SOCIAL SCIENCE

6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson
Students ill !e a!le to """ ith African and African American Studies Connections Students ill !e a!le to """ from Social Science #lannin$ Guides
)ocial )tudies *iterac" !eading )$ills o *egends, %iographies, Maps and other primar" and secondar" sources o ocument %ased Anal"sis ++)) *iterac" ,riting )$ills o Explanator" essa", focusing on Argument

Sample Student Outcome Statements*

Argue and/or explain o The merits of Medieval African Kingdoms with respect to their influence on the culture, politics and socioeconomic aspects of the world of the Indian Ocean o The East African iaspora throughout Asia !esearch, anal"#e to write o An informative essa" ma$ing an argument supporting or refuting a stance within a relevant issue

Ma$e connections and understand o %oth the relationship and relevance &etween the Medieval $ingdoms with respect to their influence on the culture, politics and socioeconomic aspects of the world of the Indian Ocean and African American identit" toda" Investigate and !esearch o o o o 'ow African trade led to the development of the world of the Indian Ocean 'ow Internal and external forces shape identit" 'ow the greatness of a culture can &e measured in various wa"s 'ow Africa had an immense impact on the world(s man" cultures &oth directl" and indirectl"

++)) )pea$ing and *istening )$ills o -ocusing on presentation and/or de&ates utili#ing spea$ing s$ills and technolog" to support an argument or explanation &ased on information gathered through in.uir"

*aunch *esson/

efining 0ower 1economic2

Time -rame/ One or two 345minute periods, depending on whether or not the class needs time &efore the simulation to wor$ on the 'ow to Ma$e a 0rofit sheet6 Lesson %escription/ The Indian Ocean Trade/ A +lassroom )imulation

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Enduring 8nderstandin gs

6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson
&istory' Knowledge of the past helps us understand the world and ma$e &etter decisions a&out the future6 Geo$raphy( +limate and natural resources affect the wa" people live and wor$6 Identity( +ulture is a wa" of life of a group of people who share similar &eliefs, values, and customs6 Guidin$ Essential Questions( I: 'ow do culture and identit" influence who we are; II: 'ow do time, culture and histor" influence wor$s of arts and/or the advancement of science and technolog"; III: ,hat can I do to positivel" impact m" communit"; Common Core Standards )eadin$ )& 6"*'+ Anal"#e in detail a series of events descri&ed in a text< determine whether earlier events caused later ones or simpl" preceded them6 )& 6"*'4 etermine the meaning of words and phrases as the" are used in a text, including voca&ular" descri&ing political, social, or economic aspects of histor"/social studies6 ,ritin$ ,&S- 6"*'. ,rite informative/explanator" texts to examine and conve" complex ideas, concepts, and information clearl" and accuratel" through the effective selection, organi#ation, and anal"sis of content6 Spea/in$ and Listenin$ SL'6"*'4 0resent information, findings, and supporting evidence clearl", concisel", and logicall" such that listeners can follow the line of reasoning and the organi#ation, development, su&stance, and st"le are appropriate to purpose, audience, and tas$6

Essential 9uestions

0rimar"

+ognitive )$ills

-hin/in$ s/ills !easoning a&out concrete items versus a&stract ideas Anal"#ing/evaluating arguments eveloping a logical argument Inductive reasoning/ using specific examples/o&servations and forming a more general principal eductive reasoning/ use stated general premise to reason a&out specific examples Appreciation/ recognition of the value of something Assessments )tudents will share out their findings &oth ver&all" and in a .uic$ write exit slip at the end of class6 0aterials(

-ormative Text/ !esources

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SOCIAL SCIENCE

6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson
one Instructions1#rice List sheet per group >optional: one &o to 0a/e a #rofit sheet for each student

one 2alance Sheet for each student an overhead pro?ector and overhead pro?ection pens >optional: @propsABsample items from Africa and Asia/ cotton, sil$, porcelain dishes, ivor", &ars of ironBsome of these are expensive, so "ou ma" need to emplo" the principle of @creative su&stitutionA

-e3ts +lar$, *eon6 Through African Eyes: Cultures in Change. Volume III: The African Past and the Coming of the European. Cew Dor$/ -rederic$ A6 0raeger, 0u&lishers, 7EFG6 0ages H=IHF6 avidson, %asil6 The Growth of African Civili ation: East and Central Africa to the !ate "ineteenth Century. *ongman 0u&lishing +ompan"6 0ages E4I77E6 avidson, %asil6 The *ost +ities of Africa6 *ittle, %rown and +ompan"6 0ages 7F7I =7=6 )i&anda, M6, Mo"ana, '6, and Jum&o, )6 6 The African #eritage: #istory for $unior %econdary %chools. &oo' (. #arare) *im+a+we. Kim&a&we Educational %oo$s >0LT: *T , >no date:6 0ages EFI7GH6 Trade in the Indian Ocean http///www6unesco6org/new/en/culture/themes/dialogue/the5slave5 route/trade5in5the5indian5ocean/

*earning Activities %ay One(

*earning activit" 7/ -he Simulation %escription( This is a simulation of the trade that too$ place &etween Africa and Asia &etween approximatel" 7GGG and 74GG on the Indian Ocean6 It demonstrates that Africa pla"ed a crucial role in the world econom" long &efore contact with European nations6 It allows students to use &asic principles of economics as the" conduct @tradeA &etween the two continents6 )ationale(

Differentiated Strategies for Varied Learning Profiles (Example)

Informational texts will &e availa&le in a variet" of formats including audio, visual and tactilel"6 Tas$s will have components that allow for students to use visual, oral and tactile as well as *M

SOCIAL SCIENCE

6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson
Africa(s histor" as a world economic power is seldom presented at the middle school level6 This simulation helps students discard the notion that African people were primitive and isolated from the outside world &" showing how $ingdoms and cit"5 states in Eastern and +entral Africa were involved in the vast and profita&le Indian Ocean trade networ$6 -or students whom "ou feel ma" need some extra guidance &efore &eing thrown into the actual simulation >which is .uite fast5paced:6 AD OCE ma" &e s$ipped if "ou are wor$ing with an honors or higher5level class6 76 0ut students into small groups of no more than four6 Assign each group the name of an East African cit"5state >examples/ Malindi, Mom&asa, Kilwa, )ofala, Kan#i&ar:6 =6 Jive each $roup an Instructions1#rice List sheet6 M6 Jive each student a &o to 0a/e a #rofit sheet6 36 Explain the simulation &" going over the Instructions1#rice List with the class6 Inform the class that the simulation will ta$e place tomorrow, and that toda"(s wor$ will &e preparation for it6 46 Explain that for an" compan" to survive, it has to &e a&le to ma$e a profit6 )imilarl", to complete the simulation successfull", each group has to $now ahead of time how to ma$e profits6 Explain wh" an item is more expensive in one place than it is in another >the *aw of )uppl" and emand:6 H6 Jo over the instructions on &o to 0a/e a #rofit with the class6 Dou ma" wish to do the first example with the class to demonstrate6 F6 Encourage students to wor$ as a group as the" complete the wor$sheet6 N6 After ever"one is done, call on individual students to explain how the" would ma$e a profit on a given item6 This ena&les "ou to &e sure ever"one understands how the" can $inesthetic s$ills to express $nowledge gained6 )tudents will &e a&le to ta$e ownership of tas$s through the use of @+hoice %oardsA and @*earning +enters

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6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson
ma$e a profit through the import5export &usiness6 E6 +ollect the Instructions/0rice *ists so the" can &e re5used tomorrow6 Dou ma" also wish to collect the &o to 0a/e a #rofit wor$sheets to chec$ them and then give them &ac$ tomorrow to &e used as a reference6

%ay - o

76 0ut students into small groups of no more than four6 Assign each group the name of an East African cit"5state >examples/ Malindi, Mom&asa, Kilwa, )ofala, Kan#i&ar:6 >)tudents who went through the a&ove procedure for AD OCE should remain in the same groups6: Dou ma" wish to assign roles such as Time$eeper, Tas$ Master, )po$esperson, etc6 within each group6 )eat one group in the middle section, and other groups on the sides >see seating chart:6 =6 Jive each $roup an Instructions1#rice List sheet6 M6 Jive each student a 2alance Sheet6 36 Explain the simulation and then go over the Instructions1#rice List ith the class6 46 Explain how to use the 2alance Sheet6 H6 Jive students approximatel" 7GI74 minutes to wor$ in their groups to plan the items and amounts the" will import and export in order to ma$e a profit6 Each student should record this information on his/her 2alance Sheet6 ",TE/ Dou can ma$e this a game/ the group that ma$es the most profit wins6 F6 Once time is up, don(t allow an"one to change their %alance )heets6 N6 'ave the )po$esperson for the group seated in the middle explains how the" conducted their trade6 ,rite the information on an overhead 2alance Sheet6 E6 'ave the groups rotate their seating arrangement and repeat ON6 7G6 !epeat OE until all groups have reported to the class6 776 A winning team can &e declared at this point6 ,rap5up with a &rief discussion6

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6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson
7=6 ",TE/ )ome students ma" &e surprised to learn that the iron &ars are the most profita&le item6 Most people thin$ that the porcelain dishes are the most profita&le &ecause "ou can sell them for the highest price6 This is a good opportunit" to discuss profit as a function of volume and percentages6 -or instance, selling a set of dishes earns a gain of FG gold coins >&u" for MG and sell for 7GG:, &ut onl" a =MGP profit6 )elling an iron &ar earns a gain of onl" E gold coins >&u" for 7 and sell for 7G:, &ut it earns a whopping EGGP profit6 Therefore, selling MG gold coins worth of iron &ars is far more profita&le >earning a gain of =FG coins: than selling MG gold coins worth >7 set: of porcelain >earning onl" FG coins:6

E3amples of )esources -eacher 2ac/$round Information on the Indian Ocean -rade The Indian Ocean Trade &egan with small trading settlements around NGG A6 6, and ended in the 74GGs when 0ortugal invaded and tried to run the trade for its own profit6 As trade intensified &etween Africa and Asia, powerful cit"5states flourished along the eastern coast of Africa6 These included Kilwa, )ofala, Mom&asa, Malindi, and others6 The cit"5states traded with inland $ingdoms li$e Jreat Kim&a&we to o&tain gold, ivor", and iron6 These materials were then sold to places li$e India, )outheast Asia, and +hina6 These were Africa(s exports in the Indian Ocean Trade6 These items could &e sold at a profit &ecause the" were scarce in Asian countries6 At the same time, the East African cit"5states were &u"ing items from Asia6 Man" residents of the cit"5states were willing to pa" high prices for cotton, sil$, and porcelain o&?ects6 These items were expensive &ecause the" were not availa&le in Africa at the time6 These were Africa(s imports in the Indian Ocean Trade6 The cit"5states along the eastern coast of Africa made ideal centers of trade6 An important attraction was the gold o&tained from inland $ingdoms6 The gold was needed mainl" for coins, although it was also used for wor$s of art, ornamentation on &uildings, and ?ewelr"6 And, the cit"5states were eas" to reach from Asia &" ship &ecause of the favora&le wind and ocean currents6 )hips had no trou&le doc$ing at the excellent ports and har&ors located on the coasts of the cit"5states, ma$ing it eas" to unload and load cargo6 Merchants, tired after their long overseas ?ourne", en?o"ed the fine restaurants, lodging, and entertainment offered &" the port cities6 -inall", East Africa was a peaceful region, and the few conflicts that did occur were small and &rief6 All of these factors created an ideal setting for import5export companies to conduct &usiness6

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6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson

Man" of the merchants from the Ara&ian peninsula, India, and )outheast Asia sta"ed in the cit"5 states of East Africa6 Interracial marriages were not uncommon, and graduall" over the centuries, a new and distinct ethnic group developed, $nown as the )wahili6 Toda" millions of )wahili people live in the nations of East Africa, where the )wahili language is widel" spo$en6 >Dou can ta$e )wahili courses at man" colleges here in the 86)6: The )wahili language is a mixture of the Ara&ic, 'indi, and %antu languages6 The )wahili cit"5states steadil" grew and prospered, and were a ma?or world economic power &" the 73GGs6 Although the cit"5states were famous throughout Africa and Asia, no European countries $new of them6 Dou can imagine the surprise, then, of 0ortuguese captain Lasco da Jama when, in 73EN, he came upon the &ustling port cities of )ofala, Kilwa, Mom&asa, and Malindi as he sailed up the eastern coast of Africa6 'e and his crew were welcomed &" each of the cities he visited, although neither his ships nor the European items the" attempted to trade were of much interest to the )wahili governments6 a Jama(s mission was to find a route to Asia &" sailing from 0ortugal, around Africa, then on to India6 European countries had &een &u"ing Asian goods for "ears through other, more difficult routes6 %ut now the countries of Europe had &egun loo$ing for faster, cheaper routes to Asia6 Lasco da Jama did eventuall" reach India with the help of a navigator from Malindi named Ma?id6 In 73EE, da Jama returned to 0ortugal and told the $ing and .ueen, who had sponsored his vo"age, ever"thing that he(d seen, including the shiploads of gold, ivor", porcelain, sil$, and cotton &eing &ought and sold in the port cities along the eastern coast of Africa6 The 0ortuguese government too$ immediate interest in the )wahili cit"5states6 The" sent more ships to the eastern coast of Africa with three goals/ to ta$e an"thing of value the" could find, to force the $ings of the cit" to pa" taxes to 0ortuguese tax collectors, and to gain control over the entire Indian Ocean trade6 The cit"5states had never needed forts or huge armies, and the" were unprepared for the 0ortuguese attac$s6 One5&"5one, the 0ortuguese captured the port cities, then wrec$ed, looted, and &urned them to the ground6 The residents of the cities who were una&le to escape were $illed6 )hiploads of priceless goods were sent &ac$ to 0ortugal6 'owever, the 0ortuguese attempt to ta$e over and run the Indian Ocean trade was a failure6 If the )wahili cit"5states were destro"ed &" the 0ortuguese invaders, then how can we $now so much a&out the Indian Ocean trade; One wa" is through archaeological evidence6 -or instance, pieces of +hinese porcelain vases and dishes can still &e found along east African &eaches6 Another source of $nowledge is the man" documents written &" people living at the time6 -or instance, I&n %attuta, an African scholar, traveled to Kilwa in 7MM7 and wrote of its immense &uildings and its countless other splendors6 Lasco da Jama, and other Europeans who visited the )wahili cit"5states, also $ept log&oo$s detailing &oth the wonders of the port citiesBand, later, their violent destruction at the hands of the 0ortuguese invaders6 And of course there are the records $ept &" African and Asian companies and governments of purchases and sales made via the Indian Ocean trade networ$6 Archaeologists and historians are still wor$ing to piece together this great chapter in African histor"6 )O8T' A)IAC 'I)TO!D/ the 'istor" of India/ European omination http///indiaQresource6tripod6com/Europetrade6html
Attach all resources that will &e used

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SOCIAL SCIENCE

6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson

Indian Ocean -rade 0ap

http(11

Source( Information &istory of Africa !y 4e5in Shellin$ton 'pal$ra5e'com1history1shillin$ton1resources1maps10ap6'+'7p$

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6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson

Seating Chart

Optional Sample Items Table

)eportin$ Group

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6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson

-he Indian Ocean -rade

Instructions( Dour group is a trading compan" in the "ear 7M=36 The merchants wor$ing for the compan" are from East Africa and Asia6 The o&?ect of the simulation is to ma$e as much profit as "ou can &" traveling &ac$ and forth across the Indian Ocean and conducting trade &etween Asian and African $ingdoms6 8se the #rice List &elow as a guide6 )ules( 76 =6 M6 36 46 Dou ma" &egin in either Asia or Africa6 Each group starts out with 4 gold coins6 Each group has a total of T,O !O8C T!I0)Bthat(s four one5wa" trips across the Indian Ocean6 Each mem&er of the group should $eep trac$ of the compan"(s profits and losses step &" step6 8se the 2alance Sheet to do this6 If "our group goes into de&t, the compan" is out of &usiness and "our turn is over6

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6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson

Price List
Buyers Guide In Asia, you can buy: 10 yards o cotton or 1 !old coin 1 yard o sil" or 1 !old coin 1 set o porcelain dis#es or $0 !old coins Sellers Guide you can sell: 1 i%ory tus" or &0 !old coins 1 bar o Iron or 10 !old coins

In A rica,

you can buy: 1 i%ory tus" or 10 !old coins 1 bar o iron or 1 !old coin

you can sell: 10 yards o cotton or ' !old coins 1 yard o sil" or ' !old coins 1 set o porcelain dis#es or 100 !old coins

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6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson

Came/

ate/

&o

to 0a/e a #rofit

%irections/ 8se "our group(s 0rice *ist to determine the answers to the following .uestions6 8se the units listed on the 0rice *ist6 ,here ould you !uy it8 &o much ould you pay8 ,here ould you sell it8 At hat price ould you sell the cotton8 &o much did you ma/e in profit8

76 To ma$e a profit on CO--ON9

A
=6 To ma$e a profit on SIL49

1su&tract >%: from > :, thatRs > :5>%:S;2

A
M6 To ma$e a profit on #O)CELAIN

1su&tract >%: from > :, thatRs > :5>%:S;2

1su&tract >%: from > :, thatRs > :5>%:S;2

36 To ma$e a profit on I)ON9

1su&tract >%: from > :, thatRs > :5>%:S;2

46 To ma$e a profit on I:O);, >A:QQQQQQQQQQQ QQ >%:QQQQQQQQQQQ QQ >+:QQQQQQQQQQQ QQ > :QQQQQQQQQQQ Q

1su&tract >%: from > :, thatRs > :5>%:S;2

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SOCIAL SCIENCE
Came/

6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson
ate/

2alance Sheet( -he Indian Ocean -rade ,here -o8

)TA!T IC/

,hat

ill you 2uy or Sell8

0oney Spent or Earned

0oney Left

%u"/QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQ QQ QQ QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQ QQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ

76 JO TO/

)ell/QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQ QQ QQ QQ %u"/QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQ QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQ QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQ QQQQQQQQQQQQQQ QQQQQQQQQQQQQQ QQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ

=6 JO TO/

)ell/QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQ QQ QQ QQ %u"/QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQ QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQ QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQ QQQQQQQQQQQQQQ QQQQQQQQQQQQQQ QQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ

M6 JO TO/

)ell/QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQ QQ QQ QQQQQQQQQQQQQQ QQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ

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SOCIAL SCIENCE

6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson
QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQ %u"/QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQ QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQ QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQ QQQQQQQQQQQQQQ

36 JO TO/

)ell/QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQ QQ QQ QQ %u"/QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQ QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQ QQQQQQQQQQQQQQ QQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ

)u&tract the 4 gold coins "ou started with from the amount of mone" "ou had left after "our fourth trip6

TOTA* 0!O-IT/

-eacher 2ac/$round Information

-he African %iaspora in the Indian Ocean

<rom the N; #u!lic Li!rary= %eginning in at least the seventh centur", the inha&itants of the East African coast >%antu5 and +ushitic5spea$ing groups: created a cosmopolitan culture along the )wahili coast that was deepl" involved in trade with the Indian Ocean world, and particularl" the 0ersian Julf6 The name )wahili, from the Ara&ic word sahil meaning shore, was later applied to the nearl" fort" trading towns, mostl" concentrated in Tan#ania and Ken"a, that developed along this coast6 0ersian, Ara&, Indian and +hinese merchants made their wa" to towns on Kan#i&ar and 0em&a islands, to )hanga, Manda, 0ate and Malindi >Ken"a:, Mogadishu >)omalia: and to Kilwa >Tan#ania:, using the force of the monsoon in their search for profits6 The seasonal trade winds ena&led them to carr" goods from East Africa to )outh AsiaBand points in &etweenBfrom April to )eptem&er and then return &etween Covem&er and -e&ruar"6 The shipsR captains and crews found a read" home in the cosmopolitan, Islamic, world of the East African coast, and were hosted &" the maritime communities in the ports that dotted the coastlines of the Indian Ocean6 These seafaring and trading networ$s helped create and disseminate new languages, ideas, s"ncretic religious practices, technologies, people and goods carried from the )wahili +oast to
7

8sed &" permission for noncommercial use

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6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson

southern Ara&ia, southern Iran and 0a$istan, and western India6 AfricansBas sailors, merchants and captivesB&ecame part of each of these coastlines, developing communities of their own6 *anguage &ecame a powerful indicator of the extent to which peoples were intermingled not onl" on the coasts &ut also deep into the interior6 %" the 7Eth centur", )wahili had &ecome the lingua franca as far inland as the +entral African *a$e istrict and parts of eastern +ongo6 East Africans who arrived in the Indian su&continent a&oard the u&i.uitous dhows almost alwa"s stopped in Demen &efore continuing on to )outh Asia, where the" disem&ar$ed at the western Indian ports of Kutch, )urat and, later, %om&a"6 Others carried on to Madras on the eastern side of India, +olom&o and Jalle in )ri *an$aBfrom where other ships transported them to the -ar East6 The demand for slave la&or at times drew fierce competition &etween Ara&s and East Indians6 )uch rivalr" accelerated with the arrival of the 0ortuguese in the Indian Ocean region in the late 74th centur" and led to increased $idnappings of Africans from the interior of the continent >extending west of *a$e Tangan"i$a:, with ever5greater num&ers of men, women and children &eing dispersed across the Indian Ocean world6 Ethiopia The presence of Ethiopians, or A&"ssinians, across the Indian Ocean world appears earl" in the archival and archeological record6 The anon"mous first5centur" Jree$ author of the Periplus of the Erythrean %ea notes commercial contact &etween East Africa, the Ara&ian 0eninsula and the Indian su&continent6 Trade, however, was often mixed with imperial expansion6 uring the fourth centur" armies from Ethiopia invaded the southern part of the Ara&ian 0eninsula and occupied Demen from MM4 to MFG6 The 0ersian and %"#antine historians Muhammed i&n Tariri al5Ta&ari and 0rocopius of +aesarea indicate that &etween 4M= and 4M4 the Ethiopian general A&raha al5Ashram, a +hristian, sei#ed the throne of the 'im"arite $ingdom and ruled as the $ing of )a&a for some M4 "ears6 'is sons &" a Demeni woman ensured that an African presence in Ara&ia remained following his death in 4FG6 The archeological record verifies that commercial contacts &etween Ethiopia and )outh Asia had &een well esta&lished in the ancient world6 Indian figurines were imported into Ethiopia as earl" as the third centur" %+E< and during the first centur" +E the !oman o&server 0lin" the Elder descri&ed %ar"gasa >%aruch: in Ju?arat, on the western coast of India, as an Ethiopian town6 More than 7GG gold coins dating to approximatel" =MG found in a&ra amo, northern Ethiopia, have &een identified as Kushana >from the Kush region &etween 0a$istan and Afghanistan:6 Man" of the captives in Ethiopia were Oromo, who filled the mar$ets at Jondar and Jalla&ar in the northwest6 Oromo chiefs often acted as dealers, suppl"ing +hristian Oromo to Muslim mar$ets6 uring the 7Hth centur", a utch traveler noted that enslaved +hristian Ethiopians could &e recogni#ed &" the cross5shaped mar$s on their facesB&urns made upon &aptism to forever mar$ their religious identit", if not faith6 8p to 4GG Oromo were reportedl" sold in a single da" at Jalla&ar alone6 Another o&server, the Italian traveler *udovico di LarthemaBthe first non5Muslim European to enter MeccaBnoted at the turn of the 7Hth centur" how Ethiopian soldiers were ta$en &" the

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6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson

UMoorsU >i6e6, Muslims: to Keila on the Julf of Aden and from there Ucarried into 0ersia, Ara&ia -elix 1southern Ara&ia2 and to Mecca, +airo and into India6U )ome of these Ethiopians were paid mercenaries, &ut most were slave5soldiers &eing transported as a militar" force &" Ara&s to various parts of the Indian Ocean6 Over the course of man" centuries Ethiopians would appear repeatedl" in the historical record6 )ome were .uite nota&le/ in the seventh centur", %ilal i&n !a&ah, the son of an enslaved A&"ssinian woman and IslamRs first mue##in >the person who calls Muslims to pra"er:< in the 73th centur", %ava Jor, a merchant in the agate trade and a highl" venerated )ufi pir >Muslim spiritual master:< and in the earl" 7Fth centur", Mali$ Am&ar, a Muslim general in IndiaRs eccan, under whose command were nearl" N,GGG soldiers, including several thousand fellow 'a&shi6 In 74MG, during the 0ortuguese occupation, )a"f al5Mul$ Miftah, the governor of aman on the coast of Ahmednagar in western India, was descri&ed as an Ethiopian who commanded a force of 3,GGG 'a&shi soldiers6 In addition to serving in militar" roles, Ethiopians continued to trade directl" with outl"ing ports in the Indian Ocean6 In the 7Hth centur", the 0ortuguese traveler TomV 0ires noted that Ethiopian merchants were trading as far awa" as Malacca in Mala"sia6 Ethiopians were also part of crews that crisscrossed the Indian Ocean6 )ome navigated &etween 'ormu# in southern Iran and Joa and %engal in India, while others sailed to Mala"sia, and a few went to +hina and Tapan with the 0ortuguese6 Along the western coast of India, Ethiopians &uilt a chain of fortifications, controlling sea access from aman, in the north, down to the island of Tan?ira, south of %om&a"6 There, &eginning in the earl" 7Fth centur", 'a&shi sailors turned rulers esta&lished a ro"al lineage that reigned for nearl" MGG "ears6 >an?i!ar )ustained commercial contact &etween Muslim Ara&s and 0ersians down to Tan#ania and the island of Kan#i&ar &egan in the 7Gth centur" >although there is evidence of long distance trade at 8ngu?a 8$uu, a site on the southern tip of the island, from at least the Hth centur":6 ,ith greater commercial contact came religious conversion to Islam6 As elsewhere in East Africa, Muslim conversion among Africans grew first along the trade routes, followed &" ur&an centers, and onl" much later in the countr"side6 Merchants and later sultans and lower5level shei$s along the East African coast were instrumental in spreading Islam through their financial support for the construction of mos.ues and Muslim scholarship6 The" lent their support &oth for the prestige increasingl" associated with patroni#ing Islamic religious institutions and scholarship and to deepen commercial contacts with Muslims in the Middle East and the Indian su&continent6 In exchange for imports such as cotton cloth from India, cowr" shells from the Maldives, and +hinese porcelain, East Africans exported gold, ivor", coconut oil, mangrove poles >for construction:, and enslaved men, women and children6 -or centuries slave trading thrived along the East African coast6 'owever, during the 7Eth centur" Kan#i&ar &ecame the principal port along the coast for the mass distri&ution of captive Africans from the interior6 Most came from the area of *a$e C"asa >toda" *a$e Malawi:6 Ara& and )wahili traders descended into this region, traveling down the )hire !iver, $idnapping or purchasing men, women and children who had &een captured through war and raiding6 0eople from do#ens of ethnicities were then &rought to Kan#i&ar, Kilwa and 0em&a where the" awaited transport6

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6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson

0recise num&ers are not $nown, &ut there are some indications6 -or instance, in 7NMG, the sultan of Kan#i&ar claimed dues on approximatel" MF,GGG enslaved men, women and children6 As late as 7N4E approximatel" =G,GGG people were &eing funneled through the island6 The" were then shipped to the island of )ocotra and to Aden in Demen &efore &eing ta$en to ports across the Ara&ian )ea, landing in )indh >0a$istan: and Ju?arat >India:6 Thousands of Indian merchants and their $in eventuall" settled in East Africa, some &ecoming large slaveholders6 -ollowing a tradition of enslavement among 'indus going &ac$ 3,GGG "ears, %ania Indians >'indus of the largel" merchant caste: and Ju?arati traders in Kan#i&ar reportedl" owned some H,GGG Africans6 Cairo +airo was a ma?or crossroad for Muslim ,est Africans on their wa" to Mecca to perform the ha?? >pilgrimage:6 0erhaps the most famous pilgrim was the 73th5centur" emperor of Mali, Mansa Musa6 In 7M=3, with an entourage said to &e of HG,GGG peopleBincluding =G,GGG enslaved su&?ectsBdo#ens of camels laden with gold dust, drums &eating, and in full regalia, the emperor ?ourne"ed to Ara&ia, passing through Eg"pt6 According to chroniclers, while in +airo, Mansa Musa infused so much gold into the local econom" through his purchases and gift5giving that the price of gold was devalued in the cit" for "ears thereafter6 On his wa" &ac$ from the ha??, the emperor &rought &ac$ some of the leading artists, scholars and architects of the Muslim world6 Mansa MusaRs ?ourne" made a lasting impression< more than 4G "ears later, in their Atlas Catal-n, two Mallorcan )ephardic Tews, A&raham +res.ues and his son Tehuda, vividl" depicted the ,est African emperor seated on a throne with a gold or& in one hand and a staff in the other6 %ut +airo was also one of the starting points of the dispersion of Africans6 The largest cit" in Africa at the time, its slave mar$ets were among the largest in the continent, surpassing Kan#i&arRs6 -or centuries, caravans of several thousand men, women and children from ar5-ur > arfur, )udan: regularl" arrived in the cit"6 -rom there man" captives were sent to the Maghre& in the western part of Corth Africa, across the Mediterranean, and to Ottoman Tur$e"6 Man", however, remained in Eg"pt, where the" served in militar" capacities6 )u&5)aharan African captives were introduced into Eg"pt in NFG &" the Tulunid ruler Ahmed i&n Tulun, who held upward of =3,GGG white and 34,GGG &lac$ slaves6 Cone of the Africans reached the highest echelons of power, &ut in the next centur" a Cu&ian eunuch, A&u Rl5Mis$ Kafur, &riefl" ruled Eg"pt on &ehalf of the Il$shidid d"nast" >EM45EHE:6 The Il$shidid ruler Muhammed i&n Tughi had &ought Kafur and, recogni#ing his talents and lo"alt", gave him increasing and su&stantial administrative and militar" authorit"6 Among KafurRs special tas$s was serving as tutor to TughiRs two sons6 ,hen Tughi died in E3H, Kafur &ecame regent to each of the sons6 After the death of one son, he assumed the position of de facto ruler &ut died less than three "ears later6 The succeeding -atimid d"nast", which ruled Eg"pt from EHE to 77F7, continued the tradition of drawing on soldiers from su&5)aharan Africa6 The -atimids raised several &lac$ &attalions6 %ut in 773H some 4GG enslaved Africans mounted on the Ara&ian horses under their care &riefl" fled for their freedom6 The re&els even set up their own state on the *ower Cile until the" were crushed &" militar" force6 )u&5)aharan Africans continued to arrive in +airo6 In the 74FGs a -renchman visiting Eg"pt found Uman" thousandsU in the slave mar$et< in the 7HHGs another European e"ewitness

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6th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson

reported seeing &etween NGG and 7,GGG Africans for sale< and in 7FEH a %ritish traveler reported up to 4,GGG Africans &eing transported up from ar -ur6 The slave trade continued until the end of the 7Eth centur"6 0ada$ascar and the 0ascarenes The slave trade across the !ed )ea, the 0ersian Julf and the Indian su&continent accelerated from the 7Nth through the 7Eth centuries &ecause of a com&ination of factors/ more efficientl" organi#ed states in East Africa that had an active interest in promoting it< the transportation of people from Mo#am&i.ue to %ra#il &" the 0ortuguese< the esta&lishment &" Omani Ara&s of plantations at Kan#i&ar and 0em&a< and the introduction of African captives into the island of Madagascar &" the -rench6 0eople from Madagascar and those sent there from continental Africa were transported to southern Iran during the 7Eth centur"6 A si#a&le &lac$ population formed at 'ormu#, comprising Malagas" and mainland Africans who fused cultures and traditions into a uni.ue culture of their own6 uring the second half of the 7Fth centur", European colonial powers esta&lished la&or5 intensive plantations in the Mascarenes, an archipelago to the east of Madagascar6 !ival 0ortuguese, utch, %ritish and -rench coloni#ers fought for control6 8ltimatel", the -rench too$ hold of the archipelago, including Ile de -rance >Mauritius:Bwhose first two successful settlers were maroons who survived the initial utch efforts at settlementBIle %our&on >!eunion: and )echelles >the )e"chelles:6 -rench victor", and the su&se.uent development of plantation agriculture re.uiring extensive la&or, prompted the introduction of men and women from East Africa >via Kilwa in Tan#ania:, who were ?oined &" indentured servants from Asia to wor$ on the sugar and coffee plantations that greatl" enriched the -rench and their Indian Ocean trading partners6 As the plantation s"stem grew in the Mascarenes, the character of these islands &egan to more closel" resem&le the distant islands of the ,est Indies than the islands of the Indian Ocean, prompting some scholars to descri&e them as a Usecond +ari&&ean6U Toda" full" one5fifth of all Mauritians >approximatel" =GG,GGG out of a total population of 7 million: are estimated to &e of African descent6=

8sed &" permission for noncommercial use6 Cew Dor$ 0u&lic *i&rar" we&site http///exhi&itions6n"pl6org/africansindianocean/essa"5east5africa6php

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