Teaching and Hunting in East Africa

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In this book, the Teachers for East Africa relate their experiences inside and outside the classroom in Kenya, Uganda and Tanzania. Though mostly in their early twenties, they were trained, credentialed teachers. Looking back, a half century down the road, they have called to mind those inspiring, transformational years that, for some, shaped what they would become.

For all, the memories never died. I was one of them. See all 3 reviews. Amazon Giveaway allows you to run promotional giveaways in order to create buzz, reward your audience, and attract new followers and customers. Learn more about Amazon Giveaway. We Were Walimu Once and Young: Snapshots of Teaching in East Africa. Set up a giveaway. There's a problem loading this menu right now. Get fast, free shipping with Amazon Prime. Your recently viewed items and featured recommendations.

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Amazon Inspire Digital Educational Resources. Amazon Rapids Fun stories for kids on the go. Amazon Restaurants Food delivery from local restaurants. ComiXology Thousands of Digital Comics. We could hear them up ahead, close, but we couldn't see them as visibility was close to nil. I reached for some dirt to sift through my fingers and track the breezes.

Teaching and Hunting in East Africa by Dan McNickle (2004, Paperback)

The elephant were almost stationary, languidly browsing. Judging from the contented purring of their stomachs, they had no idea we were there. We inched closer, the heat and the tension oppressive. Twenty yards; ten yards; ten feet. We could see them, but couldn't make out one end from the other, nor could we see any ivory. Dunn, The Adventures of Ibn Battuta: University of California Press, Through focusing on the small state of Niumi at the mouth of the Gambia River, Wright provides a detailed analysis of the evolving nature of this part of the African continent with the intercommunicating world.

A second edition of this book appeared in Oxford University Press, , examines how Africans viewed the European presence instead of presenting the more familiar European view of Africa. Cambridge University Press, , Fig.

See also Herbert S. Cambridge University Press, for a succinct and readable discussion of the Atlantic dimensions of the slave trade. One apt comparison between US colonial expansion and what took place in Africa is that of the conquest of the Sioux and of the Zulu. University of Nebraska Press, Johns Hopkins University Press, The Past of the Present New York: Cambridge University Press, Africa 10 th ed. With new editions appearing on a regular basis, it not only provides up-to-date information on individual countries but also contains useful essays on current issues.

It also contains a helpful selection of world web sites for Africa and an excellent bibliography. Content in World History Connected is intended for personal, noncommercial use only. You may not reproduce, publish, distribute, transmit, participate in the transfer or sale of, modify, create derivative works from, display, or in any way exploit the World History Connected database in whole or in part without the written permission of the copyright holder.

Africa remains neglected or missing altogether in many world history courses at both the advanced high school and introductory college levels.

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When it does appear, the approach is all too often one of focusing on the external dimensions of African history, such as the gradual Portuguese circumnavigation of the continent, European exploration, the establishment of colonial empires, and the problems that beset contemporary Africa. In this latter case, the problems, though real, are often exaggerated. Alternatively, there tends to be a glorification of the African past and a concentration on ancient Egypt and its splendors, the great empires such as Ghana, Mali, and Songhai with their golden trade, and the military might of gifted leaders such as Shaka.

The former approach is one that notes the existence of Africa but is not about African history to any significant degree. Secondly, from the perspective of world history, the linkages to the wider global context are missing or at least under-examined. Such problems persist despite the availability of world history textbooks that incorporate Africa into their coverage. In some instances this leads them to skip over unfamiliar material. The purpose of this article, then, is to suggest ways that world history teachers can readily connect African history to the wider world history.

This is not a substitute for teaching African history as such, but it does bring Africa more fully into world history. Over time, it gradually expanded to embrace more of the continents of Africa, Asia and Europe. Looking at the world this way enables us to examine those parts of Africa that were in communication with parts of the world outside Africa, as well as the chronology of that process.

What we find is that, over time, an expanding portion of the continent joined the intercommunicating zone and a diminishing portion remained outside it.


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This essay will be concerned with questions about when and why any given area of Africa came to be included in the intercommunicating zone, and what this tells us about the ways in which Africa fits into wider patterns of world history. Readers should note, however, that this approach is limited by the fact that it neglects those portions of the African continent that were outside the intercommunicating zone at any given time.

Africa and the origins of history; Africa and the classical or ancient world; Africa and the post-classical world; Africa and the Atlantic world; Africa and the colonial world; and Africa and the contemporary globalized world. Geography, the starting point. The physical proximity of northern and northeastern Africa to Europe and Asia insured that these regions would become part of the intercommunicating world early on. Ancient Egypt was crucial to the formation of this world, and as the classical Mediterranean evolved, North Africa was as much a part of it as southern Europe. The Horn of Africa was geographically and culturally linked to the Arabian Peninsula, and developed in concert with it.

The trade wind patterns of the Indian Ocean constituted the mechanism that linked the East African coast to wider developments in the Indian Ocean basin starting about years ago. In contrast to the Indian Ocean, the Atlantic currents and wind patterns proved to be a barrier to contact with the wider world until the European maritime revolution of the fifteenth century.

However, once the Portuguese had opened up direct maritime access along the entire Atlantic coastline, vast new regions of Africa became part of the intercommunicating zone. The Sahara Desert likewise posed a barrier to the spread of the classical world deeply into the African continent, but it was not an absolute barrier. Camels, which came to be used throughout the Sahara in the early centuries CE, provided a reliable means of transport in the desert regions and, in turn, greatly facilitated the exchange of goods, people, and ideas. In East Africa, the arid and semi-arid regions of the coastal hinterland retarded a similar spread inland from the coastal zone.

Furthermore, there were no rivers in East Africa that allowed for unimpeded navigation from the coast deep into the interior in the way that the Nile did for some or so miles into the African interior. Indeed, aside from the Gambia, Senegal, and Niger Rivers, none of the other major African rivers were navigable very far into the interior. Once beyond the fall line through which rivers passed as they descended from the interior high plateau to the coastal plain, however, many rivers such as the Congo were navigable for great distances.

In the pre-industrial era, then, physical geography greatly influenced the timing and nature of the expansion of the intercommunicating zone within Africa. Africa and the origins of history. Indeed, the oldest hominid fossils have all been discovered in Africa, including the 3. From these early origins, the more advanced Homo habilis emerged about two million years ago in East Africa, to be followed by the appearance of Homo erectus approximately 1.

About , years ago, however, a new species of hominid evolved in Africa. Homo sapiens from which our own sub-species, Homo sapiens sapiens evolved were more intelligent and more adaptable than Homo erectus , and soon emigrated out of Africa. By about 25, years ago, Homo sapiens had displaced other hominid groups and had populated the entire world.

The complex and diverse cultural patterns of contemporary human society constitute the current stage of a long process of cultural evolution that goes back to early hominids.

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While the earliest use of stone tools dates to Homo habilis , a much more sophisticated stone technology emerged with Homo erectus , along with evidence of organized hunting and the use of fire. Homo sapiens quickened the pace of cultural change, technological sophistication, and social organization. Gradually, too, they began to behave and think as modern humans. The earliest examples of these traits date from Africa 70, years ago with the discovery of bone tools at Blombos Cave in South Africa. Two developments were crucial in enabling human society to advance to more complex stages: