African and African American History Curriculum Frameworks

The State of Florida Commissioner of Educations
Task Force on African American History

African and African American History
Curriculum Frameworks

1

MISSION STATEMENT

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

2

BOARD MEMBERS

Dr. Bernadette Kelley
Florida A&M University,
Chair

Dr. Marvin Dawkins
University of Miami

Dr. Patrick Coggins
Stetson University

Mr. Randolph Lightfoot
Pinellas School District

Ms. Cynthia Newell
Neighborhood Leadership Initiative
Bradenton, FL

Mr. Thirlee Smith, J r.
Miami-Dade County Public Schools

Mr. David Archie
Pinellas School District

Ms. Pamela Brown

Bishop J ohn Copeland
St. Petersburg, FL

Dr. Marvin Dunn
Florida International University

Dr. Dorothy Fields
Mr. Rudolph Harris
Florida Sentinel Bulletin

Ms. Margaret S. Newton
Palm Beach County School District

Dr. G. Pritchy Smith
University of North Florida

Ms. Doris Ross-Reddick
Hillsborough County School Board

Ms. Clara B. Williams
Broward County School District

Dr. Frederica S. Wilson
Florida House of Representatives

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CURRICULUM FRAMEWORKS WRITING TEAM

Dr. Patrick C. Coggins, Project Director

Elaine Adderly
J uan Artigas
Charles Beamer
Primrose Cameron
Cheryl Engelschall
Marsha Glover
Etta Harbin
Cartheda Mann
Audra Wells Mark
Elizabeth Watts Murdock
Margaret Newton
Debbye Raing
Timothy Brandt Robinson
Melviona G. Thomson
Lisa Wiggins
Clara Williams
Marion Williams

4

TECHNICAL SUPPORT PERSONNEL

Ms. J ennifer Combs, Volusia County
Ms. Kim Moore, Volusia County
Ms. Linda Sapp, Leon County

CONSULTANTS

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

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Foreword

This African and African American History Curriculum Frameworks provide the reader with answers to critical questions
that are related to the instruction of the content. It is therefore advisable that each teacher and administrator becomes
familiar with the intent and perspective of the Curriculum Framework.

The information provided in this Curriculum Framework is merely intended as a resource guide from which the instructor
and school can build its lessons plans and instructional designs.

Although the content is focused on Language Arts, we suggest that various activities could be infused in other subject
areas. (For example, Social Studies)

Signed,

Dr. Patrick C. Coggins
Project Director

6
Introduction

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

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

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

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

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

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Required Instruction

The Law Mandating the Teaching of African and African American History: May 1994 and 2002

Florida Legislature F.S. 233.061 Sec. (1) (G) (1994) as amended by F.S. 1003.42
(g) (2002) that mandates:

(g) The history of African Americans, including the history of African peoples
before the political conflicts that led to the development of slavery, the
passage to America, the enslavement experience, abolition, and the
contributions of Africans to society.

1003.42. Required Instruction

(2) Members of the instructional staff of the public schools, subject to the
rules of the State Board of Education and the district school board

Shall teach efficiently and faithfully, using the books and materials
required, following the prescribed courses of study, and employing
approved methods of instruction, the following:

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Vision Statement

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

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

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Purpose

The purpose of the African and African American History Curriculum Frameworks is to provide teachers and
administrators with a guide and useable content in a systematic and focused manner. The content will reflect Ancient
African History, the history of African Americans, the Slavery and Abolition Era, the Civil Rights Movement and the
contributions of Africans and African Americans to the U.S. and the world.

The Objectives of the Curriculum Framework:

1. To provide a chronological framework for teaching African and African American History.

2. To provide a model for infusing and teaching the African and African American History and culture beginning
with Ancient Africa and continuing through African American History.

3. To provide information about the contributions of people of African descent in the United States, Central
America, the Caribbean, South America, and to the world.

4. To enhance the knowledge and skills of students with respect to the history of Ancient Africa, slavery, post
slavery, and the Civil Rights Movement.

5. To infuse African and African American History as an integral part of American History, including such periods
as the Reconstruction, Harlem Renaissance, World Wars I and II, as well as other wars and global events.

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Perspective on the African and African Americana History Model

A close scrutiny of the new law, Florida Statute 233.061 (1994) as amended by FS 1003.42 (g) (2002), requires
instructions in the history of African Americans, including the history of African peoples, and points in the
direction of a new emphasis on the teaching of ancient African history and connections to African Americans
and African descent peoples in the Diaspora.

However, the model, which follows, clearly points to the fact that ancient African history surpassed slavery and post
slavery. It provides a positive set of information indicating that Ancient Africans were developed and civilized peoples who
created complex and sophisticated societies. Many African societies built classical universities covering such diverse
disciplines as the natural sciences, extensive literary forms, and politics.

An example of this development according to Clarke (1981) was the University of Sankore in Timbuktu, Which stood for
over 500 years. The Moroccans and faculty destroyed the university in 1591 and scholars were exiled. Ahmed Baba
authored over 40 books on such themes as theology, astronomy, ethnography, and biography. His rich library of 1600
books was lost during his expatriation from Timbuktu. Therefore, any model for teaching African history must focus on the
rich, yet forgotten history of these African civilizations, and the Golden Ages in African which were unmatched by any
other ancient civilization at the time.

There are seven (7) major curriculum focus in the teaching of African American History, namely: 1) Ancient Africa: Pre-
Columbus 2) African Explorations of the World: Pre Columbus 3) Invasions and weakening of Africa: European
Colonialism 4) Slavery in the Americas: Post Columbus 5) Post Slavery: abolition, Civil Rights and constitutional Rights 6)
the soul of African Americans, And 7) Contributions of African Americans to the United States of America and to the
World.
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THE MODEL FOR AFRICAN AND AFRICAN
AMERICAN HISTORY CURRICULUM
F F I I G G U U R R E E 1 1

1 2 3
ANCIENT AFRICA : AFRICAN EXPLORATION INVASION AND WEAKENING
PRE-COLUMBUS OF THE WORLD: OF AFRICA: EUROPEAN
PRE-COLUMBUS COLONIALISM

A A F F R R I I C C A A N N A A M M E E R R I I C C A A N N H H I I S S T T O O R R Y Y

4 5
SLAVERY: NEO-SLAVERY:
POST-COLUMBUS ABOLITION
IN AMERICAS CIVIL RIGHTS AND
6 CONSTITUTIONAL
TH E SOUL OF AFRICAN AMERICANS RIGHTS

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CONTRIBUTIONS TO THE WORLD AND USA

(c) Dr. P. Coggins (1994)

H:data/memo/corel/model.cdr

THE MODEL FOR AFRICAN AND AFRICAN
AMERICAN HISTORY CURRICULUM
F F I I G G U U R R E E 1 1

1 2 3
ANCIENT AFRICA : AFRICAN EXPLORATION INVASION AND WEAKENING
PRE-COLUMBUS OF THE WORLD: OF AFRICA: EUROPEAN
PRE-COLUMBUS COLONIALISM

A A F F R R I I C C A A N N A A M M E E R R I I C C A A N N H H I I S S T T O O R R Y Y

4 5
SLAVERY: POST SLAVERY:
POST-COLUMBUS ABOLITION
IN AMERICAS CIVIL RIGHTS AND
6 CONSTITUTIONAL
THE SOUL OF AFRICAN AMERICANS RIGHTS

7
CONTRIBUTIONS TO THE WORLD AND USA

(c) Dr. P. Coggins (1994)

H:data/memo/corel/model.cdr
12
An Effective Model for African and African American Curriculum

Figure 2 - Outline

1. Ancient Africa: Pre-Columbus
Kingdoms
Civilizations
Diaspora

2. African Explorations of the World: Pre-Columbus
Trade
Moors
Explorations African Explorers in the World
African Presence in Europe, South America,
Americas, and the World

3. The Invasion and Weakening of Africa: European
Colonialism
European colonialism
European exploitation
Slavery
Tribal/National Conflicts
The expansion of the Sahara Desert

4. Slavery: Post-Columbus in the Americas
Slave Trade
Slavery in North America
Slavery in South America

5. Post-Slavery: Abolition, Civil Rights, and
Constitutional Rights
Abolition
Bill of Rights
Struggle for Civil Rights
6. The Soul of African Americans
Myths
Values
Roles of people
Resources
The Harlem Renaissance

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

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

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

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

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

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

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Dr. P. Coggins, 1994
5. Post Slavery-Abolition
- Slave resistance
- Slave Acts
- Struggle to be free
- Slave Revolts
- The Underground Railroad - Harriet Ross
Tubman
- The Constitutional Provisions 13, 14, 15
Amendments to the United States Constitution
- Haitian Revolt and freedom from French
Slavery
- Role of the Church, Civic and other groups
- Civil Rights Struggles - The Road to Brown
- Brown Decision
- Civil Rights Act of 1964
- Affirmative Action
- Legal process for stemming Racial
Discrimination

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

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

15
Dr. P. Coggins, 1994

Curriculum Frameworks

Grades K - 2

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African and African American History Curriculum Frameworks

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

Grades K-2

Theme Culture and Families

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

Sunshine State Standards

LA.A.1.1.1: Predicts what a passage is about on its title and illustrations.
LA.A.1.1.3: Uses knowledge of appropriate grade, age, and developmental-level vocabulary in reading.
LA.A.1.1.4: Increases comprehension by rereading, retelling, and discussion.
LA.A.2.1.1: determines the main idea or essential message from text and identifies supporting information.
LA.A.2.1.4: knows strategies to use to discover whether information presented in a text is true, including
asking others and checking another source.
LA.B.1.1.1: makes a plan for writing that includes a central idea and related ideas.
LA.B.1.1.2: drafts and revises simple sentences and passages, stories, letters, and simple explanations hat:
express ideas clearly; show an awareness of topic and audience; have a beginning, middle, and ending;
effectively use common words; have supporting detail; and are in legible printing.
LA.B.1.1.3: produces final simple documents that have been edited for: correct spelling; appropriate end
punctuation; correct capitalization of initial words, I, and names of people; correct sentence structure; and
correct usage of age-appropriate verb/subject and noun/pronoun agreement.
LA.B.2.1.1: writes questions and observations about familiar topics, stories, or new experiences.
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LA.B.2.1.2: uses knowledge and experience to tell about experiences or to write for familiar occasions,
audiences, and purposes.
LA.B.2.1.3: uses basic computer skills for writing, such as basic word-processing techniques such as keying
words, copying, cutting, and pasting; using e-mail; accessing and using basic educational software for writing.
LA.C.1.1.2: recognizes personal preferences in listening to literature and other material.
LA.C.1.1.3: carries on a conversation with another person, seeking answers and further explanations of the
others ideas through questioning and answering.
LA.C.1.1.4: retells specific details of information heard, including sequence of events.
LA.E.1.1.1: knows the basic characteristics of fables, stories, and legends.
LA.E.1.1.2: identifies the story elements of setting, plot, character, problem, and solution/resolution.
LA.E.2.1.1: uses personal perspective in responding to a work of literature, such as relating characters and
simple events in a story or biography to people or events in his or her own life.
LA.E.2.1.2: recognizes rhymes, rhythm, and patterned structures in childrens texts.

Grade Level Expectations

Content Knowing about Me and Others

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

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Recommended Student Activities

FCAT Strategies

Recommended Teacher Activities

Recommended Assessment

Resources/Bibliography/References

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Everybody Cooks Rice

Grades Kindergarten

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

Overview In this lesson students will read two separate books and compare and contrast the two
stories. It also celebrates multicultural families and how we are tied together by a common
theme, in this case, rice. Students have a chance to discuss their families and finally come
together to share rice recipes with stories about their experiences.


Strand: A - Reading
Standard: The uses the reading process effectively. (LA.A.1.1)
Benchmarks: LA.A.1.1.1, LA.A.1.1.2, LA.A.1.1.3, LA.A.1.1.4

Standard: The student constructs meaning from a wide range of texts. (LA.A.2.1)
Benchmarks: LA.A.2.1.1, LA.A.2.1.2, LA.A.2.1.3

Strand: C - Listening, Viewing, and Speaking
Standard: The student uses listening strategies effectively. (LA.C.1.1.1)
Benchmarks: LA.C.1.1.1, LA.C.1.1.2
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Strand: E - Literature
Standard: The student understands the common features of a variety of literary forms. (LA.E.1.1)
Benchmark: LA.E.1.1.2

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

Grade Level Expectations/Content Covered

The student:
will use a graphic organizer to web two books.
recognize similarities and differences in cultures in the classroom.
compare and contrast rice dishes after sampling them.
hypothesize what is in rice recipes.
compare and contrast differences in the two books.
recall a special family meal in pictorial and written form.
use quality tools.


Show the class a large bag of rice and ask if any of them have ever had rice for dinner. Allow them time to explain
how the rice was cooked and when they ate it. Tell them you are going to read a story about rice. Discuss how
every family and culture is similar.
Read the book Everybody Cooks Rice. Have students predict what the story is about from the pictures. Discuss
the essential message, whether the story is true and whether the story is true and whether they think the recipes
will be good and allow them, to figure out difficult words and practice chucking strategies. Use appropriate
strategies for prereading. Read the story and have students retell the story in their own words. Use the phrase
main idea. After reading the story share the recipes at the end of the book.
22
23
Use the story map, either on the overhead, chalkboard, or chart paper to recall details of the story. Discuss the
story map. Discuss the story elements.
Read the story Feast for 10. Have students predict what the story is about from the pictures. Use appropriate
strategies for prereading. Read the story and have students retell the story in their own words. Use the phrase
main idea. Discuss the family meal and how the family in the family in the book shopped.
Use the story map, either on the overhead, chalkboard, or chart paper to recall details of the story. Discuss the
story using the map.
Allow the children to discuss the similarities and differences in the two stories. Compare and contrast the
stories. Make graph of which story the children liked better.
Explain to the children they will be cooking different rice recipes and tasting each.
Assign students to work groups to do the cooking with parent volunteers. Allow them to measure the ingredient
as a math activity.
When all recipes have been cooked, serve samples of each to all the students. Have students do an affinity
diagram for each sample.
Place both books in the class library for students to read or check out and take home share.

FCAT Strategies

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


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


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


Everybody Cooks Rice by Norah Dooley ISBN 0876145918

Feast For 10 by Cathryn Falwell ISBN 0395620376

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Jambo

Grades 1

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

Overview Swahili is a major language group in Africa. Some of the countries that speak Swahili are
Burundi, Central African Republic, Democratic Republic of the Congo and it is the national
language of Kenya. J ambo means hello: Swahili alphabet book introduces students to
another language (and other places) they are not familiar with. It opens the door for them to
share words in languages other than English and to share commonalities not only in words,
but traditions. They can share differences and develop a respect for them in a classroom
setting.


Strand: A - Reading
Standard: The uses the reading process effectively. (LA.A.1.1)
Benchmarks: LA.A.1.1.1, LA.A.1.1.2, LA.A.1.1.4

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

Standard: The student understands the interactions of people and the physical environment. (SS.B.2.1)
Benchmark: SS.B.2.1.1, SS.B.2.1.3, SS.B.2.1.4


The student:
recalls letter of the alphabet.
retells the story after it is read to them.
identifies letter in Swahili and their meanings.
understands cultural differences and shows respect for differences in others.
uses Swahili words appropriately.
locates Africa, east Africa and Swahili speaking countries on a map.
extends the Swahili alphabet to construct an alphabet meaningful to them.


Locate Africa on a map and determine where Swahili is spoken. Locate Florida and the United States to see
where they are in relation. Discuss what language we speak and ask if anyone speaks, or knows someone who
speaks another language. Share some words from another language and practice along with Swahili in class.
Read the book . Identify the letters before each page is read. Say the Swahili word that represents each letter
and have selected students be responsible for that letter. After the story is read, say the letter and the selected
student say the word (with help, if necessary) that goes with each letter.
Make a class alphabet book to share with other first grade classes or kindergarten classes. Possible choices
might be to make an animals of Africa book, or school things book. Make an alphabet book to take home and to
share with other students in the class.
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After jambo means hello: Swahili Alphabet Book has been read, use some Swahili words in the classroom,
draw pictures that represent the words used. Put the drawings outside the classroom for others to see.
Bring in embe (mango) into the lass for everyone to taste.

FCAT Strategies

Facts and details
Authors Purpose
Compare and Contrast


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

27

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


Jambo Means Hello: Swahili Alphabet Book by Muriel Feelings. ISBN 0140546529

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New Heroes

Grades 2

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

Overview Students need to learn that heroes and heroines are normal people who overcome
obstacles and make a difference in the world. This lesson will use literature to introduce
them to the Tuskegee Airmen.

The Tuskegee Airmen were the first African American pilots in the armed forces in the
United States of America. They graduated from flight school on March 7, 1942. Their first
missions were flown on J une 2, 1942. The Tuskegee group was not restricted to men but
included several women. Willa Brown later trained pilots and J anet Waterford Brogs, a
registered nurse, also graduated from training. This group of African American airmen was
organized into four squadrons called the 100
th
, 301
st
and 302
nd
and 332
nd
Fighter group
nicknamed the Red Tails. Benjamin O. Davis, J r. was commander of the 99
th
Fighter
Squadron, a group of pilots the army believed would never be able to handle the rigors of
flight. The Airmen flew over 1,500 missions supporting bomber groups on their way from
London to Berlin.

Other heroes and heroines in the lesson include: Elijah McCoy, Zora Neal Hurston, George
Washington Carver, Rose Parks, and J ackie Robinson. Elijah McCoy was an inventor who
invented an engine lubricator for trains that worked so well when imitators sprung up no one
wanted them thereby coining the phrase the real McCoy. He earned fifty-seven other
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patents including the ironing board and lawn sprinkler, Zora Neal Hurston writer and
member of the Harlem Renaissance born in Eatonville, Florida. George Washington
Carver, an agricultural chemist who developed new uses for peanuts, sweet potatoes, and
soybeans. Coincidentally his university was Tuskegee. Rosa Parks, a Montgomery,
Alabama seamstress refused to give up her bus seat on December 1, 1955. This act lead
to the Montgomery Bus Boycott. On October 23, 1945 J ack Roosevelt Robinson signed
with the Brooklyn Dodgers of the National League. This at made him the first African
American to cross the color line from the Negro National League to the National League.


Strand: A - Reading
Standard: The student uses the reading process effectively. (LA.A.1.1)
Benchmarks: LA.A.1.1.1 and LA.A.1.1.4

Benchmarks: LA.A.2.1.1and LA.A.2.1.4

Standard: The student understands the common feature of a variety of literary forms. (LA.E.1.1)


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

Standard: The students understand US history from 1880 to the present day. (SS.A.5.1)
Benchmark: SS.A.5.1.1

Strand: C - Civics and Government
Standard: The student understands the role the citizen in American democracy. (SS.C.2.1)
Benchmark: SS.C.2.1.1


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

31

Do a teacher read aloud for the Tuskegee Airmen. Show pictures first with the text covered. Ask students to
predict what the story is about. Allow all responses. Read the book, revisit their answers to determine whether
they correctly predicted the story line. Identify the story elements. Ask what the main idea of the book is. Have
students recall as many facts and details of the story as they can. Make a class chart of their answers. Discuss
what time period is being written about. Ask if anyone has friends or relatives in the military. Make a Venn
diagram to compare and contrast the military of the Airmen to that of today. If no one has any military connection
invite a recruiter into talk with the class.
Make a story web of the book. Use the web worksheet provided, or make one on chart paper, or white board.
Invite military personnel in to discuss modern day military. If a grandparent, or older friend and come in, invite
them in to share stories of military experiences. Discuss why things have changed. Have students brainstorm to
come up with questions to ask the visitors. Have each student write one to five questions they would like to ask.
This may be done in pairs or groups depending on student ability. Collect questions with answers after the guest
has visited class.
Make a graffiti wall to allow comments about the story, or the military personnel that spoke to the class.
Write class thank you letters to all visitors.
Draw an enlisted poster for the Tuskegee Airmen.
Do research to find out the accomplishments of the Tuskegee Airmen, what type of planes they flew, where they
flew them, number of missions they flew, etc.
Place The Tuskegee Airmen book in the reading center. Allow students time to reread the book. Place 3x5
cards near the book and have them generate questions about the book. Place in the class Battle of the Books box
to use in a competition later.
Read The Real McCoy. Predict what the story is about before you read. Discuss what the world was like when
Elijah McCoy invented the lubricating cup and why he had trouble getting jobs. Locate where he was born, where
he worked, etc. on a map. Discuss the saying The Real McCoy. Make a class time line and place where he
lived in it and compare it to them time the Tuskegee Airmen were living and working. Have students , or teams
make a chart to compare Elijah McCoys world to the Airmen. Topics decided by the teacher.
Write a short story about The Real McCoy, collect and grade.
Read Zora Neal Hurston and the Chinaberry Tree. Predict who she was and what she did to become famous
from her pictures. After reading the book, discuss what the students believe to be the lesson to be learned from
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both parents. Discuss what hurdles and obstacles she had to overcome on her way to fame. Discuss her
accomplishments and achievements. Have students write a letter to Zora encouraging her to pursue her dreams,
or write about a time someone encouraged them. Add Zora Neal Hurston to the timeline and to the class compare
and contract chart.
Read A Weed is a Flower: The Life of George Washington Carver. Discuss his life, achievements and why he
is a hero. Discuss what hurdles and obstacles he had to overcome on his way to fame. Have the students plant
peanuts, or some other plant to care for. They can chart the growth and graph its growth. Add George
Washington Carver to the timeline. Add him to the class compare and contrast chart.
Read A Picture Book of Rosa Parks. Discuss her life, achievements and why she is a hero. Discuss what
hurdles and obstacles she had to overcome on hers way to fame. Ask the students if they have ever felt strongly
about something. Allow them time to share. Add Rosa Parks to the timeline and add her to the class compare
and contrast chart.
Read A Picture Book of Jackie Robinson. Discuss his life, achievements and why he is a hero. Discuss what
hurdles and obstacles he had to overcome on his way to fame. Discuss baseball today. Discuss how the game
would not be the same if J ackie Robinson hadnt broken the color barrier. Add J ackie Robinson to the timeline
and add him to the class compare and contrast chart.
Add each students name to the timeline. Have them write a story about what they will do to become a hero
someday. Post all stories in a public place for all to read. Bind them into a class book and give one to each
student.
Have a Night of Heroes/Heroines. Students can dress as their favorite hero either from stories they have read or
one they admire. Have them do a show board (science fair board) to honor their heroes. Invite parents and
school board members in. Have students stand next to their boards and explain to the public about their choice of
heroes.

FCAT Strategies

Main idea
Facts and details
Chronological order.
Retelling
Cause and Effect
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34
Authors Purpose


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

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


The Tuskegee Airmen Story by Lynn M. Homan and Thomas Reilly, ISBN 1589800052.

The Real McCoy by Wendy Towle, ISBN 0590481029

Zora Neal Hurston and the Chinaberry Tree by William Miller. A Reading Rainbow book. Done in Spanish and
translated to English, ISBN 1880000334

A Picture Book of George Washington Carver by David Adler, ISBN 0823414299.

A Weed is a Flower: The Life of George Washington Carver. by Aliki, ISBN 0671664905.

A Picture Book of George Washington Carver by David Adler, ISBN 082341177X.

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African Heritage: The Soul of People of African Descent

Grades K-2

Theme African Heritage: The Soul of People of African Descent

Overview Focus on African and African American culture and provides students with exposure to the
basic beliefs, customs, and traditions of their own, and exploring the lifestyle of Africans and
African-American families through use of stories, legends and myths.


Strand: A -Reading

Standard: The student uses the reading process effectively. (LA.A.1.1)
Benchmarks: LA.A.1.1.1, LA.A.1.1.2, and LA.A.1.1.3

Strand: B - Writing

Standard: The student uses writing processes effectively. (LA.B.1.1)
Benchmarks: LA.B.1.1.1 and LA.B.1.1.3

Strand: C - Listening, Viewing, and Speaking
Standard: The student uses listening strategies effectively. (LA.C.1.1)
Benchmarks: LA.C.1.1.1 and LA.C.1.1.4
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Benchmarks: LA.E.1.1.1 and LA.E.1.1.2

Grade Level Expectations Content Covered

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

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Content Covered The Value Slaves Brought to the Americans

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


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

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

FCAT Strategies

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


Research several activities done by families from different ethnic groups.
Select a book and read story ahead of time.
Activate prior knowledge of students before reading the story.
Introduce vocabulary before reading the story.
Discuss daily family activities of students to activate their prior knowledge.
Discuss key words of selected book and their meanings.
Provide example and non-example usage of key word selected.
Formulate questions of higher-level thinking.
Integrate FCAT strategies when planning for activities.
40
Implement Guided Reading /Shared Reading Strategies.
Model simple story mapping/webbing as an organizer before a writing activity.
Model how to place events in chronological order.
Utilize a Venn diagram to compare and contrast character behavior and attitude.
Discuss which of the characters dialogue was a fact and was an opinion.
Discuss story using story map to recall details in the story/fable/folk tale.
Encourage the class to come into a consensus of the authors purpose


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


Asante, Molefi Kete, African American History: A Journey of Liberation, Maywood, N.J . The Peoples Publishing Group,
1995. ISBN: 1562566016

Bergman, Peter M. The Chronological History of the Negro in America. New York: Harper & Row. 1968.

Dugmore H., S. Francis & Rico, Madam & Eve: Free at Last, Penguin Group, London, England, 1994. (ISBN 0-140-
24833-1)
41

Coles, Robert, The Story of Ruby Bridges, Scholastic Inc., 1995. (ISBN 0-590-57281-4)

Hudson, Wade. Pass It On: African American Poetry for Children, Scholastic Inc. 1993. ISBN: 0590457705

Kush, Indus Kamit, The Missing Pages of His-story: Highlights in Black Achievement, D & J Books, Inc., Laurelton, New
York, 1993. (ISBN 1-883080-045)

Maestro, Betsy. Coming to America: The Story of Immigration. New York: Scholastic, Inc. 1996. ISBN: 0590441515

Margulies, Nancy, Mapping Innerspace, Zephyr Press, Tucson, AZ, 1991 (ISBN 0-913705-56-x)

Walters, Connie, Multicultural Music: Lyrics to Familiar Melodies and Native Songs, T.S. Denison & Company, Inc.,
Minneapolis, Minnesota 44231, 1995. (ISBN 513-02267-8)

Steptoe, J ohn, Mufaro Beautiful Daughters, Mulberry Books. (ISBN 0-688-04045-4)

Stewart J effrey C. 1001 Things Everyone Should Know About African American History, New York: Main Street Books,
Doubleday, 1996 (ISBN 0-385-48576-X)

Weber, Louis, African American Children Stories: A Treasury of Tradition and Pride, Publications international, Ltd.,
2001. (ISBN 0-853-5239-2)

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Sample Lesson Plan

Grade K-2

Objective To expose students to an aspect of Africans and African American culture.


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

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Materials

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

Procedure/Activities

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

Assessment

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

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Teacher Resources

Book: Weber, Louis, African American Children Stories: A Treasury of Tradition and Pride, Publications international,
Ltd., 2001. (ISBN 0-853-5239-2)

pp.69-78 Two Ways to Count to Ten
Moral: It is not always the biggest and the strongest who wins the prize, but the smartest.

pp.39-48 How it Pays Sometimes to be Small
Moral: There is always an advantage to be small.

pp.179-18 The Drum Song
The story is about an African boy who played a drum song and gained friends that provided food for
his family.

45

FCAT Reminder

The FCAT strategies are intended to provide teachers with sample instructional and learning strategies that could be
used to ensure that the instructional content and process build continuously the required and relevant FCAT skills in each
student.

These FCAT strategies will be repeated at each grade level to ensure that the teaching of African American History is
linked to the ongoing FCAT strategies of the school.

Of course these FCAT strategies do not represent the total strategies available to teachers. Ultimately, each teacher
must decide on the relevant FCAT strategy that is linked to the lesson being presented.
46
47


Sample FCAT Activities

FCAT STRATEGIES: (Coggins, Patrick C., Resource Manual on FCAT, Palm Beach County School District,
1999)

VOCABULARY: The teacher develops questions that would determine the correct meaning of a word in context,
based on vocabulary of the text.
What is meant by this word?
What does the word_________ mean?
Which two words in the sentence are similar/different?
Retell in own words the meaning of__________?
Choose the word that means the same/opposite.

The teacher provides students the with following learning experiences:
Use synonyms/antonyms to understand words
Use word attack skills.
Use computer-assisted definitions to enhance vocabulary
Use thesaurus and dictionary for definition, synonyms, antonyms, and homonyms of key words.
Retell in own words the meaning of the key word
Read sentence from the text using key vocabulary words.
Prompt students to read and write complete sentences from the text in responding to high level thinking
questions.

MAIN IDEA: The teacher designs questions such as the following that require students to find the idea of a passage.
What is another good title for the passage you just read?
Retell the main idea of the passage.
Tell the summary of the story

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

FACTS AND DETAILS: The teacher designs questions for which students must use the skill of identifying facts and
details in order to form an answer.
Who did something?
What happened?
Where did someone/something go?
When did an event occur?
Why did someone/something happen?
Who did the act(s)?

Highlight key points in the text.
Identify dates and events that are important.
Chart showing roles of each character.
Design a concept map identifying key elements.

CHRONOLOGICAL ORDER: The teacher designs questions for which students must use skill of sequencing in order
to form an answer.
What happened just before_______________?
What happened just after_________________?
What happened first?
What happened between and _____________?
What is the first step in___________________?
What is the order of events in question?
48
The teacher provides students the following learning experiences:
Develop story map
Identify the order that events occurred.
Identify what happened first, second, and last.
Prepare time-line of dates and events.
Trace and outline the step-by-step development in the text.

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

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

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

Use a Venn Diagram
Practice identifying all facts and opinions.
Use key words to learn and explain.
Use didactic skills.
49
PLOT DEVELOPMENT/RESOLUTION: The teacher designs questions that require students to identify problem ((s),
the solution(s, and the parties involved in the story.
What was the problem in the story?
Who were involved in the problems?
How was the problem solved?
Who was involved in the solution?

Retelling of a story in stages
Venn Diagram
Develop story maps individually or in groups.
Concept mapping.
Flow charts

SIMILARITIES/DIFFERENCES IN TEXT: The teacher utilizes questions that require students to find similarities or
differences in characters, setting, or events in various texts.
How is ____________ similar to_________?
How is ____________different from__________?
Who is similar or different from _________?
What is _________identical to _____________?

The teacher provides the students the following experiences:
Use a Venn diagram individually and in groups.
Prepare a chart individually and in groups.
Use webbing of the text information.
Design concept mapping.
Outline and illustrate behaviors by characters.

RETELLING: The teacher utilizes questions that ask the students to retell a portion of the text.
Retell your favorite part of the story.
Retell the portion of the story from ____________to____________.
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Rewrite information in your own words.

Use one-sentence summaries.
Think Write-Pair-Share
Retell point of view with own words.

AUTHORS PURPOSE: The teacher utilizes questions that require students to explain the authors purpose as this
relates to the specific information from the text.
What does the author mean when he/she writes ________?
Why did the author write the article?
Why did the author say...?
How was the author able to accomplish his/her purpose?
What is the authors purpose?

Identify key points of the author in each paragraph.
Write and practice listing authors views and purpose.
Use a concept map.
Practice listing authors views/purpose.

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

51
Practice identifying cause and effect from a passage.
Independently identify cause and effect from a selected passage
Design a cause and effect chart.
Design a cause and effect chain of events.
Identify responsible parties for the results.
Identify who caused for the results.
Mind mapping.

MULTIPLE REPRESENTATION OF INFORMATION: The teacher utilizes questions that require students to use a
variety of materials, including multiple representations of information such as maps, charts, caption and photos to
analyze and synthesize information.
Read/Refer to the caption (map, chart, graph) on page ___ to answer the question.

Develop charts/concept maps.
Design graphs of information.
Identify textbook captions.
Analyze items in illustrations.
Analyze items on illustrations and photos.
Review footnotes.

52

Curriculum
Frameworks

Grades 3 - 5
53


For example, this section focuses on grades 3-5; the theme is Cultural and Technological Development. While you can
add additional Sunshine State Standards and Benchmarks, a recommended list is provided. Additionally, Grade Level
Expectations, Content Areas, Recommended Student Activities, FCAT Strategies, Recommended Teacher Activities,
Recommended Assessment, and Resources/Bibliography/References are included in this section.
54


Cultural and Technological Development

Grades 3-5

Theme Cultural and Technological Development

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


LA.A.1.2.1: uses a table of contents, index, headings, captions, illustrations, and major words to anticipate or
predict content and purpose of a reading selection.
LA.A.1.2.3: uses simple strategies to determine meaning and increase vocabulary for reading, including the
use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.
LA.A.1.2.4: clarifies understanding by rereading, self-correction, summarizing, checking other sources, and
class or group discussion.
LA.A.2.2.1: reads text and determines the main idea or essential message, identifies relevant supporting
details and facts, and arranges events in chronological order.
LA.A.2.2.2: identifies the authors purpose in a simple text.
LA.A.2.2.5: reads and organizes information for a variety of purposes, including making a report, conducting
interviews, taking a test, and performing an authentic task.
LA.A.2.2.6: recognizes the difference between fact and opinion presented in a text.
55
LA.A.2.2.8: selects and uses a variety of appropriate reference materials, including multiple representations of
information, such as maps, charts and photos, to gather information for research projects.
LA.B.1.2.1: prepares for writing by recording thoughts, focusing on a central idea, grouping related ideas, and
identifying the purpose for writing.
LA.B.1.2.2: drafts and revises writing in cursive that: focuses on the topic; has a logical organizational pattern,
including a beginning, middle, conclusion, and transitional devices; has ample development of supporting
ideas; demonstrates a sense of completeness or wholeness; demonstrates a command of language including
precision in word choice; generally has correct subject/verb agreement; generally has correct verb and noun
forms; with few exceptions, has sentences that are complete, except when fragments are used purposefully;
uses a variety of sentence structures; and generally follows the conventions of punctuation, capitalization, and
spelling.
LA.B.1.2.3: produces final documents that have been edited for: correct spelling; correct use of punctuation,
including commas in series, dates, and addresses, and beginning and ending quotation marks; correct
capitalization of proper nouns; correct paragraph indentation; correct usage of subject/verb agreement, verb
and noun forms, and sentence structure; and correct formatting according to instructions.
LA.B.2.2.1: writes notes, comments, and observations that reflect comprehension of content and experiences
from a variety of media.
LA.B.2.2.4: uses electronic technology, including word-processing software and electronic encyclopedias, to
create, revise, retrieve, and verify information.
LA.B.2.2.5: creates narratives in which ideas, details, and events are in a logical order and are relevant to the
story line.
LA.C.1.2.1: listens and responds to a variety of oral presentations, such as stories, poems, skits, songs,
personal accounts, and informational speeches.
LA.C.1.2.4: listens attentively to the speaker, including making eye contact and facing the speaker.
LA.C.1.2.5: responds to speakers by asking questions, making contributions, and paraphrasing what is said.
LA.C.2.2.2: recognizes and responds to nonverbal cues used in a variety of nonprint media, such as motion
pictures, television advertisements, and works of art.
LA.E.2.2.1: recognizes cause-and-effect relationships in literary texts.
LA.E.2.2.3: responds to a work of literature by explaining how the motives of the characters or the causes of
events compare with those in his or her own life.
56
LA.E.2.2.5: forms his or her own ideas about what has been read in a literary text and uses specific
information from the text to support these ideas.


Content Africa as a Classical Society

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

57

FCAT Strategies




58

Tell Me About Some Famous People

Grades 5

Theme Everyday people can make contributions to our society and our world

Overview The books in this lesson have been chose with two points in mind. The books about Ruby
Bridges and Rosa Parks are both primary source documents written at an elementary level.
Ruby Bridges is a young girl who was on the front lines of the desegregation movement in
New Orleans. As a first grade student, she was sent to become the first African American in
an all white school. She relates her story from what she remembers as a child. The book
by Rosa Parks offers another primary source document. Students can compare and
contrast the points of view of a little girl and a grown up, both on the front lines of a very
new world.

The other books were chosen to show African Americans in a different line of work that most
students know about today. The book introduces students to little know free African
Americans Paul Cuffe, Prince Boston, Abasalom Boston and the inventor of the toggle
harpoon Lewis Temple. Students may not know of the famous Paul Robeson who gave life
to Porgy, Showboat, and Othello on stage, but also became vilified for his political views.
Benjamin Banneker, born in 1731 became famous as a mathematician, astronomer, clock
maker, communicator with Thomas J efferson and designer of Washington, D.C.

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Strand: A - History

Standard: The student understands historical chronology and historical perspective. (SS.A.1.2)
Benchmarks: SS.A.1.2.1, SS.A.1.2.2, and SS.A.1.2.3

Strand: C - Civics and Government

Standard: The student understands the role of the citizen in American Democracy. (SS.C.2.2)
Benchmarks: SS.C.2.2.2, SS.C.2.2.3, and SS.C.2.2.4

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The student:
reads and responds to works of grade level appropriate literature.
responds critically to primary source books.
compares and contrasts events in peoples lives to their own and todays lives.
synthesizes information from the literature.
discusses in cooperative groups.
conducts book groups and respond to literature.
creates a multidisciplinary report.
creates a rubric with which to grade their projects.


Divide class into five book study groups. Have each group read one of the first five books listed. They will
conduct book studies as they read through their books. They should discuss such things as the Main Idea of their
book, Facts and Details, Authors Purpose, story elements such as Plot/Development/Resolution, and Cause
and Effect of incidents and lives described in their book. Use different Kagan strategies throughout the reading
time such as Talking hips, Team Interview, Teammates Consult, Team Word Web. Change groups periodically so
students can give a book talk to members of other groups.
Discuss primary and secondary source materials. Have students determine which texts are primary and
secondary. Discuss reasons sources need to be studied in the context of history. Discuss how ideas and
reactions change over the years. Have students discuss any values and beliefs in their lives that may have
changed.
Have students do a Graffiti wall about their books.
Have each group write questions about their books as they read through them to share with other groups when
they have read the same books.
Have a history day where each group performs a scene from their book for the school news program, other class,
parents, etc.
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Give students time to research on the Internet to find more information about their famous person. Date can be
recorded on 3x5 cards to use at a J eopardy game or Battle of the Books.
Each group can write a Big Book about their famous person(s). They then should share their books with their
book buddies or a younger grade level.
Each group can make a game using details of their famous persons life, or events they encountered in the world
during their lives. Allow students time to create, make, and play their games. Place them in the class game
center to be played by all.
Have students write letters to the people in their book asking questions they may be curious about.
Have students read selected passages from their books to the class and lead a discussion about what they have
read.
Each group will do a Venn diagram comparing and contrasting their lives to that of their famous persons.
Diagrams should be displayed in the hall on a bulletin board to share with others.

FCAT Strategies

Main idea
Facts and details
Authors purpose
Cause and effect


Divide the class into five groups. Gather enough books for each member of the group to have a copy. After each
group reads their book they may rotate and read another book form another group. Books can be assigned for
home reading, or class reading or a combination of both.
Lead the class in a discussion on primary and secondary sources. Good examples an usually be found in social
studies books. One good example is the Boston Massacre and the two varying points of view. A crime may be
staged and students could become witnesses. The principal could come to class and interview the students then
write down their version of the crime using the answers to the interview questions. Student could learn first hand
how stories are changed from primary to secondary sources
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Hang butcher paper either in the classroom or the hall outside the class so students can write graffiti about their
books, people, or events they learn about from their books.
Have students keep journals as they read to help them remember things to discuss in their book groups, questions
to research, things they didnt know, etc.
Allow students to create skits, news programs or ways to share their information with a larger audience.
Gather chart paper, or poster paper for each groups along with markers so they can create big books to share.
Battle of the Books or J eopardy can be easy if students write their own questions about the books they read. To
conduct the game divide into teams, but make sure each team has members of different reading groups so they
come with different information. Each member becomes very important. Allow students time in class to review
questions and practice for the big competition. After the competition, give winners certificates, ribbons, or
trophies.


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


Through My Eyes by Ruby Bridges. Autobiography of Ruby Bridges when she was in first grade and the first African
American to integrate schools in New Orleans. ISBN 0590189239

Rosa Parks: My Story by Rosa Parks with J im Haskins. A remarkable story, a record of quiet bravery and modesty, a
document of social significance, a taut drama told with condor. --Bulletin of the Center for Childrens Books
ISBN 0141301201

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Black Hands, White Sails: The Story of African American Whalers by Pat McKissack. Story of African American
Whalers in America ISBN 0590483137

Paul Robeson: Actor, Singer, Political Activist by David Wright. Biography of Paul Robeson. ISBN 0894909444

Benjamin Banneker; Astronomer and Mathematician by David Wright. Biography of Benjamin Banneker.
ISBN 0471387525

Extra Reading Materials

Book of Black Heroes, Scientists, Healers, and Inventors by Wade Hudson. ISBN 0940975025
Black Inventors/American Profiles by Nathan Aaseng. ISBN 0816034079
Let it Shine: Stories of Black Women Freedom Fighters by Andrea Davis. ISBN 015201005X
Breaking Ground, Breaking Silence: The Story of New Yorks African Burial Ground by J oyce Hansen.
ISBN 0805050124

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African Heritage: The Soul of People of African Descent

Grades 3-5

Theme African Heritage: The Soul of People of African Descent

Overview Expose students to different aspects of African American Culture and for the students to
apply personal perspective in relation to the attitudes of the characters in the events read on
the passage.


Strand: A - Reading

Benchmarks: LA.A.2.2.2, LA.A.2.2.5, and LA.A.2.2.8

Benchmarks: LA.A.1.2.1 and L.A.A.1.2.3

Strand: C - Listening, Viewing and Speaking

Standard: The student uses speaking strategies effectively. (LA.3.2)
Benchmarks: LA.C.3.2.2

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Strand: D - Language

Standard: The student understands the nature of language. (LA.D.1.2)
Benchmarks: LA.D.1.2.1

Standard: The student understands the power of language. (LA.D.2.2)
Benchmarks: LA.D.2.2.1


Standard: The student understands the common features of a variety literary forms. (LA.E.1.2)
Benchmarks: LA.E.1.2.4

Standard: The student responds critically to fiction, nonfiction, poetry, and drama. (LA.E.2.2)

Grade Level Expectations Content Covered

The student:
Is exposed to various literary forms.
Identify and internalize morals of stories and fables read.
Acts-out elements of the story through puppetry.
Retell story to class and relate story to his/her own life.
Discuss and analyze attitudes and values of the time periods discussed in the story.
Compare and contrast attitudes and values portrayed in the story orally and in manuscript.
Uses specific ideas, details, and information from text to answer literal questions.
Makes connections and inferences based on text and prior knowledge.
Understands similarities and differences from text.
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67
Reads informational text for specific purposes.
Extends previously learned writing knowledge and skills to increasingly complex texts and assignments and tasks.
Reads and organize information.
Uses a variety of reference materials (i.e. internet, software) to gather information including multiple representation
of information.
Focuses on central idea or topic.
Uses as organizational pattern having a beginning middle and the end.
Uses supporting ideas and specific information that clearly relate to the focus.
Uses effective or organizational pattern and substantial support to achieve a sense of completeness or wholeness.
Uses effective sentence variety.
Follows conventions of punctuation, capitalization, and spelling appropriately at the 3
rd
or higher level.
Revises draft to further develop writing by adding, deleting and rearranging ideas and detail.

Content Covered The Value Slaves Brought to the Americans

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


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

FCAT Strategies

Main idea
Facts and details
Authors purpose
Cause and effect
Vocabulary
Chronological Order
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Similarities/Differences in Text
Retelling
Multiple Representation of Information
Fact and Opinion


Review Howard Gardners Theory of Learning and apply each theory to activities planned for the students.
Review Blooms Taxonomys Levels of questioning.
Formulate questions promoting higher-level thinking.
Research different African and African American celebrations.
Study KWANZAA principles and MAAT values
Select books to share in class that will expose students to different aspects of African and African Americans such
as culture, tradition, and customs.
Provide the students with the synopsis of the story after the students have predicted what the story is going to be
about before reading the story.
Apply guided reading and shared reading strategies.
Stimulate students interest with questions based on real life situations that they could identify or relate to.
Collect regalia/artifacts ahead of time to demonstrate a kind of festivity African Americans celebrate.
Model use of Story Map and create the WEB of supporting details with the students.
Model writing a summary of the story based on the story map.
Have students develop a class story.
Model using a story map in retelling the story.
Celebrate festivities observed by African Americans.
Plan and provide art materials for students to take part in illustrating and creating festivity materials.
Provide students at least 2 minutes to reflect on the attitude of the characters read in the story and compare it with
his/her own attitude.
Emphasize the value learned from the story or passage
Develop a matrix of rubrics to assess student performance.
Group students based on countries to be researched and have them do an immersion presentation. The culminating activity
would be the comparison of the different presentations of culture.
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Role-play appropriate or inappropriate behaviors depicted in the fable/folk tale.
Act-out elements of the story through puppetry.
Recreate African rhythms or chants.
Develop an African rhythm or chants.
As a class project create an African Village describe pattern used.
Create a collage utilizing collected pictures of Africans and African- Americans.
Re-create specific African Celebrations and describe why it is being celebrated.
Write an essay about the MAAT.
Create an African and or African American cartoon with captions.
Do a research on achievements of Africans and African Americans


Asante, Molefi Kete, African American History: A Journey of Liberation, Maywood, N.J . The Peoples Publishing Group,
1995. ISBN: 1562566016

Bergman, Peter M. The Chronological History of the Negro in America. New York: Harper & Row. 1968.

Bryan, Ashley. ABC of African American Poetry. New York, Atheneum Books for Young Readers, 1997. ISBN:
0689840454

Dugmore H., S. Francis & Rico, Madam & Eve: Free at Last, Penguin Group, London, England, 1994. (ISBN 0-140-
24833-1)

Coles, Robert, The Story of Ruby Bridges, Scholastic Inc., 1995. (ISBN 0-590-57281-4)

Hudson, Wade. Pass It On: African American Poetry for Children, Scholastic Inc. 1993. ISBN: 0590457705

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Kush, Indus Kamit, The Missing Pages of His-story: Highlights in Black Achievement, D & J Books, Inc., Laurelton, New
York, 1993. (ISBN 1-883080-045)

Maestro, Betsy. Coming to America: The Story of Immigration. New York: Scholastic, Inc. 1996. ISBN: 0590441515

Margulies, Nancy, Mapping Innerspace, Zephyr Press, Tucson, AZ, 1991 (ISBN 0-913705-56-x)

Walters, Connie, Multicultural Music: Lyrics to Familiar Melodies and Native Songs, T.S. Denison & Company, Inc.,
Minneapolis, Minnesota 44231, 1995. (ISBN 513-02267-8)

Steptoe, J ohn, Mufaro Beautiful Daughters, Mulberry Books. (ISBN 0-688-04045-4)

Stewart J effrey C. 1001 Things Everyone Should Know About African American History, New York: Main Street Books,
Doubleday, 1996 (ISBN 0-385-48576-X)

Sullivan Charles, ed. Children of Promise: African American Literature and Art for Young People. New York: Harry N.
Abrams, Inc. 1991. ISBN: 0810931702

Vurnakes, Claudia, As a Matter of Fact; Non-fiction Reading Comprehension, Instructional Fair, TS. Denison, Grand
Rapids, Michigan 49544, 1999. pp. 45-48. (ISBN 1-56822-864-3)

Walters, Connie, Multicultural Music, T.S. Denison & Company, Inc., Minneapolis, Minnesota, 1995. (ISBN 0-513-02267-
8)

Weber, Louis, African American Children Stories: A Treasury of Tradition and Pride, Publications international, Ltd.,
2001. (ISBN 0-853-5239-2)

WGBH/PBS ONLINE (Copyright)

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FACING HISTORY AND OURSELVES
http://www.facing.org
(617) 232-1595
National educational and professional development organization that provides materials for educators on issues such as
race, prejudice, and intolerance.

NATIONAL CIVIL RIGHTS MUSEUM
http://www.mecca.org/~crights/
(901) 521-9699
Offers curriculum kits and educational materials that explore civil rights history in the United States from the 1600s to
today.

Schomberg Center for Research on Black Culture
http://www.nypl.org/research/sc/sc.html
(212) 491-2200
One of the four research divisions of the New York Public Library, their resources include a research library and a
museum, as well as a traveling exhibition program.

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Sample Lesson Plan

Grade 3-5

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

Subject Language Arts, Social Studies, and Art


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

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Materials

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

Procedure/Activities

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

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Assessment

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

Teacher Resources

Books:
1001 Things Everyone Should Know About African American History
by Stewart, J effrey E. (ISBN 0-385-48576)

Timelines of African American History: 500 years of Black Achievement
by Cowan, Tom & Maguire, J ack (ISBN 0-399-52127-5)

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Sample FCAT Activities

FCAT STRATEGIES: (Coggins, Patrick C., Resource Manual on FCAT, Palm Beach County School District,
1999)

VOCABULARY: The teacher develops questions that would determine the correct meaning of a word in context,
based on vocabulary of the text.
What is meant by this word?
What does the word_________ mean?
Which two words in the sentence are similar/different?
Retell in own words the meaning of__________?
Choose the word that means the same/opposite.

The teacher provides students the with following learning experiences:
Use synonyms/antonyms to understand words
Use word attack skills.
Use computer-assisted definitions to enhance vocabulary
Use thesaurus and dictionary for definition, synonyms, antonyms, and homonyms of key words.
Retell in own words the meaning of the key word
Read sentence from the text using key vocabulary words.
Prompt students to read and write complete sentences from the text in responding to high level thinking
questions.

MAIN IDEA: The teacher designs questions such as the following that require students to find the idea of a passage.
What is another good title for the passage you just read?
Retell the main idea of the passage.
Tell the summary of the story

Write one-sentence summaries.
Practice retelling the main idea.
Encourage students to work cooperatively in pairs and triads.
Prepare one-sentence summaries on the main ideas in the passage
Think and write cooperatively.

FACTS AND DETAILS: The teacher designs questions for which students must use the skill of identifying facts and
details in order to form an answer.
Who did something?
What happened?
Where did someone/something go?
When did an event occur?
Why did someone/something happen?
Who did the act(s)?

Highlight key points in the text.
Identify dates and events that are important.
Chart showing roles of each character.
Design a concept map identifying key elements.

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

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

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

Develop a Venn Diagram
Identify Things/People/Ideas that are alike and different
Use a chart to identify differences and similarities.

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

Use a Venn Diagram
Practice identifying all facts and opinions.
Use key words to learn and explain.
Use didactic skills.
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PLOT DEVELOPMENT/RESOLUTION: The teacher designs questions that require students to identify problem ((s),
the solution(s, and the parties involved in the story.
What was the problem in the story?
Who were involved in the problems?
How was the problem solved?
Who was involved in the solution?

Retelling of a story in stages
Venn Diagram
Develop story maps individually or in groups.
Concept mapping.
Flow charts

SIMILARITIES/DIFFERENCES IN TEXT: The teacher utilizes questions that require students to find similarities or
differences in characters, setting, or events in various texts.
How is ____________ similar to_________?
How is ____________different from__________?
Who is similar or different from _________?
What is _________identical to _____________?

The teacher provides the students the following experiences:
Use a Venn diagram individually and in groups.
Prepare a chart individually and in groups.
Design concept mapping.
Outline and illustrate behaviors by characters.

RETELLING: The teacher utilizes questions that ask the students to retell a portion of the text.
Retell your favorite part of the story.
Retell the portion of the story from ____________to____________.
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Rewrite information in your own words.

Use one-sentence summaries.
Think Write-Pair-Share
Retell point of view with own words.

AUTHORS PURPOSE: The teacher utilizes questions that require students to explain the authors purpose as this
relates to the specific information from the text.
What does the author mean when he/she writes ________?
Why did the author write the article?
Why did the author say...?
How was the author able to accomplish his/her purpose?
What is the authors purpose?

Identify key points of the author in each paragraph.
Write and practice listing authors views and purpose.
Use a concept map.
Practice listing authors views/purpose.

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

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Practice identifying cause and effect from a passage.
Independently identify cause and effect from a selected passage
Design a cause and effect chart.
Design a cause and effect chain of events.
Identify responsible parties for the results.
Identify who caused for the results.
Mind mapping.

MULTIPLE REPRESENTATION OF INFORMATION: The teacher utilizes questions that require students to use a
variety of materials, including multiple representations of information such as maps, charts, caption and photos to
analyze and synthesize information.
Read/Refer to the caption (map, chart, graph) on page ___ to answer the question.

Develop charts/concept maps.
Design graphs of information.
Identify textbook captions.
Analyze items in illustrations.
Analyze items on illustrations and photos.
Review footnotes.

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Curriculum
Frameworks

Grades 6 - 8
83

For example, this section focuses on grades 6-8; the theme is Europe, Asia, the Americas, the Caribbean, and Florida.
While you can add additional Sunshine State Standards and Benchmarks, a recommended list is provided. Additionally,
Grade Level Expectations, Content Areas, Recommended Student Activities, FCAT Strategies, Recommended Teacher
Activities, Recommended Assessment, and Resources/Bibliography/References are included in this section.

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African and African American Diaspora

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

Grades Middle School 6-8

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

Overview The students will focus on broad Geographic, Humanities, and Multicultural perspectives to
understand the global connections of the African and African American experiences.

Middle School students are at the development stage in their growth when interpersonal relations are strained
or result in conflicts. By developing a broad multicultural perspective, students will enhance their
understanding, respect, and appreciation for people of other racial and cultural backgrounds. The use of the
five themes of geography will form a framework for examining critical issues common to our county, state,
nation, and world communities.

The goal is to help students develop the necessary skills which will enable them to make positive interpersonal
decisions, and participate in social action which benefits all human beings despite race, ethnic origin, gender,
cultural, or physical backgrounds.


LA.A.1.3.1: uses background knowledge of the subject and text structure knowledge to make complex
predictions of content, purpose, and organization of the reading selection.
LA.A.1.3.3: demonstrates consistent and effective use of interpersonal and academic vocabularies in reading,
writing, listening, and speaking.
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LA.A.1.3.4: uses strategies to clarify meaning, such as rereading, note taking, summarizing, outlining, and
writing a grade level-appropriate report.
LA.A.2.3.1: determines the main idea or essential message in a text and identifies relevant details and facts
and patterns of organization.
LA.A.2.3.2: identifies the authors purpose and/or point of view in a variety of texts and uses the information to
construct meaning.
LA.A.2.3.6: uses a variety of reference materials, including indexes, magazines, newspapers, and journals; and
tools, including card catalogs and computer catalogs, to gather information for research topics.
LA.B.1.3.1: organizes information before writing according to the type and purpose of writing.
LA.B.1.3.2: drafts and revises writing that: is focused, purposeful, and reflects insight into the writing
situation; conveys a sense of completeness and wholeness with adherence to the main idea; has an
organizational pattern that provides for a logical progression of ideas; has support that is substantial, specific,
relevant, concrete, and/or illustrative; demonstrates a commitment to and an involvement with the subject; has
clarity in presentation of ideas; uses creative writing strategies appropriate to the purpose of the paper;
demonstrates a command of language (word choice) with freshness of expression; has varied sentence
structure and sentences that are complete except when fragments are used purposefully; and has few, if any,
convention errors in mechanics, usage, and punctuation.
LA.B.1.3.3: produces final documents that have been edited for: correct spelling; correct punctuation, including
commas, colons, and semicolons; correct capitalization; effective sentence structure; correct common usage,
including subject/verb agreement, common noun/pronoun agreement, common possessive forms, and with a
variety of sentence structure, including parallel structure; and correct formatting.
LA.B.2.3.1: writes text, notes, outlines, comments, and observations that demonstrate comprehension of
content and experiences from a variety of media.
LA.B.2.3.3: selects and uses appropriate formats for writing, including narrative, persuasive, and expository
formats, according to the intended audience, purpose, and occasion.
LA.B.2.3.4: uses electronic technology including databases and software to gather information and
communicate new knowledge.
LA.C.1.3.2: selects and listens to readings of fiction, drama, nonfiction, and informational presentations
according to personal preferences.
LA.C.3.3.3: speaks for various occasions, audiences, and purposes, including conversations, discussions,
projects, and informational, persuasive, or technical presentations.
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LA.E.1.3.1: identifies the defining characteristics of classic literature, such as timelessness, dealing with
universal themes and experiences, and communicating across cultures.
LA.E.2.3.2: responds to a work of literature by interpreting selected phrases, sentences, or passages and
applying the information to personal life.
LA.E.2.3.3: knows that a literary text may elicit a wide variety of valid responses.
LA.E.2.3.5: recognizes different approaches that can be applied to the study of literature, including thematic
approaches change, personal approaches such as what an individual brings to his or her study of literature,
historical approaches such as how a piece of literature reflects the time period in which it was written.
LA.E.2.3.8: knows how a literary selection can expand or enrich personal viewpoints or experiences.


Content African and African American Theme: A Connected and Interdependent World

Grade 6: Africa: The human environment, interaction, and movement of Africans in the world.

Grade 7: The Diaspora and the migration of Africans and African Americans in Europe, Asia, and the
Americas.

Grade 8: The African presence in the United States and in the State of Florida.

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FCAT Strategies




88

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

Grades 6

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

Overview Students will read the passage The Tallahassee Bus Boycott, 1956 from the text African
Americans in Florida. Students will engage in various research activities based on the
reading.


Strand: A - Reading
Standard 1: The student uses the reading process effectively.
Benchmarks: LA.A.2.3.1, LA.A.2.3.5, LA.A.2.3.6, LA.A.2.3.7, and LA.A.2.3.8


The student:
predicts ideas or events that may take place in the text, gives rationale for predictions, and confirms and
discusses prediction as the story progresses.
uses prereading strategies before reading.
makes predictions about purpose and organization using background knowledge and text structure knowledge.
reads and predicts from graphic representations.
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uses context and word structure clues to interpret words and ideas in text.
make inferences and generalizations about what is read.
uses graphic organizers and note-making to clarify meaning and to illustrate organizational pattern of texts.


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

FCAT Strategies

Main idea
Theme
Facts and details
Facts and opinions
Compare and contrast
Authors purpose
Cause and effect
Retelling
Multiple representation of data


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

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


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

91


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

Grades 6

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

Overview Students will read and analyze the poem Little Black Boy, to reinforce the concepts of main
idea, tone, point of view, imagery, and voice. Students will then apply these concepts into
creating their own poetry.


Strand: A - Reading
Standard 2: The student constructs meaning from a wide range of texts.
Benchmarks: LA.A.2.3.1, LA.A.2.3.2, LA.A.2.3.3, and LA.A.2.3.4.


The student:
determines a texts major ideas and how those ideas are supported with details.
draws inferences and supports them with text evidence and experience (for example conclusions or
generalizations).
paraphrases and summarizes text to recall, inform, or organize ideas.
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analyzes ways writers organize and present ideas (for example, through chronology, comparison-contrast,
cause -effect).
discusses the meaning and role of point of view in a variety of texts.
states the authors purpose and relates it to specific details from the text.
recognizes persuasive techniques in text.
develops personal reading preferences through exploring a variety of prose, poetry, and nonfiction.


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

FCAT Strategies

Main idea
Theme
Facts and details
Chronological order-sequence
Facts and opinions
Authors purpose
Cause and effect
Retelling

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


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


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

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

Grades 7, 8

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

Overview Students will read and analyze the poem Untitled, to reinforce the concepts of main idea,
tone, point of view, voice, tone, and imagery. Students will then apply their understanding to
the creation of a poem that incorporates the concepts.


Strand: A - Reading


The student:
extends the expectations of the sixth grade with increasingly complex reading texts and assignments and tasks.
refines previously learned knowledge and skills of the seventh grade with increasingly complex reading texts
and assignments and tasks.
understands ways the authors perspective or point of view affects a text.
states the authors purpose and relates it to specific details from the text.
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identifies persuasive and propaganda techniques in text.
delineates the strengths and weaknesses of an argument in persuasive text.
recognizes ethical and unethical statements in a text.
know the difference between logical and illogical and ethical and unethical statements in a piece of text.
develops and personal reading preferences through exploring a variety of prose, poetry, and nonfiction.


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

FCAT Strategies

Main idea
Theme
Facts and details
Chronological order-sequence
Facts and opinions
Cause and effect
Retelling


Ask students what the poem is about. One approach is through KWL if groups are desired. Follow with a
discussion.
Ask the question, What does the poem make you think of? Allow students to read their thoughts.
Use the poem to reinforce FCAT strategies through comprehensive questions. Example: What time period is
the poem set in? Tell students to provide evidence.
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Tell students to create their own sample test that includes their own poem and questions that address the major
concepts of the grade level expectations.
Write a persuasive composition that addresses why African of African American History should be taught in
schools.


Dictionary
Thesaurus

Untitled

Ive just had a vision, of a highway winding in monotony,
Suddenly, engulfed by the great white expanse.
In those fields I can see the shadows,
Being beaten by the rays of the overseer.
Their faces are haunting my shallow world,
Yet touching the heart with painful experience.
Its 96 in the shade,
On those backs fortunes were made.

Written by: Brandt Robinson

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

Grades 7, 8

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

Overview Students will read aloud passage, from famous African-American writers during the Harlem
Renaissance. Students will then use FCAT Strategies and dramatization to better
understand the Harlem Renaissance literary period.


Strand: A - Reading


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


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

99
FCAT Strategies

Main idea
Theme
Facts and details
Facts and opinions
Authors purpose
Similarities and difference in text
Retelling


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


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


Internet
Encyclopedia
Dictionary

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Ancient Africa

Grades 7, 8

Theme Ancient Africa

Overview In order for students to grasp the development of slavery in the New World and the
economic, social and political contributions of African people on the New World, it is
essential they have a fundamental understanding of the three great West African empires
that pre-dated European contact. The project requires students to research one or all
(optional) of the empires of Ghana, Mali and Songhay and create a book about the subject.


Strand: A - Reading
Standard 2: The student constructs meaning from a wide variety of texts.
Benchmarks: LA.A.2.3.5; LA.A.2.3.6


The student:
chooses reference materials appropriate for research purposes
uses multiple sources to locate information relevant to research questions (including electronic texts, experts
and print resources)
evaluates and uses information from a wide variety of sources (including primary sources)
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Students will brainstorm in a K-W-L format, or Think-Pair-Share format, what they know about Africa today.
Students will then brainstorm in either format what they know about ancient Africa, as well as what they would like
to know.
Allow students time to research one or all of the empires of Ghana, Mali or Songhay, with emphasis on geography,
economy, government, important people, arts, education and the people.
Students will create a book about the civilization or civilizations they chose, which meet the requirements found on
the teacher rubric.

FCAT Strategies

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


Use Graphic Organizer to introduce the unit/project.
Use K-W-L or Think-Pair-Share to gauge student understanding about Africa today and Ancient Africa. Provide
a blank map of Africa to spark prior knowledge.
Provide students with a handout of the research project, which includes the following requirements:
o students must complete the entire project by hand; no computer assistance!
o the book must contain a table of contents, with chapters and page numbers
o the book must contain one map of the region which contains major physical and political features
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o the book must contain two illustrations
o a glossary of ten key vocabulary terms must be included
Provide students with a rubric indicating the itemized assessment for the entire project.



Wonders of the African World. www.pbs/wonders

African Voices. www.mnh.si.edu/africanvoices
A Gateway to African American History. www.charter.uchicago.edu/AAH

Map of Africa for K-W-L/Think-Pair-Share

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Sample Lesson Plan

What are Civil Rights?

Grade 7, 8

Theme The Second American Revolution

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

Subject Area Reading


Strand: LA.A.2.3

Standard: The student constructs meaning from a wide range of texts.
Benchmark: 5

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Lesson A

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

Lesson B

Each student will be provided with one biography from the text African Americans in Florida. These will be either Mary
McLeod Bethune, page 60; J ames Weldon J ohnson, page 75; Blanche Armwood, page 87; Harry T. Moore, page 106;
Reverend C.K. Steels, page 108).

Part One: Students will be asked to read the biography and do the following:
1. record difficult vocabulary
2. write down or outline the major points from the reading
3. record questions they have about the person or the time in which they lived

Part Two: Group students who have the same biography
1. Have students use dictionaries to grasp difficult vocabulary; teachers should assist if necessary
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2. Students should share their outlines, major points and questions; again teacher assistance will be
important
3. Students should then answer the following questions
a. What was the condition of civil rights at the time the person was alive?
b. What approaches did this person take to change the status of civil rights?
c. How successful do you think the person was?
d. What would you have done if you had been alive at the time?
Lesson C

Students will compile information and prepare a microteach and quiz.

Part One: Microteach. Students will be asked to prepare a microteach or short presentation about the person that
includes the following:
1. early life
2. the condition of civil rights
3. the reaction of the person to those conditions
4. how the person went about trying to improve civil rights
5. the results of those actions
6. the groups opinions about the person and his/her actions

Part Two: Quiz Each group will also be asked to create a five question oral quiz for the other groups to answer at
the end of microteaches. These oral answers will lead into the next part of the unit.

Part Three: Class discussion.
1. First focus the discussion on the different strategies and approaches used by the subjects. Students
should be encouraged to share their thoughts about what they would have done.
2. Change the focus to civil rights today. What are the students thoughts about civil rights? This will
reinforce the discussion from Part One and lead into the final part of the unit.

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Lesson D

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

Assessment

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

Suggested Resource

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

107

Sample Lesson Plan

The Middle Passage

Grade 8

Theme People of African Descent: The Diaspora

Overview Students will be introduced to the Middle Passage by reading and examining various
sources. In doing so, they will evaluate the methods used by the authors to make their case.


Strand: A - Reading

Standard 2: The student constructs meaning from a wide variety of texts
Benchmarks: LA.A.2.3.1; LA.A.2.3.2; LA.A.2.3.3; LA.A.2.3.4


The student:
1. Discuss the meaning and role of point of view in a variety of texts
2. State the authors purpose and relate it to specific details from the text
3. Understand ways the authors perspective or point of view affects a text

108

Students participate in a K-W-L or Think-Pair -Share activity about their knowledge of the save trade and slavery in the
New World.
Each student will read Document One. As they read, they should circle difficult vocabulary, underline words or phrases
that make the reading more powerful and record questions they have.
In groups, students will compare their vocabulary, key words/phrases and questions. Each group must make a basic
outline of Document One.

1. Explain that students will be studying a period in history that saw millions of Africans being brought to the New
World to become enslaved persons. You will be emphasizing the Middle Passage, the Trans-Atlantic trade of
Africans from Africa to the New World.
2. Explain that students will be reading different accounts by people who were witnesses to the Middle Passage.
3. Explain that students will be focusing on the different ways that people wrote about the Middle Passage and
how their points of view were related to the texts.
4. Begin with a K-W-L about students knowledge of the slave trade; this can and should include knowledge about
how Africans became slaves, as well as their knowledge of slavery in the United States/New World.

Lesson B

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

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

FCAT Strategies

1. Main Idea
2. Facts and Details
3. Fact and Opinion
4. Compare and Contrast
5. Theme
6. Authors Purpose
7. Similarities/Differences With Text
8. Cause and Effect
9. Retelling
10. Multiple Representation of Data

110

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

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

Suggested Resources/Resource Bank

Document One: A present-day historian discusses the Middle Passage.
For weeks, months, sometimes as long as a year, they waited in the dungeons of the slave factories scattered along
Africa's western coast. They had already made the long, difficult journey from Africa's interior -- but just barely. Out of the
roughly 20 million who were taken from their homes and sold into slavery, half didn't complete the journey to the African
coast, most of those dying along the way.
And the worst was yet to come.
The captives were about to embark on the infamous Middle Passage, so called because it was the middle leg of a
three-part voyage -- a voyage that began and ended in Europe. The first leg of the voyage carried a cargo that often
included iron, cloth, brandy, firearms, and gunpowder. Upon landing on Africa's "slave coast," the cargo was exchanged
for Africans. Fully loaded with its human cargo, the ship set sail for the Americas, where the slaves were exchanged for
sugar, tobacco, or some other product. The final leg brought the ship back to Europe.
The African slave boarding the ship had no idea what lay ahead. Africans who had made the Middle Passage to the
plantations of the New World did not return to their homeland to tell what happened to those people who suddenly
disappeared. Sometimes the captured Africans were told by the white men on the ships that they were to work in the
fields. But this was difficult to believe, since, from the African's experience, tending crops took so little time and didn't
require many hands. So what were they to believe? More than a few thought that the Europeans were cannibals.
The slaves were branded with hot irons and restrained with shackles. Their "living quarters" was often a deck within
the ship that had less than five feet of headroom -- and throughout a large portion of the deck, sleeping shelves cut this
limited amount of headroom in half. Lack of standing headroom was the least of the slaves' problems, though. With 300
112
to 400 people packed in a tiny area -- an area with little ventilation and, in some cases, not even enough space to place
buckets for human waste -- disease was prevalent.
Faced with the nightmarish conditions of the voyage and the unknown future that lay beyond, many Africans preferred
to die. But even the choice of suicide was taken away from these persons. From the captain's point of view, his human
cargo was extremely valuable and had to be kept alive and, if possible, uninjured. A slave who tried to starve him or
herself was tortured. If torture didn't work, the slave was force fed with the help of a contraption called a speculum orum,
which held the mouth open.
Despite the captain's desire to keep as many slaves as possible alive, Middle Passage mortality rates were high.
Although it's difficult to determine how many Africans died en route to the New World, it is now believed that between ten
and twenty percent of those transported lost their lives.

Source: Africans In America. www.pbs.org/aia.wgbh

Document Two: From The Life of Gustavus Vassa, a man who lived through the Middle Passage and later wrote about
his experience.
Upon being brought onto a slave ship, Vassa reflects:
I was immediately handled and tossed up to see if I was sound, by some of the crew; and I was now persuaded that I had
got into a world of bad spirits, and that they were going to kill me...Indeed such were the horrors of my views and fears at
the moment....When I looked around the ship too, and saw a large furnace of copper boiling and a multitude of black
people, of every description, chained together, every one of their countenances expressing dejection and sorrow, I no
longer doubted my fate; and, quite overpowered with horror and anguish, I fell motionless on the deck, and fainted....I was
soon
put down under the decks, and there I received such a salutation in my nostrils as I had ever experienced in my life: so
that, with the loathsomeness of the stench, and with my crying together, I became so sick and low that I was not able to
eat, nor had I the least desire to taste anything. I now wished for the last friend,
death, to relieve me.... [O]n my refusing to eat, one of the [white] men held me fast by the hands, and laid me across...and
tied my feet, which the other flogged me severely...I had never seen among any people such instances of brutal
cruelty...The closeness of the place [down below], and the heat of the climate, added to the number in the ship, being so
crowded that each had scarcely room to turn himself, almost suffocated us. This produced copious perspirations, so that
the air soon became unfit for respiration, from a variety of loathsome smells, and brought on a sickness among the slaves,
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of which many died.... The shrieks of the women, and the groans of the dying, rendered it a scene of horror almost
unconceivable.

Document Three: "THE MEN NEGROES...ARE...FASTENED TOGETHER...BY HANDCUFFS", by
Alexander Falconbridge, a surgeon aboard slave ships and later the governor of a British colony for freed slaves in Sierra
Leone, offers a vivid account of Middle Passage.

The men Negroes, on being brought aboard the ship, are immediately fastened together, two and two, by handcuffs
on their wrists and by irons riveted on their legs. They are then sent down between the decks and placed in an apartment
partitioned off for that purpose. The women also are placed in a separate apartment between the decks, but without being
ironed. An adjoining room on the same deck is appointed for the boys. Thus they are all placed in different apartments.
About eight o'clock in the morning the Negroes are generally brought upon deck. Their irons being examined, a long
chain, which is locked to a ring- bolt fixed in the deck, is run through the rings of the shackles of the men and then locked
to another ring- bolt fixed also in the deck. By this means fifty or sixty and sometimes more are fastened to one chain in
order to prevent them from rising or endeavoring to escape. If the weather proves favorable they are permitted to remain
in that situation till four or five in the afternoon when they are disengaged from the chain and sent below.
The diet of the Negroes while on board, consists chiefly of horse beans boiled to the consistency of a pulp; of boiled
yams and rice and sometimes a small quantity of beef or pork. The latter are frequently taken from the provisions laid in
for the sailors. They sometimes make use of a sauce composed of palm- oil mixed with flour, water and pepper, which the
sailors call slabber- sauce. Yams are the favorite food of the Eboe [Ibo] or Bight Negroes, and rice or corn of those from
the Gold or Windward Coast; each preferring the produce of their native soil....
They are commonly fed twice a day; about eight o'clock in the morning and four in the afternoon. In most ships they
are only fed with their own food once a day. Their food is served up to them in tubs about the size of a small water bucket.
They are placed round these tubs, in companies of ten to each tub, out of which they feed themselves with wooden
spoons. These they soon lose and when they are not allowed others they feed themselves with their hands. In favorable
weather they are fed upon deck but in bad weather their food is given them below. Numberless quarrels take place among
them during their meals; more especially when they are put upon short allowance, which frequently happens if the
passage form the coast of Guinea to the West Indies islands proves of unusual length. In that case, the weak are obliged
to be content with a very scanty portion. Their allowance of water is about half a pint each at every meal. It is handed
round in a bucket and given to each Negro in a pannekin, a small utensil with a straight handle, somewhat similar to a
sauce- boat. However, when the ships approach the islands with a favourable breeze, the slaves are no longer restricted.
114
Upon the Negroes refusing to take sustenance, I have seen coals of fire, glowing hot, put on a shovel and placed so
near their lips as to scorch and burn them. And this has been accompanied with threats of forcing them to swallow the
coals if they any longer persisted in refusing to eat. These means have generally had the desired effect. I have also been
credibly informed that a certain captain in the slave- trade, poured melted lead on such of his Negroes as obstinately
refused their food.
Exercise being deemed necessary for the preservation of their health they are sometimes obliged to dance when the
weather will permit their coming on deck. If they go about it reluctantly or do not move with agility, they are flogged; a
person standing by them all the time with a cat- o'- nine- tails in his hands for the purpose. Their music, upon these
occasions, consists of a drum, sometimes with only one head; and when that is worn out they make use of the bottom of
one of the tubs before described. The poor wretches are frequently compelled to sing also; but when they do so, their
songs are generally, as may naturally be expected, melancholy lamentations of their exile from their native country.
The women are furnished with beads for the purpose of affording them some diversion. But this end is generally
defeated by the squabbles which are occasioned in consequence of their stealing from each other.
On board some ships the common sailors are allowed to have intercourse with such of the black women whose consent
they can procure. And some of them have been known to take the inconstancy of their paramours so much to heart as to
leap overboard and drown themselves. The officers are permitted to indulge their passions among them at pleasure and
sometimes are guilty of such excesses as disgrace human nature....
The hardships and inconveniences suffered by the Negroes during the passage are scarcely to be enumerated or
conceived. They are far more violently affected by seasickness than Europeans. It frequently terminates in death,
especially among the women. But the exclusion of fresh air is among the most intolerable. For the purpose of admitting
this needful refreshment, most of the ships in the slave trade are provided, between the decks, with five or sick air- ports
on each side of the ship of about five inches in length and four in breadth. In addition, some ships, but not one in twenty,
have what they denominate wind- sails. But whenever the sea is rough and the rain heavy is becomes necessary to shut
these and every other conveyance by which the air is admitted. The fresh air being thus excluded, the Negroes' rooms
soon grow intolerable hot. The confined air, rendered noxious by the effluvia exhaled from their bodies and being
repeatedly breathed, soon produces fevers and fluxes which generally carries of great numbers of them.
During the voyages I made, I was frequently witness to the fatal effects of this exclusion of fresh air. I will give one
instance, as it serves to convey some idea, though a very faint one, of their terrible sufferings....Some wet and blowing
weather having occasioned the port- holes to be shut and the grating to be covered, fluxes and fevers among the Negroes
ensued. While they were in this situation, I frequently went down among them till at length their room became so
extremely hot as to be only bearable for a very short time. But the excessive heat was not the only thing that rendered
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their situation intolerable. The deck, that is the floor of their rooms, was so covered with the blood and mucus which had
proceeded from them in consequence of the flux, that it resembled a slaughter- house. It is not in the power of the human
imagination to picture a situation more dreadful or disgusting. Numbers of the slaves having fainted, they were carried
upon deck where several of them died and the rest with great difficulty were restored....
As very few of the Negroes can so far brook the loss of their liberty and the hardships they endure, they are ever on
the watch to take advantage of the least negligence in their oppressors. Insurrections are frequently the consequence;
which are seldom expressed without much bloodshed. Sometimes these are successful and the whole ship's company is
cut off. They are likewise always ready to seize every opportunity for committing some acts of desperation to free
themselves from their miserable state and notwithstanding the restraints which are laid, they often succeed.

Source: Alexander Falconbridge, An Account of the Slave Trade on the Coast of Africa (London, 1788).

Document Four: From Thoughts On Slavery, Reverend J ohn Wesley, 1774. J ohn Wesley was a minister in who
witnessed the arrival of Africans in the United States.

When the vessels arrive at their destined port, the Negroes are again exposed naked to the eyes of all that flock
together, and the examination of their purchasers. Then they are separated to the plantations of their several masters, to
see each other no more. Here you may see mothers hanging over their daughters, bedewing their naked breasts with
tears, and daughters clinging to their parents, till the whipper soon obliges them to part. And what can be more wretched
than the condition they then enter upon? Banished from their country, from their friends and relations for ever, from every
comfort of life, they are reduced to a state scarce anyway preferable to that of beasts of burden. In general, a few roots,
not of the nicest kind, usually yams or potatoes, are their food; and two rags, that neither screen them from the heat of the
day, nor the cold of the night, their covering. Their sleep is very short, their labour continual, and frequently above their
strength; so that death sets many of them at liberty before they have lived out half their days. The time they work in the
West Indies, is from day-break to noon, and from two o'clock till dark; during which time, they are attended by overseers,
who, if they think them dilatory, or think anything not so well done as it should be, whip them most unmercifully, so that
you may see their bodies long after wealed and scarred usually from the shoulders to the waist. And before they are
suffered to go to their quarters, they have commonly something to do, as collecting herbage for the horses, or gathering
fuel for the boilers; so that it is often past twelve before they can get home. Hence, if their food is not prepared, they are
sometimes called to labour again, before they can satisfy their hunger. And no excuse will avail. If they are not in the field
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immediately, they must expect to feel the lash. Did the Creator intend that the noblest creatures in the visible world should
live such a life as this? Are these thy glorious work, Parent of Good?

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Curriculum
Frameworks

Grades 9 - 12
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For example, this section focuses on grades 9-12; the theme is the Abolition of Slavery, Civil right, Constitutional Rights,
and the Contributions of Africans and African Americans to the World. While you can add additional Sunshine State
Standards and Benchmarks, a recommended list is provided. Additionally, Grade Level Expectations, Content Areas,
Recommended Student Activities, FCAT Strategies, Recommended Teacher Activities, Recommended Assessment, and
Resources/Bibliography/References are included in this section.
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African and African Americans in Transition

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

Grades High School 9-12

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

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


LA.A.1.4.1: selects and uses pre-reading strategies that are appropriate to the text, such as discussion, making
predictions, brainstorming, generating questions, and previewing, to anticipate content, purpose, and
organization of a reading selection.
LA.A.1.4.4: applies a variety of response strategies, including rereading, note taking, summarizing, outlining,
writing a formal report, and relating what is read to his or her own experiences and feelings.
LA.A.2.4.1: determines the main idea and identifies relevant details, methods of development, and their
effectiveness in a variety of types of written material.
LA.A.2.4.3: describes and evaluates personal preferences regarding fiction and nonfiction.
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LA.A.2.4.4: locates, gathers, analyzes, and evaluates written information for a variety of purposes, including
research projects, real-world tasks, and self-improvement.
LA.A.2.4.6: selects and uses appropriate study and research skills and tools according to the type of
information being gathered or organized, including almanacs, government publications, microfiche, news
sources, and information services.
LA.B.1.4.1: selects and uses appropriate prewriting strategies, such as brainstorming, graphic organizers, and
outlines.
LA.B.1.4.2: drafts and revises writing that: is focused, purposeful, and reflects insight into the writing situation;
has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional
devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and
concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as
appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of
expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation,
and spelling.
LA.B.1.4.3: produces final documents that have been edited for: correct spelling; correct punctuation, including
commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct
instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional
use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety
of graphics, tables, charts, and illustrations in both standard and innovative forms.
LA.B.2.4.1: writes text, notes, outlines, comments, and observations that demonstrate comprehension and
synthesis of content, processes, and experiences from a variety of media.
LA.B.2.4.3: writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices
regarding style, tone, level of detail, and organization.
LA.B.2.4.4: selects and uses a variety of electronic media, such as the Internet, information services, and
desktop publishing software programs, to create, revise, retrieve, and verify information.
LA.C.1.4.4: identifies bias, prejudice, or propaganda in oral messages.
LA.C.3.4.1: uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the
audience and topic.
LA.C.3.4.3: uses details, illustrations, analogies, and visual aids to make oral presentations that inform,
persuade, or entertain.
LA.E.1.4.2: understands why certain literary works are considered classics.
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LA.E.1.4.3: identifies universal themes prevalent in the literature of all cultures.
LA.E.2.4.1: analyzes the effectiveness of complex elements of plot, such as setting, major events, problems,
conflicts, and resolutions.
LA.E.2.4.6: recognizes and explains those elements in texts that prompt a personal response, such as
connections between ones own life and the characters, events, motives, and causes of conflict in texts.
LA.E.2.4.8: knows that people respond differently to texts based on their background knowledge, purpose, and
point of view.


Content Ancient Africa, Africa in Transition, The Civil Rights Movement, and the Contributions
of Africans and African Americans to the World.

Ancient Africa should be studied because as Davison (1971) said, Africa is the worlds second largest
continent. To begin to understand Africa and its peoples, including African Americans, is to understand its
pre-slavery period which included African Kingdoms. The African American living in the United States of
America today represent a wide variety of individuals of African descent whose beginning dates back to
before Columbus presence in the Americas and before the beginning of slavery (Coggins, 1994)

Slavery: Post Columbus in the Americas-- Slavery and European exploitations started around 1490
A.D. and continued for over 300 years. The slavery experience and the journey through the Middle
Passage was one of humankinds worst atrocities. The journey took three weeks to three months from
West Africa to the shores of North and South America. Tolliver (1993) estimated that although 100
million Africans died at the hand of their captors, over 25 million made it to the shores of the Americas,
Slavery, according to Tolliver, was an economic system where profit and exploitation of forced and cheap
labor of African men, women, and children were the centerpieces of the slavery system. Africans
brought to this country as slaves, were not allowed to speak their own language, use their own names,
practice their own religion, perform their own cultural rituals, and most importantly, maintain their
governmental system, values, and beliefs (Van Sertima, 1990). Thus, the slavery that occurred during
this period was unlike any other form of slavery practiced in the history of mankind. This painful history
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of African Americans must be told along with the rich contributions of Africans which predated slavery
and continued throughout the post-slavery period. The United Stets of America grew economically
because of the cheap labor system fostered by chattel slavery (Coggins, 1994)

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African and African Americans in Transition

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

Continued Grade High School 9-12

Post-Slavery: Abolition, Civil Rights and Constitutional Rights-- This was a period from 1800 to
1861 which involved the struggle of abolitionists. Even though the slave trade legally ended in 1808,
illegal slave trading continued (Banks, 1991). Despite the abolitionists struggle and Nat Turners slave
revolt of 1831, the Fugitive Slave Act of 1850 posed a great problem for the Abolitionists movement and
affirmed that Africans could not be citizens. It was not until 1863 that President Lincoln issued the
Emancipation Proclamation, which freed slaves in those states that were fighting the Union (Coggins,
1994). The struggle for citizenship and freedom was not guaranteed until the passing of the Thirteenth
Amendment in 1865, which legally abolished slavery; the Fourteenth Amendment in 1866, which made
African Americans citizens; and the Civil Rights Act of 1866, which gave African Americans civil liberties.
In 1870, the Fifteenth Amendment was enacted to give African Americans the right to vote. The
struggles for civil and human rights continued from 1870 and continues today where the enjoyment of full
civil rights for African Americans remains a struggle.

The Soul of African Americans-- Oliver (1993) discusses the myths and stories which characterize the
values and beliefs which have been historically central to the lives of African people on the mainland of
Africa and throughout the world; values and beliefs which Karenga (1966) and Useni (1981) have
captured in the African American celebration called Kwanzaa. These values and beliefs of family,
community, spiritualism, and material goods trace its roots to the principles of the MAAT which dates
back to 3200 B.C. - 700 B.C. (Coggins, 1994). The economic and human resources of African
Americans in the United States of America are significant. African Americans, since Madame C.J .
Walker, have been millionaires and today there are many millionaire athletes, business people,
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performers, and T.V personalities like Oprah Winfrey. The exploration of economic contributions is
important in understanding the roles of African Americans in American society (Coggins, 1994).

Contributions of African and African Americans to the Untied States of America and to the World-
- The contributions of Africans may have been lost in the history books, but careful examination of well
documented evidence by Rogers (1991), Van Sertima (1990), and others show that Africans and Africa
Americans have contributed in meaningful ways in areas of art, music, science, literature, politics, and
developed inventions which shaped Americas future (Coggins, 1994).


FCAT Strategies




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Civilization of the African Empires

The Context of Classical Civilization in Europe (i.e. Greco-Roman)

Grades 9

Theme Ancient Africa; The Diaspora

Overview Ancient Africa should be studied because as Davison (1971) said, Africa is the worlds
second largest continent. To begin to understand Africa and its peoples, including African
Americans, is to understand its pre-slavery period, which included African Kingdoms. The
African American living in the United States of America today represent a wide variety of
individuals of African descent whose beginning dates back to before Columbus presence in
the Americas and before the beginning of slavery (Coggins, 1994)


Standard 1: The student understands the common features of a variety of literary forms
Benchmarks: LA.E.1.3 & LA.E. 2.3

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The student:
The students will focus on the developmental of classical African American civilizations and the dynasties
and kingdoms that flourished in Africa, through literature.
Africa before the pyramid period
The building of the pyramids in Africa, including Giza, etc.
The development of literature, sciences, medicine, and other areas.

The student will interpret the meanings of proverbs
The student will explore the interaction among West African Civilizations and the world
The student will identify the characteristics of East African Culture
The student will examine different ways in which Africans communicated
The student will identify characteristics of an epic

Content Civilization of the African Empires within the Context of Classical Civilization in Europe (i.e. Greco-
Roman)

The Kemet and Nubian kingdoms and dynasties.
African Exploration: The history of the Moors and the explorations of the Africans into the world, including
North and South America.
African presence in the region before slavery as documented by Ivan Van Sertima (1979) and (1990) in
his books The Moors and the African Presence in Europe and They Came Before Columbus, the Ancient
Presence of Africans in the Americas.
African presence in Europe and the world.
Invasion and weakening of Africa by European Colonialism.
Post-Pyramid empires in the West (i.e. Ghana, Mali, Songhay, Kanem-Bornu, and Benin).
Forest Kingdoms, Congo, Ashanti, Bechuanaland, Zulu Land and others.
The development of the arts, sciences, and language arts in Africa, and their influence on the world.
The Ancient African kingdoms prior to 700 B.C. and post 600 B.C. to 1500 A.D.
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Allow students to use the library or Internet to locate other kinds of ancient Egyptian literature, while identifying
major Egyptian gods and goddesses.
Allow students to compare and contrast characters from the opera, Aida to the main characters in the play, Romeo
and Juliet.
Allow students to create a monologue in the voice of an animal from one of the fables read.
Allow students to write modern tales that pertain to the issues of todays society.

FCAT Strategies

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

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


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

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


Andrews, William L. African American Literature. Holt, Rinehart &Winston, 1992. #0-03-047424-8

Pharaoh Akhenaton The Hymn to the Aton

The Oral Tradition Proverbs

Virginia Hamilton Wulbari the Creator

Harold Courlander with Olode the Hunter
Ezekiel A. Eshugbayi Becomes an Oba

Harold Courlander with
Albert Kofi Prempeh Osebos Drum

Hans Baumann Nana Miriam

Translated by Ulli Beier Song for the Sun that Disappeared

The Epic in Africa Sundiata, translated by Ulli Beier

Baldwin, J ames. If Beale Street Could Talk. Bantam Doubleday Dell Publishing, 2001. #0833505793

Dillon, Diane (illust.), Dillon, Leo (illust.), Price, Leontyne. Aida Harcourt Childrens Books, 1997. #0152015469

130
Equiano, Olaudah. The Interesting Narrative of the Life of Olaudah Equiana or Gustavus. National Book Network, 1999.
#187450962X

Paton, Alan. Cry the Beloved Country. Simon &Schuster, 1995. #0684829770

Paton, Alan. Tales from a trouble land. Lightning Source Inc., 1995. #0684825848

Rashid, Runoko (editor). Ivan van Sertima. Transaction Publishing, 1987. #0887387179

131

Sample Lesson Plan

Recording Oral History

Grade 9

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


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

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

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Lesson Content

Review the unit objectives and convey the background information.

Day one: Transition into oral history school project

Activity one
1. A fun way to introduce the lesson is to divide the class into two groups. Cal one the oral group and the other the
written group.
2. Explain to both groups that they must give basic directions from their house to the nearest mall. The written group
is to complete the task in writing, while the oral group is to quietly prepare to verbally explain.
3. Ask for volunteers from both groups to present their directions.
4. This should generate a good discussion as to patterns that emerge

Activity Two-Writing assignment
Students are to explain in at least two paragraphs whether they believe the United States is more of a written society or
an oral society. They should cite specific examples. Before this is turned in, discuss the opinions.

Activity Three-Project assignment
Prior to the end of class each student should receive a project handout. The handout will contain the following
information:
1. Due date-two days from assigned date
2. Overview-You are to conduct a personal interview with someone outside your culture group. The subject of the
interview may be one of the following: where will you be in five years?, who has been the biggest influence on your
life so far?, or what has been the most important change you have undergone in life?
3. Expectation-Once you have selected your question and interviewee, you are to record the answers exactly as they
were given.
4. Post-Interview-After your interview you must write a summary of your experience in which you answer the following
questions:

133
What was the mood of the person you interviewed?
Describe their conversation style?
Was it easy or difficult to record their responses? Why?
How is your communication style similar to and different from your interviewee?
Did you bring any stereotypes about your subject into the interview, based on their culture? Explain.
Based on your interview, would you rather summarize it exactly as it was spoken, or rewrite it, correcting
spelling, grammar, and syntax errors?
Explain.

FCAT Strategies

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

Assessment

1. Cover page 10 points
2. Well-developed interview questions 15 points
3. Recorded answers 15 points
4. Summary of experiences 25 points
5. Two paragraph writing assignment 25 points

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

Grades 10

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

Overview


Strand: A - Reading
Benchmarks: LA.A.1.4.1 and LA.A.1.4.2

Grade Level Expectations/Covered

The student:
Predicts ideas or events that may take place in the text, gives rationale for predictions, and confirms and
discusses predictions as the story progresses.
Uses prereading strategies before reading.
Makes predictions about purpose and organization using background knowledge and text structure
knowledge.
Reads and predicts from graphic representations.
Uses context and word structure clues to interpret words and ideas in text.
Makes inferences and generalizations about what is read.
Uses graphic organizers and note-taking to clarify meaning and to illustrate organizational pattern of texts.
135

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

FCAT Strategies

Students will determine main idea and significant details of passages examined.
Students will differentiate between facts and opinions and will determine the authors purpose for writing the
passage.
Students will understand the literary elements of plot, setting, character, point of view, theme, and tone in a literary
passage.


See Sample Lesson Plan

136

Reader journal - contains paragraphs related to readings assigned to simulate thought. For each passage,
students write a paragraph expressing their understanding of the piece. The they generate questions that further
demonstrate their degree of comprehension of the reading. These questions can range from the literal level of the
text to interpretations of the motives of the author or a character. The questions also might make connections to
past experiences and other texts.

Next students select the questions they consider to be the most powerful and answer them. As an additional step,
the students compose another paragraph that usually indicates a richer understanding of the passage. The
teacher need not read and check numerous journal entries; however, the teacher does search for patterns in the
questions that indicate growth. In addition, the teacher is given assistance in constructing future lessons for the
class. In this way, reader journals not only allow teachers to inform students about how well they understand a
work, but also enable students to inform teachers about what class topics would be most meaningful.

Reader journals enable teachers to provide regular measure of students ability to comprehend and question the
literature they read. In addition, the students can review the evidence showing how they have grown academically.


Achebe, China Things Fall Apart. New York. Doubleday, a division of Bantam Dell Publishing Group, Inc. 1994
(ISBN 0-385-47454-7)

Andrews, Williams, and Gates, Henry Louis - Editors. Slave Narratives. New York: Literary Classics of the United
States, Inc., 2000. (ISBN I-883011-76-0)

Berry, Bertice. Redemption Song. New York. Ballentine Publishing Group. 2000. (ISBN 0-345-43885-X)

Blassingame, J ohn. The Slave Community. North Carolina. Oxford University Press. 1972. (ISBN 0195025636)
137
Douglass, Frederick. Narrative of the Life of Frederick Douglass, and American Slave: Written by Himself. New
Haven, CT. Yale University Press. 2001. (ISBN 0300087012)

Elements of Literature (Fifth Course: Literature of the United States with Literature of the Americas). Holt,
Rinehart, and Winston. Austin, TX. 1997. (ISBN 0-03-096833-X)

Fisk J ubilee Singers. In Bright Mansions (CD of Negro Spirituals). Nashville, TN. 2003 (ASIN B00007MB2L)

Hughes, Langston, Rampersand, Arnold (Editor) and Roessel, David (Editor). The Colleted Poems of Langston
Hughes. New York. Vintage Classics. 1995. (ISBN 0-679-76408-9)

Morrison, Toni. Song of Solomon. New York. The Penguin Group. 1987. (ISBN 0-452-26011-6)

King James Bible

United States Constitution

138

Sample Lesson Plan

A lesson on tone


A. To introduce tone the teacher might speak the same phrases in several different tones of voice. The phrase
Honey, Im home. might be said affectionately, sarcastically, coldly, provocatively, urgently. Engage students
in discussion of the different tones. Have them project a scenario based on the tone used.

B. A brief scene with a simple dialogue between two students using differing tones to fit different characters and
contexts emphasizes how tone changes meaning. For example:

Person #1: Youre late!
Person #2: I know. I couldnt help it.

Person #1: I understand.
Person #2: I knew you would.

Person #1: I have something for you.
Person #2: Really? What?

Person #1: This!

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

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

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

angry sad sentimental
sharp cold fanciful
upset urgent complimentary
silly joking condescending
boring poignant sympathetic
afraid detached contemptuous
happy confused apologetic
hollow childish humorous
joyful peaceful horrific
allusive mocking sarcastic
sweet objective nostalgic
vexed vibrant zealous
tired frivolous irreverent
bitter audacious benevolent
dreamy shocking seductive
restrained somber candid
proud giddy pitiful
dramatic provocative didactic
emotional sentimental lugubrious

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D. Have students use dictionaries for definitions of the tone words listed. In order for them to understand subtle
differences between tone words such as emotional, sentimental, and lugubrious they will need to know the
explicit definitions of the tone word. Then they can accurately comment on a work that appeals to emotions,
emphasizes emotion over reason, or become emotional to the point of being laughable.

E. Use the acronym DIDLS to help students remember the basic elements of tone that they should consider when
evaluating prose or poetry. Diction, images, details, language, and sentence structure all help to create the
authors or speakers attitude toward the subject and audience. If you make flash cards with the following
annotated acronym that will help them focus.

DIDLS

Diction the connotation of the word choice

Images vivid appeals to understanding
through the senses

Details facts that are included or those
admitted

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

Sentence how structure affects the readers
structure attitude

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

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

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

Images - Authors create tone by using vivid description or figures of speech that appeal to sensory
experiences. Evaluate the authors or speakers tone conveyed in the images of the following lines of
poetry.

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

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

Language - The tone of a passage is controlled by its language. Consider language to be the entire body of
words used in a text, not simply isolated bits of diction. For example, an invitation to a graduation
might use formal language, whereas a biology text would use scientific and clinical language.
Students may need to develop a vocabulary that describes language. Different from tone, these
words describe the force or quality of the diction, images and details. These words qualify how the
work is written, not the attitude or tone.
142
jargon pedantic poetic
vulgar euphemistic moralistic
scholarly pretentious slang
insipid sensuous idiomatic
informal ordinary formal
precise exact cultured
esoteric learned picturesque
connotative symbolic homespun
plain simple provincial
literal figurative trite
colloquial bombastic obscure
artificial obtuse emotional
detached grotesque exact

Providing students with brief examples will help them identify the kinds of language that establish
tone.

Example: When I told dad I Christmas-treed that exam he
blew his top. (slang)

Students should examine the passage below and list the authors word choices that contribute to the
quality of the language.
Formal language:
I believe it is difficult for those who publish their own memoirs to escape the imputation of vanity; nor
is this the only disadvantage in which they labour: it is also their misfortune, that what is uncommon is
rarely, if ever, believed, and what is obvious we are apt to turn from with disgust, and to charge the
writer with impertinence.

Olaudah Equiano

143
From The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African,
Written by Himself. Slave Narratives. New York: Literary Classics of the United States, Inc., 2000.
(ISBN I-883011-76-0)

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

William and Ellen Craft

From Running a Thousand Miles for Freedom; or The Escape of William and Ellen Craft from
Slavery.

144
Informal language:
It is reported of him, that while riding along the road one day, he met a colored man, and addressed
him in the usual manner of speaking to colored people on the public highways of the south: Well,
boy, whom do you belong to? To Colonel Lloyd, replied the slave. Well, does the colonel treat
you well? No, sir, was the ready reply. What, does he work you too hard? Yes, sir. Well, dont
he give you enough to eat? Yes, sir, he gives me enough, such as it is.

Frederick Douglass

From Narrative of the Life of Frederick Douglass, An American Slave. Written by Himself. Slave
Narrative. New York: Literary Classics of the United States, Inc., 2000. (ISBN I-883011-76-0)

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

145
F. Short Passages for discussion
Begin practicing the analysis of tone by using short passages that use a specific device such as Diction,
Images, Details, Language or Sentence Structure to convey tone. Ask students to suggest what tone words
they would use to describe the speakers attitude.

When nearly two years later Obierika paid another visit to his friend in exile the circumstances were less
happy. The missionaries had come to Umuofia. They had built their church there, won a handful of converts
and were already sending evangelists to the surrounding towns and villages. That was a source of great sorrow
to the leaders of the clan; but many of them believed that the strange faith and the white mans god would not
last. None of his converts was a man whose word was heeded in the assembly of the people. None of then
was a man of title. They were mostly the kind of people that were called efulefu, worthless, empty men, The
imagery of an efulefu in the language of the clan was a man who sold his machete and wore the sheath to
battle. Chielo, the priestess of Agbala, called the converts the excrement of the clan, and their new faith was a
mad dog that had come to eat it up.

Chinua Achebe

From Things Fall Apart. New York. Doubleday, a division of Bantam Dell Publishing Group, Inc. 1994. (ISBN
0-385-47454-7)

The passage uses word choice and imagery to create its mocking, condescending tone. In this case, the
imagery and diction also produce a detached atmosphere, which helps to establish the condescending tone.
(Mood suggests a sense of place and atmosphere, whereas tone suggests an authors or speakers attitude.
Atmosphere often compliments tone.) Phrases such as handful of converts, none was a man of title,
worthless, empty men suggests detachment since the description is being given by a noble man.

146

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

Grades 11

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

Overview The students will focus on the impact of Civil Rights movements and non-violent protests in
seeking equal rights for African Americans from the beginning of African enslavement to the
present day. Students will examine the historic racial discrimination against African
Americans and other groups in the United States through legal documents, literature, and
biographies.


Strand: A - Reading
Benchmarks: LA.A.2.4.4

Strand: B Writing
Standard 2: The student writes to communicate ideas and information effectively.
Benchmarks: LA.B.2.4.1

147

The student:
The student locates, gathers, analyzes, and evaluates written information for a variety of purposes, including
The student writes text, notes, outlines, comments, and observations that demonstrate comprehension and

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

Students will explore the legal cases (i.e., Plessy vs. Ferguson, Road to Brown, Brown versus the Board
of Education), which deal with racial problems in the United States.
Students will analyze the Great Debate between Booker T. Washington and W.E.B. DuBois.
Students will examine the role of literature and communication for informing the population about Civil
Rights (A Raisin in the Sun, Uncle Toms Cabin, I Have a Dream Speech by Dr. Martin Luther King,
J r.)
Students will explore the role of women in the Civil Rights struggle (i.e., Ida B. Well
Fannie Lou Hamer, Rosa Parks, Harriet Tubman, Sojourner Truth, Susan B. Anthony
Maya Angelou and others.)
Students will understand Resistance to the Civil Rights Movement by such groups as the Ku Klux Klan
(KKK).


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

148
FCAT Strategies

Main idea Students will understand the main ideas of the fiction and non-fiction texts they read and will
demonstrate this understanding through writing and class discussion.
Facts and details Students will identify the facts and details in the legal documents, literary works, and
biographies they read about the struggle for equality in the United States.
Compare and Contrast Students will compare and contrast the philosophies of Booker T. Washington and
W.E.B. DuBois.
Authors Purpose Students will identify and understand the authors purpose in literature and other forms of
communication about the Civil Rights Movement in the United States.
Cause and Effect Students will analyze the historical and political events that contributed to the current race
relations in the United States.




Students will compare and contrast the ideas of Booker T. Washington and W.E.B. DuBois through a Venn
diagram. Using information from the Venn diagram, students will write persuasive essay from Washingtons or
DuBois point of view and explain why it is the best plan. Essays may be graded on the use of detail and
documentation.
Students will read Uncle Toms Cabin and will write an essay comparing and contrasting the characters of Simon
Legree and Uncle Tom. The essay may be graded using the FCAT Writing rubric.

149

Busby, Margaret. (1992). Daughters of Africa. New York: Ballantine Books.
ISBN: 0-345-38268-4

Chapman, Abraham. Ed. (1968). Black Voices: An Anthology of Afro-American Literature. New York: Penguin. ISBN:
0-451-62660-5

Dubois, W.E.B. (1994). The Souls of Black Folk. New J ersey: Gramercy Books. ISBN: 0517101696

Halliburton, Warren. (1993). Historic Speeches of African Americans. New York . Franklin Watts. ISBN: 053115677

Stowe, Harriet Beecher. (1991). Uncle Toms Cabin. New York: First Vintage Books. ISBN: 0-679-72537-7

Virginia Center for Digital History web site www.vcdh.virginia.edu

Washington, Booker T. (1967). Up From Slavery. New York: Viking. ISBN: 0451526031

150

Sample Lesson Plan

The Philosophies of Booker T. Washington and W.E.B. Dubois

Grade 11

Theme Political and Social Climate of African Americans in the 1890s

Objective To understand the different point of view faced by African Americans after the Reconstruction Period (1890-
1920).

Time Frame One Class Period (58 minutes)


LA.A.2.4.4
LA.B.2.4.1

151
Background

After the Civil War the United States created the Freedmens Bureau to assist African Americans. This organization set
up educational institutions and other social program. By the 1890 prominent African American began to debate what was
best for the Black Man in America. Booker T. Washington and W.E.B. DuBois had opposing points of view. Washington
promoted industrial arts and manual labor while Dubois promoted Secondary Education.

Activity

Provide historical background for students on Booker T. Washington and W.E.B. Dubois, two African American
activists with the same passion for the plight of African Americans but opposing philosophies.
Provide each student with a copy of the poem Booker T. and W.E.B.
Tell students that you will read the poem aloud to them once. Then, you will ask for two volunteers to read the
poem aloud to the class. Tell students that as they hear the poem read aloud each time, they should make
notes on their copy of the poem. These notes can be thoughts or observations they have about the text.
Read the poem aloud once, and then ask two students to read the poem aloud to the class.
Next, ask students to revisit the notes they made on their handout of the poem. Ask students to write a six-
sentence paragraph summarizing their thoughts or observations. Inform students that you will ask volunteers to
share their paragraphs. Write along with your students.
Ask volunteers to share their paragraphs. Conclude by sharing your own.
Students work in pairs to compare and contrast the views of Booker T. Washington and W.E.B. DuBois through
a Venn diagram.
Discuss students Venn Diagrams, and describe some social and political issues African Americans faced
between after Reconstruction.

152
Assessment

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

Extension

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

Resources

POEM: Booker T. and W.E.B. by Dudley Randall, found in Chapman, Abraham. Ed. (1968). Black Voices: An Anthology
of Afro-American Literature. New York: Penguin. ISBN: 0-451-62660-5

Dubois, W.E.B. (1903). The Souls of Black Folk: Essays and Sketches. Chicago, IL: McClurg. ISBN:0517101696

Washington, Booker T. (1994) Up From Slavery. New J ersey: Gramercy Books. ISBN: 0451526031

153

Sample Lesson Plan

Utilization of Literature to Motivate Social Change in Society

Grade 11

Background

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

Objective

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

Time Frame

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


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

154
Activity

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

Assessment

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

Resources

Stowe, Harriet Beecher (1991). Uncle Toms Cabin. New York, First Vintage Books. ISBN: 0-679-72537-7

Uncle Toms Cabin (the movie) www.teachersvideo.com

155

Contemporary Issues Impacting Africans and African Americans

Grades 12

Theme Contemporary Issues Impacting Africans and African Americans

Overview Students may identify and understand the impact of (1) African culture in the African
Diaspora (e.g., North America, South America, Central America, and the Caribbean); (2)
Africans and African Americans in all areas (i.e., literature, the arts, government, science,
and other areas); and (3) current world issues involving Africa, Caribbean, South and Central
America and North America providing opportunities to compare and contrast the cultures and
stature of African descent peoples.


Strand: A - Reading
Benchmarks: LA.A.2.4.4

Strand: B - Writing
Standard 2: The student writes to communicate ideas and information effectively.
Benchmark: LA.B.2.4.1

156

The student:

Content Contemporary Issues Impacting Africans and African Americans

The contributions of Ancient and Contemporary Africans to the world in all areas
The contributions of African Americans to the United States of America in all areas, (i.e., science, arts,
music, literature, mathematics, social studies, and other areas)
The Harlem Renaissance as a critical period for defining African American culture
The Soul of African Americans as portrayed in the MAAT and Kwanzaa
The Negro History Week in 1926; African American History Month; and the move to integrate African
American History throughout the school and calendar year
The economic power of African Americans, including the spending power, the development of Black
businesses; and the role of Black institutions of higher education in shaping the human capital of African
Americans

The freedom struggles of people of African descent in the Caribbean, South and Central America, and
the World
The celebration of Kwanzaa with other celebrations during the month of December and other months
The development of timelines of African and African American contributions from 50,000 B.C. to the
present time. A pictorial documentation will enhance learning in this content area.
The focus on current world issues involving Africa, Caribbean, South and Central America and North
America providing opportunities to compare and contrast the cultures and stature of African descent
peoples

157

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

FCAT Strategies

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

158



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


Allen, J onelle et al. (1994). Kwanzaa Folktales. Los Angeles, CA: Time Warner Audiobooks.

Asante, Dr. Molefi Kete. (2001) African American History: A Journey of Liberation. Saddle Brook, NJ : Peoples Publishing
Group.
ISBN: 1-56256-601-6

Bonner, Geanora. (2002). Kwanzaa for Young People (and Everyone Else!). Gardena, CA: Charphelia.
ISBN: 0-9713831-1-1

Embassy of Haiti
www.haiti.org

Hurston, Zora Neale. (1991). Folklore, Memoirs, and Other Writings: Mules and Men, Tell My Horse, Dust Tracks on a
Road, Selected Articles. New York: Library of America.
159
ISBN: 0-940450-84-4

Norton Websource to American Literature
www.wwnorton.com/naal

Richard Wright. (1991). Lawd Today!, Uncle Toms Children, Native Son. New York: Library of America.
ISBN: 0-940450-66-6

160

Sample Lesson Plan

African American Contributions to American Literature

Grade 11/12

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

Time Frame 5-7 Class Periods (58 minutes)

Area of Infusion Language Arts


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


The student drafts and revises writing that
161
is focused, purposeful, and reflects insight into the writing situation;
has an organizational pattern that provides for a logical progression of ideas;
has effective use of transitional devices that contribute to a sense of completeness;
has support that is substantial, specific, relevant, and concrete;
demonstrates a commitment to and involvement with the subject;
uses creative writing strategies as appropriate to the purposes of the paper;
demonstrates a mature command of language with freshness of expression;
has varied sentence structure;
has few, if any, convention errors in mechanics, usage, punctuation, and spelling.

The student recognizes and explains those elements in texts that prompt a personal response, such as
connections between ones own life and the characters, events, motives, and causes of conflict in texts.

Procedures/Activities

Note: Students may complete the activities in the lesson during any time of the year. You may wish to explore the
activities with students based upon the time period or theme that you are studying in American Literature.
Provide students with an overview of African American contributions to American Literature.
Using the list of African American authors from the Norton Websource to American Literature
www.wwnorton.com/naal and other resources on African American authors, allow students to choose an author
and complete a research project in small groups.
In small groups, students (1) read a novel length work by the African American author; (2) write a summary and
critique of the novel; (3) write summaries of at least two critical essays on the novel; and (4) write a short biography
of the author. Give students a recommended reading list of novels by each African American author; be sure you
have screened each novel on the list.
As students explore their chosen novel length work in small groups, each student writes a chapter by chapter
reader response journal. Students write a summary of each chapter and then respond to characters and situations
within it.
162
In their groups, students engage in book club discussion on an assigned chapter discussion schedule for their
chosen novel. Small groups create the schedule, which must be approved by the teacher. (Note: You may want
students to read their chosen novels outside of class to allow more time for in-class discussion.) Students use their
reader response journals as a basis for book club discussion. Students create and give a multimedia or other
technological presentation (e.g., PowerPoint, video, overhead projector with transparencies) to the class on their
African American author. This presentation includes (1) a short biography of the author; (2) a summary and
critique of the novel they read and discussed; and (3) a review of at least two critical essays on the novel. The
presentation concludes with a promotional commercial on the African American author, one intended to persuade
other groups to read one of the authors novels.
Students submit their reader response journals; their presentation (e.g., overhead transparencies, PowerPoint
presentation, or video); and a five-page typed report that includes the elements from their presentation and a
bibliography. If possible, allow students class time to create their presentations and reports.
As a class, discuss what students learned from the presentations and the significance of African contributions to
American Literature.

Assessment

Participation in class discussion
Completion of small-group activities

FCAT Preparation

Participation in class discussion that engages students use of higher level thinking skills

Student Resources

Norton Websource to American Literature www.wwnorton.com/naal

163
American Literature textbook

Teacher-recommended list of novels by African American authors

Teacher Resources

Norton Websource to American Literature www.wwnorton.com/naal

American Literature textbook

164

Sample Lesson Plan

Haiti Today

Grade 11/12
Topic Current Events in Haiti
Objectives To identify aspects of contemporary life in Haiti under democracy through magazine/newspaper/web
site articles.

To write a summary of aspects of contemporary life in Haiti under democracy.

To write a diary entry about life in Haiti from a Haitian adolescents point of view.

Time Frame 2 Class Periods

Area of Infusion Language Arts



165
Benchmark: LA.C.1.4.3
The student uses effective strategies for informal and formal discussions, including listening actively and
reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of
others.


Review the aspects of Haitian government from the previous lesson.
Discuss what it means to live under a democracy in the United States. Ask students to give three characteristics
of living under a democracy in the U.S. Display student answers on overhead transparency.
Tell students that today you will explore what contemporary life is like in Haiti under its democracy. The class
will use current events to create a picture of Haitian life.
Review fact and opinion and how each is used in journalism. Give examples of fact and opinion. Then, give
students sample fact and opinion statements; allow them to label each statement as fact or opinion and to
explain the rationale for their choice. Discuss how opinion statements may affect ones interpretation of a news
story.
Distribute a recently published, short newspaper/magazine article on life in Haiti to students. Read the article
aloud as a class. Stop periodically to check student text comprehension and to engage students in
distinguishing between fact and opinion statements. Create a four to five sentence class summary of the article.
Write the summary on the board, or display it on an overhead transparency. Discuss how any opinion
statements in the article affected student interpretations of it.
Each student must find and summarize one article on life in Haiti (lives of children/families, health care issue,
governmental issue, cultural issue) which appeared on a web site, in a newspaper, or in a magazine in the last
six months. Students must obtain a copy of their article, highlight any opinion statements in the article, and write
a six-sentence paragraph article summary in their journals. If they identify any opinion statements in their
chosen articles, they should write a short explanation of how the opinion statements affected their interpretation
of the articles.
Allow students time to find and summarize their article.
Check to see that all students have their article and summary for small-group discussion.
166
In groups of four or five, students share their articles, summaries, and discuss any highlighted opinion
statements in the articles, and how these opinion statements affected student interpretations of the article read.
Each group should have a group leader to moderate discussion and a group recorder. Each group must
compile a list of seven characteristics of Haitian life under democracy (based on fact) which the group recorder
writes down. Students must supply bibliographic information on the article(s) which support each characteristic
and be prepared to discuss the evidence from the article(s) that supports each characteristic. Each group must
also select the most interesting article they found to share with the class.
Each group leader shares the groups most interesting article with the rest of the class.
Discuss what students learned about life in Haiti under democratic government by reading and sharing news
articles. Ask each group leader to share three of the groups seven characteristics about life in Haiti. List
characteristics on the board for students. Question group members for textual evidence that led the group to
identify the characteristic about life in Haiti.
As a class, draw lines to connect similar and different characteristics. Ask students to justify the similarities and
the differences.
Ask students to examine the characteristics and connections among them; students write a six to seven
sentence diary entry from the point of view of an adolescent living in Haiti. Tell students that you will ask
volunteers to share their writing with the class.
Share diary entries. Then, ask students to identify any similarities among diary entries shared. Collect student
work.
As a follow-up activity, you might group four to five students into a book club. You could assign each group to
(a) read a book on life in Haiti; (b) write a journal response on each chapter, and (c) designate class periods for
group discussions on their books. Each group could give an oral book report to the class, using a multimedia
slide presentation once they have read and discussed their assigned book in its entirety. The following
suggested texts must be reviewed and approved by each teacher/school:

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

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

167
Danticat, Edwidge. (1996). Krik? Krak? New York: Random House. ISBN: 067976657X

Regis, Marc Yves. (1999). Haiti through My Eyes. New York: J uke J oint Publishing. ISBN:
1575022516

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

Temple, Frances. (1997). Tonight, by Sea: A Novel. New York: Harper Trophy. ISBN: 0531068994

Assessment

Summary of article on contemporary life in Haiti under democracy will be graded on grammar, spelling,
sentence construction, and connectedness use of references.
Group work
Diary entry, which is graded for logic, sequencing of ideas, and grammar.
Participation in small group

FCAT Preparation

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

168
Student Resources

Embassy of Haiti web site (www.haiti.org)

Windows on Haiti web site (http://windowsonhaiti.com)

Newspapers (such as The Sun-Sentinel (www.sun-sentinel.com),

The Miami Herald (www.herald.com), The New York Times (www.nytimes.com)

Magazines (such as Time and Newsweek)

J ournals on Haiti and the Caribbean

Teacher Resources

Embassy of Haiti web site (www.haiti.org)

Windows on Haiti web site (http://windowsonhaiti.com)
Newspapers (such as The Sun-Sentinel (www.sun-sentinel.com), The Miami Herald (www.herald.com), The New York
Times (www.nytimes.com)

Magazines (such as Time and Newsweek)

J ournal

Blank transparencies

169

Sample Lesson Plan

African American Contributions to American Government

Grade 12
Objectives To identify African American contributions to American Government through small-group
activities, writing, and class discussion

To appreciate African American contributions to American Government through writing and
class discussion

Time Frame 5 Class Periods (58 minutes)

Areas of Infusion Language Arts, Social Studies




170
The student selects and uses information from a variety of electronic media, such as the Internet, information
services, and desktop publishing software programs, to create, revise, retrieve, and verify information.

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

The student uses details, illustrations, analogies, and visual aids to make oral presentations that inform,
persuade or entertain.

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


Using resources from the media center, explore African American contributions to American Government with
your students.
Discuss these contributions and why students may think they are significant to our county, state, and nation.
Place students in small groups. Each group researches African Americans from one of these categories: (1)
African Americans in Florida State government; (2) African Americans in local, municipal government; (3)
African Americans in the United States Congress; (5) African Americans as Activists. Students may use
teacher-previewed and teacher-approved web sites; and other resources from the media center to complete
their research.
Each group creates a newspaper, based upon their research, for their chosen category. The newspaper
includes (1) a table of contents; (2) a human-interest article for each African American chosen; (3) a news
171
article for each person chosen; and (4) one article on the importance of African American contributions to
American Government. Students must also submit a bibliography for their project. Allow students to use a
desktop publishing program to complete their newspapers.
Each group makes an oral presentation to the class. The presentation highlights articles and editorial choices
in their newspaper and explains what they learned from their research.
Display group newspapers in the classroom. As a class, discuss the similarities and differences among the
group newspapers.
As a follow up activity, students write a three-paragraph answer to the extended response question: What do
you think are the similarities and differences among the African Americans who have made contributions to
American Government? Use evidence from your research and class discussion to support your answer.
Before students begin writing, inform them that you will ask volunteers to share their answers. Write along with
your students.
Allow volunteers to share their answers to the extended response question. Conclude by sharing your answer.

Assessment

Three paragraph response to extended response question

FCAT Preparation
Participation in class discussion that engages students use of higher level thinking skills
Three paragraph response to extended response question

172
Student Resources

U.S. House of Representatives www.house.gov

U.S. Senate www.senate.gov

Florida State Legislature www.leg.state.fl.us

Teacher Resources

U.S. House of Representatives www.house.gov

U.S. Senate www.senate.gov

Florida State Legislature www.leg.state.fl.us

173
African and African American History
Glossary of Commonly Used Terms

Ableism
Discriminatory beliefs and behaviors directed against
people with disabilities.

Abolition
The movement to put an end to slavery. A person who
supported the elimination of slavery was known as an
abolitionist. Some abolitionists were gradualists; they
believed in a sow pace to end slavery. Immediatists
wished to see slavery end quickly.

Acculturation
Refers to the process by which a persons culture is
modified through direct contact with exposure to another
culture.

Additive Approach
Refers to the content, themes, and perspectives of
diverse cultures that are added to the curriculum without
changing its structure significantly.

Africa
Second largest of the seven continents. Africa is located
across the Atlantic Ocean to the southeast of North
America. It lies between the Atlantic and the Indian
Ocean. Africa is south of Europe. People were taken
from Africa to be slaves in North America, South
America, Central America, and the Caribbean and other
parts of the world.

African Americans
United States citizens who have an African biological and
cultural heritage. This term is used synonymously and
interchangeably with Blacks and Black Americans.

Afrocentric Curriculum
A curriculum approach in which concepts, issues,
problems, and phenomena are viewed from the
perspectives of Africans and African Americans. It is
based on the assumption that students learn best when
they view situations and events from their own cultural
perspective.

Ageism
Discriminatory beliefs and actions directed against
people because of their age.
174

American Indian
See Native American

Anglo-Americans
Americans whose biological and cultural heritage
originated in England or Europe.

Anti-racist Education
A term used frequently in the United Kingdom and
Canada to describe an approach used by teachers and
other educators to eliminate institutionalized racism from
schools and society and to help individuals develop
nonracist attitudes.

Anti-Semitism
Discriminatory beliefs and behaviors directed against
J ewish people.

Asian Americans
Americans who have a biological and cultural heritage
that originated on the continent of Asia.

Assimilationist Ideology
Refers to total integration of all cultures into the dominant
or majority culture. In the United States this view is often
referred to as the melting pot.

Biethnicity
The ability of an individual to maintain an allegiance to
two ethnic groups of his/her ancestry.

Bigotry
Intolerance for racial, cultural, ethnic, gender, or religious
differences.

Bilingualism
Having the ability to speak and use two languages, with
the fluency characteristics of a native speaker.

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

175
Classism
Discriminatory beliefs and behaviors based on
differences in social class, generally directed against
those who are from poor and/or social working-class
backgrounds.

Colonists
A group of persons who settle in a new land: these
settlements are called colonies. The term American
colonists refers to those persons who establish cities
and towns on the Eastern coast of the U.S. in the 1600s
and 1700s.

Communication Style
How individuals interact with one another verbally and/or
non-verbally and the messages they send and/or receive
(intentionally or not), through their behaviors and actions.

Contribution Approach
Refers to the basic and easiest level of integration of
Multicultural Education content into the curriculum (i.e.
heroes, holidays, and discrete cultural events and
elements). While this approach enhances the individuals
awareness, it does not develop cross-cultural
competency.

Cooperative Learning
An alternative to traditional instructional systems, where
students work in heterogeneous groups of four to six
members and earn recognition, rewards, and sometime
grades based on the academic performance of their
group.

Cross-Cultural Miscommunication
For example, a smile, a gesture or word choice can
cause cross-cultural miscommunication between senders
and receivers who are unaware of each others cultural
interpretation of these actions.

Cultural Assimilation
Takes place when one ethnic or cultural group acquires
the behavior, values, perspectives, ethos, and
characteristics of another ethnic group and sheds its own
cultural characteristics.

Cultural Awareness
Recognition of and sensitivity towards cultures other than
ones own.

Cultural Diffusion
Dispersal of cultural traits from one group to another.

176
Cultural Pluralism
Focuses on the political, economic, social, and
psychological variations inherent in the American society.
Thus, in recognition of these differences, instruction is
modeled to the learning styles and cultural traits of the
learner.

Cultural Reality
The notion that any behavior must be judged in relation
to the context of the culture in which it occurs.

Cultural Universals
Functions found in every culture (e.g. a family unit,
marriage, parental roles, education, and health care).

Cultural Values
Involves what a culture regards as good or bad, right or
wrong, fair or unfair, just or unjust, beautiful or ugly, clean
or dirty, unlovable or worthless, appropriate or
inappropriate.

Culture
The ideas, symbols, behaviors, values, and beliefs that
are shared by a group of people.

Culture Shock
The adjustments, impact, and process a person
experiences when coming into direct contact with another
very different culture for an extended period of time. It
often has a five-stage progression: 1) fascination with the
host culture, 2) hostility against the host culture, 3)
adjustment to the host culture, 4) acquisition of a
bicultural ability to understand a host culture and act in
accord, 5) experience of reverse culture shock when the
individual returns to his/her own cultures and undergo a
similar readjustment progression.

Curriculum
The organized environment for learning in a classroom
and school. The curriculum includes elements, usually
written down, in form of goals, objectives, lesson plans
and units that can be found in educational materials such
as textbooks.

Deculturation
The elimination of ones cultural heritage.

177
Deflect Theories
Theories that hypothesize that some people are deficient
in intelligence and/pr achievement either because of
genetic inferiority (i.e., because of their racial
background) or because of cultural experiences and
activities deemed by the majority population to be
indispensable for growth and development).

Desegregation
Is a physical arrangement, wherein persons of different
racial-ethnic backgrounds work, learn, and live in the
same setting. It is a legal reversal of the historical,
economic, racial practice of separating groups of
individuals from each other on the basis of identifiable
characteristics, such as race or ethnic identity. It is the
abolition of racial separation in public schools, facilities,
and other institutions.

Dialect
Versions of language with distinctive vocabulary,
grammar, and pronunciation that are spoken by particular
groups of people or within particular regions.

Disability
The physical or mental characteristics if an individual that
prevent or limit him or her from performing specific tasks.

Discrimination
The differential treatment of individuals or groups based
on categories such as race, ethnicity, gender, sexual
orientation, social class, or exceptionality.
Diversity
Is a condition of being different and of having differences.

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

Ethnic Diversity
Differences that exist among members of the same
ethnic group.

178
Ethnic Group
A microcultural group, which shares a common history
and culture, common values, behaviors, and other
characteristics that cause members of the group to have
a shared identity. An ethnic group also shares economic
and political interests. Cultural and racial characteristics,
rather than biological traits, are the essential attributes of
an ethnic group. Some examples include: African
Americans, Asian Americans, European Americans,
Native Americans, Latinos, and other groups.

Ethnic Minority Group
An ethnic minority group has distinguishing cultural and
racial characteristics, which enable members of the other
groups to identify ethnic minorities easily. Some ethnic
minority groups, such as J ewish Americans, African
Americans, Hispanics, and Latinos, Native Americans,
and Asian Americans have unique cultural characteristics
that make them targets of racism and discrimination.

Ethnic Studies
The scientific and humanistic analysis behavior
influenced by variables related to ethnicity and ethnic-
group membership. This term is often used to refer to
academic courses and programs that focus on specific
racial and ethnic groups. However, any aspect of a
course or program that includes a study of variables
related to ethnicity can be referred to as ethnic studies.
In other words, ethnic studies can be integrated within
the boundaries of mainstream courses and curricula.

Ethnicity
A wide variety of groups who might share a common
language, historical origins, racial or religious
characteristics, and identification with a common nation-
state, or cultural system.

Ethnocentrism
Seeing events, setting standards and making value
judgments through the narrow vision of ones own ethnic
origins, regarding ones own ethnic group as superior and
viewing others as inferior.

Ethnography
Educational research that is qualitative in nature and
uses anthropological methods such as fieldwork,
interviewing, and participant observation in studying
schools and students.

Eurocentric Curriculum
A curriculum in which concepts, events, and situations
are viewed primarily from the perspectives of European
nations and cultures, wherever Western civilization is
emphasized. This approach is based on the assumption
that Europeans have made the most important
contributions to the development of the United States and
the world. Curriculum theorists who endorse this
approach are referred to as Eurocentrists or Western
traditionalists.

179
Exceptional
Used to describe students who have a learning or
behavioral characteristic that differs substantially from
other students and that requires special attention in
instruction. Students who are intellectually gifted or
talented, as well as those who have learning disabilities,
are considered exceptional.

Gender
Consist of behaviors that result from the social, cultural,
and psychological factors associated with masculinity
and femininity within a society. Appropriate male and
female roles result from the socialization of the individual
within society.

Gender Identity
An individuals view of the gender he or she belongs to
and his or her shared sense of group attachment with
other males or females.

Global Education
Concerned with issues and problems related to the
survival of human beings in a world community.
International studies is a part of global education, but the
focus of global education is the interdependence of
human beings and their common fate, regardless of the
national boundary in which they live. Many teachers
confuse global education and international studies with
ethnic studies, which deals with ethnic groups within a
national boundary such as the United States.

Globalism
A perception which incorporates a worldview based on
positive global identification, which results in
universalistic values, knowledge, skills and abilities to
function effectively in any culture within the U.S. and the
world.

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

180
Heterosexism
Discrimination beliefs and behaviors directed against gay
men and lesbians.

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

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

Integration
Is a broader concept that desegregation, in that it
involves the social acceptance (as equals) persons who
are racially ethnically different, regardless of race.
Desegregation generally must precede integration.

Intercultural Communication
Refers to the enhanced ability of the individual to
appropriately interpret symbols, language, and non-
verbal behaviors in similar ways based on an innate
respect for each others culture. Intercultural
communication occurs whenever a message producer is
a member of one culture and the receiver represents
another culture. A key ingredient will require the
individuals to appreciate and respect the culture of
different groups.

Kinesics
Nonverbal body language, which includes facial
expressions, gestures, posture, head movements or use
of the eyes.
181

Language
A collection of verbal and nonverbal symbols and rules
used by individuals in a given society to express the
values and concepts of that society.

Latino American
See Hispanic Americans

Linguicism
According to Skutnabb-Kangas, this term refers to
ideologies and structures which are used to legitimize,
effectuate, and reproduce an unequal division of power
and resources (both material and non-material) between
groups which are defined on the basis of language. See
Tove Skutnabb-Kangas, Multilingualism and Education of
Minority Children. In Minority Education: From Shame to
Struggle, edited by Tove Skutnabb-Kangas and J im
Cummins (Clevedon, England: Multilingual Matters,
1988), 13.

Mainstream American
A United States citizen who shares most of the
characteristics of the dominant ethnic and cultural group
in the nation. Such an individual is usually White Anglo-
Saxon Protestant and belongs to the middle class or
higher social-class status. However, this is not always
the case.

Mainstream-Centric Curriculum
A curriculum that presents events, concepts, issues, and
problems primarily or exclusively from the points of view
and perspectives of the mainstream society and the
dominant ethnic and cultural group in the United States,
(i.e., White Anglo-Saxon Protestants). The mainstream-
centric curriculum is also presented from the
perspectives of Anglo males.

Mainstreaming
The process that involves placing students with
disabilities into regular classrooms for instruction. They
might be integrated into the regular classroom for part or
all of the school day. This practice was initiated in
response to Public Law 94-142 (passed by Congress in
1975), which requires that students with disabilities be
educated in the least restrictive environment.
182
Monochronic
A cultural style where tasks are approached one at a
time.

Multicultural Education
Education that is designed to change the total
educational environment so that students from diverse
racial and ethnic groups, gender groups, exceptions
students, and students from various social-classes will
experience equal educational opportunities in schools,
college and universities.

Multiculturalism
A philosophical position and movement that assumes
that the gender, ethnic, racial and cultural diversity of a
pluralistic society should be reflected in all of the
institutionalized structures of educational institutions,
including the staff, the curriculum, and the student body.

Multiethnic Education
Education that is designed to change the total
educational environment so that students from diverse
racial and ethnic groups will experience equal
educational opportunities. Multiethnic education is an
important component of Multicultural Education.

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

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

Paralinguistics
Nonverbal elements of speech such as tone of voice,
pauses, hesitations, errors in speech rate of speech
and volume.

183

Perception
Insight or intuition, understanding gained by ones
impression of specific ideals, qualities, or objects.

Pluralism
There are three basic models for understanding pluralism
in our society: Anglo-conformity - A model of pluralism
based on the concept that all newcomers need to
conform to the European American, middle-class, and
English speaking majority. Melting pot - A model that
maintains that differences need to be wiped out to form
an amalgam that is uniquely American, but without traces
of the original cultures. Cultural Pluralism - (alternatively
call salad bowl, mosaic, or tapestry). A model based on
the premise that all newcomers have the right to maintain
their languages and cultures while combing with others to
form a new society reflective of all our differences.

Polychronic
Cultural styles where a variety of tasks are approached
simultaneously.

Positionality
An ideal that emerged out of the feminist scholarship
stating that variables such as an individuals gender,
class, and race are markers of her or his relational
position within a social and economic context.

Prejudice
A set of rigid and unfavorable attitudes toward a
particular individual or group that is formed without
consideration of facts. Prejudice is a set of attitudes that
often leads to discrimination, the differential treatment of
particular individuals and groups.

Proxemics
Nonverbal behaviors describing concepts of space, such
as preferred interpersonal distance in groups or
conversations.

Race
Refers to the attempt by physical anthropologists to dived
human groups according to their physical traits and
characteristics. This has proven to be very difficult
because human groups in modern societies are highly
mixed physically. Consequently, different and often
conflicting race topologies exist.

Racial Group
A racial group is a division of humankind possessing
traits that are transmissible by descent and sufficient to
characterize it as a distinct human type. A racial group
actually includes a complex distinction of degrees of
184
human traits that are physical, linguistic, cultural, and
psychological. For many, skin color is the most
distinguishing factor of racial identification. Although
there are many racial groups, the three main
anthropological identifications are Negroid, Mongoloid,
and Caucasoid.

Racism
A belief that human groups can be validly grouped
according to their biological traits and that these
identifiable groups inherit certain mental personalities
and cultural characteristics that determine their behavior.
Racism, however, is not merely a set of beliefs, but is
practiced when a group has the power to enforce laws,
institutions, and norms based on its beliefs, and
oppresses and dehumanizes another group.

Religion
A set of beliefs and values, especially about explanations
that concern the cause and nature of the universe, to
which an individual has a strong loyalty and attachment.
A religion usually has a moral code, rituals, and
institutions that reinforce and propagate its beliefs.

Resistance Theory
As applied to schools, this term refers to the way in which
students actively or passively resist learning. Reasons
for this resistance may be varied, from cultural or
linguistic differences to perceptions that the knowledge
taught is meaningless and imposed. It can take a variety
of forms, from acting out, to refusing to complete
schoolwork or other assignments, to dropping out of
school altogether.

Self-Fulfilling Prophecy
Term coined by Merton to refer to the way that students
perform based on what teachers expect of them. See
Robert Merton, The Self-Fulfilling Prophecy, The
Antioch Review, 8 (1948), 193-210.

Sex
The biological factors that distinguish males and females,
such as chromosomal, hormonal, anatomical, and
physiological characteristics.

Sexism
Social, political, and economic structure that give
advantages to sex groups. Stereotypes and
misconceptions about the biological characteristics of
each sex groups reinforce and support sex
discrimination. In most societies, women have been the
185
major victims of sexism. However, males are also
victimized by sexist beliefs and practices.

Slave
A person who is owned by others and must work for them
without just compensation. A slave was looked upon as
property. The slaves liberty, rights, and well-being are
controlled by the owner of the slave.

Social Class
A group of people who have similar socioeconomic status
based on such criteria as income, occupation, education,
values, and behaviors. Lower class, working class,
middle class and upper class are common designations
of social class in the United States.

Standard Dialect
A codified set of language norms which are considered to
be socially acceptable and correct according to the
formal linguistic rules of society.

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

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

186

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

187
Resources


Special Note to Readers:

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

188

189

For further information on the State of Florida
Commissioner of Educations Task Force on African
American History, please contact the following:

Dr. Bernadette Kelley Dr. Patrick Coggins
Chair Vice-Chair

Florida A&M University Multicultural Institute
Secondary Education Stetson University
1500 Wahnish Way 421 N. Woodland Blvd.
GEC-C, Suite 200 Unit 8419
Tallahassee, FL 32307 DeLand, FL 32723

(850) 599-3692 (386) 822-7360

bernadette.kelley@famu.edu pcoggins@stetson.edu

190

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