DOCSLIB.ORG

The Ghana Empire Or Wagadou Empire (Existed C

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Ghana Empire Or Wagadou Empire (Existed C DO Now WHY IS AFRICA CALLED THE BIRTHPLACE OF MANKIND Learning Targets and Intentions of the Lesson Students Will Be Able to: 1. KNOW the relationships between the various Early African Kingdoms and trade along the Indian Ocean. 2. UNDERSTAND and explain the significance of Mansa Musa in the development of trade relations within the Early African Kingdoms. 3. List and describe the political, economic, and social systems of Early African Kingdoms (SKILL). A Satellite View Great Rift Valley 3,000 miles long Tropic of Cancer Africa: 20° N The “Tropical” Equator 0° Continent Tropic of Capricorn 20° S Vegetation Zones Bantu Migrations • Bantu – settled around sub-Sahara Africa • spread to the Nile • provided economic foundation for many African societies, African Kingdoms 800 C.E. -1600 C.E. African Kingdoms • Ghana 750-1076 • Mali 1235-1610 • Songhai 1464-1612 Ghana Empire • The Ghana Empire or Wagadou Empire (existed c. 750- 1076) • southeastern Mauritania, Western Mali, Eastern Senegal • Believed to be the first - of many empires in that part of Africa. eighth century, – Dinga Cisse first Ruler • Introduced the camel Centuries before the Arabs and the Muslims Ghana Empire • Owed its prosperity to trans-Saharan trade strategic location Near gold and salt exchanged for textiles ornaments • Hand-crafted leather in old Morocco originated in Ghana. Ghana - few natural resources except salt and gold. Very good making things from iron. Ghanaian warriors used iron tipped spears – their foes fought with weapons made of http://www.imf.org/external/np/exr/center/m stone, bone, and wood. m/eng/mm_rs_01.htm Ghana’s Economy & Decline • The empire struggled in the early 11th century. • By 1059, the population density overtaxing the region. • The Sahara desert was expanding southward, threatening food supplies. http://www.btsadventures.com/img/ mosque.jpg Mali Empire • The Mali Empire from c. 1235 to c. 1610. • The empire was founded by Sundiata Keita renowned for the wealth of its rulers, especially Mansa Musa I. • The Mali Empire had many profound cultural influences on West Africa allowing the spread of its language, laws and customs along the Niger River. Mali Empire • The Mali Empire flourished because of trade It contained three immense gold mines • The empire taxed every ounce of gold or salt that entered its borders. • By the beginning of the 14th century, Mali was the source of almost half the Old World's gold. Ancient Timbuktu A powerful king named Sundiata ruled this area from around 1230-1255 AD. He expanded his kingdom to be as great as Ghana. Greatest king of Mali was Mansa Musa (1312-1337). He developed the gold and salt trade Mansa Musa was a Muslim. He built many beautiful mosques or Islamic temples in western Africa. In 1324, Mansa Musa made a pilgrimage or hajj to Mecca with 60,000 servants and followers and 80 camels carrying more than 4,000 pounds of gold to be distributed among the poor. http://www.exzoobera nce.com Songhay Empire • The Songhai Empire, was a pre-colonial African state centered in eastern Mali. • From the early 15th to the late 16th Century, Songhai was one of the largest African empires in history. • The capital was the city of Gao, where a small Songhai state had existed since the 9th Century. Its base of power was on the bend of the Niger River in present-day Niger and Burkina Faso. Songhai Empire Songhay Economy • The Songhai economy was based on a traditional caste system. • The most common castes were metalworkers, fishermen, carpenters. Lower caste participants consisted of • At the bottom were war captives and slaves obligated to labor, especially in farming. • The great Songhay leader, Sunni Ali conquered Mali • He began the kingdom of Songhay. • Set up a complex government to rule all the lands he had conquered. http://www.abcorpaffairs.com/gallery / Timbuktu Djenne Sunni Ali captured Timbuktu in 1468 and Djenne in 1475. He carried out a very repressive regime, especially against the scholars. .
Load more

Recommended publications
  • 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.
    [Show full text]
  • West African Kingdoms
    Grade 6: Unit 5 How did the kingdoms of West Africa become so powerful? This instructional task engages students in content related to the following grade-level expectations: • 6.1.11 Produce clear and coherent writing for a range of tasks, purposes, and audiences by: o conducting historical research o evaluating a primary source o determining the meaning of words and phrases from historical texts using technology to research, produce, or publish a written product Content o • 6.1.3 Analyze information in primary and secondary sources to address document-based questions • 6.2.1 Analyze the relationship between geographical features and early settlement patterns using maps and globes • 6.2.7 Summarize key features of ancient West African kingdoms (Ghana, Mali, and Songhai) • 6.3.3 Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms using maps and globes • 6.6.4 Explain how the development of trade and taxation influenced economic growth in the ancient world In this instructional task, students develop and express claims through discussions and writing which examine the impact of relationships between ideas, people, and events across time and Claims place. To accomplish this, they recognize recurring themes and patterns in history, geography, and economics. Students will evaluate the impact that trade had on the kingdoms of Mali, Ghana, and Songhai. This instructional task helps students explore and develop claims around the content from unit 5: Unit Connection • How trading empires grew because
    [Show full text]
  • Mongol Empire
    Social by: Sam, Will, Phillip, Katherine and Taylor Up to 600 BCE Africa: Egyptians patriarchal but women had more freedom than any other Asia: Warrior class was the elite class in China Europe: Women were inferior Middle East: - Caste System in Indus River Valley - Hunter-Gatherer Society in Fertile crescent The Americas: Olmec - elite used religious rituals to control society 600 BCE - 600 CE Africa: Kingdoms organized by fixed social categories, but not hierarchical with noble class, commoner, and slaves Asia: 1) India had a strict social hierarchy, identified in class and caste 2) Administrative personnel drawn from gentry in China Europe: Patron/client relationship used in Rome to benefit the wealthy and poor classes Middle East: Society revolved around powerful aristocratic families on trade routes of the Silk Road The Americas: Chavín social structures saw a larger class distinction than ever before 600 CE - 1450 Africa: Interactions between various civilizations through Trans-Saharan trade; Mansa Musa's pilgrimage to Mecca across North Africa spread news about Mali empire's wealth Asia: 1) Mongols captured slaves in warfare; society functioned through kinship and tribute ties 2) Buddhists in Sui and Tang empires encouraged women in politics; multiple women leaders Europe: Nobles had authority over serfs/peasants; no manorial system in Kievan Russia unlike medieval Europe Middle East: Islam people formed umma saying Muhammad was messenger of God The Americas: In Maya, women helped economy and managed religious rituals 1450 - 1750
    [Show full text]
  • 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,
    [Show full text]
  • 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 ..........................................................................
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • The Evolution of a Big Idea: Why Don’T We Know Anything About Africa?
    Journal of Inquiry & Action in Education, 2(1), 2009 The Evolution of a Big Idea: Why Don’t We Know Anything About Africa? Michael James Meyer Clarence (NY) High School This article is about my experiences as a ninth grade history teacher trying to implement a “big idea” unit on ancient African history. My experiences as a first year teacher and also my experience in seeing this unit develop over three years are chronicled. I conclude that implementing a big idea strategy of instruction is possible in a “real” classroom, that this implementation is more of a journey than a destination, and that big ideas do help students to learn. I didn’t start out as a teacher. In fact, after college I pursued a career in business for about seven years. While financially rewarding, I found business to be unsatisfying and so I looked for a career that had rewards beyond money alone. I come from a family of teachers and I decided that maybe my calling was in the field. The whole point of my change in careers was to seek something more than money. When I thought about teaching, I was hoping to do a couple of things. The first was to help the students who I taught to be skeptical consumers of information; to question what they hear and are told and to seek answers for themselves. I felt that in today’s world of limitless information and ubiquitous media that critical or skeptical thinking is an important skill to teach if we are to create responsible citizens.
    [Show full text]
  • 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.
    [Show full text]
  • Mansa Musa and Islam in Africa: Crash Course World History #16
    Transcript Mansa Musa and Islam in Africa: Crash Course World History #16 The growth of trade routes and exchange in Afro-Eurasia helped to stimulate the development of additional states in several parts of Africa. Many of these states were tied to Islamic trading networks, and they combined local political ideas with thoughts and technologies coming from other parts of the Islamic World. Some states, like Mali and the city-states of east Africa, had a huge impact on those growing trading networks. Transcript Mansa Musa and Islam in Africa: Crash Course World History #16 Timing and description Text 00:01 Hi, my name’s John Green, this is Crash Course World History, and today we’re going to talk about Africa. John Green as his younger self Mr. Green, Mr. Green, we’ve already talked about Africa. Egypt is in Africa, and you haven’t shut up about it the entire course. John Green places Yeah, that’s true, Me from the Past. But Africa’s big, it’s, like, super big—much countries made of felt— bigger than it appears on most maps, actually. I mean, you can fit India and China United States, India, and and the United States if you just fold in Maine. All of that fits in Africa. Like any China on top of a felt huge place, Africa is incredibly diverse, and it’s a mistake to focus just on Egypt. Africa; So today let’s go here, south of the Sahara desert. Photo of the Mali Empire CCWH theme music plays 00:40 First, let’s turn to written records.
    [Show full text]
  • 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 ..........................................................................
    [Show full text]
  • Africa, Empire and Globalization 00 Falola Brownell Fmt 1/24/11 12:53 PM Page Ii
    00 falola brownell fmt 1/24/11 12:53 PM Page i Africa, Empire and Globalization 00 falola brownell fmt 1/24/11 12:53 PM Page ii Carolina Academic Press African World Series Toyin Falola, Series Editor Africa, Empire and Globalization: Essays in Honor of A. G. Hopkins Toyin Falola, editor, and Emily Brownell, editor African Entrepreneurship in Jos, Central Nigeria, 1902 –1985 S.U. Fwatshak Food Crop Production and Rural Poverty in Nigeria’s Benue Area, 1920 –1995 Mike Odugbo Odey Pioneer, Patriot, and Nigerian Nationalist: A Biography of the Reverend M. D. Opara, 1915 –1965 Felix Ekechi The Tiv and Their Southern Neighbours, 1890 –1990 Emmanuel Chiahemba Ayangaor 00 falola brownell fmt 1/24/11 12:53 PM Page iii Africa, Empire and Globalization Essays in Honor of A. G. Hopkins Edited by Toyin Falola and Emily Brownell Carolina Academic Press Durham, North Carolina 00 falola brownell fmt 1/24/11 12:53 PM Page iv Copyright © 2011 Carolina Academic Press All Rights Reserved Library of Congress Cataloging-in-Publication Data Africa, empire and globalization : essays in honor of A.G. Hopkins / edited by Toyin Falola and Emily Brownell. p. cm. Includes bibliographical references and index. ISBN 978-1-59460-915-2 (alk. paper) 1. Africa--Economic conditions. 2. Africa--History. 3. Great Britain--Colonies--Eco - nomic conditions. 4. World politics. 5. Globalization. I. Falola, Toyin. II. Brownell, Emily. III. Hopkins, A. G. (Antony G.) HC800.A553334 2011 337.96--dc22 2010050828 Carolina Academic Press 700 Kent Street Durham, North Carolina 27701
    [Show full text]