Module 4B: Science Path - Humanities in Class Online Courses Forum

African Funds of Knowledge

Jennifer Metzler — Sun, 01 Nov 2026 18:24:07 +0000

As others have shared, I was ready to say that the wheel is the oldest form of technology. Understanding that before the wheel was the story, the narrative, has stretched me a bit. To imagine what conversations happened before the wheel solidifies that understanding that the story came first. I think it is important to recognize the early discovery and production of iron happened in multiple places around the world, centra Africa being one of them. To make it real for students I think I would first simulate a problem solving scenario for my students, providing an experience first before connecting them to the history of iron in central Africa. It might be a simple as presenting them with three objects (a paperclip, a popsicle stick and a Post It note and asking them to create a container that can hold water). This simulates a need prompting an invention. If they worked in groups of three for example, the communication they would have in their problem solving represents the story that comes first. What they come up with represents their solution using what they had on hand. You could build the experience by giving each group of 3 different objects that they could trade with each other; and each group could have a different problem to solve. I would ultimately want to link this to how our Funds of Knowledge, what is passed on to us and learned in lived experiences, is a human characteristic. We touch on Funds of Knowledge throughout the year so this would compliment that thread in our learning.

Storytelling & Science

Julie O'Neill — Sun, 01 Nov 2026 01:33:57 +0000

Ben Okri believes that storytelling is one of the oldest ways we understand and make sense of the world. He discusses how stories make scientific ideas understandable, shape our reality, and help us communicate knowledge. I think stories play a crucial role in learning, helping children understand abstract ideas and shaping their worldview. By sharing stories about African people and African ways of knowing, I can help my students understand the rich diversity across Africa and recognize African people as knowledgeable, capable, and curious by keeping people and their stories at the center of our learning. In past years, we’ve studied the geographic regions and climates across Africa. This year, we’re continuing that learning with a greater focus on the people who live in these places and the ways they interact with the environment. For example, last week we investigated how people in Madagascar use baobab trees, highlighting their understanding of local natural resources and how to use them to meet their needs.

Nok Terracottas, a hint to the past

ToRena Webb — Sat, 31 Oct 2026 18:34:20 +0000

I enjoyed both of these videos. The Ben Okri video suggests that Science speaks to people through stories. It is a collection of stories that are happening at the same time that create the nature of storytelling. The Henry Louis Gates, Jr. video opened up the story that Iron was said to be discovered in Africa at the same time it was said to be invented in Turkiye. The Nok Terracottas which are intricate pieces of art emerged and are legacies left behind that hint at the story of the people. The video also It is the unfortunate norm that the African inventions or discoveries would be erased, kept quiet or not shared. It is super important to share the misinformation and hidden truths of the great wonders of this continent.

Traditional Literature and Science

Tara Thomas — Sat, 31 Oct 2026 01:57:10 +0000

In recent years, I have been more mindful about sharing myths and other forms of traditional literature with students from many countries including countries in Africa like Ghana, Liberia, and Nigeria. I found that students had an awareness of Greek and Roman mythology and fairy tales from European countries, but they had no exposure to traditional literature from other cultures. I have found that it is important for students to understand that there is more than one way to tell traditional stories, and that there is value, interest, knowledge, and entertainment in stories from African cultures.

The videos gave me another way to view storytelling with a scientific lens because of how stories explain the thought processes of people and cultures. This reasoning is also why traditional literature actually is not classified with fiction stories.

Science & Technology

Christina Perez — Fri, 30 Oct 2026 14:58:43 +0000

I was intrigued by the themes raised in the video with Ben Okra about storytelling being the oldest technology in the world. I initially balked at that idea, then found myself becoming more convinced as he tied together scientific discoveries and narrative. Indeed, as science strives to ask “why” and “how,” those questions get answered through story. It was a complete reframing for me that brings together two things that had previously seemed disparate.

It did not surprise me to learn from the Henry Louis Gates Jr. video that even though Turkey is credited with being the first place to discover and use iron, evidence shows several places in Africa also seized on this technology at the very same time. The lasting impact of iron in Africa specifically and around the world are profound, ranging from weapons and hunting tools to agricultural production and currency.

There are several opportunities in our curriculum to talk about technological advances in Africa. We discuss the Lake Turkana Wind Farm in specific, and the push for renewable energy sources throughout Kenya more generally, as a model for using technological innovation to improve sustainability in Kenya. The book “Lion Lights,” which we read when we take our matatu “stop” at the Maasai Mara, showcases the impact one technology has on the Maasai’s livelihood and way of life. I’d like to build more curriculum around clean water and technology in Africa as part of our water unit in science (we touch on this briefly but don’t really delve into the ways new technologies are helping to solve the issue of access to clean water).

African Traditions and Arts

XIUJUAN LI — Wed, 28 Oct 2026 20:08:20 +0000

I think it’s important to recognize African ways of knowing because science and technology don’t come from just one culture. African traditions and art also show knowledge of astronomy, farming, mathematics, and engineering. In the classroom, we can include more African examples when teaching science and technology. This helps students see that different cultures have valuable knowledge to share. It also makes lessons more interesting and inclusive, helping students understand that people from all backgrounds have contributed to scientific discoveries and innovation.

Science & Technology

Francisca Miranda — Sun, 25 Oct 2026 05:13:29 +0000

Iron was an important innovation. It was used as ornaments, then for currency, over time it continued to evolve based on need. I have quoted the furnaces of Burkina Faso in my curriculum. I believe inventions are based on the need to solve some type of problem or to make everyday life easier.

The two selections go hand and hand

Kelli Nicole Bivins — Fri, 23 Oct 2026 23:24:14 +0000

A commonly held story about Africa is changing. The story, that Africa has no culture outside of its interactions with Europe, is eroding. In the first selection, Ben Okri explains that storis are both the oldest technology. He also posits that stories have the power to change the world. The stories we tell shape our past and are the "blueprints" of our future. This means that the words we use can have a material effect in the world. The former narrative of Africa, that it is archaic and backwards, is dying. A new story of Africa is emerging. Africa is powerful, ancient, and full of its own culture. The second piece above, on Ironworking, challenges the old notion that iron was discovered in Turkeia. Evidence now places the discovery of iron in central Africa, too. When taken together, these two pieces show that Africa has always had an important story to tell, and science is backing that story up.

Building from experience

Jacob Goodwin — Sat, 17 Oct 2026 18:07:19 +0000

One of the quotes that stood out to me in the video was how people don't require civilizations to be inventive. I took this to mean that it's part of who we all are as humans to make, create and reinvent based on our lived experiences and needs. Iron smelting spread from the Lake Chad Area into parts of Nigeria and then Mali. The people had a need for the smelting, starting with ornamentation and then growing to multiple purposes. I would like to encourage my students to think in a similar way: what are their needs? What are their experiences? and how do we build knowledge toward meeting those personally felt needs and experience?

Storytelling & Science

Eva Agyemang — Fri, 16 Oct 2026 15:52:42 +0000

After reviewing these resources, I found myself thinking about how much there is for our students to learn about Africa that they may never have heard before. As someone who has traveled to Africa several times and teaches elementary students, I want them to understand that Africa has always been a place of knowledge, creativity, and innovation. The example of ironworking in Burkina Faso stood out to me because it shows how African people developed their own skills and passed that knowledge down through generations.

As an elementary librarian, Leader in Me teacher, and Computer Science teacher, I see many ways to bring this information into my classroom. I can help students connect African ironworking to science, engineering, and problem-solving. In Computer Science, I can show them how people use creativity and step-by-step thinking to solve problems. I want my students to understand that African history is more than what they may see in textbooks. It includes people who were skilled, creative, and knowledgeable. My goal is to help students see Africa in a more complete and positive way while learning to appreciate the contributions African people have made to science and technology.