Incentive Schools: ''African/African American History: A Curriculum Program for Incentive Schools''

r AFRICAN/AFRICAN AMERICAN HISTORY A CURRICULUM PROGRAM FOR INCENTIVE SCHOOLS I L LITTLE ROCK SCHOOL DISTRICT 1991-92II I AFRICAN/AFRI CAN AMERICAN HISTORY PROGRAM RATIONALE/PURPOSE V The traditional social studies curriculum and most social studies textbooks are void of specific content regarding the study of Africans and II African Americans. The purpose of this content is to fill that void I and give students a more comprehensive view of the geography, history, culture, government, and economics of Africa and African Americans as well as the role{s) they portray in the world. PROGRAM DESCRIPTION I This African/African American Program parallels the themes identified in the Social Studies Arkansas State Course Content Guide, K-6. Ti.cnici for each grade level have been identified with broad skills objectives. Themes I H These skills objectives will guide teachers as they prepare their daily lesson plans. I LESSON ORGANIZATION AND PREPARATION Lesson organization and preparation would follow the same structural organization as that identified in the social studies basal text: 1. Preparing the Lesson - identifying student objectives 9 2. Teaching the Lesson - this includes new content 3. Closing the Lesson - summary and evaluation RESOURCES I I The General Resource Guides The Interdisciplinary Resource Guide The World Around Us, Levels 1-6 Maps African American Personalities Additional resources have been identified. I I Ifl AFRICAN/AFRI CAN AMERICAN HISTORY PROGRAM fl CONTENTS Program Overview/Level s K-6 fl I. Skills fl II. General Resource Guides fl A. Outline B. The Egyptian Achievement fl C. The African Family 0. Roles of Celebration and Ceremonies in African Cultures fl III. Interdisciplinary Resource Guide fl A. Levels - Pre-Kindergarten to Grade 6 fl B. Disciplines 1. Language Arts I 2. Mathematics 3. Science I 4. Social Studies I IV. Maps fl V. Personalities (Grades 3-5) fl VI. Resources fl 9I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I I PROGRAM OVERVIEW/LEVELS K-6 LEVEL STATE THEME AFRICAN FOCUS (K-3) LRSD GUIDE AFRICAN/AFRICAN AMERICAN THEME I K The Individual and Group Relations Egypt Introduction to Africa 1 The Family, Today and Long Ago Nigeria People of Africa Today and Long Ago 2 Neighborhoods and Local Communities Tanzania African Communities I 3 Arkansas Communities In a Global Setting Kenya African-Arkansas Connection 4 WoMd of Communities Geography of Africa 5 Our Arkansas and American Heritage 6 African American Leaders History and Geography of the World Ancient Africa Today II I H AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM 1 J ft' I I I I. SKILLS I I I I I li. .^rVv.- .V AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II LEVEL K II THEME: INTRODUCTION TO AFRICA II SKILL OBJECTIVES il Recognize the shape of Africa il Locate land and water in Africa II Recognize the African symbols of citizenship H Describe ancient African civilizations II Describe the people of Africa Recognize different animals of Africa II n II il Li ..V'iI AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I LEVEL 1 I THEME: PEOPLE OF AFRICA, TODAY AND LONG AGO SKILL OBJECTIVES Describe similarities and differences of African people w Distinguish the ways in which Africans meet basic needs II Recognize universals of culture in Africa (i.e. food preparation, dress, holidays,- religion, education, play, folklore) v Describe the different family structures in African societies n Discuss characteristics/achievements of ancient African families II Examine various African customs and traditions 11 HI M II n n I Wn AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM fl LEVEL 2 II THEME: AFRICAN COMMUNITIES fl SKILL OBJECTIVES II Describe the various types of African communities n Compare and contrast African communities - ancient and contemporary fl Compare and contrast universals of culture in Africa (i.e. food preparation, dress, holidays, religion, education, play, folklore) fl Analyze how natural resources impact African communities fl UI fl II II II nnn V AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II V LEVEL 3 V THEME: AFRICAN-ARKANSAS CONNECTION SKILL OBJECTIVES V Describe African and Arkansas communities (i.e. geography, history, culture, economics government) II Compare and contrast African and Arkansas communities H Describe the influences of African and Arkansas ethnic groups on the culture and customs of Africa and Arkansas H n II II II n H I JV AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM V LEVEL 4 i THEME: GEOGRAPHY OF AFRICA I SKILL OBJECTIVES H Label Africa on a world map Compare and contrast the geographic regions of Africa II Recognize the major African geographical features II Interpret and analyze maps of Africa II Describe the influence of natural resources/climate on people and animals of Africa II I II II II El ii fl *** < ''>y. I-V' I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I LEVEL 5 V THEME: AFRICAN AMERICAN LEADERS V SKILL OBJECTIVES I Investigate the African presence in the New World V Evaluate the impact of Africa's political structure as a result of European invasion Examine the achievements of African Americans during the Colonial period Describe the contributions/achievements of African Americans in Arkansas and the United States Compare and contrast the roles played by African Americans in Arkansas and the United States n n n1 r I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM i LEVEL 6 I THEME: ANCIENT AFRICA TODAY I SKILL OBJECTIVES I I Describe contributions of ancient African kings, queens, and political leaders 4 Compare and contrast ancient Africa to Africa today (i.e. social institutions: family, religion, government, education, economics) I aI Analyze the problems of prejudice/discrimination in contemporary Africa I I n 4 AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II II. General Resource Guides A. Outli ne 4 B. The Egyptian Achievement 4 C. D. The African Family Roles of Celebration and Ceremonies in African Cultures fl fl fl fl fl fl M M II n I * Ar BBS n n AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I H RESOURCE GUIDE OUTLINE q 1. Introduction q A. Africans are the oldest people on the earth. q B. Th. name "Africa" was put into common usage by the Romans to identify Ihosc <hi tcX, Lt they ruled ta horth Atric. fl 1. The Greeks ailed Atriea "Ailhiopi.', which mant the land of the q burnt-face people.' M 2. "Africa" was most q The Roman term -------- a Berber people who lived south of Carthage likely derived from the name of
the Afarik or Aourigha. C. The cued their l.hd T.
Meri. encien. s. .hich wes Kemet). It was M seat of government. 1. q 2. The Hebrews called it Mizraim. The Greeks called it Aegyptus. D. to the south. 1. Of recorded cultural histories, that preserved. of the Egyptians is the best I 2. Some European scholars such as of the World and Count Volney Ignored andTot taken seriously. Egypt: Light Empire were Gerald Massey who wrote Ancient who wrote Ruins of E. Enslavement and colonialism did not Africans who remained in Africa and those who were break the cultural links between forced to migrate to the western world. n. African History. A Factor tn World History A. African history must be viewed in the context history. of Its relationship to world B. Many great civilizations existed in Africa
Egypt was the most notable. C. Africans were prominent Greece and Rome. in the legend, literature, arts and history of 1. 2. Aesop - author of the fables Memnon - one of the Pharoahs 1II II 3. 4. Terence - playwright who wrote in Latin Cleopatra - a famous queen n D. mistakenly viewed by European scholars as a bawier dividing Africa into two parts with two physicaUy and culturaUy distinct groups of people. The Sahara Desert was II 1. north of the Sahara was described as an yea of hifh The 'iunwy liitabiled by EuropeMriooUni people. culture n 2. The redon south of the Sahara was portrayed as an area of dark skinned people without a history or culture. n E. European to justify the slave traders depicted Africans as established societies in order enslavement and exploitation of Africans. n F. Africans were written out of the respectable commentyy on world history fy auributing African achievements to European people. II G. Historians of African descent are attempting to correct the myhs and Of Airican oes General History of Africa distortions about Africa in an eight sponsored by UNESCO. n 1. In this work, the past peoples and nations : and present cultural continuity among African will be documented. II 2. Egypt and its creation. civilization will be identified as a distinctly African UI. Human Origins in Africa I A. The first two thirds of the exclusively in Africa. fossil record of human development is found B. Leading archaeologists and anthropologists to the conclusion that humans originated in Africa. have found evidence that leads These include: C. 1. 2. 3. 4. Robert Broom Raymond A. Dart Maitland Edey Donald Johanson D. E. Charles Darwin predicted in Pyeent found to be the origin of the human species. 5. Louis S.B. Leakey 6. Richard E. Leakey 7. Bernard Nyeneo g. Joaephine Salmons of Man (1871) that Africa would be Archaeological evidence indicates that the lived only in Africa until 600,000 ago. human species (Homo sapiens) mitochondrial DHA) puts the onset of The eurrent lenetle to .0.000 yeere .o. human migration out 1. People of the African physical type became of Africa. widely scattered outside 2F I I 2. Environmental differences and isolation produced differing pliyiieal characteristics within the African immigrants. I F.
develooed organized societies within Africa and outside of Africa through migrations to other lands. Africans G. The New Stone Age in Africa was charaetariaed by stable clusters of yiilnges that would later become cities. I 1. 2. 3. metho<k of building and animal husbandry were introduced. Mew methods of buiioing ana aiumu Irrigation made it possible to extend the w of tlw land. * . . t_______aWa a/ f hie ndbFiAtfl. Iron production began toward the end of this period. I H. The 4,000 mile long NUe River, which flows from south to north, became Africa's first cultural highway. 1. Distinctly African people built the nation known as ancient Egypt. I 2. Fv? thousand of years. Africans had neither assistance nor interference from external nations and peoples. For I I. Cultures and civilizations had not yet developed in Europe when these events were unfolding in Africa. fl IV. African Civilization in the Ancient World: The Southern African Origins of EgyBl A. Egypt has been mistakenly considered a non-African nation. fl 1. Egvpt has generally been taught as African continent geographically and culturally. being disconnected from the 2. Western scholarship has concealed and distorted the true nature of the ancient Egyptian experience. I B. The manners, customs, and religion of the ^^nri^Punt^teo^maUa)^ their first homeland was to the south, around Uganda and Punt (SomaUa). fl C. African history is incomplete at as an African civilization. and distorted until ancient Egypt is looked D. of the evidences The Edfu Text, found in the Temple of Horus, is one c. that Egyptian civilization had its origins in the regions south of Egyp . E. Kush and some other inner African nations are older than Egypt. H V. The History of Egypt fl A. The dawn of the Pre-Dynastic period is characterized by the use of chipped B. stone implements. The Pre-Dynastic period, which 1,000 years. ended around 3,200 B.C., may have lasted 1. This period was characterized by competition as and how they would be chosen. to who would rule 3 JI V 2. 3. I 4. The 365 day solar year was determined. According to best evidence, the calendar was introduced in 4241 B.C.E. About this time, the state came to be ruled by a spedfic famUy (a dynasty). I 5. These states grew out of communal sodeties practidng eoUective ownership and the collective distribution of goods. C. The 1. Old Kingdom consisted of Dynasties 1-6. (3200 - 1270 B,CJS.) Numerous temples, tombs, and pyramids were built during this period. I 2. The solrltual structure built during former periods was preserved Airing and would later provide the foundations of three major world this time ( ----------------- , ... . , , religious systems: Judaism, ChrisUanity, and Islam. I 3. Menes or systems B.C.E. and lasted until 2980 B.C.E. Warmer founded the First Dynasty which began in 3200 4. The Pharaoh Zoser was the founder of the Third Dynasty which represented fl 5. an age of intellectual outpouring. Imhotep, the worlds first multiple genius, was Zoser's Prime Minister. a) b) He built the world's first step pyramid at Saqqara. He practiced medicine 2,000 years before the Greek Hippocrates and was the first physician to stand out in antiquity. 6. 7. 8. c) He was the real father of medicine. The most by an Egyptian Dynastic Period. cited ehronologv of Egyotian history during this period was left named Manetho 'who lived through the last part of the Pyramid building continued during the Fourth Dynasty (2723-2563 B.C.E.). of threats from I I During the Fifth and Sixth Dynasties, there were rumors Western Asia, now caUed the Middle East
at this time, too, the t^ople of the Tigris and Euphrates river valley were laying the foundation of Sumerian civilization. D. Period (2770-2060 B.C.E.) which Included the seventh The First Intermediate Period (2770-2060 B.C.E.) wnicn inciuoeu through eleventh dynasties was a transitional period marked by internal disputes and weaknesses. I 1. fl 2. fl The ability of the ruling famines to decide on who would be Pharaoh brought on a dvU war that ended during the second part of the Eleventh Dynasty (2060 B.C.E.). The Twelfth Dynasty (2000-1785, B.C.E.) is considered to be one of Egypt's most glorious dynasties. a) b) Building started again. Egypt's borders were made secure treaties with Nubia and Libya. from invaders by successful 4/ I I E. The Second Intermediate Trouble." Period (13th-17th Dynasties) was Egypt's "Period of I 1. The first massive invasion from the Hyksos people of Western Asia occurred. a) The Hyksos people adopted many Egyptian customs and assumed I b) driven out by Ahmose. 2. The Hebrews Asia. entered Africa during this period to escape famine In Western I a) which form part of the bible b) Historical accounts other than those which form pari w w indieate that > '"and'^thar toreisnara, Xli^dVaUjiouals and iataUaituaUy from their atas m F. V 1. n 2. H 3. 4. M 5. n M 6. 7. J (iton 1(191 RCEl Eevpt reached a height in wealth (1580-1341 B.C.E.) was characterized by a strong New Kingdom (1580- The Eighteenth Dynasty central administration. s'* b) c) of the 18th to the 20th dynasties. Thotmose I, Thotmose H, Hatshepsut, Thotmose Hl, Akhenaton, Hatshepsut was one of the^outstanding w rulers of all time. She ruled Egypt for 21 monotheism in Akhenaton introduced _the concept worship proclaimed a new religious Rameses U successfuUy turned faith based on __________1 Egypt and the worship of one god. back invading Syrian and Hittite armies. The Twentieth Dynasty Rameses III through Rameses XI, a line of the state. ruled by the pharoahs <1500-1085 B.C.E.) was ruled by tne pnarwM of rulers who maintained the unity weak. The Twenty- TM Twenty-flrs. first Dynasty was referred to as me K.MU. (or HubLds) from th. South led h, KMhu In 751 fo'*'' the a) b) c) Twenty-fifth Dynasty. The FlanUhl (7-n2^^.od SSaJJ d Kushite Kings who helped to restore Egypt's Egypt's last purely <^ty. The Assyrian invasion of At was once Egypt, and began the destruction of the and began Twenty-Sixth Dynasty was referred to as the "Static Period" because no progress was made. of the Twenty-ninth Dy^sty The most important pharaoh of th was Achoris. often called Hagar, who repeUea (398-378 B.C.E.) 1 { i 5Ha aA VI. VU. 8. 9. 10. 11. 12. The Thirtieth Dynasty (378-341 B.C.E.) was founded by Hectanebo 1, one of Egypt's last great rulers. Alexander the Great of Macedonia invaded Egypt in 332 B.C.E. a) b) c) the first purely European invasion of Africa. This was the first purely nuropean mTuiwu Alexander the Great appointed Ptoleay. one of hia fenerali, as ruler ^dMcendents of Ptolemy became increaaely African in appearance t result of their IntermingUng with the Egyptians. The I as a Cleopatra VII. born in 69 B.C.. ascended Egypts throne with her brother Ptolemy XU at the age of 18. , a) b) c) of mixed African and Greek parentage and in ancient times She was ..................... was deoicted as a distinctly African woman. This African queen's alUances with Ca^r and Mwk Airthony were motivated by polities to save Egypt from the worst aspects of Roman domination. turned traitor against Rome to save Cleopatra VU s Mark Anthony t------------------------------- . .. Egypt. After his death, Cleopatra committed suicide. Rome ruled Egypt for six centuries. Internal conflicts and domination led Africans and Western Asians to ___idess and turn to new ones. This led to the formation question old religious ideas and turn to new ones, of Christianity. a) b) c) Three African popes Pontificate (189-199 Victor, who contributed to Christianity were: C.E.), Militiades, Pontificate (311-314 C.E.), Pontificate (492-496 C.E.). . . and Gelasius, v.t.i. _ entertained themselves by killing Christians in Rome and in Romans ---------- the amphitheatres of North Africa. Internal disputes among groups confidence in Christianity on the eve of worshippers destroyed some of the emergence of Islam. Islamic Egypt A. B. C. The Muslims under Amr-ibn-al-As conquered Egypt in 642 C.E. Islamic reUgion swept across northern Africa and into Southern Europe through Spain and Portugal. Islamic influence remains strong in Egypt today. Islam in West Africa A. Islamic forces of Africans. moved into West Africa in 711 C.E. and converted Basses H B. Africans joined Islamic forces and were of Spain. instrumental in the African conquest K C. Islamic power drove Europeans out and ended the last phase of the Roman Empire. years of the Mediterranean for the next 800 6 H ID. Islamic influence may .have ^n into what they caU the "Middle Ages . the underlying cause of Europeans going E. The power of Islam was not partly broken until the Crusades, during the F. Eleventh Century. Portugal freed itself of Moorish became free in 1450 C.E. (African) domination in 1140 Spai G. After the decline in power _ African (Sudan) brought into being great western region of rtf Cffvot oeoples of the western region oi of Egypt. that lasted I for 1,000 years. vm. West A. Africa's Golden Ages Ancient Ghana was the first great empire of the Western Sudan. 1. Ghana was renowned for its gold. 2. 11 reached its height in 1062 C.E. under King Tenkamenin. 3. The state has a military force of 200,000 men. 4. Abu Bekr of the Sosso Empire invaded Ghana in 1076 C.E. ending 5. its prosperity and cultural development. regained its independence, but without its --------- , Ghana became the a 6. B. Mali 1. 2. 3. 4. C. Tn 1087 C.E., Ghana i- former grandeur. The empire once known as kingdoms of Diara and Sosso. GMoa's pro,ioo.s Mean,. . Pl ot th. Mali Empir. aod ..r. Ltar absorbed into the Songhay Empire. Mansa Musa, emperor of Mali, visited Timbuctoo in 1324 during his famous pilgrimage to Mecca. He conquered the territory that Uter and rebuilt the University of Sankore. became the Songhay Empire Mansa Musa was the most colorful of the African kings of the Fourteenth century. The Empire of Mali declined in power after Mansa Musas death. Songhay 1. Askia the ------- into the most powerful state In 1493 and built 2. Songhay Tour.)-me SudT. The cities of Gao, andUterature developed, centers at which many books were written ano 7*4 a 3. African scholarship was Africa and in parts of Europe. known and repeeted throughout aost of 4. Scholars from North Africa and Europe studied in this African empire. 5. The University q 6. of the western Sudan. of Sankose at Timbuctoo was the educational capital Golden Age entered a period of decline after invasions West Africa's --------------- by Arabs, Berbers, Tuaregs, and Moroccans from the North. 4 7. European colonization was decline of West Africa's Golden Age. also Instrumental in bringing about the IX. The African Presence in the Western Hemisphere A. The Portuguese established their first settlement in West Africa at Elmina li 1 lie r ws -------------- in 1482 in the territory now known as Ghana. B. n C. The Portuguese came as ... and as dealer in the enslavement of Africans. traders at first but then remained as conquerors nationalism led to an expansion European and manufactured goods. of traffic in captive Africans H D. Spain competed with Portugal in the traffic in African captives. The E. X. Kpe^, AlXder. the ^ixth, defined their spheres of influence. A? a eonseauence of the Reformation and the rise of Protestantism in Eurooe the kings of England, France, Holland and Denmark felt free to Sng. th. Pope's .ut'orlty to divide Alriee. S.th Amer,.., .hd th. Caribbean. 1. 2. These countries insisted they had a right -to the forced Ubor they needed in lino ------------ --a order to build plantations in the New Worio. introduced by the Europeans was dehumanizing .nd wu supported and extended Py both the Ch-istlan chure.and psuedo-seientitie writers of the seventeenth td eijhteentn centuries. The slave trade as of the ( 4 The African Presence in the Americas A. Africans participated in some of the in the Americas. earliest expeditions of the Spanish 1. Estevanico accompanied Alvar Nunez He was responsible for exploring in 1527. Cabeza de Vaca to America the New Mexico and 2. Arizona territories. Pedro Alonso Nino, an Columbus' ships. African, helped to navigate one of Christopher 1 7 fl 8II II 3. Thirty Africans helped Balboa explore the Pacific in 15S1. M B. Africans were major contributors in the Americas one hundred years before they reappeared in bondage in 1619. 1. A considerable II presence in the and growing body of scholarship lndi<tM an Mriean Americas long before the arrival of Cotemboe. 2. II Africans brought many skills to leather working, and carpentry. the Americas, such as iron working, c. H There existed in Africa prior to the beginning of the trade a culture that ms equal, if not superior, to European eivihxauoos. D. The greatest destroyer unpaid labor in the plantation system of African culture was the European demand for established in the Americas. II E. Myths were created that II 1. The African was displaced Africa and Africans out of human history, classified as a lesser being. 2. The Church justified enslavement as under the guidance of Christianity. necessary to bring the African II F. There were some differences between the slave systems as they operated in the Americas. II 1. In South America ornamentations were and the Caribbean, African music, religion and thAt resulted in a form of cultural continuity that did not exist in permitted that resulted in a the United States. I M 2. In the Portuguese together, making it easier dominated .S to retain the same basic culture and II language. 3. the United States, every attempt was II In the United States, every and humanity of the enslaved Africans. made to destroy the culture The African's personality G. was denied and his family torn apart. II In Europe the attempt to justify the a already begun. enslavement of poor Europeans had 1. used for the enslavement of II tX" "rln eS^nie. d pe.lel W and Native America people. fl 2. Th. wteMAtt ot Zrohn. .nd in its attempt to provide labor in the Americas. H. 1. used extreme forms of torture Chrisjtianii Actions to broA* tno sp r Slave owners i------------------- forms of psychological actions break Christianity and various rebellious Africans. Q iMmmm n II 2. II 3. n I. II n M XI. II II II II II II II n II 11 EnsUved Africans did not hesiute to risk their lives in their attempt to gain their freedom. Because of attacks by the enslaved Africans, a comprehensive plan utilizing various forms of psychological eoercism was devised to break the spirit of the reb^ous Africans. The Church played a major role In producing and sustaining racism in the United States. 1. 2. Scripture was interpreted in such a way to promote notions of the natural inferiority of Africans. According to one authority, the practice of separation began in the church before it spread to other areas of society. According to one Resistance to Slavery A. B. C. D. African resistance to slavery and colonialism existed throughout the seventeenth and eighteenth centuries. 1. 2. As early as 1663, a group indentured servants planned a rebellion. of enslaved Africans and European In 1880, Gabriel Prosser led a revolt of 40,000 enslaved Africans in Virginia. The best organized resistance to slavery occurred in the nineteenth century. 1. 2. The entire nineteenth century can Resistance." Concurrent with slave revolts in Africa. be called "The Century of revolts in the United States were anti-colonial There were two distinct during the first part of the nineteenth century. 1. 2. 3. Many 1. 2. One movement was freedom movements among African Americans characterised by continuous slave revolts. Involved "free" African men and women who The other movement ---------- worked to free their enslaved brothers and sisters. In 1788, Prince Hall, a free man, of Boston Massachusetts Legislature to protest the kidnapping of free Africans. other Africans aided In the cause of Abolition. Frederick Douglass's civil rights views are as were a century ago. valid today as they Samuel E. Cornish and John B. Russwurm started a t Af Afriean Americans from their point of recount the experiences of African Americaris view. 10II n 3. 4. n 5. Henry Highland Garnet led the militant abolitionist group. Sojourner Truth was the first African American woman to become an anti-slavery lecturer. She was also a leader in the nineteenth century feminist movement. Harriet Tubman was a pioneer rebel and activist who served as a q nurse and, scout in the Civil War. 6. q 7. q E. q q q F. q q q XII. q II q John Brown was the first European American martyr to e for the freedom of African -Americans. Wendell Phillips and William Lloyd Garrison were noUble European American abolitionists. In 1856, the Dred Scott Decision opened all territories to slavery. 1. 2. 3. After the Civil War began. Congress prohibited slavery in the territories in 1862. 186,000 African Americans fought in 198 battles and suffered 68,000 casualties. President Lincoln acknowledged that the war could not have been won Immediately and national politics. 1. 2. without the African troops. - after the Civil War, African Americans participated in state By 1875 the tide had turned against the Africans throughout America. Republican Party bargained away the political rights of African Americans in order to placate the South. The The Struggle Against Racism A. The period in African American history from 1877-1901 is often referred to the Nadir, the lowest point. 1. 2. 3. Africans lost the right to participate in the government of this country. Lynchir< became the order of the day. Jim Crow Laws came into being (hiring these years. 1 i' B. q In spite of opposition, by the early twentieth century African Aminns had produced an intelligentsia that revolted against the second class citizenship that had been forced upon their people. 1. W.E.B. DuBois, the eminent scholar, led this revolt and became the intellectual father of African American liberationist thought. 11n I I II 2. II 3. Northern European American philanthropists and European^^erican poUticians s^ed Booker T. Washington of Tuskegee Institute to be the leader of African people. Dr DuBois sowed the seeds of "The BUek Revolution" wd the continuing struggle against racism and for Afncan redemption. I II 4. leader of the beck to Africa" oveaent. in ptft Marcus Garvey--------- , . DuBois' inteUectual conclusions. drew on H Xin. The Education of African Americans A. Th. Btrueele within African educational Institutions has center^ T?* riaverv and orepare African Americans to demand II to remove the stigma of slavery and prepare full citizenship status. II B. to the stiU unresolved eAieatlonal Carter G. Woodson called attention problems of the nineteenth century in of the Negro Prior to 1861 and The Miseducation of the Negro. two classic works, The Education of the Negro Prior to II C. During the first quarter of the nineteenth century, education was prohibited for most African people. H 1. After the Civil War, ------ - replicas of European American schools. Africans built schools which later became 2. Education in churches H supplement n cnur:.. Community centers and in homes began to the education in the schools. 3. In these independent u search for the African heritage. institutions, lay historians began the formal D. The Niagara Movement in 1905. under W.E.B. DuBois and Monroe Trotter was born II 1. Some of the ideas of the NAACP in 1909. of the Niagara Movement went into the making II 2. In 1918 as founder - editor of the NAACP's "Crisis" magazine, DuBois urged African Americans to forget and to "**'__ with our fellow citizens. As II "stand shoulder-to-shoulder feUow cltiiwns._ discrimination against African Americans escalated, DuBois unjust ________ regretted having made this statement. n E. During the years before the first World War. over a haJtf-mlUlon Africans migrated north In search of better Jobs, schools, and housing. H P. Race riots in St. Louis and post-war Chicago awakened these new settlers to the fact of northern oppression. G. President Woodrow Wilson together with some Southern Democrates had wooorow mnuu lugciiic, w.... --- . r^ntroduced segregation in federal faculties that had long been integrated. H. African Americans today are taking pride in their history and becoming aware of how to use it as an instrument for Uberation and nationhood. 121H H H Mn THE EGYPTIAN ACHIEVEMENT nH by MH Keith E. Baird, Ph.D. II Professor Emeritus of Anthropology State University of New York 1 II HH nn H M 1 n THK EGYPTIAN 4CHTF.VF.MENT i Egypt is, and has always been, an African country. It was the most renowned of the Nile River civilizations. An admiring Greek, the historian Herodotus, noted that the soil of Egypt was brought down-river by the Nile from the lands to the south and declared that Egypt was 'the gift of the Nile". The nam^ Egypt is from AIGUPTOS, the Greek rendering of the Egyptian name HEKA PT AH which means "temple of Ptah," and refers to the magnificent structure at Memphis dedicated to the city's patron divinity. The name Egypt therefore means Tand of the temple of Ptah." I II II fl fl H H M fl fl I The ancient Egyptians called their land KMT (Kemit or Kamitl meaning "the black land", that is, the fertile land, and themselves KMJTW (Kemites or KamiXES). The Senegalew scholar Cheikh Anta Diop maintains that the Egyptians also by using the terms "Kemites" or "Kamites' distinguished themselves by the color reference from ''foreigners", that is, non-Aftcan peoples. There has been much scholarly discussion on the physical appearance of the ancient Egyptians. Cheikh Anu Diop has demonstrated on the basis of considerable evidence that the Egyptians were an African people. He cites a number of Greek and Roman writers who saw, visited, and lived among the Egyptians. He himself analyzed the skins of Egyptian mummies and found them "to show a Melanin level which is non-existent in the white-skinned races." Diop quotes from the Hebrew accounts found in the Bible "The sons of Ham [were] Cush, and Mizraim (i.e.Egypt), and Phut and Canaan. And the sons of Cush
Seba, and H.vilah, and Sabtah, and Raamah, and Sabtechah.' (Genesis 10
6-7). He comments
The importance of these depositions cannot be ignored, for these are peoples (the Jews) which lived side by side with the ancient Egyptians and sometimes in symbiosis with them and have nothing to gain by presenting a false ethnic picture of them. Nor is the notion of an erroneous interpretation of the facts any more tenable. It is necessary to establish clearly and unquestionably the generic as well as the cultural identity of the ancient Egyptians as an African people. Professor Immanuel Wallerstein states straightforwardly
It perhaps would not matter who the Eg^rians were, had such an issue not been made of it during the period of European colonizarion..Suffice it to say now, for the pu^se of discussing the African past, that the very best evidence of today seems to indicate a very great racial intermingling in Africa as elsewhere, over the past five thousand years, and that the "Egyptians" or "Hamites" of yesteryear might well find themselves classified as 'Negroes'for 'blacks'] today, in precisely those countries where such classifications matter. Suffice it further to note that many of the archaeological remains... at first credited to "Arabs" or "Harrutes", have on closer, or less biased, inspection turned out to be unmistakably African in origin. The fact that the ancient Egyptians were Africans was concealed by slaveholding European nations because this knowledge could disprove assertions that African peoples were congenitally backward, and incapable of great achievement and self-determination
accordingly European imperialists could the more easily persuade their compatriots and justify themselves in the enslaving of Africans in the Americas and in taking possession of African lands and resources. In addition. Africans enslaved in the Americas, removed as they were from their own ancestral culture and deprived of evidence or memory of past African achievement, might more readily, it was calculated, be demoralized and conditioned into acceptance of the abuse and dehumanization inflicted on them. I I IB fl I fl 2 fl fl fl fl As it happens, knowledge of ancient Egypt was avAlablc to Europeans as early as Ac accounts provid^by Herodotus A Ac fifth centry B.C.E. When Ae C^k Ptolemes d^g the fourA century B.C.E. became Ae rulers of Egypt Aey were surprised by the wcalA of Egyptian culture In Ac century foUowAg, some members of Ais family commissioned an Eptian, ManeAo, to compile a Astory of Ac political, social and religious development of Ac E^nan civilization. Unfortunately, As massive work was lost m Ac fire Aat desmiycd Ac Ubrap at Alexandria A 389 C.E. As it is, MancAo's list of Ae Egyptian dynasties, wAch survived only as excerpted A various oAer works, remaA Ac basis for what is known today of Ac comparative dating of events A Egyptian Astory. A 1822, however, Ae decipherment of Ac Roseoa Stone by Jean Francois Champollion made it possible to read documents and msOTpaons wntten in AcroglypAc characters wAch had ceased to be used or understood following Ae closing of Ac last Egyptian temples by Ae Roman emperor Justinian A Ac sAA century C.E. i fl II H It is most convenient here to Ascuss Ae achievement of Ac ancient Egyptians through reference to some of Egypt's outstanding historical figures. Perhaps Ac most re^kable AAvidual in Ae history of ancient Egypt was Imhotep, This man wm cAef counsellor to Ae Pharoah (KAg) Zoser of the TArd Dynasty (2980-2900 B.C.E). Imhotep was also pnnapd physician to the King, Chief Lector Priest, architect (and builder of Ae first step pyramid which scp/cd as a model for oAer pyramids), and astronomer. So great was As renown as a physician that Ac ancient Greeks and Romans after his deaA regarded Am as a Aviruty. He was called Asklepios by Ae Greeks, Aesculapius by Ae Romans. His symbol, a staff wA two snakes entwined around it, has come down to our times as Ae symbol of Ae medic A profession. H II Queen Hatshepsut of Ae EighA Dynasty is Ae most outstandAg woman ruler of all time. (The Eightceen Dynasty 4567 - 4320 B.C.E. was an outstandAg lAe of rulers wAch included Ae Pharoahs Akhenaten and Tutankhamun.) Hatshepsut assisted her faAer, ThoAmes I, to administer the kingdom, and on his deaA seized power, Asplacing her broACT Thothmes, and ruled for twenty-one years. It was only upon her deaA, possibly cngAeered by ThoAmes, Aat Ae latter attaAed Ae Aronc. A temple she commissioned may still be seen today. II II The pharoah Amenhotep IV is better known as Akhenaten Ae name he chose when he embarked upon a scries of religious reforms by wAch he consolidated Ae wor^p of Ae many AviAtics of Egypt Ato Aat of one divAity Ac symbol of whom was Ae sun. On his deaA, As son-A-law, Tutankhamen, succeeded Am and proceeded to restore Ac former religious practices, suporessAg Ae reforms made by Akhenaten A follower of Akhenaten, Moses, identified 1^ Ae Eevntian Astorian ManeAo as an Egyptian priest, led a group of his fellow "hcreacs out of Egypt Ato Palestine. AccordAg to Ae Greek geographer, Strabo, "Moses, who was one of Ac Eppnan son-m-i nriests taught his followers that it was an egregious error to represent the Deity under the form of __- J2J >1.- !.* wac th* nrarficft nr the Greeks and animals as Ae Egyptians Ad, or in Ae shape of man, as was Ae practice of Africans . In this account we recognize Ae event wAch is m Judaic tramuon referred to as Ae Exodus. n n The ancient Egyptians interacted closely wiA Acir souAem neighbors, Ae KusAtes, from whom Aey received Ac base boA of Aeir primordial population md of Aeir beUef system "^e . . 1 V..* Awpf hoiT z\t tn* *icrntn **nni^/ K I H the Egyptians extended their rule into Kush, but during the first half of the eighth rentury B.C E., the Kushite king Kashta, began an invasion of Egypt which was completed by his son Kashta in _ _ __CknUAL*i>\ CkKiflni anH TamiJifamiin 150 B.C.E, -5 5 C E "Kashta Kankhi, and Aeir successors Shabako, Shebitku, Taharka and Tanuatamun are Ae KusAte (or EtAopian) pharoahs who constitute Ac Twenty-fifA Dynasty of Egypt which ruled Egypt from 750 to 656 B.C.E.M I I 3 was I i In 525 B.C.E. Egypt became pan of the Persian empire, and subsequently, in 332 B.C.E., was conquered by Alexander the Great of Macedon who left Egypt under the governance of his general, Ptolemy. Alexander died young, and his four year old son and heir was promptly murdered and his empire divided among his father's generals. In 305 B.C.E., the general Ptolemy became the ruler of Egypt and the first of a line of Greek pharoahs which included the famous Cleopatra. The Roman,Octavius, conquered Egypt in 30 B.C. E. and it became part of the Roman Empire. This was the end of splendor and greamess that were Egypt. M Over its long existence as a major world civilization, Egypt has contributed to the development of science, of medicine, of writing, and of religious thought, especially Judaism and Christianity. H H II II II fl fl M M Mr aaa THE AFRICAN FAMILY IDATAFARI I a I aaa Discussion of the African family is difficult to grasp in terms of accepted Eurocentric social theory, and because of this the study of African, Caribbean, or African American kinship and the family assumes a wider significance. In the writings on African kinship in the Americas ,the issues have been theoretical and not factual. There is general agreement that illegitimacy rates are high, marriage unstable, and that women play an unusually prominent role in the domestic and kinship domains. The pathological and dysfunctional view of the African Family in North America has been primarily related to the cultural ethnocentric (Eurocentric) approach and associated with the work of E. Franklin Frazier (1939) and Daniel P. Moynihan (1965). The works of these scholars have culminated in the adaptation of social policies predicated on the assumption that the African American family is unstable, disorganize, and unable to provide its members with the social and psychological support and development ne^ed to assimilate fully into American society. The cultural relativity school, on the other hand, begins with the assumption that African American culture and family patterns possess a degree of cultural integrity that is neither related to nor modeled on European American norms. Most members of this school trace the origins of these cultural differences back to the African cultural heritage, and all tend to focus on the "strengths" of African families rather than their presumed "weaknesses." a M The cultural relativistic view, developed primarily as a reaction to the deficit view, maintains that the African American family is a functional entity. This conceptualization is designed to challenge the theories and social policies emanating from the Eurocentric approach. Underlying the theoretical and empirical arguments of the two schools is the common assumption that African American families and European American families are qualitatively different culturally. The schools diverge from each other, however, in their interpretation and explanation of the causes of these differences. Those defending the Eurocentric approach place a negative value judgement on the fact that African American families deviate from the American norm. II n a The cultural relativity school, on the other hand, assumes that America is a multicultural society and concludes that differences are largely accounted for by the variation in the cultural backgrounds and experiences of African Americans and European Americans. One of Fraziers major concerns was understanding the process through which the African American family became culturally assimilated into American life. It is important to note that Frazier's works, according to Lyman (1972), were influenced by his determination to (a) re^te the ar^ment advanced by Melville Herskovits (and Dubois) that much of African American life is a continuation of African cultural forms and (b) empirically denaonstrate Robert E. Park's race relations cycle. Frazier believed that African American marriage and family patterns, customs, and structures were the consequence of enslavement and American culture, not African cultural transfers. He did not accept Herskovits' conclusion that African American family structure, marital customs, and sexual practices were derived from African cultures. Rather, for example,Frazier (1939) interpreted "indiscriminate" and extramarital sexual behavior among blacks as'being a I fl product of slavery and unrelated to customs cultures. and practices in traditional polygamous Afirican fl fl Researchers attempting to discover possible African cultur^ transferrenccs to the AmericS fS Sthe period of enslavement of Africans in Amenca. At the nme Fr^er beg^ hiXorkleSrauthorities on the history of African Amencans snared E. Fr^in Frazier s U T Herslcovits' position Frazier's assertion that as a result of the manner in rather then Melville J. Herskovits^sinc^n. n^nrirallv no effect on the nCToKUVllO uuoluwu. * -------------------------------- . enslaved, e African cultural hentage has had pracncally no effect on me fl th,. African was enslaved, the Atncan cultural ncniagc u<ia nau hie famUv in the United States" (1939:66) reflected the views of both U.B. Phillips (1929) XdsubsSntly, Stanley Elkins (1959). Both concluded that whUe significant African i^rZi^ite eSh as names arid folklore, did survive ininaUy, they were eventuaUy lost or SSSdrXJ^gly. if the culture of the Africans was destroyed, then it is hopeiess to p^t oistoneo. Accoruuis*/. .___.__inn,.nz',.d hv that culture. And SO begins and initially, eventually fl that the evolution of th^ African American famUy was influenced by that culture. And so begins the logic of the cultural ethnocentric school. fl controlled by the planution owner, that African families were Attencans accepted ^d attempted to conform to the social norms of the majonty society. H The line of research as pursued by Frazier was followed by a number of investigators ^d culmina^ for serial poUcy In 1965, the Office of Policy Planning and Research of cuinunaicu ui piu^ r , nnnnr(*d hv the ansistant .secretarv. of Labor issued a 78 page document prepared by the assistant Sf^etary, 11 fl the U S Department of Labor issued a /s page J. D^iei p Moynihan, under the title, Be Ncgro FamUy: Thg Cascfor Nanpn^ AgoamThis repon SSdiv ciii Frailer as support for its conclusions that the Afncan Amencan community was diSScXed by broken famitiS, legitimacy, matriarchy econonuc dependency failure to p^s anned forces entrance tests, delinquency, and crime. Moynihan placed the cause of these Problems aiLucu luivw _ . . , PnIlAu/inff this trftnn. other broken and unstable African Amencan family. Followmg this trend, other on a suDposedly broken and unstable Atncan Amencan lamny. x-vuuwu.s hivcsSawrs began to concentrate on the pathologies of African Amencan families and label us culturally deviant fl fl II Now there are reasons why people, at various times in history did not ^low for a theory which expressed continuities. Anthropologists became very impormt ^r colonialism and tend^ m aXbrne cause and effect relationships to all human behavior based on wological approaches and/or economic ones, but culture as an entity has taken a backseat. There historically, political reasons for breaking the continuity between Tilacks and Africa. These S wUl beVresented later in this discussion, but for now let me y, these assumptions often came out of the ethnocentrism within the disciplines iri the west Be social anthro^lo^st, for has always stressed the particularity of expcnence, and this has tended to highlight the ____1_ ___________A Kac TTinct rnftanineful tncm. oO II example, has always stressed tne parncuianty or cxpcncnec,^iu. & Sffrrences between peoples. "Otherness" as a concept has been most meaningful to them. So central is the focus on 'otherness' that anthropologists actively seek out those dSSSXiyS uniuwt^^ag^\ Fo/ex wlc, raihCT than e educat^ d ^e^ oftin they do not include sufficient comparative or contextual materials. The matn-foetd or single parent famUy may appear as a problem if presented in an ethnographic rather than comparative framework, which includes details about, say, white lower working class famUy patterns. There may be no information relating to the political situation. very uiicu uivj <*v *** ------------------------------------------ * * j single parent famUy may appear as a problem if presented in d The cultural relativity view, primarily in reaction to the Euro-centric view, advocates that the African American famUy is a functional entity. Bis concepm^ton is l^ge Y Virginia Young (1970). Robert HUI (1972), Wade wnoorted bv Andrew Bilmgsley (1^08), Virginia loung Nobl (1974), and others. The perspective has been buttressed with old and ne^ invesngaaons ... _K C-:____A diffe.renf from that of Europeans (Valentine, 1968, which see 74), and omens, me ptraywuTv lioc ----------------- ---- African Americans' culture as different from that of Europeans (Valentine, IoS, - - 1975J977). Although not all proponents of the cultural relanvisac schTOl Ynnng 1974- Dodson, 1975,1977). Although not all proponents oi me cuitunu agree on the degree to which African culture influenced the culture of Afncan Amencans, they do )I I concur that African Americans' cultural orientation encourages family patterns that are instrumental in combatting the oppressive racial conditions of American society. Melville J. Herskovits (1885-1963) was one of the first scholars to recognize similarities I in African cultural patterns and those of African descendants Uving in the U.S., the West Indies, m z\iriu<ui ----------- , _ and Brazil. Herskovits (1966) found what he considered to be authenuc African culniral pat^s reflected in language, music, art, house structure, dance, traditional religion, and healing polices. a a Herskovits' rewarch raises the possibUity that other aspects of "Africana" could have influenced the nature of the black family in the U.S. Herskovits works deal only limite^ly wi such oossible relations. One of his major contributions was a truer conceptualization of family life in ^ditional African societies, which are characterized by unity, subility, and security. (Herskovits, 1938). In examining the African American family, proponents of cultural relativism in North a a America ooint out tiiat slavery did not totally destroy the traditional African base of African iSSS.fflStoSKxto*'siaingan,e,1972
Nobles, 1974
Turnbull. 1976) To these scholars, the African American family represents a continuing fountain of strength and endurance built on, and issuing from, its African cultural heritage. fl fl fl fl fl fl fl fl fla a B EFERENCES CITED IdaTafari a 1. a 2. 3. a 4. I 5. a 6. 7. 8. fl 9. fl 10. 11. 12. HI 13. II 14. 15. d 16. d 17. 18. 19. Frazier, E J. Thi Netro Fan\ily in the United States. Chicago: University of Chicago Press, 1939. PhiUups,U.B. lifLamLLator in the Qld South- Boston: Little Brown, 1929. Klimins, S.W. Sliiven. , Chiicago
University of Chicago Press, 1959. Moynihan, DarjelP. The ffcgro Family - The Case for National Afljon. Washington, D.C.: Office of Policy Planning and Research, United States Department of Labor, 1965. Licbow, Elliot. Tally's Comer - A Study of Negro Streetcomer Men. Boston: Little Brown, 1967. Rainwater, Lee- Crucible of Identitv - The Negro Lower-Class Family. Daedalus 95: 258- 264, 1968. Parker, S. and Kleiner, R. "Characteristics of Negro Mothers in Single. .-Headed Households". Journal of Marriage and the Family 28: 507-513, 1966. Jessie, Bernard. Marriage and Family Among Negroes. Englewood Cliffs, NJ.: Prentice Hail, 1966. Blood, R. and Wolfe, D. "Negro-'White Differences in Blue Collar Marriages InA Northern Metropolis". Social Forces 48:59-63,1969. Duncan, B. and Duncan, O.D. "Family Stability and Occupational Success". Social Problems 16: 273-285. 1969. Bracey, J.H., Meier, A. and Rudwick, E.(eds). Black Matriarchy: Myth as Reality. Belmont, CA: Wadsworth, 1971. Yancy, W. "Going Down Home: Family Structure and the Urban Trap". Social Science Quarterly 52:893-906,1972. Staples, R.E. The Black FamUv : A Review and A Preview. Journal of Social and Behavior Sciences. Spring 65-77, 1974. Tenhouten, W. The Black Family: Mvth and Reality. Psychiatry 33:145-173,1970. King, K. "A Comparision of the Negro and White Family PowerStructure In Lpw: Income Families". Child and Family 6:65-74,1967. Mack, Delores. 1971 Rainwater, L. Family Design. 1965 Rodman,H. 'Tamily and Social Pathology in the Ghetto". Science 161:756-762,1968. Billingsley, A. Black Families in White America. Englewood Cliffs, New Jersey: Prentice Hall, 1968.I I 20. I 21. I 22. I 23. 24. I 25. 26. 27. 28. 29. fl 30.. fl 31. 32. fl 33. Young. Virginia. "Family and Childhood in an Southern Negro Community". American Anthropologists 72:269-288, 1970. Hill, Robert The Strengths of Black Families. Emerson-Hall, 1972. Nobles, Wade W. "Africanitv: Its Role in Black Families". The Black Scholars 5:10-17, 1974. Valentine, C.A. Culture and Poverty. Chicago: University of Chicago Press, 1968. Young, V.H. "A Black American Socialization Pattern". American Ethnologist 1:405- 413, 1974. Dodson, J. Black Sylization and Implications for Child Welfare Final Report (OCD-CB- 422-C2). Washington D.C., Office of Child Development, 1975. Herskovits, M.J. Dahomev: An Ancient African Kingdom. New York, 1938. Augusten, J.J. The Myth of the Negro Past. New York: Harper and Row, 1941. Blassingame, J.W. The Slave Community: Plantation Life in Antebellum. New York: Oxford, 1972. Turnbull, C.M. Man in Africa. Garden City, New York: Doubleday, 1976. Nobles, W.W. A Formulative and Empirical Study of Black Families. Publication No. OCD-9b-C255, San Franciso: Westside Community Mental Health Center, 1975. Hayes, W. and Mendel, C.H. "Extended Kinship in Black and White Families^. Journal of Marriage and the Family 35:51-57,1973. Dubey, S.N. "Powerlessness and Orientation Toward Family and Children: A Study in Deviance". Indian Journal of Social Work 32:35-43,1971. Stack, C.B. All Our Kin. New York: Harper and Row, 1974. fl II Fl I II I i aaaa I ROLES OF CELEBRATION AND CEREMONIES IN AFRICAN CULTURES RH I fl by fl fl Mary Arnold Twining, Ph.D. Lecturer Clark Atlanta University II la la II M I I Roles of Celebration and Ceremonies in African Cultures Mary Arnold Twining, Ph.D. I I I M I fl fl fl II II d d All humans travel the life cycle in much the same way. It is how we meet, cope with and signalize these life crises that make the wonderful variety of human cultures. Naming customs and the celebrations attending the birth of a child begin the cultural rites of passage in the physical life cycle for one individual. The arrival of puberty is greeted with celebration in Aftican societies, as elsewhere, because the menarche (first menstruation) in young women and the onset of the sexual capacities of young men ensure the continuation of the group. In some African societies, both boys and girls undergo circumcision, bodily scarification and other rituals which demonstrate their ability to withstand pain. Beyond that the young people must demonstrate their ability to do a day's work and undertake ail the tasks an adult must do. At that point they could marry and start rhejr families. The joining of families is cause for great celebrations and sometimes they continue over an extended period. There are happy rituals of re-enforcement which celebrate the unity of the group, its identity, history and togetherness. The Ijele mask of the Igbo of Southeastern Nigeria is the symbol of one such unifying celebration. S^der rituals such as funerary rites, not only dispatch the fallen member of the group but also help to establish the reunification of the group who must re-order themselves to life without the departed member. As most of the cultural life in African societies has heretofore been driven by a strong sense of the powers that make life possible, religious and spiritual observances permeate the activities an a daily basis. Some of the ceremonials surrounding the secret societies give rise to festive occasions which are not always celebrations in the joyous sense of the word. The functions of secret sociteties have to do with the governance of the ethnic group. Their rituals and rites can be quite solemn, though festive, in the necessary performance of their duties as judges and governors which ensures the continuation of the round of life. A great deal of preparation goes into these festivals. Masks are carved of special woods, ceremonial dress is prepared with cloth and raffia, significant decorations are painted or otherwise attached such as cowrie shells or metal sheathing. Certain groups known as "secret societies" have regular meetings to fulfil their normal purposes such as white ot black or good and evil witches, judicial functions, social control, execution of malefactors, social and ethnic unity, education or indoctrination of young members of the society and healing among others. The festive ceremonial occasions are only the outward show of the inner (hence the name "secret") workings of each of the societal groups which contribute to the fabric of daily and holiday life. Occasionally the leader of a group will die and the selection and investiture of the new ruler occasions a great celebration which could last for days. African societies do not necessarily follow the rule of primogeniture (eldest child succeeds the father) but choose the one of the children they feel to be the best qualified. That person is then crowned and invested with the rights, privileges and responsibilities there unto appataining. Weddings are enthusiastically celebrated around the world and Africa is no exception, go-betweens begin the process in some Afiican societies, determining whether the family of the young woman or man would look with favor on both the family and person of the young woman/man. Should the finding be positive, negotiations follow. The marriages are arranged if the young people pass each other's inspection. In some societies, however, the young woman may not be consulted if the parents are trying to push through an advantageous marriage with an older, possibly wealthy, man. JI I The so-called bride price guarantees the bride's family some compensation for the loss of her and I her children's labor. Money, cowries or manillas (form of West Africa money) or ^ast Africa) cows (their form of currency) are given to the young woman or her family. Difficulties may arise later on if the money has been spent and the couple wishes to divorce - how to pay back the bnde wealth?! I The wedding itself is a ceremony of unification between two families and requires mutual ____________t_____________________*1.^ AMB tklA CYt^ I obligatory gift exchange. Goats, cow or sheep, part of the food for the feast, are walked to the site and prepared during the ensuing several day long parties that foUow. Special cloths and g^ents arc prepared and worn while the old and young dance, sing and drum in great excitement. Ele^or Smith Bowen (pseud, Laura Bohannon), an anthropologist, recounts in her Return W LaUW> the instructions of the senior wife who was organizing a wedding ceremony. The elder wife of the leader of the village told her, in answer to her request to take part, that she better be prepared to dance all day once she committed herself to the activity. The birth of a child which, it is hoped, will follow in due course after the wedding, is celebrated although mother and child are often isolated from the rest of the group to help insure their sunnval. They are brought out to attendant celebrations for the naming of the child, once it is deteimined mat it will live Fear of the ogbanii spirits, which come and leave, causing the death of the babies, governs activities at this point. A child will often be named for a relative who has recently died. Among the Yoruba such a child might be called babatunde meaning" father returns. Other names might memorialize the conditions the day the child was bom or its position m the family line-up (e.g. the first after twins) among other things. Babics represent the hope of biological immortality in Afaca as they do in our society. They also comprise the labor force and old age insurance. Infertility in a woman is regarded as a di^saster She does not add to the riches of the group and so is an object of pity, somctuncs scorn. Special shrines exist where women make pilgrimage in hopes of increasing their fertility. Traveling troups perform dramas in village squares or dancing grounds to add to the festivities for fl fun and purposes of social control. Bright costumes, stilt dancers and dramatic performances liven fl If If If If up village life. Taking of titles is another occasion of joyous celebration as a woman or man will celebrate their achievements and change of status. Special jewelry and attire will be worn thereafter as^ outward sign of the elevated stams of the wearer. The jewelry might consist of arm or ankle bracelets, pectoral decorations or earrings. In addition to rites of passage and occasional ceremonies, there is also an ongoing round of festival activity which recognizes the various times of the agricultural or seasonal year. In Chinua Achebe's Arrow of God, there is a protracted discussion of the celebration of New Yam Day This festival begins the year and its new food supply among the Igbo of Southeastern Nigeria, but until the priest eats the first harvested yam, the festivities may not begin. The acuon of the novel revolves around this point It is the third book of the trilogy which bc^ns wim Things Fall Aoan. New Yam Day is a harvest celebration but there is also the recogmaon of the filling of the bams, a good crop, the end of the hard work of the harvest ^d the feast that follows the cooperative labor which has brought in the harvest These annual festivals arc a reguto future of life such as the Yam Festival of the Ewe, the Homowo of the Ga and the Bakatue of the Edena in addition to the New Yam Day of the Igbo among many others. Other annual festivals are memorial days to remember the dead such as the Adae of (of the Twi) or Egungun of the Yoruba.1 I I I I I n M II II Fl There are certain personnel who may officiate at such ceremonies. These are members of a family, officials or other privileged people who may participate directly in the preparation, emergence of the masif or the close escorting of the niaskcd dancers. In the E^ngun ceremonies, men surround the sacred area wielding whips in order to discourage unauthorized person from approaching the dancers too closely. Eunoto is. a ceremony of passage among the Maasaii of Kenya (East Affica) which moves the young warriors from their young adult status toward that of an elder with its increased dignity and responsibility. Various proverbs such as, "Now that you are an elder drop your weapons and use your head and wisdom instead" or "Master the art of the tongue and the wisdom of the mind" or "Family responsibilities rest on your shoulders," derive their meaning from these ceremonial passages. Some festivals have outlived their original purpose. An example is "Akwamubo" in Ghana. "Akwamubo" means path clearing. Now that the old paths have given way to paved roads, no one literally performs the ancient task, but the festival is still called "Akwamubo." Arrivals returning from the city to their home village to the Ga harvest festival were formerly escorted by friends and relatives from the outskirts of their area to their homes. Now that the towns have spread, this procedure has become impractical so the celebrants arrive together in trucks singing and making merry as they approach. Rulers, high officials, and dignitaries are greeted with praise songs and drumming. These people then offer sacrifices of food to the ancestors. These memorial day rituals last one day in Akwapem. When they celebrate the ninth one, it is a state festival also. The week of Odwira in September in Akwapem goes something like this: Monday is path clearing, Tuesday, eating of the New Yam to begin the year offically, Wednesday is a mourning day, Thursday is feasting and making offerings to the dead, after parading to the shrine everyone may participate. That evening, gongs warn people to stay indoors while the procession of the dead passes by and the stools are taken to the stream for an annual cleansing
gunfire signals the end of that ceremony. Friday the ruler hears praise from the leaders under him. They ail parade through the town in their festive regalia. They all pay tribute to the high ruler and the celebration of unity and identification with the continuity of this group continues into the evening. Festivals may include the consideration of law questions or problems, a round of praise and/or blame for those deserving of either and occasions such as the birthday of the prophet in Muslim areas. These events have serious and joyful aspects, ail of which contribute to the ongoing structure of the people's life. A festival which is held in Mali near the Bandiagara cliffs, is a religious one which begins wi the carving of a mask. The carver thanks the tree for its sacrifice and retreats to his workshop in the lee of the cliffs. He fashions the mask and grinds (with apprentice help) the plant and earth materials to make the paint He paints it and inscribes it with symbols of life and cosmic representations of man in the universe. The mask is donned and is worn in a dance performed by a long line of similarly caparisoned dancers who regularly strike the ground with the tip of the mask which is a foot or so above their heads. This action renews their contact with the earth, their mother, and rekindles the internal vibration of all matter. The dancers have a serious purpose in recreating the balance of the cosmos following the death of a member. This rebalancing is crucial as the imbalance created by the absence of that members energy is considered quite dangerous. The dancers come armed with the knowledge that they alone can set right the world, its people, plants, animals, and the stars. It lends their dancing a certain intensity. Other masks besides the Kanaga and Sirige among the Dogon of Mali include more ordinary types of characters in the neighborhood such as: blacksmith, shoemaker, etc. They also include the foreigners such as the Peul (Fulani) or Bamana woman
missus, the European woman and a humerous poke at Dokotor, the anthropologistI I I These festivals and their appurtenances are not fixed and unmoving. The peoples of Africa respond to modem times and outside influences. The ceremonial behavior reflects their ability to fit into a complex world Ind to take their places in the whole cosmic order. They have a strong sense of the cycles of life, death and rebirth of which the rituals and cermonies are outward symbols. The re-enactment of the yearly and longer cycles are reassuring as they seek to gain some measure of control in an unpredictable world. They renew themselves psychologically and insure their survival according to the ways their culture has taught them. I I I n II II n- - I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I I ill. Interdisciplinary Resource Guide A. Levels - Pre-Kindergarten to Grade 6 B. Disciplines I 1. Language Arts 2. Mathemati cs I 3. Science 4. Social Studies I a a a a a a aI a PKBdDMOBBQAKTEM I Language Arts 1. I I 2. I 3. The people of Africa speak many different languages. One language which is spoken by many African people is Swahili. (Kiswahili) Feelings, Muriel. Jamoo Means Hello
a Swahili Alphabet Book. In Africa people enjoy telling and listening to folktales, poetry, fables and ayths. Some favorite stories are about Anansi the Spider and Kwaku (Kwa Ku'} Aaanse. McDermott, Gerald. Anansi the Spider, a Tate from the Ashanti. Today there are many stories and books written for children by African Assericans. Some of the Days of Everett Anderson, First Pink Light, and Stevie are examples. a Math 1. African children learn to count by playing counting games. Counting in Swahili from one to five is fun for us to learn. (For example, see Math, Grade One.) a 2. a 3. African symools (pyramids, drums, stools, double bells)- can be used tor counting. Geometric shapes (circles, squares, rectangles and triangles) can be found in Africa. These shapes can be found in buildings, art wora, aesigns on cloth. pyramids, etc. ZaslavsKy, Claudia. Africa Counts. a a a a a a a I aI I PRE-UHOERGARTEH I Social Studies 1. Africa is a land that is far away from where we live. a 2. Just as the people of America have many skin colors, the people of Africa have auny skin colors. I 3. Many African names have meanings. 4. (higeria). African people use the fruit of many plants for food. Example: Chrisara > God knows best I I dates from palm tree bananas from banana tree cocoa from cocoa tree peanuts from peanut plant Science I 1. African animals live on the plains (grasslands), in the water, in thick forests (rainforests), on farms ano deserts. Some animals that live on the plains are elephants, antelopes, teoras, giraffes, rhinoceros, lions, leopards, and hyenas. Some animals that live in forests are monkeys, chimpanzees, gorillas, and birds. 2. fl Banana, palm and cocoa Africa has many kinds of flowers, bushes, and trees. The fruits of these trees are trees can be be found in some parts of Airica. used for food. 3. African Americans made important contributions to science and invented many useful things. fl Among the African American scientists and inventors that may be presented to students are Garrett Morgan ano J.L. Love. Garrett Morgan invented he sold the patent rights to the fl the first automatfc stop signal in 1923. General Electric Company for $4U,0uu. sharpener in 1897. J.L. Love invented the pencil Resource oooks for stories about other African Americans: fl Adams, RusseU L.. Editor. Great Negroes Past and Present. Activity Books. Black science horKiny Easier. fl Black Science i........_______, ------- - Dakin, Eli, Black Achievers In Space, W.A.S.A. Johnson, Glendell. Black Inventors and Scientists Aho Had A riano In The Activity Book, vol. 111. Shaping of America.a a a . 1. a I I I a a a a KIMDEKQAKTBN fnguige Arts 2. 3. Many of the folktales of Africans and African Americans are about important events in their lives. Many of their folktales have animals as their main characters. (The African American tales about Brer Rabbit are the same as some of the Ahansi tales). The rabbit is an animal who appears in many West African tales where he is famous for his quick thinking. Lester, Julius. Black Folktales. The people of Africa speak many different languages. Swahili (Kiswahili) is an important language. It is spoken in many parts of Africa. Feelings, Muriel. Moja Means One. Some African people painted pictures about their life on rocss and stones. Davidson, Basil. African Kingdoms. Math 1. Finger signs are used oy some Africans to make sure the listener unoerstanos the numoer they are saying, Zaslavsky, Clauoia. Africa Counts. 2. A way to tell time was invented by the Africans, first to invent the calendar that we use today. Ancient Egyptians were the 3. 4. African children learn counting games that help to develop their counting skills. All people have words in their language to name numbers. Swahili words for the numoers 1-10 are easy to learn. (See Math, Grade One.) S. Science Many geometric shapes can be founa in Africa, buildings, art work, cloth, pyramids, etc. These shapes are I'ouno in 1. a a African animals live on the plains (grasslands), in the water, in thick forests (rainforests), on farms and in aeserts. a 2. a - Some animals that live on the plains are elephants, antelopes, te&ras. giraffes, rhinoceros, lions, leopards, and hyenas. Animals that live on farms are pigs, sheep, chickens, goats ano cattle. Africa has many kinds of flowers, bushes, and trees. The ancient Africans used plants to make paper. This Egyptian paper was made from papyrus, a reed plant that grew along the Nile River. a aI I UMUBBUAKam I Science (con'l) 3. Africans grow crops America. and raise tarm animals that are similar to those found in 4. I African Americans have maoe important eontrioutions to science ana invented many useful things. These are suggestions of African Americans who may be presented to students: I He helped to I Beniamin Banneker was born a free man in 1731 in Baltimore. MaryUnd. He was a gifted astronomer, mathematician, and surveyor. P- design and lay out the city of Washington, O.C. The first wooden movable parts clock in America was built by Benjamin Banneker. I I Lewis H. Latimer, a Diack draftsman, made the drawings for Alexander Graham Bells telephone. He also invented a technique for maxing carbon 1-r-* in Al** Edison asked Lewis Latimer to work with him on a cotton filament for the electric light oulb. filaments for lamps. Lewis Latimer's inexpensive cotton filament made the light oulo practical lor homes. I Resource books for stories about other African Americans in the field of science: Adams. Russell L. Great Negroes Past and Present. Hayden. Robert C.. A lalute To Black Scientists and Inventors. AifAn F The Hidoen Contributors
Black Scientists and Klein, Aaron .. Contributors? Inventors in America. Social Studies 1. Africa is the second largest continent. it is far away from where we live. II 2. People in Africa wear clotnes that fit the climate in which they live. In the desert, people wear loose, flowing robes
in the rainforest, people oo not wear F r .... ____1. likA UAliWC much clothing. M McLeod. M.D. The Ashante. Some African people wear clothes like yours. 3. d in Africa different kinds of houses are found where there are different climates. Flat rools are founo in cry areas. In rainy areas the roofs are steep so that the rial _______ Amn Ka Mil l tlUiekK rain runs off. Nomaos need portaole houses or houses that can De built quickly. I e.g. tents and wooa and grass houses. d 4. Africa has many different people, light to very darx. They have different skin colors, from very dfl < GBADE 1 Language Arts fl X. fl fl 2. fl fl s. Folktales are stories that are told by people in a community. The eharaeten in these stories teach people how to be friendly, honest, kind and fair to each other. The West African stories about Anansi the Spider are stories that arc fun to hear and tell but also teach some vary important lessons about getting along with ethers. Another type of story, known as a fable was told by an African named Aesop. Example: "The Tortoise and the Bare," Baley, Gail E. A Story, A Story. Bistory was passed from parents to their ehOAwn or grandchildren in an oral form bl Africa. Oral literature is still respected. An African storyteller (known in seme places in Africa as the griot) tells stories about things but happened long ago and about events that happen from day to day in the village. The people of Africa apeak many different languages. One of the most important languages in Africa is Kswahlli. It is spoken by people on the east coast, in countries in the middle part of Africa, and in Nigeria. R 4. Some African people painted pictures about their life on large rocks. Egyptians added a kind of writing called hierogyphies to their art. TXie R Math 1. R Arabic numerals (1, 2, 3, 4, 5, 6, 7, 8, 9, 0) were used by Morth Africans before they were introduced to Europeans. 2. R All people have words in their language to name numbers. Swahili words for the numbers 1-10 are: one - moja (mojah) two - mbili (m-bee-leel three - tatu (ta-too) four - nne (n-nay) five - tano (lah-no) six - Sita (aee*tah) seven - saba (sah-bah) eight - nane (nah-nay) nine - tisa (tee-sahl ten - kumi (koo-mee) M 3. II 4. d Peelings, MurieL Moja Means One, a Swahili Counting Book. The ancient Egyptians were the first to use fractions. Accurate measurements were needed to build pyramids and other objects. In Africa many different objects such as cattle, iron goods, beads and cowrie shells were used at one time or another for money. Today Africans use coins and bills. 5. II 6. 7. African and African Americans have made contributions to mathematics. - A professor of mathematics and science at Harvard University, J. Ernest Wilkins, worked for the American Optical Company in ftiffalo. He also worked on the atomic bomb project. - David R. Hedgley works in computer graphics. He developed a code for making S-dimensional shapes. Some of our basic units of time come from Egypt. Example: the 365->day year and the 24-hour day. The ancient Egyptians were the first to use a written measurement of area.I I GBADE 1 Science I 1. I I 2. I African animals live on the plains (savannas), In the water or near the water, in thick forests (rainforests). In the desert, and on the mounUlns (highlands). Gazelles, foxes, rabbits, camels, bullfrogs and other animals live in the desert. Crocodiles, fish, hippopotamuses, storks, egrets, flamingoes and other animals live In the water or near the water. Africa has farm areas. Crops need good son and sufficient water. Good farmlands are found in the highlands. S. The Nile River I nje Nile River in Africa is the longest river In the world. provides fertile soil and enough water for farming In Egypt and the Sudan. 4. M 5. In some dry areas of Africa, farming is possible because the people have Irrigated the land. The Egyptian system of writing was a picture writing system called hieroglyphics! I M Resource books to use: - Johnson, Sylvia A. The Wildlife Atlas. - Lewin, Hugh- Jafta,. McBride, Angus and Thomas, Erie. Ancient Egypt. Pine, Tilles S. and Levine, Joseph. The Egyptians Knew. I 6. African Americans have made important contributions to science and have These are suggestions of African Americans who Invented many useful things. II may be presented to students: - Dr. George Washington Carver, scientist, discovered over 200 uses for the peanut. He also made products from the sweet potato, wood shavings and other plants. - W. Johnson invented the egg beater, February 5, 1884. M Resource books for stories about other African Americans: II Black Science Activity Books. Black Science Working Easier. Black Pioneers In Science and Inventions. American Black Scientists and Haber, Louis. , , , ___ National Science Teachers Association. Inventors. d MI Orade 1 * Social Studies I 1. I I 2. I s. I 4. I H 5. H M fl African families have a variety of ouftoraa end traditiona. Oiara (eheh*-rdt) (^lildren of East Africa are brought up with other children of the same age and aex. These ehUdren work, play and go (o school together, h a special earemeny the children become adults. For tills eeremony the ehOdren wear traditional dress and paint their faces. Musgrove, Muriel, Ashanti to Zulu. Africa is the second largest continent in the world. The United States could fit Inside Africa three times and there would be room to spare. African Americans have many different Jobs. Some of these are firefighters, police officers, doctors, politicians, business people, teachers, tradesmen, etc. . The Afro-American Encyclopedia. Vol. 7. The people of Africa have manv kinds of Jobs. Most of the people are farmers. Some people herd animals. People who live In the cities are doctors, lawyers, teachers, carpenters, miners, business people, etc. African Americans have made important contributions to the growth of the United States. A few of these people were Langston Hughes, Crispus Attacks, Charles White, Madame C.J. Walker, and Jane M. Bolin. Langston Hughes (1902-1967) was an essayist, playwright and poet. Crispus Attucks ( -1770) was the first colonist to die in the American Revolution. Madame C.J. Walker (1867-1919) was the first African American millionaire businesswoman. Jane M. Bolin (1908 -) was the first African American Judge. Charles White (1918-1981) was a graphic artist and educator. (Adams, RusseU. Great Negroes Past and Present.) I fl fl 1 fl ri ri * R QUADS I I Language Arts R I 1. 2. Although the people who live In Africa apeak their own language, Kswahfli is a common langue^which many Africans understand. Ksw^ili is spoken in ^ml SriStTaW Se east coast of Africa and In Nigeria. It Is one of languages silken in Africa. Borne other languagw ^an by many Africana are Arable. Hausa. Pranch and English. _ Kunjufu, Jawanza. Lessons From Kstory: A Oalabratlon in Blacknag. stories that teach people how to fat al< with oad) R PoBctales are stories that teaen people now w get wun wa to be honest, kind and fair. Kwaku Anansi the Spidw is a POP1" <0' West Africa. bi the Carribbean he is known as "Aunt Nancy. Aesop, who lived long ago, wrote simlllar stories called fables: Example: ^nie Lion R and the Mouse." Beckwith, Martha. Black Roadways, Jamaican Anansi Btorles. I I I 3. walking encyclopedias of West Africa. They teU the history of their ~ _______________vtiean^ MARV Ai QHotS Btt WSDcinC cnCyClOp^QlAS OI WCSX /lincB* mvy ACAI uic >i* J p^ple in songs and stories. Their songs can be happy, sad or funny. Many of .t__ ________________Af{AA. their stories tell about great leaders of Africa. Kerina, Jane. African Crafts. 4. Ancient Africans made paper. grew along the Nile River. ... n Mokhtar, G., ed. General History of Africa u. . Egyptians made paper from papyus, a plant that They used the ends of thin papyus reeds as pens. Mokhtar, G., ed. 5. used I Egyptians Invented a type of writing caUed ^fj*^***. J^tehZb^t^Rebus pictures in a way similar to the way we use lettere of the aWbet t^bus writing). The writing on the walls of the temples tell about the history and bfe of the Egyptians. n II Math 1. 2. 3. 4. 5. The early Africans had a system for measuring height and weight. The ancient Egyptians were the first people to use fractions. The ancient Egyptians were the first people to divide a day into 2 parts of 12 hours. created several calendars. One was based on changes in We still use their annual calendar The ancient Egyptians the moon
another was based on the sun. which has 12 months of 30 days with a total of 3S5 days. The ancient Egyptians were the first people to uae a written system for measuring M M II 6. area. African and African Americans have mathematics. made algnlficant contributions to mathematician, surveyor and Inventor. He helped Beniamin Banneker was a - to design the city of Washington, D.C. . (Pine, Tillie S. and Levine, Joseph. The Egyptians Knew.)I GRADES I Science I 1. M some dry areas of Africa, farming is possible because the people have irrigated the land. Pine, Tillie S. The Africans Knew. I 2. I Africans of long ago knew how to make medicines from herbs and plants to cure sickness. They made their own form of aspirin and thousands of other nedieines. Adams, Hunter Ravelin, HL "African and African-American ContrfcotioRS to Science and Technology." s. I The ancient Africans knew how to work iron and copper. They used Iron and copper to make cooking utensils, weapons, statues and other objects. Pine, Tillie S. The Africans Knew. 4. a The ancient Egyptians knew how to protect their eyes from the sun by putting kohl around their eyes. Today football players use black grease paint for the same purpose. a 5. Imhotep, an African physician, was considered to be the real "Father of Medicine." This Eg^tian lived in 2300 B.C. 6. The oldest ship in the world was found Inside the Great Pyramid of Cheops In a Giza, Egypt in October, 1987. discovered the 4,600 year old boat inside the tomb. Men of science, using space-age technology, a 7. El-Baz, Farouk, "Finding a Pharaoh's Funeral Bark". Hational Geographic, April, 1988. a African Americans have made important contributions to science and have invented many useful things. These are suggestions of African Americans who may be presented to students: a Dr. Charles R. Drew founded the blood bank program. He directed the first American Red Cross blood bank program. J. Ernest Wilkins assisted in the development of the first atomic bomb. a Resource books for stories about other African Americans: a CIBA - GEIGY Corporation. Exceptional Black Scientists. Posters are available. Diggs, Irene. BUck Innovators. Adams, RussellTT Great N^oes Past and Present. a a aI I Grade S Social Studies . . ... "Some At rican families consist of a mother, father and ehildrtii. other tamilies are extended and may include grandparents, parents, children, aunts, uncles, and 1. I I 2. eousins. The African extended family home includes a house for each indivioual family. I 3. There have been many outslanoitig African leaders. Examples: Mansa Musa. I I I Queen Nxingha (Ne'xin ga). and Bishop Tutu. Green, Richard, ed. A Salute to Historic African gings and Queens. Mansa Musa (Man'-*a Moo'-aa) was the ruler of the Mandingo empire of Mali from 1312 - 1337. The empire of Mali was one of the three great African empires. Queen Hzingha (N-tin-gah) was a warrior queen of the country that is known today as Angola. She fought against European domination of her country for many years. She lived from 1623 - 1663. Bishop Tutu is an outspoken African leaner against apartheid in South Africa today, tie is an Anglican Bishop. I 4. There have oeen many outstanoing African American leaoers. Examples: Jordan, Shirley Chisholm, and Jesse Jackson. BarDara I I I Barbara Jordan is a former U.S. Representative and presently a Professor at the University of Texas at Austin. She made the nominating speech for the vice-president candidate at the Democratic National Convention. Shirley Chisholm (1924 - present) - She is a politician, educator, the first oiacK female elected to the United States Congress ana in 19'2 the first biact
person to seek the presidency of the U.S. Jesse Jacxson (1941 - present) - He is the minister, community activist, and organizer, who was a presidential candidate in 1964 ana 198a. 5. Alrican American men and women helped to seitle the western Unitea Slates. I Some of them were: DicK" Love, and the Buffalo Solaiers. Durham, Philip. The Negro Cowboy. Mary Fields, Bill Piexett, Jim Becxworth. Mat "Ueaowooa II 6. Africa has many different kinds of land. There are mountains, valleys, and plains^. Some places have little or no rain and are called deserts, r-- xy- lot of rain, and they are called ram forests. In the places called savannahs, it Other places have a lot of rain, and they are called ram forests. fl rains from lime to time. A New True Book: Africa. George, D.V. fl fl flI arade I Language Arts I 1. The strong oral tradition of foDc tales, songs, riddles, and myths by African people was followed by written literature. I 2. Aesop, an African who lived in the sixth century, B.C. to famous for hb fables, which Uught common serwe truths with a touch of humor. Aesop (Greek name Esop" b the same as Ethlop). The Boy Scouts' motto: - ------- Be Prepared" b I s. I 4. I I attributed to Aesop. ki toe 54 countries on toe continent of Africa, there are ever 2,080 African dialects and languages spoken. Many people of Africa are fluent in many different languages. Language is the oral expression of a people's culture and value system. Folktales
Cooper, Joyce. The Adventures of Spider Guy, Rosa. Mother Crocodile. Ardema, Verna. Whv Mosquitoes Buzz in People's Ears. a I Proverbs
The day on which one starts out is not the time to start one's preparations. (Nigeria). He who learns, teaches (Ethiopia). I a Riddles
You dont need to call him to foUow you. (Your shadow) Ghana. My father built me a house without windows. (An egg) Ghana. Woodson, Carter G. The Story of the Negro Retold. a 5. a Talking Drums
Price, Christine. Talking Drums of Africa Rock paintings related facts about the lifestyles, migration and survival of ancient Africans. Frobenius, Leo. African Genesis a 1 a a a J,I ana* * I Mathematics 1. I Vw thousands of years, Africa was the eenter of mathematics. The first written numerals were developed by the people of ancient Egypt. 2. I s. I 4. I a 5. a 6. a Multiplication is a short cut for addition. Ancient Egyptians developed a method for multiplication that was easy to use and onderatand. The Ethiopian ealendar had 12 months of SO days each and a ISth month of S days (or 6 days in leap year). People use money to make it easier to buy and sen things. Many different thirds can be used as money as long as people agree on its value, bi Africa people have used salt, lengths of cloth, sea shells, beads, objects made of iron or eopoer, and gold dust as money. Not all of these things served as money everywhere and frequently a combination ot them oompoaed a currency system. Examples: In East Africa, cattle, sheep and goats
iron goods
beads and cowrie shells in that order of value, made up the system. Zaslavsky, Claudia. African Counts. Some African countries use minted coins. Coins were made and used along the east coast of Africa beginning In the early fourteenth century. Gold coins were made in Timbuktu in the ISth century. Leo Africanus, Hakluyt. The History and Diaeovery of Africa. The United States one doUar bill carries the Egyptian symbols of a pyramid and an open eye as aekowledgement of our link with the Egyptian past. Connah, Graham. African Civilixations. a a a a ! a aI Grade S I 1 I Science II 1. , . 11.11 avM* TOO eeee ko had a modern view of our solar T^ilmiverie ofttie stars was Important to I They were who In th. 2. I dlnnUon by miiemml Oie Bm. would flood Hs 3. I African Americans have ""J* and invented many useful things. Important contributions to the field of Science 4. Resource books for stories about other African Americans in the field of acience: I Afro-Americans in Science and Exploration^ Burrell, William F. ---------------- American Scientists and Inventors. The I Ploski, Harry A. and Williams, James. Work on the Afro-American. I I I S. an African American mathematician, inventor, and enabled him to predict the solar eclipse 1 I I g and patented the fountain pen In 1390. I Social Studies g 1. Africa is the birthplace of man. bones of man were w.* AU of mankind b^an in Africa, found in the Olduvai Gorge in Africa. The oldest g 2. n 3. 4. n n 5. It is a land of many second largest continent In the forms (topography) and types of animals. A Child's Walk Through Africa. Africa is the _ contrasts: temperatures, land Levin, Bobbie and Lichter, Carolyn. Egypt is in Africa. Egyptian civilixation is African. manv kinds of communities in Airica. wiub who farm, herd animals, fish, or work In cities. interests. There are made up of people Some scholars assert that African communities Bring on the made very early transatlantic eross^ to th* ^wSrt?iKi^i?e- time of Christopher Columbus. Ward, W.1. Mrlca Befy the W^e Mm > Woodton, Carter G. The African nieu.rv af America: von Wuthenau, Alexander, gnexpeettd .,acL-lU the nkaoverv of America
von Wuthenau, Alexai^r. Ancient America
Van S^ma, Ivan. They Came Before Columbuj.I I Grade 4 Social Studies I I I I 1. Cities have been part of life in African Kingdoms for l*UMnos of years. first cities were cities grew up c along the Nile, in Kush and Egypt, 5,000 years ago. along the northern coast about 3,000 years ago. The Other 2. The ruins of the Cities developed in West Africa more than 2.000 years ago. ftrit citj of^enne on the Niger River dates back to the third century B.C. A^ the east coast, city Ufe became important about 0O-W0 years ago. Mel^osh Susan Recent j**-~>~**** ana Dates fram West Af Archaeologieal Research ano from Africa. 3. Some archaeologists have estimated that in the year 1200 there were 21 cities on the continent, each with a population of 20,000 or wore. Connah, Graham. African Civilizations.- I Language Arts I 1. 2. I I I I 3. 4. I The ancient Egyptians communicated by using hieroglyphics (picture/rebus writing) to send messages and to record their history. Hieroglyphic writings were done on papyrus paper, temple walls, and in ether places. African proverbs and myths preserve the history and cultural beliefs ot its people. The proverbs stress courage, sense and iosight. > An ignorant nan is a slave. Whoever works without knowledge works uselessly. > Not to know is bad
not to wish to know is worse. > The dawn does not come twice to wake a sun. Lies, however numerous, will be caught by truth when it rises. Woodson, Carter G. and Wesley. Charles H. The Story of the Negro Retold. African American writers like Julius Lester (Blaeit Folktales) and Virginia Hamilton (The People Could Fly) told folstales in natural, easy to reao language. Two 188u folktale colleciions nelped to popularise Anansi (a Ghanahan folk hero) in America: The Aoventure of Spider ano More Aoventures of Spioer, oy Joyce Copper Arkhursi. n n I Onrte 4 I Mathematigs I 1. EGYPTIAN FRACTIONS Ancient Egyptian fractions were usually expressed as unit fractions, 1/3, 1/12. I The numerator was usually 1, but the denominator was dtanfeable. This tYp of thinking would Uke the fraction 7/B and express It es the turn of i 4 1/8
after thinking about It as 4/8 2/8 1/8. Modern-day activities with money and maki{< change arc diraetly related to tttte type of thinking. I I I 2. 3. The University of the State of New York/State Education Department, Division of Intercultural Relations in Educatlon/ABany, New York 12224. The What and How of Teaching Afro-American Culture and History in the Klemontarv Sohools. The Ahmes Papyrus, the eldest recognized mathematical document, was written in E^t. This papyrus contained the correct formulas for the area of a triangle, rectangle, trapezoid and a good approximation for the area of a circle and the volume of a cylinder. g g g The University of the Sute of New York/SU te Education Department, Division of Intercultural Relations in Education/Albany, New York 12224. The t^at and How of Teaching Afro-American Culture and History in the Elementary Schools. The Ethiopian calendar year consists of 12 months of 80 days each and a 13th month of 5 days (or 6 for leap year). This is much like the old Egyptian calendar which dates back to 4236 B.C. The Ethiopian year begins during the 9th month of the Western calendar. Western year Western month Ethiopian month Ethiopian year 1969 II Sept. - 11-Oct. 10 Oct. - 11-Nov. 9 Nov. - 10-Dec. 9 Dec. - 10-Jan. 8 Jan. - 9-Feb. 7 Feb. - 8-Mar. 9 Mar. - 10-Apr. 8 Apr. - 9-June 7 May - 9-June 7 June - 8-July 7 July - S-Aug. 6 Aug. - 7'*Sept. 5 Sept. - 6-*8ept. 10 Maskaram Tikimt Hidar Tehsas Tir Yakatit Masgabit Miyazya Ginbot Sane Ramie Nahase Pagumen 1962 n H H M The University of the State of New York/State Education Department, Division of Intercultural Relations in Education/Albany, New York 12224. The What and How of Teaching Afro-American Culture and History in the Elementary Schools.I I Grade 4 Science I 1. I Pottery was first used in the central region of the Sahara, at the time when the Sahara had lots of water and many plants and people. It orougnt about a change in how food was prepared because the invention of pottery made it easier to transport water and other liquids. Previously, eontainers had to be made from dried gourds or wood. With more convenient eontainers for transporting water, people could settle further from sources of water. I McIntosh, Susan and Roderick. Recent Archeological Research and Oates from West Africa, "Journal of African History". I 2. Sutton, J.E.G. "The Aquatic Civilization of Middle Africa," Journal of African History. The first lunar and solar ealendar was invented in Africa by the Egyptians. a 3. Africans learned how to grow sorghum and millet and sesame, about 3,000 B.C. I 4. Ancient African plant medicine was more oeveloped than any other plant medicine in the world. Africans had their own herbal pain relievers ano an effective cure for diarrhea. The Zulus, alone, know the medicinal uses of 7U0 plants. I African Americans made important contributions to and are responsioile for many useful scientific inventions. I T.J. Marshall invented and patented a fire extinguisher in 1872. Resource books for stories about other African Americans in the field of science. I Calkins, V. The Man Who Stopped Traffic. CIBA-GEIGY Corporation. Exceptional Black Scientists. 1 Hayden, Robert C. A Salute to Historic Black Scientists and Inventors. n Schraft, A.E, The Real Mr. McCoy. fl fl fl flI I. Grade S I Language Arts I 1. I I 2. Oral history in some parts of Africa is kept oy historians whose only work is to know and narrate history. In West Africa these apeeiaiisu are called jriots. One of the earliest long works of oral history is the Epic of SundiaU, the founder of the Mali empire. This great story is known by many west Airican griots, it Ims been recorded several times by other historians. The exchange between Sundiata and his enemy Sumanguru sounds much like the boasting that we bear today in our culture. Proverbs are one form of literature found throughout Africa. They express the same kind of common sense, often in humorous form, that we value in our culture. The selfish man is told: if you'love yourself, others will hate you. If II II 3. 4. II 6. you huraole yourself, others will love you. - A buiierfly that brushes against thorns will tear his wings. . When the fox dies, fowls oo not mourn. He who goes wiih a wolf will learn to howl. Woodson. Carter G. and Wesley. Cnarles H. The Story of the Negro Retold. Oral literature is still respected ana enjoyed in African countries, ana the folktale is its most common form. There are typical themes in African ano African American myths ano stories. Some repealeo themes include: creation, the gods, the separation of man from God, the origin and characteristics of death, human imperfeetioii, problems in human relationships, ana male/female similarities ano differences. African languages have influenced the vocaoulary, structure and grammar of American English. There are examples in the southern United States that show features of African languages. Some of these woros are: Nana - grandmother tola to tote II Nyamol - yam Nguoa - goooer {peanut Duller) ishinnji - chincn (Dug) gumDo-KingumDo - otcra II M d II I Science I I 1. 2. 3. An astronomical ooservation, uncovered in Kenya, oateo Mu years before Christ. We know from the stone monoliths that they left standing that the people who lived near Lake Turxana in Kenya understood tne movement of the stars about SOU B.C. Their huge upright stones have been found to oorraspond to the aaimuths of imporunt rising stars or constellations. The local people named this place Mamoratunga, which means stone people. They used the stooes to sight the stars. I I Cornell, James. The First Stargaxers. A group of people in West Africa known as the Oogon had a Modem view of our solar system ana of the universe. They knew the Moon was barren and could identify details about a star that can only be seen by a powerful telescope. n These I>ogon people of Mali have been plotting the eroits of stars, ie. Sirius > for at least 70u years. They had very extensive knowledge of astronomy. Knowledge of the stars was very important to people who travelled across the desert, just as I it was to navigators on tne ocean. Keeping trecK of the passage of tine with changes in stars and the moon was also important to farmers. They needeo to a know when to expect the beginning of the season of rains so they could prepare to plant. A numoer of other African peoples are said to have great knowledge of the stars. There are many African Americans involved in space technology and research. I Lt. Colonel Guy Bluford became the first African American to be sent into space on August 3u, 19(13. I I 1 Colonel Frederick D. Gregory, a research test pilot for the Air Force, was ioaneo to NASA three years ago to fly research missions, cockpits for commercial planes. Ue redesigned and built I Issac Gillam, IV is the highest ranging operations officer at MASA. n 1 n a Mr I Grade B I Social Studies 1. I I I Four important slates grew up across the middle of West Africa. They were Ghana, Mali, Songhay and Kanem - Bornu. Mali is the best known among European scholars. > Mali is the best known of these states to Europeans because of the extraordinary trip made by its ruler Manaa Musa to Arabia. Mansa Musa practiced Islam, and traveled to Mecca, as required by his religion. Be was enormously wealthy and spent so much gold in Egypt that he eaused the economy to decline. (He traveled with *0,000 attendants and 12,000 alavcsj Songhay place in and Gao. is known for the development of learning and science that took the Muslim communities of the leading cities of Timouktu, Jenne 2. From the 14th century until the Moorish invasion, the city of Timbuktu and the University of Sanxore in the Songhay Empire were the intellectual centers of Africa. Jackson, John G. Introduction to African Civilization. I 3. I I Hl 4. M HI IN M When Africans explored the "New Worlds" they traveled alone, as well as with other peoples. They left traces of their culture everywhere. Van Sertima, Ivan. They Came Before Columbus. Jeffreys, M.D.W. Pre-Columbian Negros in Amwiea. Gibb, H.A-R. (translator). Travels tn ^ia and Africa. The What and How of Teaching Afro-Amerietui Culture and History In the Elementary Schools. The University of the 8ute o/ New York, The State Education Department Division of Intercultural Relations in Education, Albany, New'York, 1972. Throughout history, slavery was practiced in some form by many people such as the Greeks, the Romans and ancient Egyptians. The worst slavery was practiced upon Black Africans and has had a lasting effect on Blaca people today. Some historians have recorded an African presence in the European explorations of the New World. - Thirty Africans were with Balboa when he discovered the Pacific Ocean. - Cortez carried Africans with him to Mexico, and one oi them planted ano harvested the first wheat crop in the Hew World. - Africans accompanied Pizarro on his Peruvian expedition and earned him to the cathedral after he was murdered. - Africans were with Coronado in the Spanish conquest of Hew Mexica and Africans were with the French in their exploration of Canada and the Ohio Valley. Jean Baptiste Point Ou Saole, a French-speaking Olack, ouiit the first ouilding in the settlement that became Chicago. IN M Mr 9 OnKte S 9 Languare Arts 1. 9 The African peoples apeak many languages
ever 2,000 languages and dialects are spoken on the continent of Africa today. The most commonly used language tn eantral Bast and South Africa is Ktsarahlli. 2. 9 s. The ancient Khoi- Khoi er Khoisan (&ahman) of southern Africa related facts about their lifestyles, religion, and mythology by painting on rocks. 9 Around 4,000 B.C., the Egyptians began to develop a writing system based on pictographs called hieroglyi^ies. This African writing system employs characters in the form of pictures (rebus writing). 4. 9 The Egyptians added written inscriptions or hieroglyphics to their rock art. These hieroglyphics were found on the rocks, walls and columns of temples and tombs, of these people. They tell of history, daily life, religion, and mythology 9 5. The Rosetta Stone identical messages was found in 1799 in Rosetta, Egypt. It contained in Egyptian hieroglyphics, the Greek alphabet, and 9 demotic characters. The French scholar, Champolion, was able to use the Greek and the demotic alphabet to decipher the hieroglyphics opening to the world the wealth of ancient Egyptian history, literature, and culture. 9 6. The manufacture of papyrus and reed pens made record-keeping common and available to the educated classes. 9 9 9 fl fl flr OMbte t I MtW I 1. Africans I 2. 3. 4. developed the mathematical sciences of arithmetic, algebra, They used these sciences to become great ! Vnd anginws
buUdlng pyramids, temples, and statuary that are feometry and trigonometry. architects stlU standing today. The Yoruba numbers (Higeria) are a complex ^system teatwM for the purpose of counting large anmben of oowries <W>ells). aMltion,*^ltiplIcation, and irtjtraction. M cur system, we w Mltlon- Ter Simple
131 b one hundred, pte W . plua 1. We al multiplication, twenty is ^o tens, 500 te 5 times 100, etc. Torub numbers would illustrate 50 as tO x 3 - 10. numbers The Egyptian method of multiplication is a natural way to Illustrate the distributive property. eg. 13 X 27 (1 * 4 + 8) (27) 1 (27) (4) (27) (8) (27) of the earth accurately. numbers. Lumpkin, Beatrice. Mathematics, Baseline Essay." "African and African American Contributions to H a B M H K V GBADE I I Seitnee 1. V 2. I 1 3. I 1 I 4. s. I 6. African natiens/peoples ca* the world many acientlfle Imrentiona and diacoveries in the areas of madieinar arehitaeture* astronomy, and dentistry* One of the (reat aeiantists ot ancient Africa was Imhotep. Be was a philosopher, architect, mathematician, and priest. He is known as the Father of Medicine, this African cenius te oaually regarded as the first physician in history and the architect of the step pyramid. During several mlllenla. Blacks bi ancient Egypt made numerous contributions to medicine and were acknowledged as the inventors of the art of medicine. They produced the earliest physicians, medical knowi^e, and medical literature. They contributed to the development of m^ieme in ancient Greece. The development of Greek medicine was strongly influenced by Eg^tian medicine. Pythagorus, who studied in Egypt, was a major link through which blacks influenced Hippocrates and Greek medicine. The Egyptians were writing medical textbooks as early as 5000 years ago. Van Sertima, Ivan. Blacks in Science. The Egyptians produced large scale systems for controlling water through Irrigation and dams and also the smaller devices of shaduf, saqiya and water screw to lift water from one level to the next. Egyptians were responsible for mummification, the beginnings of surveying, and time systems (sand, hour glass, calibrated candles and calendar). An African American, L R. Johnson, Invented the bicycle frame in 1899. Resource books for stories about other Black Americans: Adams, Russell Carwell, Hattie. II CIBA-GEIGY Corporation. L.,( Editor^ Great Negroes Past and P^ent. . Blacks in Science
istrophysieist to Zoologist. Exceptional Black Scientist M n flAFRICAN/AFRICAN AMERICAN HISTORY PROGRAM R IV. Maps R I R R R \ f H R R 9 OS M M Ek n R H 0 4 - i/P'' ssaBSMiBia SBnBHMSHII I a a aaaaaa aa aa a AFRICA a p I I w aa a I I a I I OUINEA-BISSAU MAURITANIA ] I MAU IHEUJv-------J NIGER CHAD ^LUnUNX / .J f FASO GUmEAS^^ J NIGERIA ETHIOPIA BENIN LIBERIA TOGO J abon'I/J iS'' ZAIRE BURUNDI TANZANIA SIERRA LEONE CENTRAL s AFRICAN REPUBLIC EQUATORIAL-GUINEA - )- jvORY i* \ I / ^ioAST A W GAMBIA Ac* M fl AIMWr/C OCEAN SAO TOME AND PRINCIPE \ I K ^MALAWI ANGOLA fl I Z--A--M---B-I1A -*''^11 I J y fl fl Zimbabwe NAMIBIA I \ } ( ) BOTSWANA''^ , \ I ,11 J SOUTH AFRICA 'SWAZILAND LESOTHO AFRICA INDIAN OCEAN COMOROS u Cl The United States of America f. 1- f THE WORLD I CT AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I I V. AFRICAN AMERICAN PERSONALITIES I I I I ri ri ri ri <.-r.I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 I Grade 3 I Abbott, Robert Newspaper editor
Civil Rights activist I Anderson, Marian Opera singer Banneker, Benjamin I Mathematician
astronomer
almanac publisher
designed capital, Washington, D.C.: built first clock in the United States Bethune, Mary McLeod Educator
Civil Rights activist M Bluford, Guion Stewart Pilot
astronaut Bunche, Ralph Diplomat
statesman
first black to win Nobel peace prize (for arranging 1949 armistice in Middle East) ri Carver, George Washington Agricultural scientist Chisholm, Shirley ri New York Congresswoman
the United States ran for President of Coleman, Bessie First African American woman pilot ri Derham, James First African American doctor in the United States ri DuSable, Jean Baptiste Pointe Frontier trader
fur trader
entrepreneur
set up trading post in Chicago ri Jackson, Jesse Minister
U.S. President Civil Rights leader
ran for t ri Jones, Frederick McKinley Inventor and manufacturer of air-conditioners and refrigerator units for trucks, trains, airplanes, and ships ri King, Martin Luther, Jr. Mini ster
Civil Rights leader Latimer, Lewis Howard ri Inventor who worked with Alexander G. Bell
made drawings for Bell's telephone
patent for electric lamp Marshall, Thurgood First African American Supreme Court Justice Morgan, Garrett Inventor of street lights Rudolph, Wilma Athlete
teacher
coach Walker, Madame C. J. Cosmetics manufacturer
humanitarian ri I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 I Grade 3 (cent.) Washington, Booker T. Educator
statesman I Washington, George Pioneer
city founder (Centralia, Washington) I Williams, Daniel Hale Physician (performed world's first successful heart operation)
educator I Woods, Granville Inventor (the Black Edison)
manufactured the telephone, telegraph, and electrical equipment I I I I I I fl fl flI AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 I Grade 4 I Allen, Richard ' Beckwourth, Tames Bishop
abolitionist Frontiersman
cowboy
scout
explorer of the West I Cuffee, Paul Mariner
merchant
humanitarian I Drew, Charles Surgeon
scientist
educator (blood plasma doctor) Dunbar, Paul Lawrence Poet I Estevanico Southwest explorer during American Exploration period Freeman, Elizabeth Abolitionist from Massachusetts I Garcia Soldier
military leader of Ft. Negro, Florida, during Dacksonian era Gray, William H. Henson, Matthew Elected Arkansas state representative, 1861
first state leader of Black Masons Explorer
first to reach the North Pole Howard, George, Budge Arkansas's first African American state judge I Dames, Daniel Chappie, Dr. Pilot
four star general Dewel1, Derry Arkansas state senator fl Dohnson, Dames Weldon Poet of "Lift Every Voice II Love, Nat (Deadwood Dick) Cowboy
range rider fl McCoy, Elijah Inventor
manufacturer of steam engine 1ubricator fl Parks, Rosa Civil Rights activist Randolph, Asa Philip Union organizer
Civil Rights leader Robinson, Dackie Major league baseball player Scott, Dred Slave
petitioned the Supreme Court for his freedom Terrell, Mary Church Women's Rights advocate
educator I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 I Grade 4 (cent.) I Townsend, William, Dr. Arkansas state representative Wilkins, Henry, III Arkansas state representative, deceased I York Explorer of Louisiana Territory
scout
i nterpreter I III II I I I c AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 Grade 5 I Armistead, James American Revolutionary War spy I Bates, Daisy Arkansas Civil Rights leader I Black Seminole Indians: Abraham John Caesar John Horse Actively involved as leaders in the Seminole Indian Wars I Cinque, Joseph African patriot Corlun, J. C. I Long-time principal of Branch Normal College (University of Arkansas at Pine Bluff) Davis, Benjamin, Jr. I Davis, Benjamin, Sr. First African American general in the United States Air Force First African American general in the United States military (Army) I DuBois, W.E.B. Author
editor
Civil Rights activist I Forten, James Abolitionist
businessman Gibbs, Mifflin I Hall, Prince Little Rock attorney
operator of African American owned bank
contributed to education Founded the Negro Masons I Hansberry, Lorraine Playwright
first African American woman to have a play produced on Broadway Johnson, Henry World War I military hero Johnson, John Jones, Wiley Owner and publisher of Ebony and Jet magazines Arkansas businessman in the 1880's Malcolm X Civil Rights leader Pinchback, P.B.S. Louisiana congressman during Reconstruction Prince, Lucy Terry First poet of African descent, lived in colonial New England (Vermont) Prosser, Gabriel Slave insurrectionist Safpho, C.P. Owner of weekly pilot newspaper in Wynne, Arkansas 75 r H AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 Grade (cont.) if Smalls, Robert Civil War hero
Congressman I Truth, Sojourner Slave insurrectionist Turner, Nat Slave insurrectionist M Vesey, Denmark Slave insurrectionist Wheatley, Phyllis if Poet
noted for the development of Black American literature aaaa a aa v~ AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I VI. Resources I I ri ri ri ri ri ri ri .V5*K:5II AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM RESOURCES STUDENT (These books can be used by all students in grades 2-6 and by teachers.) African American Chronicle, Ruth Love Enterprises, Ltd., 1366 Turk St., Suite 120, San Francisco, CA 94115. Classroom subscription (set of 30) Price: $150.00 plus $41.00 postage (with teacher's guide) Black History Educational Series (booklets), Empak Publishing Co., Dept.C, 520 N. Michigan Ave., Suite 1004, Chicago, IL 60611. ISBN's vary per booklet Suggested place to purchase: Price: $1.49 each Empak Publishing Co. Genesis Bookstore Haskins, dim. Count Your Way Through Africa, Carolrhoda Books, Minneapolis, I 1989. ISBN 0-87614-514-4 Price: $4.95 I Suggested place to purchase: B. Dalton Bookstore WaldenBooks Bookstore Our Multiethnic Heritage: _A_f_ri_c_a_n_-_A_m__e_r_ic_a_n__ _S_t_u_d_i_e_s (Levels One and Two), Childrens Press, 5440 N. Cumberland Ave., Chicago, IL 60656. ISBN 0-516-06915-2 Price: $254.95 Suggested place to purchase: Childrens Press TEACHER (These resources are for all teachers of grades K through 6.) Africa: History, Culture, Geography, Globe, Englewood Cliff, N.O., 1989. ISBN 1-55675-522-8 I Price: $6.95 (State Textbook List 7-12) Suggested place to purchase: Educators Book Depository Globe Book Company I Blacks in American History, Vol. I and II, Globe Book Co., Englewood Cliff, I N.J., 1989. ISBN 1-55675-590-2 Vol. I ISBN 1-55675-589-9 Vol. II Suggested place to purchase: Price $6.55 (State Textbook List 7-12) Price $6.55 (State Textbook List 7-12) Educators Book Depository Globe Book Company I Murry, Oocelyn, Africa: New York, 1990. ISBN 0-8160-2209-7 Cuitural Atlas for Young People, Facts on Fi1e. Price: $17.95 Suggested place to purchase: Genesis Bookstore r a a a African ^ntcrtcan Cliruntcii' SUBSCRIPTION ORDER FORPJl To
Ruth Love Enterprises. Ltd.. 1366 Turk St.. Suite 120 San Franci.sco, CA 94115 Please send___classroom subscriptions (sets of 30) @ $150.00peryearplus $41.00 postage (with Teacher's Guide.) TOTAL: $191.00 Name School or District Address City, State. Zip a Telephone. Amount Enclosed $ Grade Levels Tr.-i^L-Ar
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.