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![](https://webarchive.library.unt.edu/eot2008/20090117092722im_/http://edsitement.neh.gov/lesson_images/lesson499/NW_AfricaMap.jpg)
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1743 French Map of Northwest Africa, depicting the areas covered in this curriculum unit.
Courtesy of American Memory at the Library of Congress.
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Subject Areas |
Art and Culture
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Anthropology |
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Architecture |
History and Social Studies
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World History - Africa |
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World History - Ancient World |
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World History - Asia/Far East |
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Time Required |
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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
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Skills |
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Map skills
Observation and description
Historical interpretation and analysis
Critical Thinking
Information gathering
Visual analysis
Communication
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Additional Data |
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Date Created: 10/15/03
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Trekking to Timbuktu: Mansa Musa Takes a Trip — Teacher Version
Click Here for Student Version—
Introduction:
Mansa Musa, an ardent Muslim, was the first emperor of Mali to make a pilgrimage to Mecca. He certainly left a powerful impression among the people he encountered in Cairo, Mecca, and Medina, opening their eyes to the dignity of the Malian rulers as well as the great wealth of their empire. When he returned home, he brought with him a Muslim architect, al-Sahili, who introduced a new style of architecture to West Africa. The mosques built at this time would become centers of scholarship as well as worship.
Guiding Questions:
How did Mansa Musa travel to Mecca?
What was he like? How was he received in Cairo?
What decisions did the ruler make about his own realm during and after his pilgrimage?
In what ways was Mali changed as a result of the pilgrimage?
Learning Objectives:
After completing this lesson, students will be able to:
- Identify Mansa Musa and discuss his pilgrimage
- Explain how he related to leaders in the East
- Describe decisions he made about his homeland
- Discuss changes brought about in Mali as a result of his pilgrimage
Preparing to Teach This Lesson:
Read through the activities and bookmark appropriate websites for later reference.
Additional background information can be found at Mansa Musa.
Suggested Activities:
1. The Pilgrimage
2. Mosques, West African Style
1. The Pilgrimage
One of the obligations of every Muslim is to make a pilgrimage to the holy city
of Mecca. In 1324, Mansa Musa, Mali's Islamic ruler, set out on his journey -
with a very large entourage.
- Access Musa and the Mali Empire available through EDSITEment-reviewed resource Internet Public Library. Read Pilgrimage to Mecca. Discuss with the students the emperor's magnificent entourage. Where did the emperor get all that gold? (See Lesson 2 of this curriculum unit.) How might the people of the Middle East have viewed the West African states before Mansa Musa's visit? How did he almost ruin the good impression he had made, and what does this say about his political savvy? How did this visit influence the way Europeans, Asians, and North Africans thought about the land of the Niger?
- The route of his pilgrimage can be viewed at A Center for Trade available through African Studies WWW. The pick axes on the map indicate salt mines, while the gold bars mark gold mines. Why might Mansa Musa have taken a slightly more southern route home? (This would have been an excellent opportunity to load up his camels, no longer carrying their burdens of gold, with salt.)
This is when Mali became known as "the Land of Gold." In fact, it has been estimated that it would soon supply two thirds of the gold used for European coins and artifacts.
Mansa Musa's pilgrimage was immortalized in a map of Africa contained in the Catalan World Atlas of 1375.
- Access The Catalan map. As you view the map with your students, you might explain that Guinea (Mansa Musa is referred to as the Lord of the Negroes of Guinea) was actually the coastal region of West Africa where many of the gold mines were located. At that time, it was also a part of Mali. Have the students describe the various objects they see. In what ways is Mansa Musa presented as a European might have envisioned him? (For example, did he wear a European type of crown and sit upon a throne?).
2. Mosques, West African Style
While Mansa Musa's pilgrimage opened the eyes of Europeans and Middle Easterners
to the wealth of Mali, it also convinced the ruler that he should make the cities
of his realm a showplace of the Islamic world. His encounter in Mecca with Muslim
architect al-Sahili would help him to do this. According to legend, Mansa Musa
bribed the architect with about 200 kilograms of gold to return with him to Mali.
He later commissioned him to build mosques in the port cities of Gao and Timbuktu,
as well as a royal palace.
- Access Mansa Musa. Scroll to the 8th paragraph beginning "He commissioned." Why was the mosque made of clay? (Stone is not readily available in this region.) Why did the walls have to be replastered annually? Now go to Timbuktu: The Mythical Site and read the paragraphs about the Djingareyber and Sankore mosques. What connection does Sankore have with the Kaaba?
A very practical feature of the new style of mosques was the arrangement of wooden posts (known as toron or "horns") that protruded from the outer walls. They were used to hold scaffolding when the walls were replastered each year.
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The Friday Mosque at Djenne, just up the river from Timbuktu, was built slightly earlier than Djingareyber, but it has been reconstructed since then. The present-day mosque is an excellent example of West African Islamic architecture.
- Go to Djenne, Mali. Scroll down to the third paragraph and continue to the end of the page. Notice the "horns" on the building. What is a secondary function of these supports? (To minimize stress in the building during temperature extremes.) Now go to Great Mosque of Djenne. You can view additional photos of this structure by accessing Mosque in Djenne.
Assessment
View the following photos of mosques built in Europe and Asia in earlier centuries: the Umayyad Great Mosque, Damascus, The Mosque of Gauhar Shad, Mashad, and The Sultan Ahmet Mosque, Istanbul available through Labyrinth. Then write a brief essay comparing the design and construction of these mosques with those built in West Africa.
Selected EDSITEment Websites
African Studies WWW
[http://www.sas.upenn.edu/African_Studies/AS.html]
Internet Public Library [http://www.ipl.org]
Labyrinth [http://www.georgetown.edu/labyrinth/]
National Geographic Xpeditions
Other Information
Standards Alignment
- NCSS-1
Culture and cultural diversity. more
- NCSS-2
Time, continuity, and change. The ways human beings view themselves in and over time. more
- NCSS-3
People, places, and environments. more
- NCSS-4
Individual development and identity. more
- NCSS-5
Individuals, groups, and institutions. more
- NCTE/IRA-1
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. more
- NCTE/IRA-12
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). more
- NCTE/IRA-7
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
- NCTE/IRA-8
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
- NGS-1
How to Use Maps and Other Geographic Representations, Tools, and Technologies to Acquire, Process, and Report Information from a Spatial Perspective
- NGS-12
The Processes, Patterns, and Functions of Human Settlement
- NGS-17
How to Apply Geography to Interpret the Past
- NGS-2
How to Use Mental Maps to Organize Information About People, Places, and Environments in a Spatial Context
- NGS-3
How to Analyze the Spatial Organization of People, Places, and Environments on Earth’s Surface
- NGS-9
The Characteristics, Distribution, and Migration of Human Population on Earth’s Surface
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