Standard Indicator
African Kingdoms
Purpose
Students will describe the development of sub-Saharan civilizations
in Africa including the kingdoms of Ghana, Mali, and Songhai, and the
importance of historic political and trading centers, such as Timbuktu.
curriculum
Visual Arts
Materials
For the teacher: wall map of Africa
For each student: 3 copies of Black Line Master (BLM) Mapping Africa;
colored pencils, crayons, or markers
For the class: wall map of Africa, information resources about early
kingdoms of Africa
Activity
A. Kingdom of Ghana
1. Explain that the region south of the Sahara desert is referred to
as sub-Saharan Africa and point out the region on the wall map
of Africa.
2. Explain to students that powerful kingdoms ruled in sub-Saharan
Africa long ago and that one of the first of these kingdoms was
Ghana.
3. Describe how the inland delta area along the Niger River was
a natural gathering place for traders because gold was traded
out of Ghana and salt was traded from the desert.
4. Explain that the wealth and people brought into the area
by trade led to the development of the kingdom of Ghana.
B. Mali Takes Over
1. Tell students that eventually Muslim warriors from the north
invaded Ghana and the empire collapsed, which led to the Muslim
kingdom of Mali taking power in the region.
2. Explain that much of Mali’s wealth came from revenue generated
by slaves.
3. Tell students that the most famous ruler of Mali was the king
Mansa Musa, and that during his rule, Mali reached its greatest
size and wealth. Describe more aspects of Mansa Musa’s life, such
as his famous pilgrimage to Mecca.
4. Describe to students how Mali’s power declined after Mansa
Musa’s death, until one of its eastern provinces, Songhai,
separated and took over much of Mali’s territory.
(continued)
Standard 1 / Curriculum Framework / Activity 6
Indiana Social Studies Grade 7 Standards Resource, February 2003
connecting
across the
Have students find
pictures of masks used
in the kingdoms, and
make papier-mâché
models of them. Have
students explain what
the original masks were
made of, who would
have made and worn
them, and what they
symbolized.
extending
THE
ACTIVITY
Have students research
the goods traded in the
kingdom of Ghana.
Have them find the
sources of these goods
and add them to their
maps. Ask: “Which
types of goods come
from which regions?
Why?” Encourage
students to think about
factors such as climate,
topography, specialized
knowledge, etc.
Standards Link
7.1.6
page 67
Standard 1
7.1.7
Activity (continued)
Standard 1
C. The Rise of the Songhai Kingdom
1. Tell students that Songhai replaced Mali as the major power
in the region.
2. Tell students that the city of Timbuktu became a very important
trading and cultural center. Describe some of the characteristics
of Timbuktu.
3. Explain that the Songhai kingdom quickly weakened after
invasions from outside.
D. Mapping African Kingdoms
1. Give each student three copies of the BLM Mapping Africa.
2. Say: “We are going to locate the African kingdoms we have
been discussing, and see how they related to other areas and
to each other.”
3. Read the directions on the BLM aloud to students and answer
any questions.
4. Allow students to gather their resources and work on their
maps. Circulate around the classroom to assist students with
their work.
Questions for Review
Basic Concepts and Processes
As students are working on their maps, ask questions such as:
Which kingdom was the largest?
What modern-day countries were once part of the kingdoms?
Why is there is a modern country named Ghana that is
not located where the kingdom of Ghana was?
How was Islam introduced into this region?
Why were there so many invasions in these kingdoms?
What types of things might you have seen in Timbuktu during
the height of the Songhai kingdom?
Name two modern-day countries located in areas that traded
heavily with the three ancient kingdoms.
page 68
Standard 1 / Curriculum Framework / Activity 6
Indiana Social Studies Grade 7 Standards Resource, February 2003
Name:
Mapping Africa
Directions: You will do research to find information about the ancient African kingdoms of Ghana, Mali, and
Songhai. After you have compiled your information, you will complete three maps. The first map will depict the
kingdom of Ghana. Draw the outline of the Ghana Empire, label any major rivers in the empire, and label at
least two cities that were important when the kingdom was in power. Label at least two major trade routes and
show one route that invaders used to attack the kingdom. Be sure to include a title and a legend with your map.
On the second map, do the same for the kingdom of Mali, and on the third map, do the same for the kingdom
of Songhai.
Standard 1 / Curriculum Framework / Activity 6
Indiana Social Studies Grade 7 Standards Resource, February 2003
Black Line Master 1
page 69
Mapping Africa
Teacher Directions
Give each student three copies of the BLM Mapping Africa. Say: “We are going to locate the
African kingdoms we have been discussing and see how they related to other areas and to each
other.” Read the directions on the BLM aloud to students and answer any questions.
Allow students to gather their resources and work on their maps. Circulate around the classroom
to assist students with their work.
Answer Key
Students’ maps should be reasonably accurate. Students should have labeled and included
all items listed in the directions, as well as a legend and a title.
Black Line Master 1
page 70
Standard 1 / Curriculum Framework / Activity 6
Indiana Social Studies Grade 7 Standards Resource, February 2003