Trading Kingdoms of West Africa

Total Page:16

File Type:pdf, Size:1020Kb

Trading Kingdoms of West Africa DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-A SECTION 3 Trading Kingdoms of West Africa What You Will Learn… If YOU were there... Main Ideas You are a trader’s assistant from the Middle East, traveling in a cara- 1. West Africa developed three van headed for West Africa. The caravan carries many goods, but the great kingdoms that grew wealthy through their control most precious is salt. Your job is to trade the salt for gold and return of trade. the gold to your employer immediately. Your boss never meets the 2. Slaves became a valuable trade item in West Africa. traders face to face. Why is your boss so secretive? The Big Idea Using trade to gain wealth, Ghana, Mali, and Songhai were West Africa’s most powerful kingdoms. BUILDING BACKGROUND The continent of Africa was luxuriously rich in resources. West Africa had both fertile soils and valuable minerals, especially gold and iron. Ancient trade routes had connected Africa with Key Terms and People the Middle East and Asia for hundreds of years. Over time, trade devel- Berbers, p. 16 oped between regions with different resources. Trade and abundant Mansa Musa, p. 18 hajj, p. 18 resources led to the growth of several great kingdoms in West Africa. mosques, p. 19 Askia the Great, p. 19 West Africa’s Great Kingdoms For hundreds of years, trade routes crisscrossed West Africa. For most of that time, West Africans did not profit much from the Use the graphic organizer online Saharan trade because the routes were run by Berbers, a group of to take notes on the rise of early people from northern Africa. Eventually, that situation changed. A African kingdoms and the role of succession of three great kingdoms came to power as their peoples trade in their development. gained control of valuable trade routes in West Africa. Ghana (GAH- nuh) was the first of these empires, followed by the kingdoms of Mali (MAH-lee) and Songhai (SAWNG-hy). Kingdom of Ghana Historians think the first people in Ghana were farmers along the Niger River. Sometime after AD 300 these farmers, the Soninke (soh-NING-kee), were threatened by nomadic herders. The herders wanted to take the farmers’ water and pastures. For protection, groups of Soninke families began to band together. This banding together was the beginning of Ghana. 16 CHAPTER 1 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-A Ghana’s rulers grew wealthy by controlling trade in salt and gold. Salt came from the north in large slabs, and gold came from the south. What does the photo to the left suggest about the amount of salt traded in a market? Ghana was in an ideal position to become on the goods he carried. Then he had to pay a trading center. To the north lay the vast another tax on any goods he took with him Sahara, the source of much of the salt. Ghana when he left. Ghana’s rulers gained incred- itself was rich in gold. People wanted gold for ible wealth from trade, taxes on traders and its beauty, but they needed salt in their diets on the people of Ghana, and their own per- to survive. Salt, which could be used to pre- sonal stores of gold. They used their wealth serve food, also made bland food tasty. These to build an army and an empire. qualities made salt very valuable. In fact, Afri- cans sometimes cut up slabs of salt and used Islam in Ghana the pieces as money. Extensive trade routes brought the people As trade in gold and salt increased, Gha- of Ghana into contact with people of many na’s rulers gained power. Eventually, they different cultures and beliefs. As the king- built up armies equipped with iron weapons dom of Ghana extended into the Sahara, that were superior to the weapons of nearby increased contact with Arab traders from the people. Over time, Ghana took control of east brought the religion of Islam to Ghana. trade from merchants. Merchants from the Islam was founded in the 600s by an north and south then met to exchange goods Arab named Muhammad. Muslims, follow- in Ghana. ers of Islam, believe that God had spoken to By 800 Ghana was firmly in control of Muhammad through an angel and had made West Africa’s trade routes. Nearly all trade him a prophet, someone who tells of God’s between northern and southern Africa messages. After Muhammad’s death, his fol- passed through Ghana. With so many trad- lowers wrote down his teachings to form ers passing through their lands, Ghana’s rul- the book known as the Qur’an. Islam spread ers looked for ways to make money from quickly through the Arabian Peninsula. them. One way they raised money was by In the 1060s, a Muslim group called forcing traders to pay taxes. Every trader the Almoravids (al-muh-RAH-vuhdz) attacked who entered Ghana had to pay a special tax Ghana in an effort to force its leaders to THE WORLD BEFORE THE OPENING OF THE ATLANTIC 17 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-A Empires of West Africa, 800–1500 ���� N ���� Tunis ���� W Fez E ss Mediterranean Sea S ra b , Tripoli ���� r e p a p , s Tindouf s a ATLANTIC l h g t o l OCEAN c In Salah HRW National Tropic of Cancer s SAHARA d ah07bs_c01loc010aa Taghaza r y o s r s o w e a s vory i v s West African Empire, AD 1000-1500 v a l , , t a l s l t e , es d, i s l s d v o r , a o Final pass 1/28/05 ���� Akjoujt t g h l t sla , a e h s s t Ghana, 1000 lo ���� c Mali, 1400 Timbuktu Takedda Songhai, 1500 Sene g Niger Gao copper c a o l p Settlement Djenné p R e . r River Lake Chad Trade route s fish e , Trade goods l s i ve t , sla Kano Niani x gold s ���� e y, e 0 250 500 Miles t ivor s, v , c a , i l s a m ld l era s s c o o r, , e r a k p g r p 0 250 500 Kilometers co cotton e b p p o Begho c Benin GEOGRAPHY SKILLS INTERPRETING MAPS Gulf of Guinea 1. Location On what river are Timbuktu and Gao located? Equator 2. Region Which empires ruled Timbuktu and Gao? convert to Islam. The Almoravids�� weakened���� Mansa Musa ruled Mali for about 25 Ghana’s empire and cut off many trade routes. years, from 1312 to 1337. During that time, Without its trade, Ghana could not support Mali added many important trade cities, its empire, and the empire eventually fell. including Timbuktu (tim-buhk-TOO), Djenné The influence of Islam, however, remained (je-NAY), and Gao (GOW), to its empire. Traders strong. By the late 1400s Islam would become came to Timbuktu from the north and the the most practiced religion in the region. south to trade for salt, gold, metals, shells, and many other goods. Kingdom of Mali Religion was also very important to Mansa Like Ghana, Mali lay along the upper Niger Musa. In 1324 he left Mali on a hajj , or pil- River. This area’s fertile soil helped Mali grimage to Mecca. Making this journey once grow. In addition, Mali’s location on the in their lives is the spiritual duty of all Muslims. Niger allowed its people to control trade on As he traveled to Mecca, Mansa Musa intro- the river. Through this control of trade, the duced his empire to the world. The stories of empire grew rich and powerful. According Mali’s wealth and religion spread far and wide. to legend, Mali’s rise to power began under Because of Mansa Musa’s influence, Islam a ruler named Sundiata. Sundiata won back spread through a large part of West Africa. his country’s independence and conquered Mansa Musa wanted all Muslims to be HRW National nearby kingdoms, including Ghana. able to read the Qur’an. Therefore, he stressed ah07bs_c01legp010aa Mali’s most famous ruler, however, was a the importance of learning toHRW read National and write West African Empire, AD 1000-1500 Muslim king named Mansa Musa (MAHN-sah the Arabic language. ah07bs_c01map010aaHe sent scholars to Final 1/28/05 West African Empire, AD 1000-1500 moo-SAH). Under his leadership, Mali reached study in Morocco. These scholarsFinal later 1/28/05 set up the height of its wealth, power, and fame. schools in Mali for studying the Qur’an. 18 CHAPTER 1 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-A To encourage the spread of Islam in West Mali’s decline, regained their independence, THE IMPACT Africa, Mansa Musa brought back artists and eventually conquered most of Mali. TODAY and architects from other Muslim countries One of Songhai’s greatest rulers was Some of the mosques built to build mosques , or buildings for Muslim Muhammad Ture, who chose the title askia, by Mansa Musa prayer, throughout his lands. a title of military rank. He became known can still be seen The architectural advances in cities like as Askia the Great. Like Mansa Musa, in West Africa Timbuktu as well as an organized govern- Askia the Great was a devout Muslim who today. ment, an emphasis on education, and expan- supported education and learning.
Recommended publications
  • 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.
    [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]
  • 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.
    [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]
  • 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.
    [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]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [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]
  • 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.
    [Show full text]