KIDS
African Kingdoms
DISCOVER
Teacher’s Guide
African
Kingdoms
HO
ME USES BUI
M A N E T E G Y P T ’ S LT O F S A LT
SA MU
FA
SA PUS MOUS BEARDED LAD Y
H E S M A L I T O T H E AT L A N T I C
Dear Educator,
ake an unforgettable journey
through the kingdoms of the vast
African continent—from Egypt to
Zimbabwe—with KIDS DISCOVER!
While reading African Kingdoms, your
students will learn about the fascinating topics at right.
T
This Teacher’s Guide is filled with
activity ideas and blackline masters
to help your students enjoy and learn
more from African Kingdoms. Select or
adapt the activities that suit your
students’ needs best.
Thank you for making KIDS DISCOVER
a part of your classroom.
Sincerely,
KIDS DISCOVER
P.S. We would love to hear from you!
E-mail your comments and ideas to
[email protected]
Meeting the Standards
✔ World History: Classical Traditions,
Major Religions, and Giant Empires,
1000 BCE-300 CE
✔ World History: Expanding Zones of
Exchange and Encounter, 300-1000 CE
–National Standards for History
✔ Visit www.kidsdiscover.com/standards
to find out more about how KIDS
DISCOVER meets state and national
standards.
PAGES
W H AT ’ S I N AFRICAN KINGDOMS
2–3 Come to Africa
From Egypt to Zimbabwe, travelers and storytellers keep the
ancient kingdoms alive
4–5 Kingdoms of the Nile
The pyramids, mummies, and golden tombs of Egypt and
Kush
6–7 Ghana: Land of Gold
How did gold and salt help create the first of the great West
African trading empires?
8–9 Mali and Songhai
Mali’s 300 years of great power and Songhai’s 100 years as
the richest and most powerful empire in western Africa
10–11 Brass sculptures by the Ife people of Benin
An up-close photo of realistic brass heads from around A.D.
1000
12–13 Kings and Queens of Grasslands and Forests: Hausa and
Benin
Hausa and Benin–smaller kingdoms in the grasslands and
forests of western Africa
14–15 Ashanti Kings, Then and Now
The past and present Ashanti kingdom, in what is today
Ghana
16–17 The Mystery of the Great Zimbabwe
• IN THIS TEACHER’S GUIDE •
2 Prereading Activities
3 Get Set to Read (Anticipation Guide)
4 Discussion and Writing Questions
5–6 It’s in the Reading (Reading Comprehension)
7 Everything Visual (Graphic Skills)
8 Cross-Curricular Extensions
9–12 Answer Keys to Blackline Masters
........................... www.kidsdiscover.com ...........................
KIDS DISCOVER • 149 Fifth Avenue, 12th Floor • New York, NY 10010 • T: 212–677–4457 • F: 212–353–8030
© KIDS DISCOVER
AFRICAN KINGDOMS 1
KIDS
PREREADING ACTIVITIES
efore distributing KIDS DISCOVER African Kingdoms
B
activate students’ prior knowledge and set a purpose for
reading with these activities.
,
Discussion
T
o get students thinking about how this topic
relates to their interests and lives, ask:
✔ Would you like to visit Africa? What would you want
to see?
✔ What does the word “kingdom” mean to you?
KWL Chart
O
n chart paper, draw three
columns and label them
K (“What we Know”), W
(“What we Want to know” or
“What we think we Will
learn”), and L (“What we
Learned”). Ask: What do you
already know about African kingdoms? List students’ responses in the K column. In
the W column, list students’ questions and comments about what they want to learn or what they
think they will learn by reading African Kingdoms.
(See box below for key terms students may bring
up.) At the end of the unit, have students fill in
the L column listing what they learned. Finally,
ask students to correct any inaccurate information
written in the K column.
KEY TERMS
✔
✔
✔
✔
✔
✔
Great Zimbabwe
Kush (Nubia)
Ghana
Mali
Songhai
Hausa
✔
✔
✔
✔
✔
✔
Benin
Ashanti
Shona
Nile
kente cloth
Islam
African Kingdoms
DISCOVER
HO
ME USES BUI
M A N E T E G Y P T ’ S LT O F S A LT
SA MU
FA
SA PUS MOUS BEARDED LAD Y
H E S M A L I T O T H E AT L A N T I C
Get Set to Read
(Anticipation Guide)
C
opy and distribute the Get Set to Read blackline master (page 3 of this Teacher’s Guide).
Explain to students that this Anticipation Guide will
help them find out what they know and what
misconceptions they have about the topic. Get Set
to Read is a list of statements—some true, some
false. Ask students to write whether they think
each statement is true or false in the Before
Reading column. Be sure to tell students that it is
not a test and they will not be graded on their
answers. The activity can be completed in a variety of ways for differentiated instruction:
◆ Have students work on their own or in small
groups to complete the entire page.
◆ Assign pairs of students to focus on two statements and to become “experts” on these topics.
◆ Ask students to complete the Before Reading column on their own, and then tabulate the class’s
answers on the chalkboard, on an overhead
transparency, or on your classroom computer.
◆ Review the statements orally with the entire class.
If you predict that students will need assistance
finding the answers, complete the Page Number
column before copying Get Set to Read.
Preview
D
istribute African Kingdoms and model how to
preview it. Examine titles, headings, words in
boldface type, pictures, charts, and captions. Then
have students add new information to the KWL
chart. If students will only be reading a few pages
at one sitting, preview only the selected pages.
BE WORD WISE WITH POWER VOCABULARY!
Y
ou have exclusive access to additional resources including Power
Vocabulary blackline masters for every available KIDS DISCOVER
title! These activities introduce students to 15 specialized and
general-use vocabulary words from each KiDS DISCOVER title. Working
with both types of words helps students develop vocabulary, improve
comprehension, and read fluently. Follow the links from your Teacher’s
Toolbox CD-ROM and find your title to access these valuable resources:
◆
◆
◆
◆
◆
◆
Vocabulary cards
Crossword puzzle
Word find
Matching
Cloze sentences
Dictionary list
........................... www.kidsdiscover.com ...........................
KIDS DISCOVER • 149 Fifth Avenue, 12th Floor • New York, NY 10010 • T: 212–677–4457 • F: 212–353–8030
© KIDS DISCOVER
AFRICAN KINGDOMS 2
KIDS
Name ____________________________________________ Date _________________
African Kingdoms
DISCOVER
HO
ME USES BUI
M A N E T E G Y P T ’ S LT O F S A LT
SA MU
FA
SA PUS MOUS BEARDED LAD Y
H E S M A L I T O T H E AT L A N T I C
Get Set to Read
What do you know about the kingdoms of Africa? In Before Reading, write true if you think the
statement is true. Write false if you think the statement is not true. Then read KIDS DISCOVER
African Kingdoms. Check back to find out if you were correct. Write the correct answer and the
page number where you found it.
CHALLENGE: Rewrite each false sentence in a way that makes it true.
Before Reading
_____________
After Reading
1. The Sahara covers an area almost as
Page Number
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
large as the United States.
_____________
2. Annual floods along the Nile River
leave rich soil that the Egyptian
people used to raise crops.
_____________
3. By 100 B.C., the kingdom of Aksum
was well-known as an ironmaking
center.
_____________
4. In parts of Africa, salt was so valu-
able that it could be traded for an
equal amount of gold.
_____________
5. Mansa Musa brought the Islamic
religion to sub-Saharan Africa.
_____________
6. Songhai ruler Askia Muhammed
organized the first trade network in
western Africa.
_____________
7. Girls in northern Nigeria celebrate a
special holiday in honor of the
Hausa ruler Hatshepsut.
_____________
8. In the kingdom of Benin, important
events were recorded in pictures on
metal plaques because the people did
not have a written language.
_____________
9. Kente cloth symbolized power and
was once worn only by members of
the Ashanti royal family.
_____________
10. The builders of Great Zimbabwe
split large boulders into smaller
building blocks by placing the
boulders in boiling water.
© KIDS DISCOVER
AFRICAN KINGDOMS 3
KIDS
DISCUSSION & WRITING QUESTIONS
se the following questions as oral discussion starters or for
U
journaling. For additional in-class discussion and writing
questions, adapt the questions on the reading comprehension
African Kingdoms
DISCOVER
HO
ME USES BUI
M A N E T E G Y P T ’ S LT O F S A LT
SA MU
FA
SA PUS MOUS BEARDED LAD Y
H E S M A L I T O T H E AT L A N T I C
blackline masters on pages 5 and 6.
All pages
Some people believe that serving as the ruler of a
nation would be a wonderful thing. Others feel
differently. Ask:
✔ Would you want to be a ruler of a nation? What
advantages and disadvantages do you think there
would be?
Pages 2–3
✔ Why do you think every village had a griot, a poet
or storyteller who recited long tales of events from
the distant past?
✔ How do you think accounts from the griots and
foreign travelers differed?
Pages 4–5
In ancient Egypt, pharaohs held complete control
over their people. Ask:
✔ What advantages and disadvantages do you see in
this type of rule? Would you like to live in a country
where a ruler holds absolute power? Explain.
Pages 8–9
✔ Why do you think having control of the gold and
salt trade routes was so important?
Pages 10–11
✔ Has anyone ever used a mold to create something,
like a sculpture? What did you make? How did you
make it?
Pages 12–13
On page 12, this
Hausa proverb appears:
“Better to live at peace
than at palace.”
✔ What does this
proverb mean to you?
Do you agree with the
proverb? Why or why
not?
Students
will love
reading
KIDS DISCOVER
during silent
reading time.
Pages 14–15
Kente cloth, shown
on page 14 of the issue, symbolized power. Ask:
Pages 6–7
The kings of Ghana, for example, displayed their
great wealth at the royal court. Ask:
✔ If you were to design a cloth to symbolize power,
what colors would you have the cloth be? Why?
✔ Do you think rulers of countries should have a great
deal more wealth than the people they rule? Explain
your answer.
Pages 16–17
A picture at the bottom of page 16 shows a high
cone-shaped tower. Ask:
✔ How do you think the people of Great Zimbabwe
could have used the tower?
All pages
Most of the African kingdoms described in this
issue no longer exist. Ask:
✔ What do you think is the major reason that a kingdom, empire, or nation collapses? Explain. What
qualities do you think are most important for rulers
to have in order to ensure that a kingdom thrives?
Explain.
All pages
✔ Of all the African kingdoms you read about, which
would you have most liked to visit? Why?
........................... www.kidsdiscover.com ...........................
KIDS DISCOVER • 149 Fifth Avenue, 12th Floor • New York, NY 10010 • T: 212–677–4457 • F: 212–353–8030
© KIDS DISCOVER
AFRICAN KINGDOMS 4
KIDS
Name ____________________________________________ Date _________________
African Kingdoms
DISCOVER
HO
ME USES BUI
M A N E T E G Y P T ’ S LT O F S A LT
SA MU
FA
SA PUS MOUS BEARDED LAD Y
H E S M A L I T O T H E AT L A N T I C
It’s in the Reading
After reading KIDS DISCOVER African Kingdoms, choose the best answer for each question.
Fill in the circle.
Find your answers on the pages shown in the book icon next to each question.
1. A griot is a _____.
❍
❍
❍
❍
A. stool used by African rulers
B. brass plaque
C. poet or storyteller
D. staff carried by a royal official
2 3
2. Unlike Egyptian pyramids, Kush pyramids have _____.
❍
❍
❍
❍
A. tombs inside
B. four sides
C. flat tops
D. round bases
4 5
3. Egyptians included furniture and food in pyramids because _____.
❍
❍
❍
❍
A. people often lived in the pyramids before they died
B. the dead person will need these things in the afterlife
C. they wanted people to be comfortable when they visited the pyramids
D. the furniture and food was contaminated by disease
4 5
4. West African kingdoms grew strong and wealthy by _____.
❍
❍
❍
❍
A. participating in the slave trade
B. building walls around their cities
C. sending ambassadors, or representatives, to other countries
D. controlling trade routes where gold and salt were exchanged
6 7
5. Ghana’s kings surrounded themselves with gold when receiving visitors
at the royal court in order to _____.
A. show the products they wish to trade
B. display their great wealth
C. make visitors feel at home
D. ward off evil spirits
❍
❍
❍
❍
© KIDS DISCOVER
6 7
AFRICAN KINGDOMS 5
It’s in the Reading
(continued)
6. The value of gold dropped after Mansa Musa’s visit to Egypt because
_____.
❍ A. he gave so much away that it was no longer hard to find
❍ B. no one wanted to wear gold after seeing so much of it
❍ C. the gold he brought was of lower quality than what was common
8 9
in Egypt
❍ D. people were inspired by him to give all of their gold away too
7. In the lost-wax method of bronze work, the first step is to _____.
❍
❍
❍
❍
A. sculpt the figure in wax
B. break the clay mold
C. pour melted brass into the mold
D. put the clay mold in a kiln
10 11
8. The people of Benin traded all of the following with the Portuguese
except _____.
A. ivory
B. slaves
C. bronze
D. spices
❍
❍
❍
❍
12 13
9. When they saw the Ashanti royal court in Kumasi, the British merchants
were _____.
❍ A. shocked by its wastefulness
❍ B. confused by all the noise and colors
❍ C. saddened because no one would buy their goods
❍ D. impressed by the rich display
14 15
10.
The 35-foot walls of Great Zimbabwe were made without _____.
❍ A. mortar
❍ B. gates
❍ C. tools
❍ D. stones
11.
16 17
Which ancient African ruler do you admire most? Why?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
© KIDS DISCOVER
AFRICAN KINGDOMS 6
KIDS
Name ____________________________________________ Date _________________
African Kingdoms
DISCOVER
HO
ME USES BUI
M A N E T E G Y P T ’ S LT O F S A LT
SA MU
FA
SA PUS MOUS BEARDED LAD Y
H E S M A L I T O T H E AT L A N T I C
Everything Visual
Artists sometimes use their own experiences, other people’s written accounts, fragments of
artifacts, and their imaginations to create pictures of what the past might have been like. Study
the pictures on pages 7, 14, and 17 and the map on page 8. These are all artist renditions of certain details or events. Use your observations to answer the questions.
1. The picture on page 7 shows the court of King Tunka Menin. Which details from the text are
shown in the picture?
______________________________________________________________________________
______________________________________________________________________________
2. How do you think the artist knew how the king might have dressed?
______________________________________________________________________________
______________________________________________________________________________
3. Compare the illustration of Tunka Menin with the photograph of the modern Ashanti king on
page 15. How are these pictures alike? How are they different?
______________________________________________________________________________
______________________________________________________________________________
4. Abraham Cresques drew the map on page 8 decades after Mansa Musa’s reign. On what did
he base his drawing of the king?
______________________________________________________________________________
______________________________________________________________________________
5. Why do you think he included a picture of the king and the trader on the map?
______________________________________________________________________________
______________________________________________________________________________
6. Compare the artist rendering on page 17 to the photographs of the ruins on page 16. Which
elements of the picture are probably from the artist’s imagination? Which can you see in the
photographs?
______________________________________________________________________________
______________________________________________________________________________
© KIDS DISCOVER
AFRICAN KINGDOMS 7
KIDS
CROSS-CURRICULAR EXTENSIONS
H
ave students try these activities to expand their knowledge
and interest in African kingdoms.
African Kingdoms
DISCOVER
HO
ME USES BUI
M A N E T E G Y P T ’ S LT O F S A LT
SA MU
FA
SA PUS MOUS BEARDED LAD Y
H E S M A L I T O T H E AT L A N T I C
G e o g r a p h y, M a t h
Art
Help students gain some perspective on the vast
size of Africa. Using a map or atlas with a mileage
key or scale, ask students to figure out how many
miles Africa covers from north to south; from east
to west at its widest point. Then have students figure out the distance of the United States from north
to south, and east to west. Students can also use an
atlas to find out how many square miles Africa and
the United States are, and compare.
Several decorative thrones and staffs are shown in
this issue, including the ones on page 3. Encourage
students to draw a picture of their own throne or
staff that would show their power and standing in
society. Students should include animals or human
figures that symbolize their power or something
about them. Students should then write a brief paragraph explaining the meaning behind the animals
or symbols they chose.
Art, Geography
H i s t o r y,
Language Arts
Using a recent map of Africa as a guide, have
students draw their own freehand maps of Africa.
Students should label all the current-day countries
and their capitals. As students read African
Kingdoms, they should use the small maps on each
page spread to color on their own maps where the
kingdoms were or are. Students should make a
color-coded key with the kingdoms’ names to
include with the map.
Math
On page 4 of the issue, students learn that a tithe
is one tenth of a person’s income or produce that is
paid as a religious contribution to the pharaoh.
Have students do some calculations to determine
how much money or produce a person would have
to give to the pharaoh if the income is $20,000?
$45,000? $65,000? Or if a person’s land produced
40 potatoes? 15 potatoes? 22,000 potatoes?
Have students make
up a game around the
theme of African kingdoms. Younger students
might work in groups
and draw a maze or
make up a word search
using words from the
issue. Older students
might do an acrostic, a
trivia game, or a board
game.
Read
KIDS
DISCOVER
aloud
to demonstrate
fluency, expressive
reading, and
how to read
nonfiction texts.
Science
Salt is a highly prized item in many parts of the
world. Have students find out information about
salt and write a report giving details about why it is
so important and how people around the world use
it. Be sure to have students try the salt mine experiment described on page 18 of the issue.
Art
Plaques and sculptures were used to record important events in the history of the oba’s reign in
Benin. Have students use clay to create a sculpture
that commemorates an important event in their
lives. Have students refer to pages 12–13 for examples of Benin plaques.
........................... www.kidsdiscover.com ...........................
KIDS DISCOVER • 149 Fifth Avenue, 12th Floor • New York, NY 10010 • T: 212–677–4457 • F: 212–353–8030
© KIDS DISCOVER
AFRICAN KINGDOMS 8
KIDS
ANSWER KEY
Name ____________________________________________ Date _________________
African Kingdoms
DISCOVER
HO
ME USES BUI
M A N E T E G Y P T ’ S LT O F S A LT
SA MU
FA
SA PUS MOUS BEARDED LAD Y
H E S M A L I T O T H E AT L A N T I C
Get Set to Read
What do you know about the kingdoms of Africa? In Before Reading, write true if you think the
statement is true. Write false if you think the statement is not true. Then read KIDS DISCOVER
African Kingdoms. Check back to find out if you were correct. Write the correct answer and its
page number.
CHALLENGE: Rewrite each false sentence in a way that makes it true.
Before Reading
After Reading
1. The Sahara covers an area almost as
Page Number
True
p. 2
True
p. 4
False
p. 5
True
p. 6
False
p. 8
False
p. 9
False
p. 12
True
p. 13
True
p. 14
False
p. 17
large as the United States.
2. Annual floods along the Nile River
leave rich soil that the Egyptian
people used to raise crops.
3. By 100 B.C., the kingdom of Aksum
Kush was well-known as an ironmaking center.
4. In parts of Africa, salt was so
valuable that it could be traded for
an equal amount of gold.
5. Mansa Musa North African
merchants and travelers brought
the Islamic religion to sub-Saharan
Africa.
6. Songhai ruler Askia Muhammed
organized the first trade network
permanent paid army and fulltime navy in western Africa.
7. Girls in northern Nigeria celebrate a
special holiday in honor of the
Hausa ruler Hatshepsut Amina.
8. In the kingdom of Benin, important
events were recorded in pictures on
metal plaques because the people did
not have a written language.
9. Kente cloth symbolized power and
was once worn only by members of
the Ashanti royal family.
10. The builders of Great Zimbabwe
© KIDS DISCOVER
split large boulders into smaller
building blocks by placing the
boulders in boiling water heating
the boulders in a fire then cooling
them quickly in cold water.
AFRICAN KINGDOMS 9
KIDS
ANSWER KEY
Name ____________________________________________ Date _________________
African Kingdoms
DISCOVER
HO
ME USES BUI
M A N E T E G Y P T ’ S LT O F S A LT
SA MU
FA
SA PUS MOUS BEARDED LAD Y
H E S M A L I T O T H E AT L A N T I C
It’s in the Reading
After reading KIDS DISCOVER African Kingdoms, choose the best answer for each question.
Fill in the circle.
Find your answers on the pages shown in the book icon next to each question.
1. A griot is a _____.
❍
❍
●
❍
A. stool used by African rulers
B. brass plaque
C. poet or storyteller (content vocabulary)
D. staff carried by a royal official
2 3
2. Unlike Egyptian pyramids, Kush pyramids have _____.
❍
❍
●
❍
A. tombs inside
B. four sides
C. flat tops (comparison and contrast)
D. round bases
4 5
3. Egyptians included furniture and food in pyramids because _____.
❍ A. people often lived in the pyramids before they died
● B. the dead person will need these things in the afterlife
4 5
(draw conclusions)
❍ C. they wanted people to be comfortable when they visited the pyramids
❍ D. the furniture and food was contaminated by disease
4. West African kingdoms grew strong and wealthy by _____.
❍
❍
❍
●
A. participating in the slave trade
B. building walls around their cities
C. sending ambassadors, or representatives, to other countries
D. controlling trade routes where gold and salt were exchanged
(main idea)
6 7
5. Ghana’s kings surrounded themselves with gold when receiving visitors
at the royal court in order to _____.
❍ A. show the products they wish to trade
● B. display their great wealth (inferences)
❍ C. make visitors feel at home
❍ D. ward off evil spirits
© KIDS DISCOVER
6 7
AFRICAN KINGDOMS 10
It’s in the Reading
(continued)
6. The value of gold dropped after Mansa Musa’s visit to Egypt because
_____.
● A. he gave so much away that it was no longer hard to find (cause
and effect)
❍ B. no one wanted to wear gold after seeing so much of it
❍ C. the gold he brought was of lower quality than what was common
8 9
in Egypt
❍ D. people were inspired by him to give all of their gold away too
7. In the lost-wax method of bronze work, the first step is to _____.
●
❍
❍
❍
A. sculpt the figure in wax (sequence)
B. break the clay mold
C. pour melted brass into the mold
D. put the clay mold in a kiln
10 11
8. The people of Benin traded all of the following with the Portuguese
except _____.
❍ A. ivory
❍ B. slaves
● C. bronze (details)
❍ D. spices
10 11
9. When they saw the Ashanti royal court in Kumasi, the British merchants
were _____.
❍ A. shocked by its wastefulness
❍ B. confused by all the noise and colors
❍ C. saddened because no one would buy their goods
● D. impressed by the rich display (make inferences)
10.
●
❍
❍
❍
11.
The 35-foot walls of Great Zimbabwe were made without _____.
A. mortar (details)
B. gates
C. tools
D. stones
14 15
16 17
Which ancient African ruler do you admire most? Why?
Answers will vary, but students should explain what the actions of their
chosen ruler reflect about his or her character and why that makes the
person admirable.
© KIDS DISCOVER
AFRICAN KINGDOMS 11
KIDS
ANSWER KEY
Name ____________________________________________ Date _________________
African Kingdoms
DISCOVER
HO
ME USES BUI
M A N E T E G Y P T ’ S LT O F S A LT
SA MU
FA
SA PUS MOUS BEARDED LAD Y
H E S M A L I T O T H E AT L A N T I C
Everything Visual
Artists sometimes use their own experiences, other people’s written accounts, fragments of
artifacts, and their imaginations to create pictures of what the past might have been like. Study
the pictures on pages 7, 14, and 17 and the map on page 8. These are all artist renditions of certain details or events. Use your observations to answer the questions.
1. The picture on page 7 shows the court of King Tunka Menin. Which details from the text are
shown in the picture?
The picture shows several of the king’s attendants with gold shields and swords, the princes
with gold in their hair, one of his advisors sitting on the ground, and a guard dog with a
gold collar.
2. How do you think the artist knew how the king might have dressed?
The artist might have seen samples of the cloth or might have based the design and colors on
modern patterns he or she had seen. The details of the jewelry may have been seen in
artifacts from that time period. The artist may also have read details about the king in the
writings of someone who had once been to his court.
3. Compare the illustration of Tunka Menin with the photograph of the modern Ashanti king on
page 15. How are these pictures alike? How are they different?
These pictures show similar scenes, with the king surrounded by advisors and attendants
and wearing impressive jewelry and clothing. However, we can know the details in the
photograph with certainty, while the illustration shows only what someone thinks the scene
might have looked like.
4. Abraham Cresques drew the map on page 8 decades after Mansa Musa’s reign. On what did
he base his drawing of the king?
Cresques based his drawing of Mansa Musa on what he imagined the king must have looked
like. However, he may have read some details that gave him clues.
5. Why do you think he included a picture of the king and the trader on the map?
Mali was still an important kingdom when Cresques drew this map. He may have included
the drawings to reflect some of the impressive wealth of the kingdom and to highlight its
significance as a trading center.
6. Compare the artist rendering on page 17 to the photographs of the ruins on page 16. Which
elements of the picture are probably from the artist’s imagination? Which can you see in the
photographs?
The looks, dress, and activities of the people are probably from the artist’s imagination, as are
the shapes, sizes, and positions of most of the houses. The wall, tower, and the foundations of
some buildings can be seen in the ruins.
© KIDS DISCOVER
AFRICAN KINGDOMS 12