Elementary School  |  Grades 3–5

AFRICA’S RICH HISTORY

ESSENTIAL QUESTION
Why is it important to learn about Africa’s historic kingdoms and vibrant trade?

OBJECTIVES
Students will:
→ Explore the emergence and history of West African kingdoms and trade.
→ Analyze the meaning of a West African fable and the significance of that region’s
oral tradition.
→ Interpret a primary source to learn about the influence of the Kingdom of Mali.
→ Annotate a text on the history of the Ghana and Mali kingdoms.
→ Create an original salt craft rendering depicting key features of an African kingdom.

LEARNING STANDARDS
See the standards alignment chart to learn how this lesson supports New Jersey
State Standards.

TIME NEEDED
125 minutes

MATERIALS
→ AV equipment to project an image
→ Map of Early African Civilizations (one to project)
→ Mansa Musa: Tenth Emperor of the Mali Empire handout
(one to project or copies for small groups)
→ The Ghana Kingdom (one per student)
→ The Mali Kingdom (one per student)
→  Materials for art project: salt or sand, glue, construction paper, watercolor paint
or food coloring, paint brushes, paper plates and cups, colored pencils or crayons

VOCABULARY
civilization Ghana Mansa Musa
empire kingdom Sahara Desert
griot/griotte Mali stereotype
4
Procedures

PART 1
Sizing Up Africa (15 mins.)
Write the following brainteaser on the board: “Which
1 continent has the most countries?” Allow students to
discuss in pairs and then have the class take a vote.
Share that Africa has the most—54 countries. (Asia has
47, Europe 43, North America 23, Australia and Oceania
14, South America 12 and Antarctica 0.)

Comment that many people don’t realize Africa is so

2 large, and some think Africa is a country, not a continent.
NOTE
Ask students why they think this may be so. Highlight that
A graphic on the Culture
stereotypes of Africa as less developed, powerful and
Trip website illustrates how
important may affect people’s perceptions about Africa’s
vast Africa is by showing
size. Share some of the following facts about Africa: how many other countries,
→ 778 million people live in Africa (only Asia’s population and even continents, can fit
inside its borders: http://bit.
is greater at 3.67 billion).
ly/3i8bIGC.
→ Africa is three times larger than the United States and
has more than twice as many people.

→ It is estimated that more than 2,000 different languages

are spoken in Africa.

→ While Africa is known for its deserts, rainforests and

grasslands, the continent is rapidly urbanizing; many
people live in cities and have never seen large wildlife.

→ Many of the resources we purchase come from Africa,

including chocolate, coffee, gasoline, rubber, diamonds
and the metals and minerals we use in our cellphones.

Share that Africa is also home to many of the great

3 civilizations in history. Ask students if they can name any.
If they struggle to identify African kingdoms, point out that
this too may be the result of biases that have left African
history out of many movies, books and other ways we
learn about the world.

BACKGROUND UNIT: AFRICAN CIVILIZATIONS 5

 Project the handout Map of Early African Civilizations.
4 Allow students to point out the kingdoms they identified
in the previous step. Tell them they will learn about Ghana
and Mali during this lesson, and indicate their locations
on the map.

PART 2
West Africa’s Oral Tradition (30 mins.)
Write griot/griotte on the board (these are the masculine
5 and feminine forms of the term). Explain that griots/griottes
are storytellers and counselors in West African culture,
and the keepers of important facts and events. They have
passed down histories and cultural values for over 2,000
years through oral traditions including folktales, songs
and proverbs.

Tell students that they will explore a folktale about the

6 spider-god, Anansi, that comes from the Ashanti people
of Ghana. Explain that Anansi, a popular trickster in West
African mythology, acted as a link between humans and
the sky god Nyame, who turned his son into a spider as
a penalty for his mischief. As a class or in small groups,
have students perform the reader’s theater adaptation of
“Anansi and the Story Box” from Activated Story Theater
(the script has seven roles): http://bit.ly/3nJn30V.

Debrief the reader’s theater activity using some of the

7 following questions:

→ What lesson do you think the Anansi story is trying

to teach or pass down to the next generation?

→ How are the Anansi stories similar to other tales you

have studied from the U.S. or other cultures?

→ Anansi and other West African tales were created to

teach and entertain. What fills that role in our culture?

→ What is the value of oral storytelling in a culture

or society?

→ What role does storytelling play in our culture, or

in your own family?

6
PART 3
The Richest Man of All Time (20 mins.)
Refer back to the Map of Early African Civilizations and
8 point out Mali. Tell students that Mali was one of the NOTE
most powerful African kingdoms in history and its most
The image source is:
famous emperor was Mansa Musa. Project or distribute Abraham Cresques, Detail
the handout Mansa Musa: Tenth Emperor of the Mali Empire. from the Catalan Atlas Sheet
In small groups, have students analyze the image by 6 showing Mansa Musa, 1375,
noting their responses to the following questions: pen with colored inks on
parchment, Catalan Atlas,
→ What kind of document do you think this might be?
http://bit.ly/38H4BSw.
Who might have created it?

→ How is Mansa Musa represented in the image?

What does this say about his role?

→ What items are shown in the image? What do you

think are their importance?

→ What places are shown? What do you think they

might represent?

→ What does the image tell us about the Kingdom of Mali?

Gather the class and allow small groups to share some of

9 their observations. Refer to the following information as
NOTE
you discuss the image:
The Huffington Post article
→ The image was drawn on parchment using colored “Mansa Musa of Mali Named
inks in 1375 by Abraham Cresques, a Jewish cartographer World’s Richest Man Of All
from Majorca (in today’s Spain, then part of the kingdom Time” (http://bit.ly/35DBDAS)
of Aragon). It was part of the Catalan Atlas. estimates Mansa Musa’s
worth, adjusted for inflation,
→ It shows principal points along the trans-Saharan trade at $400 billion. By compari-
routes in West and North Africa. son, today’s richest people
are worth $100–200 billion.
→ A camel caravan and major trade goods are depicted;
goods in that society included gold, copper, iron, horses,
salt, textiles, leather, ivory and captive peoples. The trade
of gold and salt were key to the empire’s wealth.

→ The atlas features Timbuktu, an important center of

trade and learning, then part of the Mali Empire.

→ An inscription on the panel reads: “This Black lord is

called Musa Mali, Lord of the Black people of Mali. So
abundant is the gold which is found in his country that
he is the richest and most noble king in all the land.”

→ Features of the Mali kingdom included centralized

government, a powerful army to aid its expansion,
sophisticated cities and vibrant trade.
BACKGROUND UNIT: AFRICAN CIVILIZATIONS 7
 PART 4
Worth Its Weight in Gold (60 mins.)
Distribute copies of the handouts The Ghana Kingdom and
10 The Mali Kingdom. Read one or both together as a class, or
have students read individually or in pairs. Instruct them
to circle information that confirms ideas from their image
analysis of Mansa Musa. In addition, tell students that they
will be creating an illustration representing one important
feature of these civilizations. They should underline facts
and record margin notes that they think will help them
with this task.

Gather the class and allow students to share their thoughts

11 about the most important or interesting features of the
Ghana and Mali civilizations. List their ideas on the board.
Tell students that they will focus on one feature and create
a painting to represent it using one of the most essential
goods from these societies—salt. (As an alternative—so as
not to waste food—sand can be used in place of salt.)

Have students follow the directions below in order to create

12 their salt/sand paintings.

→ Draw an outline of your scene on construction paper.

Add color and details using colored pencils or crayons.

→ Trace the outline with a thin line of glue.

→ Sprinkle salt/sand over the glue. Carefully shake the

excess salt/sand into a bin.

→ To add color to the salt/sand, paint it with watercolors

or water mixed with food coloring.

→ Give your painting a title and add a brief caption

(description).

Display students’ artwork and highlight some of themes

13 that demonstrate the significance and complexity of early
African societies. Conclude the lesson by discussing some
of the questions on the next page.

8
Discussion Questions

Had you heard about the kingdoms of Ghana and Mali
1 before? Why do you think most people know little about
ADDITIONAL RESOURCES
African civilizations in history?
+ Exploring Africa, “Curriculum,”
Are you surprised by how wealthy, complex and powerful http://exploringafrica.matrix.
2 these civilizations were? Why? msu.edu/curriculum.

+ Mr. Donn’s Site for Kids

What stood out to you most about the ways in which these and Teachers, “Lesson Plans:
3 societies were organized or operated? African Kingdoms,” https://
africa.mrdonn.org/kingdom-
Does what you learned match up with what you have lessons.html.
4 heard about Africa in the past? Explain. + Knight, Margy Burns. Africa
Is Not a Country. Minneapolis,
How do stereotypes about Africa and African people affect MN: First Avenue Editions,
5 what we are taught in school or through the media? 2002.

+ Musgrove, Margaret. Ashanti

to Zulu: African Traditions.
New York: Puffin Books, 1992.
Lesson Extensions + Roman, Carole P. If You Were
Me and Lived in...the Ancient
Mali Empire: An Introduction
↗ In small groups, assign students to select and research an
to Civilizations Throughout
African kingdom they have not learned about from the Map of Time Paperback. CreateSpace
Early African Civilizations. Have them create a brief slideshow or Independent Publishing
create a map or model highlighting key features of the kingdom. Platform, 2016.

↗ Assign students to gather significant facts from their study of

various African kingdoms and use them to design a crossword
puzzle or trivia game. Have students share their puzzle/game
with peers or family members and discuss the ways in which
African history represents a knowledge gap for many of us.

BACKGROUND UNIT: AFRICAN CIVILIZATIONS 9

 HANDOUT

Map of Early African Civilizations

SOURCE: Cartwright, Mark. Map of Ancient & Medieval Sub-Saharan African States. Ancient History Encyclopedia. April 12, 2019. Accessed January 12, 2021.
https://www.ancient.eu/image/10453/map-of-ancient--medieval-sub-saharan-african-state.

10
HANDOUT

Mansa Musa: Tenth Emperor of the Mali

Empire (c. 1280–c. 1337)

Observe the image closely and record notes in response to the following questions:

1. What kind of document do you think this might be? Who might have created it?

2. How is Mansa Musa represented in the image? What does this say about his role?

3. What items are shown in the image? What do you think are their importance?

4. What places are shown? What do you think they might represent?

5. What does the image tell us about the Kingdom of Mali?

BACKGROUND UNIT: AFRICAN CIVILIZATIONS 11

 HANDOUT

The Ghana Kingdom (about 700–1200 CE)

Ghana was West Africa’s first powerful empire. The success of Ghana allowed its rulers to build
It was located further north than today’s nation power. They used iron to make weapons and
of Ghana. Modern Ghana took its name in honor commanded a large army. Arab visitors wrote of a
of ancient Ghana. force of 200,000 soldiers, including 40,000 archers.
This may have been an exaggeration, but it shows
Ghana was known as the “land of gold.” Ghanaians
that Ghana’s military was impressive. Even though
(the people of Ghana) invented ways to mine gold.
Ghana was powerful, the kingdom began to weaken
They controlled three major gold fields. The king-
in the 11th century CE. This happened after attacks
dom became wealthy by trading gold throughout
by enemies, many wars and competition over trade
Africa. The kings of Ghana controlled the gold that
routes. The climate also became drier over time and
was unearthed, and were called “lords of the gold.”
this damaged crops.
Visitors from Arab countries wrote about expensive
gifts given by these kings to their neighbors and The Ghanaians did not have a writing system,
trading partners. so there is much we don’t know about this great
empire. However, archaeologists are still learning
Ghanaians traded gold for salt from the Sahara
from a site they uncovered, called Koumbi Saleh. This
Desert region. They needed salt for its nutrients
ancient town may have been the capital of Ghana
and to preserve food. Other goods that were traded
and home to more than 40,000 people. It contained
included copper, ivory, textiles and leather, herbs
stone houses, mosques and a palace complex.
and spices and foods such as fish, rice, honey and
It also had a network of wells that provided water
kola nuts. These societies also traded enslaved
for drinking and irrigating crops. The remains at
people. The use of horses and camels at this time
Koumbi Saleh prove that Ghana was one of the
helped trade to grow.
most complex and powerful civilizations of its time.

SOURCES:
Exploring Africa, “History of Africa During the Time of the Great West African Kingdoms,” http://exploringafrica.matrix.msu.edu/activity-3-history-of-afri-
ca-during-the-time-of-the-great-west-african-kingdoms-expand.
Khan Academy, “The Ghana Empire,” https://www.khanacademy.org/humanities/big-history-project/agriculture-civilization/first-cities-states/a/the-gha-
na-empire-1.
National Museum of African Art, “Mali Empire and Djenne Figures,” https://africa.si.edu/exhibits/resources/mali/index.htm.

12
HANDOUT

The Mali Kingdom (about 1235–670 CE)

Mali means “place where the king lives.” Its first
ruler was Sundiata Keita, or “lion prince.” He led a
well-trained army to expand Ghana’s territory and
power. Mali grew to include all of the land of Ghana
plus gold fields to the south and additional land. It
stretched more than 1,000 miles from east to west.
It was the largest empire Africa had ever seen and
the second largest in the world, after Mongolia.

Niani was Mali’s capital. It was protected by

mountains and close to forests and a river. This
made it a good place for trade. Mali continued
to control the gold and salt trade started by
Ghana. It also expanded trade to copper mines.
Mali dominated caravans and trade routes—as
many as 25,000 camels connected Mali to North
Africa. Items that changed hands included ivory,
horses, weapons, brass bowls and books. The books. The people of Mali were educated in many
capture of people to sell as enslaved labor also subjects, such as math, music, law, literature, history,
continued during this time. geography and astronomy.

Mali’s most famous king was Mansa Musa. In Mali, cultural life was important. Artists produced
He extended the power of Mali and doubled its pottery and sculpture. Dancers and musicians
territory. Mansa Musa taxed all goods that passed performed at religious festivals. Songs were written
through his kingdom. He also bought goods at low to honor important people, including warriors and
prices and sold them at great profits. This helped hunters. The king even kept a royal orchestra.
to make him and the kingdom very rich. Visitors to Mali commented on its justice system,
During this time, the religion of Islam was spreading. safety and great amounts of food. Like most great
Mansa Musa made a pilgrimage (journey) to Mecca, empires, however, the Kingdom of Mali eventually
an important Islamic city in Saudi Arabia. He brought began to collapse in the 1400s CE. It was weakened
tens of thousands of people with him and as many by civil wars, competition over trade and attacks
as 100 camels, each carrying 300 pounds of gold. by rivals, such as the Songhai Kingdom. By the
Mansa Musa gave away great gifts and impressed mid-1600s CE, Mali was no longer an important
the people he met. This increased Mali’s power. power in Africa.

Mansa Musa invited teachers and architects to

return with him to Mali. They built mosques and
schools in important cities, such as Timbuktu. Great
libraries were constructed to hold thousands of

SOURCES:
Ancient History Encyclopedia, ”Mali Empire,” https://www.ancient.eu/Mali_Empire.
Exploring Africa, “History of Africa During the Time of the Great West African Kingdoms,” http://exploringafrica.matrix.msu.edu/activity-3-history-of-afri-
ca-during-the-time-of-the-great-west-african-kingdoms-expand.
“Mali: Ancient Crossroads of Africa,” © by the Commonwealth of Virginia Department of Education. All rights reserved. Reproduced by permission.

BACKGROUND UNIT: AFRICAN CIVILIZATIONS 13