The presentation explores the political, social, and religious history of the states, kingdoms, and empires of African from roughly the fifteenth century through the twentieth century. It looks at the slave trade within Africa and the Atlantic Slave Trade. 

This activity will allow students to explore some aspects of the political, economic, social, and cultural developments of major African empires from around 1500-1800 CE. It contains information about Songhai, Kongo, Asante, the Swahili Coast, and Ethiopia. 

These educational videos provide an invaluable resource on Ancient Nubia for Middle and High School Ancient World History and Geography teachers and students. The video content aligns with Geography, Economics, Civics, and Historical Thinking Social Studies standards across the nation. Key concepts and inquiry skills from each content area weave seamlessly throughout the videos and associated lesson plans. This unit overview document links to developed resources on the Archeology in the Community site.

This video explains how and why Fidel Castro supported the MPLA in Angola from 1975 to 2002. The Battle of Cuito Cuanavale was the largest military confrontation in Africa after World War II. The civil war in Angola was one of the longest and bloodiest conflicts of the twentieth century.

This activity will provide an in-depth look at the Berlin Conference, at which European powers met to decide the future of the African continent. Students will participate in a series of rounds in which they will make decisions on which type of resource they would like to have.

Students will use primary sources to answer questions about the colonization of the new world and the effects of European imperialism on development in Africa and Asia. 

This collection of activities and resources is a companion guide for the 15-minute film Defying genocide. The history of the Holocaust and the 1994 Rwandan genocide illustrate the entire spectrum of human behavior, from unimaginable evil to extraordinary goodness.

Through a study of the Holocaust, Rwanda, and genocide, students learn that genocide occurs because individuals, organizations, and governments make choices to participate, resist, or turn away.

Students can also see that at the same time human beings have potential to inflict harm and suffering, they have the potential to rescue and to stand up against evil. The information in this packet is designed to help learners of grades 7 and up understand the context of the genocide in Rwanda and consider the actions of a few individuals who saved lives.

In addition to background materials, a timeline, a map, and a vocabulary list, the packet provides activities for before and after viewing the film.

Missive à François Tatou, mon père. Essai d'anthropographie du quotidien

Short Description:
Une malle s’ouvre. De précieux vestiges s’en échappent : photos impeccablement conservées par la douce vigilance d’une épouse, ouvrages jadis passionnément annotés, polycopiés aux signatures illustres, agendas nimbés de la patine du temps. Voilà le matériau à partir duquel l’autrice construit l’épistémologie particulière de cette si longue lettre par laquelle, portée par la fratrie, une fille parle à son père. Et voici lancée non pas une saga familiale, mais une anthropographie du quotidien de leurs vies. Réflexivité et catharsis. NewParaD’abord Dschang, sur les plateaux verdoyants de l’ouest du Cameroun où est né François Tatou « vers 1928 ». Son parcours de vie s’acheva aux confins du Sahel, dans une ville rebaptisée tendrement ici Garoua la Belle. Entre les deux, juste après les Indépendances, Paris où François Tatou acheva sa formation à l’Institut des Hautes Études d’Outre-mer, ce lieu qui forma de nombreux cadres de la haute fonction publique d’Afrique francophone. NewParaAu fil de la missive, sa fille met en scène un ressenti commun sur des enjeux toujours d’actualité : la femme dans la cité, les défis et dépits du multilinguisme, la scénarisation - brutale ou feutrée - des chocs culturels, l’assignation à résilience, le développement humain et social, l’urgence primordiale de la gestion pertinente des savoirs.

Long Description:
Une malle s’ouvre. De précieux vestiges s’en échappent : photos impeccablement conservées par la douce vigilance d’une épouse, ouvrages jadis passionnément annotés, polycopiés aux signatures illustres, agendas nimbés de la patine du temps. Voilà le matériau à partir duquel l’autrice construit l’épistémologie particulière de cette si longue lettre par laquelle, portée par la fratrie, une fille parle à son père. Et voici lancée non pas une saga familiale, mais une anthropographie du quotidien de leurs vies. Réflexivité et catharsis.

D’abord Dschang, sur les plateaux verdoyants de l’ouest du Cameroun où est né François Tatou « vers 1928 ». Son parcours de vie s’acheva aux confins du Sahel, dans une ville rebaptisée tendrement ici Garoua la Belle. Entre les deux, juste après les Indépendances, Paris où François Tatou acheva sa formation à l’Institut des Hautes Études d’Outre-mer, ce lieu qui forma de nombreux cadres de la haute fonction publique d’Afrique francophone.

Au fil de la missive, sa fille met en scène un ressenti commun sur des enjeux toujours d’actualité : la femme dans la cité, les défis et dépits du multilinguisme, la scénarisation – brutale ou feutrée – des chocs culturels, l’assignation à résilience, le développement humain et social, l’urgence primordiale de la gestion pertinente des savoirs.

Word Count: 52085

ISBN: 978-2-924661-72-7

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

In this resource, students will be asked to read, think, and write about gender in history through world languages. 

This is an upper level college survey course with the purpose to provide an introductory overview of the black experience in Africa and its global Diaspora, using a comparative perspective. The course proceeds chronologically from the ancient Nile River Valley civilizations to the present, and is divided into four units of study: (a) Ancient Africa: From Antiquity to the Medieval Period; (b) The Era of the Transatlantic Slave Trade and Slavery in the Americas; (c) Emancipation and Abolition in the Nineteenth Century; and (d) The Age of Nationalism in the Twentieth Century: Colonialism/Anti-Colonialism; Imperialism/Anti-Imperialism; Pan-Africanism and Independence; Black Power and Civil Rights. Topics to be examined include ancient state building; slavery; resistance movements; the role of women, religion and other cultural formations in the modern African Diaspora; and a comparison of the development of modern, organized political movements and intellectual currents in black communities worldwide with some emphasis on the historical context for contemporary issues such as globalization and reparations.

This resource is a document based activity that consists of eight primary sources related to the trans-Atlantic slave trade. The assignment asks students to consider how the trans-Atlantic slave trade impacted African civilizations using primary sources.  

This resource is a document based activity that consists of eight primary sources related to the trans-Atlantic slave trade. The assignment asks students to consider how the trans-Atlantic slave trade impacted African civilizations using primary sources.  

This resource is a document based activity that consists of eight primary sources related to the trans-Atlantic slave trade. The assignment asks students to consider how the trans-Atlantic slave trade impacted African civilizations using primary sources.  

This presentation considers the Liberia diaspora in the nineteenth and twentieth centuries focused on mobility, identity, and community. It discusses major political organizations and people related to the history of Liberia including the American Colonization Society and Joseph Jenkins Roberts. The presentation provides links to primary sources related to the people who emigrated to Liberia. 

In which John Green teaches you about Sub-Saharan Africa! So, what exactly was going on there? It turns out, it was a lot of trade, converting to Islam, visits from Ibn Battuta, trade, beautiful women, trade, some impressive architecture, and several empires. John not only covers the West African Malian Empire, which is the one Mansa Musa ruled, but he also discusses the Ghanian Empire and even gets over to East Africa as well to discuss the trade-based city-states of Mogadishu, Mombasa, and Zanzibar. In addition to all this, John considers emigrating to Canada.

Chapters:
Introduction: African History
King Mansa Musa of Mali
Mali, the Berbers, and the Islamization of West Africa
An Open Letter to Ibn Battula
The End of the Malian Empire
The Swahili Civilizations of Eastern Africa
Credits

This collection of Liberia maps includes twenty examples from the American Colonization Society (ACS), organized in 1817 to resettle free black Americans in West Africa. These maps show early settlements in Liberia, indigenous political subdivisions, and some of the building lots that were assigned to settlers. This on-line presentation also includes other nineteenth-century maps of Liberia.

This presentation emphasizes demonstrating history’s relevance to the present day and providing students with the tools to critically apply historical thinking. Pivotal to thinking critically about history is understanding the ways that historiographical debates, theoretical frameworks and methodological issues create a historical legacy. This presentation also considers who has the power to shape historical narratives and uses British colonial policy in Africa to think about this question.  

The final paper assignment asks students to use what they have learned about historical events as part of global processes in a course on the Global African Diaspora. It asks students to explain the historical conditions that may have led people from an African country to move to the United States, as well as any economic and cultural reasons. It asks students to describe the nature of the informal and formal economies in which African immigrants participate. And finally to explain the challenges (legal, financial, cultural, etc.) that African immigrants face and the ways in which they deal with those challenges.

This resource provides a Dutch-Caribbean perspective on teaching World History and offers a critique of the Dutch history curriculum's Eurocentric perspective. 

This subject examines some of the many ways that contemporary historians interpret the past, as well as the multiple types of sources on which they rely for evidence. It is by no means an exhaustive survey, but the topics and readings have been chosen to give a sense of the diversity of work that is encompassed in the discipline of history.