Trading Goods to Understand the Power of Kush

Activity 3.3 Trading Goods to Understand the Power of Kush Experiential Exercise Overview In this Experiential Exercise students trade tokens to understand how Kush gained power as a trade center and became ancient Egypt's rival. Students are assigned to one of three regional groups - Egyptians, Kushites, and Central Africans-and receive six tokens representing a trade good from their region. Students compete to obtain the greatest variety of.trade goods for their group by exchanging tokens with members of other groups, while staying within regional boundaries. During the activity, the power of the Kushites becomes apparent as they control trade between the Egyptians and the Central Africans. After trading, students in each region tally their tokens, and the teacher rewards the region with the greatest variety of trade goods. The teacher then debriefs the experience, making comparisons between the experience and the trade relationship among Egypt, Kush, and Central Africa between 2000 B.S.E. and 350 S.E. Afterward, students read information about how Kush's location allowed it to flourish as a center of trade and to conquer Egypt and rule it for 100 years. Objectives Students will be able to describe the trade relationships among Egypt, Kush, and Central Africa between 2000 B.S.E. and 350 S.E. explain why Kush and Egypt were rivals in trade relate how Kush's location allowed it to flourish as a trade center and to conquer Egypt and rule it for 100 years Materials slide projector masking tape student copies of Student Handout 3.3A student copies of Student Handout 3.3B Slides 3.3A-3.3D WH-6-2, Activity 3.3, Page 1

Activity 3.3 Procedures in Detail Note: In classes with more or fewer than 36 students, increase or decrease the number of students in each group accordingly so the groups remain approximately equal in size. 1 2 3 4 Before class, review the intent of this activity. This activity is designed to allow students to experience aspects of the trade relationships among Egypt, Kush, and Central Africa between 2000 B.C.E. and 350 S.E. By assuming the roles of traders from each of the three regions, students will be better able to understand how Kush gained power as a trade center and became ancient Egypt's economic and military rival after the New Kingdom period. Arrange the classroom. Before class, arrange the classroom according to the diagram. Make sure that the pieces of masking tape representing the Nile River are approximately 1 foot apart. On large sheets of paper, write in bold letters the name of each region-central Africa, Egypt, and Kush-and post the label in each area. Make four copies of each page of Student Handout 3.3A: Rules of the Game for [regional group]. (Note: Each page of Student Handout 3.3A contains a different trade good. Make sure you have four copies of each page of the handout, for a total of 12 pages for each regional group.) Pass out Student Handout 3.3A and have students sit in their designated region. As students enter the classroom, randomly give them each a copy of Student Handout 3.3A. Have students note which group they are in, sit in their designated area, and read their handouts. Project Slide 3.3A and introduce students to Kush. Once students are seated in their correct regions, project Slide 3.3A, which shows a map of Egypt and Kush between 2000 B.S.E. and 350 S.E. Tell students that in this activity they will learn about Kush, an African kingdom to the south of Egypt that ruled Egypt for 100 years. Have students examine the slide and identify Egypt and Kush on the map. Ask them this question: How do you think Kush's location affected its relationship with Egypt? Explain that the classroom arrangement reflects the location of Egypt and Kush as shown on the map, and additionally includes the region of Central Africa, located to the south of Kush. Tell students that the lines of tape between Egypt and Kush represent the Nile River, which was used for transportation between the two regions. Explain that the lines of tape between the Central African regions and Kush represent trade routes across the land. WH-6-2, Activity 3.3, Page 2

Activity 3.3 5 6 Introduce the activity. Once you have introduced students to Kush, tell them that they will participate in a trading activity to learn about Kush's role in ancient African trade. Tell students that each of them is a trader from one of three regions in Africa-Egypt, Kush, or Central Africa. Explain that each student has six tokens representing a trade good from his or her region, and that they will exchange these goods with a trader from another region to obtain different trade goods. Tell them the object of the activity is to accumulate the greatest variety of trade goods for their region by obtaining as many of the nine different trade tokens as possible. Emphasize that the regional group with the greatest variety, not the greatest quantity, of goods will receive the most points. Explain that ancient people were eager to trade for goods they did not have because a variety of goods improved their quality of life. Explain the rules of the game. Once you have introduced students to the activity, explain how to trade. Tell students that to obtain a token from a trader from a different region, they must give the trader one or two of their own tokens. For example, if an Egyptian wants to obtain gold, she must go to Kush, find a trader with a gold token who wants a grain token, tear off one of her grain tokens, and exchange it for a gold token. Tell students that the group with the greatest variety of goods at the end of the activity will win and receive points or candy. Explain that students will take turns trading and that they will have a limited time-1 minute-to exchange tokens each time they trade. Review the following rules of the game with the class and answer any questions they have: Traders may not exchange goods with members of their own group. To travel from one region to another, traders must walk on the lines of tape. Only one trader may be on each line of tape at any given time. While trading, Egyptians and Central Africans must stand on their line of tape at all times. Kushites may not cross the tape boundaries of Kush. Egyptians and Central Africans may not trade with each other. Kushites may trade with both Egyptians and Central Africans. Note: The final two rules represent the fact that regional geography made it difficult for Egyptians and Central Africans to trade with each other, while Kush's location allowed Kushites to dominate regional trade. 7 Have students travel to Kush and trade. Once students understand the rules, have four students from the Egyptian group and one student from each of the Central African groups walk along the lines of masking tape to Kush. Have Egyptians simulate traveling along the Nile by pretending to row a boat. Have Central Africans pretend to carry a load of goods as they travel along the trade routes. Once students have arrived at Kush, give them 1 minute to exchange goods with Kushites. As they exchange tokens, make sure students do not cross the boundaries and that Egyptians and Central Africans WH-6-2, Activity 3.3, Page 3

Activity 3.3 are not trading with each other. After 1 minute, have students stop trading and have Egyptians and Central Africans return to their regions. Repeat this process four times, or until the students in Kush have been able to obtain a variety of trade goods. Expect some students to be nervous or frustrated as they try to quickly exchange goods. Expect some students in the Central African and Egyptian groups to be impatient since they have to wait to trade. 8 Note: This form of trade is set up to simulate the ways in which Kushites often benefited from their location between Egypt and Central Africa: it was easier for them to trade, to gain a variety of trade goods, and to dominate trade as middlemen. However, trade was not always more profitable for the Kushites than the Egyptians. Kush's ability to control trade depended on the strength of the Kushite leaders and political conditions in Egypt. Have students tally their tokens. After all students have had a chance to trade, have each regional group tally their tokens. Have a representative from each group share how many different trade goods the group acquired, which trade goods they acquired, and how many they acquired of each. Reward with points or candy (optionally) the students in the region that acquired the greatest variety of trade goods. Connecting the Experience with History 1 2 Hold a class discussion. Hold a discussion to help students process their feelings and connect the experience with history. Center the discussion on these questions: How did you feel during this activity? What did you like about trading goods? What was difficult about it? Which group had the greatest advantage in this activity? Explain. What do you think the Egyptians and Central Africans could have done to obtain more types of trade goods? Why do you think some scholars have referred to Kush as Egypt's rival? Make connections between the activity and history. Once you have debriefed the activity, have students connect their experience to history. Use the details from the T-chart to help students understand how their experience connects to the trade relationship among Egypt, Kush, and Central Africa between 2000 B.S.E. and 350 S.E.: WH-6-2, Activity 3.3, Page 4

Activity 3.3 In-class Experience students traded different types of tokens with each other tokens had to be traded in just a few minutes students walked along strips of tape to trade students role-playing Egyptians and Central Africans could not trade directly with each other students were able to communicate with each other in the same language most students were involved in the trading of tokens students in the Kushite group collected the greatest variety of tokens Historical Reality Egypt, Kush, and Central Africa exchanged trade goods such as grain, gold, and ivory trade expeditions took many months traders traveled down the Nile by boat or across the land by foot or animal geographic barriers and limited forms of transportation made it impossible for Egyptians to travel to Central Africa different languages were spoken in Egypt, Kush, and Central Africa only certain members of ancient societies were involved in trading 3 Have students move into their correct places, and pass out Student Handout 3.3B. After making connections between students' experience and history, have students move their desks into the setup shown in the diagram. Then explain that this activity was designed to help them understand how Kush gained power as a trade center and became ancient Egypt's rival. Explain that Kush's location allowed it to flourish as a center of trade and to conquer Egypt and rule it for 100 years. Give each student a copy of Student Handout 3.3B: Overview of the History of Kush. Have students carefully read the handout. WH-6-2, Activity 3.3, Page 5

Activity 3.3 4 Project Slides 3.3A through 3.313 and review the salient information from Student Handout 3.313. After students have read Student Handout 3.3B, project Slides 3.3A through 3.3D and use the following information to review with students the salient points from the handout: Slide 3.3A In this slide we see a map of Egypt and Kush between 2000 B.S.E. and 350 S.E. The land of Kush was located southeast of ancient Egypt, in what is known today as Sudan. The Egyptians called Kush Nubia, from the Egyptian word for gold, which was prevalent in the region. The Greeks and Romans called it Aethiopia, "land of the burned faces, " because the people of Kush were black. The Kushites were seminomadic people who settled in the region as early as 4000 B.C.E. One of the first large settlements in Kush was at Kerma. There, archeologists have discovered the remains of brilliantly painted tombs filled with gold, bronze, and ivory objects. Slide 3.3B In this slide we see a copy of a wall painting found in a temple built by Ramesses II in Nubia. Enthroned at right, Ramesses II receives Nubian emissaries, goods, and slaves. The goods pictured in the upper half of the painting include ebony logs, ivory tusks, feathers, ostrich eggs, fans, shields, furniture, leopard skins, rings of gold, and jars of incense. In the lower half, Nubians bring the pharaoh slaves, a giraffe, a gazelle, a leopard, and monkeys. During Egypt's Middle Kingdom period (1991-1786 B.C.E.), Kush became a vital trade center between Egypt and Central Africa. Kush had a wealth of natural resources that were unavailable in Egypt, such as gold, iron, and leather. To obtain these goods, Egyptians traded items such as grain, beer, and linen. Kush also served as a stopping-off point for goods sent from Central Africa to Egypt, such as ivory, timber, and slaves. During the New Kingdom period, Egyptian pharaohs conquered Kush several times in order to protect their trade routes. They also forced Kushites to pay them a tribute of valuable items each year as a sign of continuing loyalty. Slide 3.3C In this slide we see a modem artist's rendition of vanquished Egyptian princes paying homage to King Piye and offering horses as tribute. Once the New Kingdom period ended, conditions in Egypt changed. The new pharaohs were unable to maintain control over parts of the Egyptian Empire, and the Kushites took advantage of the situation. Around 750 B.C.E., a Kushite ruler named Piye took control of the empire. Piye and his WH-6-2, Activity 3.3, Page 6

Activity 3.3 descendants ruled Egypt from the Kush capital of Napata for about 100 years. They built and repaired monuments and temples, and supported artists and craftspeople who created great works of art. Around 654 B.C.E, the Assyrians defeated the Kushites and ended their control of Egypt. Slide 3.3D In this slide we see Kushite pyramids at Meroe in Sudan. These stone pyramids differ from Egyptian pyramids in that they are steeper and smaller, averaging 20 to 30 square feet at the base and 60 to 90 feet high. In addition, the burial chambers are cut into the rock underneath the pyramids instead of being located inside, as Egyptian burial chambers were. However, both Egyptians and Kushites filled the passageway leading to the burial chamber with rubble to protect the contents of the tomb. Around 593 B. c. E, the Kushites established a new capital at Meroe, which soon became the center of Kushite culture and a vital trade location. Meroe's craftspeople created some of the finest pottery of the ancient world, as well as magnificent silver and gold jewelry. After the Kushites left Egypt, they continued to be influenced by Egyptian culture. Eventually Egyptian influence lessened, and the Kushites developed their own writing system. Meroe flourished for nearly 1,000 years, until it was conquered by Axum, a neighboring African kingdom. Much information about Meroe remains a mystery today because scholars still have not been able to decipher the Meroitic writing system. Idea for Student Response After students have completed this activity, have them respond, on the left side of their notebooks, to this prompt: Create a cover for an issue of Archeology Magazine-using words and visuals-that highlights the glory of ancient Kush. Your cover must include a creative subtitle, visuals representing three aspects of Kushite Culture, and brief captions that explain the importane of these aspects. A completed cover might like this: WH-6-2, Activity 3.3, Page 7

Rules of the Game for Central Africans #1 You are a Central African. Your goal is to quickly obtain as many different types of trade goods from other regions as possible. You may not trade with your fellow Central Africans or with the Egyptians. Follow these steps to obtain trade goods: 1. Travel along the masking tape (representing a trade route) to Kush to exchange tokens. Only one person may be on each trade route at one time. 2. Trade with the Kushites by exchanging one or more of your tokens for a token from Kush or Egypt. Teachers' Curriculum Institute WH-6-2, Activity 3.3, Page 8

Rules of the Game for Central Africans #2 You are a Central African. Your goal is to quickly obtain as many different types of trade goods from other regions as possible. You may not trade with your fellow Central Africans or with the Egyptians. Follow these steps to obtain trade goods: 1. Travel along the masking tape (representing a trade route) to Kush to exchange tokens. Only one person may be on each trade route at one time. 2. Trade with the Kushites by exchanging one or more of your tokens for a token from Kush or Egypt. Teachers' Curriculum Institute WH-6-2, Activity 3.3, Page 9

Rules of the Game for Central Africans #3 You are a Central African. Your goal is to quickly obtain as many different types of trade goods from other regions as possible. You may not trade with your fellow Central Africans or with the Egyptians. Follow these steps to obtain trade goods: 1. Travel along the masking tape (representing a trade route) to Kush to exchange tokens. Only one person may be on each trade route at one time. 2. Trade with the Kushites by exchanging one or more of your tokens for a token from Kush or Egypt. Teachers' Curriculum Institute WH-6-2, Activity 3.3, Page 10

Rules of the Game for Egyptians #1 You are an Egyptian. Your goal is to quickly obtain as many different types of trade goods from other regions as possible. You may not trade with your fellow Egyptians or with the Central Africans. Follow these steps to obtain trade goods: 1. Travel along the masking tape (representing the Nile River) to Kush to exchange tokens. Only one person may be on each trade route at one time. 2. Trade with the Kushites by exchanging one or more of your tokens for a token from Kush or Central Africa. Teachers' Curriculum Institute WH-6-2, Activity 3.3, Page 11

Rules of the Game for Egyptians #2 You are an Egyptian. Your goal is to quickly obtain as many different types of trade goods from other regions as possible. You may not trade with your fellow Egyptians or with the Central Africans. Follow these steps to obtain trade goods: 1. Travel along the masking tape (representing the Nile River) to Kush to exchange tokens. Only one person may be on each trade route at one time. 2. Trade with the Kushites by exchanging one or more of your tokens for a token from Kush or Central Africa. Teachers' Curriculum Institute WH-6-2, Activity 3.3, Page 12

Rules of the Game for Egyptians #3 You are an Egyptian. Your goal is to quickly obtain as many different types of trade goods from other regions as possible. You may not trade with your fellow Egyptians or with the Central Africans. Follow these steps to obtain trade goods: 1. Travel along the masking tape (representing the Nile River) to Kush to exchange tokens. Only one person may be on each trade route at one time. 2. Trade with the Kushites by exchanging one or more of your tokens for a token from Kush or Central Africa. Teachers' Curriculum Institute WH-6-2, Activity 3.3, Page 13

Rules of the Game for Kushites #1 You are a Kushite. Your goal is to quickly obtain as many different types of trade goods from other regions as possible. You may not trade with your fellow Kushites. Follow these steps to obtain trade goods: 1. Remain within the masking-tape boundaries of Kush and wait for Egyptians and Central Africans to come and trade with you. 2. Trade with Egyptians and Central Africans by exchanging one or more of your tokens for a token from Egypt or Central Africa. Teachers' Curriculum Institute WH-6-2, Activity 3.3, Page 14

Rules of the Game for Kushites #2 You are a Kushite. Your goal is to quickly obtain as many different types of trade goods from other regions as possible. You may not trade with your fellow Kushites. Follow these steps to obtain trade goods: 1. Remain within the masking-tape boundaries of Kush and wait for Egyptians and Central Africans to come and trade with you. 2. Trade with Egyptians and Central Africans by exchanging one or more of your tokens for a token from Egypt or Central Africa. Teachers' Curriculum Institute WH-6-2, Activity 3.3, Page 15

Rules of the Game for Kushites #3 You are a Kushite. Your goal is to quickly obtain as many different types of trade goods from other regions as possible. You may not trade with your fellow Kushites. Follow these steps to obtain trade goods: 1. Remain within the masking-tape boundaries of Kush and wait for Egyptians and Central Africans to come and trade with you. 2. Trade with Egyptians and Central Africans by exchanging one or more of your tokens for a token from Egypt or Central Africa. Teachers' Curriculum Institute WH-6-2, Activity 3.3, Page 16

Overview of the History of Kush The land of Kush was located southeast of ancient Egypt, in what is known today as Sudan. Historically, the region of Kush has been known by several names. Ancient Egyptians called it Nubia, from the Egyptian word nub, meaning gold, which was a natural resource readily found in Kush. In later centuries, the Greeks and Romans called Kush Aethiopia, a Greek word meaning "land of the burned faces." They used this word because the native people of Kush were black. Map of Egypt and Kush The early Kushites were seminomadic herders and traders who settled in the region as early as 4000 B.C.E. One of the first large settlements in Kush was at Kerma, on a floodplain along the Nile. Around 1700 B.C.E., Kushites discovered gold in the nearby deserts, and Kerma developed into a wealthy city. There, archeologists have discovered the remains of brilliantly painted tombs filled with gold, bronze, and ivory objects. Due to its wealth, Kush prospered as a unique civilization for more than 1,500 years. When Kerma was at its height, Kush became a vital trade center between Egypt and Central Africa. Kush had a wealth of goods and natural resources that were unavailable in Egypt. During Egypt's Middle Kingdom period (1991-1786 B.c.E.), pharaohs sent Kushites bringing a variety of goods to Ramesses 11 ships south along the Nile to buy or steal gold, leather, iron, and cattle from Kush. In return, Egypt traded such items as grain, beer, and linen. Kush also served as a stopping-off point for other trade goods bound for Egypt. Ivory, timber, and slaves from Central Africa were sent along trade routes through Kush before they reached their final destination in Egypt. To protect and secure trade routes with Kush, Egyptian rulers invaded and reconquered the region several times. Pharaohs during the New Kingdom period demanded that the Kushites pay them tribute, or honor them with gifts. Once a year, the Kushites presented to the pharaoh valuable items as a sign of their continued loyalty. These items included ivory, perfumes, ebony, oil, grains, and exotic animals such as giraffes and monkeys. Teachers' Curriculum Institute WH-6-2, Activity 3.3, Page 17

Kush remained under Egypt's control until around 1070 B.C.E., the end of the New Kingdom period. Once the powerful New Kingdom pharaohs were gone, conditions in Egypt changed. The new pharaohs were unable to maintain control over parts of the Egyptian empire, such as Kush. The Kushites took advantage of this situation to expand their power in the region. Around 750 B.C.E., a Kushite ruler named Piye led the Kushite army into Egypt. He marched through Upper Egypt and Lower Egypt, conquered the city of Memphis, and took control of the Egyptian Empire. Piye accepting tribute from Egyptian princes From the Kushite capital, Napata, 1,200 miles south of the Nile Delta region, Piye and his descendants ruled Egypt for around 100 years. During this time they repaired temples and monuments and built new ones. They also supported artists and craftspeople who created some of the greatest works of Egyptian art the world has seen. Around 654 B.C.E. soldiers from Assyria, at that time the strongest power in the Near East, defeated the Kushites and ended their control of Egypt. Around 593 B.C.E. the Kushites left their capital of Napata and established a new capital at Meroe (pronounced MER-oh-way), about 300 miles farther south along the Nile River. Meroe soon became the center of Kushite culture. The region was rich in natural resources, especially iron ore, which was in great demand for its use in making iron tools and weapons. Meroe's craftspeople created some of the finest pottery of the ancient world, as well as magnificent silver and gold jewelry. Meroe also soon Kushite pyramids at Meroe became a vital location for traders from other parts of Africa, the Far East, and the Near East. After the Kushites left Egypt, they were still strongly influenced by Egyptian culture. Kushites continued to build great palaces and temples, as well as pyramids under which they buried their rulers. However, over time Egyptian cultural influence lessened. For example, Kushites developed their own hieroglyphic writing system. Meroe flourished as a cultural center for nearly 1,000 years, until it was conquered by Axum, a neighboring African kingdom. Evidence of Meroe's existence disappeared for many centuries. To this day, scholars have still not been able to decipher, or translate, the Meroitic writing system. Until they do, most information about one of ancient Africa's first great civilizations will remain a mystery. Teachers' Curriculum Institute WH-6-2, Activity 3.3, Page 18