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Chapter Introduction
Section 1 The Development of
Civilizations in Africa
Section 2 Kingdoms and States of Africa
Section 3 African Society and Culture
Chapter Summary
Chapter Assessment
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Key Events
As you read this chapter, look for the key
events in the history of the early African
civilizations. 
• The continent’s immense size and distinct
geographical and climatic zones
influenced where civilizations developed
and how they survived. 
• The introduction of Christianity and Islam
affected the way civilizations developed
and interacted. 
• The development of trade led to the
exchange of goods and cultural ideas.
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The Impact Today
The events that occurred during this time
period still impact our lives today. 
• The expansion of trade creates a global
society, allowing people to exchange
goods, services, and ideas throughout the
world. 
• African art, music, and dance remain very
influential today.
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Chapter Objectives
After studying this chapter, you should
be able to: 
• describe how the mastery of farming gave
rise to Africa’s first civilizations. 
• list the accomplishments of the West
African kingdoms of Ghana, Mali, and
Songhai. 
• describe important aspects of African
society, such as government, the role of
women, education, religion, and the arts.
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The Development of
Civilizations in Africa
Main Ideas
• Africa’s four distinct climate zones affected
the development of African civilizations. 
• The mastery of farming gave rise to the first
civilizations in Africa: Egypt, Kush, and Axum. 
Key Terms
• plateau 
• savanna
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The Development of
Civilizations in Africa
People to Identify
• Kushites 
• King Ezana 
Places to Locate
• Sahara 
• Kalahari Desert 
• Great Rift Valley 
• Nubia 
• Congo River 
• Ethiopia
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The Development of
Civilizations in Africa
Preview Questions
• What were the main occupations of early
Africans? 
• How did the introduction of Christianity and
Islam affect African states?
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The Development of
Civilizations in Africa
Preview of Events
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Meroitic, the language spoken by the
Kush in Meroë, remains largely
undeciphered. Only a small number of
Meroitic words and a small portion of the
grammar are known–and the relationship
between Meroitic and other languages is
a mystery.
The Land of Africa and
The Climate of Africa
• Africa is the second largest continent.
(Asia is the largest.) 
• It stretches for almost five thousand miles
and is surrounded by two seas and two
oceans.
(pages 223–225)
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The Land of Africa and
The Climate of Africa (cont.)
• Africa has many geographical zones. It is
mountainous along the Mediterranean
coast, and just south lies the Sahara,
Earth’s largest desert. 
• Southwest of this desert, grasslands and
then tropical jungle cover the hump of
Africa jutting into the Atlantic Ocean.
(pages 223–225)
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The Land of Africa and
The Climate of Africa (cont.)
• To the east lie snowcapped mountains,
upland plateaus, and lakes. 
• Here also is the Great Rift Valley, where
mountains rise above deep canyons and
wild animals populate grasslands. 
• Farther south lies the dense vegetation of
the Congo basin, through which the
mighty Congo River runs. 
• Farther to the south, the rain forests fade
into hills, plateaus, and then deserts.
(pages 223–225)
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The Land of Africa and
The Climate of Africa (cont.)
• Africa has four distinct climate zones,
each with a different way of life. 
• The mild climate–moderate rainfall and
mild temperatures–of the northern coast
and southern tip creates fertile land and
abundant crops. 
• The Sahara in the continent’s north and
the Kalahari, a desert in the south, cover
40 percent of Africa.
(pages 223–225)
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The Land of Africa and
The Climate of Africa (cont.)
• A third climate zone is the rain forest along
the equator, about 10 percent of the
continent. 
• Heavy rains and heat make for dense
forests and disease-carrying insects, such
as the tsetse fly, which carries sleeping
sickness. 
• To help keep the tsetse fly away, people in
the area do not raise animals. 
• Farming and travel is minimal in these
dense forests.
(pages 223–225)
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The Land of Africa and
The Climate of Africa (cont.)
• A final climate zone is the savannas. 
• These are broad grasslands dotted with
shrubs and small trees. 
• North and south of the rain forests, the
savannas cover about 40 percent of
Africa. 
• Rainfall allows for farming and animal
herding, though the rain is unreliable.
(pages 223–225)
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The Land of Africa and
The Climate of Africa (cont.)
How does the geography of Africa
compare to the geography of the United
States?
Both have a diverse geography. Each has
great rivers, and the American prairie is
comparable to the African grasslands.
Africa, however, has much more coastline,
desert, and jungle, though there are rain
forests in Hawaii and Washington.
(pages 223–225)
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Emerging Civilization and
the Rise of Islam
• About seven or eight thousand years ago,
the mastery of farming gave rise to the
first civilizations in Africa: Egypt, Kush,
and Axum. 
• A busy trade in ivory, ebony, frankincense,
and leopard skins between Egypt and
Nubia to its south developed by 2000 B.C. 
• Around 1000 B.C., Nubia freed itself from
Egyptian control and became the
independent state of Kush.
(pages 225–226)
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Emerging Civilization and
the Rise of Islam (cont.)
• In 750 B.C., the Kushites conquered Egypt,
but the Assyrians, whose iron weapons
overmatched the bronze and stone of the
Kushites, drove them out of Egypt. 
• The Kushites returned to their original
lands.
(pages 225–226)
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Emerging Civilization and
the Rise of Islam (cont.)
• The Kush economy was first based on
farming, but soon Kush became a major
trading state. 
• Its center was the city of Meroë, located
on a new trade route. 
• The city had a large supply of iron, and
the Kushites began making iron weapons
and tools.
(pages 225–226)
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Emerging Civilization and
the Rise of Islam (cont.)
• Kush was a major trading empire for
several hundred years. 
• It provided iron, ivory, gold, ebony, and
slaves to the Roman Empire, Arabia, and
India in return for such luxury goods as
jewelry and silver lamps.
(pages 225–226)
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Emerging Civilization and
the Rise of Islam (cont.)
• Kush flourished from 250 B.C. to A.D. 150. 
• Then a new power, Axum, caused its
decline. 
• Axum was founded by a colony of Arabs
in what is now Ethiopia. 
• It became an independent state that
combined Arab and African cultures.
(pages 225–226)
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Emerging Civilization and
the Rise of Islam (cont.)
• Axum prospered because it was located
on the Red Sea and the trading route
between India and the Mediterranean. 
• It exported ivory, myrrh, and slaves and
imported textiles, metal goods, wine, and
olive oil. 
• For a time, Axum and Kush competed for
control of the ivory trade. 
• In the fourth century A.D., King Ezana of
Axum conquered Kush.
(pages 225–226)
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Emerging Civilization and
the Rise of Islam (cont.)
• Axumite civilization’s most distinctive
feature was its religion. 
• About A.D. 330, King Ezana converted to
Christianity, and he made it the official
religion of Axum. 
• Shipwrecked Syrians had introduced
Christianity to Axum. 
• Within a few centuries, Islam brought
important challenges to the kingdom of
Axum.
(pages 225–226)
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Emerging Civilization and
the Rise of Islam (cont.)
• In 641, Arab forces took control of Egypt. 
• By the early eighth century, the entire
coastal region of North Africa to the Strait
of Gibraltar was under Arab rule 
• By the eighth century, a number of Muslim
trading states had been established on
the African coast of the Red Sea. 
• For centuries the relations between
Christian Axum and the Muslim states
were fairly peaceful.
(pages 225–226)
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Emerging Civilization and
the Rise of Islam (cont.)
• In the twelfth century, problems arose. 
• The coastal Muslim states moved inland
to wrest control of the slave and ivory
trades from Axum. 
• Axum fought back. 
• By the early fifteenth century, Axum and
the Muslim state of Adal were in a growing
conflict.
(pages 225–226)
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Emerging Civilization and
the Rise of Islam (cont.)
Within a few hundred years of its
beginning, Islam spread through much of
the northern half of Africa. In what area
of the world did Christianity spread after
the fifteenth century?
Christianity spread through the Americas
due to conquest, trade, and colonization.
(pages 225–226)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. broad grassland dotted
with small trees and shrubs
__
A 2. a relatively high, flat land area
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A. plateau
B. savanna
Checking for Understanding
Explain the significance of Christianity
in the history of Axum.
Axum’s religion, Christianity, was its
most distinctive feature.
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Checking for Understanding
List Axum’s exports. What product led
to King Ezana’s decision to invade
Kush?
Ivory, frankincense, myrrh, and slaves
were Axum’s exports. Ivory led to King
Ezana’s decision to invade Kush.
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Critical Thinking
Analyze Why did the rise of a new
power in the region cause the decline
of Kush?
Axum competed with Kush for control
of the ivory trade. Eventually, Axum
invaded and conquered Kush.
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Analyzing Visuals
Compare the stele on page 226 of
your textbook with those pictured on
pages 44 and 86. What are the
similarities and differences?
Possible answer: There is a
resemblance to Egyptian pyramids
as well as modern grave markers
and tombstones.
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Close
Review and summarize some of the
economic and religious changes in
Africa exemplified by the Kush and
Axum states.
Kingdoms and States of Africa
Main Ideas
• The expansion of trade led to migration and
the growth of new kingdoms. 
• Rulers introduced different forms of
government. 
Key Terms
• Bantu 
• Swahili 
• subsistence farming 
• stateless society
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Kingdoms and States of Africa
People to Identify
• Berbers 
• Sunni Ali 
• Sundiata Keita 
• Muhammad Ture 
• Mansa Musa 
• Ibn Battuta 
Places to Locate
• Ghana 
• Mombasa 
• Mali 
• Kilwa 
• Timbuktu 
• Zambezi River 
• Morocco 
• Zimbabwe
• Mogadishu 
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Kingdoms and States of Africa
Preview Questions
• What were the accomplishments of the West
African kingdoms? 
• How did Islam impact East Africa?
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Kingdoms and States of Africa
Preview of Events
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Mansa Musa, the Islamic ruler of Mali,
was accompanied on his pilgrimage to
Makkah by a caravan consisting of 60,000
men and a baggage train of 80 camels,
each carrying 300 pounds of gold.
The Kingdom of Ghana
• As early as A.D. 500, Ghana–the first of
the great West African trading states–
emerged in the Niger River valley
grasslands between the Sahara and the
tropical forest along the coast. 
• Most of the people were farmers who
lived in villages that together formed the
kingdom of Ghana. 
• Modern Ghana is east of this area.
(pages 228–230)
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The Kingdom of Ghana (cont.)
• The kings of Ghana were strong, wealthy
rulers who ruled without benefit of law. 
• For public appearances such as holding
audiences and hearing grievances, the
kings appeared amid great pomp in
resplendent robes, gold jewelry, and
turbans trimmed with gold. 
• To protect their kingdom and enforce their
dictates, the Ghanaian kings had a welltrained army of thousands of soldiers.
(pages 228–230)
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The Kingdom of Ghana (cont.)
• Ghana prospered from its iron and gold
supplies. 
• The blacksmiths of Ghana were highly
prized because they were skilled at
making iron tools and weapons. 
• The center of Ghana was near one of the
biggest gold-producing areas in all of
Africa. 
• This location made Ghana the hub of a
huge trade empire.
(pages 228–230)
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The Kingdom of Ghana (cont.)
• In exchange for gold and iron products,
Muslim merchants brought textiles,
horses, metal goods, and salt. 
• Salt was important for preserving and
spicing food. 
• Also, people needed salt to replace the
salt their bodies lost in the hot climate. 
• Eventually, Ghana also exported ivory,
ostrich feathers, hides, and slaves.
(pages 228–230)
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The Kingdom of Ghana (cont.)
• Exchanging goods in Ghana was done by
silent trade. 
• At a boundary line no foreigner was
permitted to pass, foreign merchants
would place their wares and then leave. 
• The Ghanaians would then come and
leave a quantity of gold for the goods. 
• If, on returning, the traders liked the
amount of gold, they would take it and
leave.
(pages 228–230)
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The Kingdom of Ghana (cont.)
• If not, they would go away, and the
Ghanaians would come back and leave
more gold. 
• In this way the parties worked out a
mutually agreeable exchange.
(pages 228–230)
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The Kingdom of Ghana (cont.)
• Berbers, a nomadic people whose camel
caravans were called the “fleets of the
desert,” carried much of the trade across
the desert. 
• Camels needed little food for days and
could survive by drinking large quantities
of water infrequently. 
• The caravans took 40 to 60 days to reach
their destinations. 
• Typically, up to a hundred camels traveled
at about three miles an hour.
(pages 228–230)
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The Kingdom of Ghana (cont.)
• The merchants of Ghana traded such
tropical items as bananas and palm oil. 
• They often became wealthy, and the kings
prospered from this trade by imposing
taxes on imports and exports. 
• Muslim merchants often acted as
middlemen between the local traders and
the Berbers.
(pages 228–230)
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The Kingdom of Ghana (cont.)
Sometimes salt was used as money in
Africa. What English word preserves this
connection between salt and money?
The word is salary. The root of the word,
sal, is Latin for salt. At one time salt was
part of the pay of Roman soldiers. Salt
was valuable in the Roman Empire, and
the soldiers needed the salt on long, hot
marches.
(pages 228–230)
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The Kingdom of Mali
• The kingdom of Ghana, weakened by
wars, collapsed during the 1100s. 
• The greatest trading state that arose in its
place was Mali, which Sundiata Keita
established in the mid-thirteenth century.
(pages 230–231)
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The Kingdom of Mali (cont.)
• Sundiata (the name means “lion prince”)
captured the Ghanaian capital in 1240. 
• He united the people of Mali and created
a strong government. 
• Extending from the Atlantic coast to the
trading center of Timbuktu, Mali built its
wealth and power on the gold and salt
trade. 
• Most of the people were farmers,
however, who grew sorghum, millet, and
rice.
(pages 230–231)
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The Kingdom of Mali (cont.)
• The farmers lived in villages with local
rulers. 
• These religious and administrative
leaders sent tax revenues to the king.
(pages 230–231)
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The Kingdom of Mali (cont.)
• One of Mali’s richest and most powerful
kings was Mansa Musa. He ruled from
1312 to 1337. 
• He doubled Mali’s size. 
• He created a strong government with local
governors whom he appointed. 
• His pilgrimage to Makkah is legendary. 
• Everywhere he went, he gave gold gifts to
his hosts and purchased from merchants
with gold. 
• He put so much gold into circulation so
quickly that its value fell.
(pages 230–231)
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The Kingdom of Mali (cont.)
• This pilgrimage left an impression of
Mansa Musa as a great ruler of a powerful
kingdom. 
• He left another legacy. Earlier rulers of
Mali had converted to Islam, but Mansa
Musa ordered that mosques be built and
encouraged the study of the Quran. 
• He brought in Islamic architects. 
• The most famous mosque is the Sankore
mosque in Timbuktu, which also became
a center of learning. 
• He imported scholars and books to
spread the word of Allah.
(pages 230–231)
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The Kingdom of Mali (cont.)
• Mansa Musa was Mali’s last powerful
leader. 
• By 1359, civil war divided Mali.
(pages 230–231)
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The Kingdom of Mali (cont.)
Why would increasing the gold supply
dramatically make its value fall?
When an economic product is scarce,
such as gold or diamonds, its value
increases. If there is a surplus of a
product, its value declines.
(pages 230–231)
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The Kingdom of Songhai
• Like Egypt’s Nile River, West Africa’s
Niger River floods annually and leaves
rich soil for farming and raising cattle. 
• Southeast of Timbuktu, the Songhai
people established themselves along the
Niger.
(page 231)
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The Kingdom of Songhai (cont.)
• In 1009, a ruler named Kossi converted to
Islam and established the Dia dynasty. 
• Prosperity ensued with the city of Gao as
the chief trade center of Songhai. 
• Songhai expanded under the leadership
of Sunni Ali, who created the Sunni
dynasty in 1464.
(page 231)
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The Kingdom of Songhai (cont.)
• Sunni Ali spent most of his time on military
campaigns. 
• His conquests of the cities of Timbuktu
and Jenne were especially important
because they gave Songhai control of the
trading empire that had made Ghana and
Mali prosper.
(page 231)
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The Kingdom of Songhai (cont.)
• The Songhai Empire reached its height
under Muhammad Ture. 
• A devout Muslim, he overthrew Sunni Ali’s
son in 1493 and created the Askia
(“usurper”) dynasty. 
• He created an empire that stretched a
thousand miles along the Niger River. 
• He also created a strong central
government with local provinces. 
• The Songhai cities prospered as never
before.
(page 231)
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The Kingdom of Songhai (cont.)
• The Songhai Empire came to an end after
Muhammad Ture’s death. 
• Near the end of the sixteenth century,
forces from Morocco occupied much of
Songhai. 
• As one observer noted, conditions
changed. 
• “Danger took the place of security, poverty
of wealth, and distress and violence of
peace.” 
• Songhai became a remnant of its former
self.
(page 231)
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The Kingdom of Songhai (cont.)
Gold has always been highly prized.
Why?
(page 231)
Societies in East Africa
• Various small states and societies took
root in eastern Africa. 
• Islam strongly influenced many of them. 
• They lived by hunting and gathering, and
raising livestock. 
• New peoples migrated into eastern Africa
from the west beginning in the first
millennium B.C. 
• Farming peoples who spoke dialects of
the Bantu languages moved into East
Africa and the Congo River basin, not as
conquerors but as communities.
(pages 232–234)
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Societies in East Africa (cont.)
• These people practiced subsistence
farming using iron and stone tools. 
• Subsistence farming is growing just
enough crops for personal use, not for
sale. 
• They grew grains, yams, melons, and
beans. 
• Women tilled the fields and cared for the
children, and men tended the herds,
hunted, and traded locally. 
• They traded salt, animal products, copper,
and iron ore.
(pages 232–234)
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Societies in East Africa (cont.)
• The growth of Islam in the seventh and
eighth centuries A.D. brought increased
trade to the trading communities along the
eastern coast. 
• Arab and Persian traders settled in ports
along the Indian Ocean. 
• Mogadishu, Mombasa, and Kilwa were
three of the most important ports.
(pages 232–234)
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Societies in East Africa (cont.)
• Kilwa was a magnificent city of its day. 
• In the fourteenth century, two monumental
buildings were constructed in Kilwa of
coral from the cliffs along the shore: the
Great Mosque and the Husuni Kubwa
palace. 
• The latter was on top of the cliffs and had
over a hundred rooms. 
• The wealthy built houses near these two
buildings and adorned them with Chinese
porcelain and indoor plumbing.
(pages 232–234)
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Societies in East Africa (cont.)
• The Arab traveler Ibn Battuta called Kilwa
“one of the most beautiful towns in the
world.” 
• The Portuguese sacked Kilwa in 1505 and
destroyed its major buildings.
(pages 232–234)
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Societies in East Africa (cont.)
• A mixed African-Arabian culture eventually
known as Swahili emerged throughout
the coastal area. 
• Members of the ruling groups often
intermarried, and Islam and Islamic
culture blended with the African cultures. 
• The term Swahili (“peoples of the coast”)
was also applied to the area’s major
language. 
• It is the national language today of Kenya
and Tanzania.
(pages 232–234)
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Societies in East Africa (cont.)
What was the chief mechanism of
Islam’s spread through eastern Africa?
The chief mechanism was trading.
(pages 232–234)
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States and Stateless Societies
in South Africa
• States formed more slowly in the southern
half of Africa. 
• There people lived in stateless
societies–groups of independent
villages organized by clans and led by
a local ruler or clan head. 
• In the eleventh century A.D., some of
these independent villages began to
consolidate, forming the first states.
(page 234)
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States and Stateless Societies
in South Africa (cont.)
• From 1300 to 1450, the wealthiest and
most powerful state was Zimbabwe. 
• It prospered from trading gold with Swahili
communities. 
• The ruins of its capital, Great Zimbabwe,
show the kingdom’s power. It overlooks
the Zambezi River. 
• The Great Enclosure, whose exact
purpose is not known, dominated the
capital.
(page 234)
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States and Stateless Societies
in South Africa (cont.)
• It was an oval space surrounded by a
massive wall 17 feet thick, 32 feet high,
and 800 feet long. 
• Smaller, walled enclosures built with a
mudlike cement on stone foundations
were nearby, and the royal palace was
built in the valley below. 
• A high, stone wall also surrounded the
palace.
(page 234)
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States and Stateless Societies
in South Africa (cont.)
• The walls of Great Zimbabwe are
unusual. 
• People stacked granite blocks to build the
walls. They did not use mortar. 
• The city was abandoned by the fifteenth
century, however, possibly because the
land had been overgrazed or because of
a natural disaster.
(page 234)
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States and Stateless Societies
in South Africa (cont.)
What could have been the purpose of
the Great Enclosure?
Possible answers: Religious ceremonies,
government business and state
ceremonies, or games might have been
the reason for the Great Enclosure.
(page 234)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
C 1. a mixed African-Arabic culture
that developed along the east
coast of Africa; also, the major
language used in that area,
combining Bantu with Arabic
words and phrases
A. Bantu
B. subsistence
farming
C. Swahili
D. stateless
society
__
D 2. a group of independent villages
organized into clans and led by a local ruler or
clan head without any central government
__
A 3. a family of languages spoken in central and
southern Africa; a member of any group of the
African peoples who speak that language
__
B 4. the practice of growing just enough crops for
personal use, not for sale
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Checking for Understanding
Explain the relationship between the
king of Mali and his local governors.
The king appointed the governors.
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Checking for Understanding
List Sunni Ali’s conquests that gave
the Songhai control of the trading
empire.
Sunni Ali’s conquests of Timbuktu and
Jenne gave the Songhai control of the
trading empire.
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Critical Thinking
Describe How did the religion of
Islam spread throughout Africa during
the period discussed in this section?
The religion of Islam spread through
trading, the building of mosques, and a
blending of African-Arabian cultures.
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Analyzing Visuals
Examine the figure on page 228 of
your textbook. What is distinctive
about this figure? What might the
artist be attempting to convey?
Possible answer: The face is looking
up; the figure may be in an act of
worship.
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Close
Discuss the impact of powerful
personalities such as Sundiata Keita,
Mansa Musa, Sunni Ali, and
Muhammad Ture on society, culture,
and on the history of the region in
which they lived.
African Society and Culture
Main Ideas
• Extended family units formed the basis of
African villages. 
• The arts were important in early African culture.

Key Terms
• lineage group 
• diviner 
• matrilineal 
• griot
• patrilineal 
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African Society and Culture
People to Identify
• Yoruba 
• Ashanti 
Places to Locate
• Nigeria 
• Ife 
• Benin
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African Society and Culture
Preview Questions
• How were ancestors and family important to
early Africans? 
• What roles did storytelling and music play in
African culture?
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African Society and Culture
Preview of Events
Click the Speaker button to
listen to the audio again.
Slaves brought African religious practices
that still exist to the Americas. In Brazil,
for example, a religion called Candomblé
thrives. It mixes Yoruba, Bantu, and Fon
influences. Brazil has thousands of
practicing centers of Candomblé. The
guardians and leaders of this religious
tradition are usually black women.
Aspects of African Society
• African towns often began as fortified
walled villages and grew into larger
communities. 
• They became the centers of government
and an economic life organized around
the marketplace. 
• Artisans skilled in metalworking,
woodworking, and pottery making lived in
them, as did farmers who worked the
neighboring fields.
(pages 236–238)
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Aspects of African Society (cont.)
• The relationship between African kings
and subjects was beneficial to both. 
• The gulf between ruler and subject was
not great. 
• Kings often held audiences to hear the
people’s complaints. 
• Merchants received favors from the king,
and merchants paid the king taxes. 
• To help trade, the kings tried to maintain
law and order.
(pages 236–238)
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Aspects of African Society (cont.)
• The sense of identity for most people was
determined by their membership in an
extended family and a lineage group. 
• Extended families lived in small, round
dwellings of packed mud topped with a
thatched roof.
(pages 236–238)
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Aspects of African Society (cont.)
• Extended families were combined into
lineage groups, the basic building blocks
of African society. 
• All members claimed descent from a
common ancestor. 
• Elders held much power over members
of the group. 
• Members of extended families and
lineage groups were expected to care
for and support each other.
(pages 236–238)
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Aspects of African Society (cont.)
• Women were subordinate to men. 
• They often worked in the fields, but some
became merchants. 
• There were important differences between
the role of women in Africa and
elsewhere. 
• Many African societies were matrilineal
(descent was traced through the mother),
not patrilineal (descent traced through
the father). 
• Women often could inherit property, and
the husband often moved into his wife’s
(pages 236–238)
house.
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Aspects of African Society (cont.)
• African villages typically had a process for
educating young people and preparing
them for adult participation in the
community. 
• For example, by the fifteenth century in
the Congo, up to age six boys and girls
learned language, family history, and the
songs that gave meaning to their lives
from their mothers. 
• Then boys were sent to the “house of the
men” and girls to the “house of the
women.”
(pages 236–238)
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Aspects of African Society (cont.)
• Fathers then taught the boys to hunt and
fish, grow plants, and clear the fields. 
• Mothers taught girls how to care for a
house and tend the fields. 
• Girls also learned how to be good wives
and mothers. 
• Marriage and motherhood were their
entrance into the community. 
• At puberty young people entered the
community fully.
(pages 236–238)
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Aspects of African Society (cont.)
• This change was marked by an initiation
ceremony. 
• The young people were isolated from the
community and underwent a ritual
ceremony in which they symbolically died
and were reborn.
(pages 236–238)
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Aspects of African Society (cont.)
• Slavery had been practiced in Africa since
ancient times. 
• Slaves were used for forced labor or were
sold. 
• Slaves were captives, debtors, war
prisoners, and some criminals. 
• They were not necessarily seen as
inferior. 
• They could be trusted servants and
respected for their talents and skills. 
• Even so, life was hard with long hours of
hard toil for most slaves.
(pages 236–238)
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Aspects of African Society (cont.)
• Domestic slaves had the easiest life. 
• Slaves in Muslim societies were able to
win their freedom more easily than in
other kinds of societies.
(pages 236–238)
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Aspects of African Society (cont.)
Many cultures have initiations or rites of
passage to signal when young people
become full, adult participants in the
community. Are there such rites for
American young people?
Possible answer: Rites of passage in the
United States may include getting a
driver’s license, graduating from high
school, or getting married.
(pages 236–238)
Click the mouse button or press the
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Religious Beliefs in Africa
• African religions shared a belief in a single
creator god. 
• The Yoruba peoples in Nigeria, for
example, believed that their chief god sent
his son Oduduwa from Heaven in a canoe
to create the first humans. 
• Many slaves transported to America
practiced the Yoruba religion.
(pages 238–240)
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Religious Beliefs in Africa (cont.)
• Sometimes a group of lesser gods joined
the creator god. 
• The Ashanti people of Ghana believed in
a supreme being named Nyame, whose
sons were the lesser gods. 
• Each son had a different purpose; one
was the rainmaker, for example, and
another brought the sun. 
• Ashanti gods could not always be trusted,
so people had to appease them to avoid
their anger.
(pages 238–240)
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Religious Beliefs in Africa (cont.)
• Some people believed that the creator
god originally lived on Earth but left out of
disgust at human behavior. 
• The creator god was also merciful and
could be pacified by proper behavior.
(pages 238–240)
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Religious Beliefs in Africa (cont.)
• Rituals were one way to communicate
with the gods. 
• A special class of diviners usually
performed the rituals. 
• Diviners believe they have the power to
tell the future by working with supernatural
forces. 
• They were used to protect the interests of
the ruler, his subjects, and the community.
(pages 238–240)
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Religious Beliefs in Africa (cont.)
• Ancestors were important in African
religion. 
• Rituals dedicated to ancestors were also
important because it was believed
ancestors could influence the lives of their
descendants for good or evil by being
closer to the gods.
(pages 238–240)
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Religious Beliefs in Africa (cont.)
• Many African religions believed in an
afterlife. 
• Human life consisted of two stages: life on
Earth and an afterlife in which the soul
floated in the atmosphere for eternity. 
• Ancestral souls lived in the afterlife as
long as the lineage group performed
ceremonies in their names.
(pages 238–240)
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Religious Beliefs in Africa (cont.)
• Due to trade, Islam influenced African
spiritual life. 
• At first only individuals converted, and
rulers did not stop the practice. 
• Some rulers then converted, beginning
with the royal family of Gao at the end of
the tenth century. 
• By the end of the fifteenth century, much
of the population in the grasslands south
of the Sahara had joined those in North
Africa in accepting Islam.
(pages 238–240)
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Religious Beliefs in Africa (cont.)
• Christianity was more successful in
making converts in the mountains of
Ethiopia. 
• Islam did not win many converts in East
Africa until many members of the Swahili
upper class converted in the twelfth and
thirteenth centuries.
(pages 238–240)
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Religious Beliefs in Africa (cont.)
• Islam and African native religions could
conflict. 
• Islam, for example, rejected spirit
worship. 
• Islam’s distinct roles for men and women
did not fit with the more informal customs
of the African cultures.
(pages 238–240)
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Religious Beliefs in Africa (cont.)
Both Chinese and many African cultures
stress ancestor worship. Why?
(pages 238–240)
African Culture
• As in most places at the time, early African
arts served religion. 
• The earliest African art form was rock
painting. 
• The most famous examples, dating back
to 4000 B.C., are in the Tassili Mountains of
the central Sahara. 
• They show the life of the people as it
changed from hunting to herding to
trading.
(pages 240–241)
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African Culture (cont.)
• Wood carvers throughout Africa made
amazing masks and statues, often
representing gods, spirits, or ancestral
figures. 
• The objects were believed to embody
their subjects’ spiritual powers. 
• The Nok culture of Nigeria is the oldest
known culture in West Africa to have
made sculpture. 
• Impressive terra-cotta human figures and
heads are believed to have had religious
significance.
(pages 240–241)
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African Culture (cont.)
• In the thirteenth and fourteenth centuries,
metal workers at Ife, capital of the Yoruba
and now in southern Nigeria, produced
bronze and iron statues. 
• These may have influenced artists in
Benin in West Africa. 
• The Benin bronze sculptures of kings’
heads, figures, and animals are rivaled
only by the Chinese sculptures of the
time.
(pages 240–241)
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African Culture (cont.)
• African music and dance served a
religious purpose. 
• Dancing was a means of communicating
with the spirits. 
• Dance movements represented spirits
expressing themselves through humans. 
• The strong rhythmic pattern and call and
response of African music and dance
influenced modern Western music. 
• Spirituals and work songs developed into
blues, gospel, jazz, ragtime, and rock and
roll.
(pages 240–241)
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African Culture (cont.)
• African music was used to pass on to the
young information about the history of the
community, folk legends, and religious
traditions. 
• Storytelling, usually by priests or griots,
served the same purpose. 
• Oral tradition worked in the absence of
written language.
(pages 240–241)
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African Culture (cont.)
Are cultural information, history, and
values passed on orally in the United
States?
Yes, television and movies are in part
oral media, though they use visuals
more than ancient oral traditions.
(pages 240–241)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
D 1. a person who is believed
to have the power to foretell
events
__
E 2. a special class of African
storytellers who help keep
alive a people’s history
A. lineage group
B. matrilineal
C. patrilineal
D. diviner
E. griot
__
A 3. an extended family unit
that has combined into
a larger community
__
B 4. tracing lineage through the mother rather than
the father
__
C 5. tracing lineage through the father
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Checking for Understanding
Discuss the arts that were developed
by the Nok, the Yoruba, and the Benin
peoples. What do these works say
about the cultures in which they were
created?
These groups developed terra-cotta
human figures, bronze and iron statues,
impressive bronze sculptures, rivaled
only by the sculptures of the Chinese.
These achievements were made
possible because not all people were
needed for food production.
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Checking for Understanding
Describe the practical consequences
of Africa’s matrilineal society. Is your
society matrilineal or patrilineal? Do
you have an opinion as to why one
type of society might be better or worse
to live in than the other?
It produced strong women who were
expected to keep the family together.
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Critical Thinking
Identify Opinions Explain how art,
music, and dance formed an integral
part of African society. Explain why you
think these subjects should or should
not be part of every school’s curriculum.
Since there was no written language,
African art served religious purposes
and passed on the social history of the
community.
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Analyzing Visuals
Identify all the tasks being performed
in the village scene in the stone panel
on page 239 of your textbook. Are
comparable tasks performed by
individuals in your family? In your
opinion, what was the artist’s attitude
toward work? Explain your answer.
Close
Name the accomplishments of early
Africans that you believe were the
most remarkable. Explain your
answers.
Chapter Summary
African civilizations did not develop in a
vacuum. As far back as the ancient
Egyptians, African civilizations were open to
contact with outside groups. Contact came
about either through trade, migration, or
war, and led to the introduction of new
ideas, new ways of living, and the
development of multicultural societies. The
chart on the following slide lists major
concepts associated with cultural diffusion
and contact.
Chapter Summary
Using Key Terms
Insert the key term that best completes each of the following
sentences.
farming occurs when farmers only
1. Subsistence
_________________
grow enough crops for their personal use.
2. Farming peoples who spoke dialects of the
Bantu
_________________
family of languages migrated
into East Africa and the Congo Basin.
3. Broad grasslands dotted with trees and shrubs are
called _________________.
savannas
4. A _________________
society traces its descent
matrilineal
through the mother.
Diviners
5. _________________
are people who communicate
with the gods and possess the power to foretell the
future.
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Reviewing Key Facts
Science and Technology Why do
people who live in the rain forest not
keep cattle or animals?
They do not keep cattle or animals in
order to avoid the tsetse fly, a diseasecarrying insect that infects humans and
animals with sleeping sickness.
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Reviewing Key Facts
History Name the major trading
states of Africa south of the Sahara.
Ghana, Mali, and Songhai were the
major trading states of Africa south of
the Sahara.
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Reviewing Key Facts
Culture What was a distinctive
feature of the kings of Ghana as
noticed by outside observers?
Distinctive features included strong,
active leadership and great wealth.
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Reviewing Key Facts
Citizenship What caused the decline
of Mali?
Civil war caused the decline of Mali.
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Reviewing Key Facts
Geography Identify two different
trade routes across Africa.
In eastern Africa, there was a trade
route across the desert that crossed the
Nile at Meroe in Kush. In western Africa,
trade routes ran from northern Africa
across the Sahara to Ghana, then Mali,
and then Songhai.
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Critical Thinking
Evaluating Explain the reasons for
the devaluation of gold during the
reign of Mansa Musa.
Gold lost its value because there was
too much available. When an item is in
large supply it is not as valuable. When
there is a shortage, the item is worth
more.
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Critical Thinking
Analyzing Compare the growth of
Islam with the expansion of trade
between Africa and its Arab neighbors.
As Africans and Arabs exchanged
goods, they also learned about each
other’s cultures. The Arab culture
became part of Africans’ lives. The
religion of Islam was central to Arab
culture, and it spread along the same
paths as Arab trade routes. Mansa
Musa’s journey to Makkah further
spread Islam throughout his kingdom.
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Analyzing Maps and Charts
Study the map below and answer the questions on the
following slides.
Analyzing Maps and Charts
The great trade empires of West Africa
grew out of the various vegetation
zones and the products they produced.
For example, yams were better suited
to one area,
grazing animals
to another. How
would these
differences
account for
growth in trade?
Click the mouse button or press the
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Analyzing Maps and Charts
People traded for things they
desired but could not produce.
Analyzing Maps and Charts
In what zone was
palm oil produced?
Palm oil was
produced in the
wooded zone and
lowland forest.
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Analyzing Maps and Charts
Which zone produced the fewest
number of different products?
Where were most agricultural
products grown?
The desert
produced the
fewest number of
products. Most
agricultural
products were
grown in the
wooded zone and
lowland rain forest.
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Analyzing Maps and Charts
In what zones were animals most
plentiful? What geographical
features allowed animals to thrive
there?
Animals were
plentiful in the
savanna, wooded
grassland, and
semi-desert. They
thrived in these
zones because of
the water and food
supply.
Click the mouse button or press the
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Standardized Test Practice
Directions: Choose the best answer to the following
question.
Muhammad Ture expanded his empire. By 1493, it extended
one thousand miles along the banks of the Niger River. Which
kingdom did he rule?
A Kush
B Zimbabwe
C Bantu
D Songhai
Test-Taking Tip Notice the clues in this question
before you make an answer choice. Ask yourself what
part of Africa and what century the question describes.
Use these hints to eliminate answer choices that must
be incorrect.
Click the mouse button or press the
Space Bar to display the answer.
How might the history of Africa have
been different if the rivers of the West
African coastal plain were easily
navigable?
Kingdoms might have had more
outside contact and been attacked by
foreign invaders more often.
Click the mouse button or press the
Space Bar to display the answer.
Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
the Glencoe World History Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://wh.glencoe.com
Language Arts
Art
Click on a hyperlink to view the corresponding slide.
Language Arts Research the structure of the
Swahili language and teach the class several
Swahili words and expressions.
Art Draw, paint, or create a mural depicting the
village of Taghaza as Ibn Battuta describes it.
Art Research the sculpture of the Nok, Yoruba, or
Benin peoples. You might explain, for example, how
most Benin art was made to glorify the ruler, called
the oba, who was believed to be divine.
The Silent Trade
Sundiata Keita
Click on a hyperlink to view the corresponding slide.
The Silent Trade The trade exchange known as
“silent trade” has been described by various writers,
including Herodotus, as the method often used by
people who have no common language.
Sundiata Keita Why would Sundiata Keita, who
might be called “ the George Washington of Mali,”
might also be called “the Franklin Roosevelt of
Mali”?
Not only did the Bantu spread iron smelting
techniques across Africa, they also were
responsible for changing agriculture and nutrition by
growing new crops, particularly high-yield crops
such as yams, bananas, and plantains. The spread
of agriculture led to the explosive growth of village
life throughout Africa.
Using a Computerized
Card Catalog
Why Learn This Skill?
How do you find the information you need when you are
preparing to write a research paper? The number of books
and reference materials might seem overwhelming. You can,
however, narrow your search. The place to begin is the
library’s computerized card catalog.
This feature can be found on page 227 of your textbook.
Using a Computerized
Card Catalog
Learning the Skill
• Go to the computerized card catalog in your school or local
library. Type in the name of an author or the title of a book.
Often, you might not know any particular sources. If that is
the case, enter a general subject. For example, if you are
writing a paper on salt mining, you might enter “salt mines”
or “salt” as your subject.
This feature can be found on page 227 of your textbook.
Using a Computerized
Card Catalog
Learning the Skill
• When you enter a subject request, the computer will list all
the titles that are filed under that subject category, including
books, videotapes, audiocassettes, or CDs. The computer
might show additional categories for you to check. You will
see other information on the screen, such as the author, the
media type, and the date the material was published. 
• Choose a book from the list. A new screen will appear that
gives more details about that particular book, such as the
publisher, how many pages and illustrations it has, and the
language it is written in.
This feature can be found on page 227 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Using a Computerized
Card Catalog
Learning the Skill
• The computer will then allow you to check to see if the
material is available. If it is, write down the call number so
you can find the material on the library shelf.
This feature can be found on page 227 of your textbook.
Using a Computerized
Card Catalog
Practicing the Skill
Follow the steps on the following slides to collect materials
on the subject of West African kingdoms in the eighth
through sixteenth centuries.
This feature can be found on page 227 of your textbook.
Using a Computerized
Card Catalog
Practicing the Skill
1. Using the computerized card catalog in the library,
conduct a subject search on West African kingdoms.
What subject(s) would you look under? How could you
broaden or narrow your search? 
2. Follow the on-screen instructions to display all the titles
under your subject. Find four titles that you think contain
information on West African kingdoms. 
3. Select one title from your list. How do you find more details
on this title? What information should you check to make
sure it is an appropriate resource?
This feature can be found on page 227 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Using a Computerized
Card Catalog
Practicing the Skill
4. How many copies of this work are available in the
library? Where can you find this work in the library?
This feature can be found on page 227 of your textbook.
Great Zimbabwe, the ruins of the capital of Zimbabwe, was the wealthiest city in southern Africa
Read Explorer Finds Great Zimbabwe on
page 222 of your textbook. Then answer
the questions on the following slides.
This feature can be found on page 222 of your textbook.
In what year did Mauch explore southern Africa’s
Central Plateau?
Mauch explored southern Africa’s Central
Plateau in 1871.
This feature can be found on page 222 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
What was he looking for?
He was looking for the ruins of a legendary
lost civilization.
This feature can be found on page 222 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Based on his diary entry, how would you
describe Mauch’s feelings when he found
Great Zimbabwe?
He was in awe and full of wonder and
excitement.
This feature can be found on page 222 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Click the image on the
right to listen to an
excerpt from page 235
of your textbook. Read
the information on
page 235 of your
textbook. Then answer
the questions on the
following slides.
This feature can be found on page 235 of your textbook.
Click the Speaker button to listen to the audio again.
Why did Ibn Battuta write that the village of
Taghaza was a village “with no good in it”?
Ibn Battuta identified many aspects of Taghaza
that were disagreeable to him. Among those
mentioned are the fact that no one lived there
but slaves, the land was just sand, there were
no trees, houses were built of rock salt with
camel skin roofing, the water was bitter, and
the place was full of flies.
This feature can be found on page 235 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Explain the economic value of Taghaza.
It provided salt, which is necessary for life and
was important in African trade. Besides being
the site of salt mines, Taghaza served also as
a major center of trade.
This feature can be found on page 235 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Early African Empires
Objectives
After viewing “Early African Empires,” you should: 
• Know that mighty kingdoms flourished in Africa when
Europe was still in the Dark Ages. 
• Recognize the significance of trade in the history of Africa
and the world. 
• Appreciate how interaction
among the world's peoples
enhances the lives of all.
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Early African Empires
About the time that Christianity was spreading
in Europe, what religion was spreading into
Africa?
Islam was spreading across Arabia and into
Africa.
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Early African Empires
Why does Chapurkha Dusimba believe that the
study of ancient civilization is beneficial?
Dusimba suggests that studying ancient times
reminds us of what we have in common and
that we become better people through
multicultural connections.
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Mild zone
Desert
Savanah
Rain Forest
Map
Trading for Salt and Gold in West Africa,
A.D. 800–1500
Chart
African Trading Empires, 1000 B.C.–A.D. 1600
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Map
East African States and Trade, A.D. 400–1500
Chart
African Trading Empires, 1000 B.C.–A.D. 1600
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The author is unknown.
Wisdom, or learning,
cannot be purchased with
money. It requires study.
Some things or people
never change.
Crocodiles were
native animals of
West Africa.
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Merchants received
favors, and the king filled
his treasury with taxes.
They provided mutual
support for members.
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The lineage was based
on the mothers.
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