ANCIENT AFRICA: HISTORY AND CULTURE

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1 INFUSION POINT BENCHMARKS REFERENCES SUNSHINE STATE STANDARDS L.A.A : The student uses a table of contents, index, headings, captions, illustrations, and major words to anticipate or predict content and purpose of a reading selection. L.A.A : The student selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming simple predictions, retelling, and using visual cues to identify words and construct meaning from various texts, illustrations, graphics, and charts. L.A : The student clarifies understanding by rereading, self correction, summarizing, checking other sources, and class or group discussion. Asante, Molefi Kete. African American History - A Journey of Liberation. Rochelle Park, New Jersey: Peoples Publishing Group, Asante, Molefi Kete. Classical Africa. Rochelle Park, New Jersey: Peoples Publishing Group, Asante, Molefi Kete and Mark T. Mattson. Historical and Cultural Atlas of African Americans. New York, New York: MacMillan, Ben-Jochannon Y. Black Man of the Nile. Trenton, New Jersey: Africa World Press, Bennett, Lerone. Before the Mayflower. Chicago, Illinois: Johnson Publishing, Browder, Anthony. The Browder Files. Washington, D.C.: Institute of Karmac Guidance office, Diop, Cheikh Anta. The African Origin of. New York, New York: Lawrence Hill, Diop, Cheikh Anta. The Cultural Unity of Black Africa. Chicago, Illinois: Third World Press, LA.A. 1 GOAL 3 STANDARDS 3.1 Information Managers 3.2 Effective Communicators 3.3 Numeric Problem Solvers 3.4 Creative and Critical Thinkers 3.5 Responsible and Ethical Workers 3.6 Resource Managers 3.7 Systems Managers 3.8 Cooperative Workers 3.9 Effective Leaders 3.10 Multiculturally Sensitive Citizens James, George G. M. Stolen Legacy. Trenton, New Jersey: Africa World Press, Karenga, Maulana. Introduction to Black Studies. Los Angeles, California: University of Sankore Press, Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 47

2 BENCHMARKS REFERENCES SUNSHINE STATE INFUSION POINT CONTINUED CONTINUED STANDARDS CONTINUED L.A.A : The student uses a table of contents, index, headings, captions, illustrations, and major words to anticipate or predict content and purpose of a reading selection. L.A.A : The student selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming simple predictions, retelling, and using visual cues to identify words and construct meaning from various texts, illustrations, graphics, and charts. L.A : The student clarifies understanding by rereading, self correction, summarizing, checking other sources, and class or group discussion. Reddings, J. Saunders. They Came in Chains from Africa. New York, New York: Doubleday, Van Sertima, Ivan. Blacks in Science: ancient and modern. Rochelle Park, New Jersey: Journal of African s Ltd., Inc., Van Sertima, Ivan. They Came Before Columbus. New York, New York: Random House, Williams, Chancellor. The Destruction of the Black. Chicago, Illinois: Third World Press, Woodson, Carter G. The Miseducation of the Negro. Trenton, New Jersey: Africa World Press, LA.A. 1 GOAL 3 STANDARDS 3.1 Information Managers 3.2 Effective Communicators 3.3 Numeric Problem Solvers 3.4 Creative and Critical Thinkers 3.5 Responsible and Ethical Workers 3.6 Resource Managers 3.7 Systems Managers 3.8 Cooperative Workers 3.9 Effective Leaders 3.10 Multiculturally Sensitive Citizens Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 48

3 GOAL: Students will appreciate and understand the history, culture, and development of in Africa. INFUSION POINT OBJECTIVES Students will be able to: Use the internet to write a report on one aspect of life in ancient Africa. I.E. the Kings and Queens of ancient Africa, the geography of West Africa, the languages of Africa, ect. Create a Ven diagram comparing ancient Africa with America today. Compose a collage of African people today. Write about some of the peoples of Africa. Explore the physical geography of Africa. Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 49

4 INFUSION POINT CULTURAL CONCEPTS/INFORMATION When Americans trace their ancestors, they find the geographic area and the people from which they came. For example, Americans whose ancestors came from Italy are called Italian Americans. Polish Americans trace their roots to Poland. Americans whose ancestors came from Africa are called African Americans. Native Americans are the only people who trace their ancestors from the Western hemisphere. Many textbooks do not refer to people of African origin as African Americans in the early history of our country. In early American history, African Americans were often referred to in negative terms, by their skin color or as a slave. For example, people from West Africa called themselves Yoruba or Ibo, two of the nations in West Africa. People from either of these nations or other countries on the continent of Africa would not have used skin color as a way to identify themselves. The name that you respond to determines the amount of your self worth. Similarly, the way a group of people collectively responds to a name can have devastating effects on their lives, particularly, if they did not choose that name. African Americans are descendants of people who come from very highly developed civilizations that are thousands of years old. African history is also hundreds of thousands of years old. African people and their cultures are responsible for the earliest developments of humanity and for the building of great civilizations in Ethiopia, Kemet, Meroe, Nubia, Kanem, Ghana, Mali, Songhay, Congo and Zimbabwe. Greek scholars paid tribute in their writings to African culture and African scholars. Africa is the cradle and the beginning of all civilization. The continent of Africa, the second largest continent, is four times the size of the United States of America and has at least 54 countries. The Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 50

5 INFUSION POINT CULTURAL CONCEPTS/INFORMATION world s most famous and greatest rivers run through Africa. The Nile, mother of African, located in Northeast Africa, is the world s longest river, which stretches 4,151 miles. In Central Africa, the Zaire (The Republic of Congo) River, more massive than any river on earth, except the Amazon, carries the largest volumes of water in the world. The Zaire River is ten miles across in some places and crosses the equator twice, a fact not akin to any other river. The Niger, which runs through the West African region, is known as the most majestic river and derives its popularity for the huge variety of trade for selling and buying cotton, salt, gold, ivory, bronze statuettes, and textiles. The Zambezi, which runs through the forest, is the source of Victoria Falls, which has a mile-wide cliff. Victoria Falls has been described as the most beautiful sight on earth. Two of the most powerful deserts are located on this continent, the Sahara, which is the world s largest, and the Kalahari. This vast, diverse and extremely beautiful continent has many rain forests and mountains and serves as the foundation of history and culture for Africans and all humans living all over the world. Human beings originated on the continent of Africa and first learned how to tame animals, build bridges, plant and harvest food, organize families and communities, and paint records of their history and activities. Long before Christopher Columbus came to the Americas in 1492, there were wealthy cities in Ghana, Mali, and Songhay. Before 600 A.D. and through the 17 th Century, African cities and towns exchanged gold and goods with Chinese, Arab, and European traders, as well as other nationalities. Africans traveled from Africa to various parts of the earth to live and share their knowledge and skills. Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 51

6 INFUSION POINT CULTURAL CONCEPTS/INFORMATION There are three major classical periods of African history. The first classical period is from 4000 B.C. to 2160 B.C., the longest period in human history, and is known as the Great Era of Africa. The great pyramids were built in Nubia and Kemet during this time, which is known as the First Golden Age. Kemet was the name of ancient Egypt before the Greeks came and changed its name to Aigyptos, Egypt, meaning the temples of Ptah. Art forms such as music, dance and sculpture were established. Oral stories and other traditions developed during this period and influenced future generations. This ancient era served as the basis of behavioral and intellectual ideas and is a source of inspiration for the periods that followed. In this way, the Ancient Era is alive in Africans and African Americans today. The second classical period, also known as the Second Golden Age, is from 2140 B.C. to 1784 B.C., and is known as the Classical Era of Africa. African traditions and knowledge of the arts, sciences, and mathematics spread to the outside world during this classical era. Knowledge of African achievements spread to many other areas during this period and the result, to some extent, caused Africa to experience much instability. Persia (now Iran), Greece, and Syria became interested in African ideas and knowledge after they invaded Africa. The invasion of Egypt by the Persians and later the Greeks brought great changes to Africa. Knowledge from Africa traveled back to Greece and Persia with the Greek and Persian students who went to Egypt to study because it was the oldest country known to human beings. The Greeks went to Africa to sit at the feet of the masters and to discover what Africans already knew. Historically, when the Greeks first traveled to Africa, the Egyptian was already ancient. The Great Pyramid was over 3,000 years old and the Sphinx was even older. Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 52

7 INFUSION POINT CULTURAL CONCEPTS/INFORMATION Continued Great Greek students, such as Plato, Socrates, Pythagoras, and Homer were taught by equally great African minds, such as, Wennofer, Kagemni, Sonchis, Imhotep, and Khun-anup, who based their knowledge on the thousands of years of study and observations of their African Ancestors. During this era, the African continent was invaded again and again. After the Persian and Greek invasions, came the Arab Invasion in 700 B.C. and finally the Romans in 202 B.C. Egypt would never be the same again. The classical religions of the ancestors were shattered, the language of the Egyptian people was replaced by Arabic, and many of the customs changed. The government was controlled by an elite group of people who did not live in Egypt. The Egyptians were left with their traditions, their pyramids, tombs and temples, and the vast knowledge they had given the world. The third classical period was known as the Golden Age of Temple, Imperial, and New Kingdoms from 1554 B.C. to 1070 B.C. and it is known as the time when the greatest African empires existed. After the Arabs conquered Northern Africa in the 7 th century, they inflicted the most powerful impact on this region through the conversions from Christianity to the religion of Islam. Jihads (Islamic religious wars) were fought to convert Africans to the religion of the Arabs. Africans were both rejecting and converting to new modes of thinking, while resisting military conquests. This era was a time of great African empires. There were six Classical s of Africa. The migration of people from Eastern Africa to the West African Savannahs occurred over thousands of years. The results of the migration are found in the dynamic civilizations that arose as a direct impact of the interaction between numerous empires and kingdoms. Among the names of civilizations that are Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 53

8 INFUSION POINT CULTURAL CONCEPTS/INFORMATION Continued considered in connection with the rise of organized states in Central and West Africa are Nok, Mossi, Kanem, Kemet, Mali, Ghana, Nubia, Songhay, and Axum. However, Ghana, Mali and Songhay are the best-documented civilizations. These civilizations and kingdoms left a rich heritage for the later civilizations of Greece and Rome and for the world today. While African history is complex, rich and vast, Africa has made contributions to the world by giving the gifts of archeology, architecture, astronomy, geology, human civilization, literature and mathematics. Europeans traveled to Africa to study art, measurement, philosophy, and religion with the great and outstanding intellectual Africans of the world. Africans created the first calendar and the names of the Greek gods came from Africa. The people of Africa studied the sky to understand the weather, nature and the destiny of human beings. During the 11 th century, the Dogon people of Mali discovered Sirius B, one of the rarest and brightest stars in the Dog Star Constellation, more than 700 years before any other people. Ancient Africans who lived in Kemet (Egypt) climbed to the roof of the temples to watch the night sky and record their observations. Africans in the past and those today, approach life with a high respect for others because they believe that all relationships depend upon being in harmony with the ancestral spirits. This is called living by the Principles of MAAT (MA AT). The seven basic Principles of the MAAT (MA AT) are Justice, Truth, Balance, Order, Reciprocity, Righteousness, and Equality. The Principles of MAAT (MA AT) were used as a moral code for the living and the standard by which the dead would be judged. The Kemetians believed that when one died, their soul Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 54

9 INFUSION POINT CULTURAL CONCEPTS/INFORMATION Continued would be weighed against these principles. Then it would be determined whether one would receive their heavenly reward. There are over 2,000 different African ethnic groups but the same bond transcends to all through the rites of passage for children from a girl to womanhood and from a boy to manhood. All Africans believe that it is necessary to pass down the knowledge gained from the ancestors to the next generation. This knowledge is passed down by the Griot from generation to generation in oral tradition by speaking and telling stories from the past. There were three major empires in West Africa between 800 and 1600 A.D. From , Ghana was the most powerful country in West Africa. Mali rose to power in 1200, and was the most famous empire of West Africa. In 1255, at the center of Mali s vast empire of smaller kingdoms, was the richest kingdom in all of West Africa. Mali was a major trading center and intellectual attraction for Arabs, Portuguese and many others, and it had the strongest army in the empire. Mali owed its military might to Ghana s Empire and legacy which as early as the 7 th century had developed strong cultural patterns, distinctly African principles, and traditions that united the entire coast of West Africa. The Malian Empire declined in the 15 th century because it was unable to keep the various nations that constituted the empire from revolting against the taxes they had to pay. The kingdoms on the fringes of the empire often refused to pay their taxes, and the emperor, the paramount king of Mali, had to send the troops to keep them in line. The empire of Songhay rose to prominence as the Malian Empire went into decline in the late 15 th century. Songhay was powerful from the 1400 s to the 1600 s. During this time, the great city of Timbuktu was a city of more than 100,000 people, and Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 55

10 INFUSION POINT CULTURAL CONCEPTS/INFORMATION Continued established itself as a wealthy center of finance, learning, and culture. When Sunni Ali Ber came to power in 1464, Songhay was a small kingdom of Gao in the Western Sudan. Mansa Musa was emperor of all of Mali, but little by little the invasions of the kingdom of Gao and other small kingdoms wore down the mighty Malian Empire. Songhay grew to become the largest, most powerful empire in West Africa. The power and dominance of Ghana, Mali, and Songhay controlled Western Africa from 300 B.C. to This imperial threesome ruled for almost 2,000 years and formed the high point of political, cultural, and military might from the earliest time of Ghana, around the 4 th century to the end of Songhay in the late 16 th century. Some of the names of the greatest emperors who ruled Africa were Sumanguru, Sundiata, Mansa Musa, Askia Mohammed, Sunni Ali Ber, and Abubakari. With the collapse of Songhay in 1594, the entire Western region of Africa was left unprotected. Only small kingdoms with weak armies remained to defend the vast coastal borders. This made it easy for the European nations to occupy some sections of the African coast. One hundred years after the European invasion in 1441, Africans would be found in every part of the Western Hemisphere as indentured servants or enslaved people. So profitable and valuable would Africans become to European entrepreneurs, whose main concern was making money, that the enslavement of Africans would become the main labor resource for aiding the industrialization of Europe and America. In 1590, over 5,000 Moroccans invaded the empire of Songhay to seize control of the wealth of Songhay, especially the rich gold and salt mines. The Moroccans never found the gold mines but they took possession of the salt mines in the town of Taghaza which is now located in southern Morocco. The Moroccans stormed the University of Sankore, arrested and chained Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 56

11 INFUSION POINT CULTURAL CONCEPTS/INFORMATION Continued the last great professor of the university, author, Ahmed Baba, who wrote more than 40 books on astronomy, law, science, theology, rhetoric and logic. Less than 300 years after the first Greeks came to Egypt as students, their descendants returned as conquerors. They destroyed the cities, temples, and libraries of the Egyptians and claimed African knowledge as their own. The Ancestors of African Americans came from many different nations, regions, and cultures in Africa, but many came from West Africa. West African began to decline in the 16 th and 17 th centuries. At the same time American colonists were looking for a vast source of slave labor. Europe took advantage of this decline and used gunpowder to dominate parts of Africa. African societies were further weakened by the kidnapping and enslaving of millions of their people. Not only was the African legacy stolen, but also the wholesale theft of African people soon followed. With the advent of slavery, it became necessary to dehumanize Africans and devalue their historical worth as a people in order to ensure their value as slaves. Enslaved Africans were forbidden to learn to read or write because such knowledge was the key to liberation and was placed firmly out of reach. When Africans were brought to America, they came with ideas, experiences and skills that helped to build this country. We, the African Americans, come from a people who from a Barren Land created the pyramids; a people who charted the skies and kept time by the sun and planted by the moon. We, the African Americans, come from a people who suffered the treachery of alien men and a hostile sea to come in shackles and build this country called America. And Still We Rise! Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 57

12 INFUSION POINT LINKAGES TO AMERICAN HISTORY 4.1 Million B.C. - Australopithecus Ramidus is discovered. 3.1 Million B.C. - Australopithecus Afarensis is discovered..5 Million B.C. - Homo Sapiens are discovered in Africa. 130,000 B.C. - Homo Sapiens are further documented B.C - Kemetians develop calendar B.C. - Earliest known documentation of numerals in Kemet B.C. - Kemetians discover use of Papyrus and complete the building of several pyramids on the African continent B.C. - Oldest forms of novels are written in Kemet: Kemetians use knotted rope triangle and numbers to construct right angles. 300 B.C. - Ghanian Empire is formed A.D. - Sumanguru becomes Emperor of Ghana A.D. - Sundiata defeats Sumanguru and establishes the Mali Empire A.D. - Abubakari leads second major expedition of Africans to the West: Mansa Musa becomes the king of Mali. Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 58

13 INFUSION POINT LINKAGES TO AMERICAN HISTORY 1449 A.D. - Approximately 900 Africans in Portugal A.D. - Sunni Ali Ber rules Songhay A.D. - Portuguese build Elmina Castle, a mine located in present-day Ghana that became the largest slave A.D. - African voyagers sailed to Mexico. Sunni Ali Ber dies. Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 59

14 TIME LINE: 4.1 million (mil.) B.C A.D. Australopithecus Ramidus Homo Sapiens are discovered in Africa Kemetians discover use of papyrus; Kemetians complete the building of the Pyramids Kemetians develop calendar Ghanian Empire is formed Sundiata defeats Sumanguru and establishes the Mali Empire Estimated 900 Africans in Portugal Portuguese build Elmina Castle, a mine located in present-day Ghana that becomes the largest slave dungeon on the West coast of Africa 4.1 mil. 3.1 mil..5 mil. 150, ,000 5,000 3,400 2,500 2,000 1,500 1, B.C. A.D. Earliest known numerals in Kemet Sumanguru becomes Emperor of Ghana Sunni Ali Ber rules Songhay Australopithecus Afarensis Homo Sapiens Oldest form of novel written in Kemet: Kemetians use knotted rope triangle and numbers to construct right angles Abubakari leads the second major expedition of Africans to the West; Mansa Musa becomes the king of Mali African voyagers sailed to Mexico; Sunni Ali Ber dies Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 60

15 INFUSION POINT DEFINITION OF KEY TERMS Africa - The second largest of the seven continents in the world. African - A native of Africa who traces his/her heritage to a group or country in Africa. African American - An individual who lives in the USA and traces his/her racial or cultural heritage to an African subgroup or country. Amazon - The river with the largest basin and greatest volume of water in the world, which drains throughout half of the continent of South America. Ancestor - A person from whom one is descended. Arabic - The language spoken by persons of Arab culture and descent. Axum - A kingdom in the Eastern part of Africa adjacent to Egypt. Balance - In all things do not use excess. Barren Incapable of bearing or unable to produce new goods or things. Christianity - The religion of those who accept Jesus Christ as God incarnate. - An advanced society and culture of arts, sciences, oral and written records, literature, and sophisticated levels of thought. Congo - A river (the Larre, about 3000 miles) draining into the Central African basin. Dogon - A group of people who lived in Mali kingdom. Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 61

16 INFUSION POINT DEFINITION OF KEY TERMS Dominate - To exert authority, power, and control over another. Egypt - A republic located in the northeast corner of the continent of Africa and the Sinai peninsula Empire A majority territory of great extent (or a number of territories or people) under a single ruler. Equality On the same level in every way, manner, shape or form. Ethiopia - A republic located in the northeast corner on the continent of Africa. Greece - A republic in southeast Europe. Griot - A storyteller who records people s past and oral histories. Ghana - Earliest of the ancient empires of the Sudan in West Africa in what is now Mali and parts of Senegal. Guinea - Morocco, and Mauritania; first called Wagadu (modern Oagadougou); known as the kingdom of gold or Ivory Coast. Hostile - Antagonistic or warlike; relating to an enemy. Ibo - Native people of Southeastern Nigeria. Islam - The religious faith of the Arabs; belief includes Allah as the only god and Mohammed as his prophet; followers of this religion are called Muslims. Justice - Equitable treatment of each person in accord with ethical, moral, or legal codes of a society. Kalahari - A desert located in South West Africa. Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 62

17 INFUSION POINT DEFINITION OF KEY TERMS Kanem An ancient Sudanic state north of Lake Chad. Kemet The original name given for modern day Egypt. MAAT (MA AT) A moral code or value system held by indigenous peoples and leaders of Africa from 3200 B.C. to 700 B.C. Mali West African empire in the West Sahara and Sudan regions; important landmarks are the River Niger and Timbuktu. Meroe An Ancient city located on the east bank of the Nile and is a part of the Nubian kingdom on the African continent. Native American - (North American Indian) The indigenous people of the continent of North America. In a series of migration, they reached the western hemisphere presumably from Asia through the Bering Strait. Niger An inland republic in West Africa. Nile The world s longest river located on the continent of Africa. The Nile, which rises in April and floods in September, flows from the equator to the Mediterranean. Nubia The oldest about which we know, in the area of Egypt today; located on the continent of Africa; also referred to as an Egyptian who has Black skin. Order - Avoiding confusion and disunity. Persia Asian empire that invaded Egypt during the second classical period to gain Egyptians ideas, advances, and knowledge. Persia is known today as the Republic of Iran. Polish - A native of or one who traces their heritage to Poland. Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 63

18 INFUSION POINT DEFINITION OF KEY TERMS Portuguese - A native of the country of Portugal. Reciprocity - Returning in kind the goodness received. Righteousness - Acting in accord with divine or moral law. Sahara - The largest desert in the world covering most of North Africa. The highest recorded temperature has been 133ºF. Savannahs - Treeless grassy plains. Shackles - Chains or rings used to prevent free movement of the arms and legs; fastening device. Songhay - Empire region in the bend of the Niger River in west central Sudan; last great kingdom of West Africa. Syria - Ancient region of Asia bordering on the Mediterranean and covering modern Syria, Lebanon, Israel, and Jordan. ANCIENT AFRICAN: HISTORY AND CULTURE Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 64

19 RECOMMENDED STUDENT ACTIVITIES Create a play on life in ancient Africa. Compare the African cities of Senegal, Ghana, and Egypt with cities in the United States Investigate the different plants that are on the African continent. Explain in a report how some of these plants are used in medicine today. Curriculum Infusion ANCIENT AFRICAN: HISTORY AND CULTURE Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 65

20 RECOMMENDED STUDENT ACTIVITIES Humanities/Arts Allow students to listen to traditional African music and compare and contrast the rhythms played and melodies sung to African American music such as jazz, spiritual, hip-hop and gospel. Use a Venn Diagram to compare musical forms in the Caribbean, South and Central America, e.g. reggae, salsa, calypso. Examine the masks and other African art by research and create models of the different art found. Create an exhibit in the school on the art forms in Africa, the Diaspora and United States of America. Create a theatrical presentation on the life of a King or Queen of Africa. Curriculum Infusion Critical Thinking Skills Research Skills Use visuals to present the findings from the data researched. Compare and contrast the contributions of Africa versus Europe during the period 5000 B.C. to 1492 A.D. Prepare an interactive journal on the content of the unit. Use a scrapbook to visually document ancient African life as portrayed in such sources as the National Geographic. Using the Internet, prepare a position paper on the pyramids, and the influence of African architecture on the world. Prepare a written report on the differences and similarities between the MA'AT and Kwanzaa. Prepare a written report on what were the Commonalities among the Kingdoms in the unit. Use media resources to document the contributions of Africa in the area of Literature, Science, Medicine, and Art. Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 66

21 INFUSION POINT RECOMMENDED STUDENT EVALUATION 1) Students will be assessed on the completion of a 2-page research project on one of the African Kingdoms. 2) Students will be assessed on a multiple-choice test with 10 items regarding the history and culture of Africa. 3) Students will be assessed on development of a visual and chronological time line which documents the contributions of Africa and Africans to the world. (group project) Pre/Post Assessment K. CURRENT KNOWLEDGE FORMATIVE Use a teacher made assessment instrument. Use an instrument to assess students knowledge of the origins of African Kingdoms, Geography of Ancient Africa. W. WHAT IS TO BE LEARNED? PROCESS Use unit contents and formulate assessment items. Use journals, presentations, and portfolios in the process. L. WHAT WAS LEARNED? SUMMATIVE Use journals, portfolios to assess gains. Use multiple choice exams. Use product evaluation. Use research papers and assess with a matrix. Department of Equity Opportunity Rev UNIT 1 African and African American History Interdisciplinary Curriculum Guidelines - Page 67