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Seventh Grade: Early World History SS070607Unit 6: Patterns of Adaptation: Reorganizing and Restoring Order After the Fall of Empires (500 CE – 1000 CE) Lesson 7

Graphic Organizer

Michigan Citizenship Collaborative Curriculum of 14 Copyright © 2010-2014 by Oakland Schools September 18, 2014

Sub-Saharan

Africa

Shaped and

separated by

geography

Kinship important in government for a time

Rich in some

resources like gold

Connected through trade and technolog

y


Word Cards

1. 432. Sub-Saharan

the part of Africa that lies south of the Sahara Desert

Example: The nation of South Africa lies is at the bottom of Sub-Saharan Africa.

(SS070607)

44cataract

a large waterfall, or a chain of connected waterfalls

Example: The ship sailed up the river, but could not get past the cataracts.

(SS070607)

45kinship

family relationships; connections by blood, marriage, or adoption

Example: Kinship is very important in tribal societies where authority is passed down through families.

(SS070607)

46district

a contained area with clear boundaries that is managed by a local government, or is used by government to organize services

Example: Members of the Michigan House of Representatives each represent their own district.

(SS070607)47jurist

someone who studies the theories and ideas of law and is an expert in it; a judge

Example: The lawyer went to the famous jurist for advice on her upcoming case.

(SS070607)

48 ethnocentrism

judging another culture or society based on the belief that your culture is better than others

Example: Ethnocentrism can get in your way when you travel abroad and make it hard to learn about other people.

(SS070607)



Student Handout 1 – Mapping Africa’s Historical Geography

Directions: Locate and label the geographic features and places listed below on the blank map of Africa on the next page. Use the internet, an atlas, a textbook, or whatever other resource you have in your classroom. Label the regions, draw in rough borders, and consider shading the regions in different colors, and create a map key as well to explain your color coding.

Sub-Saharan Africa is a larger region that includes parts of the other areas, so just label it and use arrows or some other means to show where it is.

Bodies of water Physical features Kingdoms / cities Regions

Atlantic Ocean Indian Ocean Red Sea Mediterranean

Sea

Lake Chad Lake Victoria

Nile River Niger River Congo River Zambezi River Senegal River Volta River

Madagascar (island)

Arabian Peninsula Sahara Desert Kalahari Desert Atlas Mountains

Kingdom of Ghana

Cities: Cairo Axum Mogadishu Mombasa Sofata Timbuktu Gao

North Africa West Africa East Africa southern Africa Sub-Saharan Africa



Blank Outline Map of Africa



Map Work Analysis and Reflection Questions

1. How were East African cities connected to the Middle East and Asia as compared to West African kingdoms such as Ghana?

2. If you were in Timbuktu, how could you get to Cairo? What means of transportation do you think you would use and what route would you take?

3. If you were in Mogadishu, how could you get to Cairo? What means of transportation do you think you would use and what route would you take?

4. Identify important geographic features that would affect how you might travel to Cairo from these two different cities (Timbuktu and Mogadishu) in different regions of Africa. What resources and/or technologies were needed to connect these different regions?



Detailed Map of Sub-Saharan Africa


Key Senegal River

Volta River

Arabian Peninsula


Student Handout 2: States and Societies of Sub-Saharan Africa 500-1000 CE

This reading describes the broad patterns of development in Sub-Saharan Africa during Era 4. Read each section and take notes in response to the prompts in the Notes column.

Text NotesDuring Era 4 (500-1000 CE) people throughout Afroeurasia continued many patterns of the previous eras including building networks of trade and communication and growing societies and empires. The people who lived in Sub-Saharan Africa also participated in the trade and communication in Afroeurasia, but to a limited degree largely due to geography.

First, the Sahara Desert was not easy to travel, which cut off a lot of trade from the north. Second, the African coastlines offer challenges to travelers by boat because there are not many natural harbors. Additionally, many major rivers in Africa are difficult to navigate because of cataracts (rocky sections of the river with rapid currents). Even though trade was limited with the rest of Afroeurasia, the Sub-Saharan area still had contact with places in the Mediterranean and lands around the Indian Ocean.

How did geography limit Sub-Saharan Africa’s participation in the Afroeurasia trade and communication networks?

Impact of trade and communication on Sub-Saharan AfricaTrade and contact with people outside Sub-Saharan Africa had an impact as they introduced new products and ideas to the region. Below are just two examples of how one product and one idea changed Sub-Saharan Africa.

BananasAsian traders introduced an important new crop to East Africa---bananas. Cultivating bananas in places where local crops like millet would not grow provided a critical new source of nutrition and allowed the population to grow significantly.

Islam The religion of Islam first arrived in Sub-Saharan Africa via trade. Later, the religion spread through conquest of other areas. Since the local religions were polytheistic, some Africans did not have a problem incorporating various Islamic beliefs into their religion. Sometimes, Africans were Muslim only for the purposes of engaging in trade with their Muslim trading partners. When these

How did already existing polytheism help to spread Islam, a monotheistic religion, in Sub-Saharan Africa?

Why do you think that some merchants were only Muslim while they were trading with Muslim trading partners and then followed a different religion when they were at home?



traders returned home, they went back to their local religion of animism. The willingness to share the belief system of Islam helped to facilitate trade and communication among the people of Afroeurasia.Global PatternsInterestingly, Sub-Saharan Africa followed many patterns found in the rest of the Eastern Hemisphere: they built powerful states, participated in trade on a large scale, and organized productive and innovative agricultural societies.

Trans-Saharan Trade While it was difficult, it was not impossible to cross the Sahara Desert for trade purposes. In fact, trade across the Sahara Desert is what linked West Africa to the rest of the Eastern Hemisphere. By the late 8th century CE, Muslim traders from North Africa had firmly established trading partners with already existing trading centers in Sub-Saharan Africa. In places like the city-state of Gao, traders could find copper, ironware, salt, grains, beads, and cotton textiles.

It took between seventy to ninety days to cross the Sahara and by 300 CE camels were widely used in this journey because they could go for a long time without water. Camels were also important to the nomads of the Sahara---they rode them instead of horses because they were better suited to the environment.

Trade, Power and MilitarismThe trade routes of the Sahara became very important to a kingdom in West Africa called Ghana. Ghana controlled the gold trade, which was in high demand in the Mediterranean basin and throughout the Islamic territories. Additionally, Ghana traded slaves and ivory with north African traders for items like horses, cloth and salt. The trade brought a lot of wealth and power to the kingdom of Ghana. Ghana levied taxes in order to support a large army, which was used to protect the sources of their gold, defend the kingdom from nomads in the desert, and maintain order.

Indian Ocean TradeCommunities in East Africa connected with the rest of the Eastern Hemisphere via trade across the Indian Ocean. By this era, many hunters and gatherers had settled into complex agricultural villages along the coast and some

What were some of the similar patterns of development between Sub-Saharan Africa and the rest of Afroeurasia during this time period? Use evidence to support your claim.



interior spots in East Africa. A concrete example of the cultural diffusion that took place via trade is in the language spoken in East Africa, Swahili, which was a combination of native African languages and Arabic.Patterns of their OwnHowever, Sub-Saharan Africa also followed its own pattern of development in some ways. The biggest example of following their own pattern has to do with how they organized many of their societies. In much of Afroeurasia, societies were organized around formal political systems and bureaucracies (think of Tang China). However, this was not the method of organization for many societies in Sub-Saharan Africa.

Kin-based SocietiesThroughout Sub-Saharan Africa the migratory Bantu people created small-scale “stateless societies” that did not depend on a hierarchy of officials or bureaucracies. Rather, these societies were organized by kinship groups, or family relationships.

These societies consisted of villages of about 100 people. Men served as the heads of households and also on the village councils. The most important men were the village chiefs who dealt with the chiefs of neighboring villages. A group of villages formed a district (there was no chief for the district). While most of these districts remained small, some grew to several hundred thousand people (note: By the 1800s, one of these villages named Tiv in Nigeria had grown to over a million people and still operated as a kin-based society).

By the end of the era, kin-based societies faced lots of challenges---population grew bigger and bigger, which strained resources, which made conflict among villages more frequent and intense. As a result of the increased conflict, kin-based societies created militaries (sound familiar?). The creation of the militaries required a more formal political structure to keep them going (for instance, systems had to be put into place to levy and collect taxes and then use the money to support and organize the military). Over time, some of these districts were taken over by powerful chiefs who overrode the kin-based systems and created local kingdoms after 1000 CE.

What is the main difference in the ways in which Sub-Saharan African societies were organized from the societies in the rest of Afroeurasia?

After kin-based societies faced more and more challenges, people changed the way in which they organized themselves. How did they change? How did these changes help them to survive?

Student Handout 3: The Kingdom of Ghana



Introduction to the Kingdom of Ghana: One of the earliest large kingdoms in West Africa was the empire of Ghana (not to be confused with the modern nation of Ghana---they are in no way connected). The Kingdom of Ghana got its start in the early 9th century CE (around 830 CE) and lasted until around 1235 CE. It was located in the area of what is now Mauritania and Mali. The main region of this empire had been settled and developed since 300 CE, but historian’s aren’t quite sure when the empire itself with its own government actually got started. What we do know is that the Kingdom of Ghana was very wealthy and got its wealth from controlling the salt and gold trade in West Africa. Ghana was also one of the earlier empires in this area that developed iron weapons and tools, which helped with food production and military strength.

The societies in this area were traditionally organized around kinship groups, and chiefs turned to their families to help them rule. As these societies got bigger, and as they clashed with nomadic groups from the desert, their governments got bigger and they needed taxes and armies, so they began to develop different types of governments with more structure.

The government of the Kingdom of Ghana was involved in this transition process. The leader of this kingdom was, not surprisingly, a king. The king established the law of the land and also commanded the military. He also set guidelines for trade, and he appointed officials like mayors and ministers to help carry out his rules. The king often had sessions where people could come and voice complaints in public about a wide range of problems, and the king would listen and make decisions about how to best solve problems and conflicts. As Ghana grew powerful and took over other lands, loyalty to the king was demanded. In places where there were no problems and where people paid their taxes to the king, people had more control over their lives. However, if they tried to rebel or disobey, the king appointed governors to watch over the territory and report problems back to him, and he would send his soldiers if necessary.

As you can see, Ghana became powerful because of many different factors. Their control of gold and salt trade helped; their iron weapons and tools did as well. They also had a powerful army and developed a system of government that allowed different levels of control over territories they ruled.


Ghana's power

1)

2)

3)

Use the graphic organizer to identify and explain three factors you just read about that helped Ghana become a powerful kingdom.


Student Handout #4 - Primary Document Activity

As you read the following account, take notes on the right side on important ideas about the Kingdom of Ghana from the excerpts below. Then do the task at the bottom of the page, followed by the primary document analysis (AP PARTY).

This account was written in 1068 CE by Abu Ubayd Al-Bakri, a historian and geographer from an aristocratic Muslim family living in Spain (which was then part of the Abbasid Empire). Al-Bakri relied on accounts of other travelers and traders as he never traveled to the places about which he wrote.

Al-Bakri’s account What can we learn about the Kingdom of Ghana from each part of the account? Use the prompts to guide your notes.

The city of Ghana consists of two towns situated on a plain. One of these towns, which is inhabited by Muslims, is large and possesses twelve mosques, in which they assemble for the Friday prayer. There are salaried imams and muezzins, as well as jurists and scholars. In the environs are wells with sweet water, from which they drink and with which they grow vegetables. The king’s town is six miles distant from this one…

Why would there be two towns, and not just one?

Between these two towns are continuous habitations. …In the king’s town, and not far from his court of justice, is a mosque where the Muslims who arrive at his court pray. Around the king’s town are domed buildings and groves and thickets where the sorcerers of these people, men in charge of the religious cult, live. These buildings contain their idols and the tombs of their kings. These woods are guarded and none may enter them and know what is there…. The king’s interpreters, the official in charge of his treasury and the majority of his ministers are Muslims. Among the people who follow the king’s religion only he and his heir apparent (who is the son of his sister) may wear sewn clothes. All other people wear robes of cotton, silk, or brocade, according to their means. All of them shave their beards, and women shave their heads. The king adorns himself like a woman (wearing necklaces) round his neck and (bracelets) on his forearms, and he puts on a high cap decorated with gold and wrapped in a turban of fine cotton. He sits in audience to hear grievances against officials in a domed pavilion around which stand ten horses covered with gold-embroidered materials. Behind the king stand ten pages holding shields and swords decorated with gold, and on his right

Was this a wealthy kingdom? How do you know? What is the evidence in this part of the account?



are the sons of the (vassel) kings of his country wearing splendid garments and their hair plaited with gold. The governor of the city sits on the ground before the king and around him are ministers seated likewise. At the door of the pavilion are dogs of excellent pedigree who hardly ever leave the place where the king is, guarding him. Round their necks they wear collars of gold and silver studded with a number of balls of the same metals. The audience is announced by the beating of a drum which they call duba made from a long hollow log. When the people who profess the same religion as the king approach him they fall on their knees and sprinkle dust on their head, for this is their way of greeting him. As for the Muslims, they greet him only by clapping their hands….

Their religion is paganism and the worship of idols….

Did people in this kingdom follow more than one religion? How do you know? What is the evidence in this account?

On every donkey-load of salt when it is brought into the country their king levies one golden dinar and two dinars when it is sent out. … The best gold is found in his land comes from the town of Ghiyaru, which is eighteen days’ traveling distance from the king’s town over a country inhabited by tribes of the Sudan whose dwellings are continuous…

How does the king obtain wealth for his kingdom?

The king of Ghana when he calls up his army, can put 200,000 men into the field, more than 40,000 of them archers.

If there is a big army, what else might there be? How would the army be fed and paid?

Go back through the document and underline any evidence of ETHNOCENTRISM (judging another culture or society based on the belief that your culture is better than others).

Stop and Jot: In trying to understand history, why is it important to be aware of potential ethnocentrism in primary documents?

Abu Ubaydallah al-Bakri. The Book of Routes and Realms. Houghton Mifflin Company’s History Companion. 18 September 2014



<http://college.cengage.com/history/primary_sources/world/book_routes_realms.htm>. AP PARTY: A tool for analyzing primary documents

With a partner, answer the following questions regarding Al-Bakri’s account of the Kingdom of Ghana.

Author (Who wrote the document? What might be some of this person’s biases or points of view about the subject? What is this person’s connection to the subject at hand?):

Prior knowledge (What do you already know about the subject, author or document? How can this help us to better understand or question the document?):

Place & Time (Where and when was it written? How might this affect the way in which the document was written?):

Audience (For whom do you think it was written? How might this affect the way in which the account was written?):

Reason (What was the author’s purpose in writing this document? How might this affect the way in which the account was written?):

The Main Idea (What is the gist of the document? What are the author’s main points?):

Yeah, so what? (What is the significance of the document? Why does it matter? What can it help us to better understand? What are the limitations of this account?):


http://college.cengage.com/history/primary_sources/world/book_routes_realms.htm


Student Handout #5 – Graphic Organizer on Ghana’s Power

Go back through Handouts #3 and #4 on the Kingdom of Ghana. Find examples of the characteristics or aspects of this empire that gave it power for each of the categories in the graphic organizer below. Write these examples in the spaces on the graphic organizer.

Turn and Talk: Reflection question: How does this compare to other kingdoms or empires you have learned about?

Exit Pass: What is one idea you and your partner discussed related to how the Kingdom of Ghana compares to other empires you have learned about.


Geography and natural resources:

Government and politics:

Technology:

Trade and cultural diffusion:

How did Ghana

become powerful?

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