Trading Kingdoms of West Africa
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Trade, Technology, and Culture: the Mali Empire in West Africa
READING 1 Candice Goucher, Charles LeGuin, and Linda Walton, “Trade, Transport, Temples, and Tribute: The Economics of Power,” in In the Balance: Themes in Global History (Boston: McGraw-Hill, 1998), 231–45. Abstract: This essay explores the material conditions that gave rise to increasingly centralized, hierarchical social organizations between the 13th and 15th centuries. In particular, it focuses on two empires in very different parts of the world: the Mali Empire in West Africa, and the Mongol Empire in Eurasia. Of central importance are the ways in which military conquest, trade, and technology aided the development of these empires. Trade, Technology, and Culture: The Mali Empire in West Africa Of the numerous empires that developed and disappeared on the African continent, Mali was one of the first south of the Sahara to capture the attention of both the Islamic and European worlds. Mali also illustrates the range and diversity of historical sources, written and nonwritten, that may be brought to bear on the reconstruction of empires. Mali is an example of an empire that used culture, ideology, and language (Mande) to dominate an expanding territory. The grassland and semiarid region included virtually all of what was known as the savanna, or “Sudan,” and the Sahel, from the Sahara’s edge to the forest’s edge in West Africa. The empire’s manipulation of technology (iron and horses) and ecology (beneficial climatic shifts) emphasizes two of the possible means by which smaller polities may be integrated into the structure of a larger empire. At its height in the fourteenth century C.E. -
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 -
4. Trade Structure
TRADE STRUCTURE 4. TRADE STRUCTURE 4.1 Changing Nature of Global Container Trade Container shipping routes can be divided into three main groups: (1) East-West trades, which circle the globe in the Northern Hemisphere linking the major industrial centres of North America, Western Europe and Asia; (2) North-South trades articulating around major production and consumption centres of Europe, Asia and North America, and linking these centres with developing countries in the Southern Hemisphere; and (3) intraregional trades operating in shorter hauls and with smaller ships. North–south routes are Figure 4-1 shows study estimates of the container trade volumes (full export/import containers only) in 2002 and 2015 of each of trade groups. Container trade volumes on the East-West routes will increase from 34 million TEU in 2002 to 70 million TEU in 2015 representing 5.8 per cent of annual average growth rate. The study forecasts suggest that the intraregional trades will show solid growth from 28 million TEU to 72 million TEU with a compound average growth rate of 7.5 per cent per annum over the same period. The North-South trade is also expected to grow at a rate of 6.2 per cent per annum on average, exceeding the growth rate of the East-West trade. Figure 4-1: Container Trade by Trade Group (2002 and 2015) 80.00 70.00 60.00 50.00 2002 40.00 2015 Million TEU 30.00 20.00 10.00 0.00 East-West Intra-Regional North-South/South-South 32 TRADE STRUCTURE 4.2 Asia - North America The biggest deep sea liner route is the trans-Pacific trade between Asia and North America, representing 14.5 million TEU in 2002, equivalent to 43 per cent of the total East-West trade and 19 per cent of the world total. -
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 -
Opening Essential Questions? Lesson Objectives
Silk Road Curriculum Project 2018-2019 Ingrid Herskind Title of Lesson Plan: Silk Road: Cartography and Trade in Ancient and Modern China Ingrid Herskind, Flintridge Prep School, La Canada, CA Lesson Overview: Students will explore the “Silk Road” trade networks by investigating a route, mapping the best path, and portraying a character who navigated the route. Opening essential questions? How did the Silk Road routes represent an early version of worldwide integration and development? How does China’s modern One Belt, One Road project use similar routes and methodologies as the earlier Silk Road project? How is this modern project different? Lesson Objectives: Students will be able to: Students will also apply skills from the Global Competence Matrix and will: • Investigate the world beyond their immediate environment by identifying an issue, generating a question, and explaining its significance locally, regionally, and globally. • Recognize their own and others’ perspectives by understanding the influences that impact those perspectives. • Communicate their ideas effectively with diverse audiences by realizing how their ideas and delivery can be perceived. • Translate their ideas and findings into appropriate actions to improve conditions and to create opportunities for personal and collaborative action. 1 1 World Savvy, Global Competence Matrix, Council of Chief State School Officers’ EdSteps Project in partnership with the Asia Society Partnership for Global Learning, 2010 1 Silk Road Curriculum Project 2018-2019 Ingrid Herskind Length of Project: This lesson as designed to take place over 2-3 days (periods are either 45 min or 77 min) in 9th Grade World History. Grade Level: High School (gr 9) World History, variation in International Relations 12th grade Historical Context: • China was a key player in the networks that crossed from one continent to another. -
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, -
A New Resource for Middle Class Families
Airbnb: A New Resource for Middle Class Families 1 Good Neighbors On average, Airbnb hosts have lived in their hometowns for almost 20 years. For millions of immigrants, the long journey toward the American Dream went past Ellis Island and the Statue of Liberty. These families came to the United States searching for a better life in a land full of opportunity, where happiness and fnancial stability could be achieved through hard work. Today, the Statue of Liberty is a symbol of this hope and the freedom to pursue the American Dream, but for many families, that dream feels increasingly out of reach. Economic turmoil and stagnating incomes have meant that hard work alone no longer guarantees Americans will be able to provide comfortable lives for their families. Amidst this uncertainty, we are proud that Airbnb has become an economic lifeline for the middle class. Home sharing and Airbnb allow local residents to use what is typically one of their greatest expenses — their home — to make additional income that helps them pay the bills. 2 Policymakers are taking notice and acting to support home sharing and the middle class. Today, Jersey City — less than half a mile from the Statue of Liberty — proposed new legislation that would make the City the frst location in the tri-state area to pass common sense home sharing laws. Jersey City has a robust history as a hub for middle class families and we appreciate city leaders’ work to pass progressive rules that support working men and women. Making Ends Meet Money earned from home sharing helps nearly 60% of Airbnb hosts stay in their homes. -
LET4CAP Law Enforcement Training for Capacity Building NIGER
Co-funded by the Internal Security Fund of the European Union LAW ENFORCEMENT TRAINING FOR CAPACITY BUILDING LET4CAP Law Enforcement Training for Capacity Building NIGER Downloadable Country Booklet DL. 2.5 (Ve 1.2) Dissemination level: PU Let4Cap Grant Contract no.: HOME/ 2015/ISFP/AG/LETX/8753 Start date: 01/11/2016 Duration: 33 months Dissemination Level PU: Public X PP: Restricted to other programme participants (including the Commission) RE: Restricted to a group specified by the consortium (including the Commission) Revision history Rev. Date Author Notes 1.0 20/03/2018 SSSA Overall structure and first draft 1.1 06/05/2018 SSSA Second version after internal feedback among SSSA staff 1.2 09/05/2018 SSSA Final version version before feedback from partners LET4CAP_WorkpackageNumber 2 Deliverable_2.5 VER1.2 WorkpackageNumber 2 Deliverable Deliverable 2.5 Downloadable country booklets VER V. 1 . 2 2 NIGER Country Information Package 3 This Country Information Package has been prepared by Eric REPETTO and Claudia KNERING, under the scientific supervision of Professor Andrea de GUTTRY and Dr. Annalisa CRETA. Scuola Superiore Sant’Anna, Pisa, Italy www.santannapisa.it LET4CAP, co-funded by the Internal Security Fund of the European Union, aims to contribute to more consistent and efficient assistance in law enforcement capacity building to third countries. The Project consists in the design and provision of training interventions drawn on the experience of the partners and fine-tuned after a piloting and consolidation phase. © 2018 by LET4CAP All rights reserved. 4 Table of contents 1. Country Profile 1.1Country in Brief 1.2Modern and Contemporary History of Niger 1.3 Geography 1.4Territorial and Administrative Units 1.5 Population 1.6Ethnic Groups, Languages, Religion 1.7Health 1.8Education and Literacy 1.9Country Economy 2. -
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. -
UAB-Psychiatry-Fall-081.Pdf
Fall 2008 Also Inside: Surviving Suicide Loss The Causes and Prevention of Suicide New Geriatric Psychiatry Fellowship Teaching and Learning Psychotherapy MESSAGE FROM THE CHAIRMAN Message Jamesfrom H .the Meador-Woodruff, Chairman M.D. elcome to the Fall 2008 issue of UAB Psychia- try. In this issue, we showcase some of our many departmental activities focused on patients of Wevery age, and highlight just a few of the people that sup- port them. Child and adolescent psychiatry is one of our departmental jewels, and is undergoing significant expansion. I am par- ticularly delighted to feature Dr. LaTamia White-Green in this issue, both as a mother of a child with an autism- spectrum disorder (and I thank Teddy and his grandmother both for agreeing to pose for our cover!), but also the new leader of the Civitan-Sparks Clinics. These Clinics are one of UAB’s most important venues for the assessment of children with developmental disorders, training caregivers that serve these patients, and pursuing important research outcome of many psychiatric conditions. One of our junior questions. The Sparks Clinics moved into the Department faculty members, Dr. Monsheel Sodhi, has been funded by of Psychiatry over the past few months, and I am delighted this foundation for her groundbreaking work to find ge- that we have Dr. White-Green to lead our efforts to fur- netic predictors of suicide risk. I am particularly happy to ther strengthen this important group of Clinics. As you introduce Karen Saunders, who shares how her own family will read, we are launching a new capital campaign to raise has been touched by suicide. -
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 .......................................................................... -
Dynamics of the Middle Class in Africa Afdb
e Middle of the Pyramid: AfDB Dynamics of the Middle Class Market Brief Chief Economist Complex 1 April 20, 2011 in Africa www.afdb.org Some Key Messages 1 Introduction of the Study 1.1 Empirical evidence shows that growth of CONTENTS • Strong economic growth in the past two the middle class is associated with better decades has helped reduce poverty in governance, economic growth and poverty 1 Introduction Africa and increased the size of the middle reduction. It appears that as people gain class. middle class status, they are likely to use their 2 Definitional Issues, • By 2010, the middle class had risen to greater economic clout to demand more Data Sources 34% of Africa’s population2—or nearly 350 accountable governments. This includes and Methodological million people—up from about 126 million pressing for the rule of law, property rights and Approach for the Study or 27% in 1980, 27% in 1990 and about a higher quantity and quality of public services. 220 million people or 27% in 2000. This 3 Africa’s Emerging represents a growth rate of 3.1% in the 1.2 Strong economic growth in Africa over Middle Class middle class population over the period the past two decades has been accompanied 1980 to 2010, compared with a growth by the emergence of a sizeable middle class 4 The Middle Class rate of 2.6% in the continent’s overall and a significant reduction in poverty. Also and Their population over the same period. rising strongly has been a robust growth in Characteristics: • About 60% of Africa’s middle class, consumption expenditures as a result of this a Profile approximately 180 million people, remain growing middle class.