1743 French Map of Northwest Africa, depicting the areas covered in this curriculum unit.
Courtesy of American Memory at the Library of Congress.
Subject Areas
Art and Culture
Anthropology
Architecture
History and Social Studies
World History - Africa
World History - Ancient World
World History - Asia/Far East
Time Required
Activity 1: 2 class periods (1 for lesson; 1 for assessment)
Activity 2: 2 class periods
Activity 3: 2 class periods
Activity 4: 2 class periods
Activity 5: 2 class periods
Activity 6: 2 class periods
Activity 7: 2 class periods
Activity 8: indeterminate
Skills
Map skills
Observation and description
Historical interpretation and analysis
Critical Thinking
Information gathering
Visual analysis
Communication
Additional Data
Date Created: 10/16/03
Trekking to Timbuktu: The Search for Timbuktu — Student Version
After a rich history as a center of commerce and scholarship, the West African city of Timbuktu began a period of decline in the 16th century. In time, like the other major centers along the overland routes of West Africa, Timbuktu was forgotten. In later centuries, stories about these remote "lost cities" piqued the curiosity of many Europeans. Certain intrepid adventurers set out to rediscover them.
Many people think that Timbuktu is a mythical place—even today!
Years ago, the search for the “lost city” of Timbuktu brought many adventurers
to their deaths! These are the kinds of stories that attract huge television
audiences! So, continuing your investigation as a scout for Globe Trekker, you
set out to learn more about the search for Timbuktu.
Get your notepad
ready. There are a number of questions
that need to be answered:
What factors contributed to the decline of Timbuktu?
What myths and misconceptions about the city were held by Europeans?
What obstacles made a journey to Timbuktu very difficult?
Who was the first European to make it to Timbuktu in the 19th century?
By the time you've completed this project, you'll be able to give a juicy
report to the producers of Globe Trekker. In creating that report,
you'll need to:
Explain the reasons for the decline and fall of Timbuktu
Describe some of the mistaken views held by Europeans about the city
Discuss the difficulties of getting to Timbuktu
Describe how the first European got to Timbuktu and what he saw there
Before beginning this task, you might want to check out the background
information found at: History
of Timbuktu.
In the 16th century Timbuktu was one of the bright lights of the
Islamic world. What happened to it?
Access Invasion
to Independence. Read the first two paragraphs. What were the stages of
Timbuktu's decline?
Jot these down in your notepad!
Now go to Mali:
Geography and History. Scroll down to the next to last paragraph under
History. What impact did the development of a sea trade route have upon cities
like Timbuktu?
In the years following the city's decline, the legend of the city began to
grow. So did a number of misconceptions.
The image of a city filled with gold ultimately attracted a number of treasure-hunters.
Return to Invasion
to Independence. Read paragraphs 3 and 4. What were some of the hazards
of traveling to Timbuktu? Now go to Timbuktu:
The Legendary City of Africa. Read from paragraph 5 (beginning “The legend
of Timbuktu's wealth…”) to the end of paragraph through paragraph 9 (ending
with “Laing was murdered.”).
Make notes
of these “horror stories”—they'll add punch to your
report to the producers of Globe Trekker!
At last, a European made it to Timbuktu—and back. But he didn't find a city
of gold.
Return to Timbuktu:
The Legendary City of Africa. Read paragraphs 10 and 11 (beginning with
“French explorer…”). Why did Caillie succeed? Why is his expedition important?
What contributions did Barth make to the cause? (He also wrote about his trip.)
Photo op!
You can see a drawing of Timbuktu by Rene Caillie as well as a map showing
where he (as well as Laing and Barth) stayed in the city by accessing Timbuctoo
the Mysterious.
Now return to Invasion
to Independence. Read paragraphs 6 and 7 (beginning "Rather than finding…).
Despite it's commercial decline, one aspect of Timbuktu's greatness continues
to flourish. What is it?
Location Scouting Summary: From Here to Timbuktu
It's the 19th century. Make a list of five reasons why it's not
a good idea to travel to Timbuktu. Then make another list of reasons why, despite
these drawbacks, going there is a worthwhile goal.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). more
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. more
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. more
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. more
