Section
Section
3
3
Standards-Based Instruction
The Rise of Mali
Reading Preview
Standards at a Glance
Students have already learned about
how the Almoravid invasion led to the
fall of the empire of Ghana. This section
will focus on the rise of Mali and the
influence of Islam, which took root in
Mali and helped produce a rich and vital
culture there.
Section Focus Question
H-SS 7.4.3 Describe the role
of trans-Saharan caravan
trade in the changing
religious and cultural
characteristics of West Africa
and the influence of Islamic
beliefs, ethics, and law.
E-LA Reading 6.2.2 Analyze
text that uses the compareand-contrast organizational
pattern.
How did Mali become a great
empire that reflected the influence of Islam?
Before you begin the lesson, write the Section Focus Question on the board. (Lesson
focus: The Mali Empire prospered from the
gold-salt trade that brought Islamic traders to
West Africa. Mali became a center of Islamic
learning.)
Prepare to Read
Build Background
Knowledge
■
Use the Numbered Heads strategy (TE
p. T38) to call on students to share one
piece of information they already know
and one piece of information they want
to know. The students will return to
these worksheets later.
138 Chapter 5
High-Use Words
recover (ree KUHV er), p. 138
restore (ree STOR), p. 139
Key Terms and People
Sundiata (sun DYAH tuh), p. 139
conversion (kuhn VER zhuhn), p. 140
Mansa Musa (MAHN suh MOO suh),
p. 140
inflation (ihn FLAY shuhn), p. 140
scholarship (SKAHL uhr shihp), p. 140
Ibn Battuta (IHB uhn bah TOO tuh),
p. 142
Vocabulary Builder
Background Information Ghana never recovered
recover (ree KUHV er) v. to return
to a normal condition after a
period of trouble or difficulty
from the Almoravid invasion. But a new empire grew up in
the same region. In this section, you will read about the
growth of the Mali Empire. You will also learn about the
growing influence of Islam in West Africa.
The Rise of Mali
The defeat of Sumanguru by
Sundiata marked the beginning
of the empire of Mali.
Ghana had ruled many small kingdoms. After the empire
of Ghana fell, these kingdoms competed for power. The old
caravan routes became dangerous, and trade suffered.
Sumanguru, the “Sorcerer King” In about 1203, a
leader named Sumanguru took over what was left of the old
empire of Ghana. Because he was said to have magical powers,
he was known as the “Sorcerer King.” Legends say that
Sumanguru was a cruel ruler. He taxed his subjects harshly. He
stole their gold. He kidnapped their wives and daughters. He
also killed anyone who might challenge his power.
L2
Form students into pairs or groups of
four. Distribute the Reading Readiness
Guide. Ask students to fill in the first
two columns of the chart.
Teaching Resources, Unit 3,
Reading Readiness Guide, p. 16
■
Compare and Contrast
Information This
section discusses the
culture of Mali, which
also existed long ago
in West Africa. By
comparing and
contrasting Mali with
Ghana, you can analyze
the cultures in West
Africa across time.
Remember to look for
ways the two cultures
are similar and ways
they are different.
Vocabulary Builder
L2
In order to remind students about the concept of cultural diffusion, ask students to
think back to what they learned in Chapters 1 and 2 about the spread of Christianity. Ask: How did Roman culture spread?
(Possible answer: through conquest and
through exposure as a result of trade) Did the
Christian religion spread with it? (yes)
Explain that many aspects of Roman culture spread largely through cultural diffusion. Ask students to keep this pattern in
mind as they read about the rise of Mali
and the spread of Islam.
Set a Purpose
Reading Skill
138 Chapter 5 The Rise of West African Empires
Universal Access
L1 Less Proficient Readers
L1 Special Needs
Distinguishing Legend From History
Students may have difficulty sorting out
legend from history in the account of the
battle between Sumanguru and Sundiata.
Explain that a legend often contains some
facts and some imaginary elements. Then
tell students to read the account of what
happened between Sundiata and Suman-
guru in 1235. Have them work in pairs to
make a two-column chart headed Probably
True and Questionable. Tell them to list the
events from the paragraph in the appropriate columns. Call on students to share
which items they put in each column and
why.
After conquering the Malinke people,
Sumanguru killed 11 of their king’s
12 sons. The youngest prince, Sundiata,
was crippled. Believing that a sickly
child was no threat, Sumanguru allowed
him to live. This was a great mistake for
Sumanguru.
Teach
Why is Sundiata
still seen as a
hero today?
Sundiata,
the
“Hungering
Lion” Sundiata may have been crippled,
Fast Facts
but he was also smart and ambitious. His
name, in fact, means “hungering lion.” He
taught himself to walk, first with a cane and
then without one. As he grew older, his people came to see him as the leader who would
free them from the cruel Sumanguru.
In 1235, according to oral histories,
Sundiata and Sumanguru clashed in a
great battle. Sundiata’s army crushed
Sumanguru’s forces. Legends say Sundiata then shot an arrow tipped with the
spur of a white rooster—and the evil
Sumanguru vanished! Whatever the facts,
Sumanguru disappeared from history.
The copyright holder
has not granted
permission to display
this image in electronic
format. Please see the
teacher's edition of
your textbook for this
image.
Who: Sundiata
Sundiata
What: First ruler of the Mali
Empire
When: Ruled about 1230–1255
Where: Mali in West Africa
Why important: Sundiata conquered a cruel
king to become the first ruler of the empire of
Mali. He used trade and alliances to expand the
empire.
The Rise of Mali
H-SS 7.4.3
Instruction
■
■
Read The Rise of Mali using the
Structured Silent Reading strategy
(TE p. T36).
■
Ask: How did Sundiata build up the
empire of Mali? (He regained control of
the gold and salt trade. He restored peace
and encouraged people to clear the land for
farming.)
■
Ask: How do you think restoring the
gold and salt trade could have helped
pave the way for the spread of Islam?
(It gave North African Islamic traders reason to travel to and through Mali, bringing
Islam with them.)
What: Go online to find out why the Malinke
still celebrate Sundiata’s life today.
A New Empire Sundiata’s victory
over Sumanguru marked the beginning
of the new empire of Mali. Sundiata was a
wise ruler. His armies conquered the gold-producing regions.
This gave Mali control of the rich gold-salt trade. Once his
armies had restored peace, Sundiata encouraged people to
clear more land for farming.
Sundiata became Mali’s national hero. Later, other rulers
continued to expand the empire. By the 1300s, Mali covered an
area about the size of Western Europe.
The Arab historian Ibn Khaldun wrote:
Vocabulary Builder
High-Use Words Before teaching this
lesson, preteach the high-use words
recover and restore, using the strategy
on TE p. 127.
Key Terms Following the instructions
on page 7, have students continue to
preview key terms.
Fast Find
For: More about Sundiata
Visit: PHSchool.com
Web Code: mxe-3053
L2
Vocabulary Builder
restore (ree STOR) v. to return
something to its former level or
condition
“
The authority of the people of Mali became
mighty. All the nations of the Sudan stood in awe
of them, and the merchants of North Africa traveled to their country.
”
—Ibn Khaldun
How did Sundiata gain control of the gold-salt trade?
Section 3 The Rise of Mali
139
History Background
Sumanguru Sumanguru tried to gain control of trans-Saharan trade by conquering
Kumbi Saleh, the capital of the Ghanaian
Empire. Soon after his conquest, however,
traders in Kumbi Saleh moved and established trading centers elsewhere. This
move was probably motivated by Sumanguru’s violent rule and the lawlessness
that ensued. Another factor may have
been that Sumanguru was not Muslim, but
an adherent of the traditional religion of
his people. Evidence suggests that despite
practicing his traditional religion, Sumanguru also professed to be Muslim, at least
in name. This helped give him the ability
to eventually reestablish control over trade
within his empire.
Answers
He overcame hardship to
found the empire of Mali.
through conquest of parts of
ancient Ghana
Chapter 5 Section 3 139
SSMMCH05.book Page 140 Friday, February 25, 2005 12:38 PM
A Great Empire
Independent Practice
Have students begin to fill in the Interactive Reading and Notetaking Study Guide.
Under Mansa Musa, Mali was a
powerful empire and a center
of Islamic learning.
Interactive Reading and Notetaking Study Guide, Chapter 5, Section 3
(Adapted version also available.)
Monitor Progress
As students fill in the Notetaking Study
Guide, circulate to make sure individuals
understand the connections between the
trans-Saharan caravan trade and the
changing religious and cultural characteristics of West Africa. Provide assistance as
needed.
Mansa Musa’s Hajj Mali’s most famous Muslim ruler
was Mansa Musa. The title Mansa means “emperor.” Mansa
Musa was a deeply devout Muslim. In 1324, he made a hajj, or
pilgrimage, to the holy city of Mecca. Pilgrimage is one of the
Five Pillars of Islam, the duties of a faithful Muslim.
Mansa Musa made his pilgrimage in a very royal way. He
set off from Mali with thousands of officials and slaves. More
than 80 camels carrying heavy bags of gold dust accompanied
them. The king and all his servants were dressed in rich silks
and brocades. By the time the caravan set out, it was the largest
moving crowd of people ever seen in the Sahara.
Arab writers at the time were astonished by Mansa Musa’s
great wealth. He reportedly spent and gave away so much
gold in Cairo that two unexpected things happened. First, he
ran out of gold. He had to borrow money to finish his hajj.
Second, his spending upset the economy of Egypt for years.
When the supply of gold suddenly increased in Cairo, gold
lost much of its value. The result was inflation, or a general
rise in prices. No one who witnessed Mansa Musa’s journey
would soon forget the ruler of Mali.
A Great Empire
H-SS 7.4.3
Instruction
■
■
Mali had become a world power. It traded with Egypt,
North Africa, and the nations of southern Europe. In many
ways, Mali was similar to ancient Ghana. Like Ghana, its
wealth came from its control of the gold-salt trade. Unlike
Ghana, however, Mali adopted the religion of Islam. This
conversion, or change of religion, led to closer ties between
Mali and North Africa. It also influenced the culture and
customs of Mali.
L2
Read A Great Empire with students.
Remind students to look for support of
the main idea.
Ask: How did wealth from trade across
the Sahara help make Mali a center of
Islamic learning? (Possible answers: It
made rulers wealthy. The devout and
wealthy emperor Mansa Musa used his
wealth to import Islamic scholars and teachers. He built large mosques.)
Islamic Culture in Mali Besides spreading Mali’s
fame and gold during his journey, Mansa Musa also spent his
wealth at home. Much of it went to encourage Islamic learning.
On the way home from his pilgrimage, he brought Egyptian
scholars, artists, and teachers with him.
One person he brought back was a famous poet, scholar,
and architect called As-Saheli. Mansa Musa had him design
and build great mosques in the cities of Djenné, Gao, and
Timbuktu. As-Saheli also built a new palace for the king in
Timbuktu. Timbuktu became a center for Islamic scholarship,
or formal study and learning. Students and teachers from
North Africa and the Middle East traveled there to study.
140 Chapter 5 The Rise of West African Empires
Universal Access
L1 English Language Learners
L1 Special Needs
Mastering Vocabulary Give students the
definitions for pilgrimage (a visit to worship at a holy place) and pillar (a fundamental practice or duty). Have students
140 Chapter 5
work in pairs and explain in their own
words the meaning of the first paragraph
under Mansa Musa’s Hajj.
Mediterranean
Sea
Instruction (continued)
■
Cairo
Taghaza
This medieval drawing
shows Mansa Musa
holding a gold nugget.
Mecca
Timbuktu
Niani
Goatherds in
present-day
Timbuktu
This scene, drawn in
the 1800s, shows a
medieval mosque in
Cairo, Egypt.
Show the color transparency Travel
With Mansa Musa. Ask: In what ways
did Mansa Musa help build Mali and
spread the Islamic religion and culture? (He extended Mali’s territory north
and westward to the Atlantic Ocean, which
had the effect of spreading Mali’s dominant
religion and culture.)
Color Transparencies, Travel With Mansa
Musa
All Muslims
who are able must visit the
Great Mosque of Mecca,
shown in this print from
the 1800s. At its center
is the Kaaba, the holiest
place of Islam.
■
Read the background note on the bottom of this page to students. Ask them
to think about the silent barter conducted in Ghana centuries before Ibn Battuta’s visit. Ask: How were the qualities
demonstrated in silent barter similar to
those observed and praised by Ibn Battuta? (Both demonstrated the willingness to
show trust in people.)
■
Discuss how Mansa Musa encouraged
learning in Mali. Distribute the worksheet Timbuktu to students. Have students complete the worksheet and discuss its contents.
Teaching Resources, Unit 3, A
Historian’s View: Timbuktu, p. 19
Mansa Musa’s Journey
During his pilgrimage, Mansa
Musa crossed the Sahara and
visited Cairo before arriving in
Mecca. While historians do not
know for sure the route Mansa
Musa followed, this map
shows some of the sites he
visited along the way. Critical
Thinking: Draw Conclusions
How did Mansa Musa spread
Mali’s fame?
Artist‘s drawing of
Mansa Musa‘s caravan
Travel With Mansa
Musa
Visit: PHSchool.com
Web Code: mxp-3053
Section 3 The Rise of Mali
141
History Background
Ibn Battuta Judges the Character of the
People in Mali Beyond their obedience to
Islamic law, Ibn Battuta had much praise
for the character of the Mali people. He
wrote, “They are seldom unjust, and have
a greater abhorrence of injustice than any
other people. Their sultan shows no mercy
to anyone who is guilty of the least act of
it. There is complete security in their coun-
try. Neither traveler nor inhabitant in it has
anything to fear from robbers or men of
violence. They do not confiscate the property of any white man who dies in their
country, even if it be uncounted wealth.
On the contrary, they give it into the
charge of some trustworthy person among
the whites, until the rightful heir takes
possession of it.”
Answer
Draw Conclusions On his pilgrimage,
Mansa Musa traveled in a large caravan
and spent a great deal of gold.
Chapter 5 Section 3 141
Timbuktu’s University
Discovery School Video
An Empire of Knowledge
Summary
This video reviews the rise of the trading
kingdoms of Ghana and Mali and examines more closely the reign of Mansa Musa,
one of Mali’s kings, who carried out a
legendary pilgrimage to Mecca as an
expression of faith and who made Mali’s
cities into centers of Islamic learning.
Questions From the Video
Why did the value of gold go down when
Mansa Musa’s pilgrimage caravan passed
through some cities? (Students may note that
Mansa Musa spent and gave away so much
gold that money in those areas would have had
less value.)
In your opinion, what was Mansa
Musa’s most lasting achievement? Why?
(Students may cite the king’s dedication to
spreading Islamic learning as his most lasting
achievement.)
This photograph shows
the Mosque of Sankore in
Timbuktu, which was once
the main building of one
of the most important
universities in the Islamic
world. Critical Thinking:
Draw Conclusions How
important was religion at this
university?
The copyright holder has not granted permission to display this image in
electronic format. Please see the teacher's edition of your textbook for this image.
Discovery School Video View
An Empire of Knowledge to
learn how Timbuktu became
a center of Islamic culture and
teaching under Mansa Musa.
Expansion and Exploration Mansa Musa ruled
Mali for 25 years. During his long reign, he extended Mali’s
territory north and westward to the Atlantic Ocean.
Mali’s rulers may have even tried to explore beyond Africa.
Mansa Musa told a Syrian historian about the expeditions of
his older brother, King Abubakar II. Abubakar was said to
have built a fleet of ships to explore the Atlantic Ocean. They
carried gold, water, and supplies for a long voyage. After a
long time, only one ship returned.
Then, Abubakar was said to have put together an even
greater fleet. Reportedly, one thousand ships carried passengers while one thousand more carried supplies. The ships set
out to sea and were never seen again. “And so,” Musa told the
historian, “I became king in my own right.”
Independent Practice
Have students complete the Interactive
Reading and Notetaking Study Guide.
(Adapted version available.)
Monitor Progress
Tell students to fill in the last column of the
Reading Readiness Guide. Ask them to
evaluate if what they learned was what
they expected to learn.
Teaching Resources, Unit 3,
Reading Readiness Guide, p. 16; Word
Knowledge Rating Form, p. 13
Ibn Battuta Visits Mali One of the greatest travelers
of the time was Ibn Battuta, a Moroccan diplomat. In 1352,
Ibn Battuta spent several months in Mali representing the sultan of Morocco. By then, Mansa Suleiman, Musa’s brother and
successor, ruled Mali.
Have students go back to their Word
Knowledge Rating Form. Rerate their
word knowledge and have them complete
the last column with a definition or
example.
142 Chapter 5 The Rise of West African Empires
Universal Access
L3 Advanced Readers
Answer
Draw Conclusions From looking at the
size of the mosque in this picture and
reading that it was the main building at the
university, one can infer that religion was
extremely important.
142 Chapter 5
L3 Gifted and Talented
Who Are the Muslims? Have students
read pp. 37–40 of “Who Are the Muslims?”
by Richard Tames, from Readings in Social
Studies: Medieval Times to the Enlightenment.
Tell them to work in groups, with each
group member writing a paragraph about
one of the following: the meaning of the
word Islam, the Five Pillars, the beginnings
of Islam, the spread of Islam, and how
Islam broke into groups with different
beliefs and customs. Then, have the group
discuss how they would expect the existence of different Islamic groups to affect
relations in the Islamic world today.
Ibn Battuta described Mali as a peaceful country. He was
impressed by the way its people strictly followed Islam.
“
Another of their good qualities is their habit of
wearing clean white garments on Friday [the Muslim holy day]. Even if a man has nothing but an old
worn shirt, he washes it and cleans it, and wears it
to the Friday service. Yet another is their zeal
[eagerness] for learning the Qur’an by heart. . . . I
visited the qadi [a religious leader] in his house on
the day of the festival. His children were chained
up so I said to him ‘Will you not let them loose?’
He replied, ‘I shall not until they learn the Qur’an
by heart.’
”
E-LA 7.2.2 Compare
and Contrast
Information
In what ways were later rulers
of Mali similar to and different
from Sundiata?
Assess and Reteach
Assess Progress
Have students complete Check Your
Progress. Administer the Section Quiz.
Teaching Resources, Unit 3,
Section Quiz, p. 24
To further assess student understanding,
use the Progress Monitoring Transparency.
Progress Monitoring Transparencies, Chapter 5, Section 3
—Ibn Battuta
Reteach
Looking Back and Ahead In this section, you have
read about the rise of the Mali Empire. You also learned about the
growing influence of Islam in West Africa. In the next chapter,
you will learn more about the cultures of West Africa.
3 Check Your Progress
H-SS: 7.4.3; E-LA: Reading 6.2.2
Comprehension
and Critical Thinking
1. (a) Describe How did Sundiata become ruler of Mali?
(b) Draw Conclusions
How did he improve conditions for trade in the region?
2. (a) Recall Why did Mansa
Musa travel to Mecca?
(b) Explain How did his
journey affect Cairo’s
economy?
(c) Analyze Cause and
Effect How did his journey
change Mali’s position in the
eyes of the world?
Reading Skill
3. Compare and Contrast
Information Reread the
paragraphs under the heading A Great Empire. In what
ways was Mali similar to and
different from Ghana?
Vocabulary Builder
Read each sentence. If it is
true, write yes and explain
why. If it is not true, write no
and explain why.
4. In Mali, many people underwent a conversion to Islam.
5. The Egyptian economy was
strengthened by inflation
during Mansa Musa’s visit.
Extend
1. (a) Sundiata defeated king Sumanguru.
(b) His armies gained control of the
gold-salt trade. His armies restored
peace.
2. (a) Making a pilgrimage is one of the
Five Pillars of Islam.
(b) It upset the economy and caused
inflation.
L3
Have students complete the History Challenge unit activity, An Interview With a
Famous Leader. When students have prepared their interviews, have them present
them to the class.
For: Self-test with instant help
Visit: PHSchool.com
Web Code: mxa-3053
6. Mali became a center of
scholarship because its rulers
would not allow their people
to read and write.
Writing
7. Create a Venn diagram
comparing the Ghana and
Mali societies. What are
their similarities? What are
their differences? Use the
list you created at the end
of the previous section to
begin your diagram. Review
the information in this section to complete the diagram, and save it for use at
the end of the chapter.
Section 3 The Rise of Mali
Section 3 Check Your Progress
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide and
complete the accompanying question.
Why did Mansa Musa travel to Mecca?
Section
L2
143
(c) People everywhere were impressed
by Mali, and it became a center of Islamic culture.
Teaching Resources, Unit 3,
History Challenge, p. 47
Writing Rubrics Share this rubric with
students before they create their diagrams.
Score 1 Diagram is incomplete.
Score 2 Diagram is complete but
inaccurate.
Score 3 Diagram is complete and
accurate.
Score 4 Diagram is complete, accurate, and thorough.
Answer
He made a pilgrimage
because it is one of the duties of a faithful
Muslim.
Reading Skill They were similar
because they continued to expand the
empire, however later rulers were devout
Muslims.
3. Like Ghana, its wealth came from its
control of the gold-salt trade. Unlike
Ghana, however, Mali adopted the religion of Islam.
4. Yes: They became Muslims.
5. No: Inflation drives up prices.
6. No: Scholarship required reading and
writing.
7. Ghana: did not have written language;
kept traditional religion and language
Both: traded in gold and salt; were
wealthy empires; had family-based societies; were advanced civilizations
Mali: many were Muslim; many could
speak, read, and write Arabic.
Chapter 5 Section 3 143
Sundiata
Traditional
Sundiata
Build Background
Knowledge
Prepare to Read
Reading Skill
L2
Explain that legends are stories handed
down from long ago. They are usually
based on at least some true events, but
contain elements of fiction as well. Ask
students what they have learned about
Sundiata that are likely true. (Possible
answers: He had a disability and taught himself
to walk, first with a cane and then without. As
he grew older, he became stronger. Eventually,
he became the ruler, gained control of the gold–
salt trade, and created a powerful empire.)
Use the Numbered Heads strategy (TE
p. T38) to call on students to share their
group’s perspectives.
Reading Skill
Analyze Themes Themes may be
revealed by the values, attitudes, and
actions of the main characters, including
both villains and those who are presented
as heroes. Have students look for clues
about themes in the words and actions of
the characters. Tell them to look for themes
that express ideas or give insights about
human behavior in general.
Vocabulary Builder
E-LA 7.3.4 Identify and analyze recurring themes across
works (e.g., the value of bravery, loyalty, and friendship;
the effects of loneliness).
BACKGROUND
Based on the predictions of his
fortunetellers, the king of
Mali decided that the son of
his second wife, Sogolon Kedjou, should inherit his throne.
However, after he died, his
first wife, Sassouma, schemed
to have her own son made
king. This was easy to do
because Sogolon Kedjou’s son
had physical problems that
kept him from walking even
after he reached the age of
seven.
Teach Key Terms
Pronounce each word in the Vocabulary
Builder list and have students repeat the
word. Ask a student to read the definitions. Have students give a sentence for
each term.
Instruction
■
■
Read the first two paragraphs of the L2
legend and the first background note.
Ask: What do you think Sassouma’s
actions express about human behavior?
(Some people take advantage of those who
have disabilities and those who are poor or
powerless.)
Have students read the next paragraph
and the following conversation between
Sogolon Kedjou and Mari Djata. Ask
students to predict how they think the
story will end. Then have them complete
the reading. Ask: What heroic qualities
did Mari Djata show? (Out of loyalty to
his mother, he overcame his weakness and
discovered he had superior strength.)
144 Chapter 5
BACKGROUND
The son of Sogolon Kedjou
had several names or nicknames, including Sundiata,
the Lion King, Mari Djata, and
Sogolon Djata. The name
Sogolon Djata indicates that
he is the son of Sogolon.
Analyze Theme Like other
works of traditional literature, the legend of Sundiata,
Mali’s Lion King, conveys the
values and attitudes of the
culture that produced it. Yet
many of its themes express
ideas about human behavior
and heroism found all over
the world. Look for these
themes as you read.
Vocabulary Builder
As you read this literature
selection, look for the following underlined words:
condiments (KAHN duh
mehnts) n. seasonings
malicious (muh LIHSH uhs) adj.
intending harm; spiteful
derisively (dih Rì sihv lee) adv.
in a scornful way
affront (uh FRUHNT) n. insult
S
ogolon Kedjou and her children lived on the queen
mother’s leftovers, but she kept a little garden in the open
ground behind the village. It was there that she passed her
brightest moments looking after her onions and gnougous.
One day she happened to be short of condiments and went to
the queen mother to beg a little baobab leaf.
“Look you,” said the malicious Sassouma, “I have a calabash full. Help yourself, you poor woman. As for me, my son
knew how to walk at seven and it was he who went and
picked these baobab leaves. Take them then, since your son is
unequal to mine.” Then she laughed derisively with that fierce
laughter which cuts through your flesh and penetrates right to
the bone.
Sogolon Kedjou was dumbfounded. She had never imagined that hate could be so strong in a human being. With a
lump in her throat she left Sassouma’s. Outside her hut Mari
Djata, sitting on his useless legs, was blandly eating out of a
calabash. Unable to contain herself any longer, Sogolon burst
into sobs and, seizing a piece of wood, hit her son.
“Oh son of misfortune, will you never walk? Through your
fault I have just suffered the greatest affront of my life! What
have I done, God, for you to punish me in this way?”
Mari Djata seized the piece of wood and, looking at his
mother, said, “Mother, what’s the matter?”
144 Chapter 5 The Rise of West African Empires
Universal Access
L1 English Language Learners
L1 Special Needs
Family Tree Students may find it easier to
keep the relationships among the story’s
characters straight by creating a “Family
Tree.” Have them write King of Mali, then
the names of the other characters. Tell
them to draw lines connecting the different
people and to include all the characters’
different names. Have them label the lines
to show the relationships.
“Shut up, nothing can ever wash me clean of this insult.”
“But what then?”
“Sassouma has just humiliated me over a matter of a
baobab leaf. At your age her own son could walk and used to
bring his mother baobab leaves.”
“Cheer up, Mother, cheer up.”
“No. It’s too much. I can’t.”
“Very well then, I am going to walk today,” said Mari Djata.
“Go and tell my father’s smiths to make me the heaviest possible iron rod. . . .”
When the smiths put the gigantic iron bar down in front of
the hut, the noise was so frightening that Sogolon, who was
lying down, jumped up with a start. . . . Everyone was watching Mari Djata. He crept on all-fours and came to the iron bar.
Supporting himself on his knees and one hand, with the other
hand he picked up the iron bar without any effort and stood it
up vertically. Now he was resting on nothing but his knees and
held the bar with both his hands. A deathly silence had
gripped all those present. Sogolon Djata closed his eyes, held
tight, the muscles in his arms tensed. With a violent jerk he
threw his weight on to it and his knees left the ground. Sogolon Kedjou was all eyes and watched her son’s legs which
were trembling as though from an electric shock. . . . In a great
effort he straightened up and was on his feet at one go. . . .
Behind Niani there was a young baobab tree and it was
there that the children of the town came to pick leaves for their
mothers. With all his might the son of Sogolon tore up the tree
and put it on his shoulders and went back to his mother. He
threw the tree in front of the hut and said, “Mother, here are
some baobab leaves for you. From henceforth it will be outside
your hut that the women of Niani will come to stock up.”
The copyright holder has not
granted permission to display this
image in electronic format. Please
see the teacher's edition of your
textbook for this image.
Read the background note at the bottom
of page 144. Ask students what they can
infer about Mali society from the fact
that Sogolon Kedjou was nicknamed the
Lion King? (Possible answer: Mali society
admired lions and drew lessons from observation of the animal world.)
■
Ask: What qualities might the West
Africans admire in both Sundiata and a
lion? (bravery, strength, determination to
obtain a kingdom, and being a victor)
What qualities and behavior does the culture of Mali value, based on its legend?
What behavior and attitudes are considered wrong? (Bravery, determination, physical strength, and looking out for family are
valued. Abusing those who are poorer or less
powerful is considered wrong.)
Answers
Sundiata, from an African
glass painting
Possible answers: to make her
feel proud, to relieve her embarrassment,
and to put her in a position of power
E-LA 3.4 Analyze
Theme
What values or
attitudes do the characters
display? Based on what
happens, what does the
selection seem to be saying
about these values and
attitudes?
Why does Sogolon’s son bring the whole baobab
tree to his mother?
main theme or insight of the
selection. In a paragraph or
two, explain how the details in
the selection point to that
theme.
■
Monitor Progress
—from Sundiata: An Epic of Old Mali
Think about the problems
that Sundiata, or Mari Djata,
overcomes and the positive
qualities that he displays.
Then, write a sentence stating
what you consider to be the
Instruction (continued)
The
copyright
holder has not
granted
permission to
display this
image in
electronic
format. Please
If you like
traditional West
African epics, you
might want to
read the epic
Gassire’s Lute,
retold by Alta
Jablow (Waveland
Press, 1991).
Reading Skill Sassouma and
Sogolon Kedjou display an attitude that
weakness or disability should cause one to
feel shame. Mari Djata displays the attitude that one may not be physically strong,
but that one’s determination, effort, and
attitude can be sources of emotional
strength and pride. This selection suggests
that Mari Djata’s values and attitudes can
make a person successful, and that the
“opposite” values are what cause feelings
of shame and lead to defeat.
Analyze LITERATURE
Possible sentence: True strength is not always readily
apparent, and it springs from noble feelings, such as loyalty.
Analyze LITERATURE
Literature
145
Score 1 Paragraphs do not define a theme
History Background
Lion King or Hungering Lion Sundiata’s
name, meaning “lion king” or “hungering
lion,” fits well. Many similarities exist
between male lions and humans competing for a kingdom or an empire. Lion King
is a term sometimes used to refer to a pride
male, a male lion that controls a pride of
female lions. Male cubs are driven from
their prides of birth between ages two and
four years. From the time they leave their
Writing Rubrics Share this writing rubric
with the students.
prides, these “hungering lions” have only
one goal: to drive out a pride male and
take over his pride. The similarities
between lions and contending Mali rulers
does not end here. Just as Sumanguru
murdered eleven of the defeated king’s
twelve sons, a male who takes over a pride
also tries to kill the cubs of the defeated
pride males.
or insight.
Score 2 Paragraphs define a theme or
insight but do not contain relevant supporting details.
Score 3 Paragraphs define a theme or
insight and are supported with relevant
details that are fairly well organized.
Score 4 Paragraphs define a theme or
insight presented in a creative way, are
supported with relevant details, and are
well organized.
Chapter 5 145
Distinguish Verifiable
From Unverifiable Information
Objective
Distinguishing verifiable from unverifiable
information can make a person a better
student of history. This lesson will teach
students to distinguish verifiable from
unverifiable information within a passage
based on an oral history using a four-step
process.
Distinguish Verifiable
From Unverifiable
Information
Instruction
Research, Evidence, and Point of View 3
Students distinguish relevant from irrelevant
information, essential from incidental information,
and verifiable from unverifiable information in
historical narratives and stories.
“
L2
2. If you had students distinguish legend
from history in the Universal Access
activity on p. 138, have them review
their answers from that exercise using
the steps on this page.
3. Ask students to share what sources
they would use to check out the facts
that they thought were probably true.
4. Practice the skill by following the steps
on this page as a class. (1. Possible
answer: “This is the history of the lords of
this country . . .” and “The place sacred to
their god was a tree . . .” 2. Possible
answers: encyclopedias or sources about the
Kano city-state. 3. Possible answers include
details about individuals that are based on
opinions; you would need more firsthand
accounts to verify these. 4. The unverifiable
statements tell you about the beliefs or
values of the people.)
Monitor Progress
Assign the Analysis Skill Worksheet. As
students complete the worksheet, circulate
to make sure individuals are applying the
skill steps effectively. Provide assistance as
needed.
146 Chapter 5
History-Social Science
Probably verifiable
1. Have students look at the Learn the
Skill section and read each step aloud.
After each step, have them repeat the
instructions in their own words.
Teaching Resources, Unit 3,
Analysis Skill Worksheet, p. 20
Historical sources contain many kinds of
statements. Verifiable statements can be
verified, or proved to be true. Unverifiable
statements cannot be proved. Knowing
whether a statement is verifiable can help
you decide what to believe about what
you read. The following passage is based
on an oral history of the Kano city-state in
West Africa, about the year 1000.
This is the history of the lords of this country called
Probably unverifiable
Kano. A man named Barbushe was once Kano’s chief. He was
a black man of great height and strength, a hunter who slew
elephants with his stick and carried them on his head about
nine miles. . . . All the people flocked to Barbushe on the two
nights of Idi—for he was all-powerful at the sacrificial rites
to their god. The place sacred to their god was a tree . . .
surrounded by a wall, and no man could come within it save
Barbushe. Whoever else entered, was sure to die. When
darkness came . . . Barbushe entered the sacred place alone
while the people marched around the tree until dawn. Then
would Barbushe come out and tell them of all that would happen
in the coming year.
”
—The Kano Chronicle
Learn the Skill Follow these steps to distinguish verifiable from unverifiable information.
Practice the Skill Answer the following questions
about the passage above.
1. Identify statements that could be verified.
Historical sources may contain facts, or
statements that can be proved to be true.
1. Identify statements that could be verified.
List at least two verifiable statements.
2. Determine how you might verify these
statements. Find ways to verify each
statement. For example, you could check an
encyclopedia article.
3. Identify statements that cannot be verified.
Opinions, beliefs, exaggerations, and tall
tales are types of unverifiable information.
4. Find useful clues in statements that cannot
be verified. Statements that cannot be
verified can still tell us what people believed.
146 Chapter 5 The Rise of West African Empires
2. Determine how you might verify these
statements. List two possible sources.
3. Identify statements that cannot be verified.
Write down at least two unverifiable
statements. What would you need to know
to verify these statements?
4. Find useful clues. What might the statements
you cannot verify tell you about Kano’s people?
Apply the Skill
See page 149 of the Review and Assessment.