{"id":15708,"date":"2021-05-21T14:18:52","date_gmt":"2021-05-21T18:18:52","guid":{"rendered":"https:\/\/www.historians.org\/?post_type=resource&p=15708"},"modified":"2024-11-08T14:16:22","modified_gmt":"2024-11-08T19:16:22","slug":"vetted-resources-african-history","status":"publish","type":"resource","link":"https:\/\/www.historians.org\/resource\/vetted-resources-african-history\/","title":{"rendered":"Vetted Resources: African History"},"content":{"rendered":"

This resource was developed as part of the AHA’s Remote Teaching Resources<\/a> initiative.<\/em><\/strong><\/p>\n

Cape Coast Castle<\/strong><\/p>\n

Professor Heinz R\u00fcther, Zamani Project\u00a0<\/em><\/p>\n

The<\/a> Cape Coast Castle<\/a>\u00a0site features 3D visualizations and present day images of a fortified trading post used for the transatlantic slave trade. These images help students visualize where and how thousands of enslaved people passed through the “Door of No Return” and onto ships which would transport them across the Atlantic.<\/p>\n

How did new African countries use money to show their independence?<\/strong><\/p>\n

Ellen Feingold, Smithsonian Institution; Leigh Gardner, London School of Economics\u00a0<\/em><\/p>\n

How did new African countries use money to show their independence?\u00a0<\/a>illustrates\u00a0<\/strong>a\u00a0diverse group of West African currency objects serve as material culture sources for exploring the history of decolonisation and state-building. This teaching module on the Smithsonian\u2019s Learning Lab platform is designed to support coursework on world history at the high school level.<\/p>\n

How did World War II affect West Africa?<\/h4>\n

Ellen Feingold, Smithsonian Institution; Leigh Gardner, London School of Economics<\/em><\/p>\n

How did World War II affect West Africa?<\/a>\u00a0illustrates a diverse group of West African currency objects that serve as material culture sources for exploring the global impact of World War II. This teaching module on the Smithsonian\u2019s Learning Lab platform is designed to support coursework on world history at high school level.<\/p>\n

Money and Exchange in West Africa<\/strong><\/p>\n

Ellen Feingold, Smithsonian Institution; Leigh Gardner, London School of Economics<\/em><\/p>\n

Money and Exchange in West Africa<\/a>\u00a0is a digital collection of coins, notes and other objects used as currency in West Africa. The collection provides a new perspective on economic, social, and political change in the region over the last five centuries. The resources will help students and educators explore the dynamic impacts of the slave trade, colonialism, and the transition to independence on African communities. It includes a supporting bibliography.<\/p>\n

Rethinking the Region: New Approaches to the 9-12 US Curriculum on the Middle East and North Africa<\/strong><\/p>\n

Maria Hantzopoulos, Monisha Bajaj, Ameena Ghaffar-Kucher, Roozbeh Shirazi, Zeena Zakharia\u00a0<\/em><\/p>\n

Rethinking<\/a> the<\/a> Region\u2019s<\/a>\u00a0research and curriculum analyzes the common categories used to describe and teach the \u201cModern Middle East and North Africa (MENA)\u201d in existing US World History textbooks. It offers robust alternatives for Grade 9-12 teachers by integrating new scholarship on the region. The curriculum can be adapted for college level instruction.<\/p>\n

South Africa: Overcoming Apartheid, Building Democracy<\/h4>\n

African Studies Center, Michigan State University<\/em><\/p>\n

South Africa: Overcoming Apartheid, Building Democracy<\/a>\u00a0provides primary source materials, chronological narrative units, and curriculum ideas for teaching high school and undergraduate students about the struggle to end apartheid and build democracy in South Africa. This site includes interviews with South African activists, raw video footage documenting mass resistance and police repression, historical documents, rare photographs, and original narratives. Overcoming Apartheid also features discussion questions and resource\u2013rich activities such as a \u201cYou be the Judge\u201d trial on the death of Stephen Biko.<\/p>\n

Teaching About Nelson Mandela, Apartheid and the Struggle for Freedom: for Elementary, Middle and High School students and beyond<\/h4>\n

Boston University\u2019s African Studies Center and Africa Access Review\u00a0<\/em><\/p>\n

Teaching About Nelson Mandela, Apartheid and the Struggle for Freedom for Elementary, Middle and High School students and beyond<\/a>\u00a0offers strategies in teaching about the anti-apartheid movement. This site includes links to readings, curricula, and videos that are also suitable for undergraduate students.<\/p>\n

US Dollars in Liberia<\/strong><\/p>\n

Ellen Feingold, Smithsonian Institution; Leigh Gardner, London School of Economics\u00a0<\/em><\/p>\n

\n

US Dollars in Liberia<\/a>\u00a0is a digital version of an exhibit on the use of US dollars in Liberia, currently featured in The Value of Money exhibition at the National Museum of American History. It explores the economic and political history of how US dollars came to be one of the circulating currencies of Liberia.<\/p>\n

What did money look like under colonial rule in West Africa?<\/h4>\n

Ellen Feingold, Smithsonian Institution; Leigh Gardner, London School of Economics<\/em><\/p>\n

What did money look like under colonial rule in West Africa?<\/a>\u00a0explores a\u00a0diverse group of West African currency subjects that serve as material culture sources for exploring the history of colonial rule in the region. This teaching module on the Smithsonian\u2019s Learning Lab platform is designed to support coursework on world history at the high school level.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

This resource was developed as part of the AHA’s Remote Teaching Resources initiative. Cape Coast Castle Professor Heinz R\u00fcther, Zamani…<\/p>\n","protected":false},"featured_media":86825,"template":"","aha-topic":[59],"geographic-taxonomy":[49],"resource-type":[80,88],"thematic-taxonomy":[],"class_list":{"0":"post-15708","1":"resource","2":"type-resource","3":"status-publish","4":"has-post-thumbnail","5":"hentry","6":"aha-topic-teaching-learning","7":"geographic-taxonomy-africa","8":"resource-type-for-the-classroom","9":"resource-type-vetted-resource","14":"has-featured-image"},"acf":[],"_links":{"self":[{"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/resource\/15708","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/resource"}],"about":[{"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/types\/resource"}],"version-history":[{"count":4,"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/resource\/15708\/revisions"}],"predecessor-version":[{"id":86824,"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/resource\/15708\/revisions\/86824"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/media\/86825"}],"wp:attachment":[{"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/media?parent=15708"}],"wp:term":[{"taxonomy":"aha-topic","embeddable":true,"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/aha-topic?post=15708"},{"taxonomy":"geographic-taxonomy","embeddable":true,"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/geographic-taxonomy?post=15708"},{"taxonomy":"resource-type","embeddable":true,"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/resource-type?post=15708"},{"taxonomy":"thematic-taxonomy","embeddable":true,"href":"https:\/\/www.historians.org\/wp-json\/wp\/v2\/thematic-taxonomy?post=15708"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}