Ancient Mali - christinamillson

Transcription

Table of Contents
Item _____________________________Prepared By _____________________________Page
Historical Narrative
Lesson One: Mapping Timbuktu and Trade
Lesson Two: Bogolan: Ancient Mali Mud Cloth
Lesson Three: Sundiata‘s Legacy
Lesson Four: Desert Trade
Artifact One: Scroll of The Five Pillars of Islam
Artifact Two: Griots
Artifact Three: Pottery Figurine of Sundiata Kieta
Artifact Four: A Blog from Mali
Primary Assessment
Intermediate Assessment
Resources
Appendix A: Standards
Expenses
Ammirati, Bradley, Fulks, Milson
Page 3
Ammirati
Page 11
Milson
Page 17
Bradley
Page 24
Fulks
Page 28
Fulks
Page 34
Bradley
Page 40
Millson
Page 42
Ammirati
Page 44
Page 58
Page 61
Page 63
Page 66
Milson
Page 67
Ancient Mali Historical Narrative
Introduction
Although contemporary Mali faces formidable economic and social challenges, the
ancient empire of Mali flourished from 1230 to 1450 CE. Ancient Mali was a center of trade
and political power in Western Africa and was renowned throughout Africa, the Middle East,
and Europe as the site of preeminent educational and religious institutions. Located south of the
Sahara desert in the Sahel grasslands, Mali built its wealth and power upon trade and the
transportation and irrigation afforded by the Niger River. The autocratic Mali kings established
thriving commercial centers where traders from wealthy cities on the Mediterranean coast
exchanged their salt for gold that was mined in the forested regions along the Niger River. Mali
functioned as a crossroads between the Muslim societies of North Africa and Arabia and the
Mandinka and other peoples of Western Africa and ―was one of the richest and largest empires
the world has ever seen‖ (Thompson, 1998). With the creation of Koranic institutes by the
emperors of Mali, Islam was increasingly adopted among the elite and urban populations. Two
Mali emperors, Sundiata and Mansa Musa, continue to be lauded by modern African storytellers
for their accomplishments during Mali‘s golden age.
As detailed in the state and national standards (Appendix A), Mali is an integral
component of an elementary school curriculum. Teacher resources on ancient Mali are
becoming increasingly available. Award-winning artists have recently reinterpreted Mali
folktales, emperors‘ biographies, and tales of modern village life in picture books such as
Sundiata: Lion King of Mali and Yatandou. Maps have been created that highlight the gold and
salt trading routes and the impact of European exploration on the decline of West African
governments. Through online and print resources, elementary students are able to examine
photographs and illustrations of Mali‘s traditional heritage, arid environment, and unique animal
life.
Mali is a curriculum focus for Virginia third graders but can be smoothly integrated
across content areas in other elementary grades. Studying ancient Mali compliments parallel
examinations of the ancient civilizations of Greece, Rome, China, and Egypt. Students can
compare and contrast business along the Silk Road and Trans-Saharan trade routes as well as the
development of civilizations alongside the Nile, Huang He, and Niger Rivers. In investigating
the Empire of Mali, students also have the opportunity to explore Islam, desert and river
ecosystems, barter, and the griot tradition of oral narratives. In addition, the Niger River region
is important in the study of later historical developments such as the African slave trade,
European colonialism and exploration, and the pervasive poverty that characterizes modern
Mali. In studying ancient Mali, American students not only gain appreciation of this vibrant
past civilization but also deepen their multicultural perspective and global knowledge.
Key Ideas and Events
The Empire of Mali was the second and largest of the three medieval West African kingdoms
that ascended to power on the basis of the gold and salt trade between the Niger River valley and
North Africa. Originally a small city-state on the upper Niger River, Mali emerged as the
prevailing power in West Africa following the disintegration of the Kingdom of Ghana. King
Sundiata Keita triumphed over a rival kingdom in approximately 1230 CE (De Villiers & Hirtle,
2007). He consolidated his control as monarch, demanding that small neighboring city-states
pay tribute and pledge allegiance to him as emperor or ―Mansa.‖ Under Sundiata‘s autocratic
rule, the Mandinka cities of Gao, Timbuktu, and Djenne thrived as Mali‘s three major trading
centers along the Niger River and the empire‘s economic base expanded to include extended and
sustainable agriculture around the Inland Niger Delta (Reece, 2006). Sundiata established a
familial dynasty. His descendants reigned over Mali for two centuries before being absorbed by
the Songhay Empire in 1450 CE.
Sundiata and his grandson Mansa Musa are the two major historical figures of ancient
Mali. Sundiata is renowned for his defeat of Sumanguru at the battle of Kirina in 1230 CE and
for his consolidation of Mandinka control over the Western African trading routes (De Villiers
& Hirtle, 2007). In the oral histories passed down through Mandinka griots or storytellers, the
historic figure of Sundiata is exalted to a figure of mythic strength and capability. His grandson
Mansa Musa ruled from 1312 to 1337 and elevated Mali to world prominence. Returning from
his hajj to Mecca in 1324, Mansa Musa transformed the commercial centers of Timbuktu,
Djenne, and Gao into cities of scholarship, learning, and architectural renown. At its height,
Timbuktu housed three universities, 180 Koranic schools, and was known throughout the
Islamic world as an educated metropolis (Kryza, 2006).
Most of the cultural relics of the Mali Empire have been lost to the destructive Sahel
environment and the passage of time. However, through the tradition of oral histories, griots
have preserved and explained the culture of ancient Mali. In the epic poem of Mali,
contemporary griots still recount the story of Sundiata‘s life and triumphant
battle. Archaeological digs along the Niger River have also surfaced artifacts including
terracotta figurative sculptures from the Mali Empire period. In terms of architecture, a mosque
foundation constructed under the reign of Mansa Musa remains in Gao. Some architectural
examples have been preserved or reconstructed in Djenne and Timbuktu. Archaeologists still
seek the site of Niani, the Mali capital established by Sundiata along the banks of the Niger
River.
Mali was the major crossroad in Africa in the 14th to 16th century for both economic
goods and cultural influences. The Empire of Mali was created largely due to the major salt and
gold trade between West Africa and North Africa. The most important trade route connected
Sijilmasa to major cities of Mali such as Timbuktu. Along with gold and salt, silk, glassware,
ivory, ostrich feathers, leather, grain, slaves, cowrie shells, and copper were traded (The
Diagram Group, 2003). The exchange of culture was just as important as that of economic
goods. The introduction and acceptance of the Muslim religion changed the education standards
as well as the laws of Mali. In Islamic religion there is a great importance place on studying the
Koran; therefore, it was important for the people of Mali to be literate. The amount of Islamic
influence was so strong that many of the law and punishments were changed to follow the
teachings of the Koran (Koslaw, 1995).
The people of Mali were very sophisticated and resourceful. It was important for them to
have the technology to excavate and transport gold which helped create a flourishing
economy. The booming economy created leisure time for the people of Mali. With this time
they were able to create musical instruments called koras and beautifully crafted clay, wood, and
metal objects (The Diagram Group, 2003). Many of these works of art were used in religious
ceremonies, created for royalty, or sculptures that represented the cavalry. The cavalry was the
most important part of Mali‘s more than 100,000 man army. The people of Mali were able to
manipulate mud bricks and small wooden branches to create two to three story mosques, houses,
and other buildings. This created a memorable cityscape (Koslaw, 1995).
Men, Women, Youth & Children
Two of the most important figures in Mali‘s history are Sundiata and Mansa Musa. ―The
Sundiata Epic‖ tells of Sundiata‘s rise to ruler and outlines the role his mother, Sogolon Code,
had upon it. In the epic tale, diviners predicted that Maghan Konfara, the reigning Chief, would
meet an ugly woman who would give birth to a great king. Eventually Konfara met and married
a hunchbacked woman named Sogolon who gave birth to a crippled son, Sundiata. Maghan
Kofara's other wives knew about the prophecy and tried to have Sundiata killed. Doing her best
to protect Sundiata, Sogolon went into exile in Timbuktu. Meanwhile, after many years of trials,
the Mande people remembered the Diviners‘ prediction and searched for Sogolon. She had died
during her time of exile, but Sundiata remained safe and had grown strong. Once found,
Sundiata returned to his rightful place on the thrown and unified Mali once again (Conrad,
2005). After Sundiata died, several other kings ruled, but their success did not compare to that
of Sundiata until the reign of Mansa Musa. Mansa Musa ruled from around 1312 to 1337
(Ancient World History, 2011). Mansa Musa was well known for his devout Muslim
beliefs. He unified Mali behind the Islam faith with his famous pilgrimage to Mecca in
1324. He was also known for his architectural influence from his trip to Mecca, educational
influence of the Arabic language, and good relations with the countries through which he
traveled. (Diouf, 2000). During Mansa Musa's rule Mali was very prosperous through the gold
trade.
The history of Mali is strongly ruled by patriarchal values, making it difficult to find
evidence of strong female figures, but collectively women are mentioned through the work they
did. Along with creating clay pots and clothing, Mali women performed much of the farming
and trade labor that made the empire prosperous during Mansa Musa's rule. Based on Muslim
law, women had to cover themselves in public. In his famed accounts of his 14th century
travels, Islamic scholar "Ibn Battuta was appalled that the Muslim women in Mali did not
completely cover their bodies and veil their faces when appearing in public. He considered their
nakedness an offense to women's (and men's) modesty" (Bulliet, 2008, p. 376). However, some
women and young girls were sent into slavery. Those who were not sold into slavery were in
effect enslaved to the men, "A female's status was largely determined by the status of her male
master--father, husband, or owner. Women were not permitted to play the kind of active roles in
commerce, administration, or religion that would have given them scope for personal
achievements‖ (Bullier, 2008, p. 375). In fact, there was a sharp dichotomy between the lives of
adult men and women, such that small boys lived with their mothers until the age of twelve at
which point they cut ties to their mothers and joined the men of the community (Shuter,
2003). Boys learned the trade, songs, and dances of their fathers and uncles; whereas, girls
followed their mother‘s teachings, learning how to take care of the household, often marrying at
the age of fourteen (Shuter, 2003; McKissack, 1994). Though men and women lived very
distinct lives, they talked freely with one another and gathered as a group for weddings, funerals,
and rituals, such as harvest time festivals (Shuter, 2003). Despite their degraded position in
society and separation from males, ―women possessed considerable skills within the areas of
activity [cooking, farming, and pottery] that social norms allotted them." (Bullier, 2008, p.
375). Although women still may not be receiving as much fame as men in the Mali society, they
now are singers, actors, dancers, and possess many other wonderful professions that draw
attention to women's skills, "Oumolu Sangare sings about situations that many Malians,
especially women, are familiar with" (Blauer, 2008, p.109). Although women and children are
not discussed in depth in Mali's history, they played an important role in making Mali the
prosperous society it was.
The religion of Mali evolved from a worshipping of spirits of nature to a mass following
of Islam. Prior to the rule of Sundiata and the foundation of the Mali Empire, people believed in
spirits of nature who had influence over a successful harvest of crops. It was the village chief, or
mansa, who possessed the ability to contact the spirits and watch over the ancestors (Prince
William County Schools, 2002). With the creation of the Mali Empire traders brought Islam to
Mali and the townspeople. Traders, chiefs, and kings became followers of the religion. Though
the kings and courts accepted Islam, building mosques and establishing their cities as centers of
Muslim religion, people living in the rural parts of the empire continued to worship the spirits of
nature (Shuter, 2003; Prince William County Schools, 2002). In fact, many of the followers of
Islam continued to worship the ―spirits of the land‖ on the side (Prince William County Schools,
2002).
The social strata of Mali included the king, their court members, soldiers, griots,
merchants, artisans, teachers, farmers, and servants or slaves. The king, or mansa, sat upon the
highest rung of the social ladder, holding ultimate power and control over the empire (Shuter,
2003). Below the king, people were divided into various castes, including artisans, soldiers,
farmers, hunters, and slaves (McKissack, 1994). The farmers of Mali grew millet, sorghum,
nuts, rice, and cotton to provide for the community (Shuter, 2003). The artisans specialized in
numerous trades, including weaving, leather working, wood working, public entertainment, and
pottery.
Language diversity was quite prominent in Ancient Mali, with the various kingdoms of
the empire each speaking their own distinct language. Arab traders brought Arabic to the
diverse tongues of the kingdoms of Mali. Along with the oral language, these Arab traders
shared their alphabet, thereby allowing Mali to write down traditions and rituals that had long
been passed from generation to generation by word of mouth (Prince William County Schools,
2002).
Closing and Legacy
Though the empire of Ancient Mali crumbled and is no longer in power, the people of
West Africa have kept alive many of the traditions, customs, and ways of life of the ancient
civilization. The griots, or storytellers, of Mali have persisted over time and remain a critical
component of the West African way of life, performing traditional instruments and retelling
stories at numerous rituals (Shuter, 2003). The act of worshipping spirits is another facet of
Mali that is found in modern West African customs, as people continue the ways of their
ancestors and dance while wearing decorative masks in rituals to worship their gods. Even the
trades of many artisans can be mapped back to the empire of Mali. Potters and weavers use
methods and techniques identical to those of their late ancestors of Mali (McKissack,
1994). Moreover, farmers of modern Africa not only harvest many of the same crops, but do so
in a similar fashion as their predecessors of long ago (Shuter, 2003). Thus, as many traditions
have remained constant throughout the past eight hundred years, exploring the world of Ancient
Mali provides learners with a substantial view of present day West Africa and its continuing
economic, social, and educational challenges.
Ancient Mali: Lesson #1, Map/Globe Skills
Name of Lesson Plan: Mapping Timbuktu and Ancient Mali‘s Trade Grade Level: 3rd
Topic: Using Map Scales
Time required: 1 hour
Space: Classroom
Preparer: Christine Ammirati
Audience: Whole Group Number Students: up to 30
Resources: pencils, colored pencils, highlighters, pre-cut strings for students (marked according
to map scales for Handouts 1 and 2), Handout 1 (―Pre-Colonial African Trade Routes‖), Handout
2 (―Timbuktu: A Center for Trade‖), Handout 3 (multiple choice and short answer questions),
classroom document camera, online video clip, classroom computer, and projector.
VA State Standards:
3.2 The student will study the early West African empire of Mali by describing its oral
tradition (storytelling), government (kings), and economic development (trade).
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;
National Standards: Standard 7A (grades 3-4): The student understands the cultures and
historical developments of selected societies in such places as Africa, the Americas, Asia, and
Europe. Describe the effects geography has had on societies, including their development of
urban centers, food, clothing, industry, agriculture, shelter, trade, and other aspects of culture.
Lesson Description:
Anticipatory Set: Display Handout 1 (―Pre-Colonial African Trade Routes‖) on classroom
document camera. As review, ask students to identify map scale, map symbols, position of Mali
in West Africa, and major trade city of Mali (Timbuktu). Highlight Timbuktu on map. Ask
students to name the major goods involved in ancient Mali‘s trade (salt from Sahara and gold
from forested areas of West Africa) and then use different colored highlighters to locate these
areas on map. Ask students to explain how Timbuktu‘s location impacted its role as a trade
center (location between gold and salt mines, and on Niger River). Direct students to watch a 3minute video featuring a Mali salt mine and a camel caravan to Timbuktu.
Objectives and Purpose:
1. Given a map of western Africa, the student will use the legend, labels, and map scale to
measure four distances.
2. Given map information about Timbuktu‘s location, the student will explain why the city
was an important trading center during the Empire of Mali.
Purpose is to apply map scale skills to analyze Mali‘s trade routes through Timbuktu.
Instructional Input/Modeling: Referencing the video‘s caravan route, tell students that maps
will now be used to measure the distance of this and other trade routes in ancient Mali.
Distribute Handout 1 to each student and asks them to get out colored pencils and highlighters.
Elicit student input for the handout‘s first four itemized tasks and uses Handout 1 on the
document camera to model the mark-up of the map: highlighting Mali and cities of Cairo,
Timbuktu, and Taghaza; drawing a compass rose and marking the four cardinal directions;
tracing the Niger River in blue pencil; and using the map legend to identify and trace a trade
route from Timbuktu to Cairo in green pencil. Distribute to each student one piece of pre-cut
string marked with ink corresponding to the map scale. On the document camera, lay the string
below the map scale and match it to the map scale ruler‘s two ends. Both distances represent
500 miles. Using the string as a straight ruler, measure the trade route from Algiers to Gao.
Using the string as a flexible map measurer, measure the curving Congo River, marking the map
and moving the string to measure distances greater than 500 miles.
Check for Understanding: Referencing Handout 1, teacher asks students to locate the compass
rose and the cities of Timbuktu and Cairo. Is Timbuktu north or south of Cairo? (South) Is
Timbuktu east or west of Cairo? (West) What map symbols are used on this map? (caravan and
dhow routes) What other items might be represented in a map legend of Mali? (salt and gold
mines) Why would these items be included? (They were important trading items) What is the
purpose of a map scale? (Shows how distances depicted on a map represent a smaller version of
the actual distance relationship on the ground. A map that is drawn to scale keeps the
proportions the same. Unlike a hand-drawn map, it uses accurate measures). What distance is
represented in this particular map scale? (500 miles) How is string used to measure curves?
(Marked with distance and matched to curves). Why is a string more useful than a ruler? (Rulers
cannot bend).
Guided Practice: Teacher collects pre-cut strings for Handout 1 and then distributes Handout 2.
Ask students to examine the map and then call on students to explain the elements of the map
legend. Call on a student to describe where the map scale is located on the map and the distance
represented by this scale. Teacher then distributes the pre-cut strings for Handout 2 and the
multiple choice and short answer questions (Handout 3).
Independent Practice: Students use pencils, highlighters, and pre-cut strings to complete
itemized tasks on Handout 2 and the multiple choice and short answer questions on Handout 3.
Closure: Students turn in their handouts upon completion. Teacher then places a completed
map on the document camera and uses pre-cut string and the map scale to answer the questions
on Handout 3. Teacher answers any student questions and confusions.
Evaluation: Formative: Teacher observes participation during Check for Understanding and
Guided Practice. Summative: The teacher evaluates Handout 3 and examines the two maps for
accuracy and evidence that student was following directions and understanding procedures.
Background Information/Content: Map scales are a vital tool for interpreting and using maps.
When scaling down a map, all elements are reduced by the same amount in order to ensure that
the distances on a map represent actual distance relationships on the ground. When creating a
map to scale, all distances are reduced so that the distances on the map are in proportion to actual
distances. For example, the length of a model car might be 25 times shorter in relation to an
actual car so the proportion would be 1:25. In the case of a dollhouse made to scale, when lined
up in front of a real house, it might take 30 dollhouses to go the length of the house it represents
so the proportion would be 1:30.
Ancient Mali‘s strength was based on its strategic location on the trans-Saharan trading routes.
The exchange of natural resources of salt and gold comprised the bulk of Mali‘s economic trade.
Salt has been mined in the Sahara Desert since the early 12th century and remains an important
Mali trade item. Salt caravans take two weeks to traverse the approximately 500 miles to
Timbuktu. Gold is mined in the forested regions south of the Niger River and in ancient Mali
was brought to Timbuktu to trade with merchants Africa and Europe. Gold remains an important
commodity in contemporary Mali. Located on the northern banks of the Niger River, Timbuktu
was a major trading center in ancient Mali and a city of scholarship, learning, and architectural
renown.
Pre-Colonial African Trade Routes
http://migrationstoriesofnigerianigbo.wordpress.com/2009/12/04/theories-of-ndi-igbo-origins-pt-1-ancient-hebrews/
1) Highlight Empire of Mali and three African cities:
Cairo
Timbuktu
Taghaza
2)
3)
4)
5)
Draw a compass rose. Mark the 4 cardinal directions.
Trace the Niger River with a blue pencil.
Trace a trade route from Timbuktu to Cairo with green pencil.
Lay a piece of string flat beneath the Map Scale. Check that the
black marks on the string line up at the 0 and 500 mile marks.
Name: _________________________________________ Date: ___________________
SOURCE:
http://www.learnnc.org/lp/editions/nchist-colonial/1982
1. Circle the compass rose. Highlight the “W” indicating West.
2. Use highlighter to mark three African cities: Cairo, Timbuktu, and
Taghaza.
3. Trace the Niger River with a blue pencil.
4. Use the Map Legend to mark symbols on the map.
a. Color the gold mine symbols yellow.
b. Color the salt mine symbols red.
c. Trace the trade routes with green pencil.
5. Lay your piece of string flat beneath the Map Scale. Check that the
black marks on the string line up at the 0, 500, and 1000 mile marks.
Name: _________________________________________ Date: ___________________
Using Map Scales
1. Find Timbuktu on your map. Measuring along the Niger River,
Timbuktu is located approximately_____ miles up the Niger River
from the Atlantic Ocean.
a. 100
b. 500
c. 1000
d. 2000
2. The salt mines of Taghaza are located approximately _____ miles
from Timbuktu.
a. 100
b. 500
c. 1000
d. 2000
3. The gold mines west of Timbuktu are located approximately _____
miles from Timbuktu.
a. 100
b. 500
c. 1000
d. 2000
4. How many miles was the trade route from Timbuktu to Cairo?
a. 100 miles
b. 500 miles
c. 1000 miles
d. 2000 miles
5. List three reasons why Timbuktu was an important trading city in
Mali.
Ancient Mali: Lesson #2, Art Criticism
Name of Lesson Plan: Grade Level: 3rd
Topic: Bogolan: Ancient Mali Mud Cloth Time required: 1 hr Space: Classroom
Preparer: Christina Millson Audience: Whole Group Number Students: up to 30
Resources: Read Aloud: My Baby, Handout 1(―Bogolan Patterns‖), Handout 2 (―Template for
Rough Draft of Bogolan Creation‖), document camera, laptop, internet, projector, white cloth
(30 pillow cases cut in half), water and dirt or clay to make mud (approximately 1 gallon), 30
paint brushes
VA Art Standards:
3.13 The student will discuss how history, culture, and the visual arts influence each other.
3.16 The student will identify and examine objects of the early West African empire of Mali.
3.17 The student will identify how works of art reflect times, places, and cultures.
National Social Studies Standards
Content Standard #1: C. Describe ways in which language, stories, folktales, music, and artistic
creations as expressions of culture influence behavior of people living in a particular culture.
National Standards for Art Education (Visual Art)
K-4 Standard 5- Reflecting upon and assessing the characteristics and merits of their work and
the work of others. Students:
a. understand there are various purposes for creating works of visual art.
b. describe how people‘s experiences influence the development of specific artworks.
c. understand there are different responses to specific artworks.
Lesson Description:
Introduction
Ask students if they have ever seen a quilt or if their mothers or grandmothers quilt. Explain that
the people of Ancient Mali also created textiles like quilts, but these were actually made of mud
and cloth. Read My Baby aloud to introduce students to the bogolans, or mud cloths, of Ancient
Mali. While reading take time to point out the various patterns used on the mud cloth, such as
drums, white snake, leopard‘s spots, and crocodiles‘ arms.
Objectives and Purpose: 1. Given questions derived from Nelson‘s art criticism pedagogy,
students will discuss and analyze bogolan examples of Ancient Mali.
2. Given examples of bogolan from Ancient Mali, students will create their own mud cloth using
cloth and paint.
Purpose is to analyze and create bogolans of Ancient Mali.
Input/Modeling: Model the making of bogolan cloth by completeing the interactive step-by-step
process at the online Smithsonian exhibit and projecting this on the screen.
http://www.mnh.si.edu/africanvoices/mudcloth/index_flsh.html. Take time to describe the
different patterns and meaning of each design and pass out Handout 1 (―Bologan Patterns‖) to
reinforce description.
Guided Practice: Display images of bogolans using projector and open discussion about each
example of mud cloth guided by questions derived from Nelson‘s pedagogy. Before students
share their answers to each question ask them to turn and talk with a partner. The turn and talk
method allows everyone to share their thoughts at least once.
Objective: Ask the following questions for each bologan example. What shapes do you see in
this bologan? How many different patterns do you see? What colors are used?
Reflective: Ask the following questions for each bologan example. Do the patterns remind you
of or make you think of anything? Do you have a tradition similar to bologan making in your
family?
Interpretive: Ask the following questions for each bologan example. What do you think the
different patterns mean? For what event do you think this bologan was worn? Why do you think
the artist chose to use these shapes and patterns?
Decisional: Ask the following questions for each bologan example. What is the purpose of this
art form? Can the art form tell a story?
Independent Practice: Close discussion and tell students that they will now create their own
bologans using mud and cloth. Ask students to use at least one pattern from Ancient Mali
discussed and designs of their own creation to portray a story from their lives. Tell students to
draw a rough draft of their bogolan on the template provided before making the final product
using cloth and mud.
Closure: Reconvene as a class and share the bogolans with one another. Ask students to explain
the story portrayed, referencing the patterns included in their work of art.
Evaluation: Formative: Observe student participation in partner and whole-class discussion of
Nelson‘s questions. Observe students as they create their mud cloths.
Summative: Evaluate finished product of bogolan creation for inclusion of at least one pattern
from Ancient Mali discussed in lesson.
Background Information/Content: Bologonfini, or mud cloth, is an art form and textile
tradition that has been present in the culture of Mali since the reign of the empire of Ancient
Mali. The tradition originated among the Bamana, people speaking Mande who lived and
continue to live in Mali, and is passed down from generation to generation. Bogolan, another
name for bogolanfini, are worn to signify major transitions in life, like birth, death, and marriage.
Each bogolan tells a story through the patterns and colors included and each cloth is entirely
unique. The different colors of bologan have various meanings. Black and white were the
traditional colors, rust symbolizes supernatural powers protecting hunters and acts as camouflage
in battle, white is worn by women in ceremonies, and gray is less common and acts as a disguise
for hunters. There are quite a few patterns, each symbolizing an animal, transition in life, or
story. Some of the patterns include, panther‘s skin, a white man‘s belt, the back of sickle blade,
and the feet of a tortoise.
http://espacotempo.wordpress.com/2007/08/12/tecidos-e-padroes-de-africa-i-mali/
http://soil.gsfc.nasa.gov/bogolan/bogolan.htm
Template for Bogolan: Used to plan rough draft of bogolan in pencil.
Model Answers to Nelson’s Pedagogy Questions:
Objective: Ask the following questions for each bologan example. What shapes do you see in
this bologan? Discussion about the first bogolan should include squares, rectangles, crosses,
pentagons, zig zags.
Discussion about the second bogolan should address circles, zig zags, and crosses.
How many different patterns do you see? Example 1 has nine different patterns.
Example 2 has about seven different patterns.
What colors are used? Example 1 uses traditional black and white coloring.
Example 2 is red or rust color and white in color.
Reflective: Ask the following questions for each bologan example. Do the patterns remind you
of or make you think of anything? Question may spark discussion about quilts or other cloth
work, such a needle work and weaving.
Do you have a tradition similar to bologan making in your family? Discussion may focus on
quilting or other family craft traditions.
Interpretive: Ask the following questions for each bologan example. What do you think the
different patterns mean? Discussion about example 1 might focus on the following patterns and
what they might symbolize: panther’s skin, crocodile’s fingers, or the one legged girl with stars.
Discussion about example 2 may emphasize the crocodile’s fingers and interpretations of other
patterns not named on Handout 1. In discussing the patterns not found on Handout 1 students
will be able to use their inference skills.
For what event do you think this bologan was worn? Example 1 was most likely worn by a
young woman to signify a major transition in her life, due to the Basiaba pattern.
Example 2 was most likely worn by a hunter, given the rust coloring.
Why do you think the artist chose to use these shapes and patterns? Discussion should focus on
students’ inferences about the use of patterns and shapes in each example. There is no right or
wrong answer as long as the answer is supported with evidence from the bogolan.
Decisional: Ask the following questions for each bologan example. What is the purpose of this
art form? Discussion should focus on how each bogolan can symbolize important events or
objects in one’s life.
Can the art form tell a story? Discussion should affirm the question, with students providing
evidence for how each example can tell a story.
Ancient Mali: Lesson #3, Biography/Civic Engagement
Name of Lesson Plan: Sundiata‘s Legacy
Topic: Sundiata‘s life
Time required: 1 hour
Preparer: Jamie Bradley
Audience: Whole Group
Grade Level: 4th
Space: Classroom
Number Students: up to 30
Resources: Sundiata by David Wisniewski, Model of Teacher‘s personal timeline, whiteboard
(for timeline), 30 sheets of 8x20 paper, pencils, markers
National Council for Social Studies Standards: Standard 4B (grades 4-6): The student will
describe personal connections to place—as associated with community, nation, and world.
Standard 10J (grades 4-6): The student will examine strategies designed to strengthen the
―common good‖, which consider a range of options for citizen action.
Lesson Description:
Anticipatory Set: Inform students that if we were in Mali, a griot would be telling you this
story, but because I am not a griot and we are not in Mali today, I am going to read this story to
you. Read aloud Sundiata by David Wisniewski and ask students to think aloud in response to
questions posed during the read aloud.
Objectives and Purpose:
3. Given history of Sundiata‘s life, students will create a timeline of Sundiata‘s life
recording specific examples of his civic leadership.
4. Given Sundiata‘s example of civic engagement, students will create a timeline of their
own lives displaying ways that they have already been or will be civic leaders.
Purpose is to understand how Sundiata was civically engaged as the founding king of the
Empire of Mali, and then apply that example to ways that students can be civically engaged.
Instructional Input/Modeling: Referencing the read-aloud, lead the class in creating a timeline
on the whiteboard of the important events in Sundiata‘s life that led to his civic engagement.
Ask students to recall events from the read-aloud that they believe are important milestones in
Sundiata‘s life and that therefore should be on the timeline. Ask students to use math to figure
out Sundiata‘s exact age when each given event occurred. Make certain that the important
events from Sundiata‘s life (see attached timeline) are included in the timeline. If some of these
events are not mentioned by students, use questioning techniques to elicit these events from
students. If time is limited, use the cut outs provided to have students put them in order.
Guided Practice: Ask students to brainstorm ways that they already have been civic leaders or
can show civic leadership in the future. List these examples of civic leadership up on the
whiteboard for students to reference during Independent Practice. Be sure to add any additional
examples to student given examples. Some teacher added examples may include: recycling,
charitable work with their families or community organizations, food drives, donating clothes
and books, donations to Red Cross or other organizations for victims of natural disasters.
Independent Practice: Tell students to use 8x20 paper, pencils, markers, and rulers to create
their own timeline. Have students place five important events in their lives on their individual
timelines. In addition, students should record any events that demonstrate their civic
engagement. The timeline will start with the year the child was born and designate today‘s date.
From today forward students will use an arrow colored with a contrasting marker to indicate the
future and their intended civic engagement in later life. Encourage students to use the
brainstormed list to place possible options for them to contribute to civic engagement in their
communities. Refer students to the teacher model timeline which should include examples of
anticipated civic engagement for the future which will be documented by a question mark instead
of a date. Do not direct students to place dates for these events. Instead direct students to place
question marks indicating these events have not happened, but are their goals for the future.
Closure: Collect student timelines. Ask for students to raise their hand and tell what civically
engaging events they included in their timelines. Remind students about how despite Sundiata‘s
challenges he ultimately became a civic leader. Ask students to recap quickly two of Sundiata‘s
major contributions as a civic leader. Encourage students to follow through with their hopes for
future civic engagement.
Evaluation: Formative: Observe students‘ recall of events from Sundiata‘s life during the
creation of the class timeline. Summative: Evaluate student created timelines to determine if
students wrote down appropriate examples of civic engagement as evidence that students
understand specific examples of civic engagement. Also evaluate student responses to the
multiple choice question.
Background Information/Content: Sundiata is one of the most important figures in Mali
history due to his contribution to ancient Mali society. “The Sundiata Epic” tells of
Sundiata’s rise to ruler and outlines the role his mother, Sogolon Code, upon his ascent to
the throne. In the epic tale, diviners predicted that Maghan Konfara, the reigning Chief,
would meet an hunchbacked woman who would give birth to a great king. Sogolon did not
conform to traditional Malian views of beauty in either face or body. Eventually Konfara
met and married a hunchbacked woman named Sogolon who gave birth to a crippled son,
Sundiata. Maghan Kofara's other wives knew about the prophecy and tried to have
Sundiata killed. Doing her best to protect Sundiata, Sogolon went into exile in
Timbuktu. Meanwhile, after many years of trials, the Mande people remembered the
Diviners’ prediction and searched for Sogolon. She had died during her time of exile, but
Sundiata remained safe and had grown strong. Once found, Sundiata returned to his
rightful place on the thrown and unified Mali once again (Conrad, 2005). After Sundiata
died, several other kings ruled, but their success did not compare to that of Sundiata until
the reign of Mansa Musa.
Assessment:
When Sundiata was only 18 years old what did he become?
a. A griot
b. A servant
c. A father
d. A king
Cut outs for Timeline
Sundiata is
born.
Sundiata trains
in Mema under
the king and his
armies.
Sundiata dies.
Sundiata
receives Balla
Fasseke as his
griot.
Sundiata's
griot, Balla
Fasseke is
banished to
Sosso.
Sogolon and
Sundiata flee
Mali in fear for
Sundiata's life.
Sundiata
returns to Mali
where he
becomes King
and builds a
great empire.
Inquiry Lesson 4: Desert Trade
Standards:
National History Standards
Standard 4A, Grades 5-12: The student understands the growth of imperial states in West Africa and
Ethiopia. Analyze the importance of agriculture, gold production, and the trans-Saharan caravan trade in
the growth of the Mali and Songhay empires.
Standard 4A, Grades 5-12: Formulate historical questions from encounters with historical documents,
eyewitness accounts, letters, diaries, artifacts, photos, historical sites, art, architecture, and other records
from the past.
Intended Audience: Heterogeneous sixth grade classroom. Students will have previous knowledge of
the Mali Empire, ancient cultures, and research skills. Students will have limited knowledge of economic
trade.
Behavioral Objectives:
1. Given an introduction to Mali trade, the students will identify and record reactions and questions
pertaining to the research, with 100% participation.
2. Given research opportunities, the students will demonstrate that data obtained from sources is
related directly to the questions one asks about the source, with 100% participation.
3. Given research opportunities, the students will write a response demonstrating their knowledge
and finds of Mali trade, with 100% participation.
Materials, Time, and Space:
Materials: Desks, worksheets, whiteboard, markers, computers with internet access, headphones,
classroom that will fit 20-25 students
Websites:
BBC News. (2002). Timbuktu City of Ledges. Retrieved December 6, 2010, from
http://news.bbc.co.uk/2/hi/africa/1911321.stm
BBC News. (2009). Timbuktu's ancient salt caravans under threat .Retrieved December 6, 2010, from
http://news.bbc.co.uk/2/hi/africa/8393442.stm
Heilbrunn Timeline of Art History. (2010). The Trans-Saharan Gold Trade (7th-14th century). December
6, 2010, from http://www.metmuseum.org/toah/hd/gold/hd_gold.htm
National Geographic. (2010). Mali Desert. Retrieved December 6, 2010, from
(http://video.nationalgeographic.com/video/player/places/countries-places/mali/mali_malidesert.html)
National Geographic Explores. (2009). Tales From Timbuktu. Retrieved December 6, 2010, from
http://magma.nationalgeographic.com/ngexplorer/0903/articles/mainarticle.html
Books:
Candice Goucher, Charles LeGuin, and Linda Walton (1998). Trade, Transport, Temples, and
Tribute: The Economics of Power. In the Balance: Themes in Global History (pp. 1-2) Boston:
McGraw-Hill.
Erin H. Fouberg, Alexander B. Murphy, H. J. de Blij (2009). Site and Situations During
European Exploration. Human Geography: People, Place, and Culture. (pp. 293-294) John
Wiley and So.
Time: Two sessions of thirty minutes each.
Space: For both days, students will need classroom space that allows them to research with books and
internet.
The Lesson Proper
Day 1
Catalyst Show video ―Mali Desert‖ which shows the hardships of mining for salt in the Mali desert, then
read revised section of ―Timbuktu City of Ledges‖ aloud to the class. (See attached)
Introduction: Transistion into the lesson by having a conversation about the video ―Mali Desert‖ and the
section read aloud ―Timbuktu City of Ledges‖. Discuss what the students believed would be hard about
working on the trade routes. Direct students to write on their worksheets their reactions and questions
that may have been formed during the introductory reading. (Teachers voice is represented by Italics)
Trade was a very important economic resource for the people of Mali. As you read in “Timbuktu City of
Ledges” the trade in Mali started to decline. Why do you think that is? As students answer, write
responses on white board. It is important to treat all questions seriously to promote critical thinking and
inquiry. Ask students some guiding questions such as: Do you know what routes were located along the
Trans-Saharan Trade line? What are some other methods of trading that do not require transport by
camel? Do you think it is hard to mine salt? Explain how to record their research on the worksheet
provided.
Content focus: Show the students the resources that are provided for them. Display books in a specific
location in the classroom. Have all internet sites listed above bookmarked on the computers. Provide
additional scaffolding such as showing students specific passages in books or websites to help with
researching if needed.
Predicted Outcomes: Students independently formulate questions similar to: Did the salt run out? Did
someone else start mining the salt? Was there a better way to transport the salt? Is there a faster way to
transport the salt? What was the effect of a losing trade on Mali?, etc. Students should begin researching
for the answers to their inquiries with the sources that are provided. As the instructor, you can guide the
students along the way to help promote inquiry based thinking, but do not give answers to their research
questions.
Day 2
Have students continue the research they began on day one. If needed, direct them to helpful and
appropriate resources. If the students were using internet resources have them reconnect to bookmarked
sites. Provide off line resources, such as books on trade routes in Mali that can aid students in their
research. Have students complete their worksheets
Closure
Have students divided into four or five groups depending on the size of the class. Ask students to share
their research with each other. Encourage students to think critically about each other‘s research. After
five to seven minutes have students return to whole group instruction. As a class, discuss the importance
of trade routes in Mali. Have students give examples from their research. As students give examples,
write the main ideas down on the board.
Evaluation
Formative: Were students engaged in the activity? Did students formulate their own questions about
trade in ancient Mali?
Summative: Worksheet; Essay question
Background Information:
Timbuktu was once known as the City of Gold. They had a rich system of trade in the Sahara. Along
with gold and salt, their main source of economic income, Mali also traded copper, dried fruit, cowrie
shells, and slaves. This empire thrived for two centuries. The need for trade routes through the Sahara
started to decline as the use of maritime routes expanded in the 15th century. This was because it was
cheaper and easier to used boats to trade goods. In modern Mali, trucks have taken over much of the
work camels used to provide. This had changed the flow of income and has disrupted the economy of
Mali. Because the salt mines are visited more frequently, the salt miners are charging more for their
product. Many of the nomadic traders that are left are losing their source of income because of this
economic shift. An increase in rain also made the desert route harder to navigate. All of these factors
contributed in the downfall of the Trans-Saharan trade routes which ultimately contributed to the decent
of Mali as a ruling empire.
Skills: The process of inquiry; research; developing generalization from research about trade in Mali.
Values: Respect for different cultures; an understanding of economics that can be implemented
worldwide; respect for use of reason; tolerance for ambiguity; curiosity; skepticism; respect for evidence.
Concepts: How the loss of economics (trade) affects an empire
Overview of Resources:
Websites
Timbuktu City of Legions- This website describes the ‗glory days‘ of Mali, when Timbuktu was called
the City of Gold. It explains that the loss of trade contributed to the collapse of Mali as a ruling empire.
Tales from Timbuktu- This website gives an overview about ancient Mali. It discusses the important of
trade and the impact it had upon the people of Mali.
Timbuktu's ancient salt caravans under threat – This video explain the negative impact of trucks on the
preexisting desert trade routes.
Mali Desert – This video shows the hardships the salt miners and caravan riders experienced when trading
along the Trans-Saharan trade routes.
The Trans-Saharan Gold Trade (7th-14th century) – This website goes into detail about the gold and salt
trade in ancient Mali. This website credits war as the major contributor towards the decline of trade.
Books:
―Human Geography: People, Place, and Culture‖ – This book explains delete: about the increase of
European maritime trade and its negative effect on land-based trading routes such as the Silk Road and
Trans-Saharan trade routes. This book credits the increased use of maritime trade routes as the major
downfall of trade in Mali.
―Trade, Transport,Temples, and Tribute: The Economics of Power,‖ – This book describes the rise and
fall of Mali. While explaining the economic impact of the Trans-Saharan trade routes, the book credits an
increase in rain as the primary downfall of Mali trade. The increase in rain made the desert routes harder
to cross.
Essay Question (5 Points)
Explain why the reduced use of the Trans-Saharan trade route contributed to the downfall of the Mali
Empire (1 point). Specify two reasons why trade decreased along the Trans-Saharan trade route (2
points), explain your reasons (2 points).
Introduction
The fabled city of Timbuktu is not a myth, it does indeed exist. Today, Timbuktu has a
reputation of being at "the end of the world" but in the 13th to 15th centuries, it was the center of important
African trade routes and was at the heart of the wealthy Mali Empire. Muslim merchants transported gold
through Timbuktu north from West Africa to Europe and the Middle East and returned to Africa with salt
and other goods.
This trade made the city of Timbuktu enormously wealthy. According to legend, the lavish
golden gifts distributed in 14th century Cairo by Kankan Moussa, Emperor of the ancient state of Mali,
caused the price of gold to crash. At the time of Mali‘s supreme role in African trade, salt was worth as
much as gold, pound for pound, in Timbuktu. Tales of the Timbuktu‘s riches were spread by Muslim
traders and European explorers who dreamt of making their fortunes many times over in this important
gold trading center.
Name ________________________________
1. After hearing about the success attained by ancient Mali had, why do you think the Trans-Saharan trade
route became less profitable?
2. Investigate your question by conducting further research. Record your findings below.
a. Question:
b. Resource consulted:
c. Information discovered relevant to question:
d. Additional information discovered:
3. Is there anything you are uncertain about that you would like to discuss in class?
Artifact #1- Published Document: Scroll of The Five Pillars of Islam found in library at Timbuktu
Prepared by Topher Fulks
Primary Activity
Background-(activities should be preceded by a lesson about Mali and brief introduction about
religions of the world)
The major religion of ancient Mali was Islam. Islam influenced everything in the culture from
legal practices to blue prints to houses. Since reading the Qur‘an and other religious text is at the
forefront of the Islamic faith, many of the residents in Mali‘s major cities, such as Timbuktu, were
literate. The five pillars of Islam are an overarching theme of the religion. Recently, desert libraries of
Timbuktu were discovered revealing hundreds of scrolls, including the Five Pillars of Islam. Many of
these scrolls are currently being examined and translated. These findings show the importance ancient
Mali placed on reading.
Student Activities
Whole Group: The teacher will explain the importance of discovering the Five Pillars of Islam
and the impact it has on the understanding of cultures. She/he will then read the Five Pillars from Work
Page A to the classroom and engage in a whole group discussion about the document. Since religion is a
sensitive topic, the teacher must be mindful of the direction the conversation is going. Keep the
conversation about the facts of the Islamic religion. Key questions to ask the class can include: What are
the Five Pillars?, What does each of pillar mean?, How do you think the Five Pillars effected the Islamic
religion? Next, the teacher will bring out personal primary sources, such as a favorite book, and ask the
students what types of conclusions they can draw about the teacher from this source.
Small Group: Divide the students into small groups. Provide definition of the Five Pillars found
on Work Page A. Have them brainstorm for five minutes why they believe this ancient document is
called the Five Pillars of Islam. The students will write the ideas down on a sheet of paper as a group.
After the students are done brain storming, the teacher will explain to each group that using the word
pillars is a metaphor for the support actual pillars give to a building. Explain that a metaphor is a figure
of speech that uses one object to explain another. Give the example ―The foot of the mountain, or the
neck of the woods.‖ Have the students represent this metaphor with a picture drawn on a poster. Posters
will then be hung around the classroom.
Independent: Give each of the students a copy of Work Page B. Have general information about
the Five Pillars of Islam (this information can be found on Work Page A) written down on an overhead or
whiteboard. Have students copy the definitions onto their work sheets. Once they are done, ask the
students to write a sentence or two on the topic: ―Which of The Five Pillars of Islam do you think would
be hardest for a Muslim to live by?‖
Question:
What was the main religion of Mali/Timbuktu?
A) Islam
B) Buddhism
C) Jainism
D) Judaism
Artifact #1- Published Document
Prepared by Topher Fulks
Document: Five Pillars of Islam
Intermediate Activity
Background-(activities should be preceded by a lesson about Mali and brief introduction about
religions of the world)
The major religion of ancient Mali was Islam. Islam influenced everything in the culture from
legal practices to blue prints to houses. Since reading the Qur‘an and other religious text is at the
forefront of the Islamic faith, many of the residents in Mali‘s major cities, such as Timbuktu, were
literate. The five pillars of Islam are an overarching theme of the religion. Recently, desert libraries of
Timbuktu were discovered revealing hundreds of scrolls, including the Five Pillars of Islam. Many of
these scrolls are currently being examined and translated. These findings show the importance ancient
Mali placed on reading.
Student Activities
Whole Group: Have the students come up with different ideas they believe would make a strong
community. Give the example that school uniforms are used to create a sense of companionship in some
schools. Discuss each of the ideas that students brainstorm with the whole group. Once the students are
done, explain that communities have different rules, duties, and principles that help structure the actions
of the individuals participating in that community; some of these communities are religious bases while
others follow different motives. Explain that many of the principles of the Muslim community are
derived from The Five Pillars of Islam. Show what each of the pillar involves and how it relates back to
community life. The purpose of this exercise to show there are many different ways to make
communities cohesive and this exercise goes in detail about one way, the Muslim community.
Small Group: The class will discuss the similarities and differences between six religions of the
world. Students will split into different groups and use information from
http://www.mnsu.edu/emuseum/cultural/religion/ to create a chart representing the similarities and
differences between the six religions represented on the website. Use a table to compare and contrast the
religions.
Independent: Have students read the bullet points on Work Page A. As they are reading have the
students fill out Work Page B. Once they are done have the students synthesize the information by
writing an essay focusing on the Five Pillars of Islam. Students will write down each of the Five Pillars,
define them, and compare them to other religious views of their choosing.
Questions:
1) Write an essay comparing and contrasting the six religions that were charted in small
groups.
2) Which of these is NOT one of the Five Pillars of Islam?
A) Zelet ( Freedom from want) B) Zakat (Almsgiving)
C) Sawm (Fasting) D) Salat (Prayer)
Work Page A
Work Page B
Work Page C
Artifact #2- Oral History (Primary)
Prepared by Jamie Bradley
Griots
Background Information: (Activities should be preceded by a lesson about Mali and brief introduction
about griots) Griots are Malian storytellers who pass down oral traditions and history through
generations. Griots are important to the Malian society as many of them hold special stories from the
Ancient Mali Empire that have been passed down and are still told today. Even though modern Malians
have books and technology, griots are still important to their culture and still tell stories today.
Students should watch the video, http://www.teachertube.com/viewVideo.php?video_id=115681, which
will enable students to complete the following activities.
Individual Activity: Think of an story that has been passed down through your family. It could be a any
story unique to your family. Draw pictures to tell your classmates the oral history. This is something you
can have to keep to continue passing down just as the Malian griots have done for centuries.
Small Group Activity: Students should be in groups of 4-5 students each. Choose a story that one has
been passed down through generations of one member of your group. Prepare with your group to act it
out for your classmates. Each student should take a turn in acting out the oral history. Your group may
use words, music, drama, or all three artforms just as the griots often use.
Whole Group Activity: As a class, come up with an oral history unique to your classroom. Work
together to come up with a way to share this oral history so that others in your school may know what has
gone on in your class. You may choose to have a few people work to tell the story, or involve the whole
class.
Assessment: Griot is a French word that Malians use to describe people who _____________________.
a)
b)
c)
d)
play musical instruments
write books
tell oral histories
give people medicine
Source: The empire of mali series: the griot. [Web]. Retrieved from
http://www.teachertube.com/viewVideo.php?video_id=115681
Artifact #2- Oral History (Intermediate)
Prepared by Jamie Bradley
Griots
Background Information: (Activities should be preceded by a lesson about Mali and brief introduction
of griots) Griots are Malian storytellers who pass down oral traditions and history through generations.
Griots are important to the Malian society as many of them hold special stories from the Ancient Mali
Empire that have been passed down and are still told today. Even though modern Malians have books
and technology, griots are still important to their culture and still tell stories today.
Students should watch the video, http://www.teachertube.com/viewVideo.php?video_id=115681, which
will enable students to complete the following activities.
Individual Activity: Think of an oral history that has been passed down through your family. Write the
oral history down just as you have heard it told to you. You may decorate your written story with
appropriate art and use this to continue to pass down this oral history.
Small Group Activity: Students should be in groups of 4-5 students each. Have each member of the
group share an oral history passed down through generations. Choose one of the oral histories from a
group member. As a group prepare a script that you could use to tell the oral history. You may create
twists or alternate endings for the oral history for our class to detect what you have changed from the
original oral history. You may use the written script to later perform in front of the class. Each member
of your group should have a role in the performance.
Whole Group Activity: As a class, come up with an oral history unique to the classroom. Work
together to come up with a way to share this oral history so that others in your school may know what has
gone on in your class. You may choose to have a few people work to tell the story, or involve the whole
class. However you decide to share it, through art, music, drama, or other means, have written protocols
of how you plan to perform the oral history.
Assessment:
1. Griots told stories using which of the following?
A. Music
B. Drama
C. Dance
D. All of the above
Artifact #3 –Visual Primary Source
Photograph of pottery figurine of Sundiata Kieta the ―Lion King of
Mali‖
Prepared by Christina Millson
Primary Activities
Background (activities should be preceded by a lesson about Mali,
specifically pottery and artisans of Ancient Mali)
Pottery was one of several crafts performed by artisans in the empire of
Ancient Mali. Artisans are skilled workers with specialized jobs who make
items for others to use or display. In addition to pottery, artisans
specialized as weavers, leatherworkers, woodworkers, public entertainers, and blacksmiths. The artisans
were all considered a gift from god and were given the responsibility of finishing the incomplete world.
According to a Mande myth, god Maa Ngala sent the artisans to complete the work he had left unfinished.
All of the artisans were honored because of their abilities and creativity. Interestingly enough, the
methods of pottery used in present day Mali are very similar to those of the past.
Student Activities
Whole Group: Students observe the photograph of the piece of pottery from Ancient Mali as an
introduction to a discussion about the different crafts and artisans. After learning about the various
artisans of Ancient Mali, including potters, weavers, and blacksmiths, students work as a class to create a
living museum, showcasing the artisans of Ancient Mali. Students each are given an artisan to model and
then work with one another to determine how to use household items to dress as their artisan and act out
the craft of their designated artisan. Parents and friends will be invited to view the living museum.
Small Group: Students view the photograph of the piece of pottery from Ancient Mali and then research
other in groups of four students to find other photographs of pottery from Ancient Mali. The powerpoint
presentation should include photos of the pottery and short captions of each work. Students finally
present their powerpoints orally in front of the class.
Independent: Students view the photograph of the piece of pottery from Ancient Mali as an example of
the products artisans of Ancient Mali created. Students then write a journal entry about the day in the life
of an artisan from Ancient Mali. Journal entry should include events from the artisans‘ day, description
of the artisan‘s craft, and a detailed picture of one part of the day.
Primary Assessment:
What is an artisan?
a. A soldier
b. A skilled worker
c. A farmer
d. A servant
Artisans of Ancient Mali were ____.
a. potters
b. blacksmiths
c. weavers
d. all of the above
Artifact #3 –Visual Primary Source
Photograph of pottery figurine of Sundiata Kieta the ―Lion King of
Mali‖
Prepared by Christina Millson
Intermediate Activities
Background (activities should be preceded by a lesson about Mali,
specifically pottery and artisans of Ancient Mali)
Pottery was one of several crafts performed by artisans in the empire of
Ancient Mali. In addition to pottery, artisans specialized as weavers,
leatherworkers, woodworkers, public entertainers, and blacksmiths. The
artisans were all considered a gift from god and were given the responsibility of finishing the incomplete
world. According to a Mande myth, god Maa Ngala sent the artisans to complete the work he had left
unfinished. All of the artisans were honored because of their abilities and creativity. Interestingly
enough, the methods of pottery used in present day Mali are very similar to those of the past.
Student Activities
Whole Group: Students observe the photograph of the piece of pottery from Ancient Mali and discuss the
story behind the piece of artwork. Students share their own interpretations of the sculpture, explaining the
reasoning behind their interpretations. They then work together as a class to piece together their
interpretations and compose a story about the sculpture. Students finally listen to the actual story behind
the sculpture, discovering that the sculpture is actually King Sundiata, a king of Ancient Mali, riding on
horseback.
Small Group: Students view photograph of the piece of pottery from Ancient Mali. They then research,
in groups of 4-5 students, other images of pottery from present day and Ancient Mali. After researching,
students create a double bubble map comparing and contrasting pottery of Ancient Mali with pottery of
present day Mali. Comparisons and contrasts should focus on methods used to create the pottery, types of
pottery, and the purposes of the sculptures. The groups then present double bubble maps to the class.
Independent: Students observe the photograph of the piece of pottery from Ancient Mali. Then students
draft ideas of their own pottery, creating rough sketches of the final product. After sketching students
make the piece of pottery with clay and bake it in a kiln (provided the art room has this equipment). The
piece of pottery should be representative of the pottery of Ancient Mali or depict an individual from
Ancient Mali.
Intermediate Assessment:
According to the Mande myth, what was the purpose of artisans in Ancient Mali?
a. to entertain and please other people
b. to complete the world that god left unfinished
c. to serve and work for other people
d. to improve the economy of the cities
Artifact #4- Unpublished Document (Primary)
Prepared by Christine Ammirati
A Blog from Mali
Background Information: Despite its rich culture and ancient history, modern Mali is one of the world‘s
poorest countries. More than half of its land is desert or very dry and 80% of workers either farm or fish
earning very low incomes. International volunteers work in Mali schools, agriculture, hospitals, and work
to build transportation, housing, and factories. The Peace Corps is a volunteer organization sponsored by
the American government that helps peoples in developing countries throughout the world. More than
170 American Peace Corps volunteers are currently working in Mali.
Artifact: Students read two October 2010 entries from the blog of Mario F. Romero, Peace Corps
volunteer currently in Mali. If Blogger is inaccessible, students can refer to hard copy (attached).
http://mariofromero.blogspot.com/2010/10/pictures-from-homestay-soundougouba.html
http://mariofromero.blogspot.com/2010/10/more-homestay-pictures.html
Independent Activity: Choose a blog photograph and write a short description of it. Draw a picture of a
similar scene in your life. Write a short description of the similarities and differences between the life in
a Mali village and life in your home.
Small Group Activity: In a group of 4-5 students, work together to choose 4-5 blog photographs (one
for each student). Use these images for inspiration to create a brief story of a Malian child‘s typical
morning in this village. Next, draw pictures and write a brief story of a child‘s typical morning in your
own community. Mount these two related stories on a poster for classroom display titled ―A Day In the
Life of Two Children.‖
Whole Group Activity: As a class, review the blog photographs and captions individually. As a class,
work together to classify photographs into groups. Categories may include education, housing, food,
cooking techniques, methods of obtaining water, and sanitation, and family size and members. Share
observations about the similarities and differences between your own daily lives and the lives of the Mali
families documented on the blog. Given that the blog depicts only one village in a large country, discuss
additional information that is important to consider when attempting to understand the differences and
similarities between Malian and American cultures. Brainstorm questions that would increase your
understanding of Malian village life.
Question:
1. In their daily lives, most residents of this Mali village are likely to work in ________________:
a. factories
b. offices
c. farms
d. stores
Source:
Romero, Mario F. (2010, October 23). More homestay pictures. Retrieved from
(2010, October 16).
Romero, Mario F. (2010, October 23). Pictures from homestay – Soundougouba. Retrieved
from http://mariofromero.blogspot.com/2010/10/pictures-from-homestay-soundougouba.html
(2010, October 16).
Artifact #4- Unpublished Document (Intermediate)
Prepared by Christine Ammirati
A Blog from Mali
Background Information: Despite its rich culture and ancient history, modern Mali is one of the world‘s
poorest countries. More than half of its land is desert or very dry and 80% of workers either farm or fish
earning very low incomes. International volunteers work in Mali schools, agriculture, hospitals, and work
to build transportation, housing, and factories. The Peace Corps is a volunteer organization sponsored by
the American government that helps peoples in developing countries throughout the world. More than
170 American Peace Corps volunteers are currently working in Mali.
Artifact: Students read two October 2010 entries from the blog of Mario F. Romero, Peace Corps
volunteer currently in Mali. If Blogger is inaccessible, students can refer to hard copy (attached).
http://mariofromero.blogspot.com/2010/10/more-homestay-pictures.html
Independent Activity: Choose a blog photograph and caption. Write your observations about Malian
life and explain how this photograph is alike or different to a similar scene in your personal life. Write
down a question prompted by this photograph and what other information you would like to learn about
life in a Mali village. Find one unknown term used in the blog, research it, and write down definition.
Small Group Activity: In a group of 4-5 students, create a ―compare and contrast chart‖ showing
similarities and differences between your own daily lives and the lives of the Mali families documented
on the blog. Categories may include but are not limited to education, housing, food, cooking techniques,
methods of obtaining water, sanitation, and family size and members. Cut and paste blog photographs to
support your Mali observations. In order to have complete information for your chart, research at least
two unknown vocabulary terms used in the blog. Write these definitions under the corresponding blog
photographs. To complete the U.S. section of your ―compare and contrast chart,‖ write a short paragraph
describing your daily life and use personal photographs, magazine pictures, or drawings.
Whole Group Activity: As a class, brainstorm similarities and differences between your daily lives and
the lives of the Mali families documented on the blog. Work together to organize class input into a
―compare and contrast chart.‖ Categories may include education, housing, food, cooking techniques,
methods of obtaining water, sanitation, and family size and members. Use photographic evidence from
the blog to support your observations of Malian daily life. Given that the blog depicts one village in a
large country, determine additional information that is important to consider when comparing Malian and
U.S. cultures. Using internet resources, research these questions as well as general country information
that can be used to compare Mali and the U.S. Add these data to the ―compare and contrast chart.‖
Question:
1) In their daily lives, most residents of this Mali village are likely to use ________________:
a. indoor toilets
b. farm animals
c. electric toothbrushes
d. dishwashers
Source:
(2010, October 16).
(2010, October 16).
Saturday, October 23, 2010
Pictures from homestay - Soundougouba, Mali
The soccer field. Play the game "where's the goal post?"
Kadri!
My host family - my host dad, his first wife sitting down, and his second wife on
the left.
My nyegen!
Daow. This is one of my host brothers. I hung
out with him a lot and we chatted in French. He's at the University of Bamako
studying pre-law and owns a store in a town nearby. When I asked him what he
wanted to do getting his degree, he wasn't sure, but thought maybe he would either
study more, keep working in the store, or work in the fields. His older brother has a
degree in marketing and now owns a few hectacres of corn field.
Everything a Malian woman needs to pound millet, toh, and shea butter.
The girls eating dinner of toh and okra sauce.
This is my host dad's
mother, Tieman (my host dad's father) Diarra's 1st wife. She hangs out under her
gwa all day and takes care of the little girls. My room is in the back left of the
picture.
Kadi is Fanta's daughter, in her terrrible twos,
has been learning how to pound since she could walk, and probably the chubbiest
baby in Mali. Fanta is 17 years old and her husband died while she was still
pregnant with Kadri.
My host dad's house is the white one and his wives' house is on the right. They
aren't so much houses as they are sleeping rooms since everyone just spends time
outside.
The water pump
Normally breakfast wasn't this good, but I had to take a picture of this one where
Ryan brought over an egg sandwich with fries and oranges. I also included a full
pack of 10 gazelle tea packages, the best tea in Mali according to my host family.
What I see outside my window. Including my 5:00am alarm clock, the family
donkey...
The Michigan bear studying Bambara with his water bottle
My bed under the mosquito net.
Baby goat
The kids of Soundougouba during the full moon.
This is what I like to call the full moon rabbit costume. The kids get underneath
and dance around going from concession to concession getting small change and
snacks. Kate (the other volunteer in the picture), and I got under the rabbit at one
point and danced around a bit.
Rocks by Soundougouba
Posted by Mario at 4:04 PM
Name: _________________________Date: __________ #______
Primary Pre-Post-/ Test
Directions for teachers: read the following directions aloud to
students.
1. What does bogolan mean?
a. woven cloth
b. mud cloth
c. white cloth
d. tree cloth
2. Bogolans are worn to signify what transitions in life?
a. death
b. marriage
c. birth
d. all of the above
3. Griot is a French word that Malians use to describe people who___.
a. play musical instruments
b. write books
c. tell oral histories
d. give people medicine
4. What was the main religion of Mali/Timbuktu?
a. Islam
b. Buddhism
c. Jainism
d. Judaism
6. Find Timbuktu on your map. Measuring along the Niger River,
Timbuktu is located approximately_____ miles up the Niger River
from the Atlantic Ocean.
a. 100
b. 500
c. 1000
d. 2000
7. The salt mines of Taghaza are located approximately _____ miles
from Timbuktu.
a. 100
b. 500
c. 1000
d. 2000
8. The gold mines west of Timbuktu are located approximately _____
miles from Timbuktu.
a. 100
b. 500
c. 1000
d. 2000
9. How many miles was the trade route from Timbuktu to Cairo?
a. 100 miles
b. 500 miles
c. 1000 miles
d. 2000 miles
Name: _________________________Date: __________ #______
Intermediate Pre-Post-/Test
Directions for teachers: read the following directions aloud to
students.
1. According to the Mande myth, what was the purpose of artisans in Ancient Mali?
a. to entertain and please other people
b. to complete the world that god left unfinished
c. to serve and work for other people
d. to improve the economy of the cities
2. Which of these is NOT one of the Five Pillars of Islam?
a. Zelet ( Freedom from want)
b. Zakat (Almsgiving)
c. Sawm (Fasting)
d. Salat (Prayer)
3. In their daily lives, most residents of this Mali village are likely to use
________________:
a. indoor toilets
b. farm animals
c. electric toothbrushes
d. dishwashers
4. When Sundiata was only 18 years old what did he become?
a. a griot
b. a servant
c. a father
d. a king
5. Griots told stories using which of the following?
a. music
b. drama
c. dance
c. all of the above
Essay Question
Essay Question #1 (5 points)
Explain why the reduced use of the Trans-Saharan trade route contributed to the
downfall of the Mali Empire (1 point). Specify two reasons why trade decreased
along the Trans-Saharan trade route (2 points), explain your reasons (2 points).
Essay Question #2 (6 points)
Write an essay comparing and contrasting the six religions (Islam, Judaism,
Buddhism, Christianity, Hinduism, Jainism) that were discussed in small groups.
1 Point for the successful integration of each religion.
References
Ancient West Africa. (2009). Acta Archaeologica, 80(1). Retrieved September 28, 2010 from
http://web.ebscohost.com.proxy.wm.edu/ehost
Baird, G, Parent, A, Hawkins, M, & Sannito, F. (2011). Ancient world history. New York, NY:
Houghton Mifflin.
Blauer, E, & Laure, J. (2008). Cultures of the world Mali. New York, NY: Marshall Cavendish.
Bulliet, R, Crossley, P, Headrick, D, Hirsch, S, & Johnson, L. (2008). The earth and its peoples.
Boston, MA: Houghton Mifflin.
Burns, K. (2001). Mansa Musa: The lion of Mali. New York, NY: Houghton Mifflin Harcourt.
Conrad, D. (2005). Empires of medieval West Africa. Facts on File, Inc.
Currie, Stephen. (2005). West Africa. Detroi, MI: Thomson Gale.
Davidson, Basil. (1991). Africa in history. New York, NY: Macmillan Publishing.
De Villiers, Marq, & Hirtle, S. (2007). Timbuktu: The Sahara's fabled city of gold.
New York, NY: Walker & Company.
Diagram Group, The (2003). History of West Africa. New York, NY: Facts on File, Inc.
Diakite, P. (2006). I lost my tooth in Africa. New York, NY: Scholastic.
Diouf, S. (2000). Kings and queens of West Africa. New York: Franklin Watts.
Ezi, Ms. (2009, Dec. 4). Theories of Ndi Igbo Origins Pt. 1: Ancient Hebrews? [Map: PreColonial African Trade Routes]. A Genetic Migration Story of a Nigerian Igbo.
Retrieved October 1, 2010 from
http://migrationstoriesofnigerianigbo.wordpress.com/2009/12/04/theories-of-ndi-igboorigins-pt-1-ancient-hebrews/
Gent, Bill & Gent, Lynn. (1997) Religious Education – Key Stage Two Scottish Level C-E.
London, England: Scholastic Ltd.
Leveson, David J. (2002). Using Map Scales. Retrieved September 21, 2010 from
http://academic.brooklyn.cuny.edu/geology/leveson/core/linksa/scale_use.html
Koslaw, Philip (1995) The Kingdoms of Africa, Mali: Crossroads of Africa. New York, NY:
Chelsea House Publishers.
Kryza, Frank T. (2006). The race for Timbuktu: In search of Africa's city of gold.
New York, NY: Harper Collins.
Jones, K.M. (2004). History, origin, and significance of mud cloth. Retrieved October 7, 2010
from http://www.library.cornell.edu/africana/about/mudcloth.html
McKissack, P. & McKissack, F. (1994). The royal kingdoms of Ghana, Mali, and Songhay:
Life
in medieval Africa. New York, NY: Henry Holt and Company.
Nixon, S. (2009). Excavating Essouk-Tadmakka (Mali): New archaeological investigations of
early Islamic trans-Saharan trade. Azania: Archaeological Research in Africa, 44(2).
Retrieved September 27, 2010 from http://web.ebscohost.com.proxy.wm.edu/ehost
National Center for History in the Schools. (2010). Retrieved Oct. 4, 2010 from
http://nchs.ucla.edu/standards/standardsk-4-4-7.html
National Geographic Society. (2010). Mali Desert [Video file]. Retrieved October 3, 2010 from
http://video.nationalgeographic.com/video/player/places/countriesplaces/mali/mali_malidesert.html
Prince William County Schools. (2002). Mali: Ancient crossroads of Africa. Retrieved
September 28, 2010 from http://mali.pwnet.org/index.htm
Reece, K. E. (2006). West African kingdoms: empires of gold and trade.
Vero Beach, FL: Rourke Publishing.
(2010, October 16).
(2010, October 16).
Shuter, J. (2003). Ancient west African kingdoms. Chicago, IL: Heinemann Library.
Smithsonian Institution. (2002). Make your own bogolanfini. Retrieved October 7, 2010 from
http://www.mnh.si.edu/africanvoices/mudcloth/index_flash.html
Stanley, M. (2003). Mali today and long ago. Glen Allen, VA: Foxhound.
The empire of mali series: the griot. [Web]. Retrieved from
http://www.teachertube.com/viewVideo.php?video_id=115681
Thompson, Carol. (1998). The empire of Mali. New York, NY: Grolier Publishing.
UNESCO World Heritage Centre. (2010). Old Towns of Djenné. Retrieved October 02, 2010
from http://whc.unesco.org/en/list/116
UNESCO World Heritage Centre. (2010). Timbuktu. Retrieved October 02, 2010 from
http://whc.unesco.org/en/list/119
Virginia Department of Education. (2010). The standards & SOL-based instructional resources.
Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml
Whelan, G. (2007). Yatandou. New York, NY: Sleeping Bear Press.
Wisniewski, D. (1999). Sundiata: Lion king of Mali. New York, NY: Houghton Mifflin
Harcourt.
Appendix A
VA State Standards:
3.2 The student will study the early West African empire of Mali by describing its oral
tradition (storytelling), government (kings), and economic development (trade).
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;
VA Art Standards:
3.13 The student will discuss how history, culture, and the visual arts influence each other.
3.16 The student will identify and examine objects of the early West African empire of Mali.
3.17 The student will identify how works of art reflect times, places, and cultures.
National Council for Social Studies Standards
Standard 1C: Describe ways in which language, stories, folktales, music, and artistic
creations as expressions of culture influence behavior of people living in a particular culture.
Standard 4A (grades 5-12): The student understands the growth of imperial states in West Africa and
Ethiopia. Analyze the importance of agriculture, gold production, and the trans-Saharan caravan trade in
the growth of the Mali and Songhay empires.
Standard 4A (grades 5-12): Formulate historical questions from encounters with historical documents,
eyewitness accounts, letters, diaries, artifacts, photos, historical sites, art, architecture, and other records
from the past.
Standard 4B (grades 4-6): The student will describe personal connections to place—as
associated with community, nation, and world.
Standard 7A (grades 3-4): The student understands the cultures and historical developments of
selected societies in such places as Africa, the Americas, Asia, and Europe. Describe the effects
geography has had on societies, including their development of urban centers, food, clothing,
industry, agriculture, shelter, trade, and other aspects of culture.
Standard 10J (grades 4-6): The student will examine strategies designed to strengthen the
―common good‖, which consider a range of options for citizen action.
National Standards for Art Education (Visual Art)
Standard 5 (K-4): Reflecting upon and assessing the characteristics and merits of their work and
the work of others. Students:
a. understand there are various purposes for creating works of visual art.
b. describe how people‘s experiences influence the development of specific artworks.
c. understand there are different responses to specific artworks.
Expenses
Pillow Cases:
Foam paint brushes
Total=
$2x15=
$30
$5
#35

Ancient Mali - christinamillson

Transcription

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