DOCSLIB.ORG

Mongol Empire

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read 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 Africa: Gold and Slave Coast - all about trading goods. Governments kept Europeans in line Asia: Japan's transition from military to civil society Europe: Serfdom - peasants working on land for landowners for life Middle East: Janissaries gained more influence in the Ottoman Empire The Americas: - Encomienda system with American Indians - Plantocracy and slave labor organization in Brazil 1750 - 1900 Africa: European interaction with Africans; labor migration Asia: indentured servants(contract of indenture) Qing Empire: Bannerman (Manchu hired military; usually were nomadic people) Europe:"separate spheres" (in Western societies that men and women, especially of the middle class, should have clearly differentiated roles in society) Oceania: Malacca Strait Middle East: modernization; Janissaries(Infantry, originally of slave origin, armed with firearms) The Americas: feminism: women inferior but had few rights 1900 - Present Africa: South African apartheid (the segregation of the white colonizers and the blacks/mixed-race minority) Asia: Japanese narikin (“new rich”), mobos (modern boys), and mogas (modern girls) against traditionalists Europe: In industrial nations, population shift of more senior citizens that young people (2050, Western Europe median age 52) Oceania: Migration of agricultural and commercial people to mountainous and forested areas because of colonialism and population growth (like Javanese to Borneo and Sumatra) Middle East: Under Kemel, Turkey Westernization, the Arabic alphabet replaced with the Latin alphabet, women given civil equality, traditional Islamic clothing thrown aside (Resisted for a while in rural areas) The Americas: In the US, during WWII, traditional ways thrown aside due to the lack of men who were off at war, with women and minorities being hired in their place on the homefront Political Sprite Chart By: Jillian Draughon, Mike Bu, Chandler Ellis, Maddie Earley, Tyler Curl, and Viviana Carasco 5/10/13 Period 4 Up to 600 BCE • City-states were built in mesopotamia, modeled after village council, political power held by priest and king (lugal) • Egyptian pharaohs ruled due to Ma'at- divine power • Shang Dynasty ruled with king and warrior elite, king often travelled, no real written records • Zhou period, Wen and Wu ancestry kings, Mandate of Heaven ruling (similar to ma'at) • Kingdom of Meroe, kings from Nubia, addressed by royal titles, wore costumes, Egyptian burial, some sub saharan african traits • Olmec Culture- kings ruled using religious and secular motives, giant Olmec heads influenced by rulers, power was held by shamans 600 BCE - 600 CE •Persian Empire had lots of political turmoil, especially during Persian wars •Greek Empire was like the Persian but was more successful at imperialism under Alexander the Great •Roman empire rose in Italy and expanded to the Mediterranean under a strong central government, but ideas later failed •Chinese empires Qin and Han both came from small states and unified to conquer rivals' lands under a strong central government but ideas later failed •Mauryan and gupta empires had political divisions throughout the course of their reign •Bantu and Hausa were the main sub-saharan African empires, but Bantu had more area and land conquered 600 CE -1450 CE • Tang Dynasty- Central Government, confusion inspired government structure, civil Service examination test • Umayyad Caliphate- hereditary monarchy, bureaucratic structure with local administrators • Mongol Empire- empire built through conquest, headed by Genghis Khan, later divided against his sons, local rulers often left during their ruling to travel • Aztec Empire- conquered surrounding area, tribute system, absolute monarchy • Song Dynasty- took over after collapse of Tang, scholar-based government, less emphasis on military, re-established a tribute system • Byzantine Empire- influenced by Roman laws, centralized hereditary monarchy, divided into military districts governed by generals 1450 CE - 1750 CE • Holy Roman Empire- expanded to cover vast amounts of central Europe throughout time period • Habsburgs-family that ruled Spain and large parts of the Holy Roman Empire, Netherlands, and Belgium • Thirty years war- enabled the Netherlands to gain independence from Spain and rise as an independent nation • Gunpowder states- the Ottoman Empire, Russia, Mughal Empire, and Tokugawa, all joined together to make a ruling monopoly based on gunpowder • Catholic Church- a once influential body, but by the end of time period, was no longer as pivotal • Protestant Reformation- government greatly based on religion, allowing for it to caused great division among nations 1750 CE -1900 CE • (1700s) European imperial powers impose reforms - resistance in colonies, American Revolution, Declaration of Independence • (1776) Corrupt government in France- storming of Bastille, French Revolution • (1789), crowning of Napoleon • (1804) Ottoman central government fragmented as Western reforms were made the most persistent opposition came from the Janissaries • (1839-1842) Opium War exposed Qing military inferiority- Government corruption provoked rebellion, resulted in a process of decentralization led by reformist aristocrats • (Early 1800s) In Egypt, Muhammad Ali led modernization movements 1900 CE -Present •1945- United Nations is founded- Security Council made up of western powers •1949- China becomes communist- communist revolution sparked •1955- The Warsaw pact is signed- countered NATO •1956- Hungarian Revolution- first major threat to Soviet control since Nazi scare, sparked resistance to USSR •1972- Watergate Scandal Begins- first potential "impeachment" •1976- North and South Vietnam join- form the Socialist Republic of Vietnam- ends Vietnam war Religion Auryan, Nelson, Jordan, Tema, and Shefe Up to 600 BCE • Polytheism/Divine Kingship: Egypt, Celtic, Olmec, and Assyrian Empires – Olmec; society controlled by religion, human sacrifice, religious calendar • Mandate of Heaven: Zhou Dynasty; belief in gods and ancestors; oracle bones, ancestral offerings • Monotheism: Judaism (Yahweh; Diaspora), Hebrew, Israelites • Zoroastrianism: Ancient Iran(Persia); Rewarded/punished in afterlife for mortal actions. • Nubia: Pyramid tombs and temples for Egyptian Gods 600 BCE-600 CE • Zhou, Qin, and Han: Confucianism • During the warring states period, Daoism formed and Confucianism and Daoism combined in Chinese culture. • Mauryan rulers in India used the tolerance and nonviolence of Buddhism. The Gupta Empire studied Hinduism introducing the caste system. • Maya were polytheistic believing spirits or objects of nature. • Romans and the Byzantine adopted Christianity. • Sub-Saharan Africa implemented Christianity in Ethiopia from the European influence. • Indonesia had Hindu-Buddhist culture from Chinese influence. • Jainism became a new emphasized culture with strict nonviolence in India. 600 CE-1450 • • Muhammad revives word of God, Islam is founded • • Islam rapidly spreads, becoming major force in Middle East, parts of India, Northern Africa, and Spain • • 1st schism of Christianity, into catholic and orthodox churches • • Crusades take place, due to Christianity's wanting Islam wealth and knowledge, starts tension between religions • • Despite the Mongols domination of Asia, the Middle East, and parts of Europe, and there practice of Shamanism, they were religious tolerant and allowed continuous practicing of all religions • • Polytheism still dominated, North America, Asia, Latin America, and Oceania, such as Buddhism and Hinduism 1450-1750 • Africa: • Muslim Berbers caused the collapse of Ghana, then proceeded to Sudan and destroyed the Christian Nubian Kingdoms except Christian Ethiopia. • Asia: • Muslim invaders took down Buddhism in India, and while Hinduism prevailed, Islam displaced it in South East Asia. • Europe: • Ottoman Turks captured Constantinople while the Christian States focused more on fighting each other, and Jews flourished in Spain because of tolerant Muslim
Load more

Recommended publications
  • 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]
  • 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]
  • 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]
  • 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]
  • IMRAP, Interpeace. Self-Portrait of Mali on the Obstacles to Peace. March 2015
    SELF-PORTRAIT OF MALI Malian Institute of Action Research for Peace Tel : +223 20 22 18 48 [email protected] www.imrap-mali.org SELF-PORTRAIT OF MALI on the Obstacles to Peace Regional Office for West Africa Tel : +225 22 42 33 41 [email protected] www.interpeace.org on the Obstacles to Peace United Nations In partnership with United Nations Thanks to the financial support of: ISBN 978 9966 1666 7 8 March 2015 As well as the institutional support of: March 2015 9 789966 166678 Self-Portrait of Mali on the Obstacles to Peace IMRAP 2 A Self-Portrait of Mali on the Obstacles to Peace Institute of Action Research for Peace (IMRAP) Badalabougou Est Av. de l’OUA, rue 27, porte 357 Tel : +223 20 22 18 48 Email : [email protected] Website : www.imrap-mali.org The contents of this report do not reflect the official opinion of the donors. The responsibility and the respective points of view lie exclusively with the persons consulted and the authors. Cover photo : A young adult expressing his point of view during a heterogeneous focus group in Gao town in June 2014. Back cover : From top to bottom: (i) Focus group in the Ségou region, in January 2014, (ii) Focus group of women at the Mberra refugee camp in Mauritania in September 2014, (iii) Individual interview in Sikasso region in March 2014. ISBN: 9 789 9661 6667 8 Copyright: © IMRAP and Interpeace 2015. All rights reserved. Published in March 2015 This document is a translation of the report L’Autoportrait du Mali sur les obstacles à la paix, originally written in French.
    [Show full text]
  • 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.
    [Show full text]
  • Niger - Minority Rights Group
    Niger - Minority Rights Group https://minorityrights.org/country/niger/ Minorities and indigenous peoples Current issues Background Contacts Main religions: Islam, traditional religions. Main languages: French (official), Hausa, Arabic, Tamashek (Tuareg Berber) Djerma (Songhai), Fulani. The results of the 2012 Census have yet to be finalized; the previous Census was conducted in 2001. Estimates by the US government for 2006 suggest a population made up of a majority of Hausa 53.1 per cent), followed by Zarma (Djerma/Songhai) (21.2 per cent), Tuareg (11 per cent), Fulani/Peulh (6.5 per cent), Kanuri (5.9 per cent), Gurma (0.8 per cent), Arab (0.4 per cent) and Toubou (0.4 per cent). However, in the absence of universally accepted figures, estimates vary. IWGIA, for example, in its 2011 figures for Niger’s indigenous population puts Peulh at 8.5 per cent, Tuareg at 8.3 per cent and Toubou at 1.5 per cent. In any case, over half of Niger’s population is Hausa, settled agriculturists who live in the south. Second to them, comprising a fifth of the population, are Songhai cultivators whose homeland is located west of the Hausa territory. Songhai are a broad constellation of ethnic clans including the Dendi, Djerma, Gube, Kurtey, Sorko and Woga. Dendi who live on the Niger-Benin border are essentially descendants of the Songhai who resisted the Moroccan conquest of central Songhai and Gao. Djerma are found east of the River Niger between Niamey and the Hausa belt, and along the River Niger. They are believed to be descended from Malinké and the Sarakolé and to have migrated southward from Mali before the rise of the Songhai empire and to have adopted Islam in the tenth century.
    [Show full text]
  • DEPARTMENT of ENGLISH LETTERS and LANGUAGE the West African Medieval Empire of Mali (13 -15 Centuries)
    Ministry of Higher Education and Scientific Research AHMED DRAÏA UNIVERSITY - ADRAR FACULTY OF LETTERS AND LANGUAGES DEPARTMENT OF ENGLISH LETTERS AND LANGUAGE A Thesis Submitted in Partial Fulfillment for the Requirements of a Master’s Degree in Literature and Civilization The West African Medieval Empire of Mali (13th-15th Centuries) Candidate: Supervisor: Mohamed Oulhadji Mr. Tahar Abbou The Board of Examiners Examiner: Pr. Faouzi Borsali President: Dr. Aziz Mostefaoui Supervisor: Mr.Tahar Abbou Academic Year: 2017-2018 Dedication I dedicate this work: To my parents, To my sisters and brothers, To all my Teachers, And to all my relatives, friends, and colleagues. I Acknowledgements I have first to thank Allah, the Almighty Who provided with the power to conduct this work. I would like also to express my deepest gratitude to my supervisor, Mr. Tahar Abbou, for his help, patience, guidance, pieces of advices, and encouragement during the progress of this research paper, and also for providing me with valuable documents. Iam also indebted to my parents for their care and help. And I would like also to thank my teachers for enlightening and guiding me along the years I have spent at Adrar University. At last, I would like to thank my friends and colleagues. II Abstract Mali was a great Islamic empire that emerged from a small ethnic kingdom which gathered the Mande in the early 13th century. This Kingdom was ruled by Sundiata’s father (Maghan Kon Fata the Mande King) who chose Kangaba as the capital of his newly established kingdom, but after the arrival of Sundiata Keita to the throne in 1235 a lot would change in the Mande Kingdom.
    [Show 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.
    [Show full text]
  • From Golden Age Empires to Independence
    From Golden Age Empires to Independence ORISSA DIAKITE Mali occupies a special place in African history. The very name Mali evokes in the African consciousness a period known as the Golden Age, when three great empires, whose fame spread far beyond their borders, ruled over the whole ofWest Africa. These empires-Ghana (8th to uth century), Mali (13th to 15th century), and Songha'i (15th to 16th century)-were among the first states in sub-Saharan Africa. Much of what we know about them comes from oral tradition, Arabic manuscripts, and archaeological evidence. Trans-Saharan trade made these empires prosperous, and, in turn, the political dominance of these states provided the stability and security necessary for the trade to thrive. Gold, the commodity most sought in North Africa, was found in abundance in West Africa and formed the basis of the commerce. Also important was salt, mined in the Sahara, and a number of cities arose on the southern edge of the desert to serve as centers for trade between the Arab-Berber world and black Africa­ among them Timbuktu (Tombouctou) and Djenne. Ruled by kings with relatively centralized authority, these empires The mosque and tomb of Askia Mohammed, the 15th-century also boasted a rich culture. During the Songha'i Empire in particular, SonghaT emperor. The mosque Timbuktu and Djenne became centers of scholarship as well as trade. was built in 1495 in Gao after Ancient chronicles heap praise on the depth of scholars' knowledge in the emperor's return from his these cities, in law, poetry, astrology, and other fields.
    [Show full text]
  • Sudanic Kingdoms Ghana, Mali, Songhai
    Sudanic Kingdoms Ghana, Mali, Songhai .SSWH6 Describe the diverse characteristics of early African societies before 1500 CE/AD. 1. Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai); include the roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca. Vocabulary • 1. Ghana – Early West African trading kingdom located in present day Mali and Mauritania • 2. Sundiata – Sundiata was a West African ruler who was responsible for laying the groundwork for Mali to be a rich and powerful kingdom. He died in 1255 • 3. Mali- medieval West African trading empire located in present day Mali • 4. Mansa Musa – was a devoted Islamic ruler in Mali who became the throne in 1312. He was one of the richest men of his era. • 5. Songhai – medieval West African civilization located in present day Mali, Niger, and Nigeria. The Kingdom of Ghana • 1. Ghana is a kingdom in West Africa located between the Niger and Senegal Rivers. 2. Ghana means ruler and was the name used for this kingdom by Arab traders 3. Because of their favorable location, the rulers of Ghana controlled the gold-salt trade across West Africa. 4. The Gold market was so great, Arab writers called Ghana, "the land of the Gold." https://www.youtube.com/watch?v=ADOSXAUS8us Islam's Influence in Ghana • 1. Even before the rise of Ghana, Muslim traders had brought their faith to West Africa. • 2. Muslim merchants introduced their Arabic language/writing, coinage, and business methods. • 3. Many African rulers embraced Islam, which led their people to convert to the new religion.
    [Show full text]