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PM
SECTION
1
Page 340 Wednesday, November 29, 2006 11:25 AM
Twelfth-century illustration of
a traveling caravan
Step-by-Step
Instruction
WITNESS HISTORY
Danger in the Desert
Objectives
In 1325 a young Moroccan named Ibn Battuta began
his pilgrimage to Mecca. This expedition led to a
journey throughout Asia and Africa that lasted more
than 30 years. Here, Battuta describes the dangers of
crossing the Sahara.
As you teach this section, keep students
focused on the following objectives to help
them answer the Section Focus Question
and master core content.
■
AUDIO
desert . . . make[s] sport of him [the traveler]
“ That
and disorder[s] his mind, so that he loses his way
Understand how geography affected
migration, cultural development, and
trade in Africa.
■
Describe the rise and decline of Nubia.
■
Explain how outside influences led to
change in North Africa.
and perishes. For there is no visible road or
track . . . nothing but sand blown hither and thither
by the wind. You see hills of sand in one place, and
afterwards you will see them moved to quite
another place.
”
A lone traveler traversing the vast Sahara
Focus Question How did geography and natural
resources affect the development of early societies
throughout Africa?
Early Civilizations of Africa
Prepare to Read
Build Background Knowledge
Objectives
L3
Ask students what they know about the
geography of Africa. Ask them if they can
identify any physical features that would
make movement difficult.
Set a Purpose
■
L3
WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
Danger in the Desert
Have students look at the photograph.
Ask What can you see in the photograph that reinforces Battuta’s
description? (All that is visible is
sand; there are no roads or tracks; the
sand looks wind-blown.)
• Understand how geography affected migration,
cultural development, and trade in Africa.
• Describe the rise and decline of Nubia.
• Explain how outside influences led to change in
North Africa.
Terms, People, and Places
Sahara
savanna
cataract
desertification
The vast and perilous Sahara, the largest desert in the world, is
just one geographic feature in the great variety of African landscapes. For thousands of years, the geographic features of this
huge continent have played a major role in its development.
The Influence of Geography
Africa is the second largest continent. Its size and location contribute to its wide range of climates, vegetation, and terrains. This variety has greatly influenced the diversity of culture found in Africa.
Bantu
Nubia
Meroë
Geographic Patterns As shown on this section’s map, Africa’s
Reading Skill: Identify Causes and Effects
As you read this section, make an outline like
the one below to keep track of the important
effects caused by Africa’s geography and
natural resources.
I. The influence of geography
A. Geographic patterns
1.
2.
B. Resources spur trade
1.
2.
vegetation regions create wide bands that stretch across the continent. Along the Equator is a band of tropical rain forest. Moving
north and south from this band are the continent’s largest and
most populated regions, the savannas, or grassy plains. Beyond
the savannas lie the great African deserts. These vegetation
regions affect how people live and how they make a living.
Africa’s geographic features also influenced cultural development by acting as barriers or highways to easy movement of people, goods, and ideas. In addition to the deserts and rain forests,
Africa’s high plateau interior and rivers with cataracts, or waterfalls, hindered easy movement. While on the other hand, the Great
Rift Valley served as an interior passageway and the Mediterranean and Red seas provided overseas trade routes to regions in
southwest Asia and present-day Europe.
■
Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 1 Assessment answers).
■
Preview Have students preview the
Section Objectives and the list of
Terms, People, and Places.
Vocabulary Builder
■
Reading Skill Have students use
the Reading Strategy: Main Ideas
worksheet.
Use the information below and the following resources to teach the high-use word from this section.
Teaching Resources, Unit 2, p. 86; Teaching Resources, Skills Handbook p. 3
Teaching Resources, Unit 2, p. 87
340 Kingdoms and Trading States of Africa
High-Use Word
utilize, p. 344
Definition and Sample Sentence
vt. to put to practical use
African traders would utilize navigable rivers for transportation.
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Resources Spur Trade Since ancient times, Africa’s mineral wealth has
Miller Projection
0
400 mi
400 km
o
River
Lake
Victoria
Za
Y
m
bezi River
Instruct
Ethiopian
Highlands
Teach Ask How was desertification
connected to cultural diversity in
Africa? (Desertification caused some
African peoples to migrate, which
spread or merged their cultures with
others.) Why would different cultures develop in central, east,
and southern Africa if the Bantuspeakers migrated into those
regions? (because the Bantu-speakers
culture merged with existing cultures)
What would contribute to similarities among those cultures? (their
common heritage in the Bantu-speakers’
culture)
E
S
Lake
Nyasa
Answers
Solutions for All Learners
Caption It is relatively flat.
L2 Less Proficient Readers
For each image on the next page, have students
explain how the geographic feature shown influenced
ways of life. (Desert—lack of rainfall prevented farming and herding; rain forests—diverse plants and animals allowed for a variety of ways of life; savanna—
fertile soil permitted farming and herding.) Remind
students that these varied geographic features helped
lead to the development of many cultures.
■
N
How did migration affect the
development of African cultures?
L1 Special Needs
Introduce: Key Terms Have
students find the key term desertification (in blue) in the text and explain its
meaning. Ask What problems would
confront people living in an area
that was undergoing desertification? (difficulty in finding food and
water; inability to farm or raise animals; lack of shelter) Have students
estimate what fraction of Africa the
Sahara Desert covers. Then have students look at the map on the next page.
Ask if they were surprised by how large
the desert actually is.
Mt. Kilimanjaro
W
L3
■
Mt. Kenya
Lake
Tanganyika
LE
The Bantu Migrations Over thousands of years, migrations contributed to the rich diversity of cultures in Africa. Scholars have traced these
migrations by studying language patterns. They have learned, for example, that West African farmers and herders migrated to the south and
east between about 1000 B.C. and A.D. 1000. Like the Indo-European peoples of Europe and Asia, these West African peoples spoke a variety
of languages deriving from a single common language. The root
language is called Bantu, which gives this movement its name—
the Bantu migrations.
As they migrated into southern Africa, the Bantu-speakers
spread their skills in farming, ironworking, and domesticating
animals. Some existing cultures merged with those of the Bantuspeakers wherever they settled. The influence of the Bantuspeakers is still found in the languages of the region today.
Co
ng
L
G R E AT R I F T VA
developed skills as hunters and food gatherers. By 5500 B.C., Neolithic
farmers had learned to cultivate the Nile Valley and to domesticate animals. As farming spread across North Africa, Neolithic villages even
appeared in the Sahara, which was then a well-watered area. Ancient
rock paintings have been found that show a Sahara covered with rich
grasslands and savanna.
About 2500 B.C., a climate change slowly dried out the Sahara. As the
land became parched, the desert spread. This process of desertification
devoured thousands of acres of cropland and pastureland. The Sahara’s
desertification prompted migration, as people were forced to seek new
areas to maintain their ways of life.
Teach
M
oz
Ch am
an biq
ne ue
l
The Sahara Dries Out In Africa, as elsewhere, Paleolithic people
le
0
Have students read this
section using the Structured Read
Aloud strategy (TE, p. T20). As they
read, have students fill in the outline on
Africa’s geography and resources.
Reading and Note Taking
Study Guide, pp. 98–99
The Influence of
Geography/People
and Ideas Migrate
e Ni
B lu
Archaeologists have uncovered evidence that Africa was the home of the
earliest ancestors of modern people. In spite of geographic barriers, various members of these groups migrated all over Africa and beyond.
GREA
T R I F T VA L L E Y
People and Ideas Migrate
The Great Rift Valley
Extending approximately 4,000 miles from
Southwest Asia through East Africa, the
Great Rift Valley is the longest rift, or deep
trench, on Earth’s surface. Although many of
Africa’s highest mountains border the valley,
this relatively low and flat corridor was an
important passageway for early migrating
groups in Africa. Why do you think the
Great Rift Valley would be ideal to travel
through?
N il e
What geographic features limited movement in Africa
and what made them obstacles?
■
Wh i t e
spurred trade across the continent. Salt, gold, iron, and copper were particularly valuable items to early trade and brought great wealth and power to
African trading cities. Trade also linked Africa to other continents.
Initially hindered by the vast deserts, early trade greatly expanded
with the introduction of a new form of transportation from Asia—the
camel. By A.D. 200, these “ships of the desert” had revolutionized trade
across the Sahara. Although early traders had made the difficult desert
crossing in horse-drawn chariots, camel caravans created new trade
networks. Camels could carry heavy loads and plod 20 or 30 miles a day,
often without water. The caravans brought great profits to merchants on
both sides of the Sahara.
Use the following resources to help students acquire
basic skills:
Adapted Reading and Note Taking
Study Guide
■ Adapted Note Taking Study Guide, pp. 98–99
■ Adapted Section Summary, p. 100
The terrain of the rain forest and desert made
these areas hard to cross, while the high plateau in the interior and the river cataracts
made movement between regions difficult.
Migration helped spread ideas and skills, such
as farming, ironworking, and domesticating
animals.
Chapter 11 Section 1 341
Quick Activity Display Color Transparency 64: Africa’s Climates. Point
out the following features on the map—
Sahara Desert, Great Rift Valley, Niger
River, rain forest of Central Africa,
savanna of North Africa, and Nile
River—and have students explain
whether each one would have helped or
hindered movement.
Color Transparencies, 64
For: Audio guided tour
Web Code: nap-1111
Africa’s Vegetation
Map Skills Africa consists of four major vegetation regions.
These regions affected where and how people lived.
1. Locate (a) the Sahara Desert (b) the Great Rift Valley (c) the
Congo River (d) the Mediterranean Sea (e) the Nile River (f)
the Red Sea
Canary
Islands
Independent Practice
S
Medite r ranean Sea
H
A
R
l R.
As students complete their outlines,
make sure they understand how geography influenced migration and cultural development in Africa. For a
completed version of the outline, see
Note Taking Transparencies, 92
Lake
Chad
r
ve
Ri
Se n
r
Arabian
Peninsula
ea
dS
Tibesti
Mts.
r
Nige
Cape Verde
Islands
Libyan
Desert
A
Ahaggar
Mts.
20° N
e ga
Kordofan
Plateau
en
of Ad
Gulf
Amhara
Plateau
Lake
Volta
Lake
Turkana
Congo Riv
er
Gu lf of Guinea
0°
Mt. Kenya
Lake
Victoria
Equator
Mt. Kilimanjaro
Lake
Tanganyika
Check answers to map skills questions.
W
E
Answers
Map Skills
1. Review locations with students.
2. Sample: The Bantu may have migrated in the
pattern described because the terrain and vegetation allowed for easy movement and easy
access to food and water.
3. Answers should show an understanding of
where settlements are likely to occur and of
Africa’s geography. Explanations should be
clear and well-reasoned.
342 Kingdoms and Trading States of Africa
Miller Projection
500
0
0
Bantu migration route
1000 B.C.–A.D. 1000
20° W
car
agas
an
Ch
biq
Mad
Indian
Ocean
Atlantic
Ocean
Vegetation Regions
Rain forest
Savannah
Desert
Mediterranean
Dry woodland
60° S
sb
en
Drak
Swelling rivers in the
rain forests provided
transportation as well as
ample food for people
living in the region.
S
r
zam
Kalahari
Desert
opo R
r
ive
esert
N
40° S
River
Mo
bD
mp
Li
Orange Rive
bezi
ue
mi
Na
Tropic of Capricorn
m
ne
l
Some early Africans had to
adapt to harsh desert
conditions and survived by
20° S
hunting
and gathering.
ts.
Comoro Is.
Lake
Nyasa
Za
■
ts.
A
Tropic of Cancer
Monitor Progress
■
M
Re
Have students access Web Code nap1111 to take the Geography Interactive Audio Guided Tour and then
answer the map skills questions in the
text.
l
At
as
Great Rift Val
le y
Strait of
Gibraltar
Atlantic
Ocean
2. Movement Why do you think the Bantu-speakers migrated
south in the pattern described instead of north?
3. Predict Consequences Using the information provided in
the map, predict three areas where you think a trade settlement would most likely develop. Explain your reasoning.
er
gM
■
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Nile Rive
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0°
500
1000 mi
1000 km
The climate and vegetation of the savanna
provided opportunities for both nomadic
herders and settled farming communities.
20° E
Link to Science
The Tsetse Fly Another barrier to settlement in
Africa is the tsetse fly. This insect carries one of the
continent’s most troublesome diseases—sleeping
sickness. Flies pass on the deadly disease by biting
humans and large animals. Some people have abandoned their villages in heavily infested areas. In other
regions, people have stopped raising livestock. Many
tourists arrange their trips to avoid the tsetse fly.
How can Africans overcome this menace? Tsetse
flies are attracted to moving vehicles, dark colors, and
perfume and aftershave. Using this knowledge, scientists have built traps. A dark blue cloth treated to
smell like ox breath—irresistible to the fly—acts as a
lure. The cloth is also treated with insecticide, which
kills the flies.
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Nubia Flourishes Along the Nile
Nubia Flourishes Along the
Nile/Outside Influences
L3
Affect North Africa
About 2700 B.C. the great civilization of Egypt was
growing along the northern banks of the Nile. At the
same time, as shown on the map in the next section,
another African civilization was taking shape to the
south. On a wide band of fertile land on the upper
Nile, the ancient kingdom of Nubia, also called Kush,
was flourishing in present-day Sudan.
Instruct
Nubia Rivals Egypt Trade led to contact between
Nubia and Egypt. It also led to rivalry as both powers
desired to control trade in the region. By 1500 B.C.,
Nubia was under Egyptian control and remained so for
almost 500 years. As a result, Nubians adapted many
Egyptian traditions. They modeled palaces and pyramids on Egyptian style and worshiped Egyptian deities.
By 1100 B.C., Egyptian control was declining and
Nubia gained its independence. In fact, about 730 B.C.,
the Nubian king Piankhi (PYAHN kee) actually conquered Egypt. In 670 B.C., however, Nubia was
invaded by the Assyrians from Southwest Asia.
Unable to match the superior iron weapons of these
invaders, the Nubian armies were forced to retreat
from Egypt and returned to the south.
■
Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder term and definition. Use the
Idea Wave strategy (TE, p. T22) and
ask How do we utilize natural
resources? (Fertile land is used to
grow crops; minerals are mined and
sold as manufactured goods; timber is
used in construction; rivers provide
transportation and food.)
■
Teach Ask How did trade affect
Nubia and North Africa? (Trade
brought contact with other regions, peoples, and ideas, but also rivalry and
conflict over the control of each region’s
natural resources.) How did outside
peoples influence the cultures of
Nubia and North Africa? (Elements
of Egyptian culture, including architectural styles and religion, were absorbed
into Nubia culture. By conquering parts
of North Africa, the Phoenicians and
Romans aided in the development of
trading cities. Islam was brought into
North Africa by Muslim Arabs.)
■
Quick Activity Display Color Transparency 65: Nubian and Egyptian
Pyramid Design. Use the lesson suggested in the transparency book to
guide a discussion on the similarities
between the architectural styles of
Nubia and Egypt.
Color Transparencies, 65
Meroë Masters Trade and Iron By 500 B.C., Assyrian invaders had
forced Nubian rulers to move their capital from Napata to Meroë
(MEHR oh ay). Meroë eventually commanded both the Nile’s northsouth trade route and the east-west trade route from the Red Sea to
North Africa. Along this wide trade network, Nubia sent gold, ivory,
animal skins, perfumes, and enslaved people to the Mediterranean
world and Southwest Asia. Meroë’s location was a major reason for its
development into a successful center of trade.
Equally important, however, was the region’s resources. Meroë was
rich in iron ore. Fueled by the region’s large quantities of timber, the
smelting furnaces of Meroë produced the iron tools and weaponry needed
to feed, control, and defend the kingdom. Today, giant heaps of iron waste
remain as evidence of ancient Meroë’s industry.
Splendor and Decline Although Nubia absorbed much from Egypt,
Nubian culture later followed its own course. For example, after gaining
independence from Egypt, Nubians worshiped their own gods, including
Apedemak, a lion-headed warrior god. At Meroë, artistic styles reflected
a greater sense of freedom than did Egyptian styles. Nubians also created their own system of writing, using an alphabet instead of hieroglyphics. Unfortunately, the Nubian alphabet has yet to be deciphered
and still remains a mystery.
After the joint reign of King Natakamani and Queen Amanitere in the
first century A.D., the splendor of Nubia’s golden age dimmed. Finally,
about A.D. 350, Nubia was overwhelmed by King Ezana’s armies from
the kingdom of Axum to its south.
Cultural Exchange
The Nubian bronze of the Egyptian god
Amun (top), was worshipped by some
Nubians after they conquered Egypt. The
rings with seals (bottom) were found among
the funerary treasure of the Meroë queen
Amanichaheto. How do these artifacts
illustrate the cultural exchange between
Egypt and Nubia?
How did conquest affect the development of Nubia?
Independent Practice
Ask students to summarize the history of
Nubia and North Africa using twenty-five
words or less. If students are having difficulty, remind them to keep cutting the
number of words used. Have students
share their summaries with a partner.
Monitor Progress
■
To review this section, ask students to
summarize how trade affected the
development of Africa.
■
Check Reading and Note Taking Study
Guide entries for student understanding.
History Background
Human Contribution to Desertification
Ironically, Nubia’s great economic success probably
played a significant role in its downfall. The needs of
the iron industry resulted in overexploitation of the
natural environment. To fuel their iron furnaces, the
Nubians needed to burn massive amounts of charcoal.
To produce that charcoal, they had to cut down huge
areas of timber. They cut down the trees more quickly
than new ones could grow. This left the land without
trees to hold in the topsoil. When rains came, erosion
washed the soil away. The once-fertile lands of Nubia
became barren as they gradually succumbed to the
process of desertification.
Answers
Caption They show elements of both cultures.
Nubians adapted many Egyptian traditions when
they were under Egypt’s control. Assyrian conquest forced the Nubians back to the south where
they settled in Meroë and prospered.
Chapter 11 Section 1 343
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Outside Influences Affect North Africa
Assess and Reteach
Assess Progress
■
■
The Nile was not the only waterway that influenced the development of
civilizations in Africa. Early African civilizations also had strong ties to
the regions across the Mediterranean and Red seas.
L3
Have students complete the
Section Assessment.
Phoenicians Build Carthage As Nubia was thriving along the Nile,
Carthage was rising as a great North African power. Founded by Phoenician traders as a port on the Mediterranean coast, Carthage came to
dominate western Mediterranean trade. From 800 B.C. to 146 B.C., it
forged an empire that stretched from present-day Tunisia, Algeria, and
Morocco to southern Europe. As you have read, however, territorial and
trade rivalries between Rome and Carthage eventually led to a series of
conflicts called the Punic Wars. At the end of the Third Punic War,
the Romans literally burned Carthage to the ground.
Administer the Section Quiz.
Teaching Resources, Unit 2, p. 82
■
To further assess student understanding, use
Progress Monitoring Transparencies, 44
Reteach
If students need more instruction, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 100
Adapted Reading and
L1 L2
Note Taking Study Guide, p. 100
Arabic Influences Scholarship
Arabic books with beautifully illustrated title
pages such as the one above may have been
used by students at early North African
universities.
Vocabulary Builder
utilized—(YOOT il yzd) vt. put to
practical use
Spanish Reading and
L2
Note Taking Study Guide, p. 100
Extend
Answer
Outside influences such as the rule of the
Phoenicians, Romans, and Muslim Arabs
brought changes in culture, religion, government, and agriculture.
Section 1 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section.
2. Where early Africans lived and how they
made a living were influenced by geography, while natural resources spurred
trade, which brought wealth and rivalry.
3. Some geographic features made movement difficult while others allowed for
easy movement.
344 Kingdoms and Trading States of Africa
control of the narrow strip of North Africa between the Mediterranean
coast and the Sahara. There, they built roads, dams, aqueducts, and
cities. The Romans developed and utilized North Africa’s farmlands
as a granary—a region that produces much grain—to feed the Roman
empire. North Africa also provided soldiers for the Roman army, including Septimius Severus who would later become an emperor of Rome.
Under Roman rule, Christianity spread to the cities of North Africa. In
fact, St. Augustine, the most influential Christian thinker of the late
Roman Empire, was born in present-day Algeria. From A.D. 395 to
A.D. 430, Augustine was bishop of Hippo, a city located near the ruins of
ancient Carthage.
Islam Spreads Into Africa In the 690s, Muslim Arabs conquered and
occupied the cities of North Africa. By the early 700s, they had successfully conquered the Berbers, a largely nomadic North African people.
Under Arab rule, Islam eventually replaced Christianity as the dominant
religion of North Africa, and Arabic replaced Latin as its language. Muslim civilization blossomed in cities such as Cairo, Fez, and Marrakesh,
which became famous for their mosques and universities. Over time,
Muslim traders from North Africa carried Islam into West Africa.
L4
Have students plan a three-gallery
museum exhibit on the development of
civilization, with the galleries representing African prehistory, Nubia, and North
Africa. Have students create a list of the
types of things, such as artifacts, maps,
illustrations, and photographs, they
would include in each gallery. Then have
them write a brief summary describing
their reasons for including each item.
Rome Rules North Africa After defeating Carthage, Rome gained
How did trade cause change in North Africa?
1
Terms, People, and Places
1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its significance.
2. Reading Skill: Identify Causes and
Effects Use your completed outline to
answer the Focus Question: How did
geography and natural resources affect
the development of early societies
throughout Africa?
Progress Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: naa-1111
Comprehension and Critical Thinking
3. Recognize Cause and Effect How
did its geography affect movement
in Africa?
4. Determine Relevance How did the
Bantu migrations contribute to Africa’s
cultural diversity?
5. Draw Conclusions Why did the kingdom of Nubia prosper?
6. Identify Central Issues What factors
motivated outsiders to conquer regions
of North Africa?
4. The Bantu peoples spread their culture
and technology to other areas and merged
with local peoples, which contributed to
cultural diversity.
5. Nubia prospered by controlling trade and
by utilizing natural resources to produce
iron tools and weapons.
6. Control of trade, trade routes, and natural
resources as well as the desire to spread
Islam led outsiders to North Africa.
● Writing About History
Quick Write: Understanding
Chronology Using the information provided in this section, make a timeline of the
events described. Make sure that you place
each event in chronological order.
● Writing About History
Students’ timelines should show an understanding of the main events covered in the
section.
For additional assessment, have students
access Progress Monitoring Online at
Web Code naa-1111.
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In what ways have migration and
trade affected cultures?
Cultural Diffusion
Objectives
Arabic
Miller Projection
0
500 1000 mi
S A H A R A
N
W
Tuareg
Songhay
E
S
0 500 1000 km
Bambara
Mande
Amharic
Akan
Yoruba
Igbo
Oromo
Igbo
Luba
Afro-Asiatic
Nilo-Saharan
Niger-Congo other than Bantu
Bantu
Khoisan
Austronesian
Language
Bantu homeland, c. 2000 B.C.
Bantu migrations, to A.D. 500
how migration has affected
cultures.
■ Discuss
how trade has spread ideas
from one culture to another.
Masai
Swahili
Ovimbundu
Shona
Malagasy
Kalahari
Desert Tswana
Zulu
Sotho
Xhosa
Sports
Religion
Food
In the years that followed the Meiji
Restoration of 1868, the Japanese
looked to Western countries for ideas
as they set out to modernize their
country. One element of Western culture that they adopted was baseball.
A young American transplant, who
was teaching history at a Tokyo university, introduced the sport to his
students in the early 1870s. Another
American professor organized the
first official baseball game in Japan.
Called yakkyuu, or “field ball,” the
game’s popularity grew rapidly. In
1936, Japan’s first professional
league fielded seven teams, and
today its 12 teams compete
in two leagues.
Merchants from India carried Buddhism with them as they traveled
along the ancient Silk Road. The
oasis towns that served as markets
and rest stops catered to the needs
of those merchants. They allowed
merchants to build monasteries, and
they welcomed Buddhist monks.
Eventually, the oasis dwellers
themselves converted to Buddhism.
In this way, by A.D. 100, the religion
had reached northern China. For
more than 500 years, however,
Buddhism remained exclusively a
religion of merchants and ruling
classes. However, it finally gained
popular acceptance in part by
blending with traditional
Chinese beliefs.
The United States has welcomed
immigrants from many cultures,
which is reflected in the many styles
of food that are now considered
“American.” Take pizza, for example.
Brought to the United States by
Italian immigrants, pizza has become
a standard American food. So has the
hamburger, probably introduced by
German immigrants. Bagels, first
brought to New York City by Jewish
immigrants, can be found in most
American supermarkets. Today, the
taco, a favorite of Mexican
immigrants, is readily available
throughout the country.
Mexican meals such as these
chicken enchiladas are served
throughout the United States.
Thinking Critically
Former Tokyo
Yomiuri Giants
star, Hideki
Matsui
■ Analyze
Somali
Ganda
Language Groups, c. A.D. 1500
ert
Des
mib
Na
During their migration, Bantu-speaking peoples
from West Africa slowly diffused, or spread, their
language over much of the African continent.
Today, some 85 million Africans speak one of the
many Bantu languages. Throughout history,
migrants like the Bantu have carried their
language, religion, and other cultural traits with
them as they traveled. Merchants, too, have
introduced their cultures to people along their
trade routes. In these ways migration and trade
have often influenced existing cultures. Consider
the following examples:
Language and the Bantu Migrations
1. Cultural diffusion is not usually a complete replacement of one
culture with another, but rather a gradual blending of two cultures
in which some new traits are adopted and others are not. Explain
why you think this is true.
2. Connections to Today Using the map above, compare the
modern African language groups with the Bantu migration routes.
How do the routes of migration explain the language patterns?
Build Background Knowledge
L3
Ask students to list their favorite musicians and write their names on the board.
Have students identify the country of origin for each performer or band. Point out
that music is just one element that shows
how different cultures influence each
other.
Instruct
L3
■ Direct
students’ attention to the question at the top of the page. Ask What is
an example of how the language of
one culture influenced the language of another? (English borrowed
words from other languages, such as
rodeo from Spanish, yogurt from Turkish, or kindergarten from German.)
■ Have
students brainstorm other examples, besides language, sports, religion,
and food, that might illustrate cultural
diffusion. (government, clothing, art,
architecture, science, technology)
Independent Practice
Have students fill in
the Concept Connector worksheet on
cultural diffusion, which includes additional examples and critical thinking
questions.
Reading and Note Taking
Study Guide, p. 320
Monitor Progress
Circulate to make sure that students are
filling in their Concept Connector worksheets accurately.
Careers
Chef The migration of groups of people was the
impetus behind the arrival of such foods as pizza,
bagels, and sushi into the United States. These
foods spread throughout the U.S. in part through
the work of chefs who were interested their own
heritage or in the cuisines of other cultures. Some
chefs cook in a style called fusion that reflects a blend
of ingredients and cooking methods from different
cuisines. Many cooks learn in high school or vocational school, but top chefs must undergo years of
training in specialized culinary institutes. These jobs
are plentiful, but competition is fierce. Chefs need
creativity, imagination, good technical knowledge,
nutritional knowledge, great manual skills—and
good taste.
Thinking Critically
1. Sample: It would be difficult for a culture to
completely overtake another even if the culture
was of a powerful and larger group. Cultural
traits, however, that are innovative and attractive may be absorbed into a culture or adapted,
while less desirable traits may be disregarded.
2. Students’ descriptions should reflect an understanding of cultural diffusion.
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