History of african american people: beginnings to present

What to teach

How to teach & with what

What students should be able to do with mastery

The continent of Africa is the birthplace of early hominids and therefore human civilization. It is a land rich with natural resources. Its land masses provide habitats for varied and unique forms of life. The resources of the African continent have historically been coveted by other populations who wished to dominant and control it.

Unit 1 will be investigated through a focus on the following National Curriculum Standards for Social Studies themes:

• 
  Time, Continuity, and Change
  

• 
  How do we use knowledge of the past to evaluate the possible consequences of specific courses of action and make more informed decisions?
  

• 
  Global Connections
  

• 
  What types of global connections exist in the community, state, region, and nation, and what are their consequences?
  
• 
  How do location, resources, and cross-cultural diffusion cause tension, as well as lead to positive global connections?
  

What to think about

How to teach & with what

What students should be able to do with mastery

CCRH6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

* Identify and analyze reactions to science and technology from the past or present, and predict ongoing effects in economic, geographical, social, political, and cultural areas of life.

CCW1.b - Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

• 2nd largest continent

• Rivers/lakes, deserts, semi-deserts, mountains & savannahs

• Climate zones

• 
  Political names
  

• 
  Natural resources by region
  

• the Sahel

• 
  the Sahara
  
• 
  the coast(s)
  

• 
  Paleoanthropologist
  
• 
  Archaeological evidence
  
• 
  Hominids/homo erectus/homo- sapiens
  
• 
  Oldest skeletons: Ardi & Dinqinesh (Lucy)
  
• 
  Hunter/gather; nomadic groups
  
• 
  Early Migration of human population.
  

• 
  http://printable-maps.blogspot.com/2008/08/printable-africa-map.html
  
• 
  http://www.eduplace.com/ss/maps/pdf/afr_asia_pol.pdf (blank)
  
• 
  http://www.eduplace.com/ss/maps/pdf/afr_asia_pol.pdf (blank)
  

• 
  AAH: pg. 6-8
  
• 
  LFH: pg. 1
  

• 
  Articles on Lucy in Ethiopia: http://www.selamta.net/Lucy.htm
  
• 
  NPR Story/interview on Ardi: http://www.npr.org/templates/story/story.php?storyId=1295624
  

• 
  Read AAL, p. 5-6
  
• 
  Read AAH: pg. 7-9
  
• 
  Read LFH: pg. 2 “Heritage”- Countee Cullen
  
• 
  Read “First Man”- Naomi Long Madgett, p.9, A & B
  
• 
  Watch Discovery of skeleton video Ethiopia http://www.reuters.com/video/2009/10/02/early-human-skeleton- discovered?videoId=112428
  
• 
  Examine Kenyan Footprint http://abcnews.go.com/Video/playerIndex?id=7008321
  
• 
  Study Pearson AP ‘From Human Prehistory to the Early Civilizations’ & answer online questions http://wps.ablongman.com/long_stearns_wcap_4/18/4646/1189432.cw/index.html
  
• 
  Glencoe Student Web Activity; Hominids leave Africa for Israel: Chapter 1, Student Web Activities, Glencoe World History: The Human Experience: The Early Ages, Glencoe, 2003
  

• 
  Read the sections entitled “Background’ at the beginning of each unit of the New Jersey African American History curriculum:
  

SP1.1 Students will correctly identify 5 major geographic features on the African continent from memory.

SP1.2 Students will demonstrate their knowledge of the vast natural resources offered from Africa by writing a paper on how people from two different regions utilized, adapted and or were affected by the natural resources in their environment .

SP1.3 Students will write an engaging factual news article for a student newspaper about the discovery of Lucy or Ardi.

SP1.3 Students will develop a list of discussion points for a debate with persons who disbelieves that human life could have originated in Africa.

SP1.3 Students will create properly labeled 3D model or display of Ardi or Lucy

Unit 1: Vocabulary Mastery

Unit 1: Quiz

Unit 1: Test

Unit 1: Regents Prep

Unit 1: DBQ

Unit 1: Thematic Essay

Before the African continent was invaded and colonized by Europeans, it was boasted to have populated towns, cities, and kingdoms with fully functional governments; cultural and education centers and well-structured societal systems.

Unit 2 will be investigated through a focus on the following NYS Standards for Social Studies theme:

• 
  Time, Continuity, and Change
  
  • 
    How are the concepts of time and place vital to the understanding of history?
    
  • 
    What defines a turning point?
    

What to think about

What to teach

How to teach & with what

What students should be able to do with mastery

and law across time and place?

2.3A What role did African kingdoms play in overland and maritime trade routes of the era?

2.4A How did traditional art reflect the beliefs of African kingdoms?

Abyssinia (Ethiopia,) Jolof-Senegal,Mossi (Burkina Faso), Benin (later Togo & Benin then Nigeria), Kilwa (Tanzania), Kush (Nubia), Kemet (Egypt), Axum, Meroe, Mali (Later Songhai)-Mansa Musa, Kanem (Kanem-Bornu to Chad), Angola, Congo, Benin, Senegambia, Zimbabwe. Ghana (Akan), Funj Alwa), Kongo, Bunyoroa, Lunda, Ankole, Rwanda

C2.1. Queens- Cleopatra, Sheba, Hatshepsut, Rweej

C2.1 Stateless Societies- Pastoral & Nomadic, Ibo, BaMubuti, Khoi-San, Masai, Nuer, and Kikuyu.

Dogon, Kru, Tiv, Ibo, BaMubuti, Khoi-San, Masai, Nuer, & Kikuyu Kemetic

C2.2 Mono & polytheism, African indigenous religious beliefs/worship practices animism, Islam(Sunni, Shite, Sufism) and Christianity

C2.2A Theocracies & Social Hierarchies

C2.2B Causes of decline.

C2.3 Economies

C2.3A Trading economies; Bantu migrations

C2.4 African Cultures- art, architecture, mathematics, astronomy, science, technology, roads and regional agriculture and sustenance.

• 
  Ancient African Kingdoms PP
  
• 
  Read AAH 10-14
  

• 
  Stateless societies
  

• 
  Read AAH: pg. 24-28
  
• 
  Activities on West African Empires: http://mali.pwnet.org/lessonplan/lessonplan_middle_high.htm
  

SP2.1 Place Kingdoms in their correct geographic locations on a blank map.

SP2.1A Write a modern interpretation of an African scholar’s writing about how they viewed a particular geographic region.

SP2.2.

SP2.4

Unit 2: Vocabulary Mastery

Unit 2: Quiz

Unit 2: Test

Unit 2: Regents Prep

Unit 2: DBQ

Unit 2: Thematic Essay

• 
  Systems of Slavery & forms of resistance
  
• 
  indentured servitude, compensated servitude
  

• 
  Article –Race and Slavery in the Middle East: http://www.rzuser.uni-heidelberg.de/~el6/presentations/pres_c1_african_americans_ws02_03/Slavery_in_Africa_prior_to_European_contact.htm
  
• 
  Overiew: http://www.fordham.edu/halsall/med/lewis1.asp
  
• 
  
  

• 
  This article is great for deeper understanding of slavery in Africa, specifically the Middle East
  

African Civilizations and the Spread of Islam

http://wps.ablongman.com/long_stearns_wcap_4/18/4647/1189812.cw/index.html

• 
  http://www.islamandafrica.com/index.html
  

• 
  Plan a visit to see the “Magnificent Africa” Exhibit
  
• 
  African Culture Activity
  
• 
  Ancient Africa writing systems:
  

• 
  Introduction to African Civilization by John G, Jackson
  
• 
  The African Origins of Civilization: Myth or Reality by Cheikh Anta Diop
  
• 
  Nile Valley Contribution to Civilization By Anthony T. Browder
  
• 
  Destruction of Black Civilization by Chancellor Williams
  
• 
  Before the Mayflower by Leone Bennett Jr.
  
• 
  African American Folklore by Stephen Currie
  
• 
  Scholars on Ancient Africa: Wennofer, Kagemni, Sonchis, Khan-anup.
  

Although they made reside in different geographic regions, Africans are said to be living in the Diaspora because while they belong to one particular cultural, share a common ancestry to locales on the African continent.

Both voluntary and involuntary movement of African people throughout the Western Hemisphere and the World has created a “Diaspora” (dispersion of a people from their original homeland).

What to think about

What to teach

How to teach & with what

What students should be able to do with mastery

EQ3.2 What impact did the dispersal of African people have on demographic trends in the Americas, Africa, and Europe?

3.2A How did life change as a result of this encounter?

EQ3.3 Where around the globe did African culture take hold?

3.3A How does it manifest itself?

• 
  Human beings, learn, modify, and adapt to their cultures. Their culture helps them comprehend and make sense of themselves as individuals and members of various groups.
  
• 
  Cultures predispose individuals to develop perspectives, make assumptions, create ideas, and behave in particular ways.
  
• 
  Cultures are similar in how they influence individuals but they differ in the specifics of their influence.
  
• 
  All cultures have systems of knowledge, values, traditions, and beliefs; yet the specifics of each may vary widely.
  
• 
  Each cultural system is also unique. Cultures and systems within cultures are dynamic, ever-changing, and highly influential on the thoughts and actions of those who belong to them. Learners should be able to engage independently in in-depth analysis of any cultural group or subgroup and in-depth comparison of any two or more cultural groups or subgroups.
  
• 
  They should be able to connect their comprehension of cultural groups to the realities of cultural diversity within multicultural societies and consider how culturally different groups can cooperate to enhance the public good.
  

C3.2 Polyrhythmic music

C3.2A Exchange of food; disease; political ideologies

C3.3 European Africans- Moors and Jews

In England, Amsterdam, Russia, Africans and Native Americans, Caribbean Africans; Jamaicans, Puerto Ricans, Central and South American Africans, Canadian Africans

• 
  Languages and the Diaspora Article,
  
• 
  Ebonics Timeline
  
• 
  Article Caribbean Languages as a form of Resistance
  
• 
  On-Line Visit to Museum of the Africa Diaspora http://www.moadsf.org/salon/
  
• 
  http://www.pbs.org/wnet/black-in-latin-america/
  

Open Letter to African Heads of State

SP 3.2 Students will design and or make an authentic replica of African instrument out of materials found in their environment.

Unit 3: Vocabulary Mastery

Unit 3: Quiz

Unit 3: Test

Unit 3: Regents Prep

Unit 3: DBQ

Unit 3: Thematic Essay

As European countries grew more powerful, so did their desire to acquire human and natural resources from the African continent. Friendship, manipulation, religious zeal and outright aggression toward indigenous African people throughout the continent, led to forceful enculturation of people throughout the world.

What to think about

What to teach

How to teach & with what

What students should be able to do with mastery

EQ 4.2 What role did world governments play in the African Holocaust?

4.2A What role did missionaries, traders, and internal strife play in the spread of slavery?

EQ 4.3 To what extent did the Atlantic Slave Trade impact the social, political, and economic conditions of African societies?

4.3A. What goods and services shall be produced and in what quantities?

4.3B. How shall goods and services be produced?

4.3C. For whom shall goods and services be produced?

EQ 4.4 In what ways did European colonization forever change the African continent?

4.4A In what ways was 1492 a turning point in global history?

4.4B What impact did mercantilism have on European colonies in Africa?

1. 
   Amistad
   
2. 
   Types of slavery (chattel, bondage, forced labor)
   
3. 
   Triangle Trade/Middle Passage
   
4. 
   Coveted Resources of South Africa by the Dutch
   

• 
  AAH
  
• 
  Amistad – Teacher selected video excerpts http://www.ovguide.com/amistad-9202a8c04000641f800000000023015e;
  

• 
  Scramble for Africa Station
  

• 
  Ch. 2; Sect 1, p 37-44
  
• 
  Lesson plan link: http://www.adprima.com/social20.htm
  

SP4.2 Students will

Unit 4: Vocabulary Mastery

Unit 4: Quiz

Unit 4: Test

Unit 4: Regents Prep

Unit 4: DBQ

Unit 4: Thematic Essay

• 
  Roots, Alex Haley (video and text excerpts)
  
• 
  Copper Sun, Sharon Draper (text excerpts)
  
• 
  The Trans-Atlantic slave trade
  
• 
  Roots Excerpt;
  
• 
  Roots Clip and Roots Clip #2
  

The first generations of “African Americans” grew up during the Colonial Time period. As more Africans were shipped to the Americas, many more native born African American increased the population of Africans living a life of involuntary servitude. A very select number of African Americans were allowed to live their lives in freedom. The larger and wiser the Black population became, the more White Americans sought ways to justify the relegation of African American to less than human roles.

What to think about

What to teach

How to teach & with what

What students should be able to do with mastery

1. 
   Jamestown – indentured servants
   

• 
  HBAA, Vol - DVD, Blacks Arrive in Jamestown
  

SP 5.2 Students will

Unit 5: Vocabulary Mastery

Unit 5: Quiz

Unit 5: Test

Unit 5: Regents Prep

Unit 5: DBQ

Unit 5: Thematic Essay

2. 
   Enslavement in Northern & Southern Colonies
   

• 
  Life Styles of Enslaved Africans
  

• 
  NJ Concessions and Agreement of 1664/1665
  
• 
  AAL
  
• 
  P. 70-80, “ Being Brought from Africa” & “To His Excellency General George Washington”, p.90/B
  

3. 
   Legislation-3/5 Compromise; NJ Abolition Act of 1804; Fugitive Slave Act 1850, Kansas-Nebraska Act of 1854;
   

4. 
   Manumission, Emancipation, Proclamation and the 13^th Amendment
   

• 
  Juneteenth
  

• 
  http://www.juneteenth.com/history.htm
  
• 
  JUNETEENTH
  

Historically, oppressed peoples have had to fight; in many cases, to the death for basic human, civil and legal rights that were lawfully and unlawfully denied to them. African Americans found and maintained the strength, courage and fortitude to forge ahead in the battle for equality for themselves and their children.

Although Black Americans; legally free American citizens, the rights and freedoms guaranteed in the Bill of Rights, were not fully extended to African American citizens. “Separate but equal” remained the law of the land. Through civil disobedience and other forms of protest, the U.S. Constitution has been amended to further protect the rights of African American citizens. The battles were waged and as a result African-Americans now enjoy many freedoms denied to their ancestors.

What to think about

What to teach

How to teach & with what

What students should be able to do with mastery

1. 
   Conflicts, warring, resistance, survival, rebellions and resolutions
   

• 
  Nat Turner Rebellion
  

2. 
   Pioneers & Forerunners- Harry Belafonte, Sidney Poitier, Bayard Rustin, John Henri Clarke, August Wilson
   

3. 
   Techniques - civil disobedience, non-violence (Mohandas Gandhi & Jawaharlal Nehru), protest marches, sit-ins
   

• 
  AAL Sojourner Truth P. 93
  
• 
  P. 101 – 109, activities p. 110-111
  
• 
  Why Every High School Student Should Read The Narrative of the Life of Frederick Douglass Denver 2010
  
• 
  P. 120-125
  
• 
  P. 150 – 153
  
• 
  157-160, activities 160-161
  

• 
  
  
• 
  AAL Excerpt from Narrative of the Life of Frederick Douglass…
  
• 
  AAL From Incidents in the Life of a Slave Girl
  
• 
  AAL from Crusade for Justice
  
• 
  AAL The Song of Smoke; We Wear the Mask
  

SP6.2 Students will

Unit 6: Vocabulary Mastery

Unit 6: Quiz

Unit 6: Test

Unit 6: Regents Prep

Unit 6: DBQ

Unit 6: Thematic Essay

2. 
   Resistance Songs/Spirituals
   

3. 
   . Pan Africanism – Marcus Garvey “Back to Africa” – Sierra Leone; Liberia, 1^st Migration
   
4. 
   “The American Colonization Society” and formation of Liberia.
   

5. 
   Purchasing Freedom
   
6. 
   Intellectual Giants- W.E.B. DuBois, Booker T. Washington
   

7. 
   McCarthyism & Blacklisting
   

8. 
   Congress of Racial Equality
   

9. 
   Brown v. Board of Education Topeka, Kansas – Eisenhower
   

10. 
    Southern Christian Leadership Conference (SLCC), Southern Nonviolent Coordinating Committee (SNCC), National Association for the Advancement of Colored People(NAACP), Nation of Islam, CORE, Freedom Riders, Mississippi Freedom Democratic Party
    

11. 
    Individual Resistance- Muhammad Ali, Randall Robinson
    

12. 
    Legislation- Civil rights Act of 1964, 24th Amendment, Voting Rights of 1964
    

13. 
    Riots- Watts, Rochester, Detroit, Philadelphia, Newark, Harlem, Bedford-Stuyvesant, Patterson, Elizabeth, and Jersey City
    

14. 
    A. Social/Civic Action/Black Consciousness
    

• 
  AAL – Go Down Moses
  
• 
  Bob Marley’s Redemption Song
  

• 
  P. 113-117
  

• 
  Article:
  
• 
  http://www.rasta-man-vibration.com/marcus-garvey.html; Song: http://www.musicbanter.com/lyrics/Bob-Marley-Redemption-Song.html
  

• 
  Activity for article Caribbean Resistance.docx
  
• 
  Excerpt from The Black Mayflower, by Prince Massala Reffell and Student Activity
  
• 
  http://www.loc.gov/exhibits/african/afam002.html - link to the American Colonization Society
  

• 
  Background on STRANGE FRUIT
  
• 
  p. 162; 263-266
  
• 
  “A Prince Among Slaves – Abdul Rahman Ibrahima Sori”/p. 48-55
  

• 
  Article on African Caribbean Resistance African Caribbean Resistance Article
  

• 
  Strange Fruit
  
• 
  AAH – Section 3, “Colonization”
  
• 
  PBS Media/AAL from …the Life of Olaudah Equiano & http://school.discoveryeducation.com/schooladventures/slavery/equiano.html
  

• 
  Information selected from attaches powerpoints.
  

• 
  The Civil Rights Movement PowerPoint
  
• 
  Teaching Civil Rights
  

The Civil Rights Movement PowerPoint

Full Text MLK

AAH pg 567-572

• 
  AAH pg. 817-824, Baldwin-Wright Biographies.pdf
  

African Americans held extraordinary roles in U.S. Military Services, protecting the freedom and rights for all Americans. Despite facing palpable racism and segregation within the military, their acts of bravery and courage could not go unnoticed. The color line could not hide the amazing victories won by all Black regiments in the U.S. military.

What to think about

What to teach

How to teach & with what

What students should be able to do with mastery

1. 
   Revolutionary War
   

• 
  HBAA, Vol 1 – DVD - Crispus Attuck and the Black Patriots
  

SP7.2 Students will

Unit 7: Vocabulary Mastery

Unit 7: Quiz

Unit 7: Test

Unit 7: Regents Prep

Unit 7: DBQ

Unit 7: Thematic Essay

2. 
   Civil War- Confiscation Act (1862); First South Carolina Volunteers; Fifty-Fourth Massachusetts Regiment (1863); Fort Pillow Massacre (1864); Negro Soldier Law (1865)
   

• 
  era9 Americans and War time Civil Rights
  

3. 
   World War I & World War II: Black First in military service- Army Air Corp: Tuskegee Airmen; Marines; Navy (USS Mason & PC 1264); Army (93rd Div. 24th & 25th Infantry; 92nd Div., 761st Tank Battalion, 369th Anti-Aircraft Artillery Regiment, 969th Field Artillery Battalion & 614th Tank Destroyer Battalion, 477th Bombardment Group, 332nd Fighter Group {99th, 100th, 301st& 302nd}, 99th Fighter Squadron), Dorie Miller, Leroy Seals
   

4. 
   Current Military Service: Vietnam &
   

5. 
   Korea, Desert Storm, Persian Gulf, Kuwait, Iraq, Afghanistan
   

Pre WWI there were major migrations African American people from the South East to areas North and West. Many Blacks left in pursuit of economic opportunities, while others wanted desperately to escape the “Jim Crow” South and the continued brutal treatment and non-acceptance from Southern Whites.

What to think about

What to teach

How to teach & with what

What students should be able to do with mastery

1. 
   Chicago, IL; Racine, Wisconsin Westward
   
2. 
   New York, NY, Rochester, NY
   
3. 
   From the Caribbean
   

• 
  AAH - Ch. 16, sect. 5
  
• 
  Great Migration Bibliography
  

Great Migration Continues (T. Wade)

Great Migration Internet Workshop

Lesson 6 African Migration

Jacob Lawrence - The Migration Series

Migration Thematic (T. Wade)

day 1 AF Amer migra

day 2 AF Amer migra

day 4 Great Migration

day 5 Great Migration

• 
  AAH – Ch. 16, sect 5
  

P. 578; Caribbean Migration Website and History of International Migration ; Migration Activity http://www.inmotionaame.org/migrations/landing.cfm;jsessionid=f8302597071324448391870?migration=10&bhcp=1

http://www.let.leidenuniv.nl/history/migration/chapter52.html#1 ; Migration Activity

SP8.2 Students will

Unit 8: Vocabulary Mastery

Unit 8: Quiz

Unit 8: Test

Unit 8: Regents Prep

Unit 8: DBQ

Unit 8: Thematic Essay

Despite the Emancipation Proclamation of 1863 and the passage of the 13^th Amendment, some White Americans insisted on oppressing Blacks at every turn. They began to use creative measures to insure that “free” Blacks continued to feel oppressed. Legal and illegal oppression was used to Whether the system used was legal or not, the attempt to hold back Black using fear and control once again allowed for the demonstration of strength, courage and remaining steadfast in the fight for freedom and equality.

What to think about

What to teach

How to teach & with what

What students should be able to do with mastery

B. Legislation & Black Laws

C. School Integration

• 
  Mark Mathabane Biography
  

P. 226 - 237

• 
  AAL – “ The First Day”
  

SP 9.2 Students will

Unit 9: Vocabulary Mastery

Unit 9: Quiz

Unit 9: Test

Unit 9: Regents Prep

Unit 9: DBQ

Unit 9: Thematic Essay

Being “Black” in America meant a person who was enslaved and never to be a part of any social class system. However post-slavery times did lead to an “awakening” to freed enslaved persons to figure out their place in American society.

What to think about

What to teach

How to teach & with what

What students should be able to do with mastery

1. 
   African Americans Reborn – Harlem Renaissance
   

• 
  AAL – The Works of Langston Hughes; Alan Locke
  
• 
  AAH – “The Harlem Renaissance”
  

• 
  AAL – How It Feels to be Colored, Zora Neal Hurston
  

• 
  Beloved by Toni Morrison
  

• 
  AAL – from We, Too, Sing America – Duke Ellington
  
• 
  p. 170 – 175; History of Black America, Pgm. 5
  
• 
  The Civil Rights Movement PowerPoint
  
• 
  Ch. 17; Sect. 4, p 606-615 Alan Locke-Harlem Activity
  
• 
  p. 179 – 186
  

p. 217 - 220

SP 10.2 Students will design and or make an authentic replica of African instrument out of materials found in their environment.

Unit 10: Vocabulary Mastery

Unit 10: Quiz

Unit 10: Test

Unit 10: Regents Prep

Unit 10: DBQ

Unit 10: Thematic Essay

2. 
   Naming Rights-Africans, Colored Americans, Afro-Americans, Blacks or Negros
   
3. 
   Standards & Physical Characteristics, Genetics and Punnet squares;
   
4. 
   Negative Connotations For Blackness/Terminology
   

5. 
   Struggle continues
   

• 
  http://www.slaveryinamerica.org/history/hs_es_names.htm
  
• 
  Article on Varying Skin Tones
  
• 
  A Black American - Def Poetry  (sensitive language)
  
• 
  Article - African American vs. Black Debate
  
• 
  9min Clip Dark Girls
  
• 
  The Skin I’m In
  
• 
  Kuumba Consultants
  
• 
  Kwanzaa: An everyday resource and instructional guide. – D. Anderson
  
• 
  Activities follow the article
  

• 
  Whole group discussion is needed, however caution the students about the language , the mature response and critical thinking is a must
  

• 
  Have student read the article and choose a side to debate. Depending on the size of the class, there could be two or three sets of debate teams. Be sure to spend time establishing what a “debate” is, what is looks like and the goal.
  

Free at last

African Americans currently reside on every level of the American social and economic ladder; from those listed on Fortune 500 to those living well below the poverty line. The united efforts of many grass root activists groups, Local, State, and National legislators African Americans are much more empowered to fight for their civil rights and liberties. Still there are many injustices left to overcome.

What to think about

What to teach

How to teach & with what

What students should be able to do with mastery

11.3A What impact did European occupation have on African countries ie. Ethiopia?

2. 
   White Flight, Redlining, Gentrification, Predatory Lending, Credit Scores
   
3. 
   Black Wealth/ Black Banks
   
4. 
   Modern Black American Youth
   
5. 
   Political- Barack Obama
   
6. 
   Religious- Al Sharpton
   
7. 
   Women- Shirley Chisholm, Barbara Jordan
   

• 
  Al Qaeda in Mali article
  
• 
  AAL from, To A Young Jazz Musician P. 287 – 289
  
• 
  AAL Before Hip-Hop was Hip-Hop P. 294 – 303
  
• 
  AAL Study on Young Blacks P. 308-311; Activity on p. ACTIVITY
  
• 
  Movie: Last King of Scotland
  
• 
  Obama inauguration cartoon
  
• 
  
  

SP11.2 Students will

Unit 11: Vocabulary Mastery

Unit 11: Quiz

Unit 11: Test

Unit 11: Regents Prep

Unit 11: DBQ

Unit 11: Thematic Essay

The wondrous yet painful history of Africans in America has produced many heroes, leaders, and organizations which served as pioneers in leading change and unity for African Americans and people of color in other parts of the world.

What to think about

What to teach

How to teach & with what

What students should be able to do with mastery

1. 
   African American “Breakthroughs”
   

2. 
   Inventors
   
3. 
   Historically Black Colleges and Universities (HBCUs) & Fraternities & Sororities
   
4. 
   Emerging Black Organizations
   

• 
  
  
• 
  AAH New Black Organizations
  
• 
  AAH pg 545 – 549, W.E.B. Debois and the “Talented Ten”; AAH pg. 541-545 Booker T. Washington
  

• 
  AAH pg. 587 “Writing Activity”
  
• 
  Black Organizations Power Point Team Project.docx
  

SP12.2 Students will

Unit 12: Vocabulary Mastery

Unit 12: Quiz

Unit 12: Test

Unit 12: Regents Prep

Unit 12: DBQ

Unit 12: Thematic Essay