Geography of Africa
GES 3070 / 5070
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Class Announcements
Newest announcement found at the end of this section
Welcome to GES 3070 / 5070!
Course materials and preparation
Textbooks:
Select chapters from the following textbooks will be used to introduce content in this course. The textbooks are available from the UCCS Kraemer Family Library.
Baumhauer, R. (2025). Physical Geography of Africa.
Ofori-Amoah, B. (2020). Africa's Geography.
Achebe, N. (2020). Female monarchs and merchant queens in Africa.
Zeleke, M., & Smith, L. (Eds.). (2024). African Perspectives on South–South Migration.
You will also choose one book to read for the Community Book Club Assignment. You can purchase this book or access it from the library etc. Please see more details below in the Block 1 content.
You will need to use Esri StoryMaps for this course.
First access your Esri account. To do this follow the instructions in this document.
Next, follow the steps below to access StoryMaps:
Go to https://storymaps.arcgis.com/ and select sign in.
Select “Your ArcGIS organization’s URL” option.
Type in our org name (currently it is GES-GISlab).
Check box “Remember this URL”
Click continue
Sign in with UCCS credentials
Type in “ges-gislab” into the open dialog. This will switch it to UCCS SSO.
Select the University of Colorado Colorado Springs option.
Sign in
You should now be at the start page for Esri Storymaps.
If you any problems with either of these processes please contact Matthew Gothfried (matthew.gottfried@uccs.edu) and please copy me (cgibbes@uccs.edu) on the email.
Office Hours are times set aside each week for you to meet with the professor. This time is for your benefit, whether you have specific questions about course material, need help understanding an assignment, want to review a submission, or simply wish to talk through ideas related to the course. Office hours are also a good opportunity to discuss broader topics such as research interests, career goals, or academic opportunities. Think of office hours as an open space for conversation, questions, and support. I encourage you to take advantage of office hours.
Zoom connection information for office hours:
https://uccs-edu.zoom.us/j/3919854860
Meeting ID: 391 985 4860
Live Review Sessions: Each week a live faculty-facilitated review session will be available to students who wish to meet with each other and/or with the professor to review course content. The review sessions will be held on Thursday mornings from 10:30 a.m. - noon. These review sessions are most beneficial if you have already started to engage with the block content for the week.
Zoom connection information for review sessions:
https://uccs-edu.zoom.us/j/3919854860
Online discussion guide
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Engage ideas, not individuals. Critique arguments respectfully without targeting classmates
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Move beyond summary; prioritize analysis, interpretation, and synthesis of course concepts
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Support your claims with evidence from readings, lectures, or credible external sources
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Make at least one original post and multiple substantive responses
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Write posts that advance the discussion. Ask questions, introduce new perspectives, or connect themes
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Respond to peers by building on, challenging, or extending their ideas (avoid “I agree” without expansion or explanation)
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Acknowledge complexity. Avoid overgeneralizations about Africa or any region
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Be mindful of tone. Write professionally and assume good intent while remaining critically engaged
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Use clear, concise writing with proper grammar and, when appropriate, citations
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Stay on topic while making meaningful connections across themes (e.g., colonialism, technology, conservation, diaspora)
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Post early enough to allow for interaction and sustained dialogue throughout the discussion period
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Treat the discussion as a collaborative learning space. Be curious, open, and willing to revise your thinking
Course schedule & Content
Please work through the content in the order shown below. The sequence is designed to build your knowledge progressively.
Block 1:
Topic: Course introduction and geographic foundations
Review the syllabus
Introduction video
Link from Introduction lecture
Readings:
Required: Chapter 1 from Baumhauer, R. (2025). Physical Geography of Africa.
Optional but strongly recommended: Chapter 5 from Baumhauer, R. (2025). Physical Geography of Africa.
Required: Chapter 3 from Achebe, N. (2020). Female monarchs and merchant queens in Africa.
Lecture video:
Listen:
Njinga of Ndongo and Matamba
Gaza commanded our attention. Why hasn't Sudan?
Assignments:
Map quiz 1 (due 11:59 p.m. June 21st, 2026)
Review the map quiz content here. Once you have studied the content sufficiently answer the quiz questions in the bottom right window where is says "Map Quiz 1". Be sure to hit"Submit" if you want to earn credit for this quiz.
Contribute to the faculty-facilitated community discussion (due 11:59 p.m. June 21st, 2026)
Topic: Re-centering Pre-Colonial Knowledge Systems in Contemporary Africa
Prompt: Much of what is framed today as “innovation” in Africa, particularly in agriculture, environmental management, and community governance, has deep roots in pre-colonial knowledge systems that were disrupted during colonial rule.
How do colonial legacies continue to influence which forms of knowledge are legitimized? Reflect on how modern technologies (e.g., mobile platforms, digital mapping) might either reinforce or challenge these hierarchies. Where do you see meaningful integration, and where do tensions persist?
GeoStories Studio (due 11:59 p.m. June 19th, 2026 and 11:59 p.m. June 21st, 2026)
GeoStories Studio is a recurring, block-based assignment where you will create short, multimedia geographic narratives using an interactive Web GIS platform (detail provided about this platform in the instructions below). Each submission will use curated materials to consist of maps, images, and academic or journalistic sources to tell a place-based story. The goal is to move beyond simply presenting data to interpreting and narrating. Each GeoStory will align with the thematic focus of a the block (e.g., physical geography, pre-colonial systems, colonialism, diaspora). In each block, you will select a place (country, region, or city) and develop a focused narrative that synthesizes course concepts with your curated content (maps, images, and academic or journalistic sources) which you will independently locate through research.
By the end of this assignment, you will:
Develop the ability to communicate geographic ideas through spatial storytelling
Integrate Web GIS tools with critical analysis and narrative construction
Synthesize course concepts with independently sourced materials
Engage in peer review as a collaborative and iterative learning process
Instructions:
Each GeoStory must include the following components:
1. Place + Theme Selection
Choose a country, municipality, district, or city and clearly connect a an event that ocurred in this place to the block theme. Your focus should be specific and analytically meaningful (e.g., “Urban heat inequality in Nairobi” rather than “Nairobi”).
2. Spatial Component (Maps Required)
Include at least one map that you create or source. Maps should do analytical work, not just locate a place, but help explain a process, pattern, or issue.
3. Multimedia Integration
Incorporate images, graphics, or other media that enhance your narrative. All media should be used purposeful and properly credited.
4. Narrative + Reflection
Write a concise but thoughtful narrative (approximately 300–500 words) that:
Explains the geographic issue or theme
Interprets spatial patterns shown in your map(s)
Reflects on why this case matters in a broader geographic or societal context
5. Research Integration (“Discovered Content”)
Incorporate at least:
One academic source (peer-reviewed article or scholarly book chapter)
One credible public-facing source (e.g., newspaper, NGO report, policy brief)
Your task is to synthesize, not summarize. Connect these sources to your spatial analysis and narrative.
Your GeoStory must be posted each week by Friday 11:59 p.m. This first "due date" for the assignment ensures that you and your peers will have 48 hours to review content posted in the GeoStories and engage with each other's work.
GeoStories Studio is not just an individual assignment. It is a collaborative learning process. For each block, you are required to engage meaningfully with your peers’ work.
Peer Responsibilities:
Provide feedback on at least one GeoStory created by your classmates
Feedback must go beyond praise and include:
One insightful observation about the story’s strengths
One constructive suggestion for improvement
One question that pushes the author’s thinking further
Engagement Expectations:
Be specific and respectful
Reference course concepts
Treat peer feedback as part of your own learning process
Response to Feedback:
You are expected to respond to at least one GeoStory, demonstrating reflection and, when appropriate, suggested revisions.
Your GeoStory will be evaluated based on the following dimensions:
Conceptual Integration. How effectively does the story connect course themes with the selected place?
Spatial Thinking. Do the maps meaningfully contribute to analysis and understanding?
Narrative Quality. Is the story clear, engaging, and analytically thoughtful?
Use of Sources. Are academic and public sources integrated effectively and cited properly?
Creativity and Design. Does the story use multimedia and layout in a compelling and purposeful way?
Peer Engagement. Are peer comments thoughtful, constructive, and engaged with course ideas?
Technical dimensions (Web GIS platform to be used for the GeoStories Studio):
You will use ArcGIS StoryMaps for the GeoStories Studio assignments. ArcGIS StoryMaps is a web-based platform that allows users to combine maps, images, text, videos, charts, and other multimedia into an interactive narrative. StoryMaps are commonly used in geography, environmental science, planning, journalism, and community engagement projects because they allow users to communicate spatial stories in a visually engaging way. In collaborative projects, multiple students can contribute research, maps, writing, media, and editing suggestions.
If you have never used ArcGIS StoryMaps before you will want to allocate a couple hours to read about it and practice with it.
Steps for adding to our community GeoStories Studio:
1. Go into ArcOnline and sign in
2. Go to 'Groups' on the top ribbon
3. Click on 'GES 3070 - GeoStories Studio"
4. Scroll down to open up the 'GeoStories Studio" Story Map
5. On the right pane click "Edit Story" to open the Story Map
** Do not edit other people's content.**
**Only add content.**
**Add you GeoStory each week and add a response to someone esle's GeoStory each week.**
6. Once open, scroll down to the map. On the left side of the map you will see an area to add text.
7. Add your GeoStory. Make sure not to delete any one else's content!
8. Once you add your GeoStory, go to top right and hit "publish".
**There will be 'publish options' make sure to hit the publish button top right again.**
9. Click 'View Published Story' to ensure your work has saved.
10. Explore other contributions to our community learning space.
Community Book Club (due 11:59 p.m. June 21st, 2026)
The purpose of the Community Book Clubis to engage students in community-oriented learning through a structured book club centered on a text related to Africa and written by African authors. Students will critically analyze how Africa is represented across themes such as environment, development, history, identity, and power, while bridging academic knowledge and community perspectives.
By the end of this assignment, you will:
Demonstrate critical engagement with a text on Africa and written by African author(s).
Connect book themes to broader geographic, environmental, and socio-political contexts.
Instructions: Students will work in small groups (3-4 members) to design and lead a community-facing book club session. Each group will select a book that focuses on Africa from the Geography of Africa Library (see below). The assignment has four phases:
Phase 1 - Preparation and Framing (assigned for this week).
Introduce yourself to your assigned group members on the book club discussion board.
Each person needs to identify and propose one book for the group to read. The book must come from the Geography of Africa Library. Along with the name and title of the book you need to explain why you selected the book you are proposing the group read.
Use the group discussion board to discuss the book options and select a book that you will all read.
List the selected book in your group discussion.
Read the book (you must complete reading the book by 11:59 p.m. June 28th, 2026.)
Phase 2-4 are described below in blocks 2-4. It is strongly recommended that you review the content in blocks 3 and 4 to see what is expected in the upcoming weeks and plan accordingly.
Block 2:
Topic: Colonialism
Lecture video:
Readings:
Chapter 1 from Ofori-Amoah, B. (2020). Africa's Geography.
Chapter 2 from Ofori-Amoah, B. (2020). Africa's Geography.
Imagining Ethiopia through Colonial Aviation
Listen:
Eco-colonialism and Environmental Justice in the Global South
Is African Conservation Just Neo-Colonialism in Disguise?
Lecture video: Conservation in South Africa. The follow work is presented by Grace Long, MA student in the GES graduate program. As you listen to this lecture keep in mind content presented previously in this bloack and consider how this content relates to conservation in South Africa.
Assignments:
Map quiz 2 (due 11:59 p.m. June 28th, 2026)
Review the map quiz content here (yes, map quiz 2 is a review of the content you covered in map quiz 1). Then complete Map quiz 2 available to you in Canvas.
Contribute to the faculty-facilitated community discussion (due 11:59 p.m. June 28th, 2026)
Topic: Colonial Landscapes and the Politics of Conservation
Prompt: Many of Africa’s contemporary conservation spaces (e.g. national parks, wildlife reserves, protected areas) are rooted in colonial land policies that displaced local populations and redefined human-environment relationships. To what extent does modern conservation in Africa reproduce colonial landscapes? In your response, consider the role of international conservation organizations, state actors, and local communities.
GeoStories Studio (due 11:59 p.m. June 26th, 2026 and11:59 p.m. June 28th, 2026)
See assignment description from block 1.
Community Book Club (due 11:59 p.m. June 28th, 2026)
Phase 1 - Preparation and Framing.
Completed in block 1.
Read the book (you must complete reading the book by 11:59 p.m. June 28th, 2026.)
Phase 2 - Discussion preparation (assigned for this week).
Submit a two page summary of the book by 11:59 p.m. June 28th, 2026. Each person in the group is responsible for writing their own summary and submitting it to Canvas. The summary should identify 3–5 key themes; discuss relevant geographic, historical, and political context; present 5 high-quality discussion prompts.
Phase 3 and 4 are described below in blocks 3-4.
Block 3:
Topic: People, Place, and Processes
Readings:
Chinese State-Owned Enterprises and Market Capture in Africa
Africa’s Unprecedented Urbanization is Shifting the Security Landscape
Lecture video:
Listen: Topics for this week's assigned listening cover a range of processes, choose two or more and enjoy thinking about this diverse topics.
Electric vehicles - fixing Africa's fuel crisis?
Building Africa’s Data Science and AI Capacity
The Telemedicine Renaissance in Nigeria (also check out part 2)
Africa's urban future: What next?
Assignments:
Contribute to the faculty-facilitated community discussion (due 11:59 p.m. July 5th, 2026)
Topic: Africa Beyond a Single Story
Prompt: Many popular narratives portray Africa as a single place with a single story. Geographic study reveals a far more complex reality. For this discussion, reflect on the following questions:
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Identify one example from the readings, lecture, or your own research that illustrates the interaction between people, place, and processes.
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What is one assumption, stereotype, or misconception about Africa that was challenged by this week's material?
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How might understanding Africa through a geographic framework (as presented in the content of this block) help people move beyond simplistic narratives about the continent?
Support your discussion post with specific examples from course materials and examples from current events or additional research (be sure to include your sources in your discussion post).
GeoStories Studio (due 11:59 p.m. July 3rd, 2026 and11:59 p.m. July 5th, 2026)
See assignment description from block 1.
Community Book Club (due 11:59 p.m. July 5th, 2026)
Phase 1 - Preparation and Framing.
Completed in block 1.
Phase 2 - Discussion preparation.
Completed in block 2.
Phase 3 - Online Discussion (assigned for this week).
Each group will need to find one hour to meet and discuss the book.
Using the summaries and prompts written by the group members, and the feedback from the professor on these summaries and prompts, conduct a 1 hour (minimum) discussion of the book.
Record your discussion and post the recording for this week's Community Book Club assignment.
Phase 4 is described below in block 4.
Happy Fourth of July!
Block 4:
Topic: State Building & The Diaspora
Choose one of the following:
Required: Young African diaspora: Global African narratives, media consumption and identity formation.
Lecture video:
Listen:
Africa Past and Present Episode 030. Garvey and the African Diaspora
Africa Past and Present Episode 143. Redemption Tech in Ghana and the Diaspora
Focus on Africa: What does it mean to be African?
Assignments:
Contribute to the faculty-facilitated community discussion (due 11:59 p.m. July 12th, 2026)
Topic: Diaspora, Identity, and Knowledge
Prompt: The African diaspora has long been a critical force in shaping political, cultural, and intellectual life both within and beyond the continent. How does the African diaspora contribute to contemporary understandings of Africa, and in what ways might these perspectives both enrich and complicate local realities? Consider how historical processes such as colonialism and forced migration shape present-day identities and narratives. In your response, reflect on how digital platforms and technological infrastructures enable or constrain diasporic engagement with issues such as development, and governance.
GeoStories Studio (due 11:59 p.m. July 10th, 2026 and11:59 p.m. July 12th, 2026)
See assignment description from block 1.
Community Book Club (due 11:59 p.m. July 5th, 2026)
Phase 1 - Preparation and Framing.
Completed in block 1.
Phase 2 - Discussion preparation.
Completed in block 2.
Phase 3 - Online Discussion.
Completed in block 3.
Phase 4 - Individual Reflection (assigned for this week).
Each student will submit an individual reflection (800–1000 words) that:
1) Analyzes the quality and depth of the online discussion.
2)Identifies how their thinking evolved through interaction with peers.
3) Addresses:
How does the book construct “Africa” as a place or idea?
What narratives are emphasized, and which perspectives are marginalized or absent?
And at least two of the following:
What systems of power are operating in the text (e.g., colonialism, global capitalism, conservation governance)?
How are relationships between people and the environment represented?
How do local experiences connect to regional or global processes?
What geographic scales are central to the narrative, and which are overlooked?
What ethical dilemmas are present in the text?
How do your own assumptions shape your reading of the text?
What insights from the text are transferable to other geographic contexts?
How does this text inform your understanding of contemporary issues in Africa?
Geography of Africa Library
Africa in the World's Time by Mamadou Diouf
African Stories edited by Ben Okri
A Quick Ting on Afrobeats by Christian Adofo
Aya: Life in Yop City by Marguerite Abouet and Clement Oubrerie
Born a Crime: Stories from a South African Childhood by Trevor Noah
Black Girl from Pyongyang Monica Macias
Half of a Yellow Sun by Chimamanda Ngozi Adichie
Homegoing by Yaa Gyasi
Long Walk to Freedom by Nelson Mandela
Nation on the Couch: Inside South Africa's Mind summary by Wahbie Long
Purple Hibiscus by Chimamanda Ngozi Adichie
Rotten Evidence by Ahmed Naji, translation by Katharine Halls
Silence is My Mother Tongue by Suleiman Addonia
Sister Nature by Jess De Boer
Slow Poison by Mahmood Mamdani
So Long a Letter by Mariama Bâ
Sundiata Keita: The Epic of Old Mali by Djibril Tamsir Niane
The Beauty Hunters by Adil Babikir
The Fate of Africa by Martin Meredith
The Mind of South Africa: The Rise and Fall of Apartheid by Allister Sparks
These Bones Will Rise Again by Panashe Chigumadzi
Things Fall Apart by Chinua Achebe
Tomorrow, Tomorrow, Insha Allah by Sara Cheikh
Under the Udala Trees by Chinelo Okparanta
Whatever You Do, Don't Run: True Tales of a Botswana Safari Guide by Peter Allison
Additional read-listen-watch-explore content
Interactive map showing drought impact in Morocco
The Sahara Desert Hasn’t Always Been a Dry, Desolate Landscape
Why do tropical regions only have a wet seaon and dry season?
What Eswatini risks by standing with Taiwan
Everyone Thought Africa Would Be Hit the Hardest… They Were Wrong
Terrorism & Colonial Legacies in the Sahel: Social Media, Conspiracies & Decline of French Influence
Is diaspora written on my forehead?
Handbook of African Popular Culture
Race and Markets: South Africa’s Democracy at 30 and the Historical Linkages to Apartheid
Why I can't stop belaching my skin
Automotive Empire: How Cars and Roads Fueled European Colonialism in Africa
The Wisdom of West African Healers: Lessons for a Troubled World
Labor, Spirit, and Sovereignty: Africa’s Great War
Africa’s future? Botswana’s growth with hunger
White Gold and Thirsty Communities: The Cold War, Apartheid, and the Lesotho Highlands Water Project
The Night Harvests: From Royal Game to Property Rights in Namibian Wildlife Policy
African Diaspora Countries 2026
Ritz-Carlton Is Sued Over Luxury Safari Camp in Kenya
Influential Icons in Contemporary African Pop Culture