All Object Lessons
Money & Trade

The Asante Gold Weight: Tiny Brass Figures That Weighed an Empire

⏱ 45 minutes 🎓 Primary & Secondary 📚 history, mathematics, art, ethics, economics
Core question How did West Africa run a gold trade across continents for 400 years using tiny brass figures — and what does each one say about the people who made it?
A collection of Akan gold weights. Each tiny brass figure has a precise weight. Together, they were the standard measures of West African gold trade for over 400 years. Photo: Bambiwa / Wikimedia Commons / CC BY 4.0
Introduction

For about 400 years, gold flowed out of West Africa to Europe, North Africa, and the Middle East. Most of it came from the kingdoms of the Akan peoples — including the Asante, in what is now Ghana. The gold travelled in the form of dust, not coins. To trade gold dust, you have to weigh it. And the West Africans developed one of the most sophisticated weighing systems in the world. The weights they used were small brass figures, each cast by hand, each weighing a precise, known amount. Some were simple geometric shapes — pyramids, cones, discs. Many were shaped like animals, tools, fruits, people, weapons, household objects. Each shape carried a meaning. Each weight had a name. Many of the names came from Akan proverbs. So a merchant putting a small brass leopard on the scale was not just adding 54 grams. They were also, sometimes, sending a message. The weights are mathematics, money, art, language, and law all in one tiny object. This lesson asks how they worked, what they tell us, and what we lose when an everyday object becomes a curiosity in a museum case.

The object
Origin
Made by Akan peoples in what is now Ghana and Côte d'Ivoire — especially the Asante. Used across West Africa and in trade with Europe and North Africa.
Period
From about the 15th century to the late 19th century
Made of
Brass — a mix of copper and zinc — cast by the lost-wax method. Each weight is a small figure, sometimes geometric, sometimes shaped like an animal, plant, person, or everyday object.
Size
Most are 2 to 5 cm long. The smallest weighed less than half a gram. The largest weighed over 100 grams.
Number of objects
Hundreds of thousands were made over four centuries. Today they are scattered in museums and private collections worldwide.
Where it is now
Major collections are at the Manhyia Palace Museum in Kumasi, the British Museum, the Smithsonian National Museum of African Art, the Museum of Fine Arts in Boston, and many others.
Before you teach this — reflect

Questions for you

  1. Most students think 'African art' means masks and statues for ceremonies. Gold weights are art, but they are also working tools. How will you treat both sides equally?
  2. The weights were taken from West Africa in huge numbers during colonial times and sold cheaply to European collectors. How will you teach this honestly without making the lesson only about loss?
  3. Akan peoples are alive today, with their own weighing traditions and cultural practices. How will you keep them at the centre of the story?

Common student difficulties — tick any you have noticed

Discovery sequence
1
Imagine you are a gold trader in Kumasi, the Asante capital, in 1750. A customer brings you a small leather pouch of gold dust. You need to know how much it is worth. You have no electronic scales. You have no standard government coins. What do you do? You take out a wooden box. Inside are dozens of small brass figures, each precisely cast. You put the gold dust on one side of a small balance. On the other side, you place brass figures until the two sides balance. The total weight of the figures tells you the weight of the gold. Why might brass figures be a good choice for this job?
Points to consider (for the teacher)

Several reasons. First: brass is heavy enough to weigh against gold dust without needing huge quantities. Second: brass does not corrode quickly, so the weights stay accurate over decades. Third: each weight can be cast in a specific shape, so no two weights of different values look alike — a merchant can tell at a glance which weight is which. Fourth: the figures are works of art, easy to identify even by an illiterate trader, and they carry meanings that make them part of daily life. Fifth: they can be made in a wide range of sizes, from less than a gram to over 100 grams, allowing very precise weighing. The Akan made hundreds of distinct shapes, each tied to a specific weight. Together, they made up one of the most sophisticated weighing systems anywhere in the pre-modern world. Students should see that this is not 'primitive' technology. It is engineering, mathematics, and art combined into one practical object.

2
Many Akan gold weights are shaped like animals, tools, fruits, weapons, or scenes from daily life. A small brass leopard might weigh 54 grams. A fish, the same. A bird perched on a bowl, the same. A man with joined hands, the same. But these were not just decoration. Many shapes were tied to Akan proverbs. The leopard might recall the saying: 'The leopard does not change its spots.' A small figure of a man holding a sword might recall: 'A king's words have weight.' The shapes were sometimes chosen by the buyer of the weight, with the proverb meant for whoever they traded with. What does this tell us about Akan trade?
Points to consider (for the teacher)

It tells us that trade among the Akan was not just an economic activity. It was also a cultural and moral one. A merchant placing a particular weight on the scale could be sending a coded message — about honesty, about wisdom, about a contract. Some scholars have suggested that a buyer might give a particular gold weight as a kind of warning or compliment to the trading partner. This is the same Akan tradition we see in kente cloth, where each pattern carries a proverb. The same way of thinking — that meaning lives in objects, not just in words — runs through Akan culture. Students should see that the weights are part of a wider pattern. The Akan, like many West African cultures, used objects to speak. Words were not the only way to communicate ideas. End the discovery here. The weights are not exotic. They are just a different, equally precise, system for the same kind of thing words do.

3
The Asante kingdom became powerful in the 18th century partly because it sat between two huge gold-producing regions. Asante traders sold gold north across the Sahara to North Africa, and south to European traders on the coast. In return, gold from Asante reached Cairo, Tunis, and Marrakesh. From there it went to Venice, Florence, and Antwerp. Some West African gold ended up in European coins. Some was used in church altarpieces. Some was used to fund European exploration of other parts of the world. What does this trade tell us about the world?
Points to consider (for the teacher)

That West Africa was at the centre of global trade for centuries — long before European colonisation, and quite separately from the Atlantic slave trade that came later. Akan gold paid for some of the gold leaf you can still see in old European cathedrals. The wealth of medieval Mali, with its famous king Mansa Musa (who travelled to Mecca in 1324 with so much gold that prices in Egypt fell for years), came from the same region. The Akan goldfields fed a network that ran across the Sahara, around the Mediterranean, and as far as Beijing. The Akan were not isolated. They were a key part of the medieval and early modern world economy. The gold weights are physical evidence of this — they had to be precise enough to satisfy traders from Marrakesh to Cape Coast. Students should see that 'African history' is not separate from 'world history'. They are the same history. The gold weights are one of many proofs.

4
In 1874, a British army attacked the Asante capital of Kumasi. The British called this the Third Anglo-Asante War. They burned the royal palace and took huge amounts of gold, treasure, and royal regalia. Among the things taken: thousands of gold weights, both from the royal collection and from ordinary Asante households. A second major attack in 1896 saw more taken. Many weights ended up in European museums. Many more were sold cheaply to private collectors. By the early 20th century, the Asante system of weighing gold had largely stopped being used — partly because British colonial currency replaced it, partly because so many of the weights had been taken away. What happened?
Points to consider (for the teacher)

This is a difficult part of the story but it cannot be skipped. The British wars against Asante were part of the wider European colonisation of Africa in the late 19th century. The taking of gold weights is connected to the same pattern that produced the Benin Bronzes story — military force used to acquire cultural objects, which were then sold or displayed in European museums. The economic cost was real. The cultural cost was also real: an entire system of mathematics, language, and craft was disrupted. Today, modern Asante weavers and craftspeople are reviving some of these traditions, including weight-making. Some museums are returning weights, or at least cataloguing them so that descendants can see what their ancestors made. The weights are still here. The system that depended on them is mostly not. Students should see that 'colonisation' is not just about land. It is also about the small everyday objects that make a culture work — and what happens when those objects are taken away.

What this object teaches

Asante gold weights are small brass figures used by the Akan peoples of Ghana and Côte d'Ivoire to weigh gold dust in trade. Each weight was cast by the lost-wax method, in a precise shape, with a known mass — anything from less than half a gram to over 100 grams. Many are figurative — animals, tools, people, weapons — and most carry names linked to Akan proverbs. The system was used for about 400 years, from the 15th century until the late 19th century. The Akan supplied much of the gold that flowed across the Sahara into the Mediterranean and into Europe, making them one of the centres of medieval and early modern global trade. After British attacks on Asante in 1874 and 1896, thousands of weights were taken away and the system slowly fell out of daily use. Today, the weights survive in museums and collections around the world. They are mathematical instruments, works of art, pieces of language, and physical evidence of a major West African trading civilisation.

QuestionWhat many people assumeWhat is actually true
Were the weights just plain metal blocks?YesNo — many were carefully cast figures of animals, tools, or scenes from daily life
Did West Africa trade with the wider world?Only after Europeans arrivedFor centuries before. Akan gold reached Cairo, Venice, and beyond, mostly across the Sahara
Did each weight have a meaning?They were just measuresMost carried names tied to Akan proverbs. They were objects of language as well as mathematics
How precise was the system?Rough and approximateWeights ranged from less than 0.5 g to over 100 g, with named values used by traders across regions
Why did the system stop being used?It just became old-fashionedBritish wars against Asante in 1874 and 1896 disrupted the kingdom; colonial currency replaced gold dust as money
Key words
Asante (or Ashanti)
A major Akan kingdom in what is now Ghana. The Asante state, founded in the late 17th century, became one of the most powerful in West Africa, partly because of its control of gold trade. The Asantehene is still the traditional king today.
Example: The Asante capital, Kumasi, was a major centre of trade and craft. Hundreds of thousands of gold weights were made and used there over four centuries.
Lost-wax casting
A method of making metal sculptures. The artist makes a wax model, covers it in clay, heats it so the wax melts away, and pours molten metal into the empty mould. Used for the Benin Bronzes and the Akan gold weights, among many others.
Example: A skilled Akan caster could produce dozens of identical weights from a single wax model, ensuring consistent shape and similar mass.
Gold dust
Tiny grains of gold, smaller than salt. In West Africa, gold was traded as dust, weighed against standard weights, rather than as coins.
Example: A small leather pouch of gold dust might be worth a horse, a cow, or a bag of cloth, depending on its weight and the day's market prices.
Akan
A group of related peoples and languages of Ghana and Côte d'Ivoire. The Asante, the Fante, and the Akuapem are all Akan. About 11 million people speak Akan languages today.
Example: The kente cloth tradition, the gold weight tradition, and the adinkra symbol tradition are all Akan. They share a way of thinking that puts meaning into objects.
Trans-Saharan trade
A network of trade routes across the Sahara desert, connecting West Africa with North Africa, Egypt, and beyond. Gold, salt, copper, and enslaved people all moved along these routes.
Example: From the 9th century onwards, Akan gold travelled north across the Sahara on caravans of camels, reaching Cairo and crossing the Mediterranean to Europe.
Anglo-Asante Wars
A series of wars between the British Empire and the Asante kingdom in the 19th century. The 1874 and 1896 attacks led to the burning of Kumasi and the taking of much Asante royal property, including gold weights.
Example: After the 1874 attack, the British took the Asantehene's royal regalia. Some pieces have been returned in recent decades; many have not.
Use this in other subjects
  • Mathematics: Discuss how a weighing system works. The weights are arranged in a series — for example, in roughly doubling steps — so that any required value can be made by adding a few weights together. Try this with stones in the classroom: can you weigh any object by combining a small set of carefully chosen weights?
  • History: Build a class timeline of West African kingdoms: Ghana Empire (8th-13th century), Mali Empire (13th-16th century, including Mansa Musa's pilgrimage in 1324), Songhai Empire (15th-16th century), Asante (late 17th-19th century). All controlled gold trade in different periods. Compare with European events at the same time.
  • Geography: On a map of Africa, find Ghana. Locate the Asante region, with Kumasi as its capital. Now trace the trans-Saharan trade routes — north to Marrakesh, Tunis, Cairo, then across the Mediterranean to Europe. Discuss how a continent of cities and roads moved goods for centuries.
  • Art: Look at images of Akan gold weights. Discuss the variety of forms — animals, plants, tools, scenes. Each student designs their own 'weight' on paper, choosing a shape that carries a meaning from their own life or community. Display the designs and discuss what each one says.
  • Ethics: Hold a class discussion: 'Should the gold weights taken during the Anglo-Asante wars be returned to Ghana?' Use the same framework as the Benin Bronzes and Rosetta Stone discussions. Strong answers will see that this is part of a much larger debate about colonial-era museum collections.
  • Citizenship: The Akan tradition of putting meaning into objects — kente cloth, adinkra symbols, gold weights — shows that 'communication' takes many forms. Discuss how your own community uses objects to communicate. School badges, family heirlooms, religious objects, sports kit — what do these say without words?
Common misconceptions
Wrong

West Africa was poor and had little to trade before Europeans arrived.

Right

West African kingdoms supplied much of the gold used in medieval Europe and the Islamic world for over 700 years. The trans-Saharan gold trade made cities like Mali rich and Cairo wealthy. The Akan goldfields were part of this.

Why

Older textbooks often said African history began with European arrival. It did not. The gold weights are physical evidence of an earlier, sophisticated economy.

Wrong

The gold weights are just ornaments or decorative objects.

Right

They were precise instruments for weighing gold, used in real trade for over 400 years. They were also works of art and carriers of cultural meaning. They are all of these things at once.

Why

'Just' anything is usually wrong with these objects. The Akan combined function and meaning in everyday tools.

Wrong

The shapes of the weights were random or chosen for fun.

Right

Most shapes carried specific meanings, often tied to Akan proverbs. A weight shaped like a leopard or a bird was not just attractive — it was speaking.

Why

This is part of a wider Akan tradition of putting meaning into objects, also seen in kente cloth and adinkra symbols.

Wrong

The gold weight system stopped being used because something better came along.

Right

It stopped because British wars against Asante disrupted the kingdom, and colonial currency replaced gold dust as money. Many weights were also taken away in those wars. The system did not 'lose'. It was forced out.

Why

Saying things 'just changed' hides what actually happened. The end of the gold weight system was political, not technological.

Teaching this with care

This lesson covers a major West African trading culture and the disruption caused by British colonisation. Treat the Akan and Asante peoples as complex, sophisticated, and present-day. Use the proper terms — Akan, Asante (or Ashanti), Asantehene, Kumasi. Do not present pre-colonial Asante as 'primitive'; the kingdom was one of the most powerful and well-organised states in 18th and 19th century Africa. Be honest about the Anglo-Asante wars without dwelling on graphic detail. Do not paint all British people of the 19th century as villains; the wars were specific government decisions, and modern descendants are not personally responsible. When discussing the looting of gold weights, treat it as part of the same wider pattern as the Benin Bronzes story — the wars, the looting, the displacement of objects to European museums. Do not present 'African gold trade' as if it began with Europeans; the trans-Saharan trade is much older and more important. Be aware that some of your students may be of Ghanaian or wider African descent, and the heritage may matter to them personally. Make space for that. Finally, do not call the system 'lost'. The Akan are alive. Some weights are still made. Some weighing traditions are still practised. The system is reduced, not gone.

Check what students have understood

Answer each question in one or two sentences. Use what you have learned about Asante gold weights.

  1. What is an Asante gold weight, and what was it used for?

    It is a small brass figure, cast by the lost-wax method, with a precise known mass. It was used by the Akan peoples of Ghana and Côte d'Ivoire to weigh gold dust in trade.
    Marking note: Award full marks for any answer that mentions the brass figures and their use in weighing gold. Specific mention of lost-wax casting is a bonus.
  2. Why is it wrong to call the gold weights 'just ornaments'?

    They were precise instruments used in real trade for over 400 years. Each one had a known mass. They were also works of art and carriers of cultural meaning, often tied to Akan proverbs. They were all of these things at once.
    Marking note: Strong answers will mention more than one of: precision, art, meaning, proverbs. The point is that the weights were many things together.
  3. How was Akan gold connected to the wider world?

    Akan gold travelled north across the Sahara on camel caravans to North Africa, then across the Mediterranean to Europe. Some reached Cairo, Marrakesh, Venice, and beyond. The Akan were a key part of medieval and early modern global trade.
    Marking note: Award full marks for any answer that mentions both the trans-Saharan route and the European destinations. Either is enough for partial credit.
  4. What did the shapes of many gold weights mean?

    Most shapes were tied to Akan proverbs. A weight shaped like a leopard, a bird, a tool, or a scene from daily life often carried a saying or moral. Merchants could send messages through their choice of weight.
    Marking note: Accept any answer that explains the link between shape and meaning. Specific examples of proverbs are a bonus.
  5. Why did the Akan gold weight system stop being used?

    British wars against Asante in 1874 and 1896 disrupted the kingdom and led to the looting of thousands of weights. British colonial currency replaced gold dust as money. The system did not become old-fashioned — it was forced out.
    Marking note: Award full marks for any answer that mentions both the wars and the colonial currency. The point is that the change was political, not natural.
Discuss together

These questions have no single right answer. Talk in pairs or small groups, then share your ideas with the class.

  1. Should the gold weights taken during the Anglo-Asante wars be returned to Ghana?

    This is a real, ongoing debate, similar to the Benin Bronzes discussion. Push students past quick answers. For return: the weights were taken in war, the Asante are alive and asking, modern Ghana has good museums. For staying: the weights are seen by many in foreign museums, some are scattered too widely to easily return, the original system is no longer in everyday use anyway. Strong answers will see that both sides have real points and that this is part of a bigger debate. End by saying that some institutions have begun returning Asante objects, and the conversation is ongoing.
  2. In the Akan tradition, an everyday tool can also be a work of art and a carrier of meaning. Are there things in your own life like this?

    This is a useful question because it brings the lesson home. Students may suggest religious objects, school uniforms, family jewellery, sports kit, money itself, smartphones. Push them to think about what each one says about its user — and how outsiders might miss the meaning. The deeper point is that 'art' and 'utility' are not always separate. The Akan made this idea explicit. Many cultures do, including the students' own.
  3. For 700 years, West African gold helped run the economy of medieval Europe. Most school history books in Europe do not mention this. Why might that be?

    This is a question about how history gets told. Students may say: Europeans wrote the textbooks; African contributions were ignored or hidden; the focus was on European achievements. Strong answers will see that history is shaped by who writes it, and that older textbooks often left out African economic and intellectual contributions to the wider world. End by saying that this is being corrected now, slowly. The students themselves can be part of telling the fuller story.
Teaching sequence
  1. THE HOOK (5 min)
    Without saying anything about the lesson, ask: 'How would you weigh gold dust if you had no electronic scales, no government coins, and no standard sets of weights?' Take guesses. Then say: 'In West Africa, traders solved this problem 600 years ago with tiny brass figures, each one a precise weight, each one shaped like an animal or a tool. We are going to find out about them.'
  2. INTRODUCE THE OBJECT (10 min)
    Describe the Akan gold weight: a small brass figure, cast by the lost-wax method, with a precise known mass. Used by the Akan peoples of Ghana and Côte d'Ivoire to weigh gold dust in trade. Each shape carried a meaning, often tied to Akan proverbs. Pause and ask: 'Why would you put a proverb on a weight?' Listen to answers. They will lead naturally into the idea of objects that speak.
  3. UNDO THE WRONG STORIES (15 min)
    On the board, write three statements: (1) West Africa had little to trade before Europeans arrived. (2) The gold weights are just ornaments. (3) The system stopped being used because it was old-fashioned. Take each in turn. Replace each with what we now know — the trans-Saharan gold trade was huge for centuries; the weights were precise instruments and works of art and pieces of language; the system was disrupted by British wars and colonial currency. End by asking: 'Why might these wrong stories have lasted so long?'
  4. THE WEIGHING ACTIVITY (10 min)
    In pairs, students take a small balance (a stick over a pencil works, or a coat hanger, or any improvised lever). They use small stones or pebbles as 'weights'. Each pair makes a set of five 'weights' that, in combination, can balance any given object. Discuss: how few weights do you need? In what combinations do they double? Then say: a real Akan weight set might have 40 or 50 different values, allowing very precise weighing. The mathematics is real. The Akan worked it out by feel and tradition, refining the system over centuries.
  5. CLOSING (5 min)
    Ask: 'If you had to design a gold weight that meant something about your own community, what shape would it be?' Take a few honest answers. End by saying: 'The gold weights are some of the most beautiful, useful, and clever objects humans have ever made. They are also a record of a great African trading culture that ran for centuries. The next time you hear someone say Africa had no economy before Europeans, remember the weights. The evidence is in museums around the world. It is just waiting to be looked at properly.'
Classroom materials
The Improvised Balance
Instructions: Using only a ruler, a pencil, and two paper cups, make a simple balance. Place the pencil on a desk. Lay the ruler across it like a seesaw. Hang or rest a paper cup on each end. The balance is now ready. To weigh something, put it in one cup, and add small objects (stones, paper clips, coins) to the other until both sides balance. Discuss: this is exactly how the Akan balance worked. The principle is the same. The skill is in the precision of the weights.
Example: In Mr Boateng's class, students made balances and weighed small objects against handfuls of paper clips. The teacher said: 'You are doing what Akan traders did 400 years ago. The mathematics is the same. They had brass figures instead of paper clips, and gold dust instead of stones. But the moment of balance — the moment when both sides match — is exactly the same moment. They had it then, you have it now.'
Design Your Own Weight
Instructions: Each student designs a 'weight' on paper. The shape must mean something — a story from their family, a saying from their community, an object from daily life. Each design needs a name and a one-sentence meaning. Display the designs. Discuss: what do the weights tell us about the people who made them? The Akan made hundreds of these. Each one was a small biography of a culture.
Example: In Mrs Asante's class, students drew weights shaped like a school book ('knowledge is a journey'), a small bird ('a small voice can carry far'), a hand ('we work together'), a banana ('what we share grows'), and many more. The teacher said: 'You have just done what the Akan craftsmen did. Your weights are not just designs — they are sentences. The same is true of every Akan weight in every museum case. Each one means something.'
The Trade Map
Instructions: On a rough map of Africa drawn on the board, mark the Akan goldfields in modern Ghana. Now mark the trans-Saharan trade routes — north to Marrakesh, Tunis, Cairo. Now extend the lines across the Mediterranean — Venice, Florence, Antwerp. Discuss: this is one of the world's oldest long-distance trade networks. Akan gold paid for things in cities students may know — and the gold weights were the precision tools that made the trade possible.
Example: In one class, students traced the gold's journey for over 5,000 km. The teacher said: 'Look at this. A grain of gold dust mined in Ghana could end up in a coin in Italy or a church window in Spain. The merchant in Kumasi who weighed that grain used a small brass leopard. The merchant in Cairo who received it used a different scale. The system worked because everyone agreed, even across continents, on what the weights should mean. That is mathematics, trust, and trade together.'
Where to go next
  • Try a lesson on the Benin Bronzes for another West African tradition with a similar story of military looting and museum scattering. The two complement each other.
  • Try a lesson on kente cloth for another Akan tradition where objects carry meaning. The same way of thinking runs through both.
  • Try a lesson on the cowrie shell for another West African trade object. Cowries and gold weights worked alongside each other in the same economy.
  • Connect this lesson to mathematics with a longer project on weighing systems and number bases. The Akan system is a fine case study.
  • Connect this lesson to history with a longer project on the trans-Saharan trade — the camels, the salt, the cities, the scholars who travelled the routes.
  • Connect this lesson to art class with a longer project on lost-wax casting. The same technique was used by the Benin Bronzes makers, the Asante weight makers, and many others around the world.
Key takeaways
  • Asante gold weights are small brass figures, cast by hand, used by the Akan peoples of Ghana and Côte d'Ivoire to weigh gold dust in trade.
  • The system was used for about 400 years, from the 15th century to the late 19th century. Each weight had a precise known mass.
  • Most weights were shaped like animals, tools, people, or scenes from daily life. Each shape often carried a meaning, tied to Akan proverbs.
  • Akan gold travelled north across the Sahara to North Africa and on to Europe for centuries. The Akan were a key part of medieval and early modern global trade.
  • British wars against Asante in 1874 and 1896 led to the looting of thousands of weights. Colonial currency replaced gold dust as money. The system was forced out, not lost.
  • The weights are mathematics, art, language, and trade in one tiny object. They are physical proof that pre-colonial Africa was rich, sophisticated, and connected to the wider world.
Sources
  • Asante Gold Weights — Tom Phillips, British Museum (2010) [museum]
  • Africa: The Art of a Continent — Tom Phillips (editor), Royal Academy (1995) [academic]
  • The Akan world of gold weights — Smithsonian National Museum of African Art (2024) [museum]
  • Wars of British conquest in West Africa — BBC History (2019) [news]
  • Manhyia Palace Museum collection — Manhyia Palace Museum, Kumasi (2024) [institution]