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Warm up for 9/21/15
• 2nd block Why was Mansa Musa considered important to African history?
• 3rd block: Name one American law (or right) that can be traced back to ancient Rome.
• 4th block: Name one great African civilization and why they are important to World history today.
Agenda
• 2nd and 4th blocks: New seating arrangements and new goals.
• 3rd block: Your project is due Thursday/Friday.
• Test corrections and schedule your retakes after school.
Test corrections
• 2nd and 4th blocks: You all have textbook now. You need to take home your answer sheets, make corrections, and bring them with you to your retest. Remember the highest you can get on a retake is a 78/C.
• Formal grades are worth 70% of your overall grade for this class.
Western African Civilizations: Ghana, Mali, & Songhai
Bantu
• Group of people who originally live in West Africa– Migrated in search of fertile land– Spread their knowledge of farming, ironworking, &
LANGAUGE across the continent– Today almost 1/3 of Africans speak a language
derived from the Bantu
Ghana
• The first of the West African trading kingdoms– Through weapon making technology (iron
smelting), Ghanaian warriors expanded boundaries• Gained control over trade routes
Ghana
• Gold Salt Trade– Location! Location! Location!• Ghana was located in the midway between Saharan salt
mines and tropical gold mines
– Caravans of Muslim merchants brought goods, which Ghanaian people exchanged for gold• Trade conducted via the silent trade• Muslims brought their religion to the people of Ghana
Mali
• Mansa Musa– Devout Muslim king• Bases legal and justice system on the Qur’an
– Makes hajj to Mecca, but stops in Egypt first• Gives Egypt so much gold that the value of gold
declines for 10 straight years• Traveled with 12,000 servants each wearing silk &
carrying gold bars, which were given to the poor
Mali
• Mansa Musa– Brings back Islamic scholars and architects to Mali– Has Timbuktu built– Timbuktu• Center of learning and art• Increased Islamic influence in West Africa
– Use of credit– Written contracts– Education for many classes
Timbuktu
Timbuktu
Ibn Battuta
• Moroccan born traveler and explorer– Travel the Islamic world from North Africa to China– Spent 30 years traveling – His primary source writings inform historians
about the Muslim world in Africa
Songhai • The largest of the 3 major West African kingdoms• Took control of Timbuktu• Expanded trade to Europe and Asia
– Time of great cultural diffusion• Askia Muhammad sets up high functioning bureaucracy
– 5 provinces each with• A governor• Tax collector • Judges (Like Mansa Musa, had laws based on Qur’an)• Trade inspectors
The East African Kingdoms: The Shona of Great Zimbabwe & Axum
Axum (Aksum)
• Religions– Christianity made the official religion after
shipwrecked Syrians introduced it– However…• Both Axumites & Egyptians viewed Jesus differently
than Rome– Jesus was completely divine. Not human; 100% godly– Started a new Christian Church THE COPTIC CHURCH
Axum
• Religions– Muslim merchants brought trade and Islam• Christian and Muslim merchants fought over control of
trade routes
– In order to ensure Islam did not spread into Axum• Government reorganized to extend into outlying areas• Monasteries built to teach the Coptic Christian faith• Built churches
– More churches per square mile in Ethiopia than any other country in the world today
Axum
• Architecture– Used stone instead of mud bricks to construct
buildings (unique for this part of the world)– Stelae obelisk shaped pillars built to celebrate
king’s conquests and Axum’s greatness
The Shona of Great Zimbabwe
• Rise to Power– Originally derived wealth from herds of cattle• Then found gold in central part of kingdom
– Location, Location, Location• Like Ghana located between trading posts, but on
Indian Ocean• Evidence of trade with Syria, and Persia
The Shona of Great Zimbabwe
• The Great Enclosure– Massive wall 4-stories high and 15 feet thick– Protected the king– Stonework so precise that no mortar was needed
The Shona of Great Zimbabwe
• Cities– Consisted of two parts• Residences for the elite
– Homes made of stone
• Residences for the commoners – Homes made of mud and thatch
The Shona & Great Zimbabwe
• Disappearance– Left the Great Enclosure for reasons unknown• Historians best guess…
– Cattle overgrazed and the Shona need to find new land to feed it’s people
Independent Work 2nd block
Group 1 Grab your textbook• Eliana• Daryll• Juan• Matthew• Natalia• Tyuna• Hung• Angel• Sebastian• Stanesha• Kiersten• Linzy• Camri• Shamar
Group 2 Grab a computer• Khamees• William• Yaricel• Victoria• Jennifer• Jasmin• Sophie• Aracelly• Massa• Daniel• Phuong• Nhu• Jair• Molly• Albreanna• Claire
4th block
Group 1 Grab a laptop
• Brandon• Reanna• Acadia• Kayla• Layla• Trinh• Joshua• Dylan
Group 2 Grab your textbook• Everyone Else
Those that are working with the text….
• Remember elders taught family and community traditions, history and values with songs, dances, and stories.
• Chose a realistic subject that would have been common to an African family or community. Write down a lesson you would like to pass on to the family or village about this subject.
• Create a poem, song, or story to convey this lesson.• Once you are done please let me know.
Those working with computers…
• The salt-for-gold trade created great wealth in West African kingdoms, and salt is still a valuable commodity to sub-Saharan peoples.
• Conduct research about the significance of the salt trade to various African cultures. I would suggest you search such key words as “cultural survival” and the “salt trade”.
• Create an annotated bibliography to accompany your research.
• Be sure to include a brief summary of the continuing importance of salt to indigenous people.
