A Golden Age: Three West African Empires – Grade Seven
Ohio Standards
Connection:
History
Benchmark D
Describe the effects of
interactions among
civilizations during the 14th
through the 18th centuries.
Indicator 6
Describe the importance of
the West African empires
of Ghana, Mali and
Songhay including:
a. Trade routes;
b. Products;
c. The spread of the
Arabic language;
d. The spread of Islam.
Social Studies Skills and
Methods
Benchmark B
Organize historical
information in text or
graphic format and analyze
the information in order to
draw conclusions.
Indicator 1
Describe historical events
and issues from the
perspectives of people
living at the time in order
to avoid evaluating the past
in terms of today’s norms
and values.
Lesson Summary:
Students will work in groups to research the kingdoms and
rulers of Ghana, Mali and Songhay, trade routes and trade
goods, and the spread of Islam and the Arabic language.
They will show evidence of learning through presentations,
graphic organizers, map work and an extended response
that includes describing achievements of these empires from
two perspectives. The lesson allows each group to decide
how to present its findings to the class.
Estimated Duration: Four hours and 30 minutes
Commentary:
Through the use of research, cooperative learning and
presentations, this lesson brings together History and Social
Studies Skills and Methods. Students will work in groups
to investigate three West African empires and then share
their findings with the class. To be prepared for this lesson,
students need to be familiar with the geographic origins,
founding and teachings of Islam studied in the sixth grade.
Teachers should familiarize themselves with West African
history during the 14th through 18th centuries. Some world
history texts include a section on West African Empires, but
they may not provide enough details for the research
required in this lesson. It will probably be necessary to
supplement classroom resources with resources from the
school or public library and the Internet.
Pre-Assessment:
·
Divide the class into groups of four to five students.
·
Distribute the Pre-Assessment, Attachment A.
·
Have each group discuss the statements, brainstorm
possible answers and fill in the blanks.
·
Tell the students that their responses will not be graded,
but will be used to assess their prior knowledge and to
help select ways for them to meet the two indicators.
Scoring Guidelines:
Discuss the students’ answers and provide the correct
answers. Use the results to determine how instruction can be
modified and targeted to help students meet the indicators.
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A Golden Age: Three West African Empires – Grade Seven
Answers to Pre-Assessment Questions
1. location, available resources, well-organized government
2. monopoly
3. Mediterranean
4. Nile
5. savanna
6. salt
7. gold
8. Islam
9. It led to centralized military and political power and provided a written language.
10. It was often accomplished through force and war. The West Africans had their own
religious beliefs.
Post-Assessment:
Have students label and identify trade routes and products, and write a three paragraph
extended response for the post-assessment. See Attachment B, Post-Assessment.
Scoring Guidelines:
Use the rubric provided on Attachment B.
Instructional Procedures:
Day One
1. Review the benchmarks, indicators and pre-assessment with students.
2. Distribute, read and discuss Attachment C, Rulers of West African Empires.
3. Explain that the lesson will deal with five topics:
a. Trade Routes and Products
b. The Arab Perspective: Positive Effects of the Spread of Islam and the Arabic
Language into West Africa
c. The West African Perspective: Negative Effects of the Spread of Islam and the
Arabic Language into West Africa
d. A Comparison of West African Empires: Ghana, Mali and Songhay
e. A Comparison of West African Rulers: Tenakmenin, Mansa Musa and Askia Toure
4. Divide the class into five groups. Assign each group one of the five topics and give the
members of each group copies of the appropriate guide/matrix, either Attachment D, E,
F, G or H.
5. Explain that each group is to use textbooks, trade books, the Internet and other resources
to research the assigned topic.
6. Explain that each team will share the results of their research in a presentation to the rest
of the class. The presentation should be no longer than five minutes.
7. If time permits, begin the research.
Days Two and Three
8. As the groups research their topics, circulate to monitor and provide assistance as needed.
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A Golden Age: Three West African Empires – Grade Seven
Day Four
9. Allow each group to decide how to present the results of their research. Involve the class
in preparing a rubric for the presentations.
10. Have the students review the pre-assessment questions for homework. Remind them that
they may use their answers and notes during the post-assessment.
Day Five
11. Have students present their research findings to the class. Presentations should be no
more than five minutes. Before the presentations begin, tell students to take notes during
the presentations for two reasons:
a. Fill in any gaps in their prior knowledge;
b. Identify any statements/issues that relate to current events and/or to their own
personal interests.
12. After each presentation, give students the opportunity to ask clarifying questions and to
share any new insights.
13. After all the presentations have been given, share your evaluation with each group, using
the rubric prepared with student input.
14. Have students review their answers, notes and group reports for homework. Remind them
that they may use them during the post-assessment.
Day Six
15. Conduct the Post-Assessment, Attachment B.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
· Have students work with a peer tutor, a written outline or visual aids.
· Have students select an independent study project related to the West African empires
and present findings to the class.
Extensions:
· Have students research trade patterns in East African sites such as Kilwa. Compare
trading patterns and trade products throughout Africa.
· Have students research the roots of Islam and its role in the world today.
Homework Options and Home Connections:
· Instruct students to look for current events in Africa reported in newspapers and on the
news. They should then locate the places from the news on maps in the classroom.
· Assign students to investigate what products or artwork are currently produced in Africa
and see if they have any in their homes. Samples can be shared and discussed in class.
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A Golden Age: Three West African Empires – Grade Seven
Interdisciplinary Connections:
English Language Arts
· Research
Benchmark E: Communicate findings orally, visually and in writing or through
multimedia.
Indicator 8: Use a variety of communication techniques, including oral, visual, written
or multimedia reports to present information that supports a clear position with organized
and relevant evidence about the topic or research question.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of
its contents, by the Ohio Department of Education. The Ohio Department of Education does
not endorse any particular resource. The Web addresses listed are for a given site’s main
page, therefore, it may be necessary to search within that site to find the specific information
required for a given lesson. Please note that information published on the Internet changes
over time, therefore the links provided may no longer contain the specific information related
to a given lesson. Teachers are advised to preview all sites before using them with students.
For the teacher: Resources on West Africa, access to the Internet.
For the students: Outline map of Africa, resources on West Africa, access to the Internet.
Vocabulary:
· barter
· Islam
· merchant
· monopoly
· perspective
· savanna
Technology Connections:
· Search the Washington State University site for information on “African civilizations”:
http://www.wsu.edu
· Access background information available from the University of Pennsylvania:
http://www.africa.upenn.edu/
Research Connections:
Marzano, R. et al., Classroom Instruction That Works: Research-Based Strategies for
Increasing Student Achievement. Alexandria, VA: Association for Supervision and
Curriculum Development, 2001.
Summarizing and note-taking are two of the most powerful skills to help students identify
and understand the most important aspects of what they are learning.
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A Golden Age: Three West African Empires – Grade Seven
Cooperative learning grouping has a powerful effect on student learning. This type of
grouping includes the following elements:
· Positive interdependence;
· Face-to-face promotive interaction;
· Individual and group accountability;
· Interpersonal and small group skills;
· Group processing.
General Tips:
· Conduct ongoing assessment and student self-assessment throughout instruction as
opportunities for observation or reflection arise. In addition, conduct planned assessment
after the presentations.
· Some textbooks contain information about these kingdoms, but may not provide enough
material to help students meet the benchmarks/indicators. Additional resources may be
needed.
· The research topics are of differing levels of difficulty and can be assigned according to
student needs.
· The presentations can be given in forms that utilize multiple intelligences: visual/spatialillustration; bodily/kinesthetic-skit; verbal/linguistic-television news reporter.
Attachments:
Attachment A, Pre-Assessment
Attachment B, Post-Assessment
Attachment C, Rulers of West African Empires
Attachment D, Trade Routes and Products
Attachment E, The Arab Perspective: Positive Effects of the Spread of Islam and of the
Arabic Language into West Africa
Attachment F, The West African Perspective: Negative Effects of the Spread of Islam and the
Arabic Language into West Africa
Attachment G, A Comparison of Three West African Empires: Ghana, Mali and Songhay
Attachment H, A Comparison of West African Rulers: Tenkamenin, Mansa Musa and Askia
Toure
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A Golden Age: Three West African Empires – Grade Seven
Attachment A
Pre-Assessment
Names:____________________________________________________
History, Indicator 6: Describe the importance of the West African empires of Ghana, Mali
and Songhay including: a. Trade routes; b. Products; c. The spread of the Arabic language; d.
The spread of Islam.
Social Studies Skills and Methods, Indicator 1: Describe historical events and issues from
the perspectives of people living at the time in order to avoid evaluating the past in terms of
today’s norms and values.
Directions: Read the following incomplete statements. Discuss the statements and
brainstorm possible answers with the other students in your group and fill in the blanks.
1. One factor that can lead to large-scale trade is _____________________________.
2. In the 900s Ghana had a ___________________ or complete control over the trade
routes.
3. One trade route went from Ghana north to Tunis on the _____________________ Sea.
4. Another trade route went from Ghana northeast to Cairo on the _______________ River.
5. Moroccan leather originated in the vegetation region of West Africa known as
.
6. The mineral __________is a valuable trade product because it is essential in human diets.
7. ______ is a highly valued metal that can be hammered thin or drawn out into new forms.
8. Some of the people who engaged in trade with West African empires practiced
_____________, the religion founded by Muhammad.
9. Arabs believed that the spread of their language and religion into West African empires
was positive because ______________________________________________________.
10. West Africans believed the spread of the Arabic language and religion into West African
empires was negative because ______________________________________________.
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A Golden Age: Three West African Empires – Grade Seven
Attachment B
Post-Assessment
Directions: This post-assessment has two parts: 1) the labeling of a map, and 2) the writing
of an essay. You may use your answers, notes and group report as you complete this postassessment.
1. Use an outline map of Africa to complete the following tasks:
·
·
·
·
Label Ghana, Fez, Tunis, Timbuktu and Cairo in the appropriate places;
Draw the route from Ghana to Fez to Tunis;
Draw the route from Ghana to Timbuktu to Cairo;
Place four trade products on the trade routes, with arrows showing the direction of
movement. You may either write or draw the products.
2. Write a three paragraph extended response describing the importance of the West African
empires of Ghana, Mali and Songhay and showing two perspectives about the spread of
Islam and the Arabic language in West African empires.
Content:
· Paragraph 1, West African empires:
Describe an economic, political and cultural achievement of each West African
empire. Include at least one supporting detail for each achievement.
· Paragraph 2, Arab perspective:
Describe a positive effect of the spread of Islam and a positive effect of the spread
of the Arabic language in West African empires. Include two supporting details
for each effect.
· Paragraph 3, West African perspective:
Describe a negative effect of the spread of Islam and a negative effect of the
spread of the Arabic language in West African empires. Include two supporting
details for each effect.
Mechanics:
· Use complete sentences.
· Use correct spelling.
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A Golden Age: Three West African Empires – Grade Seven
Attachment B (continued)
Post-Assessment
Scoring Guide
1. Trade Routes and Products
Trade Routes
Trade Products
4
3
2
1
Five sites were
accurately
identified and
linked.
The movement of
four products is
accurately shown.
Four sites were
accurately
identified and
linked.
The movement of
three products is
accurately shown.
Three sites were
accurately
identified and
linked.
The movement of
two products is
accurately shown.
Two sites were
accurately
identified and
linked.
The movement of
one product is
accurately shown.
3
Two
achievements are
accurately
described with a
supporting detail
for each.
Two positive
effects are
accurately written
with some
supporting details.
2
One achievement
is accurately
described with a
supporting detail.
1
One achievement
is accurately
described.
One positive
effect is
accurately written
with some
supporting
details.
One negative
effect is
accurately written
with some
supporting
details.
2
There are some
grammatical
errors.
There are some
misspelled words.
One positive
effect is
accurately
written.
2. Extended Response
West African
Empires
Arab
Perspective
West African
Perspective
Mechanics
Sentence
structure
Spelling
4
Three
achievements are
accurately
described with a
supporting detail
for each.
Two positive
effects are
accurately written
with two
supporting details
for each effect.
Two negative
effects are
accurately written
with two
supporting details
for each effect.
4
All sentences are
grammatically
correct.
All words are
correctly spelled.
Two negative
effects are
accurately written
with some
supporting details.
3
There are few
grammatical
errors.
There are few
misspelled words.
One negative
effect is
accurately
written.
1
There are many
grammatical
errors.
There are many
misspelled words.
________ Points out of 28 possible points
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A Golden Age: Three West African Empires – Grade Seven
Attachment C
Rulers of West African Empires
Tenkamenin
King of Ghana 1037-1075 A.D.
The country of Ghana reached the height of its greatness during the reign of Tenkamenin.
Through his careful management of the gold trade across the Sahara Desert into West Africa,
Tenkamenin’s empire flourished economically. But his greatest strength was in government.
Each day he would ride out on horseback and listen to the problems and concerns of his
people. He insisted that no one be denied an audience and that they be allowed to remain in
his presence until satisfied that justice had been done.
His principles of democratic monarchy and religious tolerance made Tenkamenin’s reign one
of the greatest examples of African rule.
Mansa Kankan Musa
King of Mali 1306 – 1332 A.D.
A flamboyant leader and world figure, Mansa Musa distinguished himself as a man who did
everything on a grand scale. An accomplished businessman, he managed vast resources to
benefit his entire kingdom. He was also a scholar, and imported noteworthy artists to
heighten the cultural awareness of his people.
In 1324 he led his people on the hadj, a holy pilgrimage from Timbuktu to Mecca. His
caravan consisted of 60,000 people whom he led safely across the Sahara Desert and back, a
total distance of 6,496 miles. So spectacular was this event that Mansa Musa gained the
respect of scholars and traders throughout Europe, and won international prestige for Mali as
one of the world’s largest and wealthiest kingdoms.
Askia Muhammad Toure
King of Songhay 1493-1529
A devout Muslim, Askia “the Great” ruled and administered Songhay strictly according to
Muslim law. He divided his country into provinces, each with a professional administrator as
governor, and ruled each fairly and uniformly through a staff of distinguished legal experts
and judges. At times he fought established traditions to rule in the best interests of his people
and adjusted the taxes to reduce the burden on the commoners.
Askia Muhammad Toure united the entire central region of the Western Sudan, and
organized a governmental machine that is still respected today for its efficiency.
From http://www.ibsa-inc.org Great Kings and Queens of Africa. Furnished for fair use by
students and teachers through the courtesy of the International Black Student Alliance, Inc.
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A Golden Age: Three West African Empires – Grade Seven
Attachment D
Trade Routes and Products
Directions: Research the West African trading empires of Ghana, Mali and Songhay. Use
the following questions and statements as a guide. Use your notes to prepare your
presentation and for the post-assessment.
1. Explain how Ghana’s location helped it become a wealthy trading center.
2. What resources made Taghaza and Walata important?
3. Describe the silent trade.
4. What two uses of salt made it a valuable trade product?
5. Identify:
a. Three products other than salt that moved from the north to Ghana.
b.
Three products other than gold that moved from Ghana to the north.
6. One trade route from Ghana to Tunis passed through Marrakech and two other cities.
Name the other two cities.
7. Imagine that you are a member of a caravan of traders traveling from Ghana to Cairo.
Write an account of your journey including the distance, a description of the route
and three dangers/problems you encountered and how you dealt with those
challenges. The challenges must be those which a 16th century trader would have
encountered.
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A Golden Age: Three West African Empires – Grade Seven
Attachment E
The Arab Perspective:
Positive Effects of the Spread of Islam and the
Arabic Language into West African Empires
Directions: Three factors are often cited as positive effects of the spread of Islam and the
Arabic language into West Africa:
1. The building of universities;
2. The centralization of military and political power;
3. The provision of a written language.
Research each of these factors, using the questions and statements below as a guide. Be sure
you include details about each factor. Use your notes to prepare your presentation and for the
post-assessment.
1. Describe the University of Sankore. In what city was it located? What was that city
like? What types of manuscripts did it possess? From what areas did it attract
scholars?
2. Explain three advantages of centralized military and political power.
3. Explain three advantages of having a written language.
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A Golden Age: Three West African Empires – Grade Seven
Attachment F
The West African Perspective:
Negative Effects of the Spread of Islam and the
Arabic Language into West Africa
Directions: Three factors are often cited as negative effects of the spread of Islam and the
Arabic language into West Africa:
1. The spread was sometimes accomplished through war, not trade;
2. West Africans had their own religious beliefs;
3. The oral tradition has great value.
Research each of these factors, using the questions and statements below as a guide.
Be sure you include details. Use your answers to prepare your presentation and for the postassessment.
1. What Almoravid leader invaded Ghana in 1062? Which city of Ghana had his forces
reached by 1067? What happened to the people of that city when it finally fell to the
Almoravids?
2. What are the three main beliefs of traditional Sudanese religions? Explain the role
these beliefs play in the lives of its followers.
3. Explain the role that griots play in preserving and transmitting history.
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A Golden Age: Three West African Empires – Grade Seven
Attachment G
A Comparison of West African Empires:
Ghana, Mali and Songhay
Directions: Research four characteristics of the West African empires of Ghana, Mali
and Songhay: beginning and ending dates, extent of geographical area, major cities and
sources of wealth. Use the data to write a comparison of the empires. Decide in which
empire you would have preferred to live and write a paragraph explaining your choice.
Use your notes to prepare your presentation and for the post-assessment.
Empire
Beginning and
Ending Dates
Extent of
Geographical Area
Major Cities
Sources of
Wealth
Ghana
Mali
Songhay
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A Golden Age: Three West African Empires – Grade Seven
Attachment H
A Comparison of West African Rulers:
Tenkamenin, Mansa Musa and Askia Toure
Directions: Research the cultural, economic and political achievements of three West
African rulers: Tenkamenin, Mansa Musa and Askia Toure. Use the data to write a
comparison. Decide who you think was the most effective ruler and write a paragraph
explaining your choice. Use your notes to prepare your presentation and for the postassessment.
Ruler
Tenkamenin
Cultural Achievement
Economic Achievement
Political Achievement
Mansa Musa
Askia Toure
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