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Section 3 Step-By-Step Instruction the Wealth of Timbuktu SECTION SECTION “ the Inhabitants Are Very Rich

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Section 3 Step-By-Step Instruction the Wealth of Timbuktu SECTION SECTION “ the Inhabitants Are Very Rich Section 3 Step-by-Step Instruction The Wealth of Timbuktu SECTION SECTION “ The inhabitants are very rich. Grain and animals are Review and Preview 3 abundant, so that the consumption of milk and butter is considerable. But salt is in very short supply because it is Students have learned about Native carried here from Tegaza, some 500 miles from Timbuktu.... American cultures in North America The royal court is magnificent and very well organized. This king makes war only upon neighboring enemies and and their interaction through trade. upon those who do not want to pay him tribute. Now they will learn about cultures on ” the continents of Europe, Africa, and —Hassan ibn Muhammad, The Description of Africa, 1526 Asia and how they were linked through trade. � City of Timbuktu in West Africa Trade Networks of Section Focus Question Asia and Africa How did trade link Europe, Afri- ca, and Asia? Objectives Why It Matters While Native Americans were developing Before you begin the lesson for the day, • Learn about the role played by Muslims in diverse cultures and civilizations, other civilizations thrived write the Section Focus Question on the world trade. in Europe, Africa, and Asia. board. (Lesson focus: Europeans, Africans, • Discover how great trading states rose in East Section Focus Question: How did trade link Europe, and Asians exchanged goods, ideas, and Africa and West Africa. Africa, and Asia? influ­ences through trade.) • Find out how China dominated an important trade route across Asia. The Muslim Link in Trade From earliest times, trade linked groups who lived Prepare to Read at great distances from one another. As trade developed, merchants established regular trade routes. These merchants Build Background carried their culture with them as they traveled. Knowledge L2 Reading Skill By the 1500s, a complex trade network linked Europe, On the board, write the word goods. Ask Ask Questions Asking questions when you Africa, and Asia. Much of this trade passed through the students to suggest specific goods that read will help you organize your reading plan and Arabian Peninsula in the Middle East. Ships from China and American consumers value highly. Record get involved with the text. You can use your India brought their cargoes of spices, silks, and gems to student responses on the board. Next, have questions, for example, to set a reading purpose— ports on the Red Sea. The precious cargoes were then taken students identify imported goods in the answering the questions. Two ways to generate overland to markets throughout the Middle East. questions are to restate headings and to study list on the board. Ask: What countries do Rise of Islam the review questions at the end of the section. The growth in trade was also linked to you know that produce these goods for the rise of Islam. This religion emerged on the Arabian American markets? List the countries next Peninsula in the 600s. Its founder was Muhammad. His Key Terms and People to the corresponding product names. followers believed him to be a prophet. He taught that Then, have students categorize the coun­ Muhammad navigation there is one true God. Followers of Islam, called Muslims, Mansa Musa Zheng He tries by the continents on which they are believed that the Quran (ku RAHN), the sacred book of Islam, located. Allow use of a map if necessary. contained the exact word of God as revealed to Muhammad. Islam was transmitted rapidly through conquest and Set a Purpose L2 trade. Arab armies swept across North Africa and into Spain. Muslim merchants also spread their religion far into n Form students into pairs or groups of four. Distribute the Reading Readiness Africa, and from Persia to India. Millions of people across three continents became Muslims. Guide. Ask students to fill in the first two columns of the chart. 16 Chapter 1 Roots of the American People Teaching Resources, Unit 1, Reading Readiness Guide, p. 18 Differentiated Instruction n Use the Numbered Heads participation L1 English Language Learners L1 Less Proficient Readers L1 Special Needs strategy (TE, p. T24) to call on students to share one piece of information they Restate with Synonyms Unfamiliar together make a list of any unfamiliar already know and one piece of informa­ words pose recurring difficulties for some words (excluding specialized vocabulary). tion they want to know. The students students. Restating sentences and substi­ Together, partners can look up each word will return to these worksheets later. tuting familiar synonyms can aid compre­ in the thesaurus and find a familiar syn­ hension. Pair students and provide the onym. Then, they can substitute partners with a thesaurus. Tell each synonyms for unfamiliar words and reread part­ner to read a subsection silently. They the para­graph. should pause after each paragraph and 16 Chapter 1 Advances in Learning Arab scholars made remarkable contributions to mathematics, medicine, and astronomy. They Teach helped develop algebra and later passed it along to Europe. Arab astronomers measured the size of Earth, supporting the Greek belief Vocabulary Builder The Muslim Link in that Earth was a sphere. Arabs also made important advances in sphere (sfeer) n. rounded shape technology. They built ships with large, triangular sails that allowed Trade captains to use the wind even if it changed direction. The African Link in How did Islam spread? Trade pp. 16–17 The African Link in Trade Africa has a long history of trade, going back as far as 3100 B.C., Instruction L2 when the great civilization of Egypt arose. Egyptian traders sailed n Vocabulary Builder Before teaching throughout the eastern Mediterranean Sea and the Red Sea to bring this section, preteach the High-Use home cedar logs, silver, and horses. Following routes south from Words sphere and alternative before Egypt, they traded for ivory, spices, copper, and cattle. reading, using the strategy on TE p. T21. Key Terms Have students continue East African Trade Centers About A.D. 1000, trade centers Ask Questions began to appear in eastern Africa. The most powerful was Preview the headings on fill­ing in the See It–Remember It chart Zimbabwe (zim BAH bway), which became the center of a flourishing the next two pages. Turn for the Key Terms in this chapter. them into questions that you empire in the 1400s. Zimbabwe lay on the trade route between the would expect to find the answers n Have students read The Muslim Link east coast and the interior of Africa. Traders passing through to as you read. and The African Link using the Para­ Zimbabwe had to pay taxes on their goods. graph Shrinking strategy (TE, p. T23). Trade brought prosperity to a number of cities along the east n coast of Africa. Kilwa, the chief trading center, attracted merchant Ask: What does it mean to say that mer- ships from as far away as China. Kilwa traders did a brisk trade with chants “carried their culture with them the African interior, exchanging cloth, pottery, and manufactured as they traveled”? (The languages used by goods for gold, ivory, and furs. An active slave trade also developed merchants, their customs and reli­gious between East Africa and Asia across the Indian Ocean. beliefs, their ideas in areas such as art and science were part of their cultures.) n Ask: How did the trade network link­ing the Middle East and West Africa benefit people in both regions? Merchants in the (people in the Middle East wanted gold from Middle East West Africa, and people in West Africa At outdoor bazaars, Muslim needed salt from the desert.) Cardamom merchants bought and sold goods from around the world. Probably Independent Practice the most valuable goods sold at this Persian bazaar were spices Have students begin to fill in the Study from Southeast Asia, such as the Guide for this section. ones shown here. Critical Thinking: Link Past and Interactive Reading and Present How is this bazaar Notetaking Study Guide, Chapter 1, Curry similar to a modern shopping Section 3 (Adapted Version also available.) area? How is it different? Monitor Progress Cumin As students fill in the Notetaking Study Guide, circulate to make sure they under­ stand the trade networks of Africa and Section 3 Trade Networks of Asia and Africa 17 Asia. Provide assistance as needed. Answers Use the information below to teach students this section’s high-use words. through conquest and trade High-Use Word Definition and Sample Sentence Reading Skill Responses should be questions about the headings. sphere, p. 17 n. rounded shape Some early people believed Earth was flat rather than shaped like a Link Past and Present Possible responses: sphere. It is similar to a modern shopping area because it is full of buyers and sellers alternative, p. 19 adj. providing a choice between two or among more than two things doing business; it is different because When large animals began to disappear in ancient times, humans sell­ers don’t have their own shops, and needed to findalternative food supplies. people are riding animals. Chapter 1 Section 3 17 The East Asian Link in West African Trade Centers Trade networks also linked the Middle East and West Africa. Desert Trade nomads guided caravans, or groups of camels and p. 18 Mansa Musa their cargo, across the vast Sahara, the largest desert 1280?–1337 in the world. Instruction L2 Ghana was the first major center of trade in West n Have students read The East Asian Africa. The kingdom was located between the Link. Remind them to look for details to sources of salt in the desert and the gold fields farther answer the Section Focus Question.
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