Grade by Grade
B. The World, 1450–1650 · The World, 1450–1650

African States: Songhai, Kongo, Benin, Ethiopia and the Swahili Coast

B1 B2 B3 A1.3About 75 minutes
Learning goals
  • I can describe the government, economy and culture of Songhai and other African states between 1450 and 1650.
  • I can explain how trade networks (trans-Saharan and Indian Ocean) shaped African societies.
  • I can explain how different African states responded to the Portuguese.
  • I can assess the credibility of sources such as Afonso I's letters and Leo Africanus's account.

Words to know

trans-Saharan trade
Camel-caravan trade across the Sahara linking West Africa with North Africa and the Mediterranean.
Songhai
A West African empire centred on Gao, the largest in the region in the late 1400s and 1500s.
askia
The title used by Songhai rulers after Askia Muhammad.
hajj
The pilgrimage to Mecca that Muslims who are able are expected to make once in their lives.
Oba
The king of Benin.
Swahili
A Bantu language and culture of the East African coast, shaped by Indian Ocean trade.
agency
The ability of people to make choices and act on their own goals, even under pressure.

A city of books in the Sahara

Around 1510, a young traveller from Granada and Fez, known in Europe as Leo Africanus, visited Timbuktu on the Niger River. In his Description of Africa (published in Italian in 1550) he described a city with many judges, teachers and scholars, where books from North Africa sold for more than any other merchandise. Today hundreds of thousands of manuscripts from Timbuktu and the surrounding region (estimates vary), on law, astronomy, medicine, mathematics and religion, survive in family libraries and archives.

For a long time, some European writers claimed Africa had "no history" before Europeans arrived. The evidence shows the opposite. This lesson visits five African societies between 1450 and 1650.

A continent, not a country

Africa is huge (about three times the area of Canada) and very diverse: hundreds of languages, many religions, forest kingdoms, desert trading cities, herding peoples and coastal city-states. When you write about this period, name specific peoples and states.

1. Songhai: West Africa's largest empire

  • Gao, on the Niger River, was the capital. Songhai broke away from the declining Mali Empire.
  • Sunni Ali (ruled 1464 to 1492) was a brilliant military leader. He used cavalry and a river fleet to take Timbuktu (1468) and Djenné.
  • Askia Muhammad (ruled 1493 to 1528) seized power after Sunni Ali's death. He made the pilgrimage (hajj) to Mecca, promoted Islam and Islamic learning, appointed governors over provinces and organized a professional army.
  • Economy: Songhai controlled the southern end of the trans-Saharan trade. Gold from West African fields went north; salt from Saharan mines such as Taghaza came south. Copper, cloth, horses and books came across the desert too. Enslaved people were also traded north across the Sahara, a trade that was much older than the Atlantic trade.
  • Society: a ruling elite and Muslim scholars in the cities; most people were farmers, fishers and herders, many following local religious traditions alongside or instead of Islam; there were also people of servile status and hereditary occupational groups.
  • The end: in 1591 an army sent by Sultan Ahmad al-Mansur of Morocco crossed the Sahara and, using firearms, defeated the Songhai at Tondibi. The empire broke apart. The Moroccans exiled leading Timbuktu scholars, among them Ahmad Baba, to Marrakesh.
The trans-Saharan trade (simplified)Songhai citiesGao, Timbuktu, DjennéNorth AfricaMorocco, EgyptSaharan minessaltMediterraneanEurope, OttomansWest AfricangoldfieldsForest stateskola nutsHajj routesMecca, Cairo
Arrows into the Songhai cities show goods arriving: salt from the Sahara, gold and kola nuts from the south. Dashed lines show two-way links north and east: gold went north, while horses, cloth, books and ideas came south. Not a map.

2. The Kingdom of Kongo: a Christian African kingdom

  • Portuguese ships reached the mouth of the Congo River in 1483. Kongo's king was baptized in 1491.
  • Afonso I (Mvemba a Nzinga, ruled 1509 to about 1542) made Christianity central to his rule, built churches in the capital Mbanza Kongo, and sent young nobles to study in Portugal. His son Henrique was made a bishop by the Pope, one of the first Black African bishops.
  • Afonso wanted Portuguese teachers, priests and goods. But Portuguese traders increasingly wanted captives. In letters to King João III of Portugal in 1526, Afonso complained (paraphrased) that Portuguese merchants were seizing free people, even relatives of nobles, and that the trade was emptying his land. He tried to control the trade, with limited success.
  • Afonso himself did not oppose all slavery: slavery existed in Kongo, and he sold war captives. His complaint was about who was enslaved and about losing control. This complexity is important: African rulers were actors with their own goals, not simply victims or villains.

3. Benin: a forest kingdom of artists

The Kingdom of Benin (in what is now southern Nigeria, not the modern country called Benin) was ruled by the Oba. In the mid-1400s Oba Ewuare rebuilt Benin City with great walls and moats. Guilds of artists cast brass and bronze sculptures and plaques for the royal palace, recording kings, ceremonies and, after the 1480s, Portuguese soldiers and traders. Benin traded pepper, ivory and cloth with the Portuguese and controlled that trade strictly. Many of these artworks were taken by British troops in 1897 (see the sibling unit The World, 1789–1900); since 2021, some museums have begun returning them to Nigeria.

4. Ethiopia: a Christian kingdom under threat

The highland Christian kingdom of Ethiopia, whose Solomonic kings traced their line to King Solomon and the Queen of Sheba, had been Christian since the 300s. From 1529, the neighbouring Adal Sultanate, led by Imam Ahmad ibn Ibrahim al-Ghazi, invaded and conquered much of the kingdom, with Ottoman-supplied firearms. Ethiopia asked Portugal for help. A small Portuguese force led by Cristóvão da Gama (Vasco's son) landed in 1541; da Gama was killed, but in 1543 Ethiopian and Portuguese troops defeated and killed Imam Ahmad. Afterward, Jesuit missionaries tried to convert Ethiopia to Catholicism, leading to conflict; in the 1630s the Ethiopian emperor expelled them and restored the Ethiopian Orthodox Church.

5. The Swahili coast and the Indian Ocean

Along the East African coast, Muslim Swahili city-states such as Kilwa, Mombasa and Malindi traded gold (from the Zimbabwe plateau, where the Mutapa state now dominated after the decline of Great Zimbabwe), ivory and other goods with Arabia, India and beyond, using the monsoon winds. Swahili is a Bantu language with many Arabic loanwords: itself evidence of centuries of exchange.

When Vasco da Gama arrived in 1498, Malindi's ruler helped him find a pilot to cross to India. Then the Portuguese used force to control the ocean trade: in 1505 they attacked Kilwa and Mombasa, demanded tribute, and later built Fort Jesus at Mombasa (1593). They disrupted but never fully controlled the old Indian Ocean networks.

Five African societies, 1450 to 1650SonghaiWest AfricaGao, Timbuktugold-salt tradeIslam, scholarsfell 1591KongoWest-CentralAfonso IChristian kingsPortuguese tiesslave trade growsBeninForest kingdomthe Obabrass plaquespepper, ivorystrong controlEthiopiaHighlandsChristian kingswar with Adal1529 to 1543Portuguese aidSwahiliEast coastKilwa, MombasaIndian OceanIslam, tradePortuguese raids
A comparison chart: each society had its own government, economy and religion, and each met the Portuguese differently.
Worked example

Modelled example: Reading Afonso's letters critically

Afonso I of Kongo wrote to the king of Portugal in 1526 complaining about the slave trade. How should we use these letters as evidence?

  1. Author and position: a Christian African king, an ally of Portugal, writing to a fellow Christian king. Note: the letters were written in Portuguese, probably by Kongolese secretaries trained by missionaries.
  2. Purpose: to persuade João III to control Portuguese traders. Afonso has reasons to stress disorder and his own loyalty to the faith.
  3. What they show reliably: that the trade in captives was growing fast in the 1520s, that it caused social disruption, and that an African ruler tried to regulate it.
  4. Limits: they show the king's perspective, not that of the people captured. And Afonso was not an abolitionist: he objected to illegal enslavement and loss of control, not to slavery itself.
  5. Corroborate: compare with Portuguese records of ships and cargoes, and with later Kongolese and missionary accounts.

The letters are strong evidence of early disruption caused by the Atlantic trade and of African political agency, when read with their purpose in mind.

Just for fun

The English saying "from here to Timbuktu" means "impossibly far away". For scholars in 1500, though, Timbuktu was not the middle of nowhere: it was the place you travelled to, to study with famous teachers.

Hands-on activity

A trade-route board game

You need: a large sheet of paper, markers, a coin or die, small objects to use as tokens (buttons or paper clips; keep small items away from young children), about 30 minutes, ideally with a family member.

  1. Draw a route from a North African city to Timbuktu across the Sahara, with 12 to 15 squares.
  2. Mark squares with real factors from the lesson: oasis: rest, sandstorm: lose a turn, salt mine at Taghaza: collect salt, guide from a desert people: move ahead 2, taxed at a Songhai city: pay 1 salt.
  3. Play to Timbuktu and trade your salt for gold.
  4. Afterward, write three sentences: what made the trade risky, who profited most, and why rulers like Askia Muhammad wanted to control it.

Look for: understanding that controlling trade routes brought power and wealth to states like Songhai.

Your turn

1

What was the capital of the Songhai Empire?

2

Name the two great Songhai rulers and one achievement of each.

3

Which goods were exchanged in the trans-Saharan trade?

4

What happened at Tondibi in 1591?

5

What did Afonso I complain about in his 1526 letters?

6

What are the Benin plaques, and what do they show?

7

How did the Portuguese treat the Swahili city-states after 1498?

More practice: warm-up

1

Which city on the Niger was famous for its scholars and manuscripts?

2

Which kingdom's king was called the Oba?

3

Which Portuguese commander, son of Vasco da Gama, fought in Ethiopia?

4

What language family does Swahili belong to?

5

Which Moroccan sultan sent the army that crossed the Sahara in 1591?

More practice: on your own

1

Why is the claim that Africa had "no history" before Europeans wrong? Give two pieces of evidence.

2

Why did the Moroccan army defeat Songhai at Tondibi?

3

Explain how Afonso I's goals and the Portuguese traders' goals conflicted.

4

How was the Portuguese experience in Ethiopia different from that in Kongo?

5

Why are the Benin Bronzes significant today?

Challenge

1

Use cause and consequence to explain how Portuguese arrival affected two different African societies.

2

Evaluate: "African states were simply victims of European expansion between 1450 and 1650."

3

Leo Africanus's account of Timbuktu is a key source. List two strengths and two limits.

Check your understanding

Quiz

1.

Which two goods were most central to the trans-Saharan trade?

2.

Who defeated the Songhai Empire at Tondibi in 1591?

3.

Why did Afonso I of Kongo write to the king of Portugal in 1526?

4.

What do the Benin brass plaques record?

5.

Who helped Ethiopia defeat the Adal Sultanate in 1543?

6.

Which statement about Swahili city-states is accurate?

For parents and teachers

Big idea: This lesson covers African states for B1 (political and economic systems), B2 (relations with Morocco, Adal, the Portuguese) and B3 (Islamic scholarship, Christian Kongo and Ethiopia, Benin art), with source analysis (A1.3).

How to help: Ask your teen to name five African societies and one fact about each. Challenge the "no history" myth together. If your family has roots in any of these regions, share what you know.

Sensitivity: this lesson begins to touch the slave trade (see The Beginnings of the Transatlantic Slave Trade later in this unit). Avoid both romanticizing and blaming entire peoples.

Common difficulties: treating Africa as one place; confusing the Kingdom of Benin (Nigeria) with the modern country of Benin; thinking Songhai fell to Europeans.