingdoms of Africa, and have them respond to the discussion question. Then assign the "Great Zimbabwe" worksheet as homework.Discussion Ask: What did the economies of the kingdoms of West Africa and Southern Africa have in common? (Students may note the centrality of agriculture in the economies of both regions, as well as the importance of trade, in gold and other commodities, as a source of wealth.) ................
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