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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 -
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 -
From Small States to Universalism in the Pre-Islamic Near East
REVOLUTIONIZING REVOLUTIONIZING Mark Altaweel and Andrea Squitieri and Andrea Mark Altaweel From Small States to Universalism in the Pre-Islamic Near East This book investigates the long-term continuity of large-scale states and empires, and its effect on the Near East’s social fabric, including the fundamental changes that occurred to major social institutions. Its geographical coverage spans, from east to west, modern- day Libya and Egypt to Central Asia, and from north to south, Anatolia to southern Arabia, incorporating modern-day Oman and Yemen. Its temporal coverage spans from the late eighth century BCE to the seventh century CE during the rise of Islam and collapse of the Sasanian Empire. The authors argue that the persistence of large states and empires starting in the eighth/ seventh centuries BCE, which continued for many centuries, led to new socio-political structures and institutions emerging in the Near East. The primary processes that enabled this emergence were large-scale and long-distance movements, or population migrations. These patterns of social developments are analysed under different aspects: settlement patterns, urban structure, material culture, trade, governance, language spread and religion, all pointing at population movement as the main catalyst for social change. This book’s argument Mark Altaweel is framed within a larger theoretical framework termed as ‘universalism’, a theory that explains WORLD A many of the social transformations that happened to societies in the Near East, starting from Andrea Squitieri the Neo-Assyrian period and continuing for centuries. Among other infl uences, the effects of these transformations are today manifested in modern languages, concepts of government, universal religions and monetized and globalized economies. -
The History and Description of Africa and of the Notable Things Therein Contained, Vol
The history and description of Africa and of the notable things therein contained, Vol. 3 http://www.aluka.org/action/showMetadata?doi=10.5555/AL.CH.DOCUMENT.nuhmafricanus3 Use of the Aluka digital library is subject to Aluka’s Terms and Conditions, available at http://www.aluka.org/page/about/termsConditions.jsp. By using Aluka, you agree that you have read and will abide by the Terms and Conditions. Among other things, the Terms and Conditions provide that the content in the Aluka digital library is only for personal, non-commercial use by authorized users of Aluka in connection with research, scholarship, and education. The content in the Aluka digital library is subject to copyright, with the exception of certain governmental works and very old materials that may be in the public domain under applicable law. Permission must be sought from Aluka and/or the applicable copyright holder in connection with any duplication or distribution of these materials where required by applicable law. Aluka is a not-for-profit initiative dedicated to creating and preserving a digital archive of materials about and from the developing world. For more information about Aluka, please see http://www.aluka.org The history and description of Africa and of the notable things therein contained, Vol. 3 Alternative title The history and description of Africa and of the notable things therein contained Author/Creator Leo Africanus Contributor Pory, John (tr.), Brown, Robert (ed.) Date 1896 Resource type Books Language English, Italian Subject Coverage (spatial) Northern Swahili Coast;Middle Niger, Mali, Timbucktu, Southern Swahili Coast Source Northwestern University Libraries, G161 .H2 Description Written by al-Hassan ibn-Mohammed al-Wezaz al-Fasi, a Muslim, baptised as Giovanni Leone, but better known as Leo Africanus. -
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. -
From ABC-CLIO's World History: Ancient and Medieval Eras Website
From ABC-CLIO's World History: Ancient and Medieval Eras website https://ancienthistory.abc-clio.com/ SONGHAI EMPIRE The Songhai Empire was the last and greatest of the three West African merchant empires that existed between 1000 and 1600. Songhai was carved out of the previous West African empires of Ghana and Mali, which ruled during 800 to 1230 and 1230 to 1464, respectively. Centered on the trading city of Gao, the Songhai Empire reached beyond its predecessors' boundaries and—before its own demise—established a strong trading relationship with the Arab and European world. Birth of the Songhai Empire In 1464, Emperor Sunni Ali founded the Songhai Empire by conquering the Malian cities of Timbuktu and Jenne and the area of the Niger River bend. In 1492, Ali died, and Songhai power fell to his son, Sunni Barou. However, Sunni Barou's reign was short-lived. Siding with the non-Muslim population, he quickly alienated the merchants and aristocracy of Songhai. Fourteen months later, a rebellious leader, Muhammad Ture (later called Askia), overthrew Sunni Barou and took over the throne. Under Muhammad Ture, Songhai expanded rapidly into the Sahara, Mali, and the West African coastal area of Senegambia. To consolidate his new holdings, Muhammad instituted a centralized government, replaced local chiefs with family members, established a taxation system, and required conquered peoples to pay tribute to his court. As a Muslim ruler, Muhammad Ture shrewdly expanded his power and in䎣uence into the Arab world. In 1497, Muhammad duplicated the legendary 1332 pilgrimage to Mecca by Malian ruler Mansa Musa and established diplomatic relations with Morocco and Egypt. -
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 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 .......................................................................... -
Evidentiary Challenges in Universal Jurisdiction Cases
Evidentiary challenges in universal jurisdiction cases Universal Jurisdiction Annual Review 2019 #UJAR 1 Photo credit: UN Photo/Yutaka Nagata This publication benefted from the generous support of the Taiwan Foundation for Democracy, the Oak Foundation and the City of Geneva. TABLE OF CONTENTS 6 METHODOLOGY AND ACKNOWLEDGMENTS 7 FOREWORD 8 BUILDING ON SHIFTING SANDS: EVIDENTIARY CHALLENGES IN UNIVERSAL JURISDICTION CASES 11 KEY FINDINGS 12 CASES OF 2018 Argentina 13 VICTIMS DEMAND THE TRUTH ABOUT THE FRANCO DICTATORSHIP 15 ARGENTINIAN PROSECUTORS CONSIDER CHARGES AGAINST CROWN PRINCE Austria 16 SUPREME COURT OVERTURNS JUDGMENT FOR WAR CRIMES IN SYRIA 17 INVESTIGATION OPENS AGAINST OFFICIALS FROM THE AL-ASSAD REGIME Belgium 18 FIVE RWANDANS TO STAND TRIAL FOR GENOCIDE 19 AUTHORITIES ISSUE THEIR FIRST INDICTMENT ON THE 1989 LIBERIAN WAR Finland 20 WAR CRIMES TRIAL RAISES TECHNICAL CHALLENGES 22 FORMER IRAQI SOLDIER SENTENCED FOR WAR CRIMES France ONGOING INVESTIGATIONS ON SYRIA 23 THREE INTERNATIONAL ARREST WARRANTS TARGET HIGH-RANKING AL-ASSAD REGIME OFFICIALS 24 SYRIAN ARMY BOMBARDMENT TARGETING JOURNALISTS IN HOMS 25 STRUCTURAL INVESTIGATION BASED ON INSIDER PHOTOS 26 FIRST IN FRANCE: COMPANY INDICTED FOR CRIMES AGAINST HUMANITY 28 FRANCE REVOKES REFUGEE STATUS OF MASS MASSACRE SUSPECT 29 SAUDI CROWN PRINCE UNDER INVESTIGATION 30 INVESTIGATION OPENS ON BENGAZHY SIEGE 3 31 A EUROPEAN COLLABORATION: SWISS NGO SEEKS A WARLORD’S PROSECUTION IN FRANCE 32 IS SELLING SPYING DEVICE TO AL-ASSAD’S REGIME COMPLICITY IN TORTURE? RWANDAN TRIALS IN -
Final Social Studies
Minnesota Department of Education May 15, 2004, 9:45 p.m. Minnesota Academic Standards in History and Social Studies HISTORY AND SOCIAL STUDIES If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be . .I know of no safe depository of the ultimate powers of the society but the people themselves. And if we think them not enlightened enough to exercise their control with wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. - Thomas Jefferson Public education in Minnesota must help students gain the knowledge and skills that are necessary to, in Jefferson’s view, protect and maintain freedom. The Social Studies Standards on the following pages attempt to do just this by specifying the particular knowledge and skills that Minnesota students will be required to learn in the disciplines of U.S. History, World History, Geography, Economics and Civics as required by Minnesota statutes. These standards are written with the recognition that additional academic disciplines, Psychology, Sociology, and Anthropology, have strong traditions of instruction in Minnesota schools. Schools may choose to continue teaching in these academic disciplines as local traditions, interest, and school priorities dictate. 1 Minnesota Department of Education May 15, 2004, 9:45 p.m. Minnesota Academic Standards in History and Social Studies HISTORY What is History? The study of History (Minnesota, U.S., and World) helps students to see how people in other times and places have grappled with the fundamental questions of truth, justice, and personal responsibility, to understand that ideas have real consequences, and to realize that events are shaped both by ideas and the actions of individuals. -
Asia and the World Economy in Historical Perspective
OUP CORRECTED PROOF – FINAL, 05/08/19, SPi 4 Asia and the World Economy in Historical Perspective Ronald Findlay ‘History, then, is not taken to be predetermined, but within the power of man to shape. And the drama thus conceived is not necessarily tragedy.’1 Gunnar Myrdal, Asian Drama 1. Introduction The Asian world in Myrdal’s study essentially begins in the aftermath of the Second World War with the British withdrawal from their empire in Asia and Indian independence. These ‘initial conditions’ are taken as given without enquiry as to how they came to be what they were. This chapter can be considered as providing the missing historical background to Asian Drama, with the advantage of fifty years of hindsight. For convenience Asia will be divided into four regions: South Asia (what is now India, Pakistan, Bangladesh, and Sri Lanka); East Asia (China, Korea, and Japan); Southeast Asia (the members of ASEAN from Myanmar to the Philippines) and Central Asia (the area east of China, west of Russia and Iran and north of India and Pakistan). The rest of this chapter is divided into six more sections. Section 2 provides the geographic, demographic, cultural, and political background to Asia over the period from 1000 to 1500. Section 3 describes the patterns of trade between the Asian nations and their overseas and overland contacts with the Middle East and Europe over the same period. Section 4 covers the European intrusion into Asia by the Portuguese Estado da India and the Dutch, English, and French East India Companies from 1500 to 1650, and the impact of the ‘discovery’ of the New World on Asian trade flows and economic systems.