Other explanations, such as a fortified work, or ritual sites, have also been considered, though none have been proven to any degree. These uses are also not exclusive, and it was likely a multi-use site.

The finding of iron artifacts also links them to the Nok tradition of iron work farther to the east, and there also seems to have been a Mafa like culture, though not the ancestors of the Mafa, who used the site.

I do a great deal of work with construction and design programs, which have proven to be a great outschool tool for us. Tracing the process and evolution at this site, and comparing it with cultures to the northwest and the successor cultures on this site, would be a great tool for demonstrating both African technology and design principles.

Location: Myanmar

Primary Purpose:

The original purpose of the Bagan Temples and Pagodas was to serve as a place for worship for those who practiced Buddhism. They could give offerings and participate in religious ceremonies. It also was a place for meditation and education for Buddhists.

Connection to the Content I Teach:

I teach about world religions. Often people associate Buddhism with the countries of China, Japan, and Vietnam. Showing my students this resource is a great opportunity to not only teach them about a country that is not readily talked about in our curriculum but also expand my unit on Buddhism. This also gives them the opportunity to learn about a variety of architectural designs.

The Peace Memorial Museum is located in Stone Town, the historic district of Zanzibar City, the capital of Zanzibar. The primary purpose of the museum is to educate visitors about the history of Zanzibar, particularly its role in the slave trade and its struggle for independence.

As a teacher, the content taught at the Peace Memorial Museum could be directly related to lessons on African history, specifically the impact of the slave trade on the region and the long-lasting effects of colonialism. It could also tie in with discussions on human rights, social justice, and the importance of remembering and learning from history to prevent similar atrocities in the future. A virtual visit to the museum could provide students with a tangible connection to the material being studied, allowing them to see and experience the artifacts, exhibits, and narratives that tell the story of Zanzibar's past.

On another note, the Zamani project is an excellent complement to the content I already teach about this African diversity in the modern era (see this clip from Africa's Great Civilizations - https://www.pbs.org/video/africas-great-civilizations-city-great-zimbabwe-africas-great-civilizations/)

Nancy Tallas has already discussed the location and purpose of the House of Slaves, so I will comment on the Elmina Castle. Built by the Portuguese in 1482, Elmina Castle is the oldest European structure erected south of the Sahara. It is located just west of Cape Coast. Initially designed to secure the Portuguese a foothold in the gold trade, it became a center for their slaving operations. Harold French offers a description of the space on pages 233-34 of Born in Blackness that supplements the images from Zamani Project. It would be interesting to discuss how viewpoint and mobility work in these architectural spaces and to compare/contrast to the structure of the hold in slaving ships.

In contrast to these European-built structures, I was particularly struck by the Sudano-Sahelian architecture of Mali’s Great Mosque of Djenné. I would be interested to incorporate analysis of the mosque—its form and use of materials—in a course I teach on environment and literature.