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CHAPTER 7 • Section 2

Entertainment in India: Bollywood Today, drama remains hugely popular in India. India has the largest movie industry in the world. About twice as many full-length feature Connect to Today films are released yearly in India as in the United States. India produces - both popular and serious films. Indian popular films, such as asoka, Entertainment in India: Bollywood are often love stories that blend music, dance, drama, and action- adventure. India’s serious films have received worldwide critical praise. The Indian movie industry is centered in In 1992, the Indian director Satyajit Ray received a lifetime- India’s largest city, Bombay (often called achievement Award for making artistic films. His films brought Indian culture to a global audience. Mumbai). In a humorous blend of the names Bombay and Hollywood, it is

Major Movie Producers, 2000 sometimes referred to as Bollywood. The 900 themes of popular Indian movies reflect 800 close family ties, loyalty to friends, and 700 the struggle for justice. Movies generally 600 have brave heroes, beautiful heroines, six 500 400 to eight songs, and colorful dances. 300 What aspects of ancient Indian culture produced in 2000 200 might account for the enormous popular- Number of new movies 100 0 ity of movies in India today? (Possible India United Japan Hong France States Kong Answer: the importance of drama, music, and dance that first blossomed during Source: Focus 2002: World Film Market Trends the Gupta Empire)

Astronomy, Mathematics, and Medicine The expansion of trade spurred the advance of science. Because sailors on trading ships used the stars to help them figure their position at sea, knowledge of astronomy increased. From Greek invaders, Indians adapted Western methods of keeping time. They began to use a calendar based on the cycles of the sun rather than the moon. They also adopted a seven-day week and divided each day into hours. During the Gupta Empire (A.D. 320 to about 500), knowledge of astronomy The Spread of Indian Trade increased further. Almost 1,000 years before Columbus, Indian astronomers proved that the earth was round by observing a lunar eclipse. During the eclipse, the Critical Thinking B. Answer modern earth’s shadow fell across the face of the moon. The astronomers noted that the numerals, the zero, earth’s shadow was curved, indicating that the earth itself was round. • How would acting as a middleman and the decimal Indian mathematics was among the most advanced in the world. Modern numer- along the have been prof- system als, the zero, and the decimal system were invented in India. Around A.D. 500, an itable for Indian traders? (Possible Indian named Aryabhata (AHR•yuh•BUHT•uh) calculated the value of pi (π) to four Answer: Middlemen wouldn’t have Drawing decimal places. He also calculated the length of the solar year as 365.3586805 the expense of acquiring, loading, or Conclusions days. This is very close to modern calculations made with an atomic clock. In moving goods, but merely had to pass What achieve- medicine, two important medical guides were compiled. They described more than ments by Indian them along from one trader to another 1,000 diseases and more than 500 medicinal plants. Hindu physicians performed mathematicians are while collecting a fee.) used today? surgery—including plastic surgery—and possibly gave injections. • In light of the information in the time The Spread of Indian Trade line on pages 186–187, why might In addition to knowledge, India has always been rich in precious resources. Spices, India’s trade with have declined diamonds, sapphires, gold, pearls, and beautiful woods—including ebony, teak, after the third century A.D.? (The Roman and fragrant sandalwood—have been valuable items of exchange. Trade between Empire was in decline, culminating in India and China Establish Empires 195 its fall in 476.)

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Aryabhata’s Achievements Class Time 45 minutes Have students research the accomplishments of Aryabhata using an Task Researching Indian mathematician Aryabhata encyclopedia or scientific reference book. Suggest that they determine how Purpose To appreciate the intellectual achievements of the ancient Indians Aryabhata calculated the value of pi and the length of the solar year with and to learn about Aryabhata’s other mathematical legacies such accuracy and go beyond those achievements mentioned in the text. Ask each student to focus on one of the calculations and explain it to the Instructions Inform students that our numerals—including zero and class. Suggest that their presentations also include a statement about how the decimal system—came to Europe via the Arabs, who adopted them that calculation was made and how it has held up or been overturned by from the Indians. The mathematician Aryabhata used these numerals to modern mathematics. perform extremely sophisticated calculations more than 1,500 years ago.

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CHAPTER 7 • Section 2 Asian Trade Routes, A.D. 400

40°N To Rome Caspian e Sea H .) ng R T a u ow i H l g l

40 ° E e r Y 80 ° E ( i s Antioch R .

History from Visuals E Ch'ang-an (Xi’an) Luoyang 120 ° E Tyre u Ctesiphon PERSIA p Taxila h r Gaza at es Charax g

R . . an

Interpreting the Map R i Alexandria J .) s ng R u G a e d a h tz Aelana Persian n n C g Have students examine the map and Harmozia I g an CHINA Gulf es (Y R. the key. Ask them to make a chart of ARABIA Pattala Pataliputra EGYPT Omana Nanhai the products produced by India and its Barbaricum GUPTA EMPIRE Tropic (Guangzhou) of Cancer trading partners. Where were spices pro- Barygaza

R duced? (China, Arabia, and Aksum) What e d S countries along the trade routes did not e a Trade route Adulis produce any of the trade products listed? Products traded KINGDOM Arabian Bay of Cloth (Persia, Central and Southeast Asia) OF Cane Sea Grains AKSUM Bengal Extension Ask students to use an Sopatma Ivory Muziris Oc Eo Metal encyclopedia or atlas to research 0 500 Miles Takkola Precious stones Silk 0 India’s main imports and exports and 1,000 Kilometers Slaves Spices its primary trading partners today. Timber (Main import—Petroleum—also fertilizer, Tortoise shell industrial machinery, and gems; GEOGRAPHY SKILLBUILDER: Interpreting Maps 0° Equator 1. Movement Since people usually trade for goods they do not make themselves, which Exports—Chemicals, cotton textiles, products were most likely to travel from Gupta India to Arabia? gems and jewelry; Main trading 2. Movement How far did trade goods travel to get from Luoyang in China to Alexandria partner—United States—also Germany, in Egypt? Japan, and the United Kingdom.) India and regions as distant as Africa and Sumeria began more than 4,000 years SKILLBUILDER Answers ago. Trade expanded even after the Mauryan Empire ended around 185 B.C. 1. Movement grains, silk, timber Overland Trade, East and West Groups who invaded India after Mauryan rule 2. Movement more than 5,000 miles ended helped to expand India’s trade to new regions. For example, Central Asian nomads told Indians about a vast network of caravan routes known as Silk Roads. C. Possible These routes were called the Silk Roads because traders used them to bring silk Answer Trade from China to western Asia and then on to Rome. routes carried people and new Once Indians learned of the Silk Roads, they realized that they could make great ideas along with profits by acting as middlemen. Middlemen are go-betweens in business transac- resources to other tions. For example, Indian traders would buy Chinese goods and sell them to civilizations. traders traveling to Rome. To aid their role as middlemen, Indians built trading sta- tions along the Silk Roads. They were located at oases, which are fertile spots in Hypothesizing desert areas. How might the Asian trade Sea Trade, East and West Sea trade also increased. Traders used coastal routes routes have spread around the rim of the Arabian Sea and up the Persian Gulf to bring goods from Indian sciences India to Rome. In addition, traders from southern India would sail to Southeast and math to other Asia to collect spices. They brought the spices back to India and sold them to civilizations? merchants from Rome. Archaeologists have found hoards of Roman gold coins in southern India. Records show that some Romans were upset about the amount of gold their countrymen spent on Indian luxuries. They believed that to foster a healthy economy, a state must collect gold rather than spend it.

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CHAPTER 7 GUIDED READING Trade Spreads Indian Religions and Culture DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Section 2

A. Analyzing Issues As you read about the ways that Indian culture changed and expanded between about 200 B.C. and A.D. 300, fill out the chart by writing notes in the appropriate spaces.

Changes in Religious Thought

1. Note how Buddhism changed and identify Identifying Supporting Details two effects of this change.

2. Note how Hinduism changed and identify Class Time 25 minutes beginnings or ends of paragraphs. Ask them to point out two effects of this change.

Task Identifying and charting supporting details each of these subheads and to look for additional main Expansion of Culture 3. Note at least two examples of the ideas. Instruct students to look for supporting details that flowering of literature and performing arts. 4. Note at least two examples of the Purpose To understand Indian religions and cultures flowering of science and mathematics. give more information or explanation about each of the Instructions Have students work together in small groups Expansion of Trade and Commerce main ideas they identify. Then have them fill in the charts 5. Note how development of the Silk Roads and increased sea trade contributed to to reread and discuss the material they have read so far in the expansion of Indian commerce. 6. Note two effects of the expansion of in the Guided Reading worksheet on page 52 of In-Depth Indian trade.

Section 2. Instruct them to focus on main ideas and sup- © McDougal Littell Inc. All rights reserved. Resources: Unit 2. Have the groups share and discuss B. Making Inferences On the back of this paper, identify Kalidasa and porting examples. Explain to them that the red heads that Mahayana. Explain the importance of each to the spread of Indian culture. their work and save their charts to use in reviewing the identify each of the subsections and the bold heads at the 52 Unit 2, Chapter 7 material for the section and end-of-chapter tests. beginnings of paragraphs indicate the main ideas they In-Depth Resources: Unit 2 should focus on. Other main ideas are often found at the

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Rome was not India’s only sea-trading partner. India CHAPTER 7 • Section 2 imported African ivory and gold, and exported cotton cloth. Rice and wheat went to Arabia in exchange for dates and horses. After trade with Rome declined around the third 2 century A.D., India’s sea trade with China and the islands of 1 southeast Asia increased. The Chinese, for example, INDIA Global Impact imported Indian cotton cloth, monkeys, parrots, and elephants and sent India silk. The Spread of Buddhism 3 Effects of Indian Trade Increased trade led to the rise of 4 The spread of Buddhism has continued banking in India. Commerce was quite profitable. Bankers in modern times, and that religion is were willing to lend money to merchants and charge them The Spread of Buddhism now practiced in almost every country interest on the loans. Interest rates varied, depending on Buddhism became a missionary in the world. As of 2003, there were how risky business was. During Mauryan times, the annual religion during Asoka’s reign. From more than 350 Buddhist centers in the interest rate on loans used for overseas trade had been 240 his capital city (1), Asoka sent out United States. percent! During the Gupta Empire, bankers no longer con- Buddhist missionaries. After Indians began trading along the Silk Roads, Analyzing Causes sidered sea trade so dangerous, so they charged only 15 to Buddhist monks traveled the roads Why would 20 percent interest a year. and converted people along the way. dangerous condi- A number of Indian merchants went to live abroad and Buddhist monks from India tions make bankers brought Indian culture with them. As a result, people established their first monastery in charge higher Interactive The map in this feature China (2) in A.D. 65, and many interest on loans throughout Asia picked up and adapted a variety of Indian is available in an interactive format on traditions. For example, Indian culture affected styles in art, Chinese became Buddhists. From for trade? the eEdition. D. Possible architecture, and dance throughout South and Southeast China, Buddhism reached Korea in the fourth century and Japan in the Answer Dangers Asia. Indian influence was especially strong in Thailand, cause shipments to sixth century. Cambodia, and on the Indonesian island of Java. be lost, so bankers Today, Buddhism is a major charge high interest Traders also brought Indian religions to new regions. religion in East and Southeast Asia. to pay for the Hinduism spread northeast to Nepal and southeast to Sri The Theravada school is strong in losses. Lanka and Borneo. Buddhism spread because of traveling Myanmar, Cambodia (3), Sri Lanka (4), and Thailand. The Mahayana Buddhist merchants and monks. In time, Buddhism even school is strong in Japan and Korea. influenced China, as discussed in Section 3.

SECTION2 ASSESSMENT ASSESS TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. SECTION 2 ASSESSMENT • Mahayana • Theravada • stupa • Brahma • Vishnu • Shiva • Kalidasa • Silk Roads Have students answer the questions and USING YOUR NOTES MAIN IDEA CRITICAL THINKING & WRITING then discuss their answers with a partner. 2. Which of the developments 3. How did Buddhism change 6. RECOGNIZING EFFECTS What do you think was the most listed had the most lasting after the Buddha’s death? significant effect of the changes in Buddhism and Formal Assessment impact? 4. What were India’s main trade Hinduism during this period? Explain. • Section Quiz, p. 109 Religion goods in the fifth century? 7. MAKING INFERENCES Why did Indian culture flourish 5. What were some of India’s during the Gupta Empire? Arts contributions to science during 8. FORMING AND SUPPORTING OPINIONS Which do you RETEACH Science/ the Gupta period? think was more important to India’s economy, overland Math trade or sea trade? Provide details to support your answer. Separate students into three groups Trade 9. WRITING ACTIVITY CULTURAL INTERACTION Cite three of and assign each a subhead of this the cultures that interacted with India. Explain in a brief expository essay the result of each cultural interaction. section to review and summarize for the entire class.

INTERNET ACTIVITY In-Depth Resources: Unit 2 Use the Internet to research Indian trade today. Then prepare a chart INTERNET KEYWORD • Guided Reading, p. 52 listing the type of goods bought and sold and the trading partner for India trade • Reteaching Activity, p. 69 each type. India and China Establish Empires 197

ANSWERS

1. Mahayana, p. 193 • Theravada, p. 193 • stupa, p. 193 • Brahma, p. 194 • Vishnu, p. 194 • Shiva, p. 194 • Kalidasa, p. 194 • Silk Roads, p. 196 2. Sample Answer: Religion—Hinduism, 5. proof the earth was round, modern numerals, 9. Rubric Essays should Buddhism; Arts—Literature, drama, music, zero, the decimal system, calculation of pi and • show an understanding of cultural interaction. dance; Science/Math—Number system, medi- the solar year, and medical guides • include examples from three cultures that cine; Trade—Overland and by sea to East and 6. Possible Answers: More people were able to interacted with India. West. Science and math had most lasting participate in worship; religion inspired art; impact leading to technological age, or trade both religions spread to many other countries. had most impact leading to spread of ideas. 7. Possible Answer: There was stability and pros- Rubric Charts should 3. Buddha’s followers developed different perity, and the emperors supported the arts. • include data on India’s imports, exports, and interpretations of his teachings. 8. Possible Answer: Overland—The Silk Roads trading partners. 4. cloth, ivory, grains, tortoise shell, timber, provided great wealth for Indian middlemen; • be accurate and based on fact. precious stones, silk, enslaved persons, spices Sea—Allowed trade with Rome and exchange • present data in a clear format. of Western ideas. Teacher’s Edition 197 wh10te-020703-0200-0207 8/8/03 2:20 PM Page 201

The Empress Lü When Liu Bang died in 195 B.C., his son became emperor, but in CHAPTER 7 • Section 3 name only. The real ruler was his mother, Empress Lü. Although Lü had not been Liu Bang’s only wife, she had powerful friends at court who helped her seize power. The empress outlived her son and retained control of the throne by naming first one infant and then another as emperor. Because the infants were too young to rule, she remained in control. When Empress Lü died in 180 B.C., people who More About . . . remained loyal to Liu Bang’s family, rather than to Lü’s family, came back into power. They rid the palace of the old empress’s relatives by executing them. Empress Lü Such palace plots occurred often throughout the Han Dynasty. Traditionally, the Empress Lü was ruthless in her pursuit of emperor chose the favorite among his wives as the empress and appointed one of power and made many enemies in the her sons as successor. Because of this, the palace women and their families com- court. However, to gain support once in peted fiercely for the emperor’s notice. The families would make alliances with power, she adopted moderate governing influential people in the court. The resulting power plays distracted the emperor policies, such as lowering taxes and and his officials so much that they sometimes could not govern efficiently. Vocabulary repealing some unpopular laws. Martial means The Martial Emperor When Liu Bang’s great-grandson took the throne, he con- warlike. tinued Liu Bang’s centralizing policies. Wudi (woo•dee), who reigned from 141 to 87 B.C., held the throne longer than any other Han emperor. He is called the “Martial Emperor” because he adopted the policy of expanding the Chinese empire through war. Wudi’s first set of enemies were the Xiongnu (shee•UNG•noo), fierce nomads known for their deadly archery skills from horseback. The Xiongnu roamed the History from Visuals steppes to the north and west of China. They made raids into China’s settled farm- land. There they took hostages and stole grain, livestock, and other valuable items. Interpreting the Map The early Han emperors tried to buy off the Xiongnu by sending them thousands Ask students how the territory controlled of pounds of silk, rice, alcohol, and money. Usually, the Xiongnu just accepted by the Han changed over time. these gifts and continued their raids. (It expanded to the northeast, south, and west and added a protectorate.) Extension Inform students that the later

100°E 120°E Han moved their capital from Xi’an to 40°N 140°E Han Dynasty, 200 B.C.–A.D. 220 Luoyang. What geographic advantages MONGOLIA R T JAPAN did the new capital offer? (Possible 60°E E S E 80°E D G O B I Answer: enhanced shipping and trade Kuqa

e )

. and distance from invading nomads) Ctesiphon Merv Dunhuang H AN R Yellow Kashgar IMAK g L w PERSIA TAK n RT a o DESE u l Sea H el (Y . Lanzhou R Luoyang SKILLBUILDER Answers s u ASIA Ch'ang-an Nanjing d (Xi'an) 1. Place 1.5 million square miles Former Han, 200 B.C. g 2. Location along the northwest border, n ia .) H J R PACIFIC ASIA I ng e because it is protected by natural M ha tz A C ng OCEAN L Ya A Y A S ( barriers and invaders often came from °N Gange Nanhai e s R. ) that direction H . (Guangzhou) Han Empire at its g R n Pataliputra greatest extent, A.D. 220 Luoyang a w Yellow u lo H el In-Depth Resources: Unit 2 Y Sea Han protectorate (influence) Ch'ang-an ( (Xi'an) South Xiongnu regions • Geography Application, p. 56 Great Wall g 0 1,000 Miles an China Ji Silk Road g R.) Sea an ze h gt 0 2,000 Kilometers C an PACIFIC (Y OCEAN GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Place What was the approximate size, in square miles, of the Han Empire at 0 500 Miles South Interactive This map is available in an China its greatest extent? 0 1,000 Kilometers Sea 2. Location Along which border did the Chinese build the Great Wall? Why did interactive format on the eEdition. they build it there and not in other places?

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CHAPTER HISTORYMAKERS Wudi 7 A Long Reign of Change Section 3 “[Wudi’s] reign was the high point of Han power, prestige, and morale.” DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS —historian Charles Hucker

he Han emperor Wudi took the throne in 141 out important rituals became a central part of TB.C. as a young man full of energy, confidence, Chinese government and religion. and plans. He died 54 years later, having achieved Finally, Wudi worked to expand Han China. For one of the longest rules in Chinese history. He is 18 years his soldiers fought against the Xiongnu known for far more than the length of his reign, nomads to the north. The emperor followed up his however. Wudi made profound changes on Chinese victories by sending Chinese settlers to conquered Examining Wudi society—changes that had an impact long after his areas. He sent about 700,000 people to live in death. colonies that extended Han China into central Asia. Wudi was an unlikely emperor. He was the The emperor also made arrangements with the eleventh son of emperor Chingdi and had many rulers there. They were forced to admit the superi- brothers with better claims to the throne. However, ority of China and pay tribute. They were also a group of court officials convinced Chingdi to name instructed to send a son to the Chinese court. The Class Time 30 minutes formed Wudi’s character as well as how he differed from the boy as his successor. Before Wudi there had sons were educated in Chinese ideas and were, been five Han emperors, all of whom had ruled in effect, hostages that ensured that their fathers cautiously. Wudi took a different approach. would cooperate. With these steps, Wudi estab- First, he moved to break the power of the local lished a pattern of relations with foreign powers nobles. He began by draining their wealth with that the Chinese followed for many future centuries. his grandfather, the founder of the Han Empire, Liu Bang. heavy financial burdens. Nobles were required, for Wudi expanded Han influence to other areas as Task Learning more about the life of Wudi well. The Chinese took much of Korea and moved instance, to give certain gifts to the emperor to show their loyalty. But those gifts could only be purchased into what is now Vietnam. Along with political con- from the royal treasury at extremely high prices. The trol, the Han brought in their culture. While Korea Suggest that they weigh the benefits Wudi’s policies emperor also took a direct approach, seizing the land and Vietnam modified Chinese ideas and practices, of many lords. Those who escaped these two actions they were still strongly influenced by them. Purpose To broaden students’ understanding of this faced a third. Wudi ordered that, upon the death of Late in his reign, Wudi’s policies backfired. a land owner, all his property was to be divided Heavy spending on wars—and on the luxuries of equally among all his sons. With this, large estates his lifestyle—reduced the treasury. For three gen- brought to China against the price they exacted from the were broken up by the passing of each generation. erations Han emperors had built a huge surplus of The emperor acted against merchants and money. Wudi spent it all. His aggressive tax and influential history maker business policies did more than break the power of traders as well. Under previous rulers, trade had thrived. Many business owners had built huge for- the merchants. They also slowed the economy. tunes, especially in the trade of iron, salt, liquor, The aging emperor had other troubles as well. In people. Ask the pairs of students to discuss their answers 91 B.C., after 50 years of rule, he was shocked to hear and grain. Wudi put the imperial state in charge of all these goods. He then taxed these products heavily that the son he had named to follow him was accused Instructions Have students read the biography of Wudi to increase the flow of funds into the royal treasury. of witchcraft against him. Wudi died four years later. The emperor also increased his hold on govern- and to present their findings to the class as a whole. You ment officials. He created a new system that ignored Questions the nobles who had previously run the government. Instead, he used scholars trained in the ideas of 1. Identifying Problems and Solutions How did Wudi reduce the power of nobles? included on page 66 of In-Depth Resources: Unit 2. Then © McDougal Littell Inc. All rights reserved. Confucius. He formed schools throughout the empire to teach these ideas. Now, through a system of rec- 2. Drawing Conclusions Do you think Wudi’s might encourage them to make this presentation in the ommendations, able men could rise to high office. economic policies were wise? Why or why not? Wudi also adopted Confucianism as the state 3. Developing Historical Perspective Which of have them work in pairs to discuss the material and religion. This move had a profound impact on later Wudi’s actions do you think had the most lasting form of a debate in which one side supports Wudi’s poli- Chinese society. The Confucian emphasis on acting impact? Explain. answer the questions. They might want to extend their 66 Unit 2, Chapter 7 cies and the other presents a case against them. reading by consulting an encyclopedia for more informa- In-Depth Resources: Unit 2 tion. Have them discuss what early experiences may have

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CHAPTER 7 • Section 3 The Chinese perfected a plow that was more efficient because it had two blades. They also improved iron tools, invented the wheelbarrow, and began to use water Making mills to grind grain. Inferences Agriculture Versus Commerce During the Han Dynasty, the population of China Which of these inventions helped swelled to 60 million. Because there were so many people to feed, Confucian More About . . . to feed China’s scholars and ordinary Chinese people considered agriculture the most important huge population? Silk Production and honored occupation. An imperial edict written in 167 B.C. stated this philoso- B. Answer the phy quite plainly: collar harness, the According to legend, the secret of raising plow, the iron tools, silkworms and obtaining silk from their PRIMARY SOURCE the wheelbarrow, and the water mill cocoons was discovered by the empress Agriculture is the foundation of the world. No duty is greater. Now if [anyone] personally follows this pursuit diligently, he has yet [to pay] the impositions of the land tax and tax of China in 2640 B.C. The Chinese domes- on produce. . . . Let there be abolished the land tax and the tax on produce levied upon ticated the silkworm and the silkworm’s the cultivated fields. main food source, the mulberry tree. BAN GU and BAN ZHAO in History of the Former Han Dynasty The science of silk production, called Although the same decree dismissed commerce as the least important occupa- sericulture, involves killing the worm and tion, manufacturing and commerce were actually very important to the Han Empire. unwinding the cocoon in a continuous The government established monopolies on the mining of salt, the forging of iron, thread more than 2,000 feet long. The the minting of coins, and the brewing of alcohol. A monopoly occurs when a group process was kept secret in China for has exclusive control over the production and distribution of certain goods. thousands of years. For a time, the government also ran huge silk mills—competing with private silk weavers in making this luxurious cloth. As contact with people from other lands increased, the Chinese realized how valuable their silk was as an item of trade.

Interactive This feature is available in an interactive format on the eEdition where students can follow the paths of the Silk Roads and can see details about Silk Roads silk production. Why would anyone struggle over mountains and across deserts to buy fabric? Ancient peoples valued silk because it was strong, lightweight, and beautiful. Traders made fortunes carrying Chinese silk to the West. Because of this, the caravan trails that crossed Asia were called Silk Roads, even though many other valuable trade goods were also carried Global Impact along these routes. The Silk Roads also encouraged cultural diffusion.

Camel Caravans ▲ OBJECTIVE No trader traveled the whole length of the Silk • Analyze the importance of the Silk Roads. Mediterranean merchants went partway, then traded with Central Asian nomads—who Roads and their impact on the spread went east until they met Chinese traders near of culture. India. Many traders traveled in camel caravans.

From this point, ships carried silk and spices INSTRUCT to Rome. The Romans Inform students that the Silk Roads were paid a pound of gold for a pound of a major factor in the cultural exchange Chinese silk! and development of the ancient world. Parts of the Silk Roads still exist today.

204 Chapter 7

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Comparing Ancient and Modern Trade Class Time 30 minutes video, Trade Connects the World: Silk Roads and Task Watching a video and creating a chart the Pacific Rim. After students have viewed and dis- Purpose To understand the impact of the Silk Roads cussed the video, have them write questions based on what they have seen. What have they learned Instructions Explain to students that they will see a about the Silk Roads and trade in the modern-day video that shows the hazards of ancient trade along Pacific Rim from reading the text and watching the the Silk Roads and the impact of present-day trade video? Have students complete an activity from in the Pacific Rim. Briefly discuss how modern trade the Teacher’s Resource Book, which provides might differ from trade along the Silk Roads. instructional support, visual-literacy activities, and (Possible Answer: Trade is less dangerous and more primary-source activities. extensive today due to the availability of large cargo ships and planes. In addition, governments Patterns of Interaction Video Series often regulate or restrict trade.) Then show the • Silk Roads and the Pacific Rim 204 Chapter 7 wh10te-020703-0200-0207 8/8/03 2:23 PM Page 205

Because of this, the techniques of silk production became a closely guarded state CHAPTER 7 • Section 3 secret. Spurred by the worldwide demand for silk, Chinese commerce expanded along the Silk Roads to most of Asia and, through India, all the way to Rome.

The Han Unifies Chinese Culture Tip for Gifted and Talented As the Han empire expanded its trade networks, the Chinese began to learn about the foods and fashions common in foreign lands. Similarly, expanding the empire Students through conquest brought people of different cultures under Chinese rule. Have students debate the pros and Unification Under Chinese Rule To unify the empire, the Chinese government cons of assimilation as a social policy. encouraged assimilation, the process of making conquered peoples part of Chinese Encourage them to base their arguments culture. To promote assimilation, the government sent Chinese farmers to settle on the information about Han China as newly colonized areas. It also encouraged them to intermarry with local peoples. well as on their own experience growing Government officials set up schools to train local people in the Confucian philoso- up in the multicultural United States. phy and then appointed local scholars to government posts. Several writers also helped to unify Chinese culture by recording China’s history. Sima Qian (SU•MAH chee•YEHN), who lived from 145 to 85 B.C., is called the Grand Historian for his work in compiling a history of China from the ancient dynas- ties to Wudi. To write accurately, Sima Qian visited historical sites, interviewed eye- More About . . . witnesses, researched official records, and examined artifacts. His book is called Records of the Grand Historian. Another famous book was the History of the Former Sima Qian Han Dynasty. Ban Biao (BAHN bee•OW), who lived from A.D. 3 to 54, started the project. After his death, his son Ban Gu (bahn goo) and later his daughter Ban Zhao Sima Qian grew up in the court of the emperor, where his father was Grand Historian. This title is sometimes trans- lated as “astronomer royal,” since the post also involved making astronomical observations and reforming the calendar. He took over the post when his father

▲ Patterns of Interaction Traded Gold Trade Connects the World: Silk Roads and the Pacific Rim died in 107 B.C. Sima Qian was devoted Gold was an important trade to presenting the truth and incorporated good. The object to the right is Throughout history, the desire for material goods led to the a Chinese gold dagger handle development of long-distance trade routes such as the Silk Roads. many of the historical records word for from the Zhou Dynasty. Many In turn, trade caused cultural diffusion. Similarly today, trade in the word. He began composing Records of artifacts found along the Silk Pacific Rim has helped spread many products across the globe. the Grand Historian in 104 B.C. and didn’t Roads show a mix of Greek, Central Asian, and Indian styles. complete it for 13 years. This monumen- This indicates that ideas tal book includes 130 chapters that traveled as well as objects. trace the development of China to his own time. In-Depth Resources: Unit 2 • Primary Source: from Lessons for Women by Ban Zhao, p. 60 The Silk Road split in two World Art and Cultures Transparencies to skirt the edges of the Taklimakan Desert. Both routes 1. Hypothesizing How might patterns • AT16 Chinese tomb rubbing had oases along the way. of trade and cultural diffusion have differed if Rome, not China, had learned the secret of making silk? See Skillbuilder Handbook, Page R11.

2. Comparing What are China’s top three exports today, and which countries buy those products? 205

CONNECT TO TODAY: ANSWERS

1. Hypothesizing 2. Comparing There probably would have been less trade along the Silk Roads, China’s top exports are electrical machinery and equipment, power because people from the West would not have had to get their silk generation equipment, and apparel. These products are traded with from China. This, in turn, would have diminished cultural diffusion. Hong Kong, the United States, Japan, and South Korea.

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LESSON PLAN 2 One of the Casbahs (fortresses) in the village of Cloth for sale in Morocco OBJECTIVES Ait Benhaddou, Morocco • Explain how the gold-salt trade led to West African Civilizations the rise of Ghana. • Describe how Sundiata and Mansa Musa advanced Mali.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Describe the Songhai Empire. • Identify Benin and the Hausa and ECONOMICS West Africa These civilizations demonstrate • Ghana • Songhai contained several rich and the richness of African culture • Mali • Hausa Yoruba city-states. powerful states, including before European colonization. • Sundiata • Yoruba Ghana, Mali, and Songhai. • Mansa Musa • Benin • Ibn Battuta FOCUS & MOTIVATE Ask students what they think living in SETTING THE STAGE While the Almohads and Almoravids were building empires in North Africa, three powerful empires flourished in West Africa. These a kingdom or empire would be like. ancient African empires arose in the Sahel, the savanna region just south of the (Possible Answers: might need to obey Sahara. They grew strong by controlling trade. In this section you will learn the whims of a ruler, might be able to about the West African empires of Ghana, Mali, and Songhai. obtain goods from faraway lands) Empire of Ghana TAKING NOTES Comparing and INSTRUCT By A.D. 200, trade across the Sahara had existed for centuries. However, this Contrasting Use a Venn trade remained infrequent and irregular because of the harsh desert conditions. diagram to compare and Empire of Ghana Most pack animals—oxen, donkeys, and horses—could not travel very far in the contrast information about the Mali and hot, dry Sahara without rest or water. Then, in the third century A.D., Berber Songhai empires. Critical Thinking nomads began using camels. The camel could plod steadily over much longer • What discovery first allowed successful distances, covering as much as 60 miles in a day. In addition, it could travel more trade routes through the Sahara desert? than ten days without water, twice as long as most pack animals. With the camel, Mali (use of camels) nomads blazed new routes across the desert and trade increased. both The trade routes crossed the savanna through the region farmed by the • How did limiting the supply of gold Songhai Soninke (soh•NIHN•keh) people. The Soninke people called their ruler ghana, nuggets prevent their price from or war chief. Muslim traders began to use the word to refer to the Soninke region. falling? (kept people from “flooding By the 700s, Ghana was a kingdom, and its rulers were growing rich by taxing the market” by spending lots of gold the goods that traders carried through their territory. at one time) Gold-Salt Trade The two most important trade items were gold and salt. Gold In-Depth Resources: Unit 3 came from a forest region south of the savanna between the Niger (NY•juhr) and Senegal (SEHN•ih•GAWL) rivers. Miners dug gold from shafts as deep as 100 • Guided Reading, p. 112 (also in Spanish) feet or sifted it from fast-moving streams. Some sources estimate that until about 1350, at least two-thirds of the world’s supply of gold came from West Africa. Although rich in gold, West Africa’s savanna and forests lacked salt, a material TEST-TAKING RESOURCES essential to human life. The Sahara contained deposits of salt. In fact, in the Test Generator CD-ROM Saharan village of Taghaza, workers built their houses from salt blocks because it was the only material available. Strategies for Test Preparation Arab and Berber traders crossed the desert with camel caravans loaded down Test Practice Transparencies, TT55 with salt. They also carried cloth, weapons, and manufactured goods from ports on the Mediterranean. After a long journey, they reached the market towns of the Online Test Practice savanna. Meanwhile, African traders brought gold north from the forest regions. Societies and Empires of Africa 413

SECTION 2 PROGRAM RESOURCES

ALL STUDENTS STRUGGLING READERS • Connections Across Time and Cultures, p. 127 In-Depth Resources: Unit 3 In-Depth Resources: Unit 3 • Guided Reading, p. 112 • Guided Reading, p. 112 • Geography Application, p. 116 • Building Vocabulary, p. 114 eEdition CD-ROM • History Makers: Ibn Battuta, p. 125 • Geography Application, p. 116 Power Presentations CD-ROM Formal Assessment • Reteaching Activity, p. 129 • Section Quiz, p. 236 Reading Study Guide, p. 141 Geography Transparencies Reading Study Guide Audio CD • GT15 The Growth of Mali and Songhai, 1200–1591 ENGLISH LEARNERS World Art and Cultures Transparencies In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS • AT32 Ghana Terra Cotta Sculpture • Guided Reading, p. 107 In-Depth Resources: Unit 3 • AT33 Benin Bronze • Geography Application, p. 110 • Primary Sources: Benin Bronze Sculpture, p. 119; classzone.com Reading Study Guide (Spanish), p. 141 The Making of Benin Bronzes, p. 120 Reading Study Guide Audio CD (Spanish) • Literature: from Sundiata, p. 122 Teacher’s Edition 413 wh10te-031502-0413-0421 8/18/03 1:54 PM Page 414

CHAPTER 15 • Section 2 West African Empires, 1000–1500

Empire of Ghana, A.D. 1000 Empire of Mali, A.D. 1400 Empire of Songhai, A.D. 1500 History from Visuals Tunis Tunis Tunis Fez Mediterranean Fez Mediterranean Fez Mediterranean Marrakech Tripoli Sea Marrakech Tripoli Sea Marrakech Tripoli Sea Interpreting the Map Sijilmasa Cairo Sijilmasa Cairo Sijilmasa Cairo

EGYPTN EGYPTN EGYPTN i i i Have students identify cities from the l l l e e e Taghaza SAHARAR Taghaza SAHARAR Taghaza SAHARA R three maps in all three empires. (Kumbi Tropic of Cancer . Tropic of Cancer . Tropic of Cancer .

Saleh, Walata) Then have students iden- Walata Bilma Bilma Walata Bilma Timbuktu Walata Timbuktu Timbuktu Koumbi Agades Koumbi Agades Koumbi Agades Gao N Gao N Gao N tify which empire-city is located in the Saleh i Saleh Saleh i L. Chad L. Chad g L. Chad g ig er e er Djenné R Kano Djenné r R Kano Djenné R Kano . . . Sahara desert. (Taghaza) Niani V AFRICA Niani V AFRICA Niani V AFRICA o Zaria o Zaria o Zaria l Nok l Nok l Nok t t t a e R. a e R. a e R. R Ife nu R Ife nu R Ife nu Extension The price and value of salt, . Be . Be . Be Benin Benin Benin 0 0 0 a popular trade item, often rose as each ° ° ° Congo R Congo R Congo R ° . ° . ° . trader sold it to the next. Have students 0 1,000 Miles 0 Equator Lake 0 1,000 Miles 0 Equator Lake 0 1,000 Miles 0 Equator Lake Victoria Victoria Victoria discuss reasons for this. (price rises to 0 2,000 Kilometers 0 2,000 Kilometers 0 2,000 Kilometers increase each trader’s profit) Ghana, 1000 Mali, 1400 Songhai, 1500 Rain forest Rain forest Rain forest Savanna Savanna Savanna Desert Desert Desert SKILLBUILDER Answers Mediterranean Mediterranean Mediterranean 1. Region Ghana was smallest and

Songhai largest. Songhai encompassed GEOGRAPHY SKILLBUILDER: Interpreting Maps most of Ghana and Mali and stretched 1. Region Compare the regions occupied by the Ghana, Mali, and Songhai empires in terms farther east and north. of size and location. 2. Human-Environment Interaction How did the environment both contribute resources to 2. Human-Environment Interaction and cause problems for traders? The environment contributed salt but caused a problem because it Merchants met in trading cities, where they exchanged goods under the watch- lacked water. ful eye of the king’s tax collector. In addition to taxing trade, royal officials made sure that all traders weighed goods fairly and did business according to law. Royal guards also provided protection from bandits. Land of Gold By the year 800, Ghana had become an empire. Because Ghana’s Interactive A closer look at West African king controlled trade and commanded a large army, he could demand taxes and gifts from the chiefs of surrounding lands. As long as the chiefs made their pay- empires is available on the eEdition. ments, the king left them in peace to rule their own people. Students can see the empires separately In his royal palace, the king stored gold nuggets and slabs of salt (collected as or all at once and view a trader’s journey taxes). Only the king had the right to own gold nuggets, although gold dust freely from Fez to Timbuktu. circulated in the marketplace. By this means, the king limited the supply of gold and kept its price from falling. Ghana’s African ruler acted as a religious leader, chief judge, and military commander. He headed a large bureaucracy and could call up a huge army. In 1067, a Muslim geographer and scholar named al-Bakri Inclusion Tip wrote a description of Ghana’s : Students who are visually impaired may benefit from larger maps of Mali and PRIMARY SOURCE The king adorns himself . . . wearing necklaces and bracelets. . . . The court of appeal is Songhai provided in the Geography held in a domed pavilion around which stand ten horses with gold embroidered Transparencies. trappings. Behind the king stand ten pages holding shields and swords decorated with Geography Transparencies gold, and on his right are the sons of the subordinate [lower] kings of his country, all wearing splendid garments and with their hair mixed with gold. • GT15 The Growth of Mali and Songhai AL-BAKRI, quoted in Africa in the Days of Exploration

414 Chapter 15

Name Date CHAPTER 15 Section 2 (pages 413–419) TERMS AND NAMES Ghana West African empire that grew rich from trade West African Mali West African empire that grew DIFFERENTIATING INSTRUCTION: STRUGGLING READERS rich from trade Civilizations Sundiata Founder and first emperor of the kingdom of Mali Mansa Musa Mali ruler who created BEFORE YOU READ a large kingdom and adopted Islam In the last section, you read about societies in North and Ibn Battuta 14th century traveler who Central Africa. visited most of the Islamic world In this section, you will read about kingdoms in West Songhai West African empire that Africa. conquered Mali Hausa West African people who Charting Main Ideas lived in several city states of what is AS YOU READ now northern Nigeria Use the chart below to take notes on the kingdoms and Yoruba West African people who states of West Africa. formed several kingdoms in what is now Benin Benin Kingdom that arose near the Class Time 30 minutes Niger River delta and became a major Year Kingdom/Ruler Description West African state

Task Creating a time line in chart form Ghana Gained wealth through gold and taxing trade. 700–800 Ghana, kingdom Soninke people; taxed Purpose To improve understanding by recording Songhai turned empire traders; king stored gold Mali

ed. Benin main ideas v

ights reser Other States

1076 Muslim Almoravids took over Ghana All r Instructions Using the blue highlighted terms in the Empire of Ghana (pages 413–415) Ghana were growing rich. They taxed the goods that traders carried through their land. The two How did the kingdom of Ghana most important trade goods were gold and salt. cDougal Littell Inc.

M arise? Gold was taken from mines and streams in the

pupil edition as a guide, have students create a chart like 1235 Mali, kingdom Mali’s wealth came from © western and southern parts of West Africa. It was Traders crossed the Sahara Desert of North Africa traded for salt from the Sahara region. Arab traders as early as A.D. 200. The desert was harsh. This also brought cloth and manufactured goods. These limited trade. Then the Berbers began using came from cities on the Mediterranean Sea. the one shown here. Students can continue to fill in infor- Sundiata, ruler of gold; Sundiata became camels. Trade increased. The king of Ghana was powerful. Only the king By the 700s, the rulers of the kingdom of mation on their charts as they work through the section. Mali emperor CHAPTER 15 SOCIETIES AND EMPIRES OF AFRICA 141 Students who need additional help with the text may 1312 Mansa Musa ruled after Sundiata; made Reading Study Guide use the Reading Study Guide activity for this lesson (also Timbuktu an important city available in Spanish). 414 Chapter 15 wh10te-031502-0413-0421 8/18/03 1:54 PM Page 415

Islamic Influences While Islam spread through CHAPTER 15 • Section 2 North Africa by conquest, south of the Sahara, Islam spread through trade. Muslim merchants and teachers settled in the states south of the Sahara and Sundiata introduced their faith there. ?–1255 Eventually, Ghana’s rulers converted to Islam. By Sundiata came from the kingdom of Kangaba History Makers the end of the 11th century, Muslim advisers were near the present-day Mali-Guinea border. According to tradition, he was one of 12 brothers Sundiata and Mansa Musa helping the king run his kingdom. While Ghana’s who were heirs to the throne of Kangaba. African rulers accepted Islam, many people in the When Sumanguru, ruler of a neighboring What was one difference between empire clung to their animistic beliefs and practices. state, overran Kangaba in the early 1200s, he Sundiata and Mansa Musa? (Mansa Musa Animism is the belief that spirits living in animals, wanted to eliminate rivals, so he murdered all was Muslim, Sundiata was not.) plants, and natural forces play an important role in of Sundiata’s brothers. He spared Sundiata, who was sickly and seemed unlikely to survive. Sundiata is a hero of the Malinke people A. Possible Answer daily life. Much of the population never converted. However, as Sundiata grew up, he gained of West Africa. His military and domestic because Ghana’s Those who did kept many of their former beliefs, strength and became a popular leader of power was based which they observed along with Islam. Among the many warriors. In 1235, Sundiata’s army accomplishments are recorded in their on wealth gained upper class, Islam’s growth encouraged the spread defeated Sumanguru and his troops. oral traditions. from controlling of literacy. To study the Qur’an, converts to Islam trade Due in part to Mansa Musa’s generosity had to learn Arabic. Mansa Musa with gold, talk of him spread far In 1076 the Muslim Almoravids of North Africa ?–1332? Analyzing Causes completed their conquest of Ghana. Although the Mansa Musa, the strongest of Sundiata’s beyond Africa. Why would the successors, was a devout Muslim. On his hajj, Almoravids eventually withdrew from Ghana, the disruption of trade Mansa Musa stopped in Cairo, Egypt. Five destroy Ghana’s war had badly disrupted the gold-salt trade. As a hundred slaves, each carrying a staff of gold, power? result, Ghana never regained its power. arrived first. They were followed by 80 camels, each carrying 300 pounds of gold dust. Hundreds of other camels brought supplies. Empire of Mali Thousands of servants and officials completed Empire of Mali By 1235 the kingdom of Mali had emerged. Its the procession. founders were Mande-speaking people, who lived Mansa Musa gave away so much gold in Critical Thinking south of Ghana. Mali’s wealth, like Ghana’s, was Cairo that the value of this precious metal declined in Egypt for 12 years. • What governing institution did Mansa built on gold. As Ghana remained weak, people Musa introduce to his empire? (divided who had been under its control began to act inde- it into provinces) What other rulers have pendently. In addition, miners found new gold RESEARCH LINKS For more on Sundiata and deposits farther east. This caused the most impor- Mansa Musa, go to classzone.com you read about who used this type of tant trade routes to shift eastward, which made a system? (Darius in Persia, Shi Huangdi new group of people—the people of Mali— in China) wealthy. It also enabled them to seize power. • Why are Ibn Battuta’s travels worth Sundiata Conquers an Empire Mali’s first great leader, Sundiata noting? (He was educated and (sun•JAHT•ah), came to power by crushing a cruel, unpopular leader. Then, in the traveled widely, so his comparisons words of a Mande oral tradition, “the world knew no other master but Sundiata.” and critiques of different societies help Sundiata became Mali’s mansa, or emperor. Through a series of military victories, us understand them.) he took over the kingdom of Ghana and the trading cities of Kumbi and Walata. A period of peace and prosperity followed. In-Depth Resources: Unit 3 Sundiata proved to be as great a leader in peace as he had been in war. He put • Geography Application: Ibn Battuta Travels able administrators in charge of Mali’s finances, defense, and foreign affairs. From to Mali, p. 116 his new capital at Niani, he promoted agriculture and reestablished the gold-salt • History Makers: Ibn Battuta, p.125 trade. Niani became an important center of commerce and trade. People began to call Sundiata’s empire Mali, meaning “where the king lives.” Mansa Musa Expands Mali Sundiata died in 1255. Some of Mali’s next rulers became Muslims. These African Muslim rulers built , attended public prayers, and supported the preaching of Muslim holy men. The most famous of them was Mansa Musa (MAHN•sah moo•SAH), who may have been Sundiata’s grandnephew. Mansa Musa ruled from about 1312 to 1332. Societies and Empires of Africa 415

Name Date

CHAPTER LITERATURE SELECTION from Sundiata: An Epic of 15 Old Mali CONNECTIONS ACROSS TIME AND CULTURES Section 2 by D. T. Niane Much of the history of Mali is known today partly because of its people’s tradition of telling oral histories and partly because of the writings of Arab travelers. The following story, from the oral history of Mali’s emperor Sundiata, describes a famous battle at Krina in 1235. The battle, between Sundiata and Sumanguru (also spelled Soumaoro), the tyrannical king of Sosso, was a struggle for control of Mali. After seven centuries, Sundiata’s triumph over Sumanguru is still told by the griots, or storytellers, of modern Mali. As you read, think about how Griots, Oral Histories, and Rap Sundiata defeated his enemy. oumaoro advanced as far as Krina, near the village you off.” Sof Dayala on the Niger and decided to assert his “I am the mighty silk-cotton tree that looks rights before joining battle. Soumaoro knew that from on high on the tops of other trees.” Sundiata also was a sorcerer, so, instead of sending “And I, I am the strangling creeper that climbs an embassy, he committed his words to one of his to the top of the forest giant.” Class Time 40 minutes ancestor of those who draw the bow, the master of a owls. The night bird came and perched on the roof “Enough of this argument. You shall not have of Djata’s [Sundiata’s] tent and spoke. The son of Mali.” Sogolon [another epithet for Sundiata] in his turn “Know that there is not room for two kings on sent his own to Soumaoro. Here is the dialogue of the same skin, Soumaoro; you will let me have your the sorcerer kings: place.” hundred vanished kings.” “Stop, young man. Henceforth I am the king of “Very well, since you want war I will wage war Task Creating an oral history Mali. If you want peace, return to where you came against you, but I would have you know that I have from,” said Soumaoro. killed nine kings whose heads adorn my room. “I am coming back, Soumaoro, to recapture my What a pity that your head should take its place kingdom. If you want peace you will make amends beside those of your fellow madcaps.” Griots recited rhyming poems about warriors and to my allies and return to Sosso where you are the “Prepare yourself, Soumaoro, for it will be long Purpose To explore the achievements of an ancient king.” before the calamity that is going to crash down “I am king of Mali by force of upon you and yours comes to an arms. My rights have been estab- end.” lished by conquest.” “Know, then, that Thus Sundiata and Soumaoro “Then I will take Mali from I am the wild yam spoke together. After the war of ed.

kings. Some people believe that these poems were the v African ruler in poetry, rhyme, or song you by force of arms and chase of the rocks; mouths, swords had to decide the you from my kingdom.” “Know, issue. . . . then, that I am the wild yam of the nothing will make At break of day, Fakoli came rocks; nothing will make me leave me leave Mali.” and woke up Sundiata to tell him ights reser conceptual ancestors of modern rap music. Mali.” that Soumaoro had begun to move All r Instructions Explain that, in West Africa, griots were a “Know, also that I have in my his sofas [infantry] out of Krina. camp seven master smiths who will shatter the The son of Sogolon appeared dressed like a hunter rocks. Then, yam, I will eat you.” king. He wore tight-fitting, ochre-colored trousers. “I am the poisonous mushroom that makes the He gave the order to draw up the sofas across the

fearless vomit.” plain, and while his chiefs bustled about, [two offi- cDougal Littell Inc.

Have small groups of students create a poem, song, or M “As for me, I am the ravenous cock, the poison cers] came into Djata’s tent. community’s official record keepers. A griot would pass on © does not matter to me.” “Brother,” said Manding Bory, “have you got the “Behave yourself, little boy, or you will burn bow ready?” your foot, for I am the red-hot cinder.” “Yes,” replied Sundiata. “Look.” historical knowledge by reciting long poems or stories to rap describing the achievements of Sundiata or Mansa “But me, I am the rain that extinguishes the He unhooked his bow from the wall, along with cinder; I am the boisterous torrent that will carry the deadly arrow. It was not an iron arrow at all,

generations of ancestors. An oral history often began with Musa. Ask groups to share their oral histories with the 122 Unit 3, Chapter 15 an elaborate introduction. The griot Djeli Mamadou class. For background information, have students use their In-Depth Resources: Unit 3 Kouyate began this way: “Listen to my word, you who textbooks, the Internet, library resources, or the excerpt want to know. . . . I am going to tell you of Sundiata, the from Sundiata: An Epic of Old Mali in the In-Depth father of the Bright Country, of the savanna land, the Resources book. Teacher’s Edition 415