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Social Studies Curriculum

Grade 12

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Course Description

This course examines the continent of Africa and its Diasporas in Europe, Asia and the Americas, with special emphasis on the African-American and African-Caribbean experience. This course seeks to integrate analysis of race, class, gender, culture, migration, immigration, economics, politics, history, the arts, literature, community, Nation-building and globalization issues throughout the duration of this course. Students will be able to analyze primary and secondary sources from diverse sources to evaluate historical content and appreciate the struggle of Black people everywhere for self-determination, equality, respect and civil rights.

African American History

PACING CHART

Unit Topic Duration

Unit 1 Ancient Africa 6 Weeks

Unit 2 Slavery 6 Weeks

Unit 3 The struggle of Africans and African

Americans to seek self-determination and

equal rights.

6 Weeks

Unit 4 The Black Revolution 6 Weeks

Unit 5 Africa in the Global World 6 Weeks

Educational Technology Standards

8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1

Technology Operations and Concepts

Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources

Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

Creativity and Innovation

Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Communication and Collaboration

Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Digital Citizenship

Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.

Compare and contrast policies on filtering and censorship both locally and globally.

Research and Information Literacy Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and

experts synthesizing information from multiple sources.

Critical Thinking, Problem Solving, Decision Making

Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill

in a workplace situation

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and

personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental

health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,

understanding that personal financial security provides the peace of mind required to contribute more

fully to their own career success.

Career Ready Practices

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.

Career Ready Practices

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles

while employing strategies to positively influence others in the workplace. They have a clear understanding of

integrity and act on this understanding in every decision. They use a variety of means to positively impact the

directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that

management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly

act on a plan to attain these goals. They understand their own career interests, preferences, goals, and

requirements. They have perspective regarding the pathways available to them and the time, effort,

experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the

value of each step in the education and experiential process, and they recognize that nearly all career paths

require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the

planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and

organizational-of technology applications, and they take actions to prevent or mitigate these risks.

Career Ready Practices

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Time/General • Extra time for assigned

tasks • Adjust length of assignment • Timeline with due dates for

reports and projects • Communication system

between home and school • Provide lecture

notes/outline

Processing • Extra Response time • Have students verbalize

steps • Repeat, clarify or reword

directions • Mini-breaks between tasks • Provide a warning for

transitions • Reading partners

Comprehension • Precise step-by-step

directions • Short manageable tasks • Brief and concrete

directions • Provide immediate

feedback • Small group instruction • Emphasize multi-sensory

learning

Recall • Teacher-made checklist • Use visual graphic

organizers • Reference resources to

promote independence • Visual and verbal

reminders • Graphic organizers

Assistive Technology • Computer/whiteboard • Tape recorder • Spell-checker • Audio-taped books

Tests/Quizzes/Grading • Extended time • Study guides • Shortened tests • Read directions aloud

Behavior/Attention • Consistent daily

structured routine • Simple and clear

classroom rules • Frequent feedback

Organization • Individual daily planner • Display a written agenda • Note-taking assistance • Color code materials

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Enrichment Accommodate Based on Students Individual Needs: Strategies

• Adaption of Material and Requirements • Evaluate Vocabulary • Elevated Text Complexity • Additional Projects • Independent Student Options • Projects completed individual or with Partners • Self Selection of Research • Tiered/Multilevel Activities • Learning Centers • Individual Response Board • Independent Book Studies • Open-ended activities • Community/Subject expert mentorships

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Assessments Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers

• Unit Assessments, Chapter Assessments, Quizzes

• DBQ, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, Political Cartoon, Radio, Song Analysis

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

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Grade: 12

Unit: I Ancient Africa

Topic: Ancient Africa This unit will cover the African origins of civilization and the early ancient kingdoms of North Africa and West Africa. It will also explore Africa’s unique heritage and the facets of its culture that influenced the lives of African Amercians from the Diaspora (the orginial forced dispersal of Africans from their homeland) to the present.

NJCCCS: 6.2.12.A.1.a: Compare and contrast the motivations for and methods by which various empires (e.g., Ming, Qing, Spanish, Mughal, or Ottoman) expanded, and assess why some were more effective than others in maintaining control of their empires.

6.2.12.C.1.e: Determine the extent to which various technologies, )e.g., printing, the marine compass, cannonry, Arabic numerals) derived from Europe’s interactions with Islam and Asia provided the necessary tools for European exploration and conquest.

6.2.12.D.4.j: Analyze how the social, economic, and political roles of women were transformed during this time period.

6.2.12.B.6.a: Determine the global impact of increased population growth, migration and changes in urban-rural populations on natural resources and land use.

6.1.12.B.1.a: Relate regional geographic variations (e.g., climate, soil conditions, and other natural resources) to economic development in the New World. CCSS: RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.11-12.8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

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W.11-12.1a: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons and evidence. W.11-12.1b: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values and possible biases. RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

NJDOE Student

Learning Objectives Essential Question Sample Activities Resources Interdisciplinary

Connections Identify the characteristics that contributed to an African origin of civilization. Standard: CCSS: RH.11-12.7

What are the geographical characteristics of Africa? Where and how did humans originate? How does Dr. Diop scientifically prove an African origin to civilization?

Complete interactive map activity on Africa’s vegetation. Studying Africa through Social Studies, Africa’s Vegetation: http://exploringafrica.matrix.msu.edu/teachers/curriculum/m6/map3.php Break up students into groups to create a Prezi presentation on Dr. Diop and his evidence on the African origin to civilization. e.g. http://prezi.com/x6m28bd6crxq/the-melanin-dosage-test/

Dr. Cheik Anta Diop on the African origins of humanity, (parts 1, 2, 3): http://www.youtube.com/watch?v=xl7FKb4NPiI http://www.youtube.com/watch?v=0vYKRCcr4eQ

http://www.youtube.com/watch?v=0VMxtv8WXYo

ELA Book Report: How did Africa’s climate and vegetation create the perfect conditions for the birth of humanity? Describe (5) important points from Dr. Diop’s lecture.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Explain how early historians and philosophers attempted to falsify history. Standard: CCSS: RH.11-12.2 W.11-12.1b

Who was Piltdown Man and why was he important to African history? What is the difference between the Mon-genetic and Polygenetic Theories of human origin? Who are the Khoisan People and why are they important? How did scientists use phrenology and anthropometry to justify slavery and colonization?

Debate: Responses to African origin of civilization: Monogenetic Theory v. Polygenetic Theory. PBS: ‘The Boldest Hoax’: Classroom Activity http://www.pbs.org/wgbh/nova/education/activities/3202_hoax.html Map of Khoisan Footprints: Create an outline of the map of Africa and trace the origins of the Khoisan and their migration.

The Piltdown Man Hoax: http://www.youtube.com/watch?v=3VGhzv30bnQ The Human Family Tree: http://www.youtube.com/watch?v=lkexKLCak5M

Art: Create and sculpt the “fake” jaw from the Piltdown man.

Examine how the evolution of early African societies impacted the quality of life for African people. Standard: NJCCCS: 6.2.12.B.6.a

How did paleoanthropologists like the Leaky Team and Donald Johanson provide evidence to Darwin’s statement that man & higher primates originated in Africa? How did the desertification of North Africa impact migration patterns in the region? How were early African societies impacted under a Matriarchal system of social organization?

Essay: Explain the impact that a Matriarchal system of social organization had on early African societies. Poster: Create a poster demonstrating the pictures, biographies and contributions of (3) ancient Queens of Africa.

Time Magazine: ‘Lucy’ Discoverer Donald C. Johanson: content.time.com/time/health/article/0,8599,1882969,00.html Time Maps, Africa History Timeline: http://www.timemaps.com/history/africa-2500bc African Women in African Civilization: http://afrikaneye.wordpress.com/2007/03/08/african-women-in-african-civilization/

Health: Create a log of items that would have been consistent in the diets of Africans of early societies; considering the climate, environment and available resources.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Analyze evidence of an African presence in early America. Standard: CCSS: RH.11-12.3 RL.11-12.1

What evidence exists to prove an African presence in early America during the pre-Columbian era? How does the discovery of the Olmec stone-heads in Mexico validate an African presence between 948-680 B.C.? How did African skulls and skeletons end up on Olmec sites?

Photo Essay: Compose an essay on the Olmec connection to Africa, include at least (4) images to analyze. Writing:: After viewing Dr. Ivan Van Sertima’s lecture on the African presence in ancient America, write a news article about his findings and evidence.

Black Civilizations of Ancient America: http://www.raceandhistory.com/historicalviews/ancientamerica.htm Dr. Ivan Van Sertima: The African Presence in Ancient America, parts 1 and 2: http://www.youtube.com/watch?v=3FqbXLgIXx0 http://www.youtube.com/watch?v=btd0Eh2vaMM

Evaluate why and how the Egyptians, Nubians or Phoenicians would cross the Atlantic to America? Standard: NJCCCS: 6.1.12.B.1.a CCSS: W.11-12.1.b

Why would the Egyptians, Nubians or Phoenicians cross the Atlantic to America? What cultural impact did the Africans have upon Olmec civilization? Identify and explain the significance of royal traits shared by both ruling circles of the Egypto-Nubians and the Olmec.

Guided Reading: African-Egyptian Presences in Ancient America (pp.144-176) http://thehouseofsankofa.com/books/Ivan-Van-Sertima-They-Came-Before-Columbu.pdf Chart: Similarities between Egyptians and Olmec.

Heyerdahl sails papyrus boat: http://www.history.com/this-day-in-history/heyerdahl-sails-papyrus-boat Nubia and the Americas power ppt: http://www.slideshare.net/plutoniumkiler/nubia-and-the-americas-overview

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Describe similarities in writing, language, art and religion between the ancient Africans and early civilizations of the Americas. Standard: CCSS: RH.11-12.8

Where do the first miniature step pyramid and first manmade mountain or conical pyramid appear in America? Why do both Egypto-Nubian pyramids and pyramids built in ancient America serve a double function of tomb and temple? How are sculptors, certain gods and ritual practices of the Egyptian spiritual world and Olmec Mexico similar? What evidence is there that some ancient American tribes made use of Egyptian hieroglyphs?

Guided Reading: ‘Pyramids in Latin America’ http://www.history.com/topics/ancient-history/pyramids-in-latin-america Timeline: Create a timeline illustrating pyramid building in ancient Egypt, and ancient Latin America. Research Essay: View both presentations on the beliefs of the afterlife of the Egyptians and ancient Americans, compose an essay discussing the similarities and differences in both cultures on the topic. http://www.pbs.org/wgbh/nova/ancient/afterlife-ancient-egypt.html http://maa.missouri.edu/exhibitions/finalfarewell/precolumbianintro.html Think-Pair-Share: Pair up students, each pair should read the following (2) articles on similarities in ancient Egyptian hieroglyphs and ancient American writing systems and discuss. http://earthmatrix.com/linguis

Pyramids in the Sudan-Nubia: http://www.crystalinks.com/pyramidsudan.html Burials, the Pyramids of Sudan: http://www.ancientsudan.org/burials_09_pyramids-sudan.htm

World Languages: Compose a paragraph utilizing Egyptian hieroglyphics. http://www.virtual-egypt.com/newhtml/hieroglyphics/sample/alphabet.htm Compose a paragraph utilizing hieroglyphics from ancient Americans. http://www.ancientscripts.com/epiolmec.html

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

tic/runa_simi.html http://mathisencorollary.blogspot.com/2011/07/case-of-micmac-hieroglyphs-powerful.html

Examine the impact of the older civilization of Kerma on Egypt. Standard: NJCCCS: 6.2.12.A.1.a

How did Kerma’s civilization emerge? What advantages did KMT (ancient Egypt) gain from Kerma? Why did Kerma decline?

PowerPoint and present to class: Create a power point presentation on the civilization of Kerma and its’ impact on the socio-economic conditions of ancient Egypt. Microtheme: What role did natural resources have on Kerma’s constant state of war with ancient Egypt?

Kerma-Black Africa’s Oldest Civilization: http://wysinger.homestead.com/kerma.html Nubia, Kerma, Kush Meroe, Black Pharaohs: http://www.crystalinks.com/nubia.html

Explain how the Kingdom of Kush developed and flourished. Standard: CCSS: W.11-12.1.a

Where is the former Kingdom of Kush located in Africa today? Who was King Taharqa of the 25th Dynasty? What kind of natural resources was Kush abundant in?

Website on Taharqa: http://euler.slu.edu/~bart/egyptianhtml/kings%20and%20Queens/Taharqa.html Interactive map of Ancient Kush: http://ancientkushnubia.weebly.com/maps.html

The wealth of Africa The Kingdom of Kush: http://www.britishmuseum.org/pdf/KingdomOfKush_StudentsWorksheets.pdf Nubia: The Forgotten Kingdom of Kush: http://www.youtube.com/watch?v=NuIJsGkV2h4

Economics: What evidence is there to support a thriving economy in ancient Kush? http://chronicle.uchicago.edu/070712/sudan.shtml

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Evaluate the accomplishments of the Pharaohs of Ancient KMT (Egypt). Standard: NJCCCS: 6.2.12.D.4.j

Who built the great pyramid of Giza and when was it completed? Who built the Great Sphinx of Giza? What is its’ significance? Describe the accomplishments of Pharaoh Hatshepsut of the 18th Dynasty. Why was Pharaoh Akhenaten one of the most important Pharaohs of Egypt? How did the reign of Ramesses II differ from his predecessors?

Interactive Website: Pyramid Builder http://www.bbc.co.uk/history/ancient/egyptians/launch_gms_pyramid_builder.shtml Essay: Compose an essay on the following question: Why did Hatshepsut dress up as a man for battle? http://ngm.nationalgeographic.com/2009/04/hatshepsut/brown-text Social Media Activity: In groups of 3-5 have students create a twitter or tumblr as Akhenaten, Ramesses II or Hatshepsut. The group will blog or tweet as if they are the leader highlighting the history and decree of the empire. Chart: Have students pair up to create a chart highlighting Akhenaten’s accomplishments on a timeline. http://www.livescience.com/39349-akhenaten.html

Giza pyramids hold Pharaohs’ ancient secret: http://science.nationalgeographic.com/science/archaeology/giza-pyramids/ The Great Sphinx: http://www.history.com/topics/tombs/videos/the-great-sphinx-is-the-worlds-oldest-statue Hatshepsut the Woman who was King 1473-1458BC: http://www.discoveringegypt.com/ancient-egyptian-kings-queens/hatshepsut/ Ancient Egypt Online, Akhenaten: http://www.ancientegyptonline.co.uk/akhenaten.html Queen Hatshepsut and King Ramses ppt: https://drive.google.com/?tab=wo&authuser=0#my-drive Ramses the Great: http://www.kingtutone.com/pharaohs/ramses2/

Math: Analyze the dimensions and mathematics of the Great Pyramid of Giza. http://www.theglobaleducationproject.org/egypt/studyguide/gpmath.php Science Book Report: Mummification in Ancient Egypt http://legacy.mos.org/quest/mummyegypt.php Science Experiment: Mummify a hot dog http://www.scientificamerican.com/article/bring-science-home-mummification/

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Describe the rise and fall of the Empire of Ghana. Standard: NJCCCS: 6.2.12.D.4.j

How did King Tenkamenin manage to make Ghana the most powerful empire in West Africa? Who were the Berbers and how did they impact the Empire of Ghana? What caused the Empire of Ghana to finally collapse?

Website: Ancient Ghana http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/4chapter1.shtml Writing: Who were the Berbers? http://realhistoryww.com/world_history/ancient/Misc/True_Negros/The_True_Negro_2a.htm

King Tenkamenin of Wagadugu: http://books.google.com/books?id=eOquHGs_KbAC&pg=PA164&lpg=PA164&dq=king+tenkamenin&source=bl&ots=ZQPX11oURD&sig=zlHq1N1CoLmxl7iyaZUUg-zTaOE&hl=en&sa=X&ei=tNfrU9q8CoGdygSx7IKIAQ&ved=0CDQQ6AEwAzgK#v=onepage&q=king%20tenkamenin&f=false Empire of Ghana: http://ic.galegroup.com/ic/suic/ReferenceDetailsPage/ReferenceDetailsWindow?zid=2b0b78e895c3c2c3467384319c7d8343&action=2&catId=&documentId=GALE%7CEJ3048600040&userGroupName=lnoca_hudson&jsid=75d84f30569785151d4ceb2accb4b7a3

ELA Book Report: Ghana Notes: http://chnm.gmu.edu/fairfaxtah/lessons/documents/africaPOSinfo.pdf

Evaluate the many contributions of the African Moors to the Iberian Peninsula.

Who were the Moors? Where did they originate from? How did they get to Europe? How did the Moor Administration contribute to European expansion?

Documentary: When the Moors Ruled in Europe http://topdocumentaryfilms.com/when-moors-ruled-europe/

Golden Age of The Moor- Ivan Van Sertima: https://docs.google.com/file/d/0BzdfoQT7JCmdZDIwZGI2MTktZGNlMi00Y2UyLTg2YmMtZDQxNGViZmRiMzAy/edit?pli=1

Art: Moorish Architecture: Sketch one of the images from Moorish architecture. http://education.nationalgeographic.com/education/media/moorish-art/?ar_a=1

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Standard: NJCCCS: 6.2.12.C.1.e

How long did the Moors rule and why were they banished?

Prezi: On the rise and fall of the Moors. The Conquests of the Moors http://www.heritage-history.com/?c=read&author=florian&book=moors&story=conquests

The Muslim Expulsion from Spain: http://www.historytoday.com/roger-boase/muslim-expulsion-spain

Examine the West African civilizations of Mali and Songhai and evaluate how each was able to become a wealthy empire. Standard: NJCCCS: 6.2.12.A.1.a CCSS: RH.11-12.3

How did Sundiata Keita consolidate the Kingdom of Mali? Who was Mansa Musa and how did he turn Mali into a world power? How did Sonni Ali turn the Kingdom of Gao into the Songhai Empire? How was Askia Mohammed Toure able to maintain control of his empire? How did the Kingdom of Benin differ from the Bakongo of the 1470’s?

Interactive Website: Mansa Musa/Go Social Studies Go http://www.gohistorygo.com/#!mansa-musa/crul Chart/map: Outline the Empire of Mali and trace Mansa Musa’s journey through his famous hajj to Mecca. Photo Analysis: View the 1:19 minute clip and write your observations from the images. Benin Bronze Art Figures and Sculptures: www.youtube.com/watch?v=ZbmgbZmtwas Interactive Map: West African Trade Routes and Empires, AD 1000-1500.

Sundiata-King of Mali http://epicworldhistory.blogspot.com/2012/09/sundiata-king-of-mali.html The Lion of Mali, the Hajj of Mansa Musa: http://www.academia.edu/1593503/Lion_Of_Mali_The_Hajj_of_Mansa_Musa African Kingdoms and Empires, 500-1600: https://drive.google.com/?tab=wo&authuser=0#my-drive Songhai Empire notes: http://www.csun.edu/~jyb32380/PTP/TPE7Aartifact.html Askia Muhammad Toure The Great: http://streamafrica.com/culture/askia-muhammad-

English Book Report: Read ‘Sundiata: An Epic of Old Mali’ and write a paper focusing on how Sundiata overcame obstacles to consolidate the Kingdom of Mali. http://www.bu.edu/africa/files/pdf/SUNDIATA1.pdf Bakongo Art, Congo: Choose a Bakongo art piece and replicate it by either drawing or sculpting it. Compose a short biography on your particular piece. http://www.hamillgallery.com/BAKONGO/BakongoArt.html Math: Calculate Mansa Musa’s wealth in today’s dollar value.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

http://www.classzone.com/webquest/MC_interactives/MT_03_traroutes/MT_03_087_traroutes.html

the-great/ Benin: An African Kingdom: http://www.britishmuseum.org/PDF/british_museum_benin_art.pdf

Evaluate the pre-colonial historiography of Africa. Standard: CCSS: RH.11-12.3

What elements were incorporated from analytical traditions during the pre-colonial period of Africa? How is pre-colonial African history locally rooted? How was pre-colonial history of Africa “recorded”?

Group Activity: Recreate analytical traditions utilized to dictate pre-colonial historiography of Africa. Each group should create either a Kings list, a Narrative or a short metamorphic tale, to show how pre-colonial African history was locally rooted.

Journal of African History (p.135-155): The Pre-colonial and the foreshortening of African History: http://eprints.soas.ac.uk/12194/1/PastPresentism.pdf

Literature: Africans during the pre-colonial period often used folktales with lessons to convey values and ethics. Choose an African folktale and compose 3-5 paragraphs on the lesson of that tale with supporting details from the story. http://www.worldoftales.com/African_folktales/Nigerian_folktale_1.html

Evaluate the colonial historiography of Africa. Standard: CCSS: RH.11-12.8

How does colonial historiography reflect the domination of a single powerful paradigm? Who was responsible for writing the history of Africa during the colonial period? How did archaeology and anthropology crumble colonial historiography?

Writing: How did African history become the study of European power and colonial agents in Africa during this time period? Power Point Presentation: Create a short power point presentation comparing anthropology and archaeology and discuss how each “crumbled”

African Historiography: From colonial historiography to UNESCO’s general history of Africa: http://groniek.eldoc.ub.rug.nl/FILES/root/1993/III_93/AfrHis_6/article.pdf Notes: https://drive.google.com/#my-drive

Literature: Compose a literary review of ‘King Leopold’s Ghost’. http://ieas.unideb.hu/admin/file_6617.pdf

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

colonial historiography of Africa.

Evaluate the post-colonial historiography of Africa. Standard: CCSS: RH.11-12.2

How does the post-colonial historiography of Africa compare with the colonial historiography of Africa? Who are the authors of the post-colonial historiography of Africa? What are the main goals of liberal historiography from the 1960’s for African history?

Essay: Read chapter 1 from Joseph Conrad’s ‘heart of darkness, then read chapter 1 form Chinua Achebe’s ‘Things Fall Apart’. Compose a comparison essay: between these two works with regards to how each portrays Africa. ‘Heart of Darkness’: http://foa.sourceforge.net/examples/darkness/Darkness.pdf ‘Things Fall Apart’: http://l-adam-mekler.com/things-fall-apart.pdf

Nationalist Historiography In Kenya: http://146.230.128.54/ccs/files/ndeda.pdf Historiography and Methods of African History: http://www.oxfordbibliographies.com/view/document/obo-9780199846733/obo-9780199846733-0011.xml

Geography: Create a list of the countries of the African Diaspora. Technology: Create an annotated bibliography using MLA format of (10) primary and/or secondary sources of African history written during 1960-1975.

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Unit I Vocabulary Djebel Ovenat Carvings Grimaldi Mom-genetic Theory Dr. Cheikh Anta Diop Dr. Ivan Van Sertima Donald C Johanson Phrenology anthropometry melanin Piltdown Man Dynasty, Kerma Akhenaten Hatshepsut Ramesses II

Queen of Sheba Hieroglyphics Pastoralsim Matriarchy Patriarchy Timbuktu King Tenkamenin Mansa Musa Askia Mohammed Toure Sundiata Keita, Ewauare Bakongo, King Taharaka Nubians, Axum, Berbers

Almoravids, historiagrophy the Sahara Highway the Moors, Songhai Wagadou Empire Hausaland Iberian Peninsula Benin Islam Wolof Kano Katsina Ngazargamu

Choose 1: Unit Project (Suggested) Unit Project (Suggested) Suggested Unit Project 1: Read Joseph Conrad’s ‘The Heart of Darkness’ and compose a 3-5 page paper with a focus on the prevalent attitudes on European colonization, racism and European imperialism. http://foa.sourceforge.net/examples/darkness/Darkness.pdf

Suggested Unit Project 2: Read Chinua Achebe’s ‘Things Fall Apart’ and compose a 3-5 page paper with a focus on how British colonization destroys the traditional Igbo culture. http://l-adam-mekler.com/things-fall-apart.pdf