...The Kingdom of Mali Prior to the emergence of the Kingdom of Mali, under the leadership of Sundiata of the Keita clan, after the decline of its predecessor Ghana, Mali had had a succession of strong leaders. It also had established strong regional trade links. The ancient Malian kingdom of Jenne-Jeno was reputed by archaeologists to have its roots in and around 200 Years BC. Mali only began to lose its power and influence in the 16th Century. Prior to its eventual collapse it was the second largest state in the world after the Asiatic Mongol Empire. Jenne’s strategic position made it an important crossroads for both north and south trade. Highly crafted fragments of pottery, iron work and jewelry have been discovered in the region. This makes it highly likely that there were imports of iron ore, stone grinders and beads into Mali. Also the origins of Mali lie in the Mandinka people who originally lived in the upper reaches of the Niger and Senegal rivers. They lived in small villages which were called Dugu. The chiefs of each village called themselves Dugutigi. These villages by the end of the 12th Century had formed themselves into the state of Kangaba. With the breakup of the Ancient Kingdom of Ghana, partly caused by raids led by the Almoravid Berbars from the north coupled with dwindling gold supplies at around the start of the 12th Century, smaller states such as Tekrur and Sosso competed to fill the power basin left in regions west of the Upper Niger. One of the main reasons...
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...Yemi Matthew Professor Dr. Bruce G. Johnson Non-western World: West Africa Sundaita: an epic of old Mali This Epic of Sundiata tells of Sundiata, the great thirteenth-century ruler of Mali. It was transcribed by D. T. Niane. The story was passed through centuries from a long line of griots. The story of Sundiata illustrates the importance of saving the words of the oral historians before the advent of literacy extinguishes their memories. The epic of Sundiata begin with detail of the ancestors, as the force of history in important in the tale of the man whose victory will create the Mali Empire. (pg. xxiv) “I teach king the history of their ancestor, so that the live of the ancients might serve them as an example, for the world is old, but the future spring from the past.” Groit Djeli mamadou kouyate, (pg. 1) The role of groit in Sundiata an epic of old Mali is to protect the king and griot are men of spoken word, and by the spoken word we give life to the gesture of king. First of all, griots are very important to African culture; they are the keepers of tradition and are responsible for making sure things are done according to the customs of their ancestors. This is a very painstaking task because these customs are not written down; they are passed down by word of mouth. Their father teaches each griot, the knowledge griots possess is remembered through song and story, and is passed on with amazing accuracy...
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...The epic of Sundiata was an oral tradition that follows the life of Sundiata, son of Maghan Kon Fatta and Sogolon and future King of the Kingdom of Mali. The history of the “lion prince” (Niane 14), is told by the griot Mamadou Kouyate many generations after Sundiata himself died in the 1200’s. It remained spoken only until scholars began publishing African oral tradition as stories in the mid-1900s. Mamadou Kouyate explains that his reason for telling the history of Mali in this fashion is, “…so that the lives of the ancients might serve them as an example, for the world is old, but the future springs from the past, (1).” The epic itself are plainly written words of an oral account, but that does not take away from the fact that the history and tale is a reliable source of information on the old kingdoms of Western Africa and the Kingdom of Mali specifically. Griots, like Mamadou Kouyate, were men who had ,”…learnt the art of historical oratory through long years…bound by an oath, (viii).” Though certain words are often changed when a person retells a story, Griots were raised from their youth and trained to retain exact details of a history in order to better retell it in the future. Griots were highly respected men who maintained traditions of their people and were often more than not advisers to the kings of Mali. Griots, “…for want of archives, records the customs, traditions and governmental principles of kings, (vii).” These men told history so it can be an example to...
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...Teach Africa tm World Affairs Council of Houston The Oral Traditions of Africa What are oral traditions? Oral traditions are messages that are transmitted orally from one generation to another. The messages may be passed down through speech or song and may take the form of folktales and fables, epic histories and narrations, proverbs or sayings, and songs. Oral Traditions make it possible for a society to pass knowledge across generations without writing. They help people make sense of the world and are used to teach children and adults about important aspects of their culture. The art of storytelling There is a rich tradition throughout Africa of oral storytelling. Although written history existed for centuries in West Africa, most writing was in Arabic, and the majority of people did not read or write in Arabic. So the transmission of knowledge, history and experience in West Africa was mainly through the oral tradition and performance rather than on written texts. Oral traditions guide social and human morals, giving people a sense of place and purpose. There is often a lesson or a value to instill, and the transmission of wisdom to children is a community responsibility. Parents, grandparents, and relatives take part in the process of passing down the knowledge of culture and history. Storytelling provides entertainment, develops the imagination, and teaches important lessons about everyday life. World Affairs Council of Houston PO Box 920905 Houston, TX 77292-0905 Voice...
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...The history of Ghana goes far back into the 13th centuShry. The Republic of Ghana was formerly known as Gold Coast until midnight March 6th 1957, when it was liberated from the hands of the British. The name Ghana was derived from the ancient Mali empire which was also known as the Ghana Empire of West Africa. Ghana was the title of the Kings who ruled the kingdom which was then controlled by Sundiata Keita, founder of the Mali Empire in 1240 AD. It is believed that the ancient people migrated from the Ghana Empire, which is several hundred miles to the northwest of the Country Ghana. This is the southern part of today Mauritania and the western side of Mali. The history of Ghana has gone through a series of metamorphosis with lot of theories from academics and ancient tales. Many books about the history of Ghana have minimal conflicting issues pertaining to the origin of Ghanaians. Bottom line, they all arrive at the same point making the history of Ghana very reliable when it comes to the people and places. ARRIVAL OF THE WHITES The Portuguese were the first white merchants to arrive in Gold Coast in the 15th century to trade mainly in Gold, Diamonds, Ivory, just to name a few and most importantly Slaves. In 1842, a year after their arrival, built the first castle in Gold Coast, called the Elmina Castle (Sao Jorge da Mina) and a second one also known as Fort st. Anthony at Axim, a small fishing town in the Western Region. The Dutch joined them in 1598 for the same results...
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...Exam 1: Introduction to Africana Studies Short Answer Questions: Be sure to respond to the ENTIRE question, since each question has two parts. (4 points each/100 points total) Why is Africa a continent and not a country? How would you describe the size of Africa in relation to the size of the United States? Africa is a continent because it is a large land mass with many countries within it. A country is a large community with their own set of political rules that differ from other countries. Not all of Africa is governed by one government, if so that would make it a country. Africa is about 3 times the size of the United States. It is much larger than the United States. The view of Africa as a jungle is erroneous, since a jungle or forested area is not one of the continent’s major environmental features. Name two that are. 1/5th of Africa is a rainforest and 1/3rd of Africa is a desert. Africa can be discussed from either an Afrocentric perspective or a Eurocentric perspective. Give two examples of the way Africa is portrayed that support a Eurocentric perspective. A Eurocentric perspective of Africa is represented in many textbooks, media, and teachings, by not making clear that Eygpt is located in Africa is not made clear. It is typically referred to as being in the Middle East. It is even occasionally taught as a part of Western Civilizations, although Egypt is not located in the West. Another example is how the Europeans...
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...WESTERN CIVILIZATIONS Western Civilization HMS 301 1 WESTERN CIVILIZATIONS Main Topics The Black Death The Effects of the Black Death The Rise of Constitutional Monarchy The Hundred Years’ War The Decline of the Church The Renaissance Italy: Birthplace of the Renaissance Italian Renaissance Humanism Machiavelli and Power Politics Leonardo Da Vinci Global Travel and Trade The African Cultural Heritage West African Kingdoms The Europeans in Africa Native American Cultures Maya Civilization The Empires of the Incas and the Aztecs The Spanish in the Americas and the Aftermath of Their Conquest The Impact of Technology Christian Humanism and the Northern Renaissance Luther and the Protestant Reformation The Spread of Protestantism The Catholic Reformation 2 WESTERN CIVILIZATIONS The French Revolution Napoleon Bonaparte The Industrial Revolution Advancing Industrialism Colonialism China and the West Social and Economic Realities Nineteenth-Century Social Theory: conservatism, liberalism & socialism The Radical View of Marx and Engels Picasso and the Birth of Cubism Futurism, Fauvism and Non Objective Art The Birth of Motion Pictures Freud and the Psyche Total War and Totalitarianism The First World War The Russian Revolution Nazi Totalitarianism The Second World War Identity and Liberation: Gandhi, Martin Luther King and Malcolm X 3 WESTERN CIVILIZATIONS The Black Death ...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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