Route to Glory: the Developments of the Trans-Saharan and Trans
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1 August 2021
21 October 2020 – 1 August 2021 1 2 As we celebrate the third anniversary of the opening of the Musée Yves Saint Laurent Marrakech and the launch of the Musée Pierre Bergé des Arts Berbères within the Jardin Majorelle, it is most poignant that we render homage to the great Bert Flint with this exhibition. A passionate collector and defender of the varied aspects of the rich ethnic heritage that defines Morocco, Bert Flint has been a beacon for decades in championing the diversity manifested in the Kingdom’s myriad cultural identities. In 2018, the Éditions Jardin Majorelle was honored to publish Bert Flint’s book African-Berber Culture: Neolithic Traditions of the Sahara in North Africa and the Sahel Region, a synthesis of his long-term research and travels. The Fondation Jardin Majorelle‘s Amazigh collection was immensely enriched by Bert Flint’s donation of over 600 textile pieces. It is with gratitude and admiration that we present this selection of extraordinary objects from his personal collection. Flawlessly curated by Mouna Mekouar, assisted by Marie-Christine Lebasle, and in close collaboration with Bert Flint, this exhibition equally attests to the cooperative efforts of the Majorelle team during a most challenging moment in the Foundation’s history. I applaud all of them for an extraordinary installation and one that will surely fascinate both our Moroccan and foreign guests. May this homage to Bert Flint and his beloved Morocco be yet another example of our passion for this marvelous country. Madison Cox President of the Fondation Jardin Majorelle 3 BERT FLINT: AN EXHIBITION The exhibition offers a portrait of Bert Flint, an observer whose affinity for different Moroccan and sub-Saharan cultures enabled him to evaluate their paradigmatic nature. -
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. -
ATLANTIC OCEAN INDIAN OCEAN S a H a R a Africa, 500 B.C.—A.D
190-191-0208co 10/11/02 3:44 PM Page 191 Page 2 of 3 Africa, 500 B.C.—A.D.700 15°W M e d i t e r r a n e a n S e a 30°N Alexandria Memphis Tropic of Cancer Thebes ARABIAN r e SAHARA v PENINSULA i R R e e d il NUBIA N S (KUSH) e a Meroë 15°N N i g 15°N Djenné-Djeno e r Adulis R Aden iv er NOK AKSUM ETHIOPIAN HIGHLANDS Gulf of Guinea 0° Equator ver Ri 0° o g n o C INDIAN OCEAN ATLANTIC OCEAN 15°S 15°S Z r a ive m R Aksum, A.D. 300-700 b ezi Nok, 500 B.C. - A.D. 200 Nubia (Kush), 590 B.C. - A.D. 350 po R o iv N 0500 1000 Miles Tropic of Capricorn p e im r L 0500 1000 Kilometers KALAHARI Robinson Projection DESERT 30°S 30°S 15°W 0° 15°E 30°E45°E60°E 500 B.C. 250 B.C. Djenné- A.D. 100s A.D. 303 King Ezana Nok people Djeno established in Bantu migrations rules Aksum. In time, he make iron tools. West Africa. under way. converts to Christianity. 364-365-0315co 10/11/02 4:02 PM Page 365 Page 2 of 3 EUROPE Africa, 800–1500 15°W M e d i Fez t e r r a n e Tripoli a n S e a 30°N Marrakech Cairo Tropic of Cancer Taghaza r e v R SAHARA i ARABIAN R e e d il PENINSULA N S e Kumbi Timbuktu a Se Saleh 15°N ne Gao g ° a N Adulis 15 N l i SUDAN R Djenné g Aksum e . -
1 the Moroccan Colonial Archive and the Hidden History of Moroccan
1 The Moroccan Colonial Archive and the Hidden History of Moroccan Resistance Maghreb Review, 40:1 (2014), 108-121. By Edmund Burke III Although the period 1900-1912 was replete with numerous important social upheavals and insurrections, many of which directly threatened the French position in Morocco, none of them generated a contemporaneous French effort to discover what went wrong. Instead, the movements were coded as manifestations of supposedly traditional Moroccan anarchy and xenophobia and as such, devoid of political meaning. On the face of it, this finding is surprising. How could a French policy that billed itself as “scientific imperialism” fail to consider the socio-genesis of Moroccan protest and resistance? Despite its impressive achievements, the Moroccan colonial archive remains haunted by the inability of researchers to pierce the cloud of orientalist stereotypes that occluded their vision of Moroccan society as it actually was. For most historians, the period of Moroccan history between 1900 and 1912 is primarily known as “the Moroccan Question.” A Morocco-centered history of the Moroccan Question was impossible for Europeans to imagine. Moroccan history was of interest only insofar as it shed light on the diplomatic origins of World War I. European diplomats were the main actors in this drama, while Moroccans were pushed to the sidelines or reduced to vulgar stereotypes: the foolish and spendthrift sultan Abd al-Aziz and his fanatic and anarchic people. Such an approach has a degree of plausibility, since the “Moroccan Question” chronology does provide a convenient way of structuring events: the Anglo-French Accord (1904), the landing of the Kaiser at Tangier (1905), the Algeciras conference (1906), the landing of French troops at Casablanca (1907), the Agadir incident (1911) and the signing of the protectorate treaty (1912). -
Theocracy Metin M. Coşgel Thomas J. Miceli
Theocracy Metin M. Coşgel University of Connecticut Thomas J. Miceli University of Connecticut Working Paper 2013-29 November 2013 365 Fairfield Way, Unit 1063 Storrs, CT 06269-1063 Phone: (860) 486-3022 Fax: (860) 486-4463 http://www.econ.uconn.edu/ This working paper is indexed on RePEc, http://repec.org THEOCRACY by Metin Coşgel* and Thomas J. Miceli** Abstract: Throughout history, religious and political authorities have had a mysterious attraction to each other. Rulers have established state religions and adopted laws with religious origins, sometimes even claiming to have divine powers. We propose a political economy approach to theocracy, centered on the legitimizing relationship between religious and political authorities. Making standard assumptions about the motivations of these authorities, we identify the factors favoring the emergence of theocracy, such as the organization of the religion market, monotheism vs. polytheism, and strength of the ruler. We use two sets of data to test the implications of the model. We first use a unique data set that includes information on over three hundred polities that have been observed throughout history. We also use recently available cross-country data on the relationship between religious and political authorities to examine these issues in current societies. The results provide strong empirical support for our arguments about why in some states religious and political authorities have maintained independence, while in others they have integrated into a single entity. JEL codes: H10, -
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. -
1 Ancient America and Africa
NASH.7654.cp01.p002-035.vpdf 9/1/05 2:49 PM Page 2 CHAPTER 1 Ancient America and Africa Portuguese troops storm Tangiers in Morocco in 1471 as part of the ongoing struggle between Christianity and Islam in the mid-fifteenth century Mediterranean world. (The Art Archive/Pastrana Church, Spain/Dagli Orti) American Stories Four Women’s Lives Highlight the Convergence of Three Continents In what historians call the “early modern period” of world history—roughly the fif- teenth to the seventeenth century, when peoples from different regions of the earth came into close contact with each other—four women played key roles in the con- vergence and clash of societies from Europe, Africa, and the Americas. Their lives highlight some of this chapter’s major themes, which developed in an era when the people of three continents began to encounter each other and the shape of the mod- ern world began to take form. 2 NASH.7654.cp01.p002-035.vpdf 9/1/05 2:49 PM Page 3 CHAPTER OUTLINE Born in 1451, Isabella of Castile was a banner bearer for reconquista—the cen- The Peoples of America turies-long Christian crusade to expel the Muslim rulers who had controlled Spain for Before Columbus centuries. Pious and charitable, the queen of Castile married Ferdinand, the king of Migration to the Americas Aragon, in 1469.The union of their kingdoms forged a stronger Christian Spain now Hunters, Farmers, and prepared to realize a new religious and military vision. Eleven years later, after ending Environmental Factors hostilities with Portugal, Isabella and Ferdinand began consolidating their power. -
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. -
1. Cooperative Groupwork Unit.Pdf
Anna Martin Lee Mathson Middle School Ancient & Medieval World History Appropriate for Grades 6-7 Cross-Cultural Exchange on the Trans-Saharan Trade Routes: A Cooperative Group-work Mini Unit Mini-Unit Objective: Students will analyze the effects of geography on and cultural interchange between Islam and West Africa by examining and creating a creative presentation using primary sources and artifacts relating to trans-Saharan trade and adaptation to the desert. Students will be assessed on their individual primary source analysis and their contributions to the group’s presentation on the element of culture and/or theme of geography assigned. CA Standards: Background: This unit is intended to serve as a capstone for the study of two separate units on the spread of Islam and the trans-Saharan trade empires of Ghana, Mali, and Songhai. Alternatively, it could be used as an exploratory unit bridging those two units. Depending on the number of students and time/resources available, teachers may want to limit the number of cooperative group tasks to fewer than those offered in this unit. Also, if studying ancient history, a selection of just one or two of the cooperative group work activities related to nomadic lifestyle and adaptation to the environment might be used to culminate or begin the study of settled versus nomadic ways of life. Cooperative groups of 4-5 students should be pre-assigned with a heterogeneous grouping intended to mix reading levels, gender, and multiple abilities to best help each other to complete the tasks. If students do not frequently use cooperative groupings, have them complete a short group skill builder, such as creating a team name or finding two commonalities between them to ease group tension and feel comfortable working as a group. -
America, Africa, and Europe Before 1500
DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A Module 1 America, Africa, and Europe before 1500 Essential Question Why might a U.S. historian study the Americas, Africa, and Europe before 1500? About the Photo: American buffalo were In this module you will learn the histories of three regions—the a vital food source for many Native Americas, West Africa, and Europe—whose people would come together American groups. and forever change North America. What You Will Learn … Lesson 1: The Earliest Americans.. 6 Explore ONLINE! The Big Idea Native American societies developed across North and VIDEOS, including... South America. • Mexico’s Ancient Civilizations Lesson 2: Native American Cultures .. 11 The Big Idea Many diverse Native American cultures developed • Corn across the different geographic regions of North America. • Machu Picchu Lesson 3: Trading Kingdoms of West Africa . 19 • Salt The Big Idea Using trade to gain wealth, Ghana, Mali, and Songhai • Origins of Western Culture were West Africa’s most powerful kingdoms. • Rome Falls Lesson 4: Europe before 1500.. 23 • The First Crusade The Big Idea New ideas and trade changed Europeans’ lives. Document-Based Investigations Graphic Organizers Interactive Games Interactive Map: Migrations of Early People Image with Hotspots: The Chinook Image Carousel: Empires of Gold and Salt 2 Module 1 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A Timeline of Events Beginnings–AD 1500 Explore ONLINE! Module Events World 38,000 BC c. 38,000–10,000 BC Paleo-Indians migrate to the Americas. c. 5000 BC Communities in Mexico 5000 BC cultivate corn. -
THE GHANA EMPIRE West Africa’S First Major State
7 THE GHANA EMPIRE West Africa’s First Major State 1110L BY DAVID BAKER, ADAPTED BY NEWSELA In West Africa, the “human experiment” proceeded independently for many centuries. West Africans developed agriculture and large, complex states before getting caught up in the “unification of the world zones.” THE START OF WEST AFRICAN STATES West Africa had formed large urban centers and small kingdoms. But to the north and east, the Romans had already established a sprawling empire, as had the Greeks and Agriculture arose independently in West Africa, as it had in the Fertile Crescent be- Egyptians before them. The same goes for the mighty Persian Empire in the Middle fore. Around 3000 BCE, West Africans had begun the “energy bonanza” — a food sys- East and the Akkadians, Assyrians, and Sumerians before them. tem that supports many more people in a given land area than foraging. While the rest of sub-Saharan Africa did not begin adopting agriculture until 1000 BCE or later, West The earliest states in the world arose around 3500 BCE in Mesopotamia. At that time, Africa began the process around the same time as the Americas. It began to develop agriculture was getting its independent start in West Africa. Farming in the Fertile agrarian civilizations around the same time as well. Crescent, meanwhile, began to appear in approximately 10,000 to 8000 BCE. The Fer- tile Crescent and its descendant powers thus had a head start on West Africa by many This contradicts the myth that Africa was always “disadvantaged” or “primitive” in thousands of years. -
Sailing the Great Sand Sea
People and Place Curriculum Resources on Human-Environmental Interactions Hemispheres is a joint project of: Teresa Lozano Long Institute of Latin American Studies Center for Middle Eastern Studies Center for Russian, East European & Eurasian Studies South Asia Institute in the College of Liberal Arts at The University of Texas at Austin Hemispheres People and Place Curriculum Resources on Human-Environmental Interactions Primary Authors: Natalie Arsenault, Outreach Coordinator Teresa Lozano Long Institute of Latin American Studies Christopher Rose, Outreach Coordinator Center for Middle Eastern Studies Allegra Azulay, Outreach Coordinator Center for Russian, East European & Eurasian Studies Jordan Phillips, Outreach Coordinator South Asia Institute People and Place Curriculum Resources on Human-Environmental Interactions Final Version Original Compilation Date: June 2005 Final Publication Date: April 2007 Permission is granted to reproduce this unit for classroom use only. Please do not redistribute this unit without prior permission. For more information, please see: http://www.utexas.edu/cola/orgs/hemispheres/ Permission to include copyrighted materials in this unit is indicated in citations. sailing the great sand sea TEACHER NOTES GOALS In this unit, students will understand the ways in which North African traders were able to adapt to the harsh environment of the Sahara desert in order to extract natural resources and engage in trans-desert trade for economic gain. They will understand: (1) the factors that define a desert and the different types of deserts; (2) that the introduction of the camel to North Africa provided a solution that made trans-Saharan trade possible; and (3) the natural resources available in the desert and the advantages to be had from harnessing them.