Introduce the guiding question to students- Why is gold considered a valuable resource?
Ask students to brainstorm what they know about gold and its use as a resource and what they want to know about gold and its uses, in order to fill out the K and W section of the corresponding KWL Chart.
Knowledges may include:
- That gold is used for jewelry and items for the home
- That gold is used for currency/trade (coins or bars)
- That gold is used to mark “extravagance” or decoration such as good flakes on food or gold leaf wrappings
- There was a Gold Rush in America ~1848 in California leading to migration
- Gold was/is mined through looking through sediment in water using pans
“Want to know” questions may include:
- What is the current value of gold?
- How is it safe to eat gold?
- Where else was there a gold rush?
- How else can you get gold if it’s not in the water?
Explain to students that Alluvial gold, waterways and trade have been interconnected and have played significant roles in shaping the history, economy, and societies of West Africa. Then read or share the following overview with students.
Water was an essential resource for agriculture, drinking water, and economic development in West Africa. The region’s semi-arid and arid climate, coupled with irregular rainfall patterns, makes water particularly valuable for sustaining livelihoods and supporting economic activities. Alluvial gold, which is found in riverbeds, streams, and floodplains, enhanced the importance of water in the region.
The rivers of West Africa, including the Niger, Senegal, and Volta rivers, in addition to providing fertile agricultural land, were known for their rich alluvial gold deposits, from which people of the region sourced gold. Historically, West Africa was renowned for its role in the trans-Saharan trade, which connected the region with North Africa and the Mediterranean world. Alluvial gold, along with many other commodities such as ivory and salt formed part of the trans-Saharan trade network, which facilitated the exchange of goods, ideas, and cultural influences between West Africa and the wider world. Africa was known by outsiders for its gold.
Gold mining and trade were central to the rise of several West African empires, including the Ghana Empire, Mali Empire, and Songhai Empire, which controlled key gold-producing regions and established lucrative trade networks with North Africa and the Mediterranean. These trade routes played crucial roles in connecting West African societies and stimulating economic growth and prosperity. Overall, the interplay between alluvial gold mining, water resources, and trade were central to the historical development and economic dynamics of West Africa.
Depending on access to classroom technology, divide students up in order to ensure that each student or group has access to a tablet or computer for this online activity.
If you have not already done so, introduce your students to the Gold Road Map using the detailed instructions and student handouts on How to use The Gold Road available through the Digital Toolkit. Once online, ask your students to set up their display to show the overlap between Landscapes and Trade/Artifacts they will be exploring. You can do this by sharing this link or by modeling for students how to visit http://thegoldroad.org/map.aspx# and select the appropriate links.
- Select Landscapes and Trade/Artifacts under Categories
- Select all three empires under the Time Period (Ghana, Mali and Songhai).
- If done correctly thirty-three markers should be displayed on the left hand side
Ask students to explore the 9 markers that focus on Gold indicated by a gold coin and the 3 markers focused on Waterways indicated by a water drop. Students should take notes using blank paper or the Note Taking Handout in preparation for a larger class discussion on how gold was mined, used and traded.
As a whole class discuss new knowledge identified through reviewing the markers. As a whole class or independently have students complete the L portion of the KWL Chart.
It is important in the closing of your lesson, that students understand that the value of gold in the area eventually led to European quests for gold that would later transform into incursions to enslave people. Further, that gold was the key resource that began a labor regime that was based on racism and that would be devastating to the people of the continent and therefore that it is thus crucial for students to understand the historical significance of what we now know led to a racial capitalist economy.