A History of West Africa
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Leadership in Pre-Colonial Africa: a Case Study of Sundiata Keita (Mari Jata) C
ISSN 2394-9694 International Journal of Novel Research in Humanity and Social Sciences Vol. 5, Issue 1, pp: (28-36), Month: January - Feburary 2018, Available at: www.noveltyjournals.com Leadership in Pre-Colonial Africa: A Case Study of Sundiata Keita (Mari Jata) C. 1217-1255 and Mansa Musa Keita (Kankan) C. 1312-1337 of Mali 1B. E. Awortu, 2Michael, T.B 1,2 PhD, DEPARTMENT OF HISTORY AND DIPLOMATIC STUDIES, IGNATIUS AJURU UNIVERSITY OF EDUCATION, RUMUOLUMENI P.M.B. 5047 PORT HARCFOURT Abstract: Africa is one of the continents in the world that is bedeviled with leadership challenges since the colonial era. Prior to the colonial era, African states that were independent and sovereign of each other had visionary leaders who piloted the affairs of their domains to enviable heights. These crop of leaders were determined to protect and preserve the territorial integrity of their kingdoms. In recent years, leadership is categorized as one of the bane of Africa underdevelopment. This paper therefore examines leadership in pre-colonial Africa with reference to Mansa Sundiata Keita and Mansa Musa of Mali Empire. The researchers generated the needed data through primary and secondary sources of information. The interdisciplinary approach was also adopted in generating data for the study. As regards theory, the trait and transformational leadership theories were adopted to guide our study. From the analysis it was observed that the pre-colonial societies of Africa had good leaders who were committed to empire building, development, rule of law, equity and fairness amongst others. Furthermore, the paper revealed that Mansa Sundiata and Mansa Musa were visionary leaders who contributed through their selfless service to the growth and development of Mali Empire. -
The Lost & Found Children of Abraham in Africa and The
SANKORE' Institute of Islamic - African Studies International The Lost & Found Children of Abraham In Africa and the American Diaspora The Saga of the Turudbe’ Fulbe’ & Their Historical Continuity Through Identity Construction in the Quest for Self-Determination by Abu Alfa Umar MUHAMMAD SHAREEF bin Farid 0 Copyright/2004- Muhammad Shareef SANKORE' Institute of Islamic - African Studies International www.sankore.org/www,siiasi.org All rights reserved Cover design and all maps and illustrations done by Muhammad Shareef 1 SANKORE' Institute of Islamic - African Studies International www.sankore.org/ www.siiasi.org ﺑِ ﺴْ ﻢِ اﻟﻠﱠﻪِ ا ﻟ ﺮﱠ ﺣْ ﻤَ ﻦِ ا ﻟ ﺮّ ﺣِ ﻴ ﻢِ وَﺻَﻠّﻰ اﻟﻠّﻪُ ﻋَﻠَﻲ ﺳَﻴﱢﺪِﻧَﺎ ﻣُ ﺤَ ﻤﱠ ﺪٍ وﻋَﻠَﻰ ﺁ ﻟِ ﻪِ وَ ﺻَ ﺤْ ﺒِ ﻪِ وَ ﺳَ ﻠﱠ ﻢَ ﺗَ ﺴْ ﻠِ ﻴ ﻤ ﺎً The Turudbe’ Fulbe’: the Lost Children of Abraham The Persistence of Historical Continuity Through Identity Construction in the Quest for Self-Determination 1. Abstract 2. Introduction 3. The Origin of the Turudbe’ Fulbe’ 4. Social Stratification of the Turudbe’ Fulbe’ 5. The Turudbe’ and the Diffusion of Islam in Western Bilad’’s-Sudan 6. Uthman Dan Fuduye’ and the Persistence of Turudbe’ Historical Consciousness 7. The Asabiya (Solidarity) of the Turudbe’ and the Philosophy of History 8. The Persistence of Turudbe’ Identity Construct in the Diaspora 9. The ‘Lost and Found’ Turudbe’ Fulbe Children of Abraham: The Ordeal of Slavery and the Promise of Redemption 10. Conclusion 11. Appendix 1 The `Ida`u an-Nusuukh of Abdullahi Dan Fuduye’ 12. Appendix 2 The Kitaab an-Nasab of Abdullahi Dan Fuduye’ 13. -
Destined to Migrate
MALI Destined to migrate Exploring a culture of migration in a world of migration restrictions Kayes, Mali March 2020 Destined to migrate: Exploring a culture of migration in a world of migration restrictions, March 2020 This study was conducted by REACH, in partnership with the Mixed Migration Centre. It was funded by the United Kingdom’s Department for International Development (DFID). © Cover photo: Diana Ihring 2019 About REACH REACH facilitates the development of information tools and products that enhance the capacity of aid actors to make evidence-based decisions in emergency, recovery and development contexts. The methodologies used by REACH include primary data collection and in-depth analysis, and all activities are conducted through inter-agency aid coordination mechanisms. REACH is a joint initiative of IMPACT Initiatives, ACTED and the United Nations Institute for Training and Research - Operational Satellite Applications Programme (UNITAR-UNOSAT). For more information please visit our website: www.reach-initiative.org. You can contact us directly at: geneva@reach- initiative.org and follow us on Twitter @REACH_info. About the Mixed Migration Centre The MMC is a global network consisting of seven regional hubs and a central unit in Geneva engaged in data collection, research, analysis and policy development on mixed migration. The MMC is a leading source for independent and high-quality data, research, analysis and expertise on mixed migration. The MMC aims to increase understanding of mixed migration, to positively impact global and regional migration policies, to inform evidence-based protection responses for people on the move and to stimulate forward thinking in public and policy debates on mixed migration. -
Chapter Two: the Global Context: Asia, Europe, and Africa in the Early Modern Era
Chapter Two: The Global Context: Asia, Europe, and Africa in the Early Modern Era Contents 2.1 INTRODUCTION .............................................................................................. 30 2.1.1 Learning Outcomes ....................................................................................... 30 2.2 EUROPE IN THE AGE OF DISCOVERY: PORTUGAL AND SPAIN ........................... 31 2.2.1 Portugal Initiates the Age of Discovery ............................................................. 31 2.2.2 The Spanish in the Age of Discovery ................................................................ 33 2.2.3 Before You Move On... ................................................................................... 35 Key Concepts ....................................................................................................35 Test Yourself ...................................................................................................... 36 2.3 ASIA IN THE AGE OF DISCOVERY: CHINESE EXPANSION DURING THE MING DYNASTY 37 2.3.1 Before You Move On... ................................................................................... 40 Key Concepts ................................................................................................... 40 Test Yourself .................................................................................................... 41 2.4 EUROPE IN THE AGE OF DISCOVERY: ENGLAND AND FRANCE ........................ 41 2.4.1 England and France at War .......................................................................... -
West African Empires Before the Atlantic Slave Trade
A Hidden History: The West African Empires Before the Atlantic Slave Trade Linda Kaye Nwoke Fondren Middle School INTRODUCTION Fondren Middle School is located in the southwest section of Houston, Texas. It provides a rigorous curriculum that reaches beyond traditional boundaries. The magnet program offers exceptional opportunities, such as complete training laboratories where students learn graphics, digital imaging, and animation. Fondren is the only middle school in HISD to have an annual trip to Big Bend National Park every spring where the students can learn about ecology, biology, and geology. Fondren is a Title I school: 55% are African American, 41% Hispanic American, 2% Asian American, 1% white, and 1% other. 71% are at-risk, and 91% receive free/reduced lunch. We also have 81% in the Pre-AP program. OBJECTIVES SS.6.2B- Describe the economic, social, and/or political impact of individual and group achievement on the historical and contemporary countries or societies of a given region. SS.6.3B- View, determine the utility, and interpret various types of maps, graphs, charts, and other geographic tools to pose and answer questions about geographic distributions and patterns in world regions. SS. 6.5B Identify how human and physical geographic factors affect the ability of a country/group to control territory and shape domestic and foreign policy in a given region or country. SS.6.2A Explain the significant contributions of historic and contemporary individuals and groups from selected societies, cultures, or regions. SS. 6.18D Identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes. -
Unit 5: the Post-Classical Period: the First Global Civilizations
Unit 5: The Post-Classical Period: The First Global Civilizations Name: ________________________________________ Teacher: _____________________________ IB/AP World History 9 Commack High School Please Note: You are responsible for all information in this packet, supplemental handouts provided in class as well as your homework, class webpage and class discussions. What do we know about Muhammad and early Muslims? How do we know what we know? How is our knowledge limited? Objective: Evaluate the primary sources that historians use to learn about early Muslims. Directions: Below, write down two things you know about Muhammad and how you know these things. What I know about Muhammad... How do I know this …. / Where did this information come from... Directions: Below, write down two things you know about Muslims and how you know these things. What I know about Muslims... How do I know this …. / Where did this information from from... ARAB EXPANSION AND THE ISLAMIC WORLD, A.D. 570-800 1. MAKING THE MAP 1. Locate and label: 4. Locate and label: a Mediterranean Sea a Arabian Peninsula b Atlantic Ocean b Egypt c Black Sea c Persia (Iran) d Arabian Sea d Anatolia e Caspian Sea e Afghanistan f Aral Sea f Baluchistan g Red Sea g Iraq h Persian Gulf. 2. Locate and label: h Syria a Indus River i Spain. b Danube River 5. Locate and label: c Tigris River a Crete b Sicily d Euphrates River c Cyprus e Nile River d Strait of Gibraltar f Loire River. e Bosphorus. 3. Locate and label: 6. Locate with a black dot and a Zagros Mountains label: b Atlas Mountains a Mecca c Pyrenees Mountains b Medina d Caucasus Mountains c Constantinople e Sahara Desert. -
The 19Th Century Jihads in West Africa
THE 19TH CENTURY JIHADS IN WEST AFRICA A Jihad is a holy defensive war waged by Muslim reformers against injustices in the society, aimed at protecting the wronged and oppressed people together with their property and at the same time, spreading, purifying and strengthening Islam. In the Nineteenth Century, West Africa saw a wave of Jihads; however, three were more profound: 1. The Jihads that broke out in Hausaland in 1804 under the leadership of Uthman Dan Fodio. These took place in Sokoto area; and thus came to be known as the Sokoto Jihads. 2. In 1818, another Jihad was conducted in Massina under the headship of Seku (Sehu) Ahmadu. These came to be known as the Massina Jihads. 3. In Futa–Jallon and Futa–toto, another Jihadist called Al-Hajj Umar carried out a Jihad in 1851. This was known as the Tokolor or Tijjan Jihad. All these Jihads were led by members of the Fulani Muslims and carried out by people of Fulani origin; as such, the Jihads came to be known as the Fulani Jihads. CAUSES OF THE 19TH CENTURY JIHAD MOVEMENTS IN WEST AFRICA. Question: Account for the outbreak of the 19th Century Jihad Movement in West Africa. Although the Nineteenth Century Jihads were religious movements, they had a mixture of political, economic and intellectual causes; and a number of factors accounted for their outbreak in West Africa. 1. The 19th Century Jihads aimed at spreading Islam to the people who had not been converted to it. There were areas which had not been touched by Islam such as Mossi, Nupe, Borgu and Adamawa. -
For the Mande Bala Todd G. Martin A
TOWARD A PEDAGOGY OF "PLAY" FOR THE MANDE BALA TODD G. MARTIN A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN MUSIC YORK UNIVERSITY TORONTO, ONTARIO APRIL, 2017 © Todd Martin, 2017 ABSTRACT A theoretical model is proposed that posits "play" as both the long-term goal of bala learning, and as the means through which the short-term steps toward that goal can best be achieved. Play is defined in two different ways. In the first sense it is an orchestrating of means and ends in which means are at the centre of interest. In this sense, play is a goal of bala learning. In the second sense, play is defined (using the framework of Applied Behaviour Analysis) as: activities that (a) are inherently reinforcing (and not inherently punishing), and (b) do not eventuate extinction, escape, or avoidance. In this sense, play is conceived as one possible means through which to achieve pedagogical goals. The case is made that owing to its intrinsic (musical) characteristics—in particular, the inherent scalability of pattern density—Mande bala music is especially well suited to a pedagogy of "play." Although the model proposed is supported by empirical evidence and has a strong rational underpinning, the model itself is not tested in the present study, but rather, is herein articulated (via illustrative case studies depicting the learning of various bala patterns through digitally mediated means—books, CDs, DVDs, etc.) An argument is built to support the notion that in comparison with traditional, immersion- based pedagogical modalities, the digital mediation of bala teaching eventuates a pedagogical loss, but that this pedagogical loss can be attenuated through a more "playful" pedagogical approach. -
The Mandinka Epic
Les Ballets d'Afrique Noire The Mandinka Epic Wake niversity mston-Salem orth Carolina February 18, 2000 Wait Chapel ICM Artists, Ltd. presents Les Ballets d'Afrique Noire The Mandinka Epic General Dir ector and Producer Lightin g Adaptation Mamadou Mansour Gueyc Jim Alexander Artistic Dir ector Costume Designs Jean Pierre Leurs Oumou Sy, Jean Pierre Leurs, Mamadou Mansour Gueye Producer and Artistic Advisor Mamadou Mansour Gueye Singers (jelis/ griots) Maimouna Cissokho, Mouscouta Camara Crea tor and Artistic Director Jean Pierre Leurs Performers Mamadou Badji, ldtissa Diatta, Mohammed Composer and Lyricist Badji, Sai·dou Ba, Djibril Camara, Guimba Diallo Alain Godonou D.M. Zinsou, Charles Adam Leurs, Malang Diatta, Bourama Diatta, Fode Choreographers Moussa Camara, Mame Adama Gucye, Adama Oscar Aboubacar Camara Fall, Binetou Ly, Ramatoulaye Diallo, Marie Jean Pierre Leurs Diagne, Awa Cai"ssi,y Camara, Fatou Mbaye, Mamadou Diop Aminata Sonko, Dianke Diatta Ballet Master Mu sicia ns Oscar Aboubacar Camara Aboubacar Camara (balafon), Ousmane Coulibaly (flute), Mady Kouyate (kora), Djibril Rehearsa l Director Sissoko (khalam) Sei"dyAbabbacar Gueye Percu ssionists Lighting Concept Dikory Seydi, Pape Assane Mbaye, Mademba Jean Pierre Leurs Diao, El Hadji Mbor Faye, Cheikh Ahmed Tidiane Ndong, Bakary Cisse The Mandinka Epic United States ·four is presented in a~sociation with the Kennedy Center African Odyssey Program, ~ponS0red by American Express. Exclusive Management ICM~ Artists, Ltd. 40 West 57 St reel Ns~wYt1rk,NY 10019 A nwmber of lCM I loldings Inc. The Story ACTI (a brief history of events leading up to the Mali Kingdom of West Africa) Scene I- (circa late 12th century) Early morning in a small Mandi.nka tribal village. -
Ufahamu: a Journal of African Studies
UCLA Ufahamu: A Journal of African Studies Title …And the Gods Did Not Avenge Us Permalink https://escholarship.org/uc/item/6904m785 Journal Ufahamu: A Journal of African Studies, 13(2-3) ISSN 0041-5715 Author Diawara, Manthia Publication Date 1984 DOI 10.5070/F7132-3017115 Peer reviewed eScholarship.org Powered by the California Digital Library University of California AND THE GODS DID NOT AVENGE US (A Shor t Story) By Manthia Diawara And • .:o folks coul d not sp eak Kandinka . My -ot her was a Karaka housewife who used to go to t he aa r ke t pTace wi thout wea r i ng any -a keup. It was fashionabl e then, all'(ln g t he Mandinlt.a wome n , to put cbo'le on their eyebrows. My ec t her had tribal ~ rk s: --three vert i cal scar s on both cheeks and three chips on her forehead . When s he spo ke Mandinka , she always ended her sentences with some Maraka wo rds. Al l the WOIIlt'n in the mar ket pl ace knew she was a forei gner . And my friends ca lled me the "'araka boy. I did not l ike t hat. My father was very tall , and crippled in the right l eg . He walked very fas t to hi s destinations and did not have the elegance or nonchalance which we re the trademarks of the Han dinka men. When my friends sa w him coming, they always said, "t here is the Hdraka ma n." I did not like that either. -
Nach Dem Untergang Des Mali- Reiches Erblühlt Das Reich Der Songhai Neu Auf
Geschichte Malis II Geschichte Malis Mali Die Reiche Mali und Songhai Geschichte Malis Das Reich Mali Das Großreich Mali, regiert vom Volk der Malinke, steigt zum bekanntesten mittelalterlichen Großreich des Sahel auf … Geschichte Malis Das Gebiet der Mande ist in drei Provinzen aufgeteilt und wird von folgnenden Klans regiert: • die Konde in der Provinz Do • die Camara in Boure • die Keita, Konaté und Traoré in Kiri Geschichte Malis 1050 Die Keita setzten sich im schwelenden Machtkampf durch. Sie bekehren sich zum Islam und wiedersetzen sich der Herrschaft der Soninke von Ghana. Geschichte Malis Ende des 12. Jhd. Herrschaft von Nare Fa-Maghan Keita, dem Vater des legedären Sundiata Keita. Allianz mit den benachbarten Volksgruppen, um die Sklaverei der Nomaden aus der Sahara zu beenden. Geschichte Malis 13 Jhd. Sumaro Kante vereinigt die Völker des Sosso (nördl. Mande), bildet eine Armee und attakiert das Gebiet der Mande. Geschichte Malis Der Aufstieg Soudiata Keitas … Die bedrohten Mandevölker wenden sich an Sundiata Keita. Der Legende nach ist Sundiata körperlich behindert und lernt erst später Gehen. Verfolgt von seinem Bruder Dankaran Tuman, zieht er sich zunächst nach Nema zurück. Geschichte Malis Geschichte Malis Dort bildet er eine Armee und vereinigt die Malinke von Siby. Seine Armee besteht aus 10.000 Reitern und 100.000 Soldaten. Attacke gegen den König von Sosso. Sundiata Keita Geschichte Malis Nördlich von Koulikoro und Banamba Südwestlich von Bamako Geschichte Malis 1235 Sieg Keitas über die Armee von Sumaro, dem König von Sosso. Nach der Flucht des Sossokönigs, vereinigt Keita alle Mandevölker und bildet das Reich Mali. Das Volk nennt ihn Mansa (König der Könige). -
History of Ghana
History of Ghana Early History The earliest recorded human habitation within the boundaries of modern Ghana, dates back to circa 10000 BC on the Oti River. The oldest date for pottery at the Stone Age site near Accra is 4000 BC. Empire of Ancient Ghana The empire of ancient Ghana is not geographically, ethnically, or in any other way related to modern Ghana. Ancient Ghana would have been found 400 miles northwest of modern Ghana, in the areas now known as Northern Senegal and Southern Mauritania. Ancient Ghana came into existence when, at the start of the first millennium, a number of clans of the Soninke people, a Mande speaking people living in the region bordering the Sahara, came together under the leadership of Dinga Cisse. It is likely that the Soninke was formed in response to the attacks form nomadic raiders suffering from drought and seeking new territory. Ancient Ghana derived its power and wealth from gold, and the introduction of the camel increased their ability to transport goods. The majority of the knowledge of Ghana comes from Arab writers who reported that the Soninke people also sold slaves, salt, and copper in exchange for textiles, beads, and finished goods. Their capital city, Kumbi Saleh, was built on the edge of the Sahara and quickly became the most dynamic and important terminus of the Saharan trade routes. The wealth of ancient Ghana is mythically explained in the tale of Bida, the black snake. The snake demanded an annual sacrifice in return for guaranteeing prosperity in the Kingdom. Each year a virgin was offered as a sacrifice, until one year, the fiancé of the sacrificial virgin rescued her.