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B+"*2"02,8&History and Social Science Standards of Learning in Virginia
3.4 The student will develop map skills by
a) locating Greece, Rome, and West Africa;
b) describing the physical and human characteristics of Greece, Rome, and West Africa;
c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their
environment to meet their needs
NCSS Standard 1D: The learner can compare ways in which people from different cultures think
about and deal with their physical environment and social conditions
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A"+%0<"$,C!<.%CB1"?%8&Projector; access to Google Earth; two Mancala games; Handout 1
(map of Western Africa adapted from William Rainey Harper College. (2010); Handout 2A;
Handout 2B; one full hour; whole group; small group; individual; typical classroom space;
average elementary class size (20 students).
6%,,'*&D%,?0<1+<'*8&
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On the projector, go to Google Earth. Zone in on the historic sites of Mali, such as the Great
Mosque of Djennes and architecture in Timbuktu. Ask students to describe the environment that
they see on the projector. Write these adjectives on the board. (5 minutes)
E#F%?+<;%&"*2&-+,&/>01',%8&Given knowledge of the Ancient Mali environment, students will
discuss how location affected the citizens’ occupations and lifestyles of the Ancient Mali
Empire.
-*1>+CA'2%$<*58&Pull up Google Earth on the projector, and zone in on Mali’s location. Ask
students to identify the characteristics of climate, land, and large bodies of water around it. Zone
in on Google Earth where the salt mining, gold mining, and farming took place. Also point out
where the Great Mosque of Djennes is located. (10 minutes)
)9%?G&('0&H*2%0,+"*2<*58&Pass out Handout 1 to students. Handout 1 contains a map of
Western Africa. While coloring in the maps, ask students how the geography of the map would
affect an empire’s population. Ask the students how they think this would affect the citizens’
lifestyles and occupations. Ask students to think about problems that Mali citizens may have
encountered due to its geographic location and environment, and ask students to share their
ideas. These problems could include difficulties in farming or lack of water sources. (10 minutes)
!
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Pass out three Ziploc bags at each table. One bag with salt, one with gold coins, and one with
beans. These are representative of Ancient Mali’s occupations of salt mining, gold mining, and
farming. Ask students to look at each of these bags, and in small groups at their tables, discuss
the importance of these natural resources contained in each bag to an Ancient Mali citizen. Ask
students what jobs Mali citizens could have using these natural resources. Ask students how
people adapted to living in the environment. Walk around the room to listen to discussions and
ideas. (10 minutes)
&-*2%1%*2%*+&/0"?+<?%8&Differentiate by giving Handout 2A to high-ability and gifted students,
and Handout 2B to the rest of the students. This handout consists of a map of Africa with
questions regarding both maps and Mali. Read the directions aloud and check for understanding.
Ask students to complete Handout 2 individually. After the handout is complete, demonstrate the
game of Mancala and allow students will play it. (20 minutes)
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)$',>0%8&Review the correct answers for Handout 2A and 2B, asking for student participation.
Write the correct answers on the board. Ask if the students have any questions about the handout,
maps, or Mali. Give the students an Exit Slip consisting of a short answer and multiple-choice
question. Ask each student to look up three websites concerning Ancient Mali, and to post them
on the classroom Diigo website. (5 minutes)
:;"$>"+<'*8&
J'0."+<;%8&Observe student participation in the small group discussion by walking
around the room to informally assess guided practice. Note attentiveness during
input/modeling.
B>.."+<;%8&The teacher will evaluate both Handout 2 and the Exit Slip.
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Art.com. (2011). Retrieved October 1, 2011, from
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Brook, A., & Webb R. (1999). Daily life in ancient and modern Timbuktu, Runestone
Press
Masoff, J., & Brown, B. (2004). Mali, land of gold & glory. Five Pond Pr.
McKissack, A., & McKissack, F. (1996). The royal kingdoms of ghana, mali, and
songhay, life in medieval africa. Henry Holt and Co.
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Lesson #2: Three Cultures, Three Sculptures
Preparer: Christine Putnam
Grade Level: Primary (Grade 2)
Time: 1 hour Space: Whole Group (20-25 students)
Standards:
Virginia Standards of Learning – Visual Arts
2.9
The student will identify and use a variety of sources for art ideas, including nature,
people, images, imagination, and resource materials.
2.11 The student will create a work of art my manipulating clay.
National Visual Arts Standards
Grade K-4 Visual Arts Standard 4
! Students identify specific works of art as belonging to particular cultures, times, and places
Objectives:
1. Given images of three horse sculptures, students will identify characteristics of each that
can serve as inspiration for their own art.
2. Given visual references and teacher explanation, students will create identifiable horse
sculptures using clay.
3. Given images of four sculptures, students will identify three as belonging to particular
times and places.
Resources:
Digital images of Artemision Jockey, Inland Niger Delta Equestrian Figure, Terra Cotta Horse;
multiple choice assessment activity sheet; clay for each student; paper to cover desks
Artemision Jockey (ca. 140 BC). Available online.
http://www.namuseum.gr/collections/sculpture/hellenistic/hellenistic13-en.html
Inland Niger Delta Equestrian Figure (13th-15th century). Available online.
http://africa.si.edu/collections/view/objects/asitem/search$0040/1/titleasc?t:state:flow=35aad933-13cd-4598-83fb-51b858d53199
Terra Cotta Horse (ca. 210 BC). Available online.
http://www.smithsonianmag.com/history-archaeology/On-the-March-Terra-Cotta-Soldiers.html#
Marini, M. (1955) L’idea del Cavaliere. Available online. http://www.artnet.com/
Content and Instructional Strategies:
Introduction:
Begin the lesson by asking the students what a sculpture is. Use the students’ answers to
assess their prior knowledge. With the students, discuss how sculptures differ from paintings,
emphasizing that sculpture is three-dimensional art. Create a chart on the board that compares
and contrasts the two art forms. Ask the students to list materials that sculptures can be made out
of and write the list next to the chart. If the list does not include clay and bronze, add them.
Content Focus:
Lower the projector screen and tell the students: we are going to look at three sculptures
from three different cultures. Display each image individually, starting with the Equestrian
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Figure. When the image is projected on the screen, ask the class the following questions: what
do you think the horse is doing? What do you think the rider is doing? (objective). Have you
ever seen a horse similar to this one? (reflective). Are the horse and/or rider decorated? If so,
how? (objective). Make sure that the students recognize that the Greek horse is moving. Ask
them: how can you tell that the horse is in motion? (objective). Provide background information
about each sculpture. Include its age, origin, and building materials. For age, note how many
years old it is rather than the approximate date of production.
Expand the inquiry by asking questions that require personal interpretation: what do you
notice most about this sculpture? (reflective). Why do you think that the artist decided to sculpt
this horse? (interpretive). Is the artist showing a rider who is happy, sad, or just working hard?
(interpretive). Record the answers on the board. Give students an opportunity to connect the
sculptures to their own lives by asking: how can you relate to this sculpture? (decisional). Next,
have the students review the list on the board and identify the sculptural traits that they want to
incorporate into their art. Circle their selections.
Pass out clay to each student and tell the students that they are going to create their own
horse sculptures. Ask them: why are we making sculptures rather than paintings? (decisional).
Direct the students to refer the historical sculptures for inspiration. Instruct the students to
incorporate two traits from the list on the board into their projects. There are two inclusion
students in the class. They are not required to incorporate the traits. One will sculpt his dog
instead of a horse. Project the digital images on the screen while the students work
Closure:
Work on the sculptures for twenty minutes and then clean up. If necessary, students can
complete their work during free time. As a class, compare the students’ sculptures with the
historical sculptures. Chart the similarities on the board. Next, give each student an assessment
sheet to complete independently. To ensure clarity, read the questions out loud. Collect the
completed assessments and review the answers as a class. Project the question on the screen and
use the Interwrite pad to mark the answers as indicated.
Assessments:
Formative: Responses to questions, following directions, selection of sculptural traits, creation
of horse sculptures.
Summative: Completed horse sculpture and activity assessment sheet.
Background Information:
Sculpture: the art of carving or modeling statues, figures, or designs in stone, wood, clay, etc.
Inland Niger Delta Equestrian Figure: a ceramic figure from Ancient Mali. Ancient Malian
ceramic figures are among the earliest known surviving art forms from sub-Saharan Africa.
Artemision Jockey: a horse race monument from Ancient Greece. It was recovered in pieces
from the seafloor off Cape Artemision in 1928 and 1937. It is made out of bronze.
Terra Cotta Horse: part of the Terra Cotta Army, a collection of over 7,000 soldier, chariot, and
horses statues that were discovered inside the tomb of China’s first emperor, Qin Shi Huang.
Key Concepts:
Visual Arts: ideas can be derived from images and used to create original works of art.
Art History: art has history, as evidenced by sculptures from different cultures, times, and places.
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Inland Niger Delta Equestrian Figure
Artist: Unknown
Ancient Mali
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Artemision Jockey
Artist: Unknown
Ancient Greece
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Terra Cotta Horse
Artist: Unknown
Ancient China
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Name: ________________________
Identify the following sculptures:
1) Circle the horse from Ancient Mali.
2) Put a square around the horse from Ancient China.
3) Cross out the horse from Ancient Greece.
Answers: (1) c, (2) a, (3) b
(a)
(b)
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(d)
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Example Sculpture Project
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References
Artemision Jockey. (n.d.). In National Archaeological Museum. Retrieved from
http://www.namuseum.gr/collections/sculpture/hellenistic/hellenistic13-en.html
Consortium of National Arts Education Associations (ArtsEdge). (2010). Grades K-4 visual arts
standard 4. Retrieved from http://artsedge.kennedy-center.org/educators/standards/
national/arts-standards/k-4/visual-arts/visual-arts-4.aspx
Flexner, S.B. (Ed.). (1984). The random house school dictionary. New York, NY: Random
House.
Hemingway, S. (2004). The horse and the jockey from Artemision. Berkeley, CA: University
of California Press.
Inland Niger Delta Equestrian figure. (n.d.). In National Museum of African Art.
Retrieved from http://africa.si.edu/collections/view.objects/asiterm/search$0040/18/titleasc?t:state:flow=22703160-027e-4991-addb-c98e7addfeac
Lubow, A. (July 2009). Terra cotta soldiers on the march. Smithsonian Magazine. Retrieved
from http://www.smithsonianmag.com/histroy-archaeology/On-the-March-Terra-CottaSoldiers.html#
Marino Marini Past Auction Results. (2011). In artnet.com. Retrieved from
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Virginia Department of Education. (2008). Visual Arts Standards of learning. Retrieved from
http://www.doe.virginia.gov/testing/sol/standards_docs/fine_arts/index.shtml
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Inquiry Lesson 4: Looting Artifacts
Prepared by: Gertrude Okyere and Talia Frye
Purpose: Students will understand through conducting research, some causes and effects of the
looting of Malian antiquities. Students will recognize that looting is a problem related to the
economic conditions of contemporary Mali, and that looting is a problem because it hinders our
ability to reconstruct historical events/preserve history.
Standards:
NCSS Standard Global Connections D. [The student will] explore the causes, consequences, and
possible solutions to persistent, contemporary, and emerging global issues, such as health,
security, resource allocation, economic development and environmental quality.
National History Standard 4A, Grades 5-12: [The student will] Formulate historical questions
from encounters with historical documents, eyewitness accounts, letters, diaries, artifacts, photos,
historical sites, art, architecture, and other records from the past.
Grade Level/ Time/ Space: 6th grade; 3-1 hour sessions; whole group (24-26 students)/ small
group, individual
Objectives:
1. Given eyewitness accounts, interviews and background information, students will generate
questions, hypotheses, and conduct research pertaining to and linking the past with current
economic issues.
2. Given a guiding worksheet, students will research and record causes, viewpoints and
recommended possible solutions to the looting of antiquities.
3. Given research on the viewpoints of looters and archeologists students will argue for or
against looting and justify their assigned positions.
Resources:
Excerpts from “Looting Mali’s History” (Enclosed), Bookmarked articles and books (see
Overview of Resources), Internet-equipped computers for student use, Guided research
worksheet (enclosed).
Procedure:
Day 1
Introduction: Read aloud excerpts from eyewitness accounts of looting of antiquities
(enclosed). Solicit student reactions to excerpts. Use guiding questions to prompt students’
reactions. How did you feel when listening to the excerpts? What problems were identified?
What are your thoughts on the issue? Why do you think there is a looting problem? What are the
effects/consequences of looting on cultural preservations? Record students’ comments on the
board. Ask students to think about further questions they have based on the read aloud and class
reactions. Use the prompting question: If you were a journalist investigating looting what would
you hope to discover based on your interview? Record students’ questions on the board, and
instruct students to record their questions on the Research Worksheet (enclosed).
Content Focus: Instruct students to select a question to investigate. Provide students with a list of
bookmarked websites and books for preliminary research, and a worksheet to record facts
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uncovered. Allot 10 minutes for investigation. Instruct students to formulate another question
based on research, and a hypothesis; direct students to record their new question and hypothesis
on the Research Worksheet.
Day 2
Content Focus: Direct students to conduct further research based on their hypothesis; their aim
is to investigate their question to confirm/disprove their hypothesis Divide students into groups
of 3-4. Instruct students to (as a group) identify 2 ideas from their research; facts that they think
the class should know about. Have students share their 2 ideas on the board. Ask the whole
group to assess the ideas on the board, and erase duplicates.
Key ideas that can be expected from students include: 1. Artifacts, such as the door at the
mosque at Djenne, Timbuktu manuscripts and terra cotta figurines have been looted and sold for
thousands of dollars. 2. Looting became a real problem around the 1970s; around this time, two
archeologists from California discovered artifacts near Djenne and made their discoveries public
through the London Times and Archeology Journal. 3. Some Malians loot because they are poor,
and need money for their families. 4. Some looters claim to help the economy when they sell
artifacts. 5. The president of Mali from 1992-2002 (Oumar Konare), was an archeologist, and
attempted to protect artifacts, but failed. 6. Some Malians have formed groups in charge of
protecting artifacts. 7. There is a U.S. law from 1993 that prohibits the import of ancient Malian
art. There is also an international law that protects artifacts (the 1970 UNESCO Convention), but
looters find a way to circumvent the law. 8. Archeologists have a difficult time protecting the
sites for digs because of looters. When artifacts are looted, it is difficult to uncover or preserve
the history of a group of people. NOTE: these statements reflect possible ideas that could be
generated by students, and are meant to be informational – allow students to develop ideas, and
avoid giving answers
Type up student generated ideas and distribute to students as notes. Use the “notes” as basis for
developing essay question.
Day 3
Debate: Two clear viewpoints that could emerge as a result of research are those of looters and
archeologists. Looters pursue artifacts for money and archeologists look to preserve history; each
side has reasons for their viewpoints. As closure to the assignment stage a debate between
looters and archeologists. Assign students randomly to each side by drawing names and positions
out of hats. Allot students 10 minutes to prepare for their debate. Allow debate to progress for 20
minutes
Closure: Solicit students’ reactions to what they discovered in their research. Ask students to
explain why it is important to study this issue.
Evaluation:
Formative: Were students engaged in the activity? Did students formulate their own questions
about ancient artifacts and their connection to the past and the problems associated with looting?
Summative: Worksheet and essay question
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Essay Question (8pts):
Explain why ancient artifacts such as the manuscripts and statuettes are important to Mali’s past
and present (2pts). Explain why such items are sold or smuggled today; include at least two
causes (2pts) and one effect of looting (1pt). Explain how Mali, the United States and other
countries have tried to limit looting in Mali (2pts). Based on your own research, what do you
think can be done to limit the looting of artifacts (1 pt).
Background Information:
Ancient Mali boasted enormous wealth and power. Mali was not only a center of trade, but also a
center of great knowledge and art. It was here that scholars and artists congregated in the first
universities, which resulted in the formation of many art forms including statues, pottery, and
manuscripts. These medieval documents, known as the Timbuktu Manuscripts, contained
information ranging from scholarly works on astronomy and law to short letters, with some
dating back as early as the 13th century. Many of the art forms and manuscripts have been
preserved by private households and passed down between family members. Unfortunately
looting has become commonplace in contemporary Mali. Artifacts from archeological digs in
Djenne, including items such as the Timbuktu Manuscripts, terra cotta statuettes, Neolithic
pottery, and the door to the Mosque at Djenne have been lost due to looting. According to
Malian officials, Mali’s cultural history is threatened by the skyrocketing prices for African
artifacts and the development of a rather sophisticated smuggling system. Various organizations
have formed in hopes of preserving and locating the stolen manuscripts and artifacts so the
people of Mali as well as the world can connect with the past (Hammer, 2009).
Skills: The process of inquiry; research; developing generalization from research about looting in
present day Mali and how it affects our understanding and connection with the past.
Values: Respect for the different cultures; an understanding of economics that can be
implemented worldwide; respect for the use of reason; tolerance for ambiguity; curiosity;
skepticism; respect for evidence.
Concepts: How the present day issues of looting affect our ability to connect with the past.
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Overview of Resources:
Websites/ Primary Sources:
“Looting Mali’s History” – This article from the Smithsonian details a reporter’s experiences
being sold looted artifacts from the Niger Delta. It provides a historical view of the issue of
looting, and suggests some possible causes and effects
“The Treasures of Timbuktu” – This article describes archeologists’ and preservationists’ efforts
to find and restore the Timbuktu Manuscripts, evidence of the scholarly works in the universities
and libraries of the ancient Malian city, before they are destroyed buy dust and heat, or stolen
and smuggled.
“Faking African Art” – This article describes one of the results of looting, and the growing
market for Malian antiques – forgery – and its disruption of the art record.
“Ancient Manuscripts from the Desert Libraries of Timbuktu” – This website gives access to an
exhibition of some of the ancient Manuscripts of Timbuktu, and how they have contributed to the
history of Malians.
“Bureau of Educational and Cultural Affairs (Mali)” – This website provides links to two
primary resource documents; the 1993 U.S. agreement to restrict imports of Malian artifacts, and
the 1970 UNESCO convention which prompted U.S. action
“Djenne: West Africa’s Eternal City” – The “More to Explore” section on this website
summarizes the effects of looting in Mali and provides links to additional resources.
“The looting of Cultural Material in Mali” – This article explains factors that contribute to and
motivate looting. Additionally, its author identifies two types of looting “intentional looting” (the
collection of surface finds from archaeological sites; the illicit excavation of archaeological sites)
and “organized group” (either families who make this their source of income, or looters hired by
antiques dealers).
“SAFE: Saving Antiques for Everyone” – This website provides an overview of the causes of
looting, and efforts by the U.S., Mali and other countries to protect Malian artifacts.
“Diggers in Mali Looting Relics of Ancient Culture” – This article from the Houston Chronicle
provides facts about the issue of looting, and identifies poverty as the root problem, which
motivates looting.
Books:
“The Plundered Past: the Story of the Illegal International Traffic in Works of Art.” This book is
about the illegal trade in art and archaeological objects from 1900 to 1975. It provides
comprehensive documentation of the destruction and theft of the artifacts of the past. Within it
are several extensive appendixes which include the United States Antiquity Legislation, a list of
major art thefts from 1911-1972, and many other pieces of pertinent information. An extensive
24-page bibliography is also included.
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“A History of Archaeological Thought”. Useful for setting the context of archaeological method
and practice.
“Archaeological Ethics”: A Collection of Archaeology Magazine articles written for a general
audience on archaeological ethics (looting, reburial, repatriation issues), plus summaries,
discussion questions, suggestions for further reading, and a resource guide should make this a
useful teaching tool.
“Stealing History: Tomb Raiders, Smugglers, and the Looting of the Ancient World: This book
discusses the looting of Moche royal tombs in Sipan, Peru, and uses this incident as a case study
of the effects of looting on historical preservation.
Catalyst: Excerpts from Looting Mali’s History (Smithsonian Magazine)
I'm sitting in the courtyard of a mud-walled compound in a village in central Mali, 40 miles east
of the Niger River, waiting for a clandestine meeting to begin. Donkeys, sheep, goats, chickens
and ducks wander around the courtyard; a dozen women pound millet, chat in singsong voices
and cast shy glances in my direction. My host, whom I'll call Ahmadou Oungoyba, is a slim,
prosperous-looking man draped in a purple bubu, a traditional Malian gown. He disappears into a
storage room, then emerges minutes later carrying several objects wrapped in white cloth.
Oungoyba unfolds the first bundle to reveal a Giacometti-like human figure carved out of
weathered blond wood. He says the piece, splintered and missing a leg, was found in a cave not
far from this village. He gently turns the statuette in his hands. "It's at least 700 years old," he
adds.
Oungoyba runs a successful tourist hotel next door to his house; he also does a brisk business
selling factory-produced copies of ancient wooden statuettes and other objects to the Western
package-tour groups that fill the hotel during the winter high season. But his real money, I've
been told, comes from collectors—particularly Europeans—who may pay up to several hundred
thousand dollars for antique pieces from villages in the region, in defiance of Malian law. My
guide told Oungoyba that I was an American collector interested in purchasing "authentic"
Dogon art.
The Dogon, subsistence farmers who hold ancient animist beliefs, are one of central Mali's
ethnic groups.
On the porch of his private compound, Oungoyba, a Dogon, unwraps a few additional objects: a
pair of ebony statuettes, male and female, that, he says, date back 80 years, which he offers to
sell for $16,000; a slender figurine more than 500 years old, available for $20,000. "Check with
any one of my clients," he says. "They'll tell you I sell only the real antiquities."
Two days earlier, in the village of Hombori, I had met an elderly man who told me that a young
Dogon from the village had been cursed by the elders and died suddenly after stealing ancient
artifacts from a cave and selling them to a dealer. But endemic poverty, the spread of Islam and
cash-bearing dealers such as Oungoyba have persuaded many Dogon to part with their relics.
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Indeed, Oungoyba says he purchased the 700-year-old human figure, which he offers to me for
$9,000, from a committee of village elders, who needed money to make improvements to the
local schoolhouse. "There are always people in the villages who want to sell," Oungoyba says.
"It's just a question of how much money."
With a fierce wind blowing from the desert, I venture beyond Gao to observe examples of the
systematic looting in the region. Mamadou Cissé, McIntosh's graduate student, leads me across
an archaeological mound known as Gao-Saney. Grains of sand nip at our faces as we trudge
across the 25- to 30-foot-high mound, crunching shards of ancient pottery beneath our feet.
Below us, on the flood plain, I can make out the long dry bed of the Telemsi River, which likely
drew settlers to this site 1,400 years ago. What commands my attention, however, are hundreds
of holes, as deep as ten feet, that pockmark this mound. "Watch out," says Cissé, hopscotching
past a trough gouged out of the sand. "The looters have dug everywhere."
Locals have created "brigades of surveillance" to help protect the sites.
The Malian government has made modest progress combating antiquities theft. Former President
Alpha Oumar Konaré, an archaeologist who held office between 1992 and 2002, established a
network of cultural missions across the Inland Niger Delta, responsible for policing sites and
raising awareness of the need to preserve Mali's heritage
Shady exporters are furious about the regulations, he adds, because they make it more difficult
for them to pass off copies as authentic artifacts, and prices have nose-dived.
Oungoyba, the illegal antiquities dealer, scoffs at the regulations. I asked him if I would be able
to smuggle Dogon sculptures out of the country. "Pas de problème," he says, flashing a small
smile. Oungoyba says that he'll pack up whatever I purchase in a secured wood crate, and he
instructs me to undervalue the purchase by 95 percent. Bamako International Airport, he says,
can be tricky; he advises his clients to carry their purchases overland to Niger. Malian customs
officials at the border usually can't be bothered to open the crate. "Just tell them that you spent
$100 on it as a gift for your family, and nobody will ask questions," he assures me, adding that
suspicious officials can be bought off. Once I've crossed into Niger, he continues, I'll be home
free. The Niger government has been lax about enforcing the Unesco treaty obliging signatories
to cooperate in combating antiquities theft. Oungoyba insists that his black-market trade helps
the economy of the destitute Dogon region. But others say dealers and buyers hide behind such
arguments to justify the damage they're inflicting on the culture. "They claim they're doing good
things—building hospitals, spreading money around," Ali Kampo, the cultural official in Mopti,
tells me. "But in the end, they're doing a disservice to humanity."
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Looting of Mali’s History Research Notes
Name: _______________________________________________ Date: _____________
1. What were your reactions to the news article just read? What did you see? What did you hear?
What problems were identified? What do you think about these problems? Write down at least 3
reactions.
2. What other questions do you have? If you were a journalist investigating looting what would
you hope to discover based on your interview? Write down at least 3 questions.
3. Select one question to investigate. Record your finding below:
a. Write your question here.
b. What resources will you use to research your question? Select at least 2
c. What information did you find related to your question?
d. Additional information?
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4. What is another question you have after conducting your research?
5. Write a hypothesis relating to your new question.
6. Investigate your new question.
a. What resources will you use to research you question? Select at least 2 new resources.
b. What information did you fins related to your question?
c. Did you find any additional information?
7. What is one fact you found that you think the class should know about?
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Looting of Mali’s History Research Notes (Sample)
Name: Talia Frye
Date: 11/9/2011
1. What were your reactions to the news article just read? What did you see? What did you hear?
What problems were identified? What do you think about these problems? Write down at least 3
reactions.
I felt out of place. I could picture my surroundings but it is not familiar. I could see the
sandy ground and all of the animals. There was something about the writing that made
me feel that I was in Mali. When the author talked about the looting, it bothered me.
Why take someone’s things? If we were to take something of our neighbor’s we are
punished, these people should be punished.
2. What other questions do you have? If you were a journalist investigating looting what would
you hope to discover based on your interview? Write down at least 3 questions.
Why are they looting these things?
Is this a problem in other nations?
Is looting preventable in Mali?
3. Select one question to investigate. Record your finding below:
a. Write your question here.
Why are they looting these artifacts?
b. What resources will you use to research your question? Select at least 2
- Looting Mali’s History
- The Looting of Cultural Material in Mali
c. What information did you find related to your question?
People sell artifacts to help their families and even to help their communities.
African art and artifacts are worth a lot of money.
Their worth seems to create looting/smuggling.
d. Additional information?
There are organizations working to protect and restore the artifacts.
Thieves will ransack dig sites.
4. What is another question you have after conducting your research?
Are thieves looting for the money or for their families/communities?
5. Write a hypothesis relating to your new question.
Many of the people of Mali sell artifacts that have been in their families for
hundreds of years because they live in poverty and need the money to feed and
clothe their families, but there are many others who steal so they can have the
money for the wrong reasons.
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6. Investigate your new question.
a. What resources will you use to research you question? Select at least 2 new resources.
- Treasures of Timbuktu
- Stealing History: Tomb Raiders, Smugglers, and the Looting of the
Ancient World
b. What information did you find related to your question?
The selling of artifacts is both bad and good depending on the origins of
the artifact.
These artifacts hold secrets to the past and if sold illegally will be lost.
c. Did you find any additional information?
There are many organizations working to find and preserve these
artifacts.
Due to increasing poverty it is clear as to why many people are selling the
artifacts they had from their ancestors.
7. What is one fact you found that you think the class should know about?
Many African families are selling their ancestral artifacts to help their
families survive. It is very noble since many of these items probably hold
significant meaning to the family. Unfortunately the selling of the item
may get into the wrong hands and be forever lost.
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Inquiry Lesson Rubric
Category
Research Notes
Essay
!
Exceeds Expectations
Lists reactions to catalyst
Lists 3 or more questions
Selects 3 or more
resources for research
Lists at least 5 details per
source
Produces plausible
hypothesis
Selects 3 or more
resources for additional
research; sources include
both primary and
secondary
Details 2 or more facts to
share with the class
(20pts)
Explains significance of
ancient artifacts to Mali’s
past and present (2pts).
Explains why such items
are sold or smuggled
today; includes at least
two causes (2pts) and 2 or
more effects of looting (2
pts). Explains how Mali,
the United States and
other countries have tried
to limit looting in Mali
(2pts), and comments on
successes or failures (1
pt) Presents one possible
solution to limiting
looting and explains why
this solution is plausible
(2 pts).
(11pts)
Meets Expectations
Lists reactions to catalyst
Lists 3 or more questions
Selects at least 2
resources for research
Lists at least 3 details per
source
Produces plausible
hypothesis
Selects at least 2
resources for additional
research
Details 1 fact to share
with the class
(15pts)
Below Expectation
Lists reactions to catalyst
Lists fewer than 3
questions
Selects fewer than 2
resources for research
Lists fewer than 3 details
per source
Produces plausible
hypothesis
Selects at least 2
resources for additional
research
Details 1 fact to share
with the class
(10pts)
Explains significance of
ancient artifacts to Mali’s
past and present (2pts).
Explains why such items
are sold or smuggled
today; include at least two
causes (2pts) and one
effect of looting (1pt).
Explains how Mali, the
United States and other
countries have tried to
limit looting in Mali
(2pts). Presents one
possible solution to
limiting looting (1 pt).
(8pts)
Explanation of
significance of ancient
artifacts to Mali’s past
and present (2 pts).
Explanation of looting
includes less than two
causes and/or effects of
looting missing. (1pt).
Explanation of how Mali,
the United States and
other countries have tried
to limit looting is present
but lacks detail (1pts).
Possible solution to
looting missing. (0 pts)
(4pts)
ZM!
Debate
Student produces more
than one detail in defense
of assigned position, and
at least one counterargument.
Student is enthusiastic
and collaborative with
team
Student pays attention
when others speak, and
comments on the
arguments of the
opposition
(10pts)
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Student produces at least
one detail in defense of
assigned position
Students is enthusiastic
and collaborative with
team
Student pays attention
when others is speaking
(8pts)
Student does not
participate in debate, is
not cooperative with team
in preparation, or does not
pay attention when others
are speaking
(3pts)
ZV!
References
Atwood, R. (2004) Stealing history: Tomb raiders, smugglers, and the looting of the ancient
world. New York, NY. St. Martin's Press.
Brent, M. (2001). Faking African art. Archeology, 54 (1). Retrieved from
http://www.archaeology.org/0101/abstracts/africa.html
French, H.W. (1995, Feb 26). Diggeres in Mali looting relics of ancient culture. Houston
Chronicle. Retrieved from
http://www.chron.com/CDA/archives/archive.mpl/1995_1258813/diggers-in-malilooting-relics-of-ancient-culture.html
Hammer, J. & Huey, A. (November 2009). Looting Mali’s History. Smithsonian. Retrieved from
http://www.smithsonianmag.com/people-places/Looting-Mali.html?c=y&page=1
Hammer, J. (December 2006). The treasures of Timbuktu. Smithsonian. Retrieved from
http://www.smithsonianmag.com/specialsections/making-adifference/timbuktu.html?c=y&page=4
Jarvis, H. (2011). The Looting Question Bibliography. Retrieved from
http://wings.buffalo.edu/anthropology/Documents/lootbib.shtml
Lange, K.E. (2001). Djenne: West Africa’s eternal city. National Geographic. Retrieved from
http://ngm.nationalgeographic.com/static-legacy/ngm/0106/feature6/
Library of Congress (2010). Ancient manuscripts from the desert libraries of Timbuktu.
Retrieved from http://www.loc.gov/exhibits/mali/
Meyer, K.E. (1977). The plundered past: The story of the illegal international traffic works of art.
New York, NY: Atheneum Press.
SAFE: Saving Antiquities for Everyone. (2008). Say yes to Mali. Retrieved from
http://www.savingantiquities.org/Malimou.php
Sanogo, K. (1999). The looting of cultural material in Mali. (K. Boyle Trans). Culture
Without Context, 4. Retrieved from
http://www.mcdonald.cam.ac.uk/projects/iarc/culturewithoutcontext/issue4/sanogo.htm
The Bureau of Educational and Cultural Affairs, U.S Department of State. (2011). Mali:
Cultural property agreement with U.S. Retrieved from
http://exchanges.state.gov/heritage/culprop/mlfact.html
Trigger, B.G. (1989). A history of archaeological thought. New York, NY: Cambridge
University Press.
Vitelli, K.D. (1996). Archaeological ethics. Walnut Creek, CA: Altamira Press.
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Artifact #1: Art
Prepared by: Christine Putnam
Background Information:
(Activities should be preceded by a lesson on
Ancient Malian trade and Mansa Musa’s
pilgrimage to Mecca)
Terracotta equestrian figures were created in
Ancient Mali between the 13th and 16th centuries.
They are amongst the earliest known surviving art
forms from sub-Saharan Africa. The sculptures
often depict warriors wearing elaborate military
dress and carrying weapons. Horses are often
decorated with ceremonial adornments.
Equestrian figures were a widespread
iconographic type in Ancient Malian art. They
represented the wealth, power, and status of the
empire and its warriors. Horses
are not indigenous to Africa and maintaining them required considerable effort and expense.
Mansa Musa always kept two horses at his disposal, preferring them to camels because they were
significantly more expensive. Camels are indigenous to Africa and well-suited to desert
transportation. During Mansa Musa’s pilgrimage, they carried food, water, and gold. While
there is no concrete data on the identity of the figure above, his dress and the quiver on his back
suggest that he is a warrior.
Student Activities:
Primary Activity:
Whole Group: Students discuss the occupation of the rider and the role that he would
have played in Mansa Musa’s caravan. They also discuss how the rider and the horse are
depicted. With the teacher, the students then plan their own caravan, incorporating groups of
horses and camels. For example, some horses carry soldiers and some camels carry food. The
teacher creates a diagram of the caravan on the board.
Small Group: The students, in small groups of no more than four, plan the sections of a
caravan. Each group is assigned one section. The groups select their transport animal and
design the animal’s adornments (decorative bridles, anklets, etc.). Each group also designs a
unique symbol that represents all of its members and can be used to identify the section.
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Individual: Each student traces, cuts-out, and decorates a horse or camel, based on the
caravan section to which he or she has been assigned. The students incorporate their small
group’s unique symbol into their decorations. They also incorporate their preferred method of
transportation (ex. foot, bike, boat). When completed, the students present their animals to the
class. The caravan is then assembled on the classroom wall.
Intermediate Activity:
Whole Group: The students discuss the occupation of the rider, drawing upon what they
previously learned about Ancient Malian trade and Mansa Musa’s pilgrimage. With the teacher,
the students create a chart on the board that shows the transportation roles that horses played in
Ancient Mali. The students then brainstorm and identify other animals that are used for
transportation (ex. camels, llamas, elephants, dogs).
Small Group: The students are divided into small groups of no more than five, and each
group is assigned one animal. The groups discuss how their animal is used for transportation.
Books are available for reference. Each group designs a storyboard based on its discussion. The
storyboards depict a cohesive pictorial story about the animal’s transportation role.
Individual: Each group member illustrates one storyboard frame using a collage
technique. The students combine hand-drawn components with cut-out pictures from magazines.
The students reference the Ancient Malian figure for stylistic inspiration. For contrast, the
students incorporate one man-made form of transportation into their collages. When completed,
the storyboards are assembled and presented to the class.
Primary Assessment:
1. Circle the item that camels carried during Mansa Musa’s pilgrimage:
A. Porcelain
B. Gold
C. Steel
Intermediate Assessment:
1. Which non-indigenous animal was often depicted in sculptures that represented the wealth,
power, and status of the Ancient Malian empire?
A. Llama
B. Camel
C. Horse
D. Cow
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References:
Conrad, D. (2005). Empires of Medieval West Africa. New York, NY: Facts On File, Inc.
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Tansey, R.G. and Kleiner, F.S. (1996). Gardner’s Art Through the Ages (10th ed.). Fort Worth,
TX: Harcourt Brace & Company.!
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Template for Bogolanfini Sectioning (with names for sections)
So Kono Bolo
“Inside Arm”
This border is worn
near the body
Fini Ba
“Mother of the Cloth”
This is the central portion of the cloth
Kenema Bolo
“Outside Arm”
This border is
worn facing others
Senkorala
“Under the Leg”
This border is worn near the earth
Source: Discovering Mud Cloth: An African Voices Exhibit
Bogolanfini Patterns/Meanings:
There are many different patterns, and often, meaning differs based on region and ethnic group.
The following are 10 commonly used mud cloth patterns.
Pattern
Meaning
This pattern depicts wealth and luxury. It is said to represent
the cushions of wealthy woman from the Mauritania area.
These woman don't have to work, just put their heads on
pillows.
This is one of the more common mud cloth symbols. It
represents the talking drum, which is used to call warriors to
battle as well as to frighten animals while hunting.
This pattern reflects the love of family and community. The
circle represents the house of the family and the dot in the
middle is the family. It is said to represent a unity between the
family members.
This represents a bed of bamboo and millet leaves. It is said
that this pattern is used by a woman who wishes to show her
superiority to a co-wife. However, the pattern is extremely
popular, so it is not always assumed that a woman wearing it is
making that assumption.
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This pattern has a unique story behind it. A farmer had a sickle
he particularly liked. It worked well for him and he thought it
deserved its own pattern. So this pattern is named the back of
the sickles blade.
An interesting pattern, which refers to the bone of the snake.
When wearing a cloth with this design a person is signifying
that they are brave and fearless. This pattern represents a belt
worn by warriors when they went off to battle.
Iguana's elbow. A very common pattern. Iguana's are
common in some areas of Africa. This pattern is said to
represent good fortune as an Iguana can lead a hunter to water.
The Iguana is also symbolic of African born people in warfare
with foreign powers.
This pattern represents the spindle used in weaving cloth
fabrics, including mud cloths. A very old and traditional
design.
This is another pattern that is found often on mud cloths. It
represents the flower of the calabash.
Source: Africa Imports
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References:
Africa Imports. (2011). The meaning of mud cloth. Retrieved from
http://africaimports.com/mud-cloth.asp
Afro Décor. (2010).Patterns of mud cloth. Retrieved from http://www.afrodecor.com/cgibin/store.pl/page=mud_cloth_meanings.htm
Basart, M. (n.d.) Bogolanfini. Retrieved from http://miriambasart.com/gallerypage.html
Creative Jewish Mom. (2010, April 10). Fun and sculptural modeling clay artwork (blog).
Retrieved fromhttp://www.creativejewishmom.com/2010/04/fun-and-sculpturalmodeling-clay-artwork-that-the-kids-can-make-themselves.html
Jones, K.M. (2004). History, origin and significance of mud cloth. Cornell University Library.
Retrieved from http://www.library.cornell.edu/africana/about/mudcloth.html
Keans, T. (2011). Mud cloth crafts: Tempera painted cloth. Retrieved from
http://www.ehow.com/info_12069631_mud-cloth-crafts.html
Lombardo, Z. (2005). Senegal-America project lesson plan.
MHz Networks. (2003). The Empire of Mali Series: What people wore, lesson 4 (YouTube).
Retrieved from http://www.youtube.com/watch?v=5IK1KHlppLA
Smithsonian Institution. (2002). Discovering Mud Cloth: An African voices exhibit. Retrieved
from http://www.mnh.si.edu/africanvoices/mudcloth/index_flash.html
Smithsonian Institution. (2011). Malian bogolan. Retrieved from
http://www.folklife.si.edu/education_exhibits/malian_bogolan/index.aspx
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Primary Pre/Post-Test
Name: _________________________________________ Date: _____________________
Directions for teachers: read directions aloud to students.
Directions for students: Read the following questions carefully, and circle the best answer.
1. Circle the metal that was mined in Mali:
A. Copper
B. Gold
C. Silver
D. Bronze
2. Identify the following sculptures:
4) Circle the horse from Ancient Mali.
5) Put a square around the horse from Ancient China.
6) Cross out the horse from Ancient Greece.
Answers: (1) c (2) a (3) b
(a)
(b)
(c)
(d)
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3. Which of the below is NOT one of the three most important occupations in the Ancient Mali
Empire?
A. Traders
B. Academics
C. Miners
D. Farmers
4. Circle the item that camels carried during Mansa Musa’s pilgrimage:
A. Porcelain
B. Gold
C. Steel
5. What did Ibn Battuta write?
A. Travel Journal
B. Poem
C. Newspaper
D. Letter
6. In the morning, most Malians who live in a village will:
A. Take a hot shower
B. Watch the News on T.V.
C. Walk to the well for water
D. Make breakfast in a microwave
7. What language are the lost manuscripts of the Ancient Mali Empire written in?
E. Twi
F. Afrikaner
G. English
H. Arabic
8. Bogolanfini means _________________.
A. Quilt
B. Painting
C. Mud Cloth
D. Cotton
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Intermediate Pre-Post-Test
Name: ________________________________________ Date: ___________________
Directions for teachers: Read directions aloud to students.
Directions for students: Read the following questions carefully, and circle the best answer.
1. The griots of Ancient Mali were famous for being storytellers, but they held other roles too.
Circle the letter that is NOT one of the other roles griots held.
A. Teacher
B. Musician
C. Judge
D. Historian
2. Which non-indigenous animal was often depicted in sculptures that represented the wealth,
power, and status of the Ancient Malian empire?
A. Llama
B. Camel
C. Horse
D. Cow
3. When the scholar, Ibn Battuta, wrote about his accounts of Mali, he included all but the
following:
A. Observations
B. Experiences
C. Descriptions
D. Schedules
4. Which of the following is NOT one of the ways that Peace Corps Volunteers have helped in
Mali?
A. Musical Instruction Programs
B. Education Programs for Children
C. Digging Wells/Safe Water Programs
D. Malaria Prevention Programs
5. Which is NOT a reason that so many of the ancient manuscripts of Timbuktu are lost or
hidden?
A. Poor preservation tactics
B. Fear of colonization
C. Wars with the United States
D. The French took many manuscripts as spoils of war
6. What does this common bogolanfini pattern represent?
A. The Bone of the Snake
B. The spindle for weaving fabrics
C. The love of family and community
D. Wealth and luxury
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Essay Question:
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Explain why ancient artifacts such as the manuscripts and statuettes are important to Mali’s past
and present (2pts). Explain why such items are sold or smuggled today; include at least two
causes (2pts) and one effect of looting (1pt). Explain how Mali, the United States and other
countries have tried to limit looting in Mali (2pts). Based on your own research, what do you
think can be done to limit the looting of artifacts (1 pt)?
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