Greetings from Michigan State University; and thank you for your interest in our Africa in World History Teacher’s Institute which will be held from July 12 to August 7, 2015.
All you can tell about a big belly is that the owner has had a lot to eat, not what she had to eat: Let me begin by telling you about myself. My name is Nwando Achebe (pronounced: Wan-do Ah-chě-bě; [pronunciation key: ě as in pet]), and I am delighted to be directing this Institute. I am an award-winning author and Professor of History at Michigan State University. I also serve as the founding editor-in-chief of the new Journal of West African History published by Michigan State University. I received my PhD from the University of California, Los Angeles in 2000. In 1996 and 1998, I served as a Ford Foundation and Fulbright-Hays Scholar-in-Residence at The Institute of African Studies and History Department of the University of Nigeria, Nsukka. My research interests involve the use of oral history in the study of women, gender, and sexuality in Nigeria. My first book, Farmers, Traders, Warriors, and Kings: Female Power and Authority in Northern Igboland, 1900-1960 was published by Heinemann in 2005. My second book, The Female King of Colonial Nigeria: Ahebi Ugbabe (Indiana University Press, 2011), winner of three awards—The Aidoo-Snyder Book Award, The Barbara “Penny” Kanner Book Award, and The Gita Chaudhuri Book Award—is a critical biography on the only female warrant chief and king in all of colonial Nigeria, and arguably British Africa. The writing was funded by a generous grant from the Wenner-Gren Foundation. In addition to the Wenner-Gren, I have received a number of other prestigious grants including awards from Rockefeller Foundation, Woodrow Wilson, Fulbright-Hays, Ford Foundation, and the World Health Organization. I have more than 20 years of teaching experience in the U.S. which includes teaching many African history courses at the undergraduate and graduate levels, mentoring and training the next generation of PhDs in African History, as well as developing the “Africa and the World” survey, a course for which I won the Fintz Award for Teaching Excellence in the Arts and Humanities at MSU.
The Associate Director of the Institute is John Metzler. He will lead sessions of the Institute that focus on curriculum development and teaching practice. Dr. Metzler is Outreach Coordinator, and Assistant Director of MSU African Studies Center. He is also Assistant Professor of Teacher Education. He has 25 years’ experience in administering one of the most comprehensive African outreach programs in the nation. Metzler directed an NEH Summer Institute for Teachers on Comparative Studies of Colonialism: The Colonial Experience and its Aftermath in Africa in 1996 and co-directed a Group Projects Abroad program in South Africa for Michigan high school teachers in 1999. He has taught courses in MSU’s Department of Teacher Education about integrating Africa into the K-12 curriculum.
When questions begin to be asked, then tales begin to be told: The Africa in World History Teacher’s Institute is designed to help high school world history teachers improve their teaching about Africa’s central, but often not recognized, place in World History. Specifically, the Institute will focus on three distinct and important themes—gender, religion, and politics—as a segue into our exploration of Africa’s internal dynamics as well as the processes by which the continent became integrated into the larger world system. These themes capture six of the seven key themes for high school world history in the integrative approach taken by World History for All of Us and all four themes for AP World History. Because the continent of Africa is so vast and the experiences of Africans so diverse, case studies will be drawn from West, East, Central, and Southern Africa to offer an overview that will provide a narrative of one or more of these three themes. The Institute will be divided into three units on “Big Eras,” as defined by U.S. high school national world history standards: a) “Africa Before the Europeans: Indigenous Institutions and Knowledge Systems” (corresponding to Big Eras One and Four); b) “Encounters with Africa: The Slave Trades and the Integration of Africa into the World Economy” (Big Eras Five and Six); c) “Colonial Encounters: The Empire Writes and Fights Back!” (Big Eras Seven and Eight). Each unit will explore the interplay between the internal and
UNIT I: “Africa Before the Europeans: Indigenous Institutions and Knowledge Systems” (Big Eras One and Four). An insightful African proverb proclaims: “Until lions have their histories, tales of the hunt will always glorify the hunter.” After Institute Director Nwando Achebe introduces the focus and goal of the Institute and establishes its dynamics, award-winning television and newspaper reporter and scholar, Folu Ogundimu, will walk participants through some of the perceptions, biases, and points of view held by writers on Africa and how these shape African historiography. Participants will read and discuss four selections: the first chapter of Dorothy Hammond and Alta Jablow’s “The Africa that Never Was,” Chinua Achebe’s “Africa’s Tarnished Name,” Bohannan and Curtin’s “The Myth and the Fact,” and Joseph Harris’ “Tradition of Myths and Stereotypes.” Taken collectively, these readings encourage participants to engage with European involvement in Africa through variegated Euro/American-centered writings on Africa. This body of literature is remarkable in that it persistently centered upon one main theme: the confrontation between civilized Europe and savage Africa, and by so doing, skewed African realities. The first day of the Institute will end with a tour of the MSU Library’s African holdings—one of the top six Africana collections in the country—led by Africanist librarian and historian Peter Limb, who will introduce participants to the library and information resources on Africa that are most relevant and useful for high school teachers. UNIT I will continue with the viewing and discussion of “What Do You Know About Africa?” and presentations by Jonathan Reynolds, expert on African and World history and co-author of the Institute’s main text on Africa in World History, and Craig Windt, World History Teacher, at Bay City High School in which they engage participants in a discussion of how to integrate Africa into world history.
One cannot understand Africa without an appreciation of the profound impact Africa’s physical environment and religion play in Africa’s history. African history is inextricably linked to the geographic setting in which it developed. Africans also believe in the connectedness between the spiritual unseen world and the human visible world. As such, religion is inseparable from day-to-day economic, cultural, social, and political happenings on the continent. Geographer Leo Zulu will introduce the physical context of Africa and Nwando Achebe will discuss African views of the universe and religion. A reading from
Gilbert and Reynolds Africa in World History as well as four short African Creation Stories will help highlight these connections. Africans view history as a continuum. In this worldview, history flows from event to event. Time in the African world is conceptualized through rhythms in nature. Historian Nwando Achebe will lead participants in an exploration of how Africans conceptualize history and time.
The music of Africa serves to communicate African socio-cultural and religious values, character traits, and history. In fact, much of African oral history has been passed down for generations through song. In a lively, fun-packed presentation, ethnomusicologist, George Dor will lead an interactive exploration of African worlds through music. African art, too, has played a significant role in shaping the culture and history of the world. From Africa’s over 200,000 rock art sites—the oldest of which are approximately 28,000 years old—to its terracottas, the continent has a rich chronicle of art cultures. African Art historian Raymond Silverman will introduce Institute participants to critical monuments on the continent. He will also discuss the influence of African sculpture on the advent of European modernism in the 19th and early 20th centuries. The importance of food in interpreting African culture will also be considered. Institute participants will explore how food crops and the preparation and tastes of African cuisine comprise a body of historically gendered knowledge about Africa. African gender historian and Institute Director Nwando Achebe will lead participants in the preparation (and tasting) of two African dishes—groundnut stew and okro/gumbo—in a consideration of African recipes as living records of historical change as well as an exploration of the connections of African cooking to new world cuisine.
African civilizations are central to our understanding of early world history. Before Europeans established direct contact with sub-Saharan Africa’s coastline, Africa was home to some of the world’s most impressive civilizations. We will focus on the political, religious, and gendered complexity of four civilizations (Ghana, Mali, Zimbabwe, and the Nyamwezi) and one small-scale society (the Igbo). These lectures will set in motion a discussion of how states and civilizations form and sustain themselves. Our purpose is to see these not as civilizations in isolation, but as civilizations with political, cultural, and trade connections stretching through much of Africa and into other continents.
The spread of Islam across much of the northern third of Africa, a region known as the Western Sudan, produced profound effects on both those who converted and those who resisted the new faith. Islamization also served to link Africa closely to the outside world through trade, religion, and politics. Joseph Bangura, Director of African Studies Program, Kalamazoo College and a specialist on Muslim Africa, will lead participants through an exploration of the trans-Saharan trade, as well as the Islamization of the Western Sudan. He will also lead participants in a discussion of the documentary, Caravans of Gold, which provides wonderful images of Africa and an accessible narrative about the religious and economic history of early African Sudanic civilizations. His presentation will be followed by West Africanist historian Rudolph (Butch) Ware’s discussion of the political formation and organization of the important Western Sudanic Kingdoms of Ghana and Mali, whose economy, wealth, and power were based on dynastic alliances and control of trans-Saharan trade. These lectures will be followed by a discussion of a short oral history, Sundiata: An Epic of Old Mali, about political and religious life in the same kingdom of Mali, led by Institute Associate Director, John Metzler.
In the Southern African Shona language “Zimbabwe” means “stone or venerated houses.” Starting around 1150 AD and continuing over the next three hundred years, magnificent stone structures were constructed in the region that would be known as Great Zimbabwe. Institute participants will view the documentary, “Africa: A History Denied,” which chronicles the spectacular ruins of Great Zimbabwe and the political culture of the Swahili Coast that was rich in gold and ivory. East Africanist specialist Cymone Fourshey will lead participants in discussing that documentary, anchored by a lecture on the political and religious organization of Great Zimbabwe and the Swahili Coast.
In Africa, religion and politics have always been interconnected. This is reflected in the fact that most African rulers—Kings, Queens, and chiefs—have ruled by divine right. Institute participants will be introduced to female political and religious organization in Africa by exploring with Nwando Achebe, the authority of Eastern African Nyamwezi spirit mediums and Western African Asante queen mothers in politics, as well as the role of women, both in the physical and spiritual governance of the small scale West African Igbo society. To help contextualize their understanding of women’s social and political roles in precolonial Africa, Institute participants will read a short chapter on female political organization among the Igbo as well as a delightful novella about Islamic marriage in Senegal.
UNIT II: Encounters with Africa—The Slave Trades and the Integration of Africa into the World Economy (Big Eras Five and Six). Beginning in the mid-fifteenth century, European seafarers opened new routes of economic, political, and cultural exchange, transforming human interactions across the globe. As Europeans stepped up interactions with coastal Africans, new sorts of societies emerged, all of which were culturally mixed and tied to international trade. In the interior of the continent, old civilizations were changed dramatically as trade routes were reoriented in new directions. Some civilizations transformed, others collapsed and still others emerged as Africans struggled to meet new global demands, particularly the West’s demand for black captives to labor on New World plantations but also the East’s demand for labor in the Indian Ocean. In this unit, participants will examine four topics: a) domestic “slavery,” b) slave origins, c) the impact of the Atlantic and Indian Ocean trade on African civilizations, and d) the impact of Africans from those civilizations in the formation of diaspora communities in the Americas.
a) Domestic “slavery” explores the indigenous institution of “slavery” in Africa, in which “slaves” were treated as indentured servants or devotees to the gods, rather than made to be chattel of other men. Adopting a case study approach, Ndubueze Mbah will lead participants in exploring the religious, political, and gendered nature of “slavery” in diverse African societies including centralized kingdoms and small-scale societies. A reading from Olaudah Equiano’s The Interesting Narrative will be used to engage the specificities and uniqueness of indigenous “slavery” in a non-centralized society.
b) Slave origins charts European trading patterns and explores data (much now available in electronic form) that point to the precise origins within Africa of particular enslaved African populations in the Americas. Using two online databases, Voyages: The Trans-Atlantic Slave Trade Database and The Atlantic Slave Database Network, Walter Hawthorne, expert on the African slave trade, will show participants how to trace “flows” of Africans from particular parts of the continent to the Americas.
c) The impact of Atlantic and Indian Ocean trades on African civilizations will focus on those societies most affected by slave trading. Lectures will focus on civilizations in Gold Coast region, which later became the Slave Coast, and those in the Angola area (including Kongo). Teachers will explore varied sources (oral narratives, written outsider observations, written slave narratives, and studies of flora, fauna and agricultural) to consider debates about the ability of Africans themselves to shape events in the era of Atlantic slavery. Africanist and Indian Ocean specialist, Edward Alpers and Harry Odamtten will lead these lectures and John Metzler will discuss these questions with participants, informed by their reading of a collection of slave narratives, Africa Remembered.
d) African diaspora communities will focus on Africans in the Americas and Europe. Through slave narratives, other primary sources, and recent historical studies, participants will consider the extent to which Africans were able to recreate their own political and religious cultures (or elements from the cultures of the civilizations from which they came) in the Americas and the ways in which they influenced the culture of their white, European masters and shaped societies, economies and intellectual thought throughout the broader Atlantic. American historian Pero Dagbovie will speak about the political and religious lives of Africans in North America. He and Nwando Achebe will then lead the teachers in discussing African religious retentions in the documentary, “The Language You Cry In” which recounts the remarkable saga of how African Americans have retained links with their African past through the horrors of the middle passage, slavery, and segregation. The film is a story about memory, and how the memory of a family was pieced together through a song which had legendary powers to connect those who sang it with their roots.
The slave trade to the Americas represented one of the most important commercial and cultural ventures in the formation of the modern world and a fundamental element in the creation of a socioeconomic world system. It is estimated that 40 percent of the Africans imported to the Americas ended up in Brazil. Wherever slavery flourished, so did resistance. Slaves carved spaces of autonomy through negotiation and individualized and collective open or disguised rebellion. They sought refuge in quilombos or mocambos, i.e. maroon or runaway communities. The 17th century federation of quilombos known as Palmares, whose population reached an estimated 30,000, is the subject of the film, “Quilombo.” In a presentation led by Caribbean and Latin American specialist, Glenn Chambers, the political and religious lives of Africans in Colonial Brazil will be considered. He will as well discuss the film “Quilombo.”
Another documentary, “The Life and Times of Sara Baartman: The Hottentot Venus,” will afford participants an engagement with a female voice. It documents the 1810 transport of 20-year-old Sara Baartman from the Cape Colony, South Africa to Europe, where she would suffer the indignity of public exhibition and become an icon of black female sexuality for the next 100 years. In a discussion led by Nwando Achebe, participants will be encouraged to consider this narrative as part of larger debates about liberty, property, and economic relations. Taken together, the week’s films represent moving illustrations of the political and religious links between African civilizations and the African diaspora.
UNIT III: Colonial Encounters—The Empire Writes and Fights Back! (Big Eras Seven and Eight). With the ending of the Atlantic and Indian Ocean slave trades in the nineteenth century and the increasing industrialization of Europe, the West looked for new places from which to extract raw materials and market finished goods. Competition between European nations was fierce and drove Britain, France, Germany, Portugal, Spain, Italy, and Belgium to make colonial political claims to vast regions across the globe and most especially in Africa. In this section, participants will examine through African literature and other sources three topics: a) why colonize?, b) the impact of colonization on African civilizations, and c) African resistance to colonization.
a) Why colonize? will focus on the many reasons Europeans sought colonies in Africa. In a series of lectures led by Institute Director Nwando Achebe, participants will focus particularly on questions of what, in the late-nineteenth and early-twentieth century, allowed Europeans to conquer African civilizations that had until this period remained politically independent. The short and accessible documentary This Magnificent African Cake illustrates these points well.
b) The impact of colonization will explore the political, economic, social, and cultural effect of European colonization on African civilizations in the twentieth century. We will focus on six colonies—Nigeria, Senegal, Congo, Tanganyika, South West Africa, and South Africa—so participants can explore the differences in colonial political rule and the ways in which it played out at the most local levels. Nigeria was colonized by the British, who ruled “indirectly,” allowing existing African states to continue to operate through “traditional” institutions. In one lecture exploring “British colonial and political administrative policies in Africa” and a short primary source reading on “Indirect Rule in Tropical Africa,” Shobana Shankar will help participants grapple with British political and economic policy in its overseas African provinces. Institute participants will then consider the world of what is perhaps the most famous novel on Africa, Things Fall Apart.
Senegal was colonized by the French. Unlike the British, French political administrative policy allowed some Africans to “assimilate,” or become French. Africanist Francophone specialist, Hilary Jones will present an overarching lecture on French political administrative policies of assimilation and association. This lecture will serve as a segue to Dr. Jones’ discussion, in Week Four of the Institute, of Ferdinand Oyono’s Houseboy, a novel about the world of French colonists in Africa.
In 1878, the International Association of the Congo announced the creation of a new nation, the Congo Free State, with Leopold, King of Belgium, as head of government. However, both the Association and State were disguises for Leopold who was far more interested in exploiting Congolese ivory and rubber than rural development. Under his watch, the local people were systematically robbed, enslaved, and forced to work as bearers of rubber and in the diamond copper and cobalt mines. Those who failed to work hard enough were punished with amputation of a hand and/or foot. Many more were massacred to expedite the extraction of the country’s resources. The documentary “Congo: White King, Red Rubber, Black Death” explores how King Leopold turned the Congo into his private colony, his rapacious exploitation of the colony, and how Congo subsequently became a gulag labor camp of shocking brutality which left more than 10 million people dead. Nwando Achebe will give a short lecture on colonial Congo and discuss the documentary with participants after the viewing.
Like the Belgians, the Germans practiced an administrative political policy of paternalism in their colonies of Tanganyika (now Tanzania) and South West Africa (now Namibia). They too, employed systemic abuses in co-opting their “native’ African subjects into the colonial economy. Africanist historian and expert on German colonialism, Dennis Laumann will engage participants in exploring the political and economic principles of colonialism in German Africa as well as the various strategies that Africans adopted to fight colonialism. Primary source materials on the Tanganyikan Maji Maji war and the South West African Herero Rebellion (both of which had strong religious leanings) will help focus Dr. Laumann’s presentation.
Unlike other colonies under consideration, South Africa was a “settler colony” that attracted a large white immigrant population. In the 20th century, elements from that population systematical denied black Africans equal rights under the political system known as apartheid. The last Thursday of the Institute will open with a lecture by Karen Flint, expert on South African history, about the “Birth of Apartheid in South Africa.” He will then lead participants in a discussion of the short documentary “You Have Struck a Rock!” which gives voice to the inequalities of apartheid through female lived experience and political actions. In a lecture entitled “Road to Independence: The Global Struggle against Apartheid,” David Wiley, sociologist and expert on contemporary Africa, and Chris Root, Project Manager of the African Activist Archive Project will speak about how the fight against apartheid took on global proportions.
c) African Resistance to colonization will examine how Africans reacted to and resisted the encroachment of European colonizers. Through three lectures—the first two led by Dennis Laumann dedicated to exploring early religious and political nationalism in colonial Tanganyika, and South West Africa; and the third led by Nwando Achebe dedicated to the important Nigerian women’s war of 1929—we will investigate the social, political and religious changes wrought by colonialism and efforts made by African men and women to control/negotiate their new world. Two primary sources, “Records of Maji Maji” and a testimony by the protagonist of the women’s war, Nwanyeruwa, will help anchor our discussions.
A spectator in a masquerade dance does not stand in one place to view the dance: There will be a weekly review session. Each Friday afternoon, participants will meet with the Institute Director and Associate Director to assess the past week’s activities, including content and logistics. There will also be opportunity for sharing ideas from individual portfolios. A series of “Application to teaching/curriculum plan development” sessions will be used for discussion of how the topics and presentations during the Institute can be incorporated into teaching to meet high school World History standards. In addition, some of this time will be available for the participating teachers to work individually or in pairs on designing their curriculum plans. The exact plans for these time periods will be shaped by the weekly evaluation sessions and any other input from participants regarding what they would find most valuable. The Institute Associate Director, John Metzler, will be available during all of these sessions, and Institute Director Nwando Achebe can be available upon request to consult with individuals about their curriculum plan. Additionally, Institute Associate Director, John Metzler, and the graduate assistant will be available at the Africana Library Monday through Thursday each week from 3:00-4:30 to consult with teachers individually or as teams. A graduate student proficient in the PBworks, Wiki, and blog tools being used for the Institute also will be available to train or coach participants during that time period in the first two weeks, as needed.
Participating teachers will create two products—the curriculum plans and a Group Library on Africa in World History—which will be made available to benefit both the participants and the wider teaching community. The curriculum projects produced by individuals or pairs of Institute participants will be posted on a public section of the Institute website and also on the H-AfrTeach website; some also may be incorporated into the Exploring Africa online resource.
An online bibliographic list of the Institute’s required and recommended readings and other online resources will be created as a PBworks “Group Library.” Participants will be encouraged to add to this library, use it in teaching, and share the resources. The library will be made public on the PBworks Group Library webpage after the Institute so that other educators can benefit from and expand upon it.
In addition, each participant will be asked to pledge to present their curriculum project at a teacher workshop or conference locally, regionally, or nationally. The Institute staff may be able to facilitate presentations at the state or regional meetings of the councils for social studies.
If a chicken stops clucking, how will she train her child?: Project Faculty and Staff
We have lined up an exciting and highly qualified group of Africanist scholars, many of them with national reputations in their field, to lecture and engage the teachers in scholarly discovery and learning. All the scholars have researched, written about, and taught undergraduate and graduate courses related to the Institute themes. Participants will benefit from the unusual strength, depth, and diversity of the African studies faculty at MSU in history and other relevant fields, as well as from several scholars from other institutions.
Our Institute faculty lecturers are: (1) Edward Alpers, Research Professor of History, University of California, Los Angeles. A past President of the African Studies Association, Dr. Alpers specializes in the political economy of international trade, with special attention to the western Indian Ocean world. He has published eleven books and monographs; (2) Joseph Bangura, Director of African Studies and Associate Professor of African History, expert on West Africa, Islam, and colonialism. He is the editor with Marda Mustapha of Sierra Leone Beyond the Lome Peace Accord; (3) Glenn Chambers, Associate Professor, History, his research intersects with the histories of colonialism (in the Caribbean), labor, nationalism, race relations, and immigration/migration. Most of these themes are addressed in my recent book Race, Nation, and West Indian Immigration to Honduras, 1890-1940 (4) Pero Dagbovie, Professor, History, expert on African American history. His books include Black History: “Old School” Black Historians and the Hip Hop Generation, The Early Black History Movement, Carter G. Woodson, and Lorenzo Johnston Greene, and African American History Reconsidered; (5) George Worlasi Kwasi Dor, McDonnell-Barksdale Chair of Ethnomusicology and Professor of music, University of Mississippi. He is an expert on African music theory, African art music, African indigenous knowledge, creative processes, the African diaspora and dance drumming; (6) Karen Flint, Associate Professor, History, University of North Carolina, Charlotte, expert on Southern Africa. Her Healing Traditions: African Medicine, Cultural Exchange, and Competition in South Africa, 1820-1948 was a finalist for the Melville J. Herskovits Finalist Award; (7) Cymone Fourshey, MacArthur Associate Professor of History, Bucknell University, expert on early East African history. Her current book project is Strangers, Immigrants, and the Established: Hospitality as State Building Mechanism in Southwest Tanzania 300–1900 CE; (8) Walter Hawthorne, Professor and Chair, History, expert on the impact of Atlantic commerce on West African societies. He has published two monographs, Planting Rice and Harvesting Slaves: Transformations along the Guinea-Bissau Coast, 1400-1900 and From Africa to Brazil Culture, Identity, and an Atlantic Slave Trade, 1600–1830; (9) Hilary Jones, Associate Professor, History, Florida International University. She is the author of The Métis of Senegal: Urban Life and Politics in French West Africa; (10) Dennis Laumann, Associate Professor, History, University of Memphis, expert on German Africa is the author of two books, Colonial Africa, 1884-1994 and Remembering Germans in Africa; (11) Peter Limb, Africana Bibliographer, Adjunct Associate Professor, History, Distinguished Faculty Award recipient, expert on 20th century South African political history. He has published two monographs, The ANC’s Early Years: Nation, Class and Place in South Africa before 1940 and Nelson Mandela: A Biography; (12) Ndubueze Mbah, Assistant Professor, History, SUNY Buffalo. Dr. Mbah’s present project is “Emergent Masculinities: The Gendered Struggle for Power in Southeastern Nigeria, 1850-1920”; (13) Harry Odamtten, Assistant Professor, History, Santa Clara University. He is presently working on a book manuscript entitled, “A History of Ideas: West Africa, The “Black Atlantic,” and Pan-Africanism”; (14) Folu Ogundimu, Associate Professor, Journalism, expert on African media. He is co-editor of Media and Democracy in Africa and has published many articles on African media and public policy, media training, political liberalization, press performance, and private enterprise broadcasting in sub-Saharan Africa; (15) Jonathan Reynolds, Professor, History, Northern Kentucky University, expert on West Africa, Islam, and World History. His first book is The Time of Politics: Islam and the Politics of Legitimacy in Northern Nigeria, 1950-1966. Reynolds and Erik Gilbert co-authored Africa in World History: From Prehistory to the Present; (16) Christine Root, Outreach Specialist, History Department. She is the Project Manager of the African Activist Archive Project and South Africa: Overcoming Apartheid, Building Democracy website projects; (17) Shobana Shankar, Assistant Professor, History, Stony Brook University is a specialist on British W. Africa; (18) Raymond Silverman, Professor, Department of Art History, University of Michigan, expert on History of museums in Africa and the translation of local knowledge. He has published two books and numerous articles on the visual culture of religion and the commodification of culture; (19) Rudolph (Butch) Ware, specializes in premodern West African history. He is the author of The Walking Qur’an: Islamic Education, Embodied Knowledge, and History in West Africa.; (20) David Wiley, Professor of Sociology Emeritus. A past President of the African Studies Association, Dr. Wiley specializes in social inequality of Africa and its environment, social movements, social stratification and religion, and internationalization of higher education. He has published nine books and monographs; (21) Craig Windt, Social Studies Department, Bay City Central High School; and (22) Leo Zulu, Associate Professor, Geography, expert on African political ecology, environment, and development. He has published numerous articles on socio-spatial geographies of civil war, land cover change, and using GIS to model and forecast HIV/AIDS rates in Africa.
The tongue said that living with the teeth in the same mouth is a great art: Participant Selection and Professional Development: We will recruit nationally to select 25 high school world history teachers for this Institute. The Institute selection committee will comprise Dr. Nwando Achebe, Dr. John Metzler, and Robert Hardmond, a high school educator. We seek to create an inclusive cadre of teachers who both exhibit academic and pedagogical excellence and also reflect the regional, racial, ethnic, and gender diversity of the United States. Selection of Institute scholars will be based on the following criteria:
1) An essay of no more than four double spaced pages. Your essay should include a statement of interest indicating your relevant personal and academic information; experience in teaching world history and incorporating Africa into your teaching; what you hope to accomplish; your commitment to fully participate in the Institute; and your commitment to incorporate the knowledge gained and materials produced (including your own curriculum project) in your future teaching;
2) Institutional support as evidenced by a statement from your principal or head of department indicating willingness to have you incorporate your curriculum project into your teaching of world history.
Tomorrow is pregnant: Professional Development for Participants: Participants will be able to obtain credit for the Institute using MSU’s long-established system for professional development for K-12 educators. Procedures for Michigan residents follow regulations of the Michigan Department of Education, while non-Michigan residents will be offered MSU-certified CEU credits through the MSU Department of Teacher Education and the Life-Long Education program. Participants also will have the opportunity, at their own expense, to earn up to three graduate credits in MSU’s nationally recognized African history or teacher education graduate programs. They can pursue independent graduate study in African history under the direction of Nwando Achebe or in teacher education/curriculum and instruction with John Metzler.
A traveled child knows better than the old man who sits at home: Institutional Context. Michigan State University is an internationally recognized research and teaching institution. Its reputation for quality outreach to teachers was recognized in 2004 when it was awarded the prestigious Goldman Sachs Prize for International Education (University division). This award recognizes excellence in international outreach to K-12 educators and students and initiatives to infuse international education in teacher education curricula. The History Department has had an African field for over 40 years which, early on, emerged as one of the premier programs in the nation. This strength has continued, as four African historians—Nwando Achebe, Peter Alegi, Walter Hawthorne, and Laura Fair—were appointed during the last eight years. As a result, in 2010 the U.S. News & World Report ranked MSU’s graduate African history program third in the nation. The Department is also now offering a summer online course, Introduction to African History, Culture, and Society, created by Professor Achebe.
MSU’s African Studies Center (ASC) is one of 12 National Resource Centers on Africa designated by the U.S. Department of Education. Established in 1960, the Center’s main function is to encourage graduate and undergraduate teaching and scholarly research on African societies, politics, economy, languages, literature, health, education, and agriculture. For nearly 30 years, the Center’s outreach mission has included developing high-quality programming and materials for K-12, community college, and university educators. During the past decade, the Center has taken the lead nationally in developing web-based materials about Africa for U.S. educators. Under Metzler’s leadership, the Center created Exploring Africa, a 25-module online resource for middle and high school social studies teachers and students that attracted 610,000 unique visitors in 2010. ASC also has an online curriculum resource designed for use in high school world history classes, South Africa: Overcoming Apartheid, Building Democracy. Funded by NEH, this site has been used in high schools, colleges, and universities in at least 29 states and the District of Columbia.
A person who is carried to the market does not realize that the way is long: Stipends, Participant Housing, Program Venue, and Facilities. NEH Summer Institute scholars will receive a stipend of $3,300. The first check of $1,650 will be waiting for you when you arrive. Your second check will be given to you during the third week of the Institute. Participants will share Towne Place two-bedroom suites with fully equipped kitchens and complementary breakfast, currently priced at $62.50 per person per day.
Institute sessions will be held at MSU International Studies and Programs’ flexible seminar rooms. These state-of-the-art rooms with excellent projection equipment and Wifi Internet access provide a quiet, comfortable, and stimulating environment for learning. The building also has bookstore and food court with five restaurants. It is located in the middle of MSU’s campus within a five-minute walk to the MSU Library.
Institute participants will have library and computer access free of charge. Each participant will be given an MSU ID account with which they can check out materials and have complete access to hundreds of electronic journals and monographs. You will have full access to MSU Library’s Africana collection, enabling you to investigate in depth topics in African history of import to your curriculum projects or of personal interest. The library will be open during the summer seven days a week and evenings until 10:00 except Friday and Saturday. MSU ID accounts also will give you free access to the MSU’s wireless network throughout the campus.
Your completed application should be uploaded to email@example.com no later than 5 p.m. March 2, 2015.
Thank you once again for considering our Institute. I very much look forward to an exciting, productive, and fulfilling summer.
Nwando Achebe, Professor of African History