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Home , Africa, Trade route

Section 3 Step-by-Step Instruction The Wealth of SECTION SECTION “ The inhabitants are very rich. . . . Grain and animals are abundant, so that the consumption of milk and is Review and Preview considerable. But salt is in very short supply because it is Students have learned about Native carried here from Tegaza, some 500 miles from Timbuktu.... American cultures in The royal court is magnificent and very well organized.... and their interaction through . This king makes war only upon neighboring enemies and Now they will learn about cultures on upon those who do not want to pay him tribute.” the of , , and and how they were linked through —Hassan ibn Muhammad, The Description of Africa, 1526 trade. ᮤ City of Timbuktu in Trade Networks of Section Focus Question Asia and Africa How did trade link Europe, - ca, and Asia? Objectives Why It Matters While Native were developing Before you begin the lesson for the day, • Learn about the role played by in diverse cultures and , other civilizations thrived write the Section Focus Question on the trade. in Europe, Africa, and Asia. board. (Lesson focus: Europeans, Africans, • Discover how great trading states in East Section Focus Question: How did trade link Europe, and Asians exchanged , ideas, and influ- Africa and West Africa. Africa, and Asia? ences through trade.) • Find out how dominated an important across Asia. The Muslim Link in Trade Prepare to Read From earliest times, trade linked groups who lived Reading Skill at great distances from one another. As trade developed, Build Background merchants established regular trade routes. These merchants Ask Questions Asking questions when you carried their culture with them as they traveled. Knowledge L2 read will help you organize your reading plan and By the 1500s, a complex trade network linked Europe, get involved with the text. You can use your On the board, write the word goods. Ask Africa, and Asia. Much of this trade passed through the questions, for example, to set a reading purpose— students to suggest specific goods that in the . from China and answering the questions. Two ways to generate American consumers value highly. Record questions are to restate headings and to study brought their cargoes of , , and gems to student responses on the board. Next, have the review questions at the end of the section. on the Red . The precious cargoes were then taken students identify imported goods in the overland to markets throughout the Middle East. list on the board. Ask: What do Key Terms and People Rise of The growth in trade was also linked to the you know that produce these goods for Muhammad rise of the of Islam. Islam emerged on the Arabian American markets? List the countries next Mansa Musa Zheng He Peninsula in the . Its founder was the to the corresponding product names. Then, Muhammad. Muhammad taught that there is one true God. have students categorize the countries by Followers of Islam, called Muslims, believed that the the continents on which they are located. (ku RAHN), the sacred book of Islam, contained the exact Allow use of a map if necessary. word of God as revealed to Muhammad. Islam was transmitted rapidly through conquest and Set a Purpose L2 trade. Arab armies swept across and into I Form students into pairs or groups of . Muslim merchants also spread their religion far into four. Distribute the Reading Readiness Africa, and from Persia to India. Millions of people across Guide. Ask students to fill in the first three continents became Muslims.

two columns of the chart. 16 Chapter 1 Roots of the American People Teaching Resources, Unit 1,

Reading Readiness Guide, p. 18 Differentiated Instruction I Use the Numbered Heads participation L1 L1 L1 English Learners Less Proficient Readers Special Needs strategy (TE, p. T24) to call on students to share one piece of information they Restate with Synonyms Unfamiliar together make a list of any unfamiliar already know and one piece of informa- words pose recurring difficulties for some words (excluding specialized vocabulary). tion they want to know. The students students. Restating sentences and substi- Together, partners can look up each word will return to these worksheets later. tuting familiar synonyms can compre- in the thesaurus and find a familiar syn- hension. Pair students and provide the onym. Then, they can substitute synonyms partners with a thesaurus. Tell each part- for unfamiliar words and reread the para- ner to read a subsection silently. They graph. should pause after each paragraph and

16 Chapter 1 Advances in Learning Arab scholars made remarkable contributions to mathematics, medicine, and astronomy. They Teach helped develop algebra and later passed it along to Europe. Arab astronomers measured the size of , supporting the Greek belief Vocabulary Builder The Muslim Link in that Earth was a sphere. also made important advances in sphere (sfeer) n. rounded shape technology. They built ships with large, triangular sails that allowed Trade captains to use the wind even if it changed direction. The African Link in How did Islam spread? Trade pp. 16–17 The African Link in Trade L2 Africa has a long history of trade, going back as far as 3100 B.C., Instruction when the great of arose. Egyptian traders sailed I Vocabulary Builder Before teaching throughout the eastern and the to bring this section, preteach the High-Use home cedar logs, silver, and horses. Following routes south from Words sphere and alternative before Egypt, they traded for ivory, spices, , and . reading, using the strategy on TE p. T21. Key Terms Have students continue fill- East African Trade Centers About A.D.1000, trade centers Ask Questions ing in the See It–Remember It chart for began to appear in eastern Africa. The most powerful was Preview the headings on the Key Terms in this chapter. (zim BAH bway), which became the center of a flourishing the next two pages. Turn them into questions that you I empire in the 1400s. Zimbabwe lay on the trade route between the would expect to find the answers Have students read The Muslim Link east coast and the interior of Africa. Traders passing through to as you read. and The African Link using the Para- Zimbabwe had to pay taxes on their goods. graph Shrinking strategy (TE, p. T23). Trade brought prosperity to a number of cities along the east I Ask: What does it mean to say that coast of Africa. Kilwa, the chief trading center, attracted merchant merchants “carried their culture with ships from as far away as China. Kilwa traders did a brisk trade with them as they traveled”? the African interior, exchanging cloth, , and manufactured (The goods for , ivory, and furs. An active slave trade also developed used by merchants, their customs and reli- between and Asia across the Indian . gious beliefs, their ideas in areas such as art and science were part of their cultures.) I Ask: How did the trade network link- ing the Middle East and West Africa benefit people in both ? (people Merchants in the in the Middle East wanted gold from West Middle East Africa, and people in West Africa needed salt At outdoor bazaars, Muslim from the .) Cardamom merchants bought and sold goods from around the world. Probably Independent Practice the most valuable goods sold at this Persian bazaar were spices Have students begin to fill in the Study from , such as the Guide for this section. ones shown here. Critical Thinking: Link Past and Interactive Reading and

Present How is this bazaar Notetaking Study Guide, Chapter 1, Curry similar to a modern shopping Section 3 (Adapted Version also available.) area? How is it different? Monitor Progress As students fill in the Notetaking Study Cumin Guide, circulate to make sure they under- stand the trade networks of Africa and Asia. Provide assistance as needed. Section 3 Trade Networks of Asia and Africa 17

Answers Use the information below to teach students this section’s high-use words. through conquest and trade

High-Use Word Definition and Sample Sentence Reading Skill Responses should

sphere, p. 17 n. rounded shape be questions about the headings. Some early people believed Earth was flat rather than shaped like a Link Past and Present Possible responses: sphere. It is similar to a modern shopping area alternative, p. 19 adj. providing a choice between two or among more than two things because it is full of buyers and sellers When large animals began to disappear in ancient times, doing business; it is different because sell- needed to find alternative supplies. ers don’t have their own shops, and people are riding animals.

Chapter 1 Section 3 17 The East Asian Link in West African Trade Centers Trade networks also linked the Middle East and West Africa. Desert Trade guided caravans, or groups of and p. 18 Mansa Musa their cargo, across the vast , the largest desert 1280?–1337 in the world. Instruction L2 was the first major center of trade in West I Have students read The East Asian Africa. The kingdom was located between the Link. Remind them to look for details to sources of salt in the desert and the gold fields farther answer the Section Focus Question. south. By the ninth century, the demand for gold had I Ask: What are two reasons for China’s Every Muslim must make a hajj, or grown in the Middle East. On the other hand, people domination of trade routes between pilgrimage, to the holy city of . in West Africa needed salt in their diet to prevent and the Middle East? (Chinese Mansa Musa’s hajj became famous. His dehydration in the hot tropical . As the trade escort included 80 camels, each carrying in gold and salt increased, the rulers of Ghana advances in navigation such as the magnetic 300 pounds of gold. Thousands of became rich. compass and the link provided by the servants and officials accompanied the Shifting trade routes and disruptions caused by help explain Chinese domination of emperor across the Sahara. war gradually led Ghana to weaken. In the 1200s, the Word of the emperor’s hajj reached trade routes between East Asia and the kingdom was absorbed into the empire of . Mali Middle East.) Europe. A Portuguese mapmaker described Mansa Musa as “the richest reached its height under the Muslim ruler Mansa I Ask: What Chinese goods did people in and most noble king in all the land.” Musa. As Mali prospered, its great city of Timbuktu Europe and the Middle East value? became a center of learning. Merchants from Mali (silk, pottery, bronze goods) What goods Biography Quest traded throughout the for kola nuts, food, did the Chinese want to obtain through and, of course, gold. How did Mansa Musa’s hajj affect the In the 1400s, Mali had a number of weak rulers. trade? (spices, gems, medicinal , Egyptian economy? ivory) When nomads captured Timbuktu in 1433, the For: The answer to the question about empire had been in decline for some time. It would I Mansa Musa Assign the worksheet to soon be replaced by Songhai. Visit: PHSchool.com explore the development of Europe’s The rulers of Songhai captured Timbuktu in Web Code: mvd-1013 interest in trading with China. 1468. Songhai rulers restored the city as a center of Teaching Resources, Unit 1, Islamic learning. Trade across the Sahara expanded, which brought wealth to the . Salt, gold, and captives Marco Polo, p. 21 for sale as slaves passed through Songhai on the way to Muslim Independent Practice markets in the north. Have students complete the Study Guide What trading kingdoms arose in West Africa? for this section. Interactive Reading and The East Asian Link in Trade Notetaking Study Guide, Chapter 1, As early as 221 B.C., a strong ruler had unified China into a single Section 3 (Adapted Version also available.) empire. Later rulers added to the empire until it covered a large part of the of Asia. Highways, , and a postal system linked Monitor Progress China together. As China’s empire expanded, so did its trade. China established

I As students fill in the Notetaking Study trade links with India, , , the Middle East, and Africa. Guide, circulate to make sure they China’s trade centers grew into cities. By the 1200s, Hangzhou (HAN understand China’s importance as a JOW) was one of the world’s largest cities. world trader. Provide assistance as World Traders China had a higher level of technology than any needed. other civilization of the time. Around 1050, the Chinese invented I Tell students to fill in the last column of printing with movable type. This was about 400 years before this the Reading Readiness guide. Ask them technology was developed in Europe. to evaluate if what they learned was what they had expected to learn. 18 Chapter 1 Roots of the American People Teaching Resources, Unit 1,

Reading Readiness Guide, p. 18 Differentiated Instruction

L3 L3 Advanced Readers Gifted and Talented Research an Oral Report Have students Make a Diagram and Model Challenge Answers research the development of the magnetic students to explain how the magnetic com- compass by the Chinese and its impact on pass worked and why it was a naviga- Mansa Musa’s hajj weak- navigation. Students should relate when tional break-through. Students should dia- ened the Egyptian economy by flooding it the compass was invented and used by the gram the parts of the compass and indicate with gold, which caused the money to Chinese, and when it passed to other cul- their functions. If possible, provide materi- decrease in value. tures. Have students report their findings als to make a working compass. Have Ghana, Mali, Songhai to the class. students share their work with the class.

18 Chapter 1 The Chinese made great advances in navigation. Navigation is the science of locating the position and plotting the course of ships. Assess and Reteach The Chinese invented the magnetic compass, which made it possible for ships to sail out of sight of land and still find their way home. Assess Progress L2 By the 1300s Chinese ships were sailing trade routes that Have students complete Check Your stretched from Japan to East Africa. The Chinese explorer Zheng He Progress. Administer the Section Quiz. made several voyages with a fleet of more than 300 giant ships. The fleet visited 30 nations throughout Asia and Africa, trading silks and Teaching Resources, Section pottery for spices, gems, medicinal herbs, and ivory. Quiz, p. 26 Trade and the Chinese silks, bronze goods, To further assess student understanding, pottery, and spices flowed west from China along a route known as use the Progress Monitoring Transparency. the Silk Road. The Silk Road was one of the great trade routes of ancient times. It was not really a single road but a series of routes Progress Monitoring Transparencies, that stretched about 5,000 miles from Xi’an (SHE AHN) in China Chapter 1, Section 3 to Persia. Merchants on the Silk Road brought silk and other goods from Reteach L1 China across Asia for sale in Middle Eastern and European markets. This Chinese figurine is made of , a precious trade item. If students need more instruction, have Along the way they traded in the Middle East for products like them read this section in the Interactive cloves, nutmeg, and peppercorns from the Spice in Southeast Vocabulary Builder Reading and Notetaking Study Guide and Asia. The Silk Road declined in importance when alternative sea alternative (awl TUR nuh tiv) adj. complete the accompanying question. routes were discovered. providing a choice between two or among more than two things Interactive Reading and What was the Silk Road? Notetaking Study Guide, Chapter 1, Looking Back and Ahead The trade links between Section 3 (Adapted Version also available.) Asia and Africa developed at a time when much of Europe was iso- Extend L3 lated. In the next section, you will learn about the development of To extend the lesson, have students use the Europe. You will also see how Europe began to look toward the riches of Asia. to learn more about the expedi- tions of Zheng He and their effect on trade. Students should use their research to pre- For: Self-test with instant help pare a script for a TV news report. Provide Section 3 Check Your Progress Visit: PHSchool.com students with the Web Code below. Web Code: mva-1013

Comprehension Reading Skill Writing and Critical Thinking 3. Ask Questions Look at the 5. Consider the following thesis For: Help in starting the Extend 1. (a) Recall What role did the questions you asked, and look at statement: The trading network activity in trade? the section review questions. Did between Asia, Africa, and Europe Visit: www.PHSchool.com (b) Interpret Maps Locate the the reading answer those ques- began a useful exchange of ideas Web Code: mve-0108 Arabian Peninsula on a world tions? How did previewing help and products. Write one or two map. Why was its location you set purposes and increase paragraphs to develop that thesis. for a trading center? your understanding? 2. (a) Recall Why were gold and Key Terms Progress Monitoring Online salt important in West African 4. Write two definitions for the key trade? Students may check their comprehen- term navigation—one a formal (b) Contrast How did trade in definition for a teacher, the other sion of this section by completing the East Africa differ from trade in an informal definition for a West Africa? Progress Monitoring Online graphic younger . organizer and self-quiz.

Answer Section 3 Trade Networks of Asia and Africa 19 a series of trade routes

stretching about 5,000 miles from China to Section 3 Check Your Progress traded for gold from gold fields to the Persia south of West African kingdoms such as

1. (a) The Muslim world linked traders in Ghana. 4. Possible responses: Navigation is the Africa, Asia, and Europe. (b) Trade in East Africa was with Asia science of locating the position and (b) The Arabian Peninsula is in the Mid- across the and with the planning the course of ships; navigation dle East, between Europe, Asia, and African interior; trade in West Africa is the way ships figure out how they will Africa; it was a crossroads for traders was with Muslim markets in the north get where they want to go. from all three continents. and Middle East. 5. Students should support the thesis 2. (a) People in West Africa needed salt in 3. Answers will vary, but should demon- statement by citing specific details from their diet to protect against dehydration; strate an understanding that previewing the text that illustrate how the trading gold was in demand in the Middle East; and then setting a purpose for reading network began an exchange of ideas salt from the desert to the north was by asking questions increase compre- and influences. hension. Chapter 1 Section 3 19 Global Trade in the Fifteenth Century Global Trade in the Build Background Fifteenth Century Knowledge L2 For centuries, merchants and traders used land and sea routes Draw a large circle on the board to repre- to travel between Europe, Africa, and Asia. Before the first sent the globe. Around its circumference European voyages to the , a global trading network write Europe, Africa, and Asia and connect linked the major civilizations of three continents. Gold and these labels with arrows pointing in both salt moved east from Africa while silk and spices moved directions. Have students volunteer facts west from China and India. Use the map below to trace they learned in Section 3 about the trade the patterns of global trade. network that linked the three continents. Ivory Use the Idea Wave strategy (TE p. T24) to elicit responses. Write students’ ideas Gold inside the circle.

Instruction L2 I Show the History Interactive Transpar- ency Global Trade in the Fifteenth Cen- tury. Read the text and examine the map with students. On the map have stu- dents point to the names of the conti- nents that were part of the global trading network, trace the trade routes that linked the continents, and identify the items traded and the bodies of water traders crossed.

Color Transparencies, Global Trade in the

Fifteenth Century I Ask: Why weren’t the Americas part of the global trading network of the fif- teenth century? (People in fifteenth centu- ry Europe, Africa, and Asia did not know that the continents of North and existed.) I Have students locate the Silk Road on the map. Observe that the Silk Road was actually a network of , as shown on the map. Ask: What places did the Silk Road connect? (China and Persia) I Direct students’ attention to the other What continent or conti- visuals. Ask: 20 Chapter 1 Roots of the American People nents were sources of the trade goods shown? (Spice from Asia, others from Africa) What goods were traded for Differentiated Instruction these goods? (Salt and gold were traded for L1 Learners each other; ivory was probably traded for spices, silk, and other goods from Asia.) Understanding Global Trade To help stu- found in markets or stores here. Have dents understand the development of - students compile a list of these items. bal trade networks, ask them to think of Then, ask: What are these items used for? items from other countries that may be How might they be helpful to people in difficult to find in the . Sug- this ? Have students share their gest that students consider and responses with the class. items of that usually are not

20 Chapter 1 Independent Practice Explore Global To help students expand their understand- Trade ing of global trade in the fifteenth century, Visit: PHSchool.com Understand Effects: have them complete the History Interac- Web Code: mvl-1013 tive activity online. The Network Expands When Christopher Columbus sailed Gold, Salt, and Ivory west from Spain in 1492, he opened Trade centers in East and West Africa up a new era in global trade. Prior For: Help with the History Interactive saw heavy traffic in gold, salt, and ivory. to Columbus’s voyage, the Americas Visit: PHSchool.com African gold was highly valued in the were isolated from the flow of Web Code: mvp-0109 Middle East. goods and ideas that connected Europe, Africa, and Asia. After 1492, the old trade networks expanded Monitor Progress across an ocean to a of resources. Ask students to complete the Analyze and History activity. Circulate Salt to make sure individuals understand trade networks in the fifteenth century. Provide assistance as needed.

Trade flourished throughout Asia. Ships from China and India unloaded their Writing Rubrics Share this rubric with cargoes in Arabian ports for overland students. transport to African or European markets. Score 1 Ideas unclear, organization poor. Score 2 Paragraph has few details in sup- of its conclusion about trade between Africa and Asia, fails to explain clearly the Worldwide trade allowed for the role of the Middle East in such trade. exchange of goods and ideas across Score 3 Paragraph accurately explains the continents. Write a paragraph transit of West African gold to China, iden- Curry describing how West African gold tifies the role of the Middle East in the might travel to China. trade between Africa and China. Score 4 Paragraph is comprehensive and detailed with clear organization and sup- Geography and History 21 porting arguments, shows .

Economic Background

Camel Caravans Merchant caravans in routes of Asia and Africa. The ’s the 1400s traveled great distances in all wide, soft feet enabled it to travel through kinds of over rough ground. Fresh sand or snow; its double rows of eyelashes, supplies of food and water were not its ear hair, and its nostrils that closed Answer available. The camel was a valu- protected its sensory organs from wind- able business asset in these conditions. It blown objects; its hump stored fat; and its Analyze GEOGRAPHY AND HISTORY

was uniquely suited to travel on the trade coat provided warmth in the winter. Paragraph should demonstrate an under- standing of the importance of the Middle East in trade among Asia, Africa, and Europe.

Chapter 1 21