Florida African American History Curriculum by Blacksonville Community Network (BCN)

The State of Florida Commissioner of Educationâ&#x20AC;&#x2122;s Task Force on African American History

African and African American History Curriculum Frameworks

The State of Florida Commissioner of Education’s Task Force on African American History MISSION STATEMENT The State of Florida’s Task Force on African American History is an advocate for Florida’s school districts, teacher education training centers, and the community at large, in implementing the teaching of the history of African peoples and the contributions of African Americans to society. The Task Force works to ensure awareness of the requirements, identify and recommend needed state education leadership action, assist in the selections of textbooks for adoption by the state, provide training, and build supporting partnerships.

The State of Florida Commissioner of Educationâ&#x20AC;&#x2122;s Task Force on African American History BOARD MEMBERS Dr. Bernadette Kelley Florida A&M University, Chair Dr. Marvin Dawkins University of Miami Dr. Patrick Coggins Stetson University Mr. Randolph Lightfoot Pinellas School District Ms. Cynthia Newell Neighborhood Leadership Initiative Bradenton, FL

Mr. Thirlee Smith, Jr. Miami-Dade County Public Schools

Mr. Rudolph Harris Florida Sentinel Bulletin

Mr. David Archie Pinellas School District

Ms. Margaret S. Newton Palm Beach County School District

Ms. Pamela Brown Miami-Dade County Public Schools

Dr. G. Pritchy Smith University of North Florida

Bishop John Copeland St. Petersburg, FL

Ms. Doris Ross-Reddick Hillsborough County School Board

Dr. Marvin Dunn Florida International University

Ms. Clara B. Williams Broward County School District

Dr. Dorothy Fields Miami-Dade County Public Schools Dr. Frederica S. Wilson Florida House of Representatives

The State of Florida Commissioner of Educationâ&#x20AC;&#x2122;s Task Force on African American History CURRICULUM FRAMEWORKS WRITING TEAM Dr. Patrick C. Coggins, Project Director Elaine Adderly Juan Artigas Charles Beamer Primrose Cameron Cheryl Engelschall Marsha Glover

Etta Harbin Cartheda Mann Audra Wells Mark Elizabeth Watts Murdock Margaret Newton Debbye Raing

Timothy Brandt Robinson Melviona G. Thomson Lisa Wiggins Clara Williams Marion Williams

The State of Florida Commissioner of Educationâ&#x20AC;&#x2122;s Task Force on African American History TECHNICAL SUPPORT PERSONNEL Ms. Jennifer Combs, Volusia County Ms. Kim Moore, Volusia County Ms. Linda Sapp, Leon County

CONSULTANTS Dr. Doug Miller, Staff Development Specialist Mr. Larry Wesley, History Professor Mr. Randy Lightfoot, Pinellas County Ms. Margaret Newton, Palm Beach

Foreword This African and African American History Curriculum Frameworks provide the reader with answers to critical questions that are related to the instruction of the content. It is therefore advisable that each teacher and administrator becomes familiar with the intent and perspective of the Curriculum Framework. The information provided in this Curriculum Framework is merely intended as a resource guide from which the instructor and school can build its lessons plans and instructional designs. Although the content is focused on Language Arts, we suggest that various activities could be infused in other subject areas. (For example, Social Studies)

Signed,

Dr. Patrick C. Coggins Project Director

Introduction This infusion model is organized and designed according to the developmental ranges, each with an interdisciplinary theme. This allows teachers flexibility in adapting curriculum content to the needs and experiences of students. These frameworks recommend a format and content focus that emphasize a humanities based, multicultural approach for all levels of instruction.

Grades PreK-2 focus on culture and provide students with exposure to the basic beliefs, customs, and traditions, of their own, and African and African-American families through the use of stories, legends, and myths.

Grades 3-5 focus on the dynamic dimensions of the historical and physical development of Africa with respect to country, state, and the biographies, time lines, and critical events in Science, Literature, Technology and Culture. Particular attention will be paid to how these developments impacted the rest of the world.

Grades 6-8 focus on broad Geographic, Humanities, and Multicultural perspectives to understand the global connections of the African and African American experiences.

Grades 9-12 focus on world history, and the history of classical civilizations, including Africa. The importance and contribution of Africans and African Americans in the areas of geography, economics, literature, language arts, sciences, and contemporary issues will also be explored.

Required Instruction The Law Mandating the Teaching of African and African American History: May 1994 and 2002 Florida Legislature F.S. 233.061 Sec. (1) (G) (1994) as amended by F.S. 1003.42 (g) (2002) that mandates: “(g) The history of African Americans, including the history of African peoples before the political conflicts that led to the development of slavery, the passage to America, the enslavement experience, abolition, and the contributions of Africans to society.”

1003.42.

Required Instruction

“(2) Members of the instructional staff of the public schools, subject to the rules of the State Board of Education and the district school board… Shall teach efficiently and faithfully, using the books and materials required, following the prescribed courses of study, and employing approved methods of instruction, the following:”

Vision Statement While there is some evidence that African American History is being taught in some classrooms, a survey conducted in 2000 by the State of Florida’s Task Force on African American History revealed that there is no systematic integration of African American history in the curriculum in public schools i.e. Language Arts and Social Studies Additionally there is insufficient evidence that African American History is included in the content of District –wide examinations. Thus it is our vision to:

To develop a systematic Curriculum Frameworks for the teaching of African and African American History in the State ‘s 67 School Districts. To circulate these Curriculum Frameworks in each school in each School District. To continue to provide summer institutes and staff development workshops for educators. To provide school districts with recommended instructional materials for use in the classroom. To continue to advocate for the infusion of African American History into the prescribed subjects in the curriculum K-12 in Florida’s Public Schools.

Purpose The purpose of the African and African American History Curriculum Frameworks is to provide teachers and administrators with a guide and useable content in a systematic and focused manner. The content will reflect Ancient African History, the history of African Americans, the Slavery and Abolition Era, the Civil Rights Movement and the contributions of Africans and African Americans to the U.S. and the world. The Objectives of the Curriculum Framework: 1. To provide a chronological framework for teaching African and African American History. 2. To provide a model for infusing and teaching the African and African American History and culture beginning with Ancient Africa and continuing through African American History. 3. To provide information about the contributions of people of African descent in the United States, Central America, the Caribbean, South America, and to the world. 4. To enhance the knowledge and skills of students with respect to the history of Ancient Africa, slavery, post slavery, and the Civil Rights Movement. 5. To infuse African and African American History as an integral part of American History, including such periods as the Reconstruction, Harlem Renaissance, World Wars I and II, as well as other wars and global events.

Perspective on the African and African Americana History Model A close scrutiny of the new law, Florida Statute 233.061 (1994) as amended by FS 1003.42 (g) (2002), requires instructions in the history of African Americans, including the history of African peoples, and points in the direction of a new emphasis on the teaching of ancient African history and connections to African Americans and African descent peoples in the Diaspora. However, the model, which follows, clearly points to the fact that ancient African history surpassed slavery and post slavery. It provides a positive set of information indicating that Ancient Africans were developed and civilized peoples who created complex and sophisticated societies. Many African societies built classical universities covering such diverse disciplines as the natural sciences, extensive literary forms, and politics. An example of this development according to Clarke (1981) was the University of Sankore in Timbuktu, Which stood for over 500 years. The Moroccans and faculty destroyed the university in 1591 and scholars were exiled. Ahmed Baba authored over 40 books on such themes as theology, astronomy, ethnography, and biography. His rich library of 1600 books was lost during his expatriation from Timbuktu. Therefore, any model for teaching African history must focus on the rich, yet forgotten history of these African civilizations, and the Golden Ages in African which were unmatched by any other ancient civilization at the time. There are seven (7) major curriculum focus in the teaching of African American History, namely: 1) Ancient Africa: PreColumbus 2) African Explorations of the World: Pre Columbus 3) Invasions and weakening of Africa: European Colonialism 4) Slavery in the Americas: Post Columbus 5) Post Slavery: abolition, Civil Rights and constitutional Rights 6) the soul of African Americans, And 7) Contributions of African Americans to the United States of America and to the World.

THE MODEL FOR AFRICAN AND AFRICAN AMERICAN HISTORY CURRICULUM

H:data/memo/corel/model.cdr H:data/memo/corel/model.cdr

FIGURE 1 1 ANCIENT AFRICA : PRE-COLUMBUS

2 AFRICAN EXPLORATION OF THE WORLD: PRE-COLUMBUS

3 INVASION AND WEAKENING OF AFRICA: EUROPEAN COLONIALISM

A F R I C A N A M E R I C A N H I S T O RY 4 SLAVERY: POST-COLUMBUS IN AMERICAS

6 H ESSOUL OULOF OFAAFRICAN FRICANAAMERICANS MERICANS THE

5 NOST EO-SSLAVERY P LAVERY:: ABOLITION CIVIL RIGHTS AND CONSTITUTIONAL IGHTS RRIGHTS

7 CONTRIBUTIONS TO THE WORLD AND USA (c) Dr. P. Coggins (1994)

An Effective Model for African and African American Curriculum Figure 2 - Outline 1. Ancient Africa: Pre-Columbus ¾ Kingdoms ¾ Civilizations ¾ Diaspora 2. African Explorations of the World: Pre-Columbus ¾ Trade ¾ Moors ¾ Explorations African Explorers in the World ¾ African Presence in Europe, South America, Americas, and the World 3. The Invasion and Weakening of Africa: European Colonialism ¾ European colonialism ¾ European exploitation ¾ Slavery ¾ Tribal/National Conflicts ¾ The expansion of the Sahara Desert

4. Slavery: Post-Columbus in the Americas ¾ Slave Trade ¾ Slavery in North America ¾ Slavery in South America 5. Post-Slavery: Abolition, Civil Rights, and Constitutional Rights ¾ Abolition ¾ Bill of Rights ¾ Struggle for Civil Rights 6. The Soul of African Americans ¾ Myths ¾ Values ¾ Roles of people ¾ Resources ¾ The Harlem Renaissance

7. Contributions of African Americans to the United States of America and to the World ¾ Art - Literature - Music - Politics - Science - Religion - Medicine and other areas

Note: The content in each area could be expanded based on the desires and interests of each school district, school site, and classroom teacher.

The Model for Teaching African and African American History

1. Ancient Africa - Start 50,000 B.C. or earlier - Kingdoms - Nubian Presence - Ethiopian Presence - Kemet - Four Golden Ages - Contributions

3. Invasions and Weakening of Africa - The Hyksos - The Romans - The Arabs - The Greeks - The European Colonization - The Sahara Desert - Trading and Other Factors

2. African Exploration of the World - Diaspora - European Presence including Moors - South America - North America - The Caribbean and Central America - Asia - Other Parts of the World - They came before Columbus - Estavancio - Balba

4. Slavery - Its origins by the Portuguese - Slavery in the Americas - Haiti - Caribbean - South America - Central America - Parts of the World - Advent of slavery 1619 in North America, Virginia - The enslavement system - The plantation life - Slave rights, treatment - Genocide - Amerindians, Africans

ÂŠ Dr. P. Coggins, 1994

5. Post Slavery-Abolition - Slave resistance - Slave Acts - Struggle to be free - Slave Revolts - The Underground Railroad - Harriet Ross Tubman - The Constitutional Provisions 13, 14, 15 Amendments to the United States Constitution - Haitian Revolt and freedom from French Slavery - Role of the Church, Civic and other groups - Civil Rights Struggles - The Road to Brown - Brown Decision - Civil Rights Act of 1964 - Affirmative Action - Legal process for stemming Racial Discrimination

7. Contributions of Africans and African Americans to the United States of America and to the World - Inventions of the Americas - Inventions in Africa and the World - Origins of Writing, Sciences, and Architecture - Kingdoms and a system of Government - The Pyramids - Role in the military of the United States of America - Role in all fields of Art, Music, Religion, Education, Science, Community Life, Politics - Florida’s development and other areas such as entertainment and sports

6. Soul of Africans and African Americans - The value slaves brought to the Americans - The MA’AT - The Kwanzaa Values - The Harlem Renaissance - The values of Civil and Human Rights - The spiritual life of African descent peoples - The role of Art, Music, and the Humanities in shaping the value system

Curriculum Frameworks Grades K - 2

African and African American History Curriculum Frameworks The curriculum frameworks are organized in a teacher-friendly format by providing the focus of the subject content areas. For example, this section focuses on grades K-2; the theme is Culture and Families. While you can add additional Sunshine State Standards and Benchmarks, a recommended list is provided. Additionally, Grade Level Expectations, Content Areas, Recommended Student Activities, FCAT Strategies, Recommended Teacher Activities, Recommended Assessment, and Resources/Bibliography/References are included in this section.

African and African American History Curriculum Frameworks Culture and Families Grades

K-2

Theme

Culture and Families

Overview The students will focus on culture and families, the basic beliefs, customs, and traditions of their own families, and African and African American families through the use of stories, legends, and myths. Sunshine State Standards ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾

LA.A.1.1.1: Predicts what a passage is about on its title and illustrations. LA.A.1.1.3: Uses knowledge of appropriate grade, age, and developmental-level vocabulary in reading. LA.A.1.1.4: Increases comprehension by rereading, retelling, and discussion. LA.A.2.1.1: determines the main idea or essential message from text and identifies supporting information. LA.A.2.1.4: knows strategies to use to discover whether information presented in a text is true, including asking others and checking another source. LA.B.1.1.1: makes a plan for writing that includes a central idea and related ideas. LA.B.1.1.2: drafts and revises simple sentences and passages, stories, letters, and simple explanations hat: express ideas clearly; show an awareness of topic and audience; have a beginning, middle, and ending; effectively use common words; have supporting detail; and are in legible printing. LA.B.1.1.3: produces final simple documents that have been edited for: correct spelling; appropriate end punctuation; correct capitalization of initial words, “I,” and names of people; correct sentence structure; and correct usage of age-appropriate verb/subject and noun/pronoun agreement. LA.B.2.1.1: writes questions and observations about familiar topics, stories, or new experiences. 18

¾ LA.B.2.1.2: uses knowledge and experience to tell about experiences or to write for familiar occasions, audiences, and purposes. ¾ LA.B.2.1.3: uses basic computer skills for writing, such as basic word-processing techniques such as keying words, copying, cutting, and pasting; using e-mail; accessing and using basic educational software for writing. ¾ LA.C.1.1.2: recognizes personal preferences in listening to literature and other material. ¾ LA.C.1.1.3: carries on a conversation with another person, seeking answers and further explanations of the other’s ideas through questioning and answering. ¾ LA.C.1.1.4: retells specific details of information heard, including sequence of events. ¾ LA.E.1.1.1: knows the basic characteristics of fables, stories, and legends. ¾ LA.E.1.1.2: identifies the story elements of setting, plot, character, problem, and solution/resolution. ¾ LA.E.2.1.1: uses personal perspective in responding to a work of literature, such as relating characters and simple events in a story or biography to people or events in his or her own life. ¾ LA.E.2.1.2: recognizes rhymes, rhythm, and patterned structures in children’s texts.

Grade Level Expectations Content

Knowing about Me and Others ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾

Who am I? Who is my family? Who are the different people in my community and school? Who are my ancestors? Why did my ancestors come to America? How did my ancestors change the United States of America? How did the United States of America change my ancestors? How did other people/racial groups travel to the Americas? What are the commonalties shared by all racial and ethnic groups in the United States of America?

Recommended Student Activities FCAT Strategies Recommended Teacher Activities Recommended Assessment Resources/Bibliography/References

African and African American History Curriculum Frameworks Everybody Cooks Rice Grades

Kindergarten

Theme

Differences are only skin deep. Food can bring us together. Reading helps us understand about people, cultures, food, and our world.

Overview In this lesson students will read two separate books and compare and contrast the two stories. It also celebrates multicultural families and how we are tied together by a common theme, in this case, rice. Students have a chance to discuss their families and finally come together to share rice recipes with stories about their experiences. Sunshine State Standards ¾ Strand: A - Reading ¾ Standard: The uses the reading process effectively. (LA.A.1.1) ¾ Benchmarks: LA.A.1.1.1, LA.A.1.1.2, LA.A.1.1.3, LA.A.1.1.4

¾ Standard: The student constructs meaning from a wide range of texts. (LA.A.2.1) ¾ Benchmarks: LA.A.2.1.1, LA.A.2.1.2, LA.A.2.1.3 ¾ Strand: C - Listening, Viewing, and Speaking ¾ Standard: The student uses listening strategies effectively. (LA.C.1.1.1) ¾ Benchmarks: LA.C.1.1.1, LA.C.1.1.2 21

¾ Strand: E - Literature ¾ Standard: The student understands the common features of a variety of literary forms. (LA.E.1.1) ¾ Benchmark: LA.E.1.1.2

¾ Standard: The student responds critically to fiction, nonfiction, poetry and drama. (LA.E.2.1) ¾ Benchmark: LA.E.2.1.1 Grade Level Expectations/Content Covered The student: ¾ will use a graphic organizer to web two books. ¾ recognize similarities and differences in cultures in the classroom. ¾ compare and contrast rice dishes after sampling them. ¾ hypothesize what is in rice recipes. ¾ compare and contrast differences in the two books. ¾ recall a special family meal in pictorial and written form. ¾ use quality tools.

Recommended Student Activities ¾ Show the class a large bag of rice and ask if any of them have ever had rice for dinner. Allow them time to explain how the rice was cooked and when they ate it. Tell them you are going to read a story about rice. Discuss how every family and culture is similar. ¾ Read the book Everybody Cooks Rice. Have students predict what the story is about from the pictures. Discuss the essential message, whether the story is true and whether the story is true and whether they think the recipes will be good and allow them, to figure out difficult words and practice chucking strategies. Use appropriate strategies for prereading. Read the story and have students retell the story in their own words. Use the phrase main idea. After reading the story share the recipes at the end of the book. 22

¾ Use the story map, either on the overhead, chalkboard, or chart paper to recall details of the story. Discuss the ¾ ¾ ¾ ¾ ¾ ¾ ¾

story map. Discuss the story elements. Read the story Feast for 10. Have students predict what the story is about from the pictures. Use appropriate strategies for prereading. Read the story and have students retell the story in their own words. Use the phrase main idea. Discuss the family meal and how the family in the family in the book shopped. Use the story map, either on the overhead, chalkboard, or chart paper to recall details of the story. Discuss the story using the map. Allow the children to discuss the similarities and differences in the two stories. Compare and contrast the stories. Make graph of which story the children liked better. Explain to the children they will be cooking different rice recipes and tasting each. Assign students to work groups to do the cooking with parent volunteers. Allow them to measure the ingredient as a math activity. When all recipes have been cooked, serve samples of each to all the students. Have students do an affinity diagram for each sample. Place both books in the class library for students to read or check out and take home share.

FCAT Strategies ¾ ¾ ¾ ¾ ¾

Main idea Facts and details Plot/Development/Resolution Compare and contrast Similarities/Differences with Text ¾ Retelling

Recommended Teacher Activities ¾ Gather the following materials for the lesson: bag of rice, cooking utensils, health department approved kitchen, spoons, plates, drawing paper, markers or crayons, story map outline, and two books - Everybody Cooks Rice and Feast for 10. ¾ Enlist parent volunteers to help cook rice. ¾ Lead student discussions about their experience. ¾ Have students construct a class big book at the end of the lesson. Bind copies for each student to take home. Teachers may want to have an author’s signing party if this is the first book they have written.

Recommended Assessment ¾ Have the students make a big book, or individual books telling about a special family dinner they have had and why it is special to them. Each student’s story can be a page with illustration, in the class big book, or students can make their own books for presentation to their families. ¾ The stories for the big book will be graded for grammar, spelling, and sentences connected to the theme/story.

Resources/Bibliography/References Everybody Cooks Rice by Norah Dooley ISBN 0876145918 Feast For 10 by Cathryn Falwell ISBN 0395620376

African and African American History Curriculum Frameworks Jambo Grades

Theme

Language and miles may separate people, but under the skin we are alike. People come from all over the to make up our country and we need to respect and celebrate our differences.

Overview Swahili is a major language group in Africa. Some of the countries that speak Swahili are Burundi, Central African Republic, Democratic Republic of the Congo and it is the national language of Kenya. Jambo means hello: Swahili alphabet book introduces students to another language (and other places) they are not familiar with. It opens the door for them to share words in languages other than English and to share commonalities not only in words, but traditions. They can share differences and develop a respect for them in a classroom setting. Sunshine State Standards ¾ Strand: A - Reading ¾ Standard: The uses the reading process effectively. (LA.A.1.1) ¾ Benchmarks: LA.A.1.1.1, LA.A.1.1.2, LA.A.1.1.4 ¾ Strand: E - Literature ¾ Standard: The student responds critically to fiction, nonfiction, poetry and drama. (LA.E.2.1) ¾ Benchmark: LA.E.2.1.1 25

¾ Strand: B - Geography ¾ Standard: The student the world in spatial terms. (SS.B.1.1) ¾ Benchmark: SS.B.1.1

¾ Standard: The student understands the interactions of people and the physical environment. (SS.B.2.1) ¾ Benchmark: SS.B.2.1.1, SS.B.2.1.3, SS.B.2.1.4 Grade Level Expectations/Content Covered The student: ¾ recalls letter of the alphabet. ¾ retells the story after it is read to them. ¾ identifies letter in Swahili and their meanings. ¾ understands cultural differences and shows respect for differences in others. ¾ uses Swahili words appropriately. ¾ locates Africa, east Africa and Swahili speaking countries on a map. ¾ extends the Swahili alphabet to construct an alphabet meaningful to them.

Recommended Student Activities ¾ Locate Africa on a map and determine where Swahili is spoken. Locate Florida and the United States to see where they are in relation. Discuss what language we speak and ask if anyone speaks, or knows someone who speaks another language. Share some words from another language and practice along with Swahili in class. ¾ Read the book . Identify the letters before each page is read. Say the Swahili word that represents each letter and have selected students be responsible for that letter. After the story is read, say the letter and the selected student say the word (with help, if necessary) that goes with each letter. ¾ Make a class alphabet book to share with other first grade classes or kindergarten classes. Possible choices might be to make an animals of Africa book, or school things book. Make an alphabet book to take home and to share with other students in the class. 26

¾ After jambo means hello: Swahili Alphabet Book has been read, use some Swahili words in the classroom, draw pictures that represent the words used. Put the drawings outside the classroom for others to see. ¾ Bring in embe (mango) into the lass for everyone to taste.

FCAT Strategies ¾ Facts and details ¾ Author’s Purpose ¾ Compare and Contrast

Recommended Teacher Activities ¾ Read the book and identify words to practice each letter and its pronunciation. ¾ Make a sign to go over the classroom door. It should say heshima (respect). This can be a pledge each day as they enter. Discuss what the word means after jambo means hello has been read and why it is an important trait to possess. Lead students to understand all cultures believe respect is for all living things is important. ¾ Ask students to compare traditions and why they are important to us after they have read the book. Begin with arusi (wedding) like the book. Challenge them to discuss family traditions and have them draw pictures of traditions of other countries represented in the class. ¾ Discuss the author’s purpose in writing this book. Introduce words from the book such as: heshima (respect), watoto (children), karibu (welcome others), rafiki (friend), shule (school). People are alike and different by all should be respected. Differences are to be learned about and appreciated, not made fun of. ¾ Review the fats and details from the book by using Swahili words--Chakula (food), embe (mango), baba (father). ¾ Place book in class library for students to read at school or take home to share.

Recommended Assessment 他 Students should be able to write a journal entry, a short story, either as a class, or individually, about the book jambo means hello. 他 Students writing will be graded for spelling, grammar and construction.

Resources/Bibliography/References Jambo Means Hello: Swahili Alphabet Book by Muriel Feelings. ISBN 0140546529

African and African American History Curriculum Frameworks New Heroes Grades

Theme

Heroes come from all walks of life and do all kinds of things. You can be famous too.

Overview Students need to learn that heroes and heroines are normal people who overcome obstacles and make a difference in the world. This lesson will use literature to introduce them to the Tuskegee Airmen. The Tuskegee Airmen were the first African American pilots in the armed forces in the United States of America. They graduated from flight school on March 7, 1942. Their first missions were flown on June 2, 1942. The Tuskegee group was not restricted to men but included several women. Willa Brown later trained pilots and Janet Waterford Brogs, a registered nurse, also graduated from training. This group of African American airmen was organized into four squadrons called the 100th, 301st and 302nd and 332nd Fighter group nicknamed the Red Tails. Benjamin O. Davis, Jr. was commander of the 99th Fighter Squadron, a group of pilots the army believed would never be able to handle the rigors of flight. The Airmen flew over 1,500 missions supporting bomber groups on their way from London to Berlin. Other heroes and heroines in the lesson include: Elijah McCoy, Zora Neal Hurston, George Washington Carver, Rose Parks, and Jackie Robinson. Elijah McCoy was an inventor who invented an engine lubricator for trains that worked so well when imitators sprung up no one wanted them thereby coining the phrase â&#x20AC;&#x153;the real McCoy.â&#x20AC;? He earned fifty-seven other 29

patents including the ironing board and lawn sprinkler, Zora Neal Hurston writer and member of the Harlem Renaissance born in Eatonville, Florida. George Washington Carver, an agricultural chemist who developed new uses for peanuts, sweet potatoes, and soybeans. Coincidentally his university was Tuskegee. Rosa Parks, a Montgomery, Alabama seamstress refused to give up her bus seat on December 1, 1955. This act lead to the Montgomery Bus Boycott. On October 23, 1945 Jack Roosevelt Robinson signed with the Brooklyn Dodgers of the National League. This at made him the first African American to cross the color line from the Negro National League to the National League. Sunshine State Standards ¾ Strand: A - Reading ¾ Standard: The student uses the reading process effectively. (LA.A.1.1) ¾ Benchmarks: LA.A.1.1.1 and LA.A.1.1.4 ¾ Standard: The student constructs meaning from a wide range of texts. (LA.A.2.1) ¾ Benchmarks: LA.A.2.1.1and LA.A.2.1.4 ¾ Strand: E - Literature ¾ Standard: The student understands the common feature of a variety of literary forms. (LA.E.1.1) ¾ Benchmark: LA.E.1.1.2

¾ Standard: The student responds critically to fiction, nonfiction, poetry and drama. (LA.E.2.1) ¾ Benchmark: LA.E.2.1.1

¾ Strand: A - History ¾ Standard: The student understands historical chronology and the historical perspective. (SS.A.1.1) ¾ Benchmark: SS.A.1.1.1 and SS.A.1.1.4

¾ Standard: The students understand US history from 1880 to the present day. (SS.A.5.1) ¾ Benchmark: SS.A.5.1.1 ¾ Strand: C - Civics and Government ¾ Standard: The student understands the role the citizen in American democracy. (SS.C.2.1) ¾ Benchmark: SS.C.2.1.1

Grade Level Expectations/Content Covered The student: ¾ defines the terms hero and heroine. ¾ determines what makes a hero or heroine. ¾ predicts what events made people famous. ¾ predicts what a story is about by examining illustrations. ¾ discovers whether information is correct by checking another source. ¾ identifies the elements of a story. ¾ understands historical chronology and historical perspective. ¾ identifies significant individuals. ¾ knows and understands the role of the citizen in American democracy. ¾ correctly writes personal stories using appropriate conventions..

Recommended Student Activities ¾ Do a teacher read aloud for the Tuskegee Airmen. Show pictures first with the text covered. Ask students to

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¾ ¾ ¾ ¾ ¾ ¾

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predict what the story is about. Allow all responses. Read the book, revisit their answers to determine whether they correctly predicted the story line. Identify the story elements. Ask what the main idea of the book is. Have students recall as many facts and details of the story as they can. Make a class chart of their answers. Discuss what time period is being written about. Ask if anyone has friends or relatives in the military. Make a Venn diagram to compare and contrast the military of the Airmen to that of today. If no one has any military connection invite a recruiter into talk with the class. Make a story web of the book. Use the web worksheet provided, or make one on chart paper, or white board. Invite military personnel in to discuss modern day military. If a grandparent, or older friend and come in, invite them in to share stories of military experiences. Discuss why things have changed. Have students brainstorm to come up with questions to ask the visitors. Have each student write one to five questions they would like to ask. This may be done in pairs or groups depending on student ability. Collect questions with answers after the guest has visited class. Make a graffiti wall to allow comments about the story, or the military personnel that spoke to the class. Write class thank you letters to all visitors. Draw an enlisted poster for the Tuskegee Airmen. Do research to find out the accomplishments of the Tuskegee Airmen, what type of planes they flew, where they flew them, number of missions they flew, etc. Place The Tuskegee Airmen book in the reading center. Allow students time to reread the book. Place 3x5 cards near the book and have them generate questions about the book. Place in the class Battle of the Books box to use in a competition later. Read The Real McCoy. Predict what the story is about before you read. Discuss what the world was like when Elijah McCoy invented the lubricating cup and why he had trouble getting jobs. Locate where he was born, where he worked, etc. on a map. Discuss the saying “The Real McCoy”. Make a class time line and place where he lived in it and compare it to them time the Tuskegee Airmen were living and working. Have students , or teams make a chart to compare Elijah McCoy’s world to the Airmen. Topics decided by the teacher. Write a short story about “The Real McCoy”, collect and grade. Read Zora Neal Hurston and the Chinaberry Tree. Predict who she was and what she did to become famous from her pictures. After reading the book, discuss what the students believe to be the lesson to be learned from 32

¾ ¾

both parents. Discuss what hurdles and obstacles she had to overcome on her way to fame. Discuss her accomplishments and achievements. Have students write a letter to Zora encouraging her to pursue her dreams, or write about a time someone encouraged them. Add Zora Neal Hurston to the timeline and to the class compare and contract chart. Read A Weed is a Flower: The Life of George Washington Carver. Discuss his life, achievements and why he is a hero. Discuss what hurdles and obstacles he had to overcome on his way to fame. Have the students plant peanuts, or some other plant to care for. They can chart the growth and graph its growth. Add George Washington Carver to the timeline. Add him to the class compare and contrast chart. Read A Picture Book of Rosa Parks. Discuss her life, achievements and why she is a hero. Discuss what hurdles and obstacles she had to overcome on hers way to fame. Ask the students if they have ever felt strongly about something. Allow them time to share. Add Rosa Parks to the timeline and add her to the class compare and contrast chart. Read A Picture Book of Jackie Robinson. Discuss his life, achievements and why he is a hero. Discuss what hurdles and obstacles he had to overcome on his way to fame. Discuss baseball today. Discuss how the game would not be the same if Jackie Robinson hadn’t broken the color barrier. Add Jackie Robinson to the timeline and add him to the class compare and contrast chart. Add each student’s name to the timeline. Have them write a story about what they will do to become a hero someday. Post all stories in a public place for all to read. Bind them into a class book and give one to each student. Have a Night of Heroes/Heroines. Students can dress as their favorite hero either from stories they have read or one they admire. Have them do a show board (science fair board) to honor their heroes. Invite parents and school board members in. Have students stand next to their boards and explain to the public about their choice of heroes.

FCAT Strategies ¾ ¾ ¾ ¾

Main idea Facts and details Chronological order. Retelling ¾ Cause and Effect 33

¾ Plot/Development/Resolution ¾ Author’s Purpose Recommended Teacher Activities ¾ Collect all books necessary for the lesson. ¾ Read books to students. ¾ Invite military personnel to class, may be relatives of students or anyone in uniform. Try to get younger and retired military personnel to attend so students can compare and contrast similarities. Have students write questions to ask, type them up and give to all students to take notes, or just have them read and teacher can write response for students to distribute later. ¾ Place butcher paper on wall for graffiti wall. ¾ Help students research the Internet for Tuskegee Airmen, World War II, airplanes, etc. Help them record information in a class big book to be reviewed during silent reading time or checked out and taken home to share. ¾ Purchase age appropriate model airplanes, have volunteers available to assist students in construction and hanging of WWII airplanes in the room. ¾ Provide 3x5 cards for the students to use when they write questions about the books they read for class competition later. Questions can include the following FCAT skills: main idea, facts and details, chronological order, author’s purpose, plot/development/resolution, cause and effect, retelling questions, etc. Have Jeopardy like competition with teams and use all of the books they have read. Allow teams to work together to answer questions with different point values. Keep questions in a file box for students to practice whenever they wish. ¾ Repeat many of the above activities for other books on little known heroes/heroines. Discuss how they got to be heroes/heroines and what obstacles they overcame. Have students prepare for a Night of Heroes/Heroines so they can share their learning with parents, school administrators, supervisors and school board members. Have students prepare invitations, see that they are mailed, or delivered, get cookies and punch (and volunteers to serve), for students and guests. Make sure you tell the custodians so they can prepare your location. Get show boards for students and allow class time, or home time for preparation. Advertise in your school newsletter and call your local newspaper, or television station.

Recommended Assessment ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾

Class participation in discussion Completion of Venn diagram of two heroes/heroines Written questions for interview of visitors and after visitation answers Written thank you notes Enlistment poster Student story about the Tuskegee Airmen Internet research--ability to find information for a purpose Student biography Participation in a Night of Heroes Correct answers during team Battle of the Books. Focus of the assessment will be grammar, spelling, sentence construction and connectedness.

Resources/Bibliography/References The Tuskegee Airmen Story by Lynn M. Homan and Thomas Reilly, ISBN 1589800052. The Real McCoy by Wendy Towle, ISBN 0590481029 Zora Neal Hurston and the Chinaberry Tree by William Miller. A Reading Rainbow book. Done in Spanish and translated to English, ISBN 1880000334 A Picture Book of George Washington Carver by David Adler, ISBN 0823414299. A Weed is a Flower: The Life of George Washington Carver. by Aliki, ISBN 0671664905. A Picture Book of George Washington Carver by David Adler, ISBN 082341177X.

African and African American History Curriculum Frameworks African Heritage: The Soul of People of African Descent Grades

K-2

Theme

African Heritage: The Soul of People of African Descent

Overview Focus on African and African American culture and provides students with exposure to the basic beliefs, customs, and traditions of their own, and exploring the lifestyle of Africans and African-American families through use of stories, legends and myths. Sunshine State Standards ¾ Strand: A -Reading ¾ Standard: The student uses the reading process effectively. (LA.A.1.1) ¾ Benchmarks: LA.A.1.1.1, LA.A.1.1.2, and LA.A.1.1.3 ¾ Strand: B - Writing ¾ Standard: The student uses writing processes effectively. (LA.B.1.1) ¾ Benchmarks: LA.B.1.1.1 and LA.B.1.1.3

¾ Strand: C - Listening, Viewing, and Speaking ¾ Standard: The student uses listening strategies effectively. (LA.C.1.1) ¾ Benchmarks: LA.C.1.1.1 and LA.C.1.1.4 37

¾ Strand: E - Literature ¾ Standard: The student understands the common features of a variety of literary forms. (LA.E.1.1) ¾ Benchmarks: LA.E.1.1.1 and LA.E.1.1.2 Grade Level Expectations Content Covered The student: ¾ Uses pre-reading strategies before reading ¾ Makes predictions about purpose and organization using background and text structure knowledge ¾ Reads and predicts from graphic representations ¾ Uses context and word structure clues to interpret words and ideas in text. ¾ Uses graphic organizers ¾ Uses basic elements of phonetic analysis ¾ Uses beginning letters and patterns as visual cues for decoding ¾ Uses context clues to construct meaning ¾ Cross check visual, structural and meaning cues to figure out unknown words ¾ Contribute ideas during a group writing activity ¾ Use Recognize similarities and differences in cultures in the classroom. ¾ Recall family activities and compare similarities and differences of activities of families from other culture. ¾ Spells frequently used words correctly ¾ Uses reference to edit writing ¾ Uses conventions of punctuation ¾ Capitalizes initial words of sentences, the pronoun “I”, and proper nouns ¾ Revises and edits for sentence structure and age appropriate usage ¾ Uses strategies to “finish” a piece of writing

Content Covered

The Value Slaves Brought to the Americans

¾ The MA’AT (Justice, Truth, Balance, Order, Reciprocity, Righteousness, and Equality) ¾ Kwanzaa Values (Umoja, unity or belonging to a family and community, nation, and race. Kujichagulia, selfdetermination, define, create, and speak for selves instead of being defined, named, and created for, and spoken by others. Ujima, collective work and responsibility, maintain community together and make sisters' and brother's problems our problems and to solve them together. Ujamaa, to build and maintain own stores, shops, and other businesses and to profit from them together. Nia, make collective vocation of building, developing community in order to restore traditional greatness. Kuumba, always do the best we can in order to leave the community more beautiful and beneficial when we inherited it. Imani, believe with all our heart in our people, our parents, our teachers, our leaders, and the righteousness of victory of our struggle ¾ The Harlem Renaissance ¾ The Values of Civil and Human Rights ¾ The Spiritual Life of African Descent People ¾ The Role of Art, Music and the Humanities in Shaping the Value System

Recommended Student Activities Allow the students to use the library or Internet to find African or African American stories. Provide students with the following experiences: ¾ ¾ ¾ ¾ ¾ ¾

Compare and contrast differences in the two books Predict what the fable/folk tale is about based on the title and illustrations Identify key words by matching word and picture Explain if a word is substituted whether the word makes sense or not Read the selected fable/folk tale and share the reading with the class Discuss differences and similarities of composition and responsibilities of members of own family and other families of different ethnic background ¾ Move to the beat of recording of traditional African music and dance ¾ Draw pictures of African musical instruments based on pictures shown by the teacher ¾ Listen to passage about African and African American patriots 39

¾ Retell sequence of events in passages accurately ¾ Draw and color pictures of pyramids ¾ Students follow FCAT strategies as prompted by teacher

FCAT Strategies ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾

Main idea Facts and details Plot/Resolution/Development Author’s purpose Cause and effect Vocabulary Chronological Order Compare and Contrast Similarities/Differences in Text Retelling Multiple Representation of Information Fact and Opinion

Recommended Teacher Activities ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾

Research several activities done by families from different ethnic groups. Select a book and read story ahead of time. Activate prior knowledge of students before reading the story. Introduce vocabulary before reading the story. Discuss daily family activities of students to activate their prior knowledge. Discuss key words of selected book and their meanings. Provide example and non-example usage of key word selected. Formulate questions of higher-level thinking. Integrate FCAT strategies when planning for activities. 40

¾ ¾ ¾ ¾ ¾ ¾ ¾

Implement Guided Reading /Shared Reading Strategies. Model simple story mapping/webbing as an organizer before a writing activity. Model how to place events in chronological order. Utilize a Venn diagram to compare and contrast character behavior and attitude. Discuss which of the characters’ dialogue was a fact and was an opinion. Discuss story using story map to recall details in the story/fable/folk tale. Encourage the class to come into a consensus of the author’s purpose

Recommended Assessment ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾

Role-play appropriate or inappropriate behaviors depicted in the fable/folk tale. Act-out elements pf the story through puppetry. Recreate African rhythms or chants. Create an African Village as a class project. Create a collage utilizing collected pictures of Africans and African Americans. Re-create specific African Celebrations. Write a class story about an African and African American patriot. Retell an African American folk tale. Sequence pictures from an African and African American story. Play an African game provided by the teacher. Grade each work based on grammar, spelling, sentence construction, and connectedness to the main idea.

Resources/Bibliography/References Asante, Molefi Kete, African American History: A Journey of Liberation, Maywood, N.J. The People’s Publishing Group, 1995. ISBN: 1562566016 Bergman, Peter M. The Chronological History of the Negro in America. New York: Harper & Row. 1968. Dugmore H., S. Francis & Rico, Madam & Eve: Free at Last, Penguin Group, London, England, 1994. (ISBN 0-14024833-1) 41

Coles, Robert, The Story of Ruby Bridges, Scholastic Inc., 1995. (ISBN 0-590-57281-4) Hudson, Wade. Pass It On: African American Poetry for Children, Scholastic Inc. 1993. ISBN: 0590457705 Kush, Indus Kamit, The Missing Pages of “His-story”: Highlights in Black Achievement, D & J Books, Inc., Laurelton, New York, 1993. (ISBN 1-883080-045) Maestro, Betsy. Coming to America: The Story of Immigration. New York: Scholastic, Inc. 1996. ISBN: 0590441515 Margulies, Nancy, Mapping Innerspace, Zephyr Press, Tucson, AZ, 1991 (ISBN 0-913705-56-x) Walters, Connie, Multicultural Music: Lyrics to Familiar Melodies and Native Songs, T.S. Denison & Company, Inc., Minneapolis, Minnesota 44231, 1995. (ISBN 513-02267-8) Steptoe, John, Mufaro’ Beautiful Daughters, Mulberry Books. (ISBN 0-688-04045-4) Stewart Jeffrey C. 1001 Things Everyone Should Know About African American History, New York: Main Street Books, Doubleday, 1996 (ISBN 0-385-48576-X) Weber, Louis, African American Children Stories: A Treasury of Tradition and Pride, Publications international, Ltd., 2001. (ISBN 0-853-5239-2)

African and African American History Curriculum Frameworks Sample Lesson Plan Grade

K-2

Objective To expose students to an aspect of Africans and African American culture. Sunshine State Standards ¾ LA.A.1.1.1 Predicts what a passage is about based on its title and illustrations. ¾ LA.A.1.1.2 Identifies words and constructs meaning from text, illustrations, graphics and charts using the strategies of phonics, word structure and context clues. ¾ LA.A.1.1.3 Uses knowledge of appropriate grade, age, and developmental level in vocabulary in reading. ¾ LA.A.1.1.4 Increases comprehension by rereading, retelling, and discussion. ¾ LA.A.2.1.1 Determines the main idea or essential message from text and identifies supporting information. ¾ LA.A.2.1.2 Selects material to read for pleasure. ¾ LA.A.2.1.3 Reads for information to use in performing a task and learning a new task. ¾ LA.C.1.1.1 Listens for a variety of informational purposes, including curiosity, pleasure, getting directions, performing tasks, solving problems and following rules. ¾ LA.C.1.1.2 Retells specific details of information heard, including sequence of events. ¾ LA.E.1.1.2 Identifies the story elements of setting, plot, character problem, and solution/resolution. ¾ LA.A.2.1.1 Uses personal perspective in responding to a work of literature such as relating to characters and simple events in a story as relating characters and simple events in a story or biography to people or events in his or her own life.

Materials ¾ ¾ ¾ ¾ ¾

Book Art Supplies: Brown paper, paint, glue, string, and markers African Musical Instruments: drum, sticks, flutes Digital Camera Bookbinding machine

Procedure/Activities ¾ Record all experiences on the digital camera for the book at the end of the project or to put in parent newsletters of the school newsletter. ¾ On three separate days, read aloud each of the folk tales from Africa. Make time to discuss each and have the students create a mind map of each story for memory recall. ¾ After reading all of the stories and reviewing mind maps, have the students select the story they would like to recreate and do a performance for another class or to parents for Open House. ¾ Work with the students in selecting parts of the play and characters for the part. ¾ Collaborate with the art and music teacher to create costumes (masks) and record an African music that is appropriate for the play. ¾ Practice the play. Send out invitations to other classes, parents, and desired audience for the play. ¾ Write an article about the performance on the newsletter or local newspaper.

Assessment The students will: ¾ retell the African tales read to them. ¾ explain the moral of the story. ¾ illustrate mind map to recall details of the story. ¾ perform a play depicting one of the African folk tales. ¾ design and construct masks for the play. 44

Teacher Resources Book: Weber, Louis, African American Children Stories: A Treasury of Tradition and Pride, Publications international, Ltd., 2001. (ISBN 0-853-5239-2) pp.69-78 “Two Ways to Count to Ten” Moral: It is not always the biggest and the strongest who wins the prize, but the smartest. pp.39-48 “How it Pays Sometimes to be Small” Moral: There is always an advantage to be small. pp.179-18 “The Drum Song” The story is about an African boy who played a drum song and gained friends that provided food for his family.

African and African American History Curriculum Frameworks FCAT Reminder The FCAT strategies are intended to provide teachers with sample instructional and learning strategies that could be used to ensure that the instructional content and process build continuously the required and relevant FCAT skills in each student. These FCAT strategies will be repeated at each grade level to ensure that the teaching of African American History is linked to the ongoing FCAT strategies of the school. Of course these FCAT strategies do not represent the total strategies available to teachers. Ultimately, each teacher must decide on the relevant FCAT strategy that is linked to the lesson being presented.

African and African American History Curriculum Frameworks Sample FCAT Activities FCAT STRATEGIES: (Coggins, Patrick C., Resource Manual on FCAT, Palm Beach County School District, 1999)

¾ VOCABULARY: The teacher develops questions that would determine the correct meaning of a word in context, based on vocabulary of the text. What is meant by this word? What does the word_________ mean? Which two words in the sentence are similar/different? Retell in own words the meaning of__________? Choose the word that means the same/opposite. The teacher provides students the with following learning experiences: Use synonyms/antonyms to understand words Use word attack skills. Use computer-assisted definitions to enhance vocabulary Use thesaurus and dictionary for definition, synonyms, antonyms, and homonyms of key words. Retell in own words the meaning of the key word Read sentence from the text using key vocabulary words. Prompt students to read and write complete sentences from the text in responding to high level thinking questions.

¾ MAIN IDEA: The teacher designs questions such as the following that require students to find the idea of a passage.

What is another good title for the passage you just read? Retell the main idea of the passage. Tell the summary of the story 47

The teacher provides the students with the following learning experiences: Write one-sentence summaries. Practice retelling the main idea. Encourage students to work cooperatively in pairs and triads. Prepare one-sentence summaries on the main ideas in the passage Think and write cooperatively.

¾ FACTS AND DETAILS: The teacher designs questions for which students must use the skill of identifying facts and details in order to form an answer. Who did something? What happened? Where did someone/something go? When did an event occur? Why did someone/something happen? Who did the act(s)? The teacher provides the students with the following learning experiences: Highlight key points in the text. Identify dates and events that are important. Chart showing roles of each character. Design a concept map identifying key elements.

¾ CHRONOLOGICAL ORDER: The teacher designs questions for which students must use skill of sequencing in order to form an answer. What happened just before_______________? What happened just after_________________? What happened first? What happened between and _____________? What is the first step in___________________? What is the order of events in question? 48

The teacher provides students the following learning experiences: Develop story map Identify the order that events occurred. Identify what happened first, second, and last. Prepare time-line of dates and events. Trace and outline the step-by-step development in the text.

¾ COMPARE AND CONTRAST: The teacher designs questions which require students to compare and/or contrast information in the text. How is_________like _________? How is ________different from _________? How is ________both similar to and from ________? How is ________both similar to and different from?

The teacher provides the students the following learning experiences: Develop a Venn Diagram Identify Things/People/Ideas that are alike and different Use a chart to identify differences and similarities.

¾ FACT AND OPINION: The teacher

The teacher designs questions that require the students to identify the differences between fact and opinion Distinguish which is fact or opinion on the text. Read selected sentences from the text; write one opinion and one fact. Write a question based on fact from the text.

The teacher provides the students the following learning experiences: Use a Venn Diagram Practice identifying all facts and opinions. Use key words to learn and explain. Use didactic skills. 49

¾ PLOT DEVELOPMENT/RESOLUTION: The teacher designs questions that require students to identify problem ((s), the solution(s, and the parties involved in the story. What was the problem in the story? Who were involved in the problems? How was the problem solved? Who was involved in the solution? The teacher provides the students the following learning experiences: Retelling of a story in stages Venn Diagram Develop story maps individually or in groups. Concept mapping. Flow charts

¾ SIMILARITIES/DIFFERENCES IN TEXT: The teacher utilizes questions that require students to find similarities or differences in characters, setting, or events in various texts. How is ____________ similar to_________? How is ____________different from__________? Who is similar or different from _________? What is _________identical to _____________? The teacher provides the students the following experiences: Use a Venn diagram individually and in groups. Prepare a chart individually and in groups. Use webbing of the text information. Design concept mapping. Outline and illustrate behaviors by characters.

¾ RETELLING: The teacher utilizes questions that ask the students to retell a portion of the text.

Retell your favorite part of the story. Retell the portion of the story from ____________to____________. 50

Rewrite information in your own words.

The teacher provides the students the following learning experiences: Use one-sentence summaries. Think Write-Pair-Share Retell point of view with own words.

¾ AUTHOR’S PURPOSE: The teacher utilizes questions that require students to explain the author’s purpose as this relates to the specific information from the text. What does the author mean when he/she writes ________? Why did the author write the article? Why did the author say...? How was the author able to accomplish his/her purpose? What is the author’s purpose? The teacher provides the students the following learning experiences: Use webbing of the text information. Identify key points of the author in each paragraph. Write and practice listing author’s views and purpose. Use a concept map. Practice listing author’s views/purpose.

¾ CAUSE AND EFFECT: The teacher utilizes questions that require students to describe the cause or effect of an action or event. What are the events that caused_____? What might happen if _______is done or not done? Why did/does ____________happen? What caused ________ to _________?

The teacher provides the students the following learning experiences: Practice identifying cause and effect from a passage. Independently identify cause and effect from a selected passage Design a cause and effect chart. Design a cause and effect chain of events. Identify responsible parties for the results. Identify who caused for the results. Mind mapping.

¾ MULTIPLE REPRESENTATION OF INFORMATION: The teacher utilizes questions that require students to use a variety of materials, including multiple representations of information such as maps, charts, caption and photos to analyze and synthesize information. Read/Refer to the caption (map, chart, graph) on page ___ to answer the question. The teacher provides the students the following learning experiences: Develop charts/concept maps. Design graphs of information. Identify textbook captions. Analyze items in illustrations. Analyze items on illustrations and photos. Review footnotes.

Curriculum Frameworks Grades 3 - 5

African and African American History Curriculum Frameworks The curriculum frameworks are organized in a teacher-friendly format by providing the focus of the subject content areas. For example, this section focuses on grades 3-5; the theme is Cultural and Technological Development. While you can add additional Sunshine State Standards and Benchmarks, a recommended list is provided. Additionally, Grade Level Expectations, Content Areas, Recommended Student Activities, FCAT Strategies, Recommended Teacher Activities, Recommended Assessment, and Resources/Bibliography/References are included in this section.

African and African American History Curriculum Frameworks Cultural and Technological Development Grades

3-5

Theme

Cultural and Technological Development

Overview The students will focus on the dynamic dimensions of the historical and physical development of Africa with respect to country, state, and the biographies, time lines, and critical events in Science, Literature, Technology and Culture. Particular attention will be paid to how these developments impacted the rest of the world. Sunshine State Standards ¾ LA.A.1.2.1: uses a table of contents, index, headings, captions, illustrations, and major words to anticipate or predict content and purpose of a reading selection. ¾ LA.A.1.2.3: uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships. ¾ LA.A.1.2.4: clarifies understanding by rereading, self-correction, summarizing, checking other sources, and class or group discussion. ¾ LA.A.2.2.1: reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order. ¾ LA.A.2.2.2: identifies the author’s purpose in a simple text. ¾ LA.A.2.2.5: reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing an authentic task. ¾ LA.A.2.2.6: recognizes the difference between fact and opinion presented in a text. 55

¾ LA.A.2.2.8: selects and uses a variety of appropriate reference materials, including multiple representations of information, such as maps, charts and photos, to gather information for research projects. ¾ LA.B.1.2.1: prepares for writing by recording thoughts, focusing on a central idea, grouping related ideas, and identifying the purpose for writing. ¾ LA.B.1.2.2: drafts and revises writing in cursive that: focuses on the topic; has a logical organizational pattern, including a beginning, middle, conclusion, and transitional devices; has ample development of supporting ideas; demonstrates a sense of completeness or wholeness; demonstrates a command of language including precision in word choice; generally has correct subject/verb agreement; generally has correct verb and noun forms; with few exceptions, has sentences that are complete, except when fragments are used purposefully; uses a variety of sentence structures; and generally follows the conventions of punctuation, capitalization, and spelling. ¾ LA.B.1.2.3: produces final documents that have been edited for: correct spelling; correct use of punctuation, including commas in series, dates, and addresses, and beginning and ending quotation marks; correct capitalization of proper nouns; correct paragraph indentation; correct usage of subject/verb agreement, verb and noun forms, and sentence structure; and correct formatting according to instructions. ¾ LA.B.2.2.1: writes notes, comments, and observations that reflect comprehension of content and experiences from a variety of media. ¾ LA.B.2.2.4: uses electronic technology, including word-processing software and electronic encyclopedias, to create, revise, retrieve, and verify information. ¾ LA.B.2.2.5: creates narratives in which ideas, details, and events are in a logical order and are relevant to the story line. ¾ LA.C.1.2.1: listens and responds to a variety of oral presentations, such as stories, poems, skits, songs, personal accounts, and informational speeches. ¾ LA.C.1.2.4: listens attentively to the speaker, including making eye contact and facing the speaker. ¾ LA.C.1.2.5: responds to speakers by asking questions, making contributions, and paraphrasing what is said. ¾ LA.C.2.2.2: recognizes and responds to nonverbal cues used in a variety of nonprint media, such as motion pictures, television advertisements, and works of art. ¾ LA.E.2.2.1: recognizes cause-and-effect relationships in literary texts. ¾ LA.E.2.2.3: responds to a work of literature by explaining how the motives of the characters or the causes of events compare with those in his or her own life. 56

¾ LA.E.2.2.5: forms his or her own ideas about what has been read in a literary text and uses specific information from the text to support these ideas.

Grade Level Expectations Content Africa as a Classical Society ¾ During grades 3-5 students will focus on examining the development of classical societies and cultures of the world as well as their own county, state, and the county through the study of the historical and physical perspectives (in the areas of social, economic, political and technological perspectives). ¾ Students will learn about critical events that shape the history of African. This information will provide a general understanding of the contributions of all racial groups, including Africans and African Americans to the world, United States, and Florida. ¾ The critical examination of immigration, migration, and dispersion of slavery will provide information on how these systems impacted people, including Africans and African Americans. ¾ Students will view African and African American history prior to the slavery era. For example, Africans lived in kingdoms, cities, and highly developed communities, as well as in a system including agriculture, village, and community life. ¾ African and African American history and life are often a sensitive and difficult process for teachers to teach. Thus, the focus on Ancient Africa will provide students with a contact prior to the enslavement period and a sense that African and African American history evolved before slavery. Teachers are encouraged to view African and African American history as a part of classical world history of the Americas and the United States of America.

Recommended Student Activities FCAT Strategies Recommended Teacher Activities Recommended Assessment Resources/Bibliography/References

African and African American History Curriculum Frameworks Tell Me About Some Famous People Grades

Theme

Everyday people can make contributions to our society and our world

Overview The books in this lesson have been chose with two points in mind. The books about Ruby Bridges and Rosa Parks are both primary source documents written at an elementary level. Ruby Bridges is a young girl who was on the front lines of the desegregation movement in New Orleans. As a first grade student, she was sent to become the first African American in an all white school. She relates her story from what she remembers as a child. The book by Rosa Parks offers another primary source document. Students can compare and contrast the points of view of a little girl and a grown up, both on the front lines of a very new world. The other books were chosen to show African Americans in a different line of work that most students know about today. The book introduces students to little know free African Americans Paul Cuffe, Prince Boston, Abasalom Boston and the inventor of the â&#x20AC;&#x153;toggleâ&#x20AC;? harpoon Lewis Temple. Students may not know of the famous Paul Robeson who gave life to Porgy, Showboat, and Othello on stage, but also became vilified for his political views. Benjamin Banneker, born in 1731 became famous as a mathematician, astronomer, clock maker, communicator with Thomas Jefferson and designer of Washington, D.C.

Sunshine State Standards ¾ Strand: E - Literature ¾ Standard: The student understands the common features of a variety of literary forms. (LA.E.1.2) ¾ Benchmarks: LA.E.1.2.3 and LA.E.1.2.4 ¾ Standard: The student responds critically to fiction, nonfiction, poetry and drama. (LA.E.2.2) ¾ Benchmarks: LA.E.2.2.3 and LA.E.2.2.4 ¾ Strand: A - History ¾ Standard: The student understands historical chronology and historical perspective. (SS.A.1.2) ¾ Benchmarks: SS.A.1.2.1, SS.A.1.2.2, and SS.A.1.2.3 ¾ Strand: C - Civics and Government ¾ Standard: The student understands the role of the citizen in American Democracy. (SS.C.2.2) ¾ Benchmarks: SS.C.2.2.2, SS.C.2.2.3, and SS.C.2.2.4

Grade Level Expectations/Content Covered The student: ¾ reads and responds to works of grade level appropriate literature. ¾ responds critically to primary source books. ¾ compares and contrasts events in people’s lives to their own and today’s lives. ¾ synthesizes information from the literature. ¾ discusses in cooperative groups. ¾ conducts book groups and respond to literature. ¾ creates a multidisciplinary report. ¾ creates a rubric with which to grade their projects.

Recommended Student Activities ¾ Divide class into five book study groups. Have each group read one of the first five books listed. They will conduct book studies as they read through their books. They should discuss such things as the Main Idea of their book, Facts and Details, Author’s Purpose, story elements such as Plot/Development/Resolution, and Cause and Effect of incidents and lives described in their book. Use different Kagan strategies throughout the reading time such as Talking hips, Team Interview, Teammates Consult, Team Word Web. Change groups periodically so students can give a “book talk” to members of other groups. ¾ Discuss primary and secondary source materials. Have students determine which texts are primary and secondary. Discuss reasons sources need to be studied in the context of history. Discuss how ideas and reactions change over the years. Have students discuss any values and beliefs in their lives that may have changed. ¾ Have students do a Graffiti wall about their books. ¾ Have each group write questions about their books as they read through them to share with other groups when they have read the same books. ¾ Have a history day where each group performs a scene from their book for the school news program, other class, parents, etc. ¾ Give students time to research on the Internet to find more information about their famous person. Date can be recorded on 3x5 cards to use at a Jeopardy game or Battle of the Books. 61

¾ Each group can write a Big Book about their famous person(s). They then should share their books with their book buddies or a younger grade level. ¾ Each group can make a game using details of their famous person’s life, or events they encountered in the world during their lives. Allow students time to create, make, and play their games. Place them in the class game center to be played by all. ¾ Have students write letters to the people in their book asking questions they may be curious about. ¾ Have students read selected passages from their books to the class and lead a discussion about what they have read. ¾ Each group will do a Venn diagram comparing and contrasting their lives to that of their famous person’s. Diagrams should be displayed in the hall on a bulletin board to share with others.

FCAT Strategies ¾ ¾ ¾ ¾ ¾

Main idea Facts and details Plot/Resolution/Development Author’s purpose Cause and effect

Recommended Teacher Activities ¾ Divide the class into five groups. Gather enough books for each member of the group to have a copy. After each group reads their book they may rotate and read another book form another group. Books can be assigned for home reading, or class reading or a combination of both. ¾ Lead the class in a discussion on primary and secondary sources. Good examples an usually be found in social studies books. One good example is the Boston Massacre and the two varying points of view. A “crime” may be staged and students could become witnesses. The principal could come to class and interview the students then write down their version of the crime using the answers to the interview questions. Student could learn first hand how stories are changed from primary to secondary sources 62

¾ Hang butcher paper either in the classroom or the hall outside the class so students can write graffiti about their books, people, or events they learn about from their books. ¾ Have students keep journals as they read to help them remember things to discuss in their book groups, questions to research, things they didn’t know, etc. ¾ Allow students to create skits, news programs or ways to share their information with a larger audience. ¾ Gather chart paper, or poster paper for each groups along with markers so they can create big books to share. ¾ Battle of the Books or Jeopardy can be easy if students write their own questions about the books they read. To conduct the game divide into teams, but make sure each team has members of different reading groups so they come with different information. Each member becomes very important. Allow students time in class to review questions and practice for the big competition. After the competition, give winners certificates, ribbons, or trophies.

Recommended Assessment ¾ Class participation in discussions. ¾ Written response ¾ Produce a group project in response to an event from a book they read to include, but not be limited to PowerPoint presentations, videos-digital or film, write a big book, diorama. ¾ Participation in writing a class rubric.

Resources/Bibliography/References Through My Eyes by Ruby Bridges. Autobiography of Ruby Bridges when she was in first grade and the first African American to integrate schools in New Orleans. ISBN 0590189239 Rosa Parks: My Story by Rosa Parks with Jim Haskins. “A remarkable story, a record of quiet bravery and modesty, a document of social significance, a taut drama told with condor.” --Bulletin of the Center for Children’s Books ISBN 0141301201

Black Hands, White Sails: The Story of African American Whalers by Pat McKissack. Story of African American Whalers in America ISBN 0590483137 Paul Robeson: Actor, Singer, Political Activist by David Wright. Biography of Paul Robeson. ISBN 0894909444 Benjamin Banneker; Astronomer and Mathematician by David Wright. Biography of Benjamin Banneker. ISBN 0471387525 Extra Reading Materials Book of Black Heroes, Scientists, Healers, and Inventors by Wade Hudson. ISBN 0940975025 Black Inventors/American Profiles by Nathan Aaseng. ISBN 0816034079 Let it Shine: Stories of Black Women Freedom Fighters by Andrea Davis. ISBN 015201005X Breaking Ground, Breaking Silence: The Story of New Yorkâ&#x20AC;&#x2122;s African Burial Ground by Joyce Hansen. ISBN 0805050124

African and African American History Curriculum Frameworks African Heritage: The Soul of People of African Descent Grades

3-5

Theme

African Heritage: The Soul of People of African Descent

Overview Expose students to different aspects of African American Culture and for the students to apply personal perspective in relation to the attitudes of the characters in the events read on the passage. Sunshine State Standards ¾ Strand: A - Reading ¾ Standard: The student constructs meaning from a wide range of texts. (LA.A.2.2) ¾ Benchmarks: LA.A.2.2.2, LA.A.2.2.5, and LA.A.2.2.8 ¾ Standard: The student responds critically to fiction, nonfiction, poetry and drama. (LA.E.2.2) ¾ Benchmarks: LA.A.1.2.1 and L.A.A.1.2.3 ¾ Strand: C - Listening, Viewing and Speaking ¾ Standard: The student uses speaking strategies effectively. (LA.3.2) ¾ Benchmarks: LA.C.3.2.2 65

¾ Strand: D - Language ¾ Standard: The student understands the nature of language. (LA.D.1.2) ¾ Benchmarks: LA.D.1.2.1 ¾ Standard: The student understands the power of language. (LA.D.2.2) ¾ Benchmarks: LA.D.2.2.1 ¾ Strand: E - Literature ¾ Standard: The student understands the common features of a variety literary forms. (LA.E.1.2) ¾ Benchmarks: LA.E.1.2.4 ¾ Standard: The student responds critically to fiction, nonfiction, poetry, and drama. (LA.E.2.2) ¾ Benchmarks: LA.E.2.2.3 and LA.E.2.2.5 Grade Level Expectations Content Covered The student: ¾ Is exposed to various literary forms. ¾ Identify and internalize morals of stories and fables read. ¾ Acts-out elements of the story through puppetry. ¾ Retell story to class and relate story to his/her own life. ¾ Discuss and analyze attitudes and values of the time periods discussed in the story. ¾ Compare and contrast attitudes and values portrayed in the story orally and in manuscript. ¾ Uses specific ideas, details, and information from text to answer literal questions. ¾ Makes connections and inferences based on text and prior knowledge. ¾ Understands similarities and differences from text. 66

¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾

Reads informational text for specific purposes. Extends previously learned writing knowledge and skills to increasingly complex texts and assignments and tasks. Reads and organize information. Uses a variety of reference materials (i.e. internet, software) to gather information including multiple representation of information. Focuses on central idea or topic. Uses as organizational pattern having a beginning middle and the end. Uses supporting ideas and specific information that clearly relate to the focus. Uses effective or organizational pattern and substantial support to achieve a sense of completeness or wholeness. Uses effective sentence variety. Follows conventions of punctuation, capitalization, and spelling appropriately at the 3rd or higher level. Revises draft to further develop writing by adding, deleting and rearranging ideas and detail.

Content Covered

The Value Slaves Brought to the Americans

¾ The MA’AT (Justice, Truth, Balance, Order, Reciprocity, Righteousness, & Equality) ¾ Kwanzaa Values (Umoja, unity or belonging to a family and community, nation, and race. Kujichagulia, selfdetermination, define, create, and speak for selves instead of being defined, named, and created for, and spoken by others. Ujima, collective work and responsibility, maintain community together and make sisters' and brother's problems our problems and to solve them together. Ujamaa, to build and maintain own stores, shops, and other businesses and to profit from them together. Nia, make collective vocation of building, developing community in order to restore traditional greatness. Kuumba, always do the best we can in order to leave the community more beautiful and beneficial when we inherited it. Imani, believe with all our heart in our people, our parents, our teachers, our leaders, and the righteousness of victory of our struggle ¾ The Harlem Renaissance ¾ The Values of Civil and Human Rights ¾ The Spiritual Life of African Descent People ¾ The Role of Art, Music and the Humanities in Shaping the Value System

Recommended Student Activities ¾ Role-play a scene in the story and identify an aspect of African American Culture that is different or similar to their own. ¾ Retell the summary of the story to a partner and vice versa. ¾ Perform a puppet show to class or lower class level depicting characters and morals in the story. ¾ Read the story aloud to class and share personal reaction. ¾ Write a Value Poem. ¾ Do Internet research and utilize desktop publishing software programs to create, revise, retrieve and verify information about African and African Americans. ¾ Respond with a position on selected phrases of African and African American literature work. ¾ Develop fictional story based on value read from an African and African American story. ¾ Do a research on biographies of African and African American writers, poets, musicians, scientists, educators, athletes and military heroes, and present the research to class. ¾ Do research of origination and culture of own ethnic group and compare differences and commonalities with African and African American Culture. ¾ Gather African and African American regalia/artifacts and present to class. Compare and contrast regalia from a different ethnic group. ¾ Prepare food based on African and African American cookbook and compare and contrast spices used on the recipe by other ethnic groups.

FCAT Strategies ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾

Main idea Facts and details Plot/Resolution/Development Author’s purpose Cause and effect Vocabulary Chronological Order Compare and Contrast 68

¾ ¾ ¾ ¾

Similarities/Differences in Text Retelling Multiple Representation of Information Fact and Opinion

Recommended Teacher Activities ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾

Review Howard Gardner’s Theory of Learning and apply each theory to activities planned for the students. Review Blooms Taxonomy’s Levels of questioning. Formulate questions promoting higher-level thinking. Research different African and African American celebrations. Study KWANZAA principles and MA’AT values Select books to share in class that will expose students to different aspects of African and African Americans such as culture, tradition, and customs. Provide the students with the synopsis of the story after the students have predicted what the story is going to be about before reading the story. Apply guided reading and shared reading strategies. Stimulate students’ interest with questions based on real life situations that they could identify or relate to. Collect regalia/artifacts ahead of time to demonstrate a kind of festivity African Americans celebrate. Model use of Story Map and create the WEB of supporting details with the students. Model writing a summary of the story based on the story map. Have students develop a class story. Model using a story map in retelling the story. Celebrate festivities observed by African Americans. Plan and provide art materials for students to take part in illustrating and creating festivity materials. Provide students at least 2 minutes to reflect on the attitude of the characters read in the story and compare it with his/her own attitude. Emphasize the value learned from the story or passage Develop a matrix of rubrics to assess student performance. Group students based on countries to be researched and have them do an immersion presentation. The culminating activity would be the comparison of the different presentations of culture. 69

Recommended Assessment ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾

Role-play appropriate or inappropriate behaviors depicted in the fable/folk tale. Act-out elements of the story through puppetry. Recreate African rhythms or chants. Develop an African rhythm or chants. As a class project create an African Village describe pattern used. Create a collage utilizing collected pictures of Africans and African- Americans. Re-create specific African Celebrations and describe why it is being celebrated. Write an essay about the MA’AT. Create an African and or African American cartoon with captions. Do a research on achievements of Africans and African Americans

Resources/Bibliography/References Asante, Molefi Kete, African American History: A Journey of Liberation, Maywood, N.J. The People’s Publishing Group, 1995. ISBN: 1562566016 Bergman, Peter M. The Chronological History of the Negro in America. New York: Harper & Row. 1968. Bryan, Ashley. ABC of African American Poetry. New York, Atheneum Books for Young Readers, 1997. ISBN:

0689840454 Dugmore H., S. Francis & Rico, Madam & Eve: Free at Last, Penguin Group, London, England, 1994. (ISBN 0-14024833-1) Coles, Robert, The Story of Ruby Bridges, Scholastic Inc., 1995. (ISBN 0-590-57281-4) Hudson, Wade. Pass It On: African American Poetry for Children, Scholastic Inc. 1993. ISBN: 0590457705

Kush, Indus Kamit, The Missing Pages of “His-story”: Highlights in Black Achievement, D & J Books, Inc., Laurelton, New York, 1993. (ISBN 1-883080-045) Maestro, Betsy. Coming to America: The Story of Immigration. New York: Scholastic, Inc. 1996. ISBN: 0590441515 Margulies, Nancy, Mapping Innerspace, Zephyr Press, Tucson, AZ, 1991 (ISBN 0-913705-56-x) Walters, Connie, Multicultural Music: Lyrics to Familiar Melodies and Native Songs, T.S. Denison & Company, Inc., Minneapolis, Minnesota 44231, 1995. (ISBN 513-02267-8) Steptoe, John, Mufaro’ Beautiful Daughters, Mulberry Books. (ISBN 0-688-04045-4) Stewart Jeffrey C. 1001 Things Everyone Should Know About African American History, New York: Main Street Books, Doubleday, 1996 (ISBN 0-385-48576-X) Sullivan Charles, ed. Children of Promise: African American Literature and Art for Young People. New York: Harry N. Abrams, Inc. 1991. ISBN: 0810931702 Vurnakes, Claudia, As a Matter of Fact; Non-fiction Reading Comprehension, Instructional Fair, TS. Denison, Grand Rapids, Michigan 49544, 1999. pp. 45-48. (ISBN 1-56822-864-3) Walters, Connie, Multicultural Music, T.S. Denison & Company, Inc., Minneapolis, Minnesota, 1995. (ISBN 0-513-022678) Weber, Louis, African American Children Stories: A Treasury of Tradition and Pride, Publications international, Ltd., 2001. (ISBN 0-853-5239-2) WGBH/PBS ONLINE (Copyright)

FACING HISTORY AND OURSELVES http://www.facing.org (617) 232-1595 National educational and professional development organization that provides materials for educators on issues such as race, prejudice, and intolerance. NATIONAL CIVIL RIGHTS MUSEUM http://www.mecca.org/~crights/ (901) 521-9699 Offers curriculum kits and educational materials that explore civil rights history in the United States from the 1600s to today. Schomberg Center for Research on Black Culture http://www.nypl.org/research/sc/sc.html (212) 491-2200 One of the four research divisions of the New York Public Library, their resources include a research library and a museum, as well as a traveling exhibition program.

African and African American History Curriculum Frameworks Sample Lesson Plan Grade

3-5

Objective To expose students to achievements and contributions of Africans and African Americans to society by doing a research on the biography of an African/African American writers and their work. Subject

Language Arts, Social Studies, and Art

Sunshine State Standards ¾ LA.A.1.2.1 Uses a table of contents, index, headings, captions, illustrations and major words to anticipate or predict content and purpose of a reading selection. ¾ LA.A.2.2.5 Reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking test, and performing an authentic task. ¾ LA.A.2.4.1 Analyzes the effectiveness of complex elements of plot such as setting, major events, problems, conflicts, and resolutions. ¾ LA.B.2.4.1 Writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes and experiences from a variety of media. ¾ LA.B.2.4.4 Selects and uses a variety of electronic media, such as the internet, information services, and desktop publishing software programs, to create, revise, retrieve and verify information. ¾ LA.E.2.4.6 Recognizes and explains those elements in texts that prompt a personal response, such as connections between one's own life and the characters, events, motives, and causes of conflict in texts.

Materials ¾ ¾ ¾ ¾ ¾ ¾

Collection of African American Biography Books from the Media Center. Computer software (African and African American Achievements) Teacher's autobiography done on overhead transparency or power point Overhead Projector Power point equipment Screen

Procedure/Activities ¾ Select an African/African American biography book to share with class as part of introduction to the lesson. ¾ Talk to the children about the significance of stories, poems and other literary work the African/African Americans have contributed to society. ¾ Have students discuss in groups about a writer each one was exposed to from reading a variety of books. Share result of discussion with entire class. ¾ Introduce the selected book by giving a synopsis of the life of the selected African/African American writer. ¾ Compare and contrast the life experiences of the African/African American writer from another writer of different ethnic group. Use Venn diagram. ¾ Read the selected biography of the African and African American writer. ¾ Model doing timeline based on information from the biography. ¾ Utilizing the time line as an organizer, and following the writing process, write the biography of discussed African/African American writer in own words. ¾ Display final product of students in the classroom or common area of the school. ¾ Share own (Teacher's) autobiography as a model product for students. ¾ Have students write their autobiography following the writing process. Include their goal in life (what they would wish to accomplish) when they grow-up. ¾ Share work with class. ¾ Place final copy of autobiography in student's portfolio.

Assessment The students will: 他 Select a biography book of a favorite African/African American author. 他 Following the Writing Process, in own words, rewrite the biography of the author based on modeled time-line. 他 Write an autobiography. 他 Submit completed product to be placed in own portfolio.

Teacher Resources Books: 1001 Things Everyone Should Know About African American History by Stewart, Jeffrey E. (ISBN 0-385-48576) Timelines of African American History: 500 years of Black Achievement by Cowan, Tom & Maguire, Jack (ISBN 0-399-52127-5)

African and African American History Curriculum Frameworks Sample FCAT Activities FCAT STRATEGIES: (Coggins, Patrick C., Resource Manual on FCAT, Palm Beach County School District, 1999)

¾ MAIN IDEA: The teacher designs questions such as the following that require students to find the idea of a passage.

What is another good title for the passage you just read? Retell the main idea of the passage. Tell the summary of the story

¾ FACT AND OPINION: The teacher

The teacher provides the students the following learning experiences: Use a Venn Diagram Practice identifying all facts and opinions. Use key words to learn and explain. Use didactic skills. 78

¾ RETELLING: The teacher utilizes questions that ask the students to retell a portion of the text.

Retell your favorite part of the story. Retell the portion of the story from ____________to____________. 79

Rewrite information in your own words.

The teacher provides the students the following learning experiences: Use one-sentence summaries. Think Write-Pair-Share Retell point of view with own words.

¾ CAUSE AND EFFECT: The teacher utilizes questions that require students to describe the cause or effect of an action or event.

What are the events that caused_____? What might happen if _______is done or not done? Why did/does ____________happen? What caused ________ to _________?

Curriculum Frameworks Grades 6 - 8

African and African American History Curriculum Frameworks The curriculum frameworks are organized in a teacher-friendly format by providing the focus of the subject content areas. For example, this section focuses on grades 6-8; the theme is Europe, Asia, the Americas, the Caribbean, and Florida. While you can add additional Sunshine State Standards and Benchmarks, a recommended list is provided. Additionally, Grade Level Expectations, Content Areas, Recommended Student Activities, FCAT Strategies, Recommended Teacher Activities, Recommended Assessment, and Resources/Bibliography/References are included in this section.

African and African American Diaspora Europe, Asia, the Americas, the Caribbean, and Florida Grades

Middle School 6-8

Theme

Europe, Asia, the Americas, the Caribbean, and Florida

Overview The students will focus on broad Geographic, Humanities, and Multicultural perspectives to understand the global connections of the African and African American experiences. 他 Middle School students are at the development stage in their growth when interpersonal relations are strained or result in conflicts. By developing a broad multicultural perspective, students will enhance their understanding, respect, and appreciation for people of other racial and cultural backgrounds. The use of the five themes of geography will form a framework for examining critical issues common to our county, state, nation, and world communities. 他 The goal is to help students develop the necessary skills which will enable them to make positive interpersonal decisions, and participate in social action which benefits all human beings despite race, ethnic origin, gender, cultural, or physical backgrounds.

Sunshine State Standards 他 LA.A.1.3.1: uses background knowledge of the subject and text structure knowledge to make complex predictions of content, purpose, and organization of the reading selection. 他 LA.A.1.3.3: demonstrates consistent and effective use of interpersonal and academic vocabularies in reading, writing, listening, and speaking.

¾ LA.A.1.3.4: uses strategies to clarify meaning, such as rereading, note taking, summarizing, outlining, and writing a grade level-appropriate report. ¾ LA.A.2.3.1: determines the main idea or essential message in a text and identifies relevant details and facts and patterns of organization. ¾ LA.A.2.3.2: identifies the author’s purpose and/or point of view in a variety of texts and uses the information to construct meaning. ¾ LA.A.2.3.6: uses a variety of reference materials, including indexes, magazines, newspapers, and journals; and tools, including card catalogs and computer catalogs, to gather information for research topics. ¾ LA.B.1.3.1: organizes information before writing according to the type and purpose of writing. ¾ LA.B.1.3.2: drafts and revises writing that: is focused, purposeful, and reflects insight into the writing situation; conveys a sense of completeness and wholeness with adherence to the main idea; has an organizational pattern that provides for a logical progression of ideas; has support that is substantial, specific, relevant, concrete, and/or illustrative; demonstrates a commitment to and an involvement with the subject; has clarity in presentation of ideas; uses creative writing strategies appropriate to the purpose of the paper; demonstrates a command of language (word choice) with freshness of expression; has varied sentence structure and sentences that are complete except when fragments are used purposefully; and has few, if any, convention errors in mechanics, usage, and punctuation. ¾ LA.B.1.3.3: produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and semicolons; correct capitalization; effective sentence structure; correct common usage, including subject/verb agreement, common noun/pronoun agreement, common possessive forms, and with a variety of sentence structure, including parallel structure; and correct formatting. ¾ LA.B.2.3.1: writes text, notes, outlines, comments, and observations that demonstrate comprehension of content and experiences from a variety of media. ¾ LA.B.2.3.3: selects and uses appropriate formats for writing, including narrative, persuasive, and expository formats, according to the intended audience, purpose, and occasion. ¾ LA.B.2.3.4: uses electronic technology including databases and software to gather information and communicate new knowledge. ¾ LA.C.1.3.2: selects and listens to readings of fiction, drama, nonfiction, and informational presentations according to personal preferences. ¾ LA.C.3.3.3: speaks for various occasions, audiences, and purposes, including conversations, discussions, projects, and informational, persuasive, or technical presentations.

¾ LA.E.1.3.1: identifies the defining characteristics of classic literature, such as timelessness, dealing with universal themes and experiences, and communicating across cultures. ¾ LA.E.2.3.2: responds to a work of literature by interpreting selected phrases, sentences, or passages and applying the information to personal life. ¾ LA.E.2.3.3: knows that a literary text may elicit a wide variety of valid responses. ¾ LA.E.2.3.5: recognizes different approaches that can be applied to the study of literature, including thematic approaches change, personal approaches such as what an individual brings to his or her study of literature, historical approaches such as how a piece of literature reflects the time period in which it was written. ¾ LA.E.2.3.8: knows how a literary selection can expand or enrich personal viewpoints or experiences.

Grade Level Expectations Content African and African American Theme: A Connected and Interdependent World ¾ Grade 6: Africa: The human environment, interaction, and movement of Africans in the world. ¾ Grade 7: The Diaspora and the migration of Africans and African Americans in Europe, Asia, and the Americas. ¾ Grade 8: The African presence in the United States and in the State of Florida.

Recommended Student Activities FCAT Strategies Recommended Teacher Activities Recommended Assessment Resources/Bibliography/References

African and African American History Curriculum Frameworks Second American Revolution: Abolition, Post Slavery, and Civil Rights Grades

Theme

Second American Revolution: Abolition, Post Slavery, and Civil Rights

Overview Students will read the passage “The Tallahassee Bus Boycott, 1956” from the text African Americans in Florida. Students will engage in various research activities based on the reading. Sunshine State Standards ¾ Strand: A - Reading ¾ Standard 1: The student uses the reading process effectively. ¾ Benchmarks: LA.A.2.3.1, LA.A.2.3.5, LA.A.2.3.6, LA.A.2.3.7, and LA.A.2.3.8 Grade Level Expectations/Content Covered The student: ¾ predicts ideas or events that may take place in the text, gives rationale for predictions, and confirms and discusses prediction as the story progresses. ¾ uses prereading strategies before reading. ¾ makes predictions about purpose and organization using background knowledge and text structure knowledge. ¾ reads and predicts from graphic representations.

¾ uses context and word structure clues to interpret words and ideas in text. ¾ make inferences and generalizations about what is read. ¾ uses graphic organizers and note-making to clarify meaning and to illustrate organizational pattern of texts.

Recommended Student Activities ¾ Identify difficult vocabulary. Attempt to define words based in context clues. ¾ Record thoughts, ideas, feelings, and questions during reading.

FCAT Strategies ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾

Main idea Theme Facts and details Facts and opinions Compare and contrast Author’s purpose Cause and effect Retelling ¾ Multiple representation of data

Recommended Teacher Activities ¾ Think-Pair-Share: Allow students to brainstorm. Place students in cooperative groups to discuss the passage. Then generate classroom discussion. Question - What would you do if you were one of the students denied service? ¾ Have students conduct library research about other groups of people who have protested during different periods in American History. Tell students to create a timeline of protestors.

Recommended Assessment 他 Rewrite the passage with the students as the character. 他 Have students create Venn diagrams.

Resources/Bibliography/References 他 Jones, Maxine and McCarthy, Kevin. African Americans in Florida. Pineapple Press, Sarasota, FL. 1993, 193pp. (ISBN156164031X)

African and African American History Curriculum Frameworks African Heritage: The Soul of African descent peoples on the Americas Grades

Theme

African Heritage: The Soul of African descent peoples on the Americas

Overview Students will read and analyze the poem “Little Black Boy,” to reinforce the concepts of main idea, tone, point of view, imagery, and voice. Students will then apply these concepts into creating their own poetry. Sunshine State Standards ¾ Strand: A - Reading ¾ Standard 2: The student constructs meaning from a wide range of texts. ¾ Benchmarks: LA.A.2.3.1, LA.A.2.3.2, LA.A.2.3.3, and LA.A.2.3.4. Grade Level Expectations/Content Covered The student: ¾ determines a text’s major ideas and how those ideas are supported with details. ¾ draws inferences and supports them with text evidence and experience (for example conclusions or generalizations). ¾ paraphrases and summarizes text to recall, inform, or organize ideas.

¾ analyzes ways writers organize and present ideas (for example, through chronology, comparison-contrast, cause -effect). ¾ discusses the meaning and role of point of view in a variety of texts. ¾ states the author’s purpose and relates it to specific details from the text. ¾ recognizes persuasive techniques in text. ¾ develops personal reading preferences through exploring a variety of prose, poetry, and nonfiction.

Recommended Student Activities ¾ Allow students to use the library or Internet to find an African or African American poem. Allow the students to look at the title of the passage and any graphics. Instruct students to look at illustrations, bold faced and/or italicized words, and context clues. Emphasize the importance of these words. ¾ Create a Venn diagram comparing and contrasting “Little Black Boy” and “Black Baby.” ¾ Allow students to read the poem. Tell students to write the main idea, theme, author’s purpose, main characters, and setting in the poem.

FCAT Strategies ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾

Main idea Theme Facts and details Chronological order-sequence Facts and opinions Author’s purpose Plot/Development/Resolution Cause and effect Retelling ¾ Multiple representation of data

Recommended Teacher Activities ¾ Play the poem “Little Black Boy” and “Black Baby” (Shades of Mahogany CD Audra Wells Mark) for students. ¾ Conduct a discussion on the author’s purpose. Why do you think the author wrote these poems? ¾ Tell the students to write down a positive statement using the words Black is… Allow students to read their statements aloud.

Recommended Assessment ¾ Allow students to get into cooperative groups and retell the story in their words. ¾ Tell students to write a poem that tells a story.

Resources/Bibliography/References ¾ Shades of Mahogany CD - Audra Wells Mark Audra Wells Mark Shades of Mahogany P.O. Box 697 Boynton Beach, FL 33435 561-364-0321

African and African American History Curriculum Frameworks African Heritage: The Soul of African descent peoples on the Americas Grades

7, 8

Theme

African Heritage: The Soul of African descent peoples on the Americas

Overview Students will read and analyze the poem “Untitled,” to reinforce the concepts of main idea, tone, point of view, voice, tone, and imagery. Students will then apply their understanding to the creation of a poem that incorporates the concepts. Sunshine State Standards ¾ Strand: A - Reading ¾ Standard 2: The student constructs meaning from a wide range of texts. ¾ Benchmarks: LA.A.2.3.1, LA.A.2.3.2, LA.A.2.3.3, and LA.A.2.3.4. Grade Level Expectations/Content Covered The student: ¾ extends the expectations of the sixth grade with increasingly complex reading texts and assignments and tasks. ¾ refines previously learned knowledge and skills of the seventh grade with increasingly complex reading texts and assignments and tasks. ¾ understands ways the author’s perspective or point of view affects a text. ¾ states the author’s purpose and relates it to specific details from the text.

¾ ¾ ¾ ¾ ¾

identifies persuasive and propaganda techniques in text. delineates the strengths and weaknesses of an argument in persuasive text. recognizes ethical and unethical statements in a text. know the difference between logical and illogical and ethical and unethical statements in a piece of text. develops and personal reading preferences through exploring a variety of prose, poetry, and nonfiction.

Recommended Student Activities ¾ Identify difficult vocabulary: use context clues to hypothesize about definitions. ¾ Students should summarize the poem in their own words.

FCAT Strategies ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾

Main idea Theme Facts and details Chronological order-sequence Facts and opinions Plot/Development/Resolution Cause and effect Retelling

Recommended Teacher Activities ¾ Ask students what the poem is about. One approach is through KWL if groups are desired. Follow with a discussion.

¾ Ask the question, “What does the poem make you think of?” Allow students to read their thoughts. ¾ Use the poem to reinforce FCAT strategies through comprehensive questions. Example: What time period is the poem set in? Tell students to provide evidence.

Recommended Assessment ¾ Tell students to create their own sample test that includes their own poem and questions that address the major concepts of the grade level expectations. ¾ Write a persuasive composition that addresses why African of African American History should be taught in schools.

Resources/Bibliography/References ¾ Dictionary ¾ Thesaurus “Untitled” I’ve just had a vision, of a highway winding in monotony, Suddenly, engulfed by the great white expanse. In those fields I can see the shadows, Being beaten by the rays of the overseer. Their faces are haunting my shallow world, Yet touching the heart with painful experience. It’s 96° in the shade, On those backs fortunes were made. Written by: Brandt Robinson

African and African American History Curriculum Frameworks Second American Revolution: Abolition, Post Slavery, and Civil Rights Grades

7, 8

Theme

Second American Revolution: Abolition, Post Slavery, and Civil Rights

Overview Students will read aloud passage, from famous African-American writers during the Harlem Renaissance. Students will then use FCAT Strategies and dramatization to better understand the Harlem Renaissance literary period. Sunshine State Standards ¾ Strand: A - Reading ¾ Standard 2: The student uses the reading process effectively. ¾ Benchmarks: LA.A.2.3.5, LA.A.2.3.5, LA.A.2.3.7, and LA.A.2.3.8. Grade Level Expectations/Content Covered The student: ¾ refines previously learned knowledge and skills of the sixth grade with increasingly complex reading texts and assignments and tasks. ¾ extends previously learned knowledge and skills of the sixth grade with increasingly complex reading texts and assignments and tasks. ¾ gathers information from a variety or sources, including primary sources.

¾ evaluates and uses information from a variety of sources when researching content area topics (including but not limited to primary sources). ¾ compiles information using an organizer (for example, a spreadsheet). ¾ compares and contrasts elements within or across texts. ¾ records bibliographic information using a format such as source cards. ¾ evaluates and uses information from a variety of sources. ¾ classifies and records information. ¾ organizes and summarizes information using a format. ¾ cites, examines, and discusses the use of and differences between fat and opinion within a text. ¾ knows differences between strong versus weak arguments and relevant and irrelevant information in reading selections. ¾ understands the influence of personal values on the conclusions an author draws. ¾ extends previously learned knowledge and skills of the seventh grade with increasingly complex texts and assignments and tasks.

Recommended Student Activities ¾ Allow students to use the library to find writings by a prominent African-American writer during the Harlem Renaissance. ¾ Ask students to examine a passage and differentiate facts from opinions, Students will use a blank piece of paper and write facts on one side and opinions on the other side.

FCAT Strategies ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾

Main idea Theme Facts and details Facts and opinions Author’s purpose Similarities and difference in text Retelling Multiple representation of data

Recommended Teacher Activities ¾ Allow students to read the passages aloud and discuss the meaning of the passages. ¾ Allow students to dress like one of the famous artists during the Harlem Renaissance. Tell students to record bibliographical information on note cards and dramatize the person chosen.

Recommended Assessment ¾ Assign students to write reports about a famous African-American during the Harlem Renaissance. Allow students to then create a play and perform the play using the famous African-Americans as main characters.

Resources/Bibliography/References ¾ Internet ¾ Encyclopedia ¾ Dictionary

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African and African American History Curriculum Frameworks Ancient Africa Grades

7, 8

Theme

Ancient Africa

Overview In order for students to grasp the development of slavery in the New World and the economic, social and political contributions of African people on the New World, it is essential they have a fundamental understanding of the three great West African empires that pre-dated European contact. The project requires students to research one or all (optional) of the empires of Ghana, Mali and Songhay and create a book about the subject. Sunshine State Standards ¾ Strand: A - Reading ¾ Standard 2: The student constructs meaning from a wide variety of texts. ¾ Benchmarks: LA.A.2.3.5; LA.A.2.3.6 Grade Level Expectations/Content Covered The student: ¾ chooses reference materials appropriate for research purposes ¾ uses multiple sources to locate information relevant to research questions (including electronic texts, experts and print resources) ¾ evaluates and uses information from a wide variety of sources (including primary sources)

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Recommended Student Activities ¾ Students will brainstorm in a K-W-L format, or Think-Pair-Share format, what they know about Africa today. ¾ Students will then brainstorm in either format what they know about ancient Africa, as well as what they would like to know. ¾ Allow students time to research one or all of the empires of Ghana, Mali or Songhay, with emphasis on geography, economy, government, important people, arts, education and the people. ¾ Students will create a book about the civilization or civilizations they chose, which meet the requirements found on the teacher rubric.

FCAT Strategies ¾ ¾ ¾ ¾ ¾ ¾

Facts and Ideas Chronological Order Compare and Contrast Similarities/Differences with text Cause and Effect Retelling ¾ Multiple Representation of Data

Recommended Teacher Activities ¾ Use Graphic Organizer to introduce the unit/project. ¾ Use K-W-L or Think-Pair-Share to gauge student understanding about Africa today and Ancient Africa. Provide a blank map of Africa to spark prior knowledge. ¾ Provide students with a handout of the research project, which includes the following requirements: o students must complete the entire project by hand; no computer assistance! o the book must contain a table of contents, with chapters and page numbers o the book must contain one map of the region which contains major physical and political features

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o the book must contain two illustrations o a glossary of ten key vocabulary terms must be included 他 Provide students with a rubric indicating the itemized assessment for the entire project.

Recommended Assessment Resources/Bibliography/References Wonders of the African World. www.pbs/wonders African Voices. www.mnh.si.edu/africanvoices A Gateway to African American History. www.charter.uchicago.edu/AAH Map of Africa for K-W-L/Think-Pair-Share

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African and African American History Curriculum Frameworks Sample Lesson Plan What are Civil Rights? Grade

7, 8

Theme

The Second American Revolution

Overview Using short biographical vignettes of various civil rights leaders from the text African Americans in Florida, students will enhance reading skills by researching the theme of civil rights, apply the theme to more in-depth research and make the connection between civil rights in the past and present. Subject Area

Reading

Sunshine State Standards 他 Strand: LA.A.2.3 他 Standard: The student constructs meaning from a wide range of texts. 他 Benchmark: 5

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Lesson A Part One. Introduce the unit. Working alone first, students should: 1. define civil right 2. write down everything they think of when they hear the term Part Two: Break students into groups. 1. Have students share parts one and two with each other, adding any other important information. 2. Have each group come to consensus about the term civil right. Part Three: Class discussion. 1. Have each group report on their definition of civil right. Come to consensus. 2. Generate discussion based on what they think of when they hear the term. 3. Once they understand the concept, be sure during discussion to have them think of the state of civil rights today. Important questions to ask for the unit would include: a. What are some civil rights you have today? b. What are some examples of civil rights violations today? c. What is their role in upholding civil rights for themselves and for others?

Lesson B Each student will be provided with one biography from the text African Americans in Florida. These will be either Mary McLeod Bethune, page 60; James Weldon Johnson, page 75; Blanche Armwood, page 87; Harry T. Moore, page 106; Reverend C.K. Steels, page 108). Part One: Students will be asked to read the biography and do the following: 1. record difficult vocabulary 2. write down or outline the major points from the reading 3. record questions they have about the person or the time in which they lived Part Two: Group students who have the same biography 1. Have students use dictionaries to grasp difficult vocabulary; teacherâ&#x20AC;&#x2122;s should assist if necessary

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2. Students should share their outlines, major points and questions; again teacher assistance will be important 3. Students should then answer the following questions a. What was the condition of civil rights at the time the person was alive? b. What approaches did this person take to change the status of civil rights? c. How successful do you think the person was? d. What would you have done if you had been alive at the time?

Lesson C Students will compile information and prepare a microteach and quiz.

Part One: Microteach. Students will be asked to prepare a microteach or short presentation about the person that includes the following: 1. early life 2. the condition of civil rights 3. the reaction of the person to those conditions 4. how the person went about trying to improve civil rights 5. the results of those actions 6. the group’s opinions about the person and his/her actions Part Two: Quiz – Each group will also be asked to create a five question oral quiz for the other group’s to answer at the end of microteaches. These oral answers will lead into the next part of the unit. Part Three: Class discussion. 1. First focus the discussion on the different strategies and approaches used by the subjects. Students should be encouraged to share their thoughts about what they would have done. 2. Change the focus to civil rights today. What are the student’s thoughts about civil rights? This will reinforce the discussion from Part One and lead into the final part of the unit.

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Lesson D Outside research â&#x20AC;&#x201C; this can be set up according to the teacherâ&#x20AC;&#x2122;s needs and time constraints; this may be done individually or in groups. 1. In the school media center, students will be asked to research a current subject related to civil rights. This could be a person, court case, event or some other issue. 2. Students will be asked to create a poster based on their research that includes the following: a. major points behind the issue b. some graphic representation to bring the subject matter to life c. a box for difficult vocabulary 3. Posters should be shared and a discussion generated about civil rights. Emphasis should be on the connections between this subject matter and the biographies they began the unit with.

Assessment After completing the unit, students will: 1. form and revise questions for investigations (including but not limited to questions arising from readings) 2. use print and/or electronic sources to locate books, documents and articles 3. organizes and interprets information from a variety of sources for a school or real world task

Suggested Resource Jones, Maxine and McCarthy, Kevin. African Americans in Florida. Pineapple Press, Sarasota, FL. 1993, 193pp. (ISBN156164031X)

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African and African American History Curriculum Frameworks Sample Lesson Plan The Middle Passage Grade

Theme

People of African Descent: The Diaspora

Overview Students will be introduced to the Middle Passage by reading and examining various sources. In doing so, they will evaluate the methods used by the authors to make their case. Sunshine State Standards Strand: A - Reading Standard 2: The student constructs meaning from a wide variety of texts Benchmarks: LA.A.2.3.1; LA.A.2.3.2; LA.A.2.3.3; LA.A.2.3.4 Grade Level Expectations/Content Covered The student: 1. Discuss the meaning and role of point of view in a variety of texts 2. State the authorâ&#x20AC;&#x2122;s purpose and relate it to specific details from the text 3. Understand ways the authorâ&#x20AC;&#x2122;s perspective or point of view affects a text

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Recommended Student Activities Students participate in a K-W-L or Think-Pair -Share activity about their knowledge of the save trade and slavery in the New World. Each student will read Document One. As they read, they should circle difficult vocabulary, underline words or phrases that make the reading more powerful and record questions they have. In groups, students will compare their vocabulary, key words/phrases and questions. Each group must make a basic outline of Document One. 1. Explain that students will be studying a period in history that saw millions of Africans being brought to the New World to become enslaved persons. You will be emphasizing the Middle Passage, the Trans-Atlantic trade of Africans from Africa to the New World. 2. Explain that students will be reading different accounts by people who were witnesses to the Middle Passage. 3. Explain that students will be focusing on the different ways that people wrote about the Middle Passage and how their points of view were related to the texts. 4. Begin with a K-W-L about studentsâ&#x20AC;&#x2122; knowledge of the slave trade; this can and should include knowledge about how Africans became slaves, as well as their knowledge of slavery in the United States/New World.

Lesson B 1. Students should first be given a copy of Document One, which is an overview of the slave trade by a historian. 2. Have each student read the passage. In the margin, circle difficult vocabulary, underline words or phrases that make the reading more powerful or effective and write down questions they may have. 3. Break students into groups and have them compare their vocabulary and questions. 4. Students will answer the following questions in their groups: i. How effective was the reading? Why or why not? ii. What did the author do to make the reading effective? details, adjectives, verbs, organization iii. What is the authorâ&#x20AC;&#x2122;s point of view? 5. Students participate in discussion based on all of the above from Document One. 6. Students begin reading one of the three remaining documents individually, following the same steps from above.

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7. Students join groups so that all three documents are represented in each group. 8. Each group is responsible for the following: a. Within each group, students should begin by discussing their assigned sections so that the group as a whole understands the main idea, point of view and importance of each. Students should emphasize details, words or passages that made the reading powerful or effective. b. Performance Reading: Each group will be required to synthesize the three passages into a two-minute performance reading to be done before the class. Performance reading asks students to synthesize a reading or readings into their own words and add creative details. In doing so, students gain meaning by making the key aspects of texts their own. The reading must meet the following requirements: i. Students must synthesize aspects of each of the three readings to form a cohesive presentation that they will read/enact. j. The presentation does not have to include all details but the details they choose should be organized and clear. k. The presentation must be completely written in the words of the group members. l. The presentation must make use of three visual prompts. Most important: THE PRESENTATION MUST FOCUS ON DETAILS.

FCAT Strategies 1. Main Idea 2. Facts and Details 3. Fact and Opinion 4. Compare and Contrast 5. Theme 6. Authorâ&#x20AC;&#x2122;s Purpose 7. Similarities/Differences With Text 8. Cause and Effect 9. Retelling 10. Multiple Representation of Data

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Recommended Teacher Activities 1. Provide Students with Graphic Organizer for Lesson. 2. Explain that students will be reading different accounts by people who were witnesses to the Middle Passage and different aspects of slavery. 3. Explain that students will be focusing on the different ways that people wrote about the Middle Passage and how their points of view were related to the texts. 4. Use K-W-L or Think-Pair-Share to begin student brainstorming/discussion. 5. Provide students with a copy of Document One. Stress that this differs from the other documents in that it was written by a historian and is not a primary source. Be sure that students are given ample time to address difficult vocabulary and present questions from Doc. One. 6. Generate discussion about the questions listed above. 7. Reiterate the remainder of the assignment using the three remaining documents. 8. Prepare an overhead that stresses the important steps each group must take in analyzing the documents: a. circle difficult vocabulary b. underline important details or words and phrases that make the reading more powerful c. outline/record the main idea of each reading d. identify the authorâ&#x20AC;&#x2122;s point of view e. record major questions from each reading f. consider the effectiveness of each reading 9. Address difficult vocabulary and take questions

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10. Hand out assignment for Performance Reading Group Presentation. Performance reading asks students to synthesize a reading or readings and put it into their own words and add details for comprehension. Students will focus on key words, phrases or passage that made each reading powerful. Students will create a three minute performance reading that meets the following requirements: a. Students must synthesize aspects from each of the three reading to form a cohesive presentation they will enact. b. The details chosen from each reading must be clear and well organized. c. The presentation must be completely written in the words of the group members. d. The presentation must make use of three visual prompts. Encourage students to be as creative as possible.

Suggested Resources/Resource Bank Document One: A present-day historian discusses the Middle Passage. For weeks, months, sometimes as long as a year, they waited in the dungeons of the slave factories scattered along Africa's western coast. They had already made the long, difficult journey from Africa's interior -- but just barely. Out of the roughly 20 million who were taken from their homes and sold into slavery, half didn't complete the journey to the African coast, most of those dying along the way. And the worst was yet to come. The captives were about to embark on the infamous Middle Passage, so called because it was the middle leg of a three-part voyage -- a voyage that began and ended in Europe. The first leg of the voyage carried a cargo that often included iron, cloth, brandy, firearms, and gunpowder. Upon landing on Africa's "slave coast," the cargo was exchanged for Africans. Fully loaded with its human cargo, the ship set sail for the Americas, where the slaves were exchanged for sugar, tobacco, or some other product. The final leg brought the ship back to Europe. The African slave boarding the ship had no idea what lay ahead. Africans who had made the Middle Passage to the plantations of the New World did not return to their homeland to tell what happened to those people who suddenly disappeared. Sometimes the captured Africans were told by the white men on the ships that they were to work in the fields. But this was difficult to believe, since, from the African's experience, tending crops took so little time and didn't require many hands. So what were they to believe? More than a few thought that the Europeans were cannibals. The slaves were branded with hot irons and restrained with shackles. Their "living quarters" was often a deck within the ship that had less than five feet of headroom -- and throughout a large portion of the deck, sleeping shelves cut this limited amount of headroom in half. Lack of standing headroom was the least of the slaves' problems, though. With 300

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to 400 people packed in a tiny area -- an area with little ventilation and, in some cases, not even enough space to place buckets for human waste -- disease was prevalent. Faced with the nightmarish conditions of the voyage and the unknown future that lay beyond, many Africans preferred to die. But even the choice of suicide was taken away from these persons. From the captain's point of view, his human cargo was extremely valuable and had to be kept alive and, if possible, uninjured. A slave who tried to starve him or herself was tortured. If torture didn't work, the slave was force fed with the help of a contraption called a speculum orum, which held the mouth open. Despite the captain's desire to keep as many slaves as possible alive, Middle Passage mortality rates were high. Although it's difficult to determine how many Africans died en route to the New World, it is now believed that between ten and twenty percent of those transported lost their lives. Source: Africans In America. www.pbs.org/aia.wgbh Document Two: From “The Life of Gustavus Vassa”, a man who lived through the Middle Passage and later wrote about his experience. Upon being brought onto a slave ship, Vassa reflects: “I was immediately handled and tossed up to see if I was sound, by some of the crew; and I was now persuaded that I had got into a world of bad spirits, and that they were going to kill me...Indeed such were the horrors of my views and fears at the moment....When I looked around the ship too, and saw a large furnace of copper boiling and a multitude of black people, of every description, chained together, every one of their countenances expressing dejection and sorrow, I no longer doubted my fate; and, quite overpowered with horror and anguish, I fell motionless on the deck, and fainted....I was soon put down under the decks, and there I received such a salutation in my nostrils as I had ever experienced in my life: so that, with the loathsomeness of the stench, and with my crying together, I became so sick and low that I was not able to eat, nor had I the least desire to taste anything. I now wished for the last friend, death, to relieve me.... [O]n my refusing to eat, one of the [white] men held me fast by the hands, and laid me across...and tied my feet, which the other flogged me severely...I had never seen among any people such instances of brutal cruelty...The closeness of the place [down below], and the heat of the climate, added to the number in the ship, being so crowded that each had scarcely room to turn himself, almost suffocated us. This produced copious perspirations, so that the air soon became unfit for respiration, from a variety of loathsome smells, and brought on a sickness among the slaves,

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of which many died.... The shrieks of the women, and the groans of the dying, rendered it a scene of horror almost unconceivable.â&#x20AC;? Document Three: "THE MEN NEGROES...ARE...FASTENED TOGETHER...BY HANDCUFFS", by Alexander Falconbridge, a surgeon aboard slave ships and later the governor of a British colony for freed slaves in Sierra Leone, offers a vivid account of Middle Passage. â&#x20AC;&#x153;The men Negroes, on being brought aboard the ship, are immediately fastened together, two and two, by handcuffs on their wrists and by irons riveted on their legs. They are then sent down between the decks and placed in an apartment partitioned off for that purpose. The women also are placed in a separate apartment between the decks, but without being ironed. An adjoining room on the same deck is appointed for the boys. Thus they are all placed in different apartments. About eight o'clock in the morning the Negroes are generally brought upon deck. Their irons being examined, a long chain, which is locked to a ring- bolt fixed in the deck, is run through the rings of the shackles of the men and then locked to another ring- bolt fixed also in the deck. By this means fifty or sixty and sometimes more are fastened to one chain in order to prevent them from rising or endeavoring to escape. If the weather proves favorable they are permitted to remain in that situation till four or five in the afternoon when they are disengaged from the chain and sent below. The diet of the Negroes while on board, consists chiefly of horse beans boiled to the consistency of a pulp; of boiled yams and rice and sometimes a small quantity of beef or pork. The latter are frequently taken from the provisions laid in for the sailors. They sometimes make use of a sauce composed of palm- oil mixed with flour, water and pepper, which the sailors call slabber- sauce. Yams are the favorite food of the Eboe [Ibo] or Bight Negroes, and rice or corn of those from the Gold or Windward Coast; each preferring the produce of their native soil.... They are commonly fed twice a day; about eight o'clock in the morning and four in the afternoon. In most ships they are only fed with their own food once a day. Their food is served up to them in tubs about the size of a small water bucket. They are placed round these tubs, in companies of ten to each tub, out of which they feed themselves with wooden spoons. These they soon lose and when they are not allowed others they feed themselves with their hands. In favorable weather they are fed upon deck but in bad weather their food is given them below. Numberless quarrels take place among them during their meals; more especially when they are put upon short allowance, which frequently happens if the passage form the coast of Guinea to the West Indies islands proves of unusual length. In that case, the weak are obliged to be content with a very scanty portion. Their allowance of water is about half a pint each at every meal. It is handed round in a bucket and given to each Negro in a pannekin, a small utensil with a straight handle, somewhat similar to a sauce- boat. However, when the ships approach the islands with a favourable breeze, the slaves are no longer restricted.

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Upon the Negroes refusing to take sustenance, I have seen coals of fire, glowing hot, put on a shovel and placed so near their lips as to scorch and burn them. And this has been accompanied with threats of forcing them to swallow the coals if they any longer persisted in refusing to eat. These means have generally had the desired effect. I have also been credibly informed that a certain captain in the slave- trade, poured melted lead on such of his Negroes as obstinately refused their food. Exercise being deemed necessary for the preservation of their health they are sometimes obliged to dance when the weather will permit their coming on deck. If they go about it reluctantly or do not move with agility, they are flogged; a person standing by them all the time with a cat- o'- nine- tails in his hands for the purpose. Their music, upon these occasions, consists of a drum, sometimes with only one head; and when that is worn out they make use of the bottom of one of the tubs before described. The poor wretches are frequently compelled to sing also; but when they do so, their songs are generally, as may naturally be expected, melancholy lamentations of their exile from their native country. The women are furnished with beads for the purpose of affording them some diversion. But this end is generally defeated by the squabbles which are occasioned in consequence of their stealing from each other. On board some ships the common sailors are allowed to have intercourse with such of the black women whose consent they can procure. And some of them have been known to take the inconstancy of their paramours so much to heart as to leap overboard and drown themselves. The officers are permitted to indulge their passions among them at pleasure and sometimes are guilty of such excesses as disgrace human nature.... The hardships and inconveniences suffered by the Negroes during the passage are scarcely to be enumerated or conceived. They are far more violently affected by seasickness than Europeans. It frequently terminates in death, especially among the women. But the exclusion of fresh air is among the most intolerable. For the purpose of admitting this needful refreshment, most of the ships in the slave trade are provided, between the decks, with five or sick air- ports on each side of the ship of about five inches in length and four in breadth. In addition, some ships, but not one in twenty, have what they denominate wind- sails. But whenever the sea is rough and the rain heavy is becomes necessary to shut these and every other conveyance by which the air is admitted. The fresh air being thus excluded, the Negroes' rooms soon grow intolerable hot. The confined air, rendered noxious by the effluvia exhaled from their bodies and being repeatedly breathed, soon produces fevers and fluxes which generally carries of great numbers of them. During the voyages I made, I was frequently witness to the fatal effects of this exclusion of fresh air. I will give one instance, as it serves to convey some idea, though a very faint one, of their terrible sufferings....Some wet and blowing weather having occasioned the port- holes to be shut and the grating to be covered, fluxes and fevers among the Negroes ensued. While they were in this situation, I frequently went down among them till at length their room became so extremely hot as to be only bearable for a very short time. But the excessive heat was not the only thing that rendered

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their situation intolerable. The deck, that is the floor of their rooms, was so covered with the blood and mucus which had proceeded from them in consequence of the flux, that it resembled a slaughter- house. It is not in the power of the human imagination to picture a situation more dreadful or disgusting. Numbers of the slaves having fainted, they were carried upon deck where several of them died and the rest with great difficulty were restored.... As very few of the Negroes can so far brook the loss of their liberty and the hardships they endure, they are ever on the watch to take advantage of the least negligence in their oppressors. Insurrections are frequently the consequence; which are seldom expressed without much bloodshed. Sometimes these are successful and the whole ship's company is cut off. They are likewise always ready to seize every opportunity for committing some acts of desperation to free themselves from their miserable state and notwithstanding the restraints which are laid, they often succeed. Source: Alexander Falconbridge, An Account of the Slave Trade on the Coast of Africa (London, 1788). Document Four: From Thoughts On Slavery, Reverend John Wesley, 1774. John Wesley was a minister in who witnessed the arrival of Africans in the United States. â&#x20AC;&#x153;When the vessels arrive at their destined port, the Negroes are again exposed naked to the eyes of all that flock together, and the examination of their purchasers. Then they are separated to the plantations of their several masters, to see each other no more. Here you may see mothers hanging over their daughters, bedewing their naked breasts with tears, and daughters clinging to their parents, till the whipper soon obliges them to part. And what can be more wretched than the condition they then enter upon? Banished from their country, from their friends and relations for ever, from every comfort of life, they are reduced to a state scarce anyway preferable to that of beasts of burden. In general, a few roots, not of the nicest kind, usually yams or potatoes, are their food; and two rags, that neither screen them from the heat of the day, nor the cold of the night, their covering. Their sleep is very short, their labour continual, and frequently above their strength; so that death sets many of them at liberty before they have lived out half their days. The time they work in the West Indies, is from day-break to noon, and from two o'clock till dark; during which time, they are attended by overseers, who, if they think them dilatory, or think anything not so well done as it should be, whip them most unmercifully, so that you may see their bodies long after wealed and scarred usually from the shoulders to the waist. And before they are suffered to go to their quarters, they have commonly something to do, as collecting herbage for the horses, or gathering fuel for the boilers; so that it is often past twelve before they can get home. Hence, if their food is not prepared, they are sometimes called to labour again, before they can satisfy their hunger. And no excuse will avail. If they are not in the field

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immediately, they must expect to feel the lash. Did the Creator intend that the noblest creatures in the visible world should live such a life as this? Are these thy glorious work, Parent of Good?

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Curriculum Frameworks Grades 9 - 12

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African and African American History Curriculum Frameworks The curriculum frameworks are organized in a teacher-friendly format by providing the focus of the subject content areas. For example, this section focuses on grades 9-12; the theme is the Abolition of Slavery, Civil right, Constitutional Rights, and the Contributions of Africans and African Americans to the World. While you can add additional Sunshine State Standards and Benchmarks, a recommended list is provided. Additionally, Grade Level Expectations, Content Areas, Recommended Student Activities, FCAT Strategies, Recommended Teacher Activities, Recommended Assessment, and Resources/Bibliography/References are included in this section.

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African and African Americans in Transition The Abolition of Slavery, Civil right, Constitutional Rights, and the Contributions of Africans and African Americans to the World. Grades

High School 9-12

Theme

The Abolition of Slavery, Civil right, Constitutional Rights, and the Contributions of Africans and African Americans to the World.

Overview The students will focus on world history, and the history of classical civilizations, including Africa. The importance and contribution of Africans and African Americans in the areas of geography, economics, literature, language arts, sciences, and contemporary issues will also be explored. Sunshine State Standards 他 LA.A.1.4.1: selects and uses pre-reading strategies that are appropriate to the text, such as discussion, making predictions, brainstorming, generating questions, and previewing, to anticipate content, purpose, and organization of a reading selection. 他 LA.A.1.4.4: applies a variety of response strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and relating what is read to his or her own experiences and feelings. 他 LA.A.2.4.1: determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material. 他 LA.A.2.4.3: describes and evaluates personal preferences regarding fiction and nonfiction.

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¾ LA.A.2.4.4: locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement. ¾ LA.A.2.4.6: selects and uses appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, news sources, and information services. ¾ LA.B.1.4.1: selects and uses appropriate prewriting strategies, such as brainstorming, graphic organizers, and outlines. ¾ LA.B.1.4.2: drafts and revises writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling. ¾ LA.B.1.4.3: produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts, and illustrations in both standard and innovative forms. ¾ LA.B.2.4.1: writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media. ¾ LA.B.2.4.3: writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. ¾ LA.B.2.4.4: selects and uses a variety of electronic media, such as the Internet, information services, and desktop publishing software programs, to create, revise, retrieve, and verify information. ¾ LA.C.1.4.4: identifies bias, prejudice, or propaganda in oral messages. ¾ LA.C.3.4.1: uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic. ¾ LA.C.3.4.3: uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain. ¾ LA.E.1.4.2: understands why certain literary works are considered classics.

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¾ LA.E.1.4.3: identifies universal themes prevalent in the literature of all cultures. ¾ LA.E.2.4.1: analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions. ¾ LA.E.2.4.6: recognizes and explains those elements in texts that prompt a personal response, such as connections between one’s own life and the characters, events, motives, and causes of conflict in texts. ¾ LA.E.2.4.8: knows that people respond differently to texts based on their background knowledge, purpose, and point of view.

Grade Level Expectations Content

Ancient Africa, Africa in Transition, The Civil Rights Movement, and the Contributions of Africans and African Americans to the World. Ancient Africa should be studied because as Davison (1971) said, “Africa is the world’s second largest continent.” To begin to understand Africa and its peoples, including African Americans, is to understand its pre-slavery period which included African Kingdoms. The African American living in the United States of America today represent a wide variety of individuals of African descent whose beginning dates back to before Columbus’ presence in the Americas and before the beginning of slavery (Coggins, 1994) ¾ Slavery: Post Columbus in the Americas-- Slavery and European exploitations started around 1490 A.D. and continued for over 300 years. The slavery experience and the journey through the Middle Passage was one of humankind’s worst atrocities. The journey took three weeks to three months from West Africa to the shores of North and South America. Tolliver (1993) estimated that although 100 million Africans died at the hand of their captors, over 25 million made it to the shores of the Americas, Slavery, according to Tolliver, was an economic system where profit and exploitation of forced and cheap labor of African men, women, and children were the centerpieces of the slavery system. Africans brought to this country as slaves, were not allowed to speak their own language, use their own names, practice their own religion, perform their own cultural rituals, and most importantly, maintain their governmental system, values, and beliefs (Van Sertima, 1990). Thus, the slavery that occurred during this period was unlike any other form of slavery practiced in the history of mankind. This painful history

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of African Americans must be told along with the rich contributions of Africans which predated slavery and continued throughout the post-slavery period. The United Stets of America grew economically because of the cheap labor system fostered by chattel slavery (Coggins, 1994)

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African and African Americans in Transition The Abolition of Slavery, Civil right, Constitutional Rights, and the Contributions of Africans and African Americans to the World. Continued Grade High School 9-12 ¾ Post-Slavery: Abolition, Civil Rights and Constitutional Rights-- This was a period from 1800 to 1861 which involved the struggle of abolitionists. Even though the slave trade legally ended in 1808, illegal slave trading continued (Banks, 1991). Despite the abolitionists struggle and Nat Turner’s slave revolt of 1831, the Fugitive Slave Act of 1850 posed a great problem for the Abolitionists’ movement and affirmed that Africans could not be citizens. It was not until 1863 that President Lincoln issued the Emancipation Proclamation, which freed slaves in those states that were fighting the Union (Coggins, 1994). The struggle for citizenship and freedom was not guaranteed until the passing of the Thirteenth Amendment in 1865, which legally abolished slavery; the Fourteenth Amendment in 1866, which made African Americans citizens; and the Civil Rights Act of 1866, which gave African Americans civil liberties. In 1870, the Fifteenth Amendment was enacted to give African Americans the right to vote. The struggles for civil and human rights continued from 1870 and continues today where the enjoyment of full civil rights for African Americans remains a struggle. ¾ The Soul of African Americans-- Oliver (1993) discusses the myths and stories which characterize the values and beliefs which have been historically central to the lives of African people on the mainland of Africa and throughout the world; values and beliefs which Karenga (1966) and Useni (1981) have captured in the African American celebration called “Kwanzaa.” These values and beliefs of family, community, spiritualism, and material goods trace its roots to the principles of the MA’AT which dates back to 3200 B.C. - 700 B.C. (Coggins, 1994). The economic and human resources of African Americans in the United States of America are significant. African Americans, since Madame C.J. Walker, have been millionaires and today there are many millionaire athletes, business people,

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performers, and T.V personalities like Oprah Winfrey. The exploration of economic contributions is important in understanding the roles of African Americans in American society (Coggins, 1994). Âž Contributions of African and African Americans to the Untied States of America and to the World- The contributions of Africans may have been lost in the history books, but careful examination of well documented evidence by Rogers (1991), Van Sertima (1990), and others show that Africans and Africa Americans have contributed in meaningful ways in areas of art, music, science, literature, politics, and developed inventions which shaped Americaâ&#x20AC;&#x2122;s future (Coggins, 1994).

Recommended Student Activities FCAT Strategies Recommended Teacher Activities Recommended Assessment Resources/Bibliography/References

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African and African American History Curriculum Frameworks Civilization of the African Empires The Context of Classical Civilization in Europe (i.e. Greco-Roman) Grades

Theme

Ancient Africa; The Diaspora

Overview Ancient Africa should be studied because as Davison (1971) said, “Africa is the world’s second largest continent.” To begin to understand Africa and its peoples, including African Americans, is to understand its pre-slavery period, which included African Kingdoms. The African American living in the United States of America today represent a wide variety of individuals of African descent whose beginning dates back to before Columbus’ presence in the Americas and before the beginning of slavery (Coggins, 1994) Sunshine State Standards ¾ Strand: E - Literature ¾ Standard 1: The student understands the common features of a variety of literary forms ¾ Benchmarks: LA.E.1.3 & LA.E. 2.3

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Grade Level Expectations The student: ¾ The students will focus on the developmental of classical African American civilizations and the dynasties and kingdoms that flourished in Africa, through literature. ¾ Africa before the pyramid period The building of the pyramids in Africa, including Giza, etc. The development of literature, sciences, medicine, and other areas. ¾ The student will interpret the meanings of proverbs ¾ The student will explore the interaction among West African Civilizations and the world ¾ The student will identify the characteristics of East African Culture ¾ The student will examine different ways in which Africans communicated ¾ The student will identify characteristics of an epic

Content

Civilization of the African Empires within the Context of Classical Civilization in Europe (i.e. GrecoRoman) ¾ The Kemet and Nubian kingdoms and dynasties. ¾ African Exploration: The history of the Moors and the explorations of the Africans into the world, including North and South America. ¾ African presence in the region before slavery as documented by Ivan Van Sertima (1979) and (1990) in his books The Moors and the African Presence in Europe and They Came Before Columbus, the Ancient Presence of Africans in the Americas. ¾ African presence in Europe and the world. ¾ Invasion and weakening of Africa by European Colonialism. ¾ Post-Pyramid empires in the West (i.e. Ghana, Mali, Songhay, Kanem-Bornu, and Benin). ¾ Forest Kingdoms, Congo, Ashanti, Bechuanaland, Zulu Land and others. ¾ The development of the arts, sciences, and language arts in Africa, and their influence on the world. ¾ The Ancient African kingdoms prior to 700 B.C. and post 600 B.C. to 1500 A.D.

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Recommended Student Activities ¾ Allow students to use the library or Internet to locate other kinds of ancient Egyptian literature, while identifying major Egyptian gods and goddesses. ¾ Allow students to compare and contrast characters from the opera, Aida to the main characters in the play, Romeo and Juliet. ¾ Allow students to create a monologue in the voice of an animal from one of the fables read. ¾ Allow students to write modern tales that pertain to the issues of today’s society.

FCAT Strategies ¾ What is another good title for the folktale: “Olode the Hunter Becomes an Oba” by Harold Courlander with Albert Kofi Prempeh? (main idea) ¾ Write a one-sentence summary for the African proverbs of Ashanti and Kenya. (main idea) ¾ In the epic, Sundiata, what happens to the epic hero?(facts and details) ¾ What happened before the beginning of slavery? (chronological order) ¾ What is meant by the African Diaspora? (vocabulary) ¾ How are Africans different today from the pre-slavery period in Africa? (compare and contrast) ¾ Write one fact/opinion about the characteristics of an epic. (fact and opinion) ¾ What was the main problem in the play, Aida?(Plot development/resolution) ¾ How is the plot of “If Beale Street Could Talk” similar to Romeo and Juliet? (similarities/Differences in text) ¾ Define the word “myth.” (vocabulary) ¾ Why did Alan Paton write Cry the Beloved County? (Author’s Purpose) ¾ What caused Olaudah Equiano’s life to change? (cause and effect) ¾ Develop a literature map of Africa. (Multiple Representation of Information)

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Recommended Teacher Activities ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾

Teachers can explore the following topics with the students: Ancient Africa (classical Greek and Roman period) Start 50, 000 B.C. or earlier Kingdoms Nubian Presence Ethiopian Presence Kemet (also known as Egypt) Four Golden Ages Contributions Oral Tradition Folktales Fables Myths ¾ Teachers can create a community-building atmosphere, by allowing the students to work in diverse groups throughout this unit.

Recommended Assessment ¾ The student will create a timeline that depicts invasions of East African Civilization from 8000BCE-600 BC o Grading Matrix The timeline cites dates chronologically=30 points The timeline links dates with events accurately=15 points The timeline uses graphics to demonstrate the content and events=15 points The timeline has a clear introduction=10 minutes The timeline has a clear statement of two objectives=10 points The timeline has a clear summary =15 points The timeline has a definitive look=5 points

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¾ The student will write an essay explaining whether or not they believe that the United States is more of a written society or an oral society. o FCAT 6 point rubric

Resources/Bibliography/References Andrews, William L. African American Literature. Holt, Rinehart &Winston, 1992. # 0-03-047424-8 Pharaoh Akhenaton

The Hymn to the Aton

The Oral Tradition

Proverbs

Virginia Hamilton

Wulbari the Creator

Harold Courlander with Ezekiel A. Eshugbayi

Olode the Hunter Becomes an Oba

Harold Courlander with Albert Kofi Prempeh

Osebo’s Drum

Hans Baumann

Nana Miriam

Translated by Ulli Beier

Song for the Sun that Disappeared

The Epic in Africa

Sundiata, translated by Ulli Beier

Baldwin, James. If Beale Street Could Talk. Bantam Doubleday Dell Publishing, 2001. #0833505793 Dillon, Diane (illust.), Dillon, Leo (illust.), Price, Leontyne. Aida Harcourt Children’s Books, 1997. # 0152015469

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Equiano, Olaudah. The Interesting Narrative of the Life of Olaudah Equiana or Gustavus. National Book Network, 1999. #187450962X Paton, Alan. Cry the Beloved Country. Simon &Schuster, 1995.

# 0684829770

Paton, Alan. â&#x20AC;&#x153;Tales from a trouble land.â&#x20AC;? Lightning Source Inc., 1995. #0684825848 Rashid, Runoko (editor). Ivan van Sertima. Transaction Publishing, 1987. #0887387179

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African and African American History Curriculum Frameworks Sample Lesson Plan Recording Oral History Grade

Background

Central to appreciating cultural differences is an appreciation of the ways different cultures communicate within their communities. Many of the world’s peoples, including much of Africa, have history of oral communication. African American culture still exhibits a strong oral tradition, evidenced in Black churches, folk tales, and rap music. A greater understanding of this tradition will lead to greater tolerance between communities.

Sunshine State Standards ¾ LA.B.2.3 The student writes to communicate ideas and information. ¾ LA.C.1.4.4 identifies bias, prejudice, or propaganda in oral messages ¾ LA.D.2.41 understands specific ways in which language has shaped the reactions, perceptions, and beliefs of the local, national, and global communities.

Objectives

The lessons are designed to: examine the different ways that we, as Americans communicate, and ultimately, listen to each other; develop listening skills; gain a greater appreciation for the historical process: learn how documenting oral history in writing is ultimately a tribute to both forms of communication.

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Lesson Content Review the unit objectives and convey the background information.

Day one: Transition into oral history school project Activity one 1. A fun way to introduce the lesson is to divide the class into two groups. Cal one the oral group and the other the written group. 2. Explain to both groups that they must give basic directions from their house to the nearest mall. The written group is to complete the task in writing, while the oral group is to quietly prepare to verbally explain. 3. Ask for volunteers from both groups to present their directions. 4. This should generate a good discussion as to patterns that emerge Activity Two-Writing assignment Students are to explain in at least two paragraphs whether they believe the United States is more of a written society or an oral society. They should cite specific examples. Before this is turned in, discuss the opinions. Activity Three-Project assignment Prior to the end of class each student should receive a project handout. The handout will contain the following information: 1. Due date-two days from assigned date 2. Overview-You are to conduct a personal interview with someone outside your culture group. The subject of the interview may be one of the following: where will you be in five years?, who has been the biggest influence on your life so far?, or what has been the most important change you have undergone in life? 3. Expectation-Once you have selected your question and interviewee, you are to record the answers exactly as they were given. 4. Post-Interview-After your interview you must write a summary of your experience in which you answer the following questions:

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• • • • • •

What was the mood of the person you interviewed? Describe their conversation style? Was it easy or difficult to record their responses? Why? How is your communication style similar to and different from your interviewee? Did you bring any stereotypes about your subject into the interview, based on their culture? Explain. Based on your interview, would you rather summarize it exactly as it was spoken, or rewrite it, correcting spelling, grammar, and syntax errors? Explain.

FCAT Strategies 1. Develop a Venn diagram that shows how the U.S. is seen as a written society vs. an oral society. (compare and contrast) 2. Define stereotypes. (vocabulary)

Assessment 1. 2. 3. 4. 5.

Cover page Well-developed interview questions Recorded answers Summary of experiences Two paragraph writing assignment

10 points 15 points 15 points 25 points 25 points

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African and African American History Curriculum Frameworks Africa in Transition: The Weakening of Africa and the Advent of Slavery Grades

Theme

Africa in Transition: The Weakening of Africa and the Advent of Slavery

Overview Sunshine State Standards ¾ Strand: A - Reading ¾ Standard 1: The student uses the reading process effectively. ¾ Benchmarks: LA.A.1.4.1 and LA.A.1.4.2 Grade Level Expectations/Covered The student: ¾ Predicts ideas or events that may take place in the text, gives rationale for predictions, and confirms and discusses predictions as the story progresses. ¾ Uses prereading strategies before reading. ¾ Makes predictions about purpose and organization using background knowledge and text structure knowledge. ¾ Reads and predicts from graphic representations. ¾ Uses context and word structure clues to interpret words and ideas in text. ¾ Makes inferences and generalizations about what is read. ¾ Uses graphic organizers and note-taking to clarify meaning and to illustrate organizational pattern of texts.

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Recommended Student Activities ¾ Allow students to use the library or Internet to find an African or African-American poem. Allow students to look at the title of the passage and any graphics. Instruct students to look at illustrations, bold faced, italicized words and context clues. Emphasize the importance of these words. ¾ Ask students what the poem is about. Ask students what they predict will occur in the poem and why. ¾ Allow students to read the poem. Tell students to write the main idea, theme, author’s purpose, main characters, and setting in the poem. ¾ Allow students to share the reading of the poem with the class and put emphasis where they should.

FCAT Strategies ¾ Students will determine main idea and significant details of passages examined. ¾ Students will differentiate between facts and opinions and will determine the author’s purpose for writing the passage.

¾ Students will understand the literary elements of plot, setting, character, point of view, theme, and tone in a literary passage.

Recommended Teacher Activities See Sample Lesson Plan

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Recommended Assessment Âž Reader journal - contains paragraphs related to readings assigned to simulate thought. For each passage, students write a paragraph expressing their understanding of the piece. The they generate questions that further demonstrate their degree of comprehension of the reading. These questions can range from the literal level of the text to interpretations of the motives of the author or a character. The questions also might make connections to past experiences and other texts. Next students select the questions they consider to be the most powerful and answer them. As an additional step, the students compose another paragraph that usually indicates a richer understanding of the passage. The teacher need not read and check numerous journal entries; however, the teacher does search for patterns in the questions that indicate growth. In addition, the teacher is given assistance in constructing future lessons for the class. In this way, reader journals not only allow teachers to inform students about how well they understand a work, but also enable students to inform teachers about what class topics would be most meaningful. Reader journals enable teachers to provide regular measure of studentsâ&#x20AC;&#x2122; ability to comprehend and question the literature they read. In addition, the students can review the evidence showing how they have grown academically.

Resources/Bibliography/References Achebe, China Things Fall Apart. New York. Doubleday, a division of Bantam Dell Publishing Group, Inc. 1994 (ISBN 0-385-47454-7) Andrews, Williams, and Gates, Henry Louis - Editors. Slave Narratives. New York: Literary Classics of the United States, Inc., 2000. (ISBN I-883011-76-0) Berry, Bertice. Redemption Song. New York. Ballentine Publishing Group. 2000. (ISBN 0-345-43885-X) Blassingame, John. The Slave Community. North Carolina. Oxford University Press. 1972. (ISBN 0195025636)

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Douglass, Frederick. Narrative of the Life of Frederick Douglass, and American Slave: Written by Himself. New Haven, CT. Yale University Press. 2001. (ISBN 0300087012) Elements of Literature (Fifth Course: Literature of the United States with Literature of the Americas). Holt, Rinehart, and Winston. Austin, TX. 1997. (ISBN 0-03-096833-X) Fisk Jubilee Singers. In Bright Mansions (CD of Negro Spirituals). Nashville, TN. 2003 (ASIN B00007MB2L) Hughes, Langston, Rampersand, Arnold (Editor) and Roessel, David (Editor). The Colleted Poems of Langston Hughes. New York. Vintage Classics. 1995. (ISBN 0-679-76408-9) Morrison, Toni. Song of Solomon. New York. The Penguin Group. 1987. (ISBN 0-452-26011-6) King James Bible United States Constitution

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African and African American History Curriculum Frameworks Sample Lesson Plan A lesson on “tone” Recommended Teacher Activities A. To introduce tone the teacher might speak the same phrases in several different tones of voice. The phrase “Honey, I’m home.” might be said affectionately, sarcastically, coldly, provocatively, urgently. Engage students in discussion of the different tones. Have them project a scenario based on the tone used. B. A brief scene with a simple dialogue between two students using differing tones to fit different characters and contexts emphasizes how tone changes meaning. For example:

•

Person #1: Person #2:

You’re late! I know. I couldn’t help it.

Person #1: Person #2:

I understand. I knew you would.

Person #1: Person #2:

I have something for you. Really? What?

Person #1:

This!

How might this scene be played by two lovers who are meeting at a restaurant where one lover is about to propose marriage?

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•

How would two spies speak the same words?

•

How would a parent and a child who has come home late do so? In each scenario, the tone controls audience understanding and interpretation.

C. Begin practicing the analysis of tone by using short passages that use a specific device such as Diction, Images, Details, Language, or Sentence Structure to convey tone. A list of tone words is one practical method of providing a basic “tone vocabulary”. An enriched vocabulary enables students to use more specific and subtle descriptions of an attitude they discover in a text. Include words such as the following:

angry sharp upset silly boring afraid happy hollow joyful allusive sweet vexed tired bitter dreamy restrained proud dramatic emotional

sad cold urgent joking poignant detached confused childish peaceful mocking objective vibrant frivolous audacious shocking somber giddy provocative sentimental

sentimental fanciful complimentary condescending sympathetic contemptuous apologetic humorous horrific sarcastic nostalgic zealous irreverent benevolent seductive candid pitiful didactic lugubrious

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D. Have students use dictionaries for definitions of the tone words listed. In order for them to understand subtle differences between tone words such as emotional, sentimental, and lugubrious they will need to know the explicit definitions of the tone word. Then they can accurately comment on a work that appeals to emotions, emphasizes emotion over reason, or become emotional to the point of being laughable. E. Use the acronym DIDLS to help students remember the basic elements of tone that they should consider when evaluating prose or poetry. Diction, images, details, language, and sentence structure all help to create the author’s or speaker’s attitude toward the subject and audience. If you make flash cards with the following “annotated” acronym that will help them focus.

DIDLS

Diction

the connotation of the word choice

Images

vivid appeals to understanding through the senses

Details

facts that are included or those admitted

Language

the overall use of language, such as, formal, clinical, jargon

Sentence

how structure affects the reader’s attitude

structure

Discuss the DIDLS:

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Diction -

Focus student’s attention on word choices in their own writing and in the writing of other people. Using a thesaurus, select an interesting word with a neutral denotation. Then list each synonym and discuss the attitude implied by the varying words. For example:

To laugh: to guffaw, to chuckle, to titter, to giggle, to cackle, to snicker, to roar House: home, hut, shack, mansion, cabin, chalet, abode, dwelling. shanty. domicile, residence

Students must learn to use precise, effective words instead of vague or neutral words. Images -

Authors create tone by using vivid description or figures of speech that appeal to sensory experiences. Evaluate the author’s or speaker’s tone conveyed in the images of the following lines of poetry. • • •

Details -

Giving me strength erect against her hate. (restrained) He played that sad raggy time like a musical food (somber, candid) Droning a drowsy syncopated tune (dramatic)

Details are most commonly the facts given by the author or speaker as support for the attitude or tone. The speaker’s perspective is shaped by what details are given. Have students consider how they might choose some details and omit other to affect an audience. What changes in detail might a young adolescent make in reporting a minor car accident to her parents, a policeman, or her friends at school? Consider how a teacher might report a child’s behavior to colleagues, the principal, or a parent differently in each case, focusing on details to produce the desired effect on the audience.

Language - The tone of a passage is controlled by its language. Consider language to be the entire body of words used in a text, not simply isolated bits of diction. For example, an invitation to a graduation might use formal language, whereas a biology text would use scientific and clinical language. Students may need to develop a vocabulary that describes language. Different from tone, these words describe the force or quality of the diction, images and details. These words qualify how the work is written, not the attitude or tone.

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jargon vulgar scholarly insipid informal precise esoteric connotative plain literal colloquial artificial detached

pedantic euphemistic pretentious sensuous ordinary exact learned symbolic simple figurative bombastic obtuse grotesque

poetic moralistic slang idiomatic formal cultured picturesque homespun provincial trite obscure emotional exact

Providing students with brief examples will help them identify the kinds of language that establish tone. Example: When I told dad I Christmas-treed that exam he blew his top. (slang) Students should examine the passage below and list the authorâ&#x20AC;&#x2122;s word choices that contribute to the quality of the language. Formal language: I believe it is difficult for those who publish their own memoirs to escape the imputation of vanity; nor is this the only disadvantage in which they labour: it is also their misfortune, that what is uncommon is rarely, if ever, believed, and what is obvious we are apt to turn from with disgust, and to charge the writer with impertinence. Olaudah Equiano

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From “The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African, Written by Himself.” Slave Narratives. New York: Literary Classics of the United States, Inc., 2000. (ISBN I-883011-76-0)

Ordinary language: My wife and myself were born in different towns in the State of Georgia, which is one of the principal slave states. It is true, our condition as slaves was not by any means the worst; but the mere idea that we were held as chattels, and deprived of all legal rights - the though that we had to give up our hard earnings to a tyrant, to enable him to live in idleness and luxury - the thought that we could not call the bones and sinews that God gave us our own: but above all, the fat that another man had the power to tear from our cradle the new-born babe and sell it in shambles like a brute, and then scourge us if we dared to lift a finger to save it from such a fate, haunted us for years. William and Ellen Craft From “Running a Thousand Miles for Freedom; or The Escape of William and Ellen Craft from Slavery.”

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Informal language: …It is reported of him, that while riding along the road one day, he met a colored man, and addressed him in the usual manner of speaking to colored people on the public highways of the south: “Well, boy, whom do you belong to?” “To Colonel Lloyd,” replied the slave. “Well, does the colonel treat you well?” “No, sir,” was the ready reply. “What, does he work you too hard?” “Yes, sir.” “Well, don’t he give you enough to eat?” “Yes, sir, he gives me enough, such as it is.” Frederick Douglass From “Narrative of the Life of Frederick Douglass, An American Slave. Written by Himself.” Slave Narrative. New York: Literary Classics of the United States, Inc., 2000. (ISBN I-883011-76-0)

Sentence Structure -

How a speaker or author constructs a sentence affects what the audience understands. The inverted order of an interrogative sentence cues the reader or listener to a question and creates a tension between speaker and listener. Similarly short sentences are often emphatic, passionate or flippant, whereas longer sentences suggest the writer’s thoughtful response.

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F. Short Passages for discussion Begin practicing the analysis of tone by using short passages that use a specific device such as Diction, Images, Details, Language or Sentence Structure to convey tone. Ask students to suggest what tone words they would use to describe the speaker’s attitude. “When nearly two years later Obierika paid another visit to his friend in exile the circumstances were less happy. The missionaries had come to Umuofia. They had built their church there, won a handful of converts and were already sending evangelists to the surrounding towns and villages. That was a source of great sorrow to the leaders of the clan; but many of them believed that the strange faith and the white man’s god would not last. None of his converts was a man whose word was heeded in the assembly of the people. None of then was a man of title. They were mostly the kind of people that were called efulefu, worthless, empty men, The imagery of an efulefu in the language of the clan was a man who sold his machete and wore the sheath to battle. Chielo, the priestess of Agbala, called the converts the excrement of the clan, and their new faith was a mad dog that had come to eat it up.” Chinua Achebe From Things Fall Apart. New York. Doubleday, a division of Bantam Dell Publishing Group, Inc. 1994. (ISBN 0-385-47454-7) The passage uses word choice and imagery to create its mocking, condescending tone. In this case, the imagery and diction also produce a detached atmosphere, which helps to establish the condescending tone. (Mood suggests a sense of place and atmosphere, whereas tone suggests an author’s or speaker’s attitude. Atmosphere often compliments tone.) Phrases such as “handful of converts,” “none was a man of title,” “worthless, empty men” suggests detachment since the description is being given by a noble man.

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African and African American History Curriculum Frameworks The Civil Rights Movement and Its Impact on the Freedom and Legal Rights of African Americans Grades

Theme

The Civil Rights Movement and Its Impact on the Freedom and Legal Rights of African Americans

Overview The students will focus on the impact of Civil Rights movements and non-violent protests in seeking equal rights for African Americans from the beginning of African enslavement to the present day. Students will examine the historic racial discrimination against African Americans and other groups in the United States through legal documents, literature, and biographies. Sunshine State Standards ¾ Strand: A - Reading ¾ Standard 2: The student constructs meaning from a wide range of texts. ¾ Benchmarks: LA.A.2.4.4 ¾ Strand: B – Writing ¾ Standard 2: The student writes to communicate ideas and information effectively. ¾ Benchmarks: LA.B.2.4.1

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Grade Level Expectations The student: ¾ The student locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement. ¾ The student writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media.

Content

The Civil Rights Movement and Its Impact on the Freedom and Legal Rights of African Americans ¾ Students will explore the legal cases (i.e., Plessy vs. Ferguson, Road to Brown, Brown versus the Board of Education), which deal with racial problems in the United States. ¾ Students will analyze the Great Debate between Booker T. Washington and W.E.B. DuBois. ¾ Students will examine the role of literature and communication for informing the population about Civil Rights (A Raisin in the Sun, Uncle Tom’s Cabin, “I Have a Dream Speech” by Dr. Martin Luther King, Jr.) ¾ Students will explore the role of women in the Civil Rights struggle (i.e., Ida B. Well Fannie Lou Hamer, Rosa Parks, Harriet Tubman, Sojourner Truth, Susan B. Anthony Maya Angelou and others.) ¾ Students will understand Resistance to the Civil Rights Movement by such groups as the Ku Klux Klan (KKK).

Recommended Student Activities ¾ Students will compare and contrast the ideas of Booker T. Washington and W.E.B. DuBois. ¾ Students will select and read literature, which promotes civil rights and social change in America.

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FCAT Strategies ¾ Main idea – Students will understand the main ideas of the fiction and non-fiction texts they read and will demonstrate this understanding through writing and class discussion. ¾ Facts and details – Students will identify the facts and details in the legal documents, literary works, and biographies they read about the struggle for equality in the United States. ¾ Compare and Contrast – Students will compare and contrast the philosophies of Booker T. Washington and W.E.B. DuBois. ¾ Author’s Purpose – Students will identify and understand the author’s purpose in literature and other forms of communication about the Civil Rights Movement in the United States. ¾ Cause and Effect – Students will analyze the historical and political events that contributed to the current race relations in the United States.

Recommended Teacher Activities See Sample Lesson Plan

Recommended Assessment ¾ Students will compare and contrast the ideas of Booker T. Washington and W.E.B. DuBois through a Venn diagram. Using information from the Venn diagram, students will write persuasive essay from Washington’s or DuBois’ point of view and explain why it is the best plan. Essays may be graded on the use of detail and documentation. ¾ Students will read Uncle Tom’s Cabin and will write an essay comparing and contrasting the characters of Simon Legree and Uncle Tom. The essay may be graded using the FCAT Writing rubric.

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Resources/Bibliography/References Busby, Margaret. (1992). Daughters of Africa. New York: Ballantine Books. ISBN: 0-345-38268-4 Chapman, Abraham. Ed. (1968). Black Voices: An Anthology of Afro-American Literature. New York: Penguin. ISBN: 0-451-62660-5 Dubois, W.E.B. (1994). The Souls of Black Folk. New Jersey: Gramercy Books. ISBN: 0517101696 Halliburton, Warren. (1993). Historic Speeches of African Americans. New York . Franklin Watts. ISBN: 053115677 Stowe, Harriet Beecher. (1991). Uncle Tom’s Cabin. New York: First Vintage Books. ISBN: 0-679-72537-7 Virginia Center for Digital History web site – www.vcdh.virginia.edu Washington, Booker T. (1967). Up From Slavery. New York: Viking. ISBN: 0451526031

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African and African American History Curriculum Frameworks Sample Lesson Plan The Philosophies of Booker T. Washington and W.E.B. Dubois Grade

Theme

Political and Social Climate of African Americans in the 1890s

Objective To understand the different point of view faced by African Americans after the Reconstruction Period (18901920).

Time Frame One Class Period (58 minutes) Sunshine State Standards 他 LA.A.2.4.4 他 LA.B.2.4.1

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Background After the Civil War the United States created the Freedmen’s Bureau to assist African Americans. This organization set up educational institutions and other social program. By the 1890 prominent African American began to debate what was best for the “Black Man” in America. Booker T. Washington and W.E.B. DuBois had opposing points of view. Washington promoted industrial arts and manual labor while Dubois promoted Secondary Education.

Activity ¾ Provide historical background for students on Booker T. Washington and W.E.B. Dubois, two African American ¾ ¾ ¾ ¾ ¾ ¾ ¾

activists with the same passion for the plight of African Americans but opposing philosophies. Provide each student with a copy of the poem “Booker T. and W.E.B.” Tell students that you will read the poem aloud to them once. Then, you will ask for two volunteers to read the poem aloud to the class. Tell students that as they hear the poem read aloud each time, they should make notes on their copy of the poem. These notes can be thoughts or observations they have about the text. Read the poem aloud once, and then ask two students to read the poem aloud to the class. Next, ask students to revisit the notes they made on their handout of the poem. Ask students to write a sixsentence paragraph summarizing their thoughts or observations. Inform students that you will ask volunteers to share their paragraphs. Write along with your students. Ask volunteers to share their paragraphs. Conclude by sharing your own. Students work in pairs to compare and contrast the views of Booker T. Washington and W.E.B. DuBois through a Venn diagram. Discuss students’ Venn Diagrams, and describe some social and political issues African Americans faced between after Reconstruction.

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Assessment ¾ Students will write a summary from either Washington or DuBois point of view and explain why it is the best plan.

Extension Student will read The Souls of Black Folks by W.E.B. DuBois or Up From Slavery by Booker T. Washington. Using the poem, novel and other research, students write an essay explaining one of the points of view. Students should include facts and personal experiences of the author in the essay.

Resources POEM: “Booker T. and W.E.B.” by Dudley Randall, found in Chapman, Abraham. Ed. (1968). Black Voices: An Anthology of Afro-American Literature. New York: Penguin. ISBN: 0-451-62660-5 Dubois, W.E.B. (1903). The Souls of Black Folk: Essays and Sketches. Chicago, IL: McClurg. ISBN:0517101696 Washington, Booker T. (1994) Up From Slavery. New Jersey: Gramercy Books. ISBN: 0451526031

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African and African American History Curriculum Frameworks Sample Lesson Plan Utilization of Literature to Motivate Social Change in Society Grade

Background On the dawn of the Civil War, Harriet B. Stowe wrote the book entitled Uncle Tom’s Cabin. The contents of the book address the conditions of slavery in America. Stowe’s book set the tone for the Civil War. President Lincoln stated “ that it was the little book that started the great war”.

Objective To understand how literature, poems, and speeches can be use as a vehicle of change in society.

Time Frame 3 days of class discuss including the viewing of the movie. The Novel should be assign earlier as homework if possible. If not the activity will take longer for in class reading.

Sunshine State Standards ¾ LA.A. 2.4.4 The students constructs meaning from a wide range of text. ¾ LA.B. 2.4.1 The students writes to communicate ideas and information effectively

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Activity ¾ Provide historical background of the Civil War period. Explain the Abolitionist movement and how they fought to ¾ ¾ ¾ ¾

end slavery in the United States. Introduce the novel Uncle Tom’s Cabin by Harriet Beecher Stowe and encourage the students to read the book. Set up a reading table and discussion time. Have the students write a description of each plantation, the slave owners, and Tom’s experiences in their journal. Encourage the students to share their responses with the class. View the Movie, Uncle Tom’s Cabin. Have the students compare their description of the plantation to how it was depicted in the movie. Have students select a character from the book explain how their actions effected Tom’s outcome.

Assessment Have the students write a summary comparing and contrasting the characters of Simon Legree and Uncle Tom. Grading will be based on spelling, grammar, sentence construction, and connectedness to the theme.

Resources Stowe, Harriet Beecher (1991). Uncle Tom’s Cabin. New York, First Vintage Books. ISBN: 0-679-72537-7 Uncle Tom’s Cabin (the movie) www.teachersvideo.com

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African and African American History Curriculum Frameworks Contemporary Issues Impacting Africans and African Americans Grades

Theme

Contemporary Issues Impacting Africans and African Americans

Overview Students may identify and understand the impact of (1) African culture in the African Diaspora (e.g., North America, South America, Central America, and the Caribbean); (2) Africans and African Americans in all areas (i.e., literature, the arts, government, science, and other areas); and (3) current world issues involving Africa, Caribbean, South and Central America and North America providing opportunities to compare and contrast the cultures and stature of African descent peoples. Sunshine State Standards ¾ Strand: A - Reading ¾ Standard 2: The student constructs meaning from a wide range of texts. ¾ Benchmarks: LA.A.2.4.4 ¾ Strand: B - Writing ¾ Standard 2: The student writes to communicate ideas and information effectively. ¾ Benchmark: LA.B.2.4.1

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Content

Contemporary Issues Impacting Africans and African Americans ¾ The contributions of Ancient and Contemporary Africans to the world in all areas ¾ The contributions of African Americans to the United States of America in all areas, (i.e., science, arts, music, literature, mathematics, social studies, and other areas) ¾ The Harlem Renaissance as a critical period for defining African American culture ¾ The Soul of African Americans as portrayed in the MA’AT and Kwanzaa ¾ The Negro History Week in 1926; African American History Month; and the move to integrate African American History throughout the school and calendar year ¾ The economic power of African Americans, including the spending power, the development of Black businesses; and the role of Black institutions of higher education in shaping the human capital of African Americans ¾ The freedom struggles of people of African descent in the Caribbean, South and Central America, and the World ¾ The celebration of Kwanzaa with other celebrations during the month of December and other months ¾ The development of timelines of African and African American contributions from 50,000 B.C. to the present time. A pictorial documentation will enhance learning in this content area. ¾ The focus on current world issues involving Africa, Caribbean, South and Central America and North America providing opportunities to compare and contrast the cultures and stature of African descent peoples

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Recommended Student Activities ¾ Students will identify principles of traditional African culture by studying Kwanzaa. Students will explain how each Kwanzaa principle may be celebrated throughout the year. ¾ Students will identify and summarize aspects of contemporary life in Haiti under democracy. Students will write a diary entry about life in Haiti from a Haitian adolescent’s point of view. ¾ Students will analyze the impact of notable African Americans in areas, such as science, literature, and politics.

FCAT Strategies ¾ Main idea – Students will determine the main ideas of texts they read and express them in writing and class discussion. ¾ Facts and details – Students will determine what facts and details support the main ideas of the news articles and other non-fiction texts they read. ¾ Chronological order – Students will explain the order of events in a novel by an African American author through journal writing and class discussion. ¾ Fact and Opinion – Students will analyze facts and opinions in the news articles and non-fiction texts they read. Students will demonstrate their mastery of this skill through writing their own news articles, including facts and opinions, on African American contributions to American government. ¾ Retelling – Students will write a summary of each chapter of a novel. Students will write summaries of two critical essays on the novel. ¾ Cause and Effect – Students will analyze the historical and political events that contributed to the current democracy in Haiti today.

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Recommended Teacher Activities See Sample Lesson Plan

Recommended Assessment 他 Students will create a reader response journal on a novel by an African American author for use in a small group book club. Journals must include a summary of each chapter and a response to characters and situations within it. Journals may be graded for completion. 他 Students write an essay on the similarities and differences among the viewpoints of African Americans in government. The essay may be graded using the rubric for FCAT Writing. 他 Small-groups will be assessed on their ability to identify (1) seven characteristics of contemporary life in Haiti under democracy and (2) the factual evidence from their research to support each characteristic.

Resources/Bibliography/References Allen, Jonelle et al. (1994). Kwanzaa Folktales. Los Angeles, CA: Time Warner Audiobooks. Asante, Dr. Molefi Kete. (2001) African American History: A Journey of Liberation. Saddle Brook, NJ: Peoples Publishing Group. ISBN: 1-56256-601-6 Bonner, Geanora. (2002). Kwanzaa for Young People (and Everyone Else!). Gardena, CA: Charphelia. ISBN: 0-9713831-1-1 Embassy of Haiti www.haiti.org Hurston, Zora Neale. (1991). Folklore, Memoirs, and Other Writings: Mules and Men, Tell My Horse, Dust Tracks on a Road, Selected Articles. New York: Library of America.

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ISBN: 0-940450-84-4 Norton Websource to American Literature www.wwnorton.com/naal Richard Wright. (1991). Lawd Today!, Uncle Tomâ&#x20AC;&#x2122;s Children, Native Son. New York: Library of America. ISBN: 0-940450-66-6

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African and African American History Curriculum Frameworks Sample Lesson Plan African American Contributions to American Literature Grade

11/12

Objective

To identify African American contributions to American Literature through small-group literacy activities and class discussion

Time Frame

5-7 Class Periods (58 minutes)

Area of Infusion

Language Arts

Sunshine State Standards 他 Benchmark: LA.A.1.4.4 The student applies a variety of response strategies, including rereading, notetaking, summarizing, outlining, writing a formal report, and relating what is read to his or her own experiences and feelings.

他 Benchmark: LA.A.2.4.4 The student locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement.

他 Benchmark: LA.B.1.4.2 The student drafts and revises writing that

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is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling.

¾ Benchmark: LA.E.2.4.6 The student recognizes and explains those elements in texts that prompt a personal response, such as connections between one’s own life and the characters, events, motives, and causes of conflict in texts.

Procedures/Activities ¾ Note: Students may complete the activities in the lesson during any time of the year. You may wish to explore the activities with students based upon the time period or theme that you are studying in American Literature.

¾ Provide students with an overview of African American contributions to American Literature. ¾ Using the list of African American authors from the Norton Websource to American Literature www.wwnorton.com/naal and other resources on African American authors, allow students to choose an author and complete a research project in small groups. ¾ In small groups, students (1) read a novel length work by the African American author; (2) write a summary and critique of the novel; (3) write summaries of at least two critical essays on the novel; and (4) write a short biography of the author. Give students a recommended reading list of novels by each African American author; be sure you have screened each novel on the list. ¾ As students explore their chosen novel length work in small groups, each student writes a chapter by chapter reader response journal. Students write a summary of each chapter and then respond to characters and situations within it.

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¾ In their groups, students engage in book club discussion on an assigned chapter discussion schedule for their chosen novel. Small groups create the schedule, which must be approved by the teacher. (Note: You may want students to read their chosen novels outside of class to allow more time for in-class discussion.) Students use their reader response journals as a basis for book club discussion. Students create and give a multimedia or other technological presentation (e.g., PowerPoint, video, overhead projector with transparencies) to the class on their African American author. This presentation includes (1) a short biography of the author; (2) a summary and critique of the novel they read and discussed; and (3) a review of at least two critical essays on the novel. The presentation concludes with a promotional commercial on the African American author, one intended to persuade other groups to read one of the author’s novels. ¾ Students submit their reader response journals; their presentation (e.g., overhead transparencies, PowerPoint presentation, or video); and a five-page typed report that includes the elements from their presentation and a bibliography. If possible, allow students class time to create their presentations and reports. ¾ As a class, discuss what students learned from the presentations and the significance of African contributions to American Literature.

Assessment ¾ Participation in class discussion ¾ Completion of small-group activities FCAT Preparation ¾ Participation in class discussion that engages students’ use of higher level thinking skills ¾ Completion of small-group activities Student Resources Norton Websource to American Literature www.wwnorton.com/naal

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American Literature textbook Teacher-recommended list of novels by African American authors

Teacher Resources Norton Websource to American Literature www.wwnorton.com/naal American Literature textbook

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African and African American History Curriculum Frameworks Sample Lesson Plan Haiti Today Grade

11/12

Topic

Current Events in Haiti

Objectives

To identify aspects of contemporary life in Haiti under democracy through magazine/newspaper/web site articles. To write a summary of aspects of contemporary life in Haiti under democracy. To write a diary entry about life in Haiti from a Haitian adolescentâ&#x20AC;&#x2122;s point of view.

Time Frame

2 Class Periods

Area of Infusion Language Arts Sunshine State Standards Âž Benchmark: LA.B.2.4.1 The student writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media.

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¾ Benchmark: LA.C.1.4.3 The student uses effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others.

Procedures/Activities ¾ Review the aspects of Haitian government from the previous lesson. ¾ Discuss what it means to live under a democracy in the United States. Ask students to give three characteristics ¾ ¾

¾ ¾

of living under a democracy in the U.S. Display student answers on overhead transparency. Tell students that today you will explore what contemporary life is like in Haiti under its democracy. The class will use current events to create a picture of Haitian life. Review fact and opinion and how each is used in journalism. Give examples of fact and opinion. Then, give students sample fact and opinion statements; allow them to label each statement as fact or opinion and to explain the rationale for their choice. Discuss how opinion statements may affect one’s interpretation of a news story. Distribute a recently published, short newspaper/magazine article on life in Haiti to students. Read the article aloud as a class. Stop periodically to check student text comprehension and to engage students in distinguishing between fact and opinion statements. Create a four to five sentence class summary of the article. Write the summary on the board, or display it on an overhead transparency. Discuss how any opinion statements in the article affected student interpretations of it. Each student must find and summarize one article on life in Haiti (lives of children/families, health care issue, governmental issue, cultural issue) which appeared on a web site, in a newspaper, or in a magazine in the last six months. Students must obtain a copy of their article, highlight any opinion statements in the article, and write a six-sentence paragraph article summary in their journals. If they identify any opinion statements in their chosen articles, they should write a short explanation of how the opinion statements affected their interpretation of the articles. Allow students time to find and summarize their article. Check to see that all students have their article and summary for small-group discussion.

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¾ In groups of four or five, students share their articles, summaries, and discuss any highlighted opinion

¾ ¾

¾ ¾ ¾ ¾

statements in the articles, and how these opinion statements affected student interpretations of the article read. Each group should have a group leader to moderate discussion and a group recorder. Each group must compile a list of seven characteristics of Haitian life under democracy (based on fact) which the group recorder writes down. Students must supply bibliographic information on the article(s) which support each characteristic and be prepared to discuss the evidence from the article(s) that supports each characteristic. Each group must also select the most interesting article they found to share with the class. Each group leader shares the group’s most interesting article with the rest of the class. Discuss what students learned about life in Haiti under democratic government by reading and sharing news articles. Ask each group leader to share three of the group’s seven characteristics about life in Haiti. List characteristics on the board for students. Question group members for textual evidence that led the group to identify the characteristic about life in Haiti. As a class, draw lines to connect similar and different characteristics. Ask students to justify the similarities and the differences. Ask students to examine the characteristics and connections among them; students write a six to seven sentence diary entry from the point of view of an adolescent living in Haiti. Tell students that you will ask volunteers to share their writing with the class. Share diary entries. Then, ask students to identify any similarities among diary entries shared. Collect student work. As a follow-up activity, you might group four to five students into a book club. You could assign each group to (a) read a book on life in Haiti; (b) write a journal response on each chapter, and (c) designate class periods for group discussions on their books. Each group could give an oral book report to the class, using a multimedia slide presentation once they have read and discussed their assigned book in its entirety. The following suggested texts must be reviewed and approved by each teacher/school:

¾ Cadet, Robert-Jean. (1998). Restavec: From Haitian Slave Child to Middle Class American. Austin, TX: University of Texas Press. ISBN: 0292712030

¾ Danticat, Edwidge. (1998). Breath, Eyes, Memory. New York: Random House. ISBN: 037570504X

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¾ Danticat, Edwidge. (1996). Krik? Krak? New York: Random House. ISBN: 067976657X ¾ Regis, Marc Yves. (1999). Haiti through My Eyes. New York: Juke Joint Publishing. ISBN: 1575022516

¾ Temple, Frances. (1994). Taste of Salt: A Story of Modern Haiti. New York: Harper Trophy. ISBN: 0064471365

¾ Temple, Frances. (1997). Tonight, by Sea: A Novel. New York: Harper Trophy. ISBN: 0531068994 Assessment ¾ Summary of article on contemporary life in Haiti under democracy will be graded on grammar, spelling, ¾ ¾ ¾ ¾

sentence construction, and connectedness use of references. Group work Diary entry, which is graded for logic, sequencing of ideas, and grammar. Participation in class discussion Participation in small group

FCAT Preparation ¾ Participation in small group while using retelling skills. ¾ Participation in class discussion on group characteristics about life in Haiti under democracy while applying facts and opinion skills. ¾ Diary entry ¾ Use of vocabulary words ¾ Compare and contrast skills

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Student Resources Embassy of Haiti web site (www.haiti.org) Windows on Haiti web site (http://windowsonhaiti.com) Newspapers (such as The Sun-Sentinel (www.sun-sentinel.com), The Miami Herald (www.herald.com), The New York Times (www.nytimes.com) Magazines (such as Time and Newsweek) Journals on Haiti and the Caribbean

Teacher Resources Embassy of Haiti web site (www.haiti.org) Windows on Haiti web site (http://windowsonhaiti.com) Newspapers (such as The Sun-Sentinel (www.sun-sentinel.com), The Miami Herald (www.herald.com), The New York Times (www.nytimes.com) Magazines (such as Time and Newsweek) Journal Blank transparencies

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African and African American History Curriculum Frameworks Sample Lesson Plan African American Contributions to American Government

Grade

Objectives

To identify African American contributions to American Government through small-group activities, writing, and class discussion To appreciate African American contributions to American Government through writing and class discussion

Time Frame

5 Class Periods (58 minutes)

Areas of Infusion

Language Arts, Social Studies

Sunshine State Standards 他 Benchmark: LA.A.2.4.4 The student locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement.

他 Benchmark: LA.B.2.4.1 The student writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media.

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¾ Benchmark: LA.B.2.4.4 The student selects and uses information from a variety of electronic media, such as the Internet, information services, and desktop publishing software programs, to create, revise, retrieve, and verify information.

¾ Benchmark: LA.C.3.4.2 The student selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences, including asking relevant questions when necessary, making appropriate and meaningful comments, and making insightful observations.

¾ Benchmark: LA.C.3.4.3 The student uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade or entertain.

¾ Benchmark: SS.A.5.4.2 The student understands the social and cultural impact of immigrant groups and individuals on American society after 1880.

Procedures/Activities ¾ Using resources from the media center, explore African American contributions to American Government with your students. ¾ Discuss these contributions and why students may think they are significant to our county, state, and nation. ¾ Place students in small groups. Each group researches African Americans from one of these categories: (1) African Americans in Florida State government; (2) African Americans in local, municipal government; (3) African Americans in the United States Congress; (5) African Americans as Activists. Students may use teacher-previewed and teacher-approved web sites; and other resources from the media center to complete their research. ¾ Each group creates a newspaper, based upon their research, for their chosen category. The newspaper includes (1) a table of contents; (2) a human-interest article for each African American chosen; (3) a news

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¾ ¾ ¾ ¾ ¾

article for each person chosen; and (4) one article on the importance of African American contributions to American Government. Students must also submit a bibliography for their project. Allow students to use a desktop publishing program to complete their newspapers. Each group makes an oral presentation to the class. The presentation highlights articles and editorial choices in their newspaper and explains what they learned from their research. Display group newspapers in the classroom. As a class, discuss the similarities and differences among the group newspapers. As a follow up activity, students write a three-paragraph answer to the extended response question: “What do you think are the similarities and differences among the African Americans who have made contributions to American Government? Use evidence from your research and class discussion to support your answer.” Before students begin writing, inform them that you will ask volunteers to share their answers. Write along with your students. Allow volunteers to share their answers to the extended response question. Conclude by sharing your answer.

Assessment ¾ Completion of small-group activities ¾ Participation in class discussion ¾ Three paragraph response to extended response question FCAT Preparation ¾ Completion of small-group activities ¾ Participation in class discussion that engages students’ use of higher level thinking skills ¾ Three paragraph response to extended response question

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Student Resources U.S. House of Representatives www.house.gov U.S. Senate www.senate.gov Florida State Legislature www.leg.state.fl.us

Teacher Resources U.S. House of Representatives www.house.gov U.S. Senate www.senate.gov Florida State Legislature www.leg.state.fl.us

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African and African American History Glossary of Commonly Used Terms

Ableism Discriminatory beliefs and behaviors directed against people with disabilities. Abolition The movement to put an end to slavery. A person who supported the elimination of slavery was known as an abolitionist. Some abolitionists were gradualists; they believed in a sow pace to end slavery. Immediatists wished to see slavery end quickly. Acculturation Refers to the process by which a personâ&#x20AC;&#x2122;s culture is modified through direct contact with exposure to another culture. Additive Approach Refers to the content, themes, and perspectives of diverse cultures that are added to the curriculum without changing its structure significantly.

Africa Second largest of the seven continents. Africa is located across the Atlantic Ocean to the southeast of North America. It lies between the Atlantic and the Indian Ocean. Africa is south of Europe. People were taken from Africa to be slaves in North America, South America, Central America, and the Caribbean and other parts of the world. African Americans United States citizens who have an African biological and cultural heritage. This term is used synonymously and interchangeably with Blacks and Black Americans. Afrocentric Curriculum A curriculum approach in which concepts, issues, problems, and phenomena are viewed from the perspectives of Africans and African Americans. It is based on the assumption that students learn best when they view situations and events from their own cultural perspective. Ageism Discriminatory beliefs and actions directed against people because of their age.

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American Indian See Native American Anglo-Americans Americans whose biological and cultural heritage originated in England or Europe. Anti-racist Education A term used frequently in the United Kingdom and Canada to describe an approach used by teachers and other educators to eliminate institutionalized racism from schools and society and to help individuals develop nonracist attitudes. Anti-Semitism Discriminatory beliefs and behaviors directed against Jewish people.

Biethnicity The ability of an individual to maintain an allegiance to two ethnic groups of his/her ancestry. Bigotry Intolerance for racial, cultural, ethnic, gender, or religious differences. Bilingualism Having the ability to speak and use two languages, with the fluency characteristics of a native speaker.

Asian Americans Americans who have a biological and cultural heritage that originated on the continent of Asia. Assimilationist Ideology Refers to total integration of all cultures into the dominant or majority culture. In the United States this view is often referred to as the melting pot.

Civil War The war fought from 1861 to 1865 between the Northern and Southern states in the U.S. Disagreement over whether or not to continue slavery was one cause of the war. Another cause was disagreement over how much power individual states had in establishing their laws.

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Classism Discriminatory beliefs and behaviors based on differences in social class, generally directed against those who are from poor and/or social working-class backgrounds. Colonists A group of persons who settle in a new land: these settlements are called colonies. The term “American colonists” refers to those persons who establish cities and towns on the Eastern coast of the U.S. in the 1600’s and 1700’s. Communication Style How individuals interact with one another verbally and/or non-verbally and the messages they send and/or receive (intentionally or not), through their behaviors and actions. Contribution Approach Refers to the basic and easiest level of integration of Multicultural Education content into the curriculum (i.e. heroes, holidays, and discrete cultural events and elements). While this approach enhances the individual’s awareness, it does not develop cross-cultural competency.

Cooperative Learning An alternative to traditional instructional systems, where students work in heterogeneous groups of four to six members and earn recognition, rewards, and sometime grades based on the academic performance of their group. Cross-Cultural Miscommunication For example, a smile, a gesture or word choice can cause cross-cultural miscommunication between senders and receivers who are unaware of each other’s cultural interpretation of these actions. Cultural Assimilation Takes place when one ethnic or cultural group acquires the behavior, values, perspectives, ethos, and characteristics of another ethnic group and sheds its own cultural characteristics. Cultural Awareness Recognition of and sensitivity towards cultures other than one’s own. Cultural Diffusion Dispersal of cultural traits from one group to another.

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Cultural Pluralism Focuses on the political, economic, social, and psychological variations inherent in the American society. Thus, in recognition of these differences, instruction is modeled to the learning styles and cultural traits of the learner. Cultural Reality The notion that any behavior must be judged in relation to the context of the culture in which it occurs. Cultural Universals Functions found in every culture (e.g. a family unit, marriage, parental roles, education, and health care). Cultural Values Involves what a culture regards as good or bad, right or wrong, fair or unfair, just or unjust, beautiful or ugly, clean or dirty, unlovable or worthless, appropriate or inappropriate.

Culture Shock The adjustments, impact, and process a person experiences when coming into direct contact with another very different culture for an extended period of time. It often has a five-stage progression: 1) fascination with the host culture, 2) hostility against the host culture, 3) adjustment to the host culture, 4) acquisition of a bicultural ability to understand a host culture and act in accord, 5) experience of reverse culture shock when the individual returns to his/her own cultures and undergo a similar readjustment progression. Curriculum The organized environment for learning in a classroom and school. The curriculum includes elements, usually written down, in form of goals, objectives, lesson plans and units that can be found in educational materials such as textbooks.

Culture The ideas, symbols, behaviors, values, and beliefs that are shared by a group of people. Deculturation The elimination of oneâ&#x20AC;&#x2122;s cultural heritage.

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Deflect Theories Theories that hypothesize that some people are deficient in intelligence and/pr achievement either because of genetic inferiority (i.e., because of their racial background) or because of cultural experiences and activities deemed by the majority population to be indispensable for growth and development). Desegregation Is a physical arrangement, wherein persons of different racial-ethnic backgrounds work, learn, and live in the same setting. It is a legal reversal of the historical, economic, racial practice of separating groups of individuals from each other on the basis of identifiable characteristics, such as race or ethnic identity. It is the abolition of racial separation in public schools, facilities, and other institutions. Dialect Versions of language with distinctive vocabulary, grammar, and pronunciation that are spoken by particular groups of people or within particular regions.

Diversity Is a condition of being different and of having differences.

English as a Second Language (ESL) A systematic and comprehensive approach to teaching English to students for whom it is not their native language. It is important and necessary component of bilingual programs in the United States. English Speakers of Other Languages (ESOL), including students who are identified as having limited English proficiency because they have a first language other that English. Ethnic Diversity Differences that exist among members of the same ethnic group.

Disability The physical or mental characteristics if an individual that prevent or limit him or her from performing specific tasks. Discrimination The differential treatment of individuals or groups based on categories such as race, ethnicity, gender, sexual orientation, social class, or exceptionality.

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Ethnic Group A microcultural group, which shares a common history and culture, common values, behaviors, and other characteristics that cause members of the group to have a shared identity. An ethnic group also shares economic and political interests. Cultural and racial characteristics, rather than biological traits, are the essential attributes of an ethnic group. Some examples include: African Americans, Asian Americans, European Americans, Native Americans, Latinos, and other groups. Ethnic Minority Group An ethnic minority group has distinguishing cultural and racial characteristics, which enable members of the other groups to identify ethnic minorities easily. Some ethnic minority groups, such as Jewish Americans, African Americans, Hispanics, and Latinos, Native Americans, and Asian Americans have unique cultural characteristics that make them targets of racism and discrimination. Ethnic Studies The scientific and humanistic analysis behavior influenced by variables related to ethnicity and ethnicgroup membership. This term is often used to refer to academic courses and programs that focus on specific racial and ethnic groups. However, any aspect of a course or program that includes a study of variables related to ethnicity can be referred to as ethnic studies. In other words, ethnic studies can be integrated within the boundaries of mainstream courses and curricula.

Ethnicity A wide variety of groups who might share a common language, historical origins, racial or religious characteristics, and identification with a common nationstate, or cultural system. Ethnocentrism Seeing events, setting standards and making value judgments through the narrow vision of oneâ&#x20AC;&#x2122;s own ethnic origins, regarding oneâ&#x20AC;&#x2122;s own ethnic group as superior and viewing others as inferior. Ethnography Educational research that is qualitative in nature and uses anthropological methods such as fieldwork, interviewing, and participant observation in studying schools and students. Eurocentric Curriculum A curriculum in which concepts, events, and situations are viewed primarily from the perspectives of European nations and cultures, wherever Western civilization is emphasized. This approach is based on the assumption that Europeans have made the most important contributions to the development of the United States and the world. Curriculum theorists who endorse this approach are referred to as Eurocentrists or Western traditionalists.

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Exceptional Used to describe students who have a learning or behavioral characteristic that differs substantially from other students and that requires special attention in instruction. Students who are intellectually gifted or talented, as well as those who have learning disabilities, are considered exceptional.

Gender Consist of behaviors that result from the social, cultural, and psychological factors associated with masculinity and femininity within a society. Appropriate male and female roles result from the socialization of the individual within society. Gender Identity An individualâ&#x20AC;&#x2122;s view of the gender he or she belongs to and his or her shared sense of group attachment with other males or females.

Global Education Concerned with issues and problems related to the survival of human beings in a world community. International studies is a part of global education, but the focus of global education is the interdependence of human beings and their common fate, regardless of the national boundary in which they live. Many teachers confuse global education and international studies with ethnic studies, which deals with ethnic groups within a national boundary such as the United States. Globalism A perception which incorporates a worldview based on positive global identification, which results in universalistic values, knowledge, skills and abilities to function effectively in any culture within the U.S. and the world.

Handicapism The unequal treatment of people who are disabled. Relaxed attitudes and beliefs that reinforce and justify discrimination against people with disabilities. The term handicapped is considered negative by some people. They prefer the term disabled or some other descriptor.

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Heterosexism Discrimination beliefs and behaviors directed against gay men and lesbians. Hispanic Americans Americans that share a common culture, heritage, and language the originated in Spain. The word Latinos is sometimes used to refer to Hispanic Americans in certain regions of the nation. Most Hispanics in the United States speak Spanish and are Mestizos. A Mestizo is a person of mixed biological heritage. Most Hispanics in the United States have an Indian as well as Spanish heritage. Many of them also have African biological and cultural heritage. The largest groups of Hispanics in the United States are Mexican Americans (Chicanos), Puerto Ricans, and Cubans.

Indentured Servant A person who signed an agreement to work for another person for a certain length of time usually 3 to 7 years, in return for passage to American and/or learning a trade.

Integration Is a broader concept that desegregation, in that it involves the social acceptance (as equals) persons who are racially ethnically different, regardless of race. Desegregation generally must precede integration. Intercultural Communication Refers to the enhanced ability of the individual to appropriately interpret symbols, language, and nonverbal behaviors in similar ways based on an innate respect for each otherâ&#x20AC;&#x2122;s culture. Intercultural communication occurs whenever a message producer is a member of one culture and the receiver represents another culture. A key ingredient will require the individuals to appreciate and respect the culture of different groups.

Kinesics Nonverbal body language, which includes facial expressions, gestures, posture, head movements or use of the eyes.

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Language A collection of verbal and nonverbal symbols and rules used by individuals in a given society to express the values and concepts of that society. Latino American See Hispanic Americans Linguicism According to Skutnabb-Kangas, this term refers to ideologies and structures which are used to legitimize, effectuate, and reproduce an unequal division of power and resources (both material and non-material) between groups which are defined on the basis of language. See Tove Skutnabb-Kangas, Multilingualism and Education of Minority Children. In Minority Education: From Shame to Struggle, edited by Tove Skutnabb-Kangas and Jim Cummins (Clevedon, England: Multilingual Matters, 1988), 13.

Mainstream American A United States citizen who shares most of the characteristics of the dominant ethnic and cultural group in the nation. Such an individual is usually White AngloSaxon Protestant and belongs to the middle class or higher social-class status. However, this is not always the case. Mainstream-Centric Curriculum A curriculum that presents events, concepts, issues, and problems primarily or exclusively from the points of view and perspectives of the mainstream society and the dominant ethnic and cultural group in the United States, (i.e., White Anglo-Saxon Protestants). The mainstreamcentric curriculum is also presented from the perspectives of Anglo males. Mainstreaming The process that involves placing students with disabilities into regular classrooms for instruction. They might be integrated into the regular classroom for part or all of the school day. This practice was initiated in response to Public Law 94-142 (passed by Congress in 1975), which requires that students with disabilities be educated in the least restrictive environment.

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Monochronic A cultural style where tasks are approached one at a time. Multicultural Education Education that is designed to change the total educational environment so that students from diverse racial and ethnic groups, gender groups, exceptions students, and students from various social-classes will experience equal educational opportunities in schools, college and universities.

Native Americans United States citizens who trace their biological and cultural heritage to the original inhabitants in the land that now makes up the United States. Native American is used synonymously with American Indian.

Multiculturalism A philosophical position and movement that assumes that the gender, ethnic, racial and cultural diversity of a pluralistic society should be reflected in all of the institutionalized structures of educational institutions, including the staff, the curriculum, and the student body. Multiethnic Education Education that is designed to change the total educational environment so that students from diverse racial and ethnic groups will experience equal educational opportunities. Multiethnic education is an important component of Multicultural Education.

Paralinguistics Nonverbal elements of speech such as tone of voice, pauses, hesitations, â&#x20AC;&#x153;errorsâ&#x20AC;? in speech rate of speech and volume.

Multi-ethnicity Refers to an ideology which fosters an open society that supports a positive sense of ethnic identity, plus the ability and desire to function in more than two cultures.

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Perception Insight or intuition, understanding gained by oneâ&#x20AC;&#x2122;s impression of specific ideals, qualities, or objects. Pluralism There are three basic models for understanding pluralism in our society: Anglo-conformity - A model of pluralism based on the concept that all newcomers need to conform to the European American, middle-class, and English speaking majority. Melting pot - A model that maintains that differences need to be wiped out to form an amalgam that is uniquely American, but without traces of the original cultures. Cultural Pluralism - (alternatively call salad bowl, mosaic, or tapestry). A model based on the premise that all newcomers have the right to maintain their languages and cultures while combing with others to form a new society reflective of all our differences. Polychronic Cultural styles where a variety of tasks are approached simultaneously. Positionality An ideal that emerged out of the feminist scholarship stating that variables such as an individualâ&#x20AC;&#x2122;s gender, class, and race are markers of her or his relational position within a social and economic context.

Prejudice A set of rigid and unfavorable attitudes toward a particular individual or group that is formed without consideration of facts. Prejudice is a set of attitudes that often leads to discrimination, the differential treatment of particular individuals and groups. Proxemics Nonverbal behaviors describing concepts of space, such as preferred interpersonal distance in groups or conversations.

Race Refers to the attempt by physical anthropologists to dived human groups according to their physical traits and characteristics. This has proven to be very difficult because human groups in modern societies are highly mixed physically. Consequently, different and often conflicting race topologies exist. Racial Group A racial group is a division of humankind possessing traits that are transmissible by descent and sufficient to characterize it as a distinct human type. A racial group actually includes a complex distinction of degrees of

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human traits that are physical, linguistic, cultural, and psychological. For many, skin color is the most distinguishing factor of racial identification. Although there are many racial groups, the three main anthropological identifications are Negroid, Mongoloid, and Caucasoid. Racism A belief that human groups can be validly grouped according to their biological traits and that these identifiable groups inherit certain mental personalities and cultural characteristics that determine their behavior. Racism, however, is not merely a set of beliefs, but is practiced when a group has the power to enforce laws, institutions, and norms based on its beliefs, and oppresses and dehumanizes another group. Religion A set of beliefs and values, especially about explanations that concern the cause and nature of the universe, to which an individual has a strong loyalty and attachment. A religion usually has a moral code, rituals, and institutions that reinforce and propagate its beliefs.

Resistance Theory As applied to schools, this term refers to the way in which students actively or passively resist learning. Reasons for this resistance may be varied, from cultural or linguistic differences to perceptions that the knowledge taught is meaningless and imposed. It can take a variety

of forms, from acting out, to refusing to complete schoolwork or other assignments, to dropping out of school altogether.

Self-Fulfilling Prophecy Term coined by Merton to refer to the way that students perform based on what teachers expect of them. See Robert Merton, “The Self-Fulfilling Prophecy”, “The Antioch Review”, 8 (1948), 193-210. Sex The biological factors that distinguish males and females, such as chromosomal, hormonal, anatomical, and physiological characteristics.

Sexism Social, political, and economic structure that give advantages to sex groups. Stereotypes and misconceptions about the biological characteristics of each sex groups reinforce and support sex discrimination. In most societies, women have been the

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major victims of sexism. However, males are also victimized by sexist beliefs and practices. Slave A person who is owned by others and must work for them without just compensation. A slave was looked upon as property. The slaveâ&#x20AC;&#x2122;s liberty, rights, and well-being are controlled by the owner of the slave. Social Class A group of people who have similar socioeconomic status based on such criteria as income, occupation, education, values, and behaviors. Lower class, working class, middle class and upper class are common designations of social class in the United States. Standard Dialect A codified set of language norms which are considered to be socially acceptable and correct according to the formal linguistic rules of society.

A form of generalization about some groups of people. To take a category of people and make assertions about the characteristics of all people who belong to that category or group.

Transformation Approach The structure of the curriculum is changed to enable students to view concepts, issues, events, and themes from the perspective of diverse ethnic and cultural groups. Infusion from a multicultural perspective enhances the individual and groupâ&#x20AC;&#x2122;s understanding of the nature, development, and complexity of the United States and the world. But most importantly, this approach changes the Eurocentric perspective of education to a broader, culturally divers, and sensitive perspective where all racial and cultural groups are viewed with respect and positiveness.

Stereotype

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Underground Railroad A system set up to help slaves escape from the South to the North. The system consisted of “conductors”, or people who aided the slaves in their move North, and “stations”, or houses and hiding places where slaves could find refuge on their journey north. Travel on the Underground Railroad usually took place at night under the cover of darkness; slaves hid at the stations during the day. Please note: the Underground Railroad was not actually underground and it was not a railroad.

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Resources

African and African American History Curriculum Frameworks Special Note to Readers: These curricula outlines are intended to provide teachers with information to begin the development of their lesson plans in teaching African and African American History. As in all curricula frameworks, the information provides a focus for the reader. Ultimately, the teacher may add additional information based on the needs of the students and the interest of the faculty.

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For further information on the State of Florida Commissioner of Educationâ&#x20AC;&#x2122;s Task Force on African American History, please contact the following: Dr. Bernadette Kelley Chair

Dr. Patrick Coggins Vice-Chair

Florida A&M University Secondary Education 1500 Wahnish Way GEC-C, Suite 200 Tallahassee, FL 32307

Multicultural Institute Stetson University 421 N. Woodland Blvd. Unit 8419 DeLand, FL 32723

(850) 599-3692

(386) 822-7360

bernadette.kelley@famu.edu

pcoggins@stetson.edu

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