The Activities of Samori- Toure for SS 3

Class: SS 3
Term: First Term
Week: 4
Age: 16 years
Duration: 45 minutes
Subject: History
Curriculum Theme: West African States and Empires
Previous Lesson: The Jihad of Alhaji Umar
Topic: THE ACTIVITIES OF SAMORI-TOURE
Subject Matter: I; samori- toure’s religious economic and political activities; II; The establishment of the mandinka empire; III; His conflict with the French and the fall of Mandinka empire

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Identify Samori-Toure’s key religious activities.
• Describe Samori-Toure’s economic activities.
• Explain Samori-Toure’s political activities and administrative structures.
• Outline the process of establishing the Mandinka Empire.
• Discuss the main reasons for Samori-Toure’s conflict with the French.
• Explain the factors that led to the fall of the Mandinka Empire.

Affective Domain

• Appreciate Samori-Toure’s efforts in resisting colonial rule.
• Recognise the impact of religious, economic, and political factors on empire building.
• Develop an interest in studying West African resistance movements.

Psychomotor Domain

• Draw a simple sketch map showing the approximate extent of the Mandinka Empire.
• Participate effectively in a debate or drama about the Mandinka Empire.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable History textbook for Senior Secondary School 3
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• A map of West Africa showing the Mandinka Empire and French colonial territories.
• Pictures of Samori-Toure and his soldiers.
• Chart showing key dates and events related to Samori-Toure.

Rationale for the Lesson

This lesson is important for understanding the dynamics of empire building and resistance to colonialism in West Africa. It helps students appreciate the leadership qualities and strategies employed by African leaders like Samori-Toure in the face of external aggression. The lesson also provides context for the historical development of modern West African nations.

Prerequisite/Previous Knowledge

Students should have prior knowledge of the general history of West Africa, including other pre-colonial empires and the advent of European powers in the region.

Lesson Content/Board Summary

THE ACTIVITIES OF SAMORI-TOURE

Samori-Toure’s Activities

Samori-Toure (c. 1830–1900) was a Mandinka leader who founded and led the Wassoulou Empire (often referred to as the Mandinka Empire) in West Africa. His activities were primarily religious, economic, and political, aimed at consolidating power and resisting European colonial expansion.

Religious Activities

1. Samori was a devout Muslim who used Islam as a unifying force among the diverse Mandinka communities.
2. He initiated a series of jihads (holy wars) to expand his empire and convert non-Muslims, portraying himself as a religious reformer.
3. He established Islamic schools and appointed Qadis (Islamic judges) to administer justice according to Sharia law.
4. His religious zeal helped to legitimise his rule and rally support from Muslim populations.

Economic Activities

1. Samori controlled key trade routes, particularly those dealing in gold, kola nuts, and slaves, which were vital for his empire’s wealth.
2. He developed a strong agricultural base, encouraging the cultivation of food crops to sustain his army and population.
3. He promoted craft industries, including weaving, dyeing, and ironworking, to ensure self-sufficiency in goods like weapons and textiles.
4. He imposed taxes and tributes on conquered territories, which provided revenue for his administration and military.

Political Activities

1. Samori established a highly centralised and efficient administration, with a clear hierarchy of chiefs and governors loyal to him.
2. He built a formidable and well-organised professional army, equipped with modern weapons (often acquired through trade or local manufacture) and trained in European military tactics.
3. He continuously expanded his empire through conquest, incorporating various ethnic groups and territories into his domain.
4. He engaged in diplomacy with both African neighbours and European powers, though often with a primary goal of securing his empire’s independence.

Establishment of the Mandinka Empire

The Mandinka Empire, also known as the Wassoulou Empire, was established by Samori-Toure through a series of strategic actions:

1. Unification of Clans: Samori began by unifying various Mandinka clans and small chiefdoms in the Wassoulou region (modern-day Guinea and Mali) in the 1860s.
2. Military Strength: He built a professional army, known as the Sofa, which was highly disciplined and loyal. This army was crucial for conquest and defence.
3. Strategic Capital: He established his capital at Bisandugu, which served as a military and administrative hub.
4. Territorial Expansion: Through continuous military campaigns, he expanded his control over a vast territory, stretching from present-day Guinea into parts of Mali, Côte d’Ivoire, and Sierra Leone.
5. Centralised Administration: He implemented a strong administrative system to govern the conquered territories, ensuring order and resource mobilisation.

Conflict with the French and the Fall of the Mandinka Empire

Samori-Toure’s empire inevitably clashed with the expanding French colonial forces in West Africa:

1. French Expansion: The French were aggressively expanding their colonial empire from Senegal eastward, directly into Samori’s sphere of influence.
2. Series of Wars: From the 1880s, Samori engaged in a series of protracted wars with the French (e.g., the Mandinka Wars). He demonstrated remarkable military skill and resilience.
3. Scorched Earth Policy: To deny resources to the advancing French, Samori adopted a “scorched earth” policy, retreating and destroying everything that could be useful to the enemy.
4. Relocation of Empire: He systematically moved his entire empire eastward, including his people, army, and capital, to escape French pressure, establishing a “second empire” further inland.
5. Technological Disparity: Despite his efforts to modernise his army, the French possessed superior weaponry and resources, which gradually wore down Samori’s forces.
6. Capture and Exile: In 1898, Samori-Toure was finally captured by the French near Guélémou (modern Côte d’Ivoire) and exiled to Gabon, where he died in 1900.
7. Fall of the Empire: With Samori’s capture, the Mandinka Empire collapsed, and its territories were absorbed into the French colonial empire.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Map Work, Group Work, Role-Playing/Drama (optional).

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the students and asks them to recall any African leaders who resisted colonial rule. The teacher then introduces Samori-Toure as a key figure in West African resistance.

Pupils’ Activity: Students respond by naming African leaders they know and listen attentively to the introduction.

Learning Point: Introduction to Samori-Toure

Step 2: Samori-Toure’s Religious Activities

Time: 8 minutes

Teaching Skill: Explanation/Discussion

Teacher’s Activity: The teacher explains Samori-Toure’s religious background and how he used Islam to unify his people and expand his empire through jihads. The teacher highlights the establishment of Islamic institutions.

Pupils’ Activity: Students listen, ask questions, and contribute to the discussion on the role of religion in Samori’s rule.

Learning Point: Samori’s religious influence

Step 3: Samori-Toure’s Economic Activities

Time: 7 minutes

Teaching Skill: Explanation/Analysis

Teacher’s Activity: The teacher discusses the economic foundations of Samori’s empire, focusing on trade routes, agriculture, and local industries. The teacher explains how these activities supported his military and administration.

Pupils’ Activity: Students take notes and discuss the importance of economic stability for an empire.

Learning Point: Empire’s economic base

Step 4: Samori-Toure’s Political Activities

Time: 7 minutes

Teaching Skill: Description/Illustration

Teacher’s Activity: The teacher describes Samori’s political organisation, including his centralised administration and the formation of his powerful Sofa army. The teacher uses a map to show the extent of his empire.

Pupils’ Activity: Students observe the map, ask about the administrative structure, and discuss the features of a strong army.

Learning Point: Political organisation, army

Step 5: Establishment of the Mandinka Empire

Time: 6 minutes

Teaching Skill: Guided Discussion

Teacher’s Activity: The teacher leads a discussion on how Samori unified the Mandinka clans and built his empire, emphasising the role of his military and administrative skills. The teacher can encourage students to role-play a short scene depicting the unification.

Pupils’ Activity: Students participate in the discussion and may engage in a brief role-play to understand the process of empire building.

Learning Point: Mandinka Empire establishment

Step 6: Conflict with the French and Fall of the Empire

Time: 7 minutes

Teaching Skill: Narration/Analysis

Teacher’s Activity: The teacher narrates the conflict between Samori and the French, explaining the reasons for the clash, Samori’s resistance strategies (like scorched earth), and the eventual fall of the empire. The teacher can use pictures to illustrate the conflict.

Pupils’ Activity: Students listen to the narration, observe the pictures, and discuss the challenges faced by Samori’s forces.

Learning Point: French conflict, empire’s fall

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Mention two religious activities of Samori-Toure.
2. Describe one economic activity that strengthened the Mandinka Empire.
3. How did Samori-Toure establish his empire?
4. State two reasons for the conflict between Samori-Toure and the French.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding Samori-Toure’s activities

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on Samori-Toure’s activities, the establishment, and fall of his empire into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 1 minute

Teaching Skill: Consolidation

Teacher’s Activity: The teacher briefly summarises the main points about Samori-Toure’s multifaceted activities and his significant resistance against French colonialism, reminding students of his historical importance.

Pupils’ Activity: Students listen and reflect on the lesson’s key takeaways.

Learning Point: Summary of Samori-Toure’s legacy

Continuous Assessment/Further Study

Type: Homework

Instruction: Answer the following questions in your notebook:

1. Discuss the role of Samori-Toure’s military in the expansion and defence of the Mandinka Empire.
2. Analyse the effectiveness of Samori-Toure’s “scorched earth” policy against the French.
3. Imagine you are a Mandinka citizen during Samori’s rule. Write a short paragraph describing your daily life and how Samori’s activities affected you.

Lesson Keywords

• Samori-Toure – Founder of the Mandinka (Wassoulou) Empire.
• Mandinka Empire – A powerful 19th-century West African state founded by Samori-Toure.
• Jihad – A holy war waged by Muslims in support of Islam.
• Sofa Army – Samori-Toure’s professional and well-equipped army.
• Scorched Earth Policy – A military strategy of destroying anything that might be useful to the enemy while advancing or retreating.
• Colonialism – The policy or practice of acquiring full or partial political control over another country, occupying it with settlers, and exploiting it economically.

Differentiation

For weaker learners, the teacher will provide simplified notes and focus on identifying the main activities of Samori-Toure. They will be encouraged to participate in group discussions. For faster learners, the teacher will encourage further research into the specific battles Samori fought against the French or the diplomatic efforts he made.

Suggested Lesson Videos

For further understanding, students can search YouTube for:
Samori-Toure history SS3
Mandinka Empire resistance to French

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have a map of West Africa ready, highlighting the approximate location and expansion of the Mandinka Empire. Pictures of Samori-Toure or his soldiers can greatly enhance student engagement. Begin by engaging students with questions about African resistance leaders to connect with their prior knowledge. Guide the discussion on Samori’s religious, economic, and political activities, linking them to the strength and eventual fall of his empire. For the establishment and conflict sections, encourage students to participate in discussions or even a brief role-play to make the historical events more vivid. Ensure students understand the reasons for the conflict with the French and Samori’s strategies. During Step 8, guide students to copy the Board Summary notes clearly. Check for understanding throughout the lesson, especially during the evaluation questions, and provide additional explanations where necessary. Support weaker learners by simplifying concepts and providing clear examples, while challenging faster learners with extension questions or research tasks.