wh09NA_te_ch11_s03_s.fm Page 352 Monday, April 30, 2007 5:18 PMwh09_se_ch11_S3_s.fm
SECTION
3
Lalibela processional cross
Step-by-Step
Instruction
WITNESS HISTORY
Objectives
As you teach this section, keep students
focused on the following objectives to help
them answer the Section Focus Question
and master core content.
■
Explain how religion influenced the
development of Axum and Ethiopia.
■
Understand how trade affected the
city-states in East Africa.
■
Page 352 Tuesday, March 20, 2007 11:13 AM
Divine Intervention
3
Traditionally, the ancient rulers of Ethiopia commemorated their conquests by having a description of their
victories inscribed on stone. In the transcription of his
conquest of Nubia, King Ezana acknowledged that his
success had divine assistance:
the Lord of Heaven make my kingdom strong!
“ May
And as He has this day conquered my enemy for me
may He conquer for me wherever I go. . . . I will rule
the people with righteousness and justice, and will not
oppress them. . . . I have set up this throne by the
might of the Lord of Heaven.
”
Page from a 15thcentury Ethiopian
illuminated Gospel
Describe the economy of Great
Zimbabwe.
AUDIO
Focus Question What influence did religion and
trade have on the development of East Africa?
Kingdoms and Trading States
of East Africa
Objectives
Prepare to Read
Build Background Knowledge
L3
Remind students that in West Africa,
trade linked people of different regions
and led to the adoption of Islam. Have
students review the images in this section
and predict what religion is discussed in
this section.
Set a Purpose
■
aloud or play the audio.
AUDIO Witness History Audio CD,
Divine Intervention
Ask Why do rulers like Ezana place
inscriptions like this on monuments? (to pay tribute to themselves;
to thank their god or gods; to persuade
their people to show allegiance)
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 3 Assessment answers.)
■
Preview Have students preview the
Section Objectives and the list of
Terms, People, and Places.
■
Terms, People, and Places
Axum
Adulis
Ethiopia
King Lalibela
Swahili
Great Zimbabwe
L3
WITNESS HISTORY Read the selection
■
• Explain how religion influenced the development
of Axum and Ethiopia.
• Understand how trade affected the city-states in
East Africa.
• Describe the economy of Great Zimbabwe.
Have students read this
section using the Structured Read
Aloud strategy (TE, p. T20). Have
students fill in the flowchart tracking
the effects of trade on societies in East
Africa.
Reading and Note Taking
Study Guide, p. 103
352 Kingdoms and Trading States of Africa
Reading Skill: Understand Effects As you read
the section, create a flowchart like the one below
to keep track of the effects that trade caused on
societies in East Africa.
Effects of Trade on East African Societies
Axum
• Christianity
brought to
region
•
Ethiopia
•
•
Coastal
City-States
Great
Zimbabwe
• Swahili
language
developed
•
•
•
After 100 B.C., the kingdom of Axum expanded across the northern
Ethiopian highlands. By about A.D. 1, Axum gained control of the Red
Sea coast in present-day Eritrea. By controlling the Red Sea trade
with Rome and Persia, the kingdom of Axum grew rich.
Axum: Center of Goods and Ideas
Located to the southeast of Nubia, Axum extended from the
mountains of present-day Ethiopia to the sun-bleached shores of
the Red Sea in present-day Eritrea. The peoples of Axum were
descended from African farmers and people from the Middle East
who brought Jewish traditions through Arabia. This merging of
cultures gave rise to a unique written and spoken language, Geez.
Trade Brings Wealth The kingdom of Axum profited from the
strategic location of its two main cities, the port of Adulis on the Red
Sea and the upland capital city of Axum (see the map in the previous
section). By A.D. 400, the kingdom commanded a triangular trade
network that connected Africa, India, and the Mediterranean world.
A great variety of goods and enslaved people funneled in and
out of the markets of these two cities. From the interior of Africa,
traders brought ivory, animal hides, and gold to the markets of
Axum. Goods from farther south along the African coast came to
the harbor of Adulis on the Red Sea. There, the markets offered
iron, spices, precious stones, and cotton cloth from India and other
lands beyond the Indian Ocean. Ships carried these goods up the
Red Sea, where they collected goods from Europe and countries
along the Mediterranean.
Vocabulary Builder
Use the information below and the following resources to teach the high-use words from this section.
Teaching Resources, Unit 2, p. 86; Teaching Resources, Skills Handbook, p. 3
High-Use Word
unify, p. 353
complex, p. 355
Definition and Sample Sentence
vt. to form into a single unit
Rulers in several parts of Africa were able to unify many different people into
kingdoms and empires.
n. a group of connected buildings that form a single whole
Some palaces were large complexes made up of many types of rooms.
wh07_te_ch11_s03_na_s.fm
Page 353September
Friday, 7,November
2005
wh07_se_ch11_S3_s.fm
Page 353 Wednesday,
2005 10:49 4,
AM
2:29 PM
Axum Converts to Christianity In these great centers of interna-
Teach
tional trade, Greek, Egyptian, Arab, and Jewish merchants mingled with
traders from Africa, India, and other regions. As elsewhere, ideas spread
along with goods. By the 300s, Christianity had reached the region. After
converting to the new religion, King Ezana made Christianity the official
religion of Axum. As the religion took hold among the people, older temples were replaced with Christian churches decorated with intricately
designed biblical murals and religious images painted on wood panels.
At first, Christianity strengthened the ties between Axum, North
Africa, and the Mediterranean world. In the 600s, however, Islam began
spreading across North Africa and other regions surrounding Axum.
Many African rulers embraced this new faith, creating strong cultural
ties across much of the continent. Axum, which remained Christian, was
now isolated from its own trade network—by distance from Europe and
by religion from many former trading partners. Civil war and economic
decline combined to weaken Axum, and the kingdom slowly declined.
Axum: Center of Goods
and Ideas/Ethiopia:
A Christian Outpost
Instruct
■
Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder term unify and its definition.
Use the Idea Wave strategy (TE, p. T22)
and ask What kinds of forces can
unify a group of people? (Sample:
shared beliefs or values, a common
language, similar goals)
■
Teach Ask How was Axum’s trade
network similar to those in West
Africa? (Both linked Africa to the
Mediterranean world; both connected
the interior to coastal regions; both
included trade in gold.) How was
Ethiopia related to Axum? (It was
formed by descendants of the Axumites.)
What similarities are there
between Ethiopia’s and Axum’s cultures? (Ethiopians were Christian, like
the Axumites; church services were conducted in Geez, the ancient language of
Axum; the Christians of Ethiopia kept
up ties with Christians in other lands.)
How did the spread of religion affect the kingdom
of Axum?
Ethiopia: A Christian Outpost
Though Axum’s political and economic power faded,
its cultural and religious influence did not disappear. This legacy survived among the peoples of the
interior uplands, in what is today northern Ethiopia. Although Axum’s empire was only a portion of
the present-day nation, when referring to their
kingdom as a whole, the Axumite kings frequently
used Ethiopia, which was a term the Greeks used
for the region.
An Isolated Ethiopia Medieval Ethiopia was
protected by rugged mountains, and the descendants of the Axumites were able to maintain their
independence for centuries. Their success was due
in part to the unifying power of their Christian
faith, which gave them a unique sense of identity
and helped establish a culture distinct from that of
neighboring peoples.
One example of Ethiopia’s distinct culture is the
unique churches of Lalibela. In the early 1200s,
King Lalibela came to power in Ethiopia. During his reign, he directed
the building of eleven remarkable churches, which were actually carved
from ground level downward into the solid rock of the mountains. These
amazing structures still exist today and illustrate the architectural and
artistic skill of the craftsmen who created them.
Despite their isolation, Ethiopian Christians kept ties with the Holy
Land. In fact, some made pilgrimages to Jerusalem. They also were in
touch with Christian communities in Egypt. Over time, Ethiopian Christianity absorbed many local customs. Traditional East African music and
dance were adapted, and their influence is still felt in Ethiopian church
services today. In addition, the services are still conducted in the ancient
language of Geez.
Independent Practice
Biography To help students learn more
about King Ezana, have them read the
biography of him and complete the
worksheet.
Sculpted Churches
Beta Ghiorgis (House of George) is one of
the Lalibela solid rock churches created during
the thirteenth century. A trench was dug to
create a solid block of rock, which was then
sculpted and carved into to create the interior
and exterior of this cross-shaped church.
Teaching Resources, Unit 2, p. 89
Monitor Progress
As students complete their flowcharts,
circulate to make sure they understand
the effects of trade on East Africa. For a
completed version of the flowchart, see
Note Taking Transparencies, 94
Vocabulary Builder
unify—(YOO nuh fy) vt. to form into a
single unit
History Background
Lalibela The city of Lalibela was the capital of the
Ethiopian kingdom for about three hundred years. It
was originally named Roha but was renamed after the
king to honor him. To build the churches, workers had
to dig a trench into the ground to expose a large rectangular chunk of rock that would form the church.
Then teams worked on the inside of the rectangle to
make the interior of the church and on the outside to
L3
Answer
create the decorations on the outer walls. The eleven
churches are clustered in two groups. The largest
church, the House of the Savior of the World, is more
than 100 feet long, nearly 80 feet wide, and 35 feet
deep. Today, more than a thousand priests serve the
churches and the thousands of pilgrims who come to
visit the site to worship.
When the rulers of Axum adopted Christianity,
their new religion linked the people of Axum
closely to trading partners in North Africa and
the Mediterranean world. When Islam spread
in Arabia and North Africa, the people were cut
off from other Christians in Europe and separated by religion from other people they used
to trade with, which led in part to the kingdom’s decline.
Chapter 11 Section 3 353
wh07_te_ch11_s03_na_s.fm Page 354 Friday, November 4, 2005 2:29 PM
wh07_se_ch11_S3_s.fm
East African City-States
■
■
ed for fifteen
ving Zayla we sail
“Ondayleas and
came to Maqdashaw
L3
Instruct
■
Page 354 Wednesday, September 7, 2005 10:49 AM
Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder term complex and its definition. Ask What does the royal palace
complex tell you about Kilwa and
its ruler? (Sample: The ruler was
wealthy and had many people working
for him and for whom he was responsible, which is why so many rooms were
needed.)
Teach Ask Why did the East African
city-states become important trading centers? (They were ideally
located for trade with Asia, and, therefore, linked inland Africa with goods
and markets in the east.) How did the
Swahili culture and language
develop? (The existing East African
culture over time absorbed elements of
Arabic language and culture as they
were introduced through trade and
settlement.)
Ibn Battuta Witnesses a
Unique Trading Tradition
Moroccan qadi, or judge, Ibn Battuta (1304– c.1368) was born
in Tangier to a Berber family of the Muslim faith. After he
completed his education at the age of 21, Battuta decided to
make the hajj, or Muslim pilgrimage to Mecca. What started as
a reasonably challenging trek for the period became one of the
great journeys of medieval times. During nearly
30 years of travel, Battuta visited much of
Southwest Asia, West Africa, southern
Russia, India, and China. Along the way
he gained fame and wealth and met
kings, sheiks, and holy men—including
the Byzantine emperor and the sultan
of Delhi—as well as ordinary people. In
this excerpt from his book, the Rihlah,
or Travels, Battuta describes the
unique trading tradition of Mogadishu.
enormous
[Mogadishu], which is an
merchants….
are
ts
tan
abi
inh
Its
n.
tow
port, it is met
When a vessel reaches the
ll boats, in
by sumbuqs, which are sma
of young
ber
num
each of which are a
dish
d
ere
cov
a
g
ryin
car
men, each
sents this to one
pre
He
d.
foo
ing
tain
con
ship saying
of the merchants on the
the others do
all
and
st,"
gue
my
is
"This
disembarkon
ant
the same. Each merch
the young
of
se
hou
the
to
y
ing goes onl
t then
hos
The
man who is his host….
for him,
s
buy
and
him
for
sells his goods
him
from
g
and if anyone buys anythin
the
in
him
to
s
sell
or
at too low a price,
arded
reg
is
sale
the
t,
hos
his
absence of
by them as invalid.
”
—Ibn Battuta
from the Rihlah
䉳 Ibn Battuta
in Egypt
Judaism in Ethiopia The kings of Ethiopia claimed descent from the
Israelite king Solomon and the queen of Sheba. This belief was recorded
in an ancient Ethiopian book called The Glory of Kings and reinforced by
the fact that Ethiopians observe some of the Jewish holidays and dietary
laws. Some Ethiopians practiced Judaism rather than Christianity.
These Ethiopian Jews, the Falasha, lived in the mountains of Ethiopia
until the late 1900s, when most evacuated to Israel during a long famine.
Quick Activity Divide the class into
small groups and have them read the
Traveler’s Tale. Then have each group
create a list of the positive and negative aspects of the trading tradition
described by Ibn Battuta. Have each
group present their list to the class. To
have students learn more about the
travels of Ibn Battuta, have them read
the selection Ibn Battuta and complete
the worksheet.
How did the geographic isolation of medieval Ethiopia
shape its culture?
East African City-States
While Axum declined, a string of commercial cities—including Kilwa,
Mogadishu, Mombasa, and Sofala—gradually arose along the East African coast. Since ancient times, Phoenician, Greek, Roman, and Indian
traders had visited this region. Under the protection of local African rulers, Arab and Persian merchants set up Muslim communities beginning
in the 600s. Port cities, as well as offshore islands such as Lamu and
Zanzibar were ideally located for trade with Asia. As a result, Asian traders and immigrants from as far away as Indonesia soon added to the rich
cultural mix.
Teaching Resources, Unit 2, p. 91
Independent Practice
Primary Sources To help students better understand life in East Africa in this
period, have them read the selection Swahili Cities of East Africa and complete the
worksheet.
Trading Centers Flourish By the 600s, sailors had learned that the
Teaching Resources, Unit 2, p. 90
annual monsoon winds could carry sailing ships between India and
Africa. On the East African coast, rulers took advantage of the opportunities for trade that these winds provided. They welcomed ships from
Arabia, Persia, and China. Traders acquired ivory, leopard skins, iron,
Monitor Progress
Circulate to makes sure students understand the readings on the worksheets and
are answering the questions accurately.
Solutions for All Learners
L1 Special Needs
Answer
Isolation allowed the people of Ethiopia to
remain independent and helped them develop
a unique sense of identity based largely on
their religion.
354 Kingdoms and Trading States of Africa
L2 English Language Learners
Pair Special Needs students and English Language
Learners with proficient students to develop a list of
questions that address the core ideas in each subsection. Have each pair exchange lists and then work
together to find the answers to the questions. Remind
them that they can use the completed sheets as study
guides.
Use the following resources to help students acquire
basic skills:
Adapted Reading and Note Taking
Study Guide
■ Adapted Note Taking Study Guide, p. 103
■ Adapted Section Summary, p. 104
wh09NA_te_ch11_s03_s.fm
Page 355
April
wh09_se_ch11_S3_s.fm
Page 355 Monday,
MarchMonday,
19, 2007 5:29
PM30,
2007 5:18 PM
Thinking Critically
1. Draw Conclusions Why do
you think the merchants of
Mogadishu used this method
to conduct business?
2. Analyze Information
According to Ibn Battuta,
regular merchants who
traveled to Mogadishu were
exempt from this strict
trading practice. Why do you
think some merchants were
allowed this freedom?
The Stone Houses of
Great Zimbabwe
Instruct
■
Introduce Have students look at the
image of the ruins of Great Zimbabwe
on the next page. Ask What do these
ruins tell us about the people of
Great Zimbabwe? (Sample: The
bricks and strong structures imply that
they were skilled in construction and
needed walls for protection.) Explain
that little is known about Great Zimbabwe and that most of what we do know
has been learned from the ruins.
■
Teach Ask How did the Bantuspeakers influence the development of Great Zimbabwe? (They
introduced iron, mining methods, and
improved farming skills, which led to
the building of enclosures and eventually to protective walls.) How have
archaeologists determined that
Great Zimbabwe was a center of
trade? (They have found artifacts in
the ruins that are from India and
China and items that prove skilled artisans resided in the city)
■
Quick Activity Show students Great
Zimbabwe: Lost City of Africa from the
Witness History Discovery School™
video program. Ask How did the
ancient city of Great Zimbabwe
become symbolic for people in
current-day Zimbabwe? (The ancient
city represented an advanced African
culture rather than a European culture.
When the people gained black-majority
rule in 1979, they changed the name of
the country from Rhodesia to Zimbabwe
to honor their heritage).
Sambuq sailing along the East African coast 䉴
copper, gold, and enslaved people from the interior of Africa, as well as
from coastal regions. From India, Southeast Asia, and China came cotton
cloth, silk, spices, porcelain, glassware, and swords.
Trade was not only beneficial to the merchants; it also helped local rulers build strong, independent city-states. Although they competed for
trade, relations between the city-states were generally peaceful. A Muslim visitor described Kilwa, the most successful city-state, as “one of the
most beautiful and well-constructed towns in the world.” Its royal palace
still stands on cliffs that today overlook the ocean. The complex consists
of courtyards, terraces, and nearly 100 rooms. Built of coral and cut
stone, the structure is evidence of the old city’s splendor.
Vocabulary Builder
complex—(KAHM pleks) n. a group of
connected buildings that form a single
whole
Trade Shapes Swahili The successful East African international
trade system led to the emergence of a vibrant culture and a new language both known as Swahili. By the 1000s, many East African coastal
cities had not only grown in wealth but also in size. Traders from the
Middle East and Asia began to settle permanently in flourishing trading
cities such as Kilwa.
As more settlers arrived, the local East African culture absorbed cultural elements from these new residents. For example, the architecture
of private houses and palaces illustrated a blend of East African and Arabic designs that created unique and elegant Swahili buildings and furniture. In addition, over time many Arabic words were absorbed into the
local Bantu-based language. In fact, the term swahili comes from an
Arabic word meaning “of the coast.” The language itself was eventually
written in Arabic script.
How did trade influence the city-states of East Africa?
L3
Independent Practice
Have students write down the four red
headings listed in this section. Then have
them write a short summary describing
each heading using the information they
have learned in the section.
Monitor Progress
Check Reading and Note Taking Study
Guide entries for student understanding.
Link to Geography
Monsoon Winds Monsoons are dominant winds
that blow in one direction for half the year and in the
opposite direction for the other half. The most wellknown monsoons are those that affect southern Asia
and eastern Africa, but there are examples in the Gulf
of Mexico, Europe, and Australia as well. Monsoons
blow from cold areas to warm areas. During the summer, then, they move from the ocean toward the land.
In winter, they blow in the other direction. Summer
monsoons tend to carry heavy rains. The winter winds
are dry.
Answers
Thinking Critically
1. to create a bond between merchant and host
2. They would trade in any case.
Trade brought people from different cultures
to the cities, which led to the spread of Islam in
the region, changing architecture, and the
development of the language Swahili.
Chapter 11 Section 3 355
wh07_te_ch11_s03_na_s.fm Page 356 Tuesday, April 25, 2006 4:38 PMwh07_se_ch11_S3_s.fm
Page 356 Tuesday, April 25, 2006 3:27 PM
The Stone Houses of Great Zimbabwe
Assess and Reteach
Assess Progress
■
Have students complete the
Section Assessment.
■
Administer the Section Quiz.
To the south and inland from the coastal city-states, massive stone ruins
sprawl across rocky hilltops near the great bend in the Limpopo River.
The looming walls, large palace, and cone-shaped towers were once part
of the powerful and prosperous capital of a great inland empire. Today,
these impressive ruins are known as Great Zimbabwe.
L3
Teaching Resources, Unit 2, p. 84
■
To further assess student understanding, use
Progress Monitoring Transparencies, 46
Reteach
If students need more instruction, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 104
L1 L2
Adapted Reading and
Note Taking Study Guide, p. 104
Ruins of Great Zimbabwe
The Great Enclosure, a portion of which is
shown here, is one of the two major ruins
of Great Zimbabwe. Archaeologists believe
the enclosures did not serve any military
purpose, but were built to display the ruler’s
power. However, much about Great
Zimbabwe is still being debated.
L2
Spanish Reading and
Note Taking Study Guide, p. 104
Extend
L4
Have students take the role of an outsider
visiting one of the areas discussed in the
section—the kingdoms of Axum or Ethiopia, the city-states of East Africa, or
Great Zimbabwe. Have them write a
diary entry describing what they see and
what they think about it.
WITNESS HISTORY VIDEO
Watch Zimbabwe: Lost City of Africa on the
Witness History Discovery School™ video
program to see how archaeology has helped
unlock the mysteries of this medieval city.
Inland Capital of Trade The word zimbabwe comes from a Bantubased word that means “stone houses.” In fact, Great Zimbabwe was
built by a succession of Bantu-speaking peoples who settled in the region
between 900 and 1500. These newcomers brought iron, mining methods,
and improved farming skills. Early settlers raised cattle and built stone
enclosures to protect their livestock. In time, these settlers improved
their building methods and erected large walls and palaces.
The capital probably reached its height about 1300. By then, it had
tapped nearby gold resources and created profitable commercial links
with coastal cities such as Sofala. Archaeologists have found beads from
India and porcelain from China, showing that Great Zimbabwe was part
of a trade network that reached across the Indian Ocean. In addition,
they have found artifacts that indicate that Great Zimbabwe had artisans skilled in making jewelry and weaving cotton cloth.
Very little is known about the government in Great Zimbabwe. However, after studying the architecture and artifacts of the ruins, some
scholars have suggested that the ruler was a god-king who presided over
a large court. Below the king, a central bureaucracy may have ruled an
inner ring of provinces, while appointed governors had authority in more
distant villages. Although there is much about Great Zimbabwe that
remains unknown, as archaeologists continue their research, we are
learning more about how the capital and empire developed.
Zimbabwe Falls to Ruins By 1500, Zimbabwe was in decline. Some
scholars suggest that the population had grown too great. Civil war and
dwindling trade probably contributed as well. By then, Portuguese traders were pushing inland to find the region’s source of gold. They failed to
discover the gold mines, but their attempts further weakened the small
states that formed in the region as Zimbabwe declined.
How do the ruins of Great Zimbabwe reflect the
capital’s former prosperity?
Answer
by its size, by the presence of trade goods
from India and China, and by the evidence
there were skilled artisans
3
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: Understand Effects
Use your completed flowchart to
answer the Focus Question: What influence did religion and trade have on the
development of East Africa?
Section 3 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section.
2. Trade brought wealth and the Christian
religion to Axum. East Africa’s trading
cities had a rich mix of people from many
cultures, prospered through trade, and
developed a mixed culture reflecting the
influences of many different peoples.
356 Kingdoms and Trading States of Africa
Progress Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: naa-1131
Comprehension and Critical Thinking
3. Synthesize Information Why did
Ethiopia become increasingly isolated
from its neighbors over the centuries?
4. Draw Inferences Why did the language of Swahili emerge in the East
African city-states?
5. Test Conclusions What evidence
suggests that Great Zimbabwe was a
center of trade?
Trade brought goods from many different
places to Great Zimbabwe.
3. It was physically isolated from other areas
by surrounding mountains and had a
strong unifying culture based on Christian
faith. These factors isolated it from its
Muslim trading partners.
4. Swahili has both Arabic and Bantu elements, reflecting the presence of both
groups in the trading cities of East Africa.
● Writing About History
Quick Write: Use Sensory Details Choose
one of the locations from this section. Suppose you are a merchant or traveler entering
the city for the first time. What sights and
sounds do you encounter? Write a letter to
your family that describes your experiences
from the moment you enter the city until
you reach your final destination there.
5. artifacts such as beads from India and
porcelain from China as well as indications that it had skilled artisans
● Writing About History
Students’ letters should convey an idea of the
bustling life of the location they selected.
For additional assessment, have students
access Progress Monitoring Online at
Web Code naa-1131.