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. south. By the ninth century, the demand for gold had grown in the Middle East. On the other hand, people n Ask: What are two reasons for China’s Every Muslim must make a hajj, or in West Africa needed salt in their diet to prevent domination of trade routes between pilgrimage, to the holy city of Mecca. Mansa Musa’s hajj became famous. His dehydration in the hot tropical climate. As the trade East Asia and the Middle East? (Chinese escort included 80 camels, each carrying in gold and salt increased, the rulers of Ghana advances in navigation such as the magnetic 300 pounds of gold. Thousands of became rich. compass and the link provided by the Silk servants and officials accompanied the Shifting trade routes and disruptions caused by Road help explain Chinese domination of emperor across the Sahara. war gradually led Ghana to weaken. In the 1200s, the Word of the emperor’s hajj reached trade routes between East Asia and the kingdom was absorbed into the empire of Mali. Mali Middle East.) Europe. A Portuguese mapmaker described Mansa Musa as “the richest reached its height under the Muslim ruler Mansa n Ask: What Chinese goods did people and most noble king in all the land.” Musa. As Mali prospered, its great city of Timbuktu in Europe and the Middle East value? became a center of learning. Merchants from Mali (silk, pottery, bronze goods) What goods Biography Quest traded throughout the region for kola nuts, food, did the Chinese want to obtain and, of course, gold. How did Mansa Musa’s hajj affect the through trade? (spices, gems, medicinal In the 1400s, Mali had a number of weak rulers. Egyptian economy? When nomads captured Timbuktu in 1433, the herbs, ivory) For: The answer to the question about empire had been in decline for some time. It would Mansa Musa n Assign the worksheet Marco Polo to soon be replaced by Songhai. Visit: PHSchool.com explore the development of Europe’s The rulers of Songhai captured Timbuktu in Web Code: mvd-1013 interest in trading with China. 1468. Songhai rulers restored the city as a center of Islamic learning. Trade across the Sahara expanded, Teaching Resources, Unit 1, which brought wealth to the Songhai Empire. Salt, gold, and captives Marco Polo, p. 21 for sale as slaves passed through Songhai on the way to Muslim Independent Practice markets in the north. Have students complete the Study Guide What trading kingdoms arose in West Africa? for this section. Interactive Reading and The East Asian Link in Trade Notetaking Study Guide, Chapter 1, As early as 221 B.C., a strong ruler had unified China into a single Section 3 (Adapted Version also available.) empire. Later rulers added to the empire until it covered a large part of the continent of Asia. Highways, canals, and a postal system linked Monitor Progress China together. As China’s empire expanded, so did its trade. China established n As students fill in the Notetaking Study trade links with India, Korea, Japan, the Middle East, and Africa. Guide, circulate to make sure they China’s trade centers grew into cities. By the 1200s, Hangzhou (HAN understand China’s importance as a JOW) was one of the world’s largest cities. world trader. Provide assistance as World Traders China had a higher level of technology than any needed. other civilization of the time. Around 1050, the Chinese invented n Tell students to fill in the last column of printing with movable type. This was about 400 years before this the Reading Readiness guide. Ask them technology was developed in Europe. to evaluate if what they learned was what they had expected to learn. 18 Chapter 1 Roots of the American People Teaching Resources, Unit 1, Reading Readiness Guide, p. 18 Differentiated Instruction

L3 Advanced Readers L3 Gifted and Talented Research an Oral Report Have students Make a Diagram and Model Challenge Answers research the development of the magnetic students to explain how the magnetic com­ compass by the Chinese and its impact on pass worked and why it was a naviga­ Mansa Musa’s hajj navigation. Students should relate when tional break-through. Students should weak­ened the Egyptian economy by the compass was invented and used by the dia­gram the parts of the compass and flooding it with gold, which caused the Chinese, and when it passed to other indicate their functions. If possible, provide money to decrease in value. cul­tures. Have students report their materi­als to make a working compass. Have Ghana, Mali, Songhai findings to the class. students share their work with the class.

18 Chapter 1 The Chinese made great advances in navigation. Navigation is the science of locating the position and plotting the course of ships. Assess and Reteach

The Chinese invented the magnetic compass, which made it possible for ships to sail out of sight of land and still find their way home. L2 By the 1300s Chinese ships were sailing trade routes that Assess Progress stretched from Japan to East Africa. The Chinese explorer Zheng He Have students complete Check Your made several voyages with a fleet of more than 300 giant ships. The Progress. Administer the Section Quiz. fleet visited 30 nations throughout Asia and Africa, trading silks and Teaching Resources, Section pottery for spices, gems, medicinal herbs, and ivory. Quiz, p. 26 Spice Trade and the Silk Road Chinese silks, bronze goods, To further assess student understanding, pottery, and spices flowed west from China along a route known as use the Progress Monitoring Transparency. the Silk Road. The Silk Road was one of the great trade routes of ancient times. It was not really a single road but a series of routes that stretched about 5,000 miles from Xi’an (SHE AHN) in China Progress Monitoring Transparencies, to Persia. Chapter 1, Section 3 Merchants on the Silk Road brought silk and other goods from Reteach L1 China across Asia for sale in Middle Eastern and European markets. This Chinese figurine is made of Along the way they traded in the Middle East for products like jade, a precious trade item. If students need more instruction, have them read this section in the Interactive cloves, nutmeg, and peppercorns from the Spice Islands in Southeast Vocabulary Builder Asia. The Silk Road declined in importance when alternative sea alternative (awl TUR nuh tiv) adj. Reading and Notetaking Study Guide and routes were discovered. providing a choice between two complete the accompanying question. or among more than two things What was the Silk Road? Interactive Reading and

Notetaking Study Guide, Chapter 1, Looking Back and Ahead The trade links between Section 3 (Adapted Version also available.) Asia and Africa developed at a time when much of Europe was iso- lated. In the next section, you will learn about the development of Extend L3 Europe. You will also see how Europe began to look toward the To extend the lesson, have students use the riches of Asia. Internet to learn more about the expedi­tions of Zheng He and their effect on trade. Students should use their research to For: Self-test with instant help pre­pare a script for a TV news report. Section 3 Check Your Progress Visit: PHSchool.com Provide students with the Web Code below. Web Code: mva-1013

Comprehension Reading Skill Writing and Critical Thinking 3. Ask Questions Look at the 5. Consider the following thesis 1. (a) Recall What role did the questions you asked, and look at statement: The trading network For: Help in starting the Extend Muslim world play in trade? the section review questions. Did between Asia, Africa, and Europe activity (b) Interpret Maps Locate the the reading answer those ques- began a useful exchange of ideas Visit: www.PHSchool.com Arabian Peninsula on a world tions? How did previewing help and products. Write one or two map. Why was its location ideal you set purposes and increase paragraphs to develop that thesis. Web Code: mve-0108 for a trading center? your understanding? 2. (a) Recall Why were gold and Key Terms Progress Monitoring Online salt important in West African 4. Write two definitions for the key trade? Students may check their comprehen­ term navigation—one a formal (b) Contrast How did trade in definition for a teacher, the other sion of this section by completing the East Africa differ from trade in an informal definition for a West Africa? Progress Monitoring Online graphic younger child. organizer and self-quiz.

Answer Section 3 Trade Networks of Asia and Africa 19 a series of trade routes stretching about 5,000 miles from China to Section 3 Check Your Progress the south of West African kingdoms Persia

such as Ghana. 1. (a) The Muslim world linked traders in 4. Possible responses: Navigation is the Africa, Asia, and Europe. (b) Trade in East Africa was with Asia across the Indian Ocean and with the science of locating the position and (b) The Arabian Peninsula is in the planning the course of ships; navigation Mid­dle East, between Europe, Asia, and African interior; trade in West Africa was with Muslim markets in the north is the way ships figure out how they Africa; it was a crossroads for traders will get where they want to go. from all three continents. and Middle East. 3. 5. Students should support the thesis 2. (a) People in West Africa needed salt in Answers will vary, but should demon­ strate an understanding that previewing statement by citing specific details from their diet to protect against dehydra­ the text that illustrate how the trading tion; gold was in demand in the Middle and then setting a purpose for reading by asking questions increase compre­ network began an exchange of ideas East; salt from the desert to the north and influences. was traded for gold from gold fields to hension. Chapter 1 Section 3 19