Unit
Years: 13th century - present
Culture & Community
Economy & Society
Freedom & Equal Rights
Historical Events, Movements, and Figures
Prior knowledge of the geography of Africa is necessary to locate West Africa. An understanding of the geographic features of the Sahara, Sahel, and Savanna as well as the Niger River in West Africa would be beneficial.
Specifically knowledge or resources to support students in their understanding of world geography and religion include:
You may want to consider prior to teaching this lesson: The Gold Road Why There? Historical Geographies of West Africa A Story of Great Cities
You may want to consider after teaching this lesson: West African Objects & Artifacts
Sundiata Keita (1190 – 1250), also known as the Lion King, was the founding ruler of the empire of Mali. His history, as a foundational story of the Mande people and the Mali empire, has been transmitted from generation to generation through griots (also known as djelllis), who are responsible for keeping the royal family’s history. The epic of Sundiata is thus an important and unique historical record to examine. Even though there are multiple versions, it presents some crucial aspects of Mande society and governance. When Sundiata overcame many obstacles to come and save the Mande people, and unite the peoples of the empire of Mali, he also proclaimed a charter, the Mande charter, in 1235, which is said to be one of the first constitutions of the world, stipulating many norms and laws which the Mande society would follow.
The Significance of Sundiata Keita
Sundiata Keita, known as the Lion King, was the founder and leader of the West African Empire of Mande peoples, Mali, in the 13th century. Sundiata can also be spelled Sunjata. He is also referred to in praise as Mari Jata.
The story of Sundiata Keitais the story of a great leader. In its shortest form, the story of Sundiata was that he was born in 1190 founded the West African Mali empire by uniting the Mande and Susu chiefdoms and freeing them from domination by the Susu. He was thus Mansa (king) of the Mande peoples (also sometimes referred to as Malinke people). According to Arab traveler and geographer Ibn Khaldun, ‘Mari’ in Mande language means “rule of the blood royal” and Jata means “Lion.” Teaching Sundiata allows teachers to introduce not only the key leader, but also his family, his enemies, and other people who are part of the founding story.
Early Life of Sundiata Keita
The story begins with Maghan Konfara, father of Sundiata. Maghan was married to Sassouma Bereté, with whom he had a son, Dankara Touman. Maghan was visited by a prophet who told him that if he married an “ugly” woman, he would have a son who would be a great leader. Maghan thus married Sogolon Condé, and they had Sundiata. Unfortunately, Sundiata was born unable to walk.
When Maghan died, he was succeeded by his eldest son Dankara Touman, Sundiata’s older half-brother. When he took power, Dankaran banished his half brother Sundiata to exile. Sundiata took refuge in the court of Faran Tunkara who was a Soninke leader of the nearby kingdom of Mema. While in exile, Sundiata learned to walk, prompted by the need to get leaves from the Baobab tree for his mother, and supported by an iron rod. He also became a skillful hunter, leading him to be given the nickname of Jata, meaning lion.
While Sundiata was exiled, Dankara was defeated by the Susu. The Mande people begged Sundiata to come back. Sundiata came back to Mali, with the aid of the Mema army, to save his people, defeating the Susu ruler of Sumaworo (Sunmanguru Kanté) in 1235 at the Battle of Kirina. This was a watershed moment for the development of the Mali empire and its social political organization.
Mande Charter
Under Sundiata, the Mande Charter of Kurukan Fuga (or Kouroukan Fouga), one of the first charters/constitutions was developed in 1235. The charter was named after the place Kurukan Fuga which is the site where the charter was proclaimed after Sundiata defeated the Susu kingdom and incorporated the Susu within the Mande empire. It is classified on the representative list of UNESCO’s Intangible Cultural Heritage of Humanity.
The charter presents seven chapters that call for “social peace in diversity, the inviolability of the human being, education, the integrity of the motherland, food security, the abolition of slavery by raid, and freedom of express and trade” (UNESCO). The charter also divided the social functions of people within the empire. Sixteen clans were named to lead the empire; four clans of guardians of the faith and Islamic law; four clans of specific trades including smelting, woodworking, and tanning; four clans were djelis/griots, responsible for transmitting the history of the empire through recitation and song. Other features of the charter include the sanankuya, a way of joking and relating to others that is a noteworthy West African cultural practice, as a way of life even during contention.
The Oral Epic Tradition
As the Mande charter set out, Sundiata’s story was passed down orally by generations of bards also known as djeli/jeli or griots. These individuals who are poets, praise singers, musicians, historians, were the designated historians not only of the royal family but of Mande society. The Guinean historian and playwright Djibril Tamsir Niane wrote and published the first written account of Sundiata’s story in 1960.
The epic is one of the most vibrant and dynamic stories that has been passed down from generation to generation on the continent. It has been transmitted through recitation, song and storytelling.Griot bard traditions of West Africa are also often accompanied by one of three instruments-the balafon (xylophone), the Kora (Lute-harp) or the ngoni (banjo) and these instruments also often accompanied the retelling of the story. According to the charter, a designated group of people continue to be responsible for its transmission as djelis are still active throughout West Africa today.
Historical Significance
The Mande Charter of Kurukan Fuga as one of the first charters or constitutions has historical significance. For comparison, the Magna Carta in England was signed just a few years earlier in 1215. Historian Michael Gomez writes that the epic itself explains the formation of the Mande empire, pointing to a new form of governance, with a central authority that had power of regional groups and chiefdoms, which was a novel governance process. The charter outlines not only the hierarchical structure of Mande society but also emphasizes the importance of communal responsibility. It outlines laws and governance, environmental protection, and cultural values. Gomez writes that the epic shows that Islam and ancestral religions coexisted even though the central authority was islamized which also speaks to it outlining conflict resolution.
Overall, the charter represents a remarkable example of early constitutional governance in Africa, predating many Western systems of governance by several centuries. It reflects the visionary leadership of Sundiata Keita and the collective wisdom of the Mande people in establishing a framework for social cohesion, justice, and sustainable development. The principles outlined in the charter continue to resonate within Mande society.
Badawi, Z. (2020). Desert Empires in the BBC African History Series [Episode 10] Retrieved from https://www.youtube.com/watch?v=shEU4PQUxxA&list=PLajyiGz4JeyPq2lpEt2skZRhQsAspIQCp&index=11&t=38s on 12/5/2023
Berzock. K. B. (2019). Caravans of Gold, Fragments in Time: Art, Culture, and Exchange across Medieval Saharan Africa. Princeton University Press.
Caravans of Gold, Fragments in Time. Block Museum of Art “Teachers’ Guide.“ . Northwestern University Retrieved from https://caravansofgold.org/resources/further-resources/ on 9/6/2022.
Boston University African Studies. Sundiata, an Epic. https://www.bu.edu/africa/outreach/teachingresources/history/ancient-to-medieval-history/k_o_mali/sundiata-an-epic/
Conrad, D. (2005) Empires of Medieval West Africa: Ghana, Mali, Songhai. Retrieved from: https://www.sahistory.org.za/sites/default/files/archive-files3/david_c._conrad_empires_of_medieval_west_africabook4me.org_.pdf on 12/5/2023
French, H. W. (2021). Born in Blackness: Africa, Africans, and the making of the modern world, 1471 to the Second World War. New York: Liveright Publishing Company.
Gold Road Lessons: Gold, Goods and Gold Road. Retrieved from https://cfas.howard.edu/gold-road/teaching-resources on 12/5/2023.
Gomez, M. (2018). African Dominion: A New History of Empire in Early and Medieval West Africa. Princeton University Press.
Mande Charter at Kurukan Fuga. UNESCO Representative List of Intangible Cultural Heritage of Humanity. https://ich.unesco.org/en/RL/manden-charter-proclaimed-in-kurukan-fuga-00290
Mali: Ancient Empires to Multi-Cultural Democracy: https://afropop.org/audio-programs/new-mali-ancient-empires-to-multi-cultural-democracy
Sunjata Keita Entry on The Gold Road. Retrieved from http://thegoldroad.org/map.aspx#Location=6.31231~11.43713&Zoom=4&TradeRoutes=0&TimePeriods=(2)&Categories=(1)&Hotspot=104
The Gold Road. Howard University Center for African Studies. Retrieved from http://thegoldroad.org/map.aspx
The Mandan Charter: https://human.libretexts.org/Courses/The_Westminster_Schools/The_Manden_Charter
Teaching about Sundiata (Sunjata) Keita allows teachers to push beyond the more popular story of Mansa Musa who is the nephew of Sundiata and grandson of Maghan Konfara. While important, a sole focus on Mansa Musa and his riches decontextualizes the larger story of the Mande empire of Mali. When students understand Sundiata, they understand where Mansa Musa comes from and the features of the society he operated in.
The story is also important because it gives insight into the structure of Mande society and how people governed themselves. It is important that through the activities students begin to understand that the charter represents a remarkable example of early constitutional governance in Africa, predating many Western systems of governance by several centuries.
Finally, in relation to the oral tradition and literary analysis, the story of Sundiata has genre-based significance as an epic. As such, it follows common epic traditions of the young leader who must earn his worthiness and overcome moral, physical and political obstacles and ultimately frees his people from domination. It is an epic still taught in schools today, in Guinea, Senegal, Mali, and The Gambia. The epic’s versions can be compared and make for a strong connection between History and English Language literature studies.
As an introduction to the epic, you can consult this page that lists the characters, and key questions to ask of different parts of the story: https://www.bu.edu/africa/outreach/teachingresources/history/ancient-to-medieval-history/k_o_mali/sundiata-an-epic/
In addition, this unit uses as central tool The Gold Road, an interactive online map (http://thegoldroad.org/map.aspx#). The Gold Road serves as a library of detailed content for independent or scaffolded student inquiry and research. It allows students to explore and make connections in one time period’s people, places, trade items, buildings and routes, or across several time periods. Students can also choose a more focused inquiry on a specific item, a place, or a person and their significance. Thus a student can trace the linkages between people, items, places, routes, and significant buildings or focus on one aspect of this history. A student can make meaning linking micro aspects of this history (e.g. a person or a building) with macro aspects (the role it/they/he/she played in the whole kingdom).
It is strongly recommended that you test out and explore how the map works on your own before launching any activity that uses the map. In this way, you can help answer any technical questions about how to retrieve information and how the layers and markers work before students are tasked with an inquiry.
Detailed instructions and student handouts on How to use The Gold Road map and some of its features are available through the Digital Toolkit.
Teachers may modify and adapt these instructions as they introduce the map and activities to students throughout the unit.
In the kingdom of Mali in West Africa, a great story has been transmitted for over an astounding 800 years about the great leader and founder of Mali and the Mande peoples, King Sundiata Keita. The story of Sundiata is important because it tells of the foundation of the Mali empire and gives us insight into how Malian society was organized. The Mande charter, also known as Kurukan Fuga after the name of the plain where it was declared, was created under his reign in 1235. It is one of the world’s first constitutions.
The life of Sundiata, often called the Lion King, is considered an epic. In an epic story, there is often a young leader who must earn his worthiness by overcoming an obstacle. Sundiata’s story, like many epics, has been passed from generation to generation. An important group in Mande society, the bards, also known as Jelis/Djelis or griots, were the storytellers, and the keepers of this royal history. As a result, there is a mix of historical elements and aspects added by people as they told and retold the story through the oral tradition.
The epic is one of the most vibrant and dynamic stories that has been passed down from generation to generation on the continent. It has been transmitted through recitation, song, and storytelling often accompanied by the Balafon, an instrument that resembles a xylophone. Sundiata’s story was passed down orally until a scholar and playwright from Guinea, D.T. Niane, wrote it in 1960. The importance of King Sundiata’s life and the principles outlined in the Mande Charter continue to resonate within Mande society, which spans several present-day countries in West Africa, even in modern times.
Select the activities and sources you would like to include in the student view and click “Launch Student View.”
It is highly recommended that you review the Teaching Tips and sources before selecting the activities to best meet the needs and readiness of your students. Activities may utilize resources or primary sources that contain historical expressions of racism, outdated language or racial slurs.
As an activator/hook introduce the following concept and question to students:
Introduce to students that in Mali there has been a tradition established thousands of years ago where specific people were tasked with telling the history, traditions and rules of the people. Explain that this role goes by many names (bard, djeli/jeli or griots) and utilizes both the oral storytelling tradition and also the use of song. Tell students they will learn about a very important song/story that has been transmitted from generation to generation for close to 800 years. Explain that many groups and nation have a founding story and that they will be learning the epic story of the founding king of Mali, Sundiata. Engage students in discussion about an epic.
If students are unable you can provide the following overview of an epic before, during or after their responses.
Provide students with a copy of the Student Context and read together adding additional basic context to the story as well as making historical connections related to your classes previous or upcoming studies (to Mansa Musa, the Magna Carta or related epic tales-See Teacher Context and Teacher Tips).
Memory and Knowledge: The Story of Sundiata Keita
Vocabulary & Key Terms:
Student Context:
In the kingdom of Mali in West Africa, a great story has been transmitted for over an astounding 800 years about the great leader and founder of Mali and the Mande peoples, King Sundiata Keita. The story of Sundiata is important because it tells of the foundation of the Mali empire and gives us insight into how Malian society was organized. The Mande charter, also known as Kurukan Fuga, was created under his reign in 1235. It is one of the world’s first constitutions.
The life of Sundiata, often called the Lion King, is considered an epic. In an epic story, there is often a young leader who must earn his worthiness by overcoming an obstacle. Sundiata's story, like many epics, has been passed from generation to generation. An important group in Mande society, the bards, also known as Jelis/Djelis or griots, were the storytellers, and the keepers of this royal history. As a result, there is a mix of historical elements and aspects added by people as they told and retold the story through the oral tradition. The epic is one of the most vibrant and dynamic stories that has been passed down from generation to generation on the continent. It has been transmitted through recitation, song and storytelling often accompanied by the Balafon, an instrument like a xylophone. Sundiata’s story was passed down orally until D.T. Niane recorded it in 1960. The importance of King Sundiata’s life and the principles outlined in the Mande Charter continue to resonate within Mande society even in modern times.
In order to provide students a fuller version of the story of Sundiata Keita, sharing some of these key details (a fuller version is available in the Teacher Context for reference). Encourage students to take notes using the Note Taking Handout or another choice of your/their choosing.
Next, display for students the section on Sunjata Keita of Mali, from the Gold Road site using this link or by selecting Sunjata Keita after filtering by Mali and People. Review the history of Sunjata adding additional context and detail to the story to bring it further to life for students.
As a closing activity students can reference their notes to either complete an exit slip or create a timeline for you to check their understanding.
Begin this activity by asking students to define the term cultural heritage. Student responses might include:
Confirm students’ responses as appropriate and then share with them that there are typically two types of cultural heritage that we know about and celebrate-tangible and intangible cultural heritages. As needed, define for students that intangible refers to items you can not touch or feel. You can again prompt students for examples of tangible and intangible cultural heritages or you can provide the definitions and examples.
Introduce students to UNESCO-the United Nations Educational, Scientific and Cultural Organization and explain that part of their work in promoting international cooperation is to develop mutual understanding and respect. Identify that one way UNESCO does this is by highlighting and preserving both Tangible and Intangible Cultural Heritages.
Display for students the UNESCO proclamation of the Manden Charter as an Intangible Cultural Heritage of Humanity from 2009. Following reading the proclamation, ask students to make predictions on what they will find in the charter.
Provide students with a copy of the Mande Charter. Examples can be found online in pdf form. You may need to review and choose if you feel that you would like to provide students with all of the charter or select excerpts. After providing students with review time, have them revisit their predictions to determine if they were accurate or not.
The goal of this activity is for students to develop a draft of an idea web of Sundiata’s story from a performance showcasing both the musical and oral traditions. The performance is a powerful retelling that will not only showcase aspects of the story of Sundiata but also introduce students to the Djeli tradition.
Display for students the section on Sunjata Keita of Mali, from the Gold Road site using this link or by selecting Sunjata Keita after filtering by Mali and People. If you have not already done so in Activity 2, review the history of Sunjata adding additional context and detail to the story to bring it further to life for students.
Tell students that in class today they will be watching a performance on the life of Sundiata and creating an Idea web. Show students the provided visual anchor of an idea web or reference one of your choosing.
Next, have students watch and listen to the accompanying video, The Sunjata Story-Glimpse of the Mande Epic, a twenty minute recording by Cherif Keita, professor at Carleton College and one of the descendants of Sundiata Keita just as the famous Malian singer Salif Keita is. As students are watching & listening, ask them to focus their listening to begin drawing an idea web for Sunjata on paper. Ask students to note the ideas expressed, the values, the people, the actions, the outcome.
As time allows, ask students to share highlights from their Idea Webs of Sunjata’s story.
Introduce or remind students that the epic of Sundiata is one of the most vibrant and dynamic stories that has been passed down from generation to generation on the continent. Specifically highlights that:
Display for students the section on Bala Fasaké Kouyaté from the Gold Road site using this link or by selecting Bala Fasaké Kouyaté after filtering by Mali and People.
Explain that the story of the Keita family, descendants from Sundiata Keita, has been historically told by the Kouyaté family and that today a living descendant of Bala Fasaké Kouyaté still tells the stories that represent the Keitas. Kouyaté itself means “sharing a secret” so the Kouyate and the Keita families are deeply linked as “accomplices” (to use Cherif Keita’s language).
Explain that the focus of the activity today will be to learn about this descendant and see what role they have in modern times.
Play the NEA National Heritage Tribute for Bala Kouyaté (6 minutes) https://youtu.be/EJvQ4T7YoUg
Ask students to respond in a whole group discussion to questions to check for understanding and encourage reflection.
The story of Sundiata Keita and many others of his time have been remembered through the retelling of his epic story.
Ask students to consider how they or someone in their lives has had a significant moment in their lives that could be crafted into an epic poem. A significant moment could represent a time that adversity was overcome such as immigrating to a new country, overcoming an illness, learning a new language, becoming the first in a family to go to college, becoming a citizen or reaching a personal goal.
Ask students to craft the moment into an epic poem that captures it. The moment should be crafted and/or sensationalized to feel more “epic” in its retelling similar to the story of Sundiata Keita
The story of Sundiata Keita and many others of his time have been remembered through song for many generations.
Ask students to think of a song that tells a story that is important to them and makes them think of their own story. Then write an essay responding to the following questions.
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