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SECTION
Objectives
1 Step-by-Step
Instruction
As you teach this section, keep students
focused on the following objectives to help
them answer the Section Focus Question
and master core content.
Understand how geography affected
migration, cultural development, and
trade in Africa.
Describe the rise and decline of Nubia.
Explain how outside influences led to
change in North Africa.
Prepare to Read
Build Background Knowledge
Ask students what they know about the
geography of Africa. Ask them if they can
identify any physical features that would
make movement difficult.
Set a Purpose
WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
Danger in the Desert
Have students look at the photograph.
Ask What can you see in the photo-
graph that reinforces Battutas
description? (All that is visible is
sand; there are no roads or tracks; the
sand looks wind-blown.)
Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 1 Assessment answers).
Preview Have students preview the
Section Objectives and the list of
Terms, People, and Places.
Reading Skill Have students use
the Reading Strategy: Main Ideas
worksheet.
Teaching Resources, Unit 2, p. 87
340 Kingdoms and Trading States of Africa
PM Page 340 Wednesday, November 29, 2006 11:25 AM
Twelfth-century illustration of
a traveling caravan
WITNESS HISTORY
Danger in the Desert
AUDIO
In 1325 a young Moroccan named Ibn Battuta began
his pilgrimage to Mecca. This expedition led to a
journey throughout Asia and Africa that lasted more
than 30 years. Here, Battuta describes the dangers of
crossing the Sahara.
That desert . . . make[s] sport of him [the traveler]
and disorder[s] his mind, so that he loses his way
and perishes. For there is no visible road or
track . . . nothing but sand blown hither and thither
by the wind. You see hills of sand in one place, and
afterwards you will see them moved to quite
another place.
Focus Question How did geography and natural
A lone traveler traversing the vast Sahara resources affect the development of early societies
throughout Africa?
Early Civilizations of Africa
Objectives The vast and perilous Sahara, the largest desert in the world, is
L3 Understand how geography affected migration, just one geographic feature in the great variety of African land-
cultural development, and trade in Africa. scapes. For thousands of years, the geographic features of this
Describe the rise and decline of Nubia. huge continent have played a major role in its development.
Explain how outside inuences led to change in
North Africa.
The Influence of Geography
Terms, People, and Places Africa is the second largest continent. Its size and location contrib-
L3 ute to its wide range of climates, vegetation, and terrains. This vari-
Sahara Bantu
savanna Nubia ety has greatly influenced the diversity of culture found in Africa.
cataract Mero
desertication Geographic Patterns As shown on this sections map, Africas
vegetation regions create wide bands that stretch across the conti-
nent. Along the Equator is a band of tropical rain forest. Moving
Reading Skill: Identify Causes and Effects north and south from this band are the continents largest and
As you read this section, make an outline like most populated regions, the savannas, or grassy plains. Beyond
the one below to keep track of the important the savannas lie the great African deserts. These vegetation
effects caused by Africas geography and regions affect how people live and how they make a living.
natural resources. Africas geographic features also influenced cultural develop-
ment by acting as barriers or highways to easy movement of peo-
I. The influence of geography
ple, goods, and ideas. In addition to the deserts and rain forests,
A. Geographic patterns
1. Africas high plateau interior and rivers with cataracts, or water-
2. falls, hindered easy movement. While on the other hand, the Great
B. Resources spur trade
1.
Rift Valley served as an interior passageway and the Mediterra-
2. nean and Red seas provided overseas trade routes to regions in
southwest Asia and present-day Europe.
Vocabulary Builder
Use the information below and the following resources to teach the high-use word from this section.
Teaching Resources, Unit 2, p. 86; Teaching Resources, Skills Handbook p. 3
High-Use Word Definition and Sample Sentence
utilize, p. 344 vt. to put to practical use
African traders would utilize navigable rivers for transportation.
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5, 2007 12:38 PM30, 2007 5:12 PM

Resources Spur Trade Since ancient times, Africas mineral wealth has Have students read this
spurred trade across the continent. Salt, gold, iron, and copper were particu-
section using the Structured Read
larly valuable items to early trade and brought great wealth and power to
Aloud strategy (TE, p. T20). As they
African trading cities. Trade also linked Africa to other continents.
The Great Rift Valley read, have students fill in the outline on
Initially hindered by the vast deserts, early trade greatly expanded
with the introduction of a new form of transportation from Asiathe
Extending approximately 4,000 miles from Africas geography and resources.
Southwest Asia through East Africa, the
camel. By A.D. 200, these ships of the desert had revolutionized trade Great Rift Valley is the longest rift, or deep
Reading and Note Taking
across the Sahara. Although early traders had made the difficult desert trench, on Earths surface. Although many of Study Guide, pp. 9899
crossing in horse-drawn chariots, camel caravans created new trade Africas highest mountains border the valley,
networks. Camels could carry heavy loads and plod 20 or 30 miles a day, this relatively low and at corridor was an
often without water. The caravans brought great profits to merchants on important passageway for early migrating
groups in Africa. Why do you think the
both sides of the Sahara. Great Rift Valley would be ideal to travel
through?
What geographic features limited movement in Africa
and what made them obstacles?
Teach
The Influence of
People and Ideas Migrate Miller Projection
B lu
Geography/People
Archaeologists have uncovered evidence that Africa was the home of the 0 400 mi
and Ideas Migrate
e Ni
N il e

earliest ancestors of modern people. In spite of geographic barriers, vari-

le

0 400 km
ous members of these groups migrated all over Africa and beyond.
Instruct L3
Wh i t e

Ethiopian
The Sahara Dries Out In Africa, as elsewhere, Paleolithic people
T R I F T VA L L E Y

Highlands Introduce: Key Terms Have

developed skills as hunters and food gatherers. By 5500 B.C., Neolithic
students find the key term desertifica-
farmers had learned to cultivate the Nile Valley and to domesticate ani- Co
ng
o
tion (in blue) in the text and explain its
mals. As farming spread across North Africa, Neolithic villages even
G R E AT R I F T VA

Mt. Kenya
appeared in the Sahara, which was then a well-watered area. Ancient
meaning. Ask What problems would
River

rock paintings have been found that show a Sahara covered with rich Mt. Kilimanjaro confront people living in an area
GREA

Lake
grasslands and savanna. Victoria N that was undergoing desertifica-
About 2500 B.C., a climate change slowly dried out the Sahara. As the Lake W E tion? (difficulty in finding food and
Tanganyika water; inability to farm or raise ani-
land became parched, the desert spread. This process of desertification S
mals; lack of shelter) Have students
L

devoured thousands of acres of cropland and pastureland. The Saharas

LE

Lake
estimate what fraction of Africa the
Y

desertification prompted migration, as people were forced to seek new Nyasa

areas to maintain their ways of life. bezi River
Sahara Desert covers. Then have stu-
ne ue

m
dents look at the map on the next page.
an biq
Za

The Bantu Migrations Over thousands of years, migrations contrib-

Ch am

Ask if they were surprised by how large

oz

uted to the rich diversity of cultures in Africa. Scholars have traced these
M

migrations by studying language patterns. They have learned, for exam-

the desert actually is.
ple, that West African farmers and herders migrated to the south and Teach Ask How was desertification
east between about 1000 B.C. and A.D. 1000. Like the Indo-European peo- connected to cultural diversity in
ples of Europe and Asia, these West African peoples spoke a variety Africa? (Desertification caused some
of languages deriving from a single common language. The root African peoples to migrate, which
language is called Bantu, which gives this movement its name spread or merged their cultures with
the Bantu migrations. others.) Why would different cul-
As they migrated into southern Africa, the Bantu-speakers tures develop in central, east,
spread their skills in farming, ironworking, and domesticating
and southern Africa if the Bantu-
animals. Some existing cultures merged with those of the Bantu-
speakers migrated into those
speakers wherever they settled. The influence of the Bantu-
regions? (because the Bantu-speakers
speakers is still found in the languages of the region today.
culture merged with existing cultures)
How did migration affect the What would contribute to similari-
development of African cultures? ties among those cultures? (their
common heritage in the Bantu-speakers
culture)

Solutions for All Learners Answers

L1 Special Needs L2 Less Proficient Readers
For each image on the next page, have students
explain how the geographic feature shown influenced
ways of life. (Desertlack of rainfall prevented farm-
ing and herding; rain forestsdiverse plants and ani-
mals allowed for a variety of ways of life; savanna
fertile soil permitted farming and herding.) Remind
students that these varied geographic features helped
lead to the development of many cultures.
Caption It is relatively flat.
Use the following resources to help students acquire The terrain of the rain forest and desert made
basic skills: these areas hard to cross, while the high pla-
Adapted Reading and Note Taking teau in the interior and the river cataracts
Study Guide made movement between regions difficult.
Adapted Note Taking Study Guide, pp. 9899 Migration helped spread ideas and skills, such
Adapted Section Summary, p. 100 as farming, ironworking, and domesticating
animals.
Chapter 11 Section 1 341
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For: Audio guided tour

Quick Activity Display Color Trans-
Africas Vegetation Web Code: nap-1111
parency 64: Africas Climates. Point
out the following features on the map Map Skills Africa consists of four major vegetation regions. 2. Movement Why do you think the Bantu-speakers migrated
Sahara Desert, Great Rift Valley, Niger These regions affected where and how people lived. south in the pattern described instead of north?
River, rain forest of Central Africa, 1. Locate (a) the Sahara Desert (b) the Great Rift Valley (c) the 3. Predict Consequences Using the information provided in
savanna of North Africa, and Nile Congo River (d) the Mediterranean Sea (e) the Nile River (f) the map, predict three areas where you think a trade settle-
Riverand have students explain the Red Sea ment would most likely develop. Explain your reasoning.
whether each one would have helped or
hindered movement. Strait of
Color Transparencies, 64 Atlantic Gibraltar ts. Medite r ranean Sea
M
Ocean l as
Canary At
Independent Practice Islands
Libyan
Have students access Web Code nap- S A H A R A Desert
1111 to take the Geography Interac- Tropic of Cancer
Ahaggar Arabian

Re
r

Nile Rive
tive Audio Guided Tour and then Mts. Peninsula

dS
20 N Tibesti

ea
answer the map skills questions in the r
Mts.
Nige
text. Cape Verde Se n Lake
Islands Chad Kordofan
Ri
en
e ga

ve
Plateau of Ad
r Gulf
l R.

Monitor Progress
Amhara
As students complete their outlines, Lake Plateau
Volta
make sure they understand how geog- Lake

le y
Turkana
raphy influenced migration and cul- Congo Riv

Great Rift Val

Gu lf of Guinea er
tural development in Africa. For a 0
Lake
Mt. Kenya Equator

completed version of the outline, see Victoria Mt. Kilimanjaro

Lake
Note Taking Transparencies, 92 Tanganyika

Check answers to map skills questions.

Lake
Comoro Is.
Nyasa

Some early Africans had to

l
ne
River
bezi
adapt to harsh desert

an
m

car
Za

Ch
Na

conditions and survived by

agas
mi

ue
hunting
20 S and gathering.
bD

biq
opo R

Mad
mp
Li
zam
ive
esert

Tropic of Capricorn
r

Kalahari
Mo

Desert
ts.
gM

Orange Rive
r Indian
er

sb

Swelling rivers in the Drak
en Ocean
rain forests provided
N transportation as well as
ample food for people
40 S W E living in the region.
S
Atlantic
Ocean
Vegetation Regions
Rain forest
Savannah
Desert Miller Projection
Mediterranean 0 500 1000 mi
Dry woodland
0 500 1000 km
Bantu migration route
1000 B.C.A.D. 1000

The climate and vegetation of the savanna
provided opportunities for both nomadic
herders and settled farming communities.
20 W 0 20 E
60 S

Answers
Map Skills
1. Review locations with students.
2. Sample: The Bantu may have migrated in the
pattern described because the terrain and vege-
tation allowed for easy movement and easy
access to food and water.
3. Answers should show an understanding of
where settlements are likely to occur and of
Africas geography. Explanations should be
clear and well-reasoned.
Link to Science
The Tsetse Fly Another barrier to settlement in How can Africans overcome this menace? Tsetse
Africa is the tsetse fly. This insect carries one of the flies are attracted to moving vehicles, dark colors, and
continents most troublesome diseasessleeping perfume and aftershave. Using this knowledge, scien-
sickness. Flies pass on the deadly disease by biting tists have built traps. A dark blue cloth treated to
humans and large animals. Some people have aban- smell like ox breathirresistible to the flyacts as a
doned their villages in heavily infested areas. In other lure. The cloth is also treated with insecticide, which
regions, people have stopped raising livestock. Many kills the flies.
tourists arrange their trips to avoid the tsetse fly.

342 Kingdoms and Trading States of Africa

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Nubia Flourishes Along the Nile Nubia Flourishes Along the

About 2700 B.C. the great civilization of Egypt was
growing along the northern banks of the Nile. At the
Nile/Outside Influences
same time, as shown on the map in the next section, Affect North Africa L3
another African civilization was taking shape to the
south. On a wide band of fertile land on the upper
Instruct
Nile, the ancient kingdom of Nubia, also called Kush, Introduce: Vocabulary Builder
was flourishing in present-day Sudan. Have students read the Vocabulary
Builder term and definition. Use the
Nubia Rivals Egypt Trade led to contact between
Nubia and Egypt. It also led to rivalry as both powers
Idea Wave strategy (TE, p. T22) and
desired to control trade in the region. By 1500 B.C., ask How do we utilize natural
Nubia was under Egyptian control and remained so for resources? (Fertile land is used to
almost 500 years. As a result, Nubians adapted many grow crops; minerals are mined and
Egyptian traditions. They modeled palaces and pyra- sold as manufactured goods; timber is
mids on Egyptian style and worshiped Egyptian deities. used in construction; rivers provide
By 1100 B.C., Egyptian control was declining and transportation and food.)
Nubia gained its independence. In fact, about 730 B.C., Teach Ask How did trade affect
the Nubian king Piankhi (PYAHN kee) actually con-
Nubia and North Africa? (Trade
quered Egypt. In 670 B.C., however, Nubia was
brought contact with other regions, peo-
invaded by the Assyrians from Southwest Asia.
ples, and ideas, but also rivalry and
Unable to match the superior iron weapons of these
invaders, the Nubian armies were forced to retreat
conflict over the control of each regions
from Egypt and returned to the south. natural resources.) How did outside
peoples influence the cultures of
Mero Masters Trade and Iron By 500 B.C., Assyrian invaders had Nubia and North Africa? (Elements
forced Nubian rulers to move their capital from Napata to Mero of Egyptian culture, including architec-
(MEHR oh ay). Mero eventually commanded both the Niles north- tural styles and religion, were absorbed
south trade route and the east-west trade route from the Red Sea to into Nubia culture. By conquering parts
North Africa. Along this wide trade network, Nubia sent gold, ivory, of North Africa, the Phoenicians and
animal skins, perfumes, and enslaved people to the Mediterranean
Romans aided in the development of
world and Southwest Asia. Meros location was a major reason for its
trading cities. Islam was brought into
development into a successful center of trade.
Equally important, however, was the regions resources. Mero was
North Africa by Muslim Arabs.)
rich in iron ore. Fueled by the regions large quantities of timber, the Quick Activity Display Color Trans-
smelting furnaces of Mero produced the iron tools and weaponry needed Cultural Exchange parency 65: Nubian and Egyptian
to feed, control, and defend the kingdom. Today, giant heaps of iron waste The Nubian bronze of the Egyptian god Pyramid Design. Use the lesson sug-
remain as evidence of ancient Meros industry. Amun (top), was worshipped by some
Nubians after they conquered Egypt. The
gested in the transparency book to
Splendor and Decline Although Nubia absorbed much from Egypt, rings with seals (bottom) were found among guide a discussion on the similarities
Nubian culture later followed its own course. For example, after gaining the funerary treasure of the Mero queen between the architectural styles of
Amanichaheto. How do these artifacts Nubia and Egypt.
independence from Egypt, Nubians worshiped their own gods, including
illustrate the cultural exchange between
Apedemak, a lion-headed warrior god. At Mero, artistic styles reflected Egypt and Nubia? Color Transparencies, 65
a greater sense of freedom than did Egyptian styles. Nubians also cre-
ated their own system of writing, using an alphabet instead of hiero- Independent Practice
glyphics. Unfortunately, the Nubian alphabet has yet to be deciphered
Ask students to summarize the history of
and still remains a mystery.
After the joint reign of King Natakamani and Queen Amanitere in the
Nubia and North Africa using twenty-five
first century A.D., the splendor of Nubias golden age dimmed. Finally, words or less. If students are having diffi-
about A.D. 350, Nubia was overwhelmed by King Ezanas armies from culty, remind them to keep cutting the
the kingdom of Axum to its south. number of words used. Have students
share their summaries with a partner.
How did conquest affect the development of Nubia?
Monitor Progress
To review this section, ask students to
summarize how trade affected the
development of Africa.
History Background
Check Reading and Note Taking Study
Human Contribution to Desertification areas of timber. They cut down the trees more quickly Guide entries for student understanding.
Ironically, Nubias great economic success probably than new ones could grow. This left the land without
played a significant role in its downfall. The needs of trees to hold in the topsoil. When rains came, erosion Answers
the iron industry resulted in overexploitation of the washed the soil away. The once-fertile lands of Nubia
natural environment. To fuel their iron furnaces, the became barren as they gradually succumbed to the Caption They show elements of both cultures.
Nubians needed to burn massive amounts of charcoal. process of desertification. Nubians adapted many Egyptian traditions when
To produce that charcoal, they had to cut down huge they were under Egypts control. Assyrian con-
quest forced the Nubians back to the south where
they settled in Mero and prospered.

Chapter 11 Section 1 343

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Assess and Reteach
Assess Progress L3
Have students complete the
Section Assessment.
Administer the Section Quiz.
Teaching Resources, Unit 2, p. 82
To further assess student under-
standing, use
Progress Monitoring Transparencies, 44
Reteach
If students need more instruction, have
them read the section summary.
Reading and Note Taking L3
Study Guide, p. 100
Adapted Reading and L1 L2
Note Taking Study Guide, p. 100
Spanish Reading and L2
Note Taking Study Guide, p. 100
Extend L4
Have students plan a three-gallery
museum exhibit on the development of
civilization, with the galleries represent-
ing African prehistory, Nubia, and North
Africa. Have students create a list of the
types of things, such as artifacts, maps,
illustrations, and photographs, they
would include in each gallery. Then have
them write a brief summary describing
their reasons for including each item.
Answer
Outside influences such as the rule of the
Phoenicians, Romans, and Muslim Arabs
brought changes in culture, religion, govern-
ment, and agriculture.
Section 1 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section.
2. Where early Africans lived and how they
made a living were influenced by geogra-
phy, while natural resources spurred
trade, which brought wealth and rivalry.
3. Some geographic features made move-
ment difficult while others allowed for
easy movement.
344 Kingdoms and Trading States of Africa
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Arabic Inuences Scholarship
Arabic books with beautifully illustrated title
pages such as the one above may have been
used by students at early North African
universities.
Vocabulary Builder
utilized(YOOT il yzd) vt. put to
practical use
1
Terms, People, and Places
1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its signicance.
2. Reading Skill: Identify Causes and
Effects Use your completed outline to
answer the Focus Question: How did
geography and natural resources affect
the development of early societies
throughout Africa?
4. The Bantu peoples spread their culture
and technology to other areas and merged
with local peoples, which contributed to
cultural diversity.
5. Nubia prospered by controlling trade and
by utilizing natural resources to produce
iron tools and weapons.
6. Control of trade, trade routes, and natural
resources as well as the desire to spread
Islam led outsiders to North Africa.
Outside Inuences Affect North Africa
The Nile was not the only waterway that inuenced the development of
civilizations in Africa. Early African civilizations also had strong ties to
the regions across the Mediterranean and Red seas.
Phoenicians Build Carthage As Nubia was thriving along the Nile,
Carthage was rising as a great North African power. Founded by Phoeni-
cian traders as a port on the Mediterranean coast, Carthage came to
dominate western Mediterranean trade. From 800 B.C. to 146 B.C., it
forged an empire that stretched from present-day Tunisia, Algeria, and
Morocco to southern Europe. As you have read, however, territorial and
trade rivalries between Rome and Carthage eventually led to a series of
conicts called the Punic Wars. At the end of the Third Punic War,
the Romans literally burned Carthage to the ground.
Rome Rules North Africa After defeating Carthage, Rome gained
control of the narrow strip of North Africa between the Mediterranean
coast and the Sahara. There, they built roads, dams, aqueducts, and
cities. The Romans developed and utilized North Africas farmlands
as a granarya region that produces much grainto feed the Roman
empire. North Africa also provided soldiers for the Roman army, includ-
ing Septimius Severus who would later become an emperor of Rome.
Under Roman rule, Christianity spread to the cities of North Africa. In
fact, St. Augustine, the most inuential Christian thinker of the late
Roman Empire, was born in present-day Algeria. From A.D. 395 to
A.D. 430, Augustine was bishop of Hippo, a city located near the ruins of
ancient Carthage.
Islam Spreads Into Africa In the 690s, Muslim Arabs conquered and
occupied the cities of North Africa. By the early 700s, they had success-
fully conquered the Berbers, a largely nomadic North African people.
Under Arab rule, Islam eventually replaced Christianity as the dominant
religion of North Africa, and Arabic replaced Latin as its language. Mus-
lim civilization blossomed in cities such as Cairo, Fez, and Marrakesh,
which became famous for their mosques and universities. Over time,
Muslim traders from North Africa carried Islam into West Africa.
How did trade cause change in North Africa?
Progress Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: naa-1111
Comprehension and Critical Thinking Writing About History
3. Recognize Cause and Effect How Quick Write: Understanding
did its geography affect movement Chronology Using the information pro-
in Africa? vided in this section, make a timeline of the
4. Determine Relevance How did the events described. Make sure that you place
Bantu migrations contribute to Africas each event in chronological order.
cultural diversity?
5. Draw Conclusions Why did the king-
dom of Nubia prosper?
6. Identify Central Issues What factors
motivated outsiders to conquer regions
of North Africa?
Writing About History
Students timelines should show an under-
standing of the main events covered in the
section.
For additional assessment, have students
access Progress Monitoring Online at
Web Code naa-1111.
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March 20, 2007 April 30,
11:10 AM
In what ways have migration and
trade affected cultures?
During their migration, Bantu-speaking peoples
from West Africa slowly diffused, or spread, their
language over much of the African continent.
Today, some 85 million Africans speak one of the
many Bantu languages. Throughout history,
migrants like the Bantu have carried their
language, religion, and other cultural traits with
them as they traveled. Merchants, too, have
introduced their cultures to people along their
trade routes. In these ways migration and trade
have often inuenced existing cultures. Consider
the following examples:
Sports
In the years that followed the Meiji
Restoration of 1868, the Japanese
looked to Western countries for ideas
as they set out to modernize their
country. One element of Western cul-
ture that they adopted was baseball.
A young American transplant, who
was teaching history at a Tokyo uni-
versity, introduced the sport to his
students in the early 1870s. Another
American professor organized the
first official baseball game in Japan.
Called yakkyuu, or field ball, the
games popularity grew rapidly. In
1936, Japans first professional
league fielded seven teams, and
today its 12 teams compete
in two leagues.
Former Tokyo
Yomiuri Giants
star, Hideki
Matsui
Careers
Chef The migration of groups of people was the
impetus behind the arrival of such foods as pizza,
bagels, and sushi into the United States. These
foods spread throughout the U.S. in part through
the work of chefs who were interested their own
heritage or in the cuisines of other cultures. Some
chefs cook in a style called fusion that reflects a blend
of ingredients and cooking methods from different
2007 5:16 PM
Language and the Bantu Migrations Cultural Diffusion
Arabic
Objectives
Miller Projection
S A H A R A 0 500 1000 mi Analyze how migration has affected
N Tuareg cultures.
Songhay 0 500 1000 km
W E Bambara
Discuss how trade has spread ideas
Mande
Amharic
S Akan
Yoruba
Igbo
Oromo from one culture to another.
Somali
Ganda Masai
Language Groups, c. A.D. 1500 Luba Swahili
Afro-Asiatic
Nilo-Saharan
Niger-Congo other than Bantu Ovimbundu
Bantu Shona
Malagasy
Khoisan
Austronesian Build Background Knowledge L3
Na
Kalahari
Desert Tswana
mib
Zulu
Igbo Language Sotho
Ask students to list their favorite musi-
Des
Xhosa
Bantu homeland, c. 2000 B.C.
ert
Bantu migrations, to A.D. 500 cians and write their names on the board.
Have students identify the country of ori-
Religion Food gin for each performer or band. Point out
Merchants from India carried Bud- The United States has welcomed that music is just one element that shows
dhism with them as they traveled immigrants from many cultures, how different cultures influence each
along the ancient Silk Road. The which is reflected in the many styles
other.
oasis towns that served as markets of food that are now considered
and rest stops catered to the needs American. Take pizza, for example.
of those merchants. They allowed Brought to the United States by Instruct L3
merchants to build monasteries, and Italian immigrants, pizza has become
Direct students attention to the ques-
they welcomed Buddhist monks. a standard American food. So has the
Eventually, the oasis dwellers hamburger, probably introduced by
tion at the top of the page. Ask What is
themselves converted to Buddhism. German immigrants. Bagels, first an example of how the language of
In this way, by A.D. 100, the religion brought to New York City by Jewish one culture influenced the lan-
had reached northern China. For immigrants, can be found in most guage of another? (English borrowed
more than 500 years, however, American supermarkets. Today, the words from other languages, such as
Buddhism remained exclusively a taco, a favorite of Mexican rodeo from Spanish, yogurt from Turk-
religion of merchants and ruling immigrants, is readily available
ish, or kindergarten from German.)
classes. However, it finally gained throughout the country.
popular acceptance in part by Have students brainstorm other exam-
blending with traditional ples, besides language, sports, religion,
Chinese beliefs. and food, that might illustrate cultural
diffusion. (government, clothing, art,
Mexican meals such as these
chicken enchiladas are served
architecture, science, technology)
throughout the United States.
Independent Practice
Thinking Critically
Have students fill in
1. Cultural diffusion is not usually a complete replacement of one
the Concept Connector worksheet on
cultural diffusion, which includes addi-
culture with another, but rather a gradual blending of two cultures
in which some new traits are adopted and others are not. Explain tional examples and critical thinking
why you think this is true. questions.
2. Connections to Today Using the map above, compare the Reading and Note Taking
modern African language groups with the Bantu migration routes.
Study Guide, p. 320
How do the routes of migration explain the language patterns?
Monitor Progress
Circulate to make sure that students are
filling in their Concept Connector work-
sheets accurately.
cuisines. Many cooks learn in high school or voca- Thinking Critically
tional school, but top chefs must undergo years of 1. Sample: It would be difficult for a culture to
training in specialized culinary institutes. These jobs completely overtake another even if the culture
are plentiful, but competition is fierce. Chefs need was of a powerful and larger group. Cultural
creativity, imagination, good technical knowledge, traits, however, that are innovative and attrac-
nutritional knowledge, great manual skillsand tive may be absorbed into a culture or adapted,
good taste. while less desirable traits may be disregarded.
2. Students descriptions should reflect an under-
standing of cultural diffusion.
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