HISTORY OF AFRICAN AMERICAN PEOPLE: BEGINNINGS TO …
PRE-LEARNING Description (First Week)ContentWhat to teachResources/Learning ActivitiesHow to teach & with whatStudent Performance Expectations What students should be able to do with masteryStudent prior knowledge about the geography of Africa and level of writing will be assessed using lesson to target those skills. AAL 9pg. 227 , Excerpt from Dream From my Father, Barack ObamaSP1.1 Students will be able to infer why it is that people come to the Unites States from African and other foreign landsUNIT 1 DESCRIPTION: Human Beginnings in AfricaThe continent of Africa is the birthplace of early hominids and therefore human civilization. It is a land rich with natural resources. Its land masses provide habitats for varied and unique forms of life. The resources of the African continent have historically been coveted by other populations who wished to dominant and control it.By exploring African geography & anthropological evidence, students will analyze factors and techniques that various individuals used to expand the knowledge based that encouraged scientist & explorers from all over the world onto the continent. Students will investigate the ancient clues, conditions, actions, interpretations and motivations that helped to shape the modern world. Students will develop the context and skills needed to formulate and defend the African continent as a vital part of the world’s history and economy. Unit 1 will be investigated through a focus on the following National Curriculum Standards for Social Studies themes: Time, Continuity, and ChangeHow do we use knowledge of the past to evaluate the possible consequences of specific courses of action and make more informed decisions?Global ConnectionsWhat types of global connections exist in the community, state, region, and nation, and what are their consequences?How do location, resources, and cross-cultural diffusion cause tension, as well as lead to positive global connections?Unit 1 Essential Question(s):What to think aboutNCSS, COMMON CORE STATE & NYS SOCIAL STUDIES STANDARDSContentResources/Learning ActivitiesHow to teach & with whatStudent Performance Expectations What students should be able to do with masteryEQ1.1: What features make up Africa’s geographic diversity?EQ1.2 How do physical and human geography affect people, places and regions?EQ 1.3: What evidence is there that Africa was the birthplace of humanity?NYSGG #3K1: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places, and environments over the Earth’s RH6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.* Identify and analyze reactions to science and technology from the past or present, and predict ongoing effects in economic, geographical, social, political, and cultural areas of W1.b - Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.C1.1. Physical Geography?2nd largest continent?Rivers/lakes, deserts, semi-deserts, mountains & savannahs?Climate zonesPolitical namesC1.2. Human geography/ Human survival:Natural resources by region?along the Nile?the Sahel the Saharathe coast(s)C1.3. Birthplace of HumanityPaleoanthropologistArchaeological evidenceHominids/homo erectus/homo- sapiensOldest skeletons: Ardi & Dinqinesh (Lucy)Hunter/gather; nomadic groupsEarly Migration of human population.Vocabulary – See unit 1 vocab. list. Create your own vocabulary activities.Maps Skills- Teach students to understand how to develop and use maps and other graphic representations to display geographic issues, problems, and questions (blank) (blank) ReadingsAAH: pg. 6-8LFH: pg. 1Student Reading/Activities: Articles on Lucy in Ethiopia: Story/interview on Ardi: AAL, p. 5-6Read AAH: pg. 7-9Read LFH: pg. 2 “Heritage”- Countee CullenRead “First Man”- Naomi Long Madgett, p.9, A & BWatch Discovery of skeleton video Ethiopia discovered?videoId=112428Examine Kenyan Footprint Pearson AP ‘From Human Prehistory to the Early Civilizations’ & answer online questions Student Web Activity; Hominids leave Africa for Israel: Chapter 1, Student Web Activities, Glencoe World History: The Human Experience: The Early Ages, Glencoe, 2003Teacher Reading: Read the sections entitled “Background’ at the beginning of each unit of the New Jersey African American History curriculum: Using a blank outline map, students will be able to accurately identify the names and locations of a minimum of 10 African countries along with their correct geographic locations. SP1.1 Students will correctly identify 5 major geographic features on the African continent from memory. SP1.2 Students will demonstrate their knowledge of the vast natural resources offered from Africa by writing a paper on how people from two different regions utilized, adapted and or were affected by the natural resources in their environment . SP1.3 Students will write an engaging factual news article for a student newspaper about the discovery of Lucy or Ardi. SP1.3 Students will develop a list of discussion points for a debate with persons who disbelieves that human life could have originated in Africa. SP1.3 Students will create properly labeled 3D model or display of Ardi or LucyUnit 1: Vocabulary MasteryUnit 1: QuizUnit 1: TestUnit 1: Regents PrepUnit 1: DBQ Unit 1: Thematic EssayUNIT 2 DESCRIPTION: African Kingdoms and CivilizationsBefore the African continent was invaded and colonized by Europeans, it was boasted to have populated towns, cities, and kingdoms with fully functional governments; cultural and education centers and well-structured societal systems.By examining the work of historians and scholars, students will develop a pre-colonial understanding of what life was like on the African continent. Students will develop the context and skills needed to expand their knowledge base about African life by investigating the interactions that African people have shared with the “Old World” and by studying the development and interactions of social/cultural/political/economic/ religious systems in different regions of the African continentUnit 2 will be investigated through a focus on the following NYS Standards for Social Studies theme: World History use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.Time, Continuity, and ChangeHow are the concepts of time and place vital to the understanding of history? What defines a turning point?Unit 2 Essential Question(s):What to think aboutNCSS, COMMON CORE STATE & NYS SOCIAL STUDIES STANDARDSContentWhat to teachResources/Learning ActivitiesHow to teach & with whatStudent Performance Expectations What students should be able to do with masteryEQ2.1 How were African societies organized?EQ2.1A To what extent are terms such as “Far East” and “Middle East” a reflection of a European perspective on regions?EQ2.2 What role does religion play in the organization of societies?EQ2.2A What assumptions have different groups made regarding power, authority, governance,and law across time and place?EQ 2.3 In what ways did classical African civilizations contribute to the social, political and economic development of humankind? 2.3A What role did African kingdoms play in overland and maritime trade routes of the era?EQ2.4 How do the movements of people and ideas (cultural diffusion) affect world history? 2.4A How did traditional art reflect the beliefs of African kingdoms?EQ2.5 What social hierarchies were in place in African Kingdoms? NYSS #2 K1 Key Idea 1:The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.C2.1. Major Kingdoms: Abyssinia (Ethiopia,) Jolof-Senegal,Mossi (Burkina Faso), Benin (later Togo & Benin then Nigeria), Kilwa (Tanzania), Kush (Nubia), Kemet (Egypt), Axum, Meroe, Mali (Later Songhai)-Mansa Musa, Kanem (Kanem-Bornu to Chad), Angola, Congo, Benin, Senegambia, Zimbabwe. Ghana (Akan), Funj Alwa), Kongo, Bunyoroa, Lunda, Ankole, RwandaC2.1. Queens- Cleopatra, Sheba, Hatshepsut, RweejC2.1 Stateless Societies- Pastoral & Nomadic, Ibo, BaMubuti, Khoi-San, Masai, Nuer, and Kikuyu. Dogon, Kru, Tiv, Ibo, BaMubuti, Khoi-San, Masai, Nuer, & Kikuyu Kemetic C2.2 Mono & polytheism, African indigenous religious beliefs/worship practices animism, Islam(Sunni, Shite, Sufism) and ChristianityC2.2A Theocracies & Social HierarchiesC2.2B Causes of decline.C2.3 Economies C2.3A Trading economies; Bantu migrationsC2.4 African Cultures- art, architecture, mathematics, astronomy, science, technology, roads and regional agriculture and sustenance.Vocabulary – See unit 2 vocab. list. Create your own vocabulary activities.Teach Study Skills: Provide students with an appropriate framework with which they can study two major kingdoms in depth. Student Reading/Activities: Ancient African Kingdoms PPRead AAH 10-14Great Sphinx photo (Egypt): Civilizations map: societies(Youtube)Read AAH: pg. 24-28Activities on West African Empires: Culture ActivitySP2.1 Make a PowerPoint presentation of one of African Kingdom and present in front of an audience.SP2.1 Place Kingdoms in their correct geographic locations on a blank map.SP2.1A Write a modern interpretation of an African scholar’s writing about how they viewed a particular geographic region. SP2.2. SP2.3 Create a timeline which demonstrates an understanding of the development and connectedness of African civilization and other civilizations and cultures over time.SP2.4 African Kingdoms Multiple ChoiceUnit 2: Vocabulary MasteryUnit 2: QuizUnit 2: Test Unit 2: Regents PrepUnit 2: DBQUnit 2: Thematic EssayC2.5 Freedom and ServitudeSystems of Slavery & forms of resistanceindentured servitude, compensated servitude2.3A Map activities on African Imperialism –Race and Slavery in the Middle East: : Article & activities on “Religion in Africa” This article is great for deeper understanding of slavery in Africa, specifically the Middle EastStudent activities and other resources: Civilizations and the Spread of Islam Visit : Baobab Art MuseumPlan a visit to see the “Magnificent Africa” ExhibitAfrican Culture ActivityAncient Africa writing systems: Reading: Introduction to African Civilization by John G, JacksonThe African Origins of Civilization: Myth or Reality by Cheikh Anta DiopNile Valley Contribution to Civilization By Anthony T. BrowderDestruction of Black Civilization by Chancellor WilliamsBefore the Mayflower by Leone Bennett Jr.African American Folklore by Stephen CurrieScholars on Ancient Africa: Wennofer, Kagemni, Sonchis, Khan-anup.UNIT 3 DESCRIPTION: The African DiasporaAlthough they made reside in different geographic regions, Africans are said to be living in the Diaspora because while they belong to one particular cultural, share a common ancestry to locales on the African continent.Both voluntary and involuntary movement of African people throughout the Western Hemisphere and the World has created a “Diaspora” (dispersion of a people from their original homeland).By comparing and contrasting different as cultural components, students should develop the skills necessary to identify and come to understand the development and connectedness of Africanism throughout the World. This investigation should include the characteristics, distributions, and migrations of African populations on the Earth’s surface. Students should also be prepared to compare and contrast the social, political, and economic dimensions of Afro- Caribbean, Afro-European cultures on the African Diaspora demonstrating that they understand the impact of cultural diffusion.Unit 3 Essential Question(s):What to think aboutNCSS, COMMON CORE STATE & NYS SOCIAL STUDIES STANDARDSContentWhat to teachResources/Learning ActivitiesHow to teach & with whatStudent Performance Expectations What students should be able to do with masteryEQ3.1: What factors contributed to the creation of diverse cultures that have roots in Africa? What are some examples of such African traits?EQ3.2 What impact did the dispersal of African people have on demographic trends in the Americas, Africa, and Europe? 3.2A How did life change as a result of this encounter?EQ3.3 Where around the globe did African culture take hold? 3.3A How does it manifest itself?Human beings, learn, modify, and adapt to their cultures. Their culture helps them comprehend and make sense of themselves as individuals and members of various groups. Cultures predispose individuals to develop perspectives, make assumptions, create ideas, and behave in particular ways. Cultures are similar in how they influence individuals but they differ in the specifics of their influence. All cultures have systems of knowledge, values, traditions, and beliefs; yet the specifics of each may vary widely.Each cultural system is also unique. Cultures and systems within cultures are dynamic, ever-changing, and highly influential on the thoughts and actions of those who belong to them. Learners should be able to engage independently in in-depth analysis of any cultural group or subgroup and in-depth comparison of any two or more cultural groups or subgroups. They should be able to connect their comprehension of cultural groups to the realities of cultural diversity within multicultural societies and consider how culturally different groups can cooperate to enhance the public good.C3.1 Language Patterns – Niger Congo, Patois, Geechee, Ceole, Gullah, Black English, Spanlish; slangC3.2 Polyrhythmic musicC3.2A Exchange of food; disease; political ideologiesC3.3 European Africans- Moors and JewsIn England, Amsterdam, Russia, Africans and Native Americans, Caribbean Africans; Jamaicans, Puerto Ricans, Central and South American Africans, Canadian AfricansVocabulary – See unit 3 vocab. list. Create your own vocabulary activities.Languages and the Diaspora Article, Ebonics TimelineArticle Caribbean Languages as a form of Resistance On-Line Visit to Museum of the Africa Diaspora Africa article w/questions: Africans in Great Britain They Came Before Columbus, Ivan - Van SertimaOpen Letter to African Heads of StateSP3.1 Students prepare a 5-minute PowerPoint on a person in pop culture who has been “Americanized”, but has some roots in an African culture, Idris Alba or Seal for example.SP 3.2 Students will design and or make an authentic replica of African instrument out of materials found in their environment.Unit 3: Vocabulary MasteryUnit 3: QuizUnit 3: Test Unit 3: Regents PrepUnit 3: DBQUnit 3: Thematic EssayUNIT 4 DESCRIPTION: Invasion, Enslavement & European ColonizationAs European countries grew more powerful, so did their desire to acquire human and natural resources from the African continent. Friendship, manipulation, religious zeal and outright aggression toward indigenous African people throughout the continent, led to forceful enculturation of people throughout the world.By using primary and secondary sources, students should be able to analyze and evaluate conflicting viewpoints regarding European imperialism and its impact on the African continent.Unit 4 Essential Question(s):What to think aboutNCSS, COMMON CORE STATE & NYS SOCIAL STUDIES STANDARDSContentWhat to teachResources/Learning ActivitiesHow to teach & with whatStudent Performance Expectations What students should be able to do with masteryEQ 4.1 What were the external and internal factors that led to invasion and enslavement of African People? EQ 4.2 What role did world governments play in the African Holocaust? 4.2A What role did missionaries, traders, and internal strife play in the spread of slavery?EQ 4.3 To what extent did the Atlantic Slave Trade impact the social, political, and economic conditions of African societies? 4.3A. What goods and services shall be produced and in what quantities? 4.3B. How shall goods and services be produced? 4.3C. For whom shall goods and services be produced?EQ 4.4 In what ways did European colonization forever change the African continent? 4.4A In what ways was 1492 a turning point in global history? 4.4B What impact did mercantilism have on European colonies in Africa?EQ4.5 What role did technology play in enslavement?EQ4.6- What is the relationship between former colonies and the nations that once controlled them?NYS Analyze complex aspects of production, distribution, and consumption, and evaluate the market forces and government policies that affect these aspects.AmistadTypes of slavery (chattel, bondage, forced labor) Triangle Trade/Middle Passage Coveted Resources of South Africa by the DutchVocabulary – See unit 4 vocab. list. Create your own vocabulary activities.AAHAmistad – Teacher selected video excerpts for Africa Station Ch. 2; Sect 1, p 37-44Lesson plan link: Cultural DiffusionSP4.1 Students SP4.2 Students will Unit 4: Vocabulary MasteryUnit 4: QuizUnit 4: Test Unit 4: Regents PrepUnit 4: DBQUnit 4: Thematic EssayRoots, Alex Haley (video and text excerpts)Copper Sun, Sharon Draper (text excerpts)The Trans-Atlantic slave tradeRoots Excerpt; Roots Clip and Roots Clip #2 Copper Sun ExcerptUNIT 5 DESCRIPTION: African & African Americans in the ColoniesThe first generations of “African Americans” grew up during the Colonial Time period. As more Africans were shipped to the Americas, many more native born African American increased the population of Africans living a life of involuntary servitude. A very select number of African Americans were allowed to live their lives in freedom. The larger and wiser the Black population became, the more White Americans sought ways to justify the relegation of African American to less than human roles.By investigating interdependent economies throughout the world over time and place, students should be able to trace the maritime trading routes that linked the African continent to the “New World” and led to continued aggression toward Blacks in the Diaspora. Unit 5 Essential Question(s):What to think aboutNCSS, COMMON CORE STATE & NYS SOCIAL STUDIES STANDARDSContentWhat to teachResources/Learning ActivitiesHow to teach & with whatStudent Performance Expectations What students should be able to do with masteryEQ5.1: How was life/culture for Africans transformed into the life of an enslaved person?EQ5.2: How did the institution of slavery fit within the American concept of democracy? Jamestown – indentured servantsVocabulary – See unit 5 vocab. list. Create your own vocabulary activities.HBAA, Vol - DVD, Blacks Arrive in JamestownSP5.1 Students SP 5.2 Students will Unit 5: Vocabulary MasteryUnit 5: QuizUnit 5: Test Unit 5: Regents PrepUnit 5: DBQUnit 5: Thematic EssayEnslavement in Northern & Southern ColoniesLife Styles of Enslaved AfricansNJ Concessions and Agreement of 1664/1665AAL P. 70-80, “ Being Brought from Africa” & “To His Excellency General George Washington”, p.90/BLegislation-3/5 Compromise; NJ Abolition Act of 1804; Fugitive Slave Act 1850, Kansas-Nebraska Act of 1854; Manumission, Emancipation, Proclamation and the 13th AmendmentJuneteenth 6 DESCRIPTION: Resistance , Oppression, the Fight for Civil Rights & the Civil Rights MovementHistorically, oppressed peoples have had to fight; in many cases, to the death for basic human, civil and legal rights that were lawfully and unlawfully denied to them. African Americans found and maintained the strength, courage and fortitude to forge ahead in the battle for equality for themselves and their children. Although Black Americans; legally free American citizens, the rights and freedoms guaranteed in the Bill of Rights, were not fully extended to African American citizens. “Separate but equal” remained the law of the land. Through civil disobedience and other forms of protest, the U.S. Constitution has been amended to further protect the rights of African American citizens. The battles were waged and as a result African-Americans now enjoy many freedoms denied to their ancestors.This study involves learning about the important roles and contributions made by individuals and groups in the fight against American oppression.Unit 6 Essential Question(s):What to think aboutNCSS, COMMON CORE STATE & NYS SOCIAL STUDIES STANDARDSContentWhat to teachResources/Learning ActivitiesHow to teach & with whatStudent Performance Expectations What students should be able to do with masteryEQ6.1: What were the various resistance tactics created by oppressed Africans who were enslaved in North American and the Caribbean? What kind of impact did it have at the time and in the generations to follow?EQ6.2: What were some of the challenges that African Americans faces as the war for equal right was being fought? Who were some of the unsung heroes of this era and what were their contributions? EQ6.3: How is the African American heritage and successes celebrated in modern American? What are the modern day struggles for African Americans as the attempts is made to level the playing field in employment, education and housing?EQ6.4: What strategies did Civil Rights Leaders take to overcome the adverse aspects of poverty, discrimination, racial profiling unequal or unjust law enforcement? Conflicts, warring, resistance, survival, rebellions and resolutionsNat Turner RebellionPioneers & Forerunners- Harry Belafonte, Sidney Poitier, Bayard Rustin, John Henri Clarke, August WilsonTechniques - civil disobedience, non-violence (Mohandas Gandhi & Jawaharlal Nehru), protest marches, sit-insMajor Events - March on Washington, Emmet Till; Montgomery Bus Boycott, Black Power Movement, Operation FaceliftVocabulary – See unit 6 vocab. list. Create your own vocabulary activities.AAL Sojourner Truth P. 93P. 101 – 109, activities p. 110-111Why Every High School Student Should Read The Narrative of the Life of Frederick Douglass Denver 2010P. 120-125P. 150 – 153157-160, activities 160-161AAL Excerpt from Narrative of the Life of Frederick Douglass…AAL From Incidents in the Life of a Slave GirlAAL from Crusade for JusticeAAL The Song of Smoke; We Wear the MaskSP6.1 Students SP6.2 Students will Unit 6: Vocabulary MasteryUnit 6: QuizUnit 6: Test Unit 6: Regents PrepUnit 6: DBQUnit 6: Thematic EssayResistance Songs/Spirituals . Pan Africanism – Marcus Garvey “Back to Africa” – Sierra Leone; Liberia, 1st Migration“The American Colonization Society” and formation of Liberia. Purchasing FreedomIntellectual Giants- W.E.B. DuBois, Booker T. WashingtonMcCarthyism & BlacklistingCongress of Racial EqualityBrown v. Board of Education Topeka, Kansas – EisenhowerSouthern Christian Leadership Conference (SLCC), Southern Nonviolent Coordinating Committee (SNCC), National Association for the Advancement of Colored People(NAACP), Nation of Islam, CORE, Freedom Riders, Mississippi Freedom Democratic PartyIndividual Resistance- Muhammad Ali, Randall RobinsonLegislation- Civil rights Act of 1964, 24th Amendment, Voting Rights of 1964Riots- Watts, Rochester, Detroit, Philadelphia, Newark, Harlem, Bedford-Stuyvesant, Patterson, Elizabeth, and Jersey CityA. Social/Civic Action/Black ConsciousnessAAL – Go Down MosesBob Marley’s Redemption Song P. 113-117 Article: HYPERLINK "; Song: " ; Song: Activity for article Caribbean Resistance.docxExcerpt from The Black Mayflower, by Prince Massala Reffell and Student Activity - link to the American Colonization Society Background on STRANGE FRUITp. 162; 263-266“A Prince Among Slaves – Abdul Rahman Ibrahima Sori”/p. 48-55Article on African Caribbean Resistance African Caribbean Resistance ArticleStrange FruitAAH – Section 3, “Colonization”PBS Media/AAL from …the Life of Olaudah Equiano & AAH pg 541-549Information selected from attaches powerpoints.The Civil Rights Movement PowerPointTeaching Civil RightsJohn Henrik Clarke - A Great and Mighty WalkThe Civil Rights Movement PowerPointFull Text MLKAAH pg 567-572AAH pg. 817-824, Baldwin-Wright Biographies.pdfBaldwin-Wright Activity.docxUNIT 7 DESCRIPTION: African American Involvement w/Wars and ConflictAfrican Americans held extraordinary roles in U.S. Military Services, protecting the freedom and rights for all Americans. Despite facing palpable racism and segregation within the military, their acts of bravery and courage could not go unnoticed. The color line could not hide the amazing victories won by all Black regiments in the U.S. military.Unit 7 Essential Question(s):What to think aboutNCSS, COMMON CORE STATE & NYS SOCIAL STUDIES STANDARDSContentWhat to teachResources/Learning ActivitiesHow to teach & with whatStudent Performance Expectations What students should be able to do with masteryEQ7.1: What were the contributions of African Americans in military? What were the challenges that were faced as they were attempting to serve the United States?Revolutionary WarVocabulary – See unit 7 vocab. list. Create your own vocabulary activities.HBAA, Vol 1 – DVD - Crispus Attuck and the Black PatriotsSP7.1 Students SP7.2 Students will Unit 7: Vocabulary MasteryUnit 7: QuizUnit 7: Test Unit 7: Regents PrepUnit 7: DBQUnit 7: Thematic EssayCivil War- Confiscation Act (1862); First South Carolina Volunteers; Fifty-Fourth Massachusetts Regiment (1863); Fort Pillow Massacre (1864); Negro Soldier Law (1865)era9 Americans and War time Civil RightsWorld War I & World War II: Black First in military service- Army Air Corp: Tuskegee Airmen; Marines; Navy (USS Mason & PC 1264); Army (93rd Div. 24th & 25th Infantry; 92nd Div., 761st Tank Battalion, 369th Anti-Aircraft Artillery Regiment, 969th Field Artillery Battalion & 614th Tank Destroyer Battalion, 477th Bombardment Group, 332nd Fighter Group {99th, 100th, 301st& 302nd}, 99th Fighter Squadron), Dorie Miller, Leroy SealsCurrent Military Service: Vietnam & Korea, Desert Storm, Persian Gulf, Kuwait, Iraq, AfghanistanUNIT 8 DESCRIPTION: Great MigrationsPre WWI there were major migrations African American people from the South East to areas North and West. Many Blacks left in pursuit of economic opportunities, while others wanted desperately to escape the “Jim Crow” South and the continued brutal treatment and non-acceptance from Southern Whites. By reviewing the impacts of industrialization on the America’s capitalist society, students should come to understand that urbanization, modernization, and population pressures are longstanding issues facing African-Americans all over the nation and that they are powerful agents of radical social change.Unit 8 Essential Question(s):What to think aboutNCSS, COMMON CORE STATE & NYS SOCIAL STUDIES STANDARDSContentWhat to teachResources/Learning ActivitiesHow to teach & with whatStudent Performance Expectations What students should be able to do with mastery EQ8.1: What were the “push-pull” factors of African Americans from the South of the United States to the North and West ?EQ8.2-To what extent did America moving from a cash crop economy to a diversified industrial economy impact the lives of African-Americans?Chicago, IL; Racine, Wisconsin WestwardNew York, NY, Rochester, NYFrom the CaribbeanVocabulary – See unit 8 vocab. list. Create your own vocabulary activities.AAH - Ch. 16, sect. 5Great Migration BibliographyGreat Migration LessonGreat Migration Continues (T. Wade)Great Migration Internet WorkshopLesson 6 African MigrationJacob Lawrence - The Migration SeriesMigration Thematic (T. Wade)day 1 AF Amer migraday 2 AF Amer migraday 4 Great Migrationday 5 Great MigrationAAH – Ch. 16, sect 5Internet article P. 578; Caribbean Migration Website and History of International Migration ; Migration Activity ; Migration ActivitySP8.1 Students SP8.2 Students will Unit 8: Vocabulary MasteryUnit 8: QuizUnit 8: Test Unit 8: Regents PrepUnit 8: DBQUnit 8: Thematic EssayUNIT 9 DESCRIPTION: Segregation, Apartheid & Jim CrowDespite the Emancipation Proclamation of 1863 and the passage of the 13th Amendment, some White Americans insisted on oppressing Blacks at every turn. They began to use creative measures to insure that “free” Blacks continued to feel oppressed. Legal and illegal oppression was used to Whether the system used was legal or not, the attempt to hold back Black using fear and control once again allowed for the demonstration of strength, courage and remaining steadfast in the fight for freedom and equality.Unit 9 Essential Question(s):What to think aboutNCSS, COMMON CORE STATE & NYS SOCIAL STUDIES STANDARDSContentWhat to teachResources/Learning ActivitiesHow to teach & with whatStudent Performance Expectations What students should be able to do with mastery EQ9.1: How did U.S. sanctions help to dismantle South African Apartheid?A. Apartheid in South Africa B. Legislation & Black LawsC. School Integration Vocabulary – See unit 9 vocab. list. Create your own vocabulary activities.Mark Mathabane Biography Prentice Hall America Ch 16; sect 3 P. 226 - 237AAL – “ The First Day”SP9.1 Students SP 9.2 Students will Unit 9: Vocabulary MasteryUnit 9: QuizUnit 9: Test Unit 9: Regents PrepUnit 9: DBQUnit 9: Thematic EssayUNIT 10 DESCRIPTION: The Development of an African American IdentityBeing “Black” in America meant a person who was enslaved and never to be a part of any social class system. However post-slavery times did lead to an “awakening” to freed enslaved persons to figure out their place in American society.Unit 10 Essential Question(s):What to think aboutNCSS, COMMON CORE STATE & NYS SOCIAL STUDIES STANDARDSContentWhat to teachResources/Learning ActivitiesHow to teach & with whatStudent Performance Expectations What students should be able to do with masteryEQ10.1: Research has shown that some people think that the character or likability of a person of color determines if that person is trustworthy and likable. How has this mindset been developed and how easy or difficult is it to change? African Americans Reborn – Harlem Renaissance Vocabulary – See unit 10 vocab. list. Create your own vocabulary activities.AAL – The Works of Langston Hughes; Alan LockeAAH – “The Harlem Renaissance”AAL – How It Feels to be Colored, Zora Neal HurstonBeloved by Toni MorrisonAAL – from We, Too, Sing America – Duke Ellingtonp. 170 – 175; History of Black America, Pgm. 5The Civil Rights Movement PowerPointCh. 17; Sect. 4, p 606-615 Alan Locke-Harlem Activityp. 179 – 186 Their Eyes Were Watching Godp. 217 - 220SP10.1 Students prepare a 5-minute PowerPoint on a person in pop culture who has been “Americanized”, but has some roots in an African culture, Idris Alba or Seal for example.SP 10.2 Students will design and or make an authentic replica of African instrument out of materials found in their environment.Unit 10: Vocabulary MasteryUnit 10: QuizUnit 10: Test Unit 10: Regents PrepUnit 10: DBQUnit 10: Thematic EssayNaming Rights-Africans, Colored Americans, Afro-Americans, Blacks or NegrosStandards & Physical Characteristics, Genetics and Punnet squares; Negative Connotations For Blackness/Terminology Struggle continues Article on Varying Skin TonesA Black American - Def Poetry? (sensitive language)Article - African American vs. Black Debate9min Clip Dark GirlsThe Skin I’m InKuumba ConsultantsKwanzaa: An everyday resource and instructional guide. – D. AndersonActivities follow the article Whole group discussion is needed, however caution the students about the language , the mature response and critical thinking is a mustHave student read the article and choose a side to debate. Depending on the size of the class, there could be two or three sets of debate teams. Be sure to spend time establishing what a “debate” is, what is looks like and the goal.The Skin I'm InFree at lastUNIT 11 DESCRIPTION: Modern Life for People of African DescentAfrican Americans currently reside on every level of the American social and economic ladder; from those listed on Fortune 500 to those living well below the poverty line. The united efforts of many grass root activists groups, Local, State, and National legislators African Americans are much more empowered to fight for their civil rights and liberties. Still there are many injustices left to overcome. Unit 11 Essential Question(s):What to think aboutNCSS, COMMON CORE STATE & NYS SOCIAL STUDIES STANDARDSContentWhat to teachResources/Learning ActivitiesHow to teach & with whatStudent Performance Expectations What students should be able to do with masteryEQ11.1: How is the African American heritage and successes celebrated in modern American? What are the modern day struggles for African Americans as the attempts is made to level the playing field in employment, education and housing?EQ11.2 To what extent is the Industrial Revolution still occurring in newly independent African Countries?EQ11.3 How does European imperialism of the past influence the relations of African countries with their neighbors today? 11.3A What impact did European occupation have on African countries ie. Ethiopia?EQ11.4 What role does a “hidden” caste system play in the lives of African-American people today?White Flight, Redlining, Gentrification, Predatory Lending, Credit ScoresBlack Wealth/ Black BanksModern Black American YouthPolitical- Barack ObamaReligious- Al SharptonWomen- Shirley Chisholm, Barbara JordanVocabulary – See unit 11 vocab. list. Create your own vocabulary activities.Al Qaeda in Mali articleAAL from, To A Young Jazz Musician P. 287 – 289AAL Before Hip-Hop was Hip-Hop P. 294 – 303AAL Study on Young Blacks P. 308-311; Activity on p. ACTIVITYMovie: Last King of ScotlandObama inauguration cartoonSP11.1 Students SP11.2 Students will Unit 11: Vocabulary MasteryUnit 11: QuizUnit 11: Test Unit 11: Regents PrepUnit 11: DBQUnit 11: Thematic EssayUNIT 12 DECRIPTION: Historic Leaders of African DescentThe wondrous yet painful history of Africans in America has produced many heroes, leaders, and organizations which served as pioneers in leading change and unity for African Americans and people of color in other parts of the world.Unit 12 Essential Question(s):What to think aboutNCSS, COMMON CORE STATE & NYS SOCIAL STUDIES STANDARDSContentWhat to teachResources/Learning ActivitiesHow to teach & with whatStudent Performance Expectations What students should be able to do with mastery EQ13: What were some of the founding principles for Black Organizations; and how would the motivation for historical African Americans who were determined to break through prejudiced barriers be described?African American “Breakthroughs”InventorsHistorically Black Colleges and Universities (HBCUs) & Fraternities & SororitiesEmerging Black OrganizationsVocabulary – See unit 12 vocab. list. Create your own vocabulary activities.AAH New Black OrganizationsAAH pg 545 – 549, W.E.B. Debois and the “Talented Ten”; AAH pg. 541-545 Booker T. WashingtonAAH pg. 587 “Writing Activity”Black Organizations Power Point Team Project.docxSP12.1 Students SP12.2 Students will Unit 12: Vocabulary MasteryUnit 12: QuizUnit 12: Test Unit 12: Regents PrepUnit 12: DBQUnit 12: Thematic EssayKEY: CCSS – Common Core State StandardsRH - Reading Standards for Literacy in History/Social Studies 6–12AAH – African-American HistoryNYSGG – New York State Global GeographyAAL African American Literature ................
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