Unit 1
Semester 1: Where We Come From: Introduction to African Origins and Contributions of Ancient African Empires to World Civilizations and the African Diaspora (500 B.C.E. to 1600)
Semester 1: Where We Come From: Introduction to African Origins and Contributions of Ancient African Empires to World Civilizations and the African Diaspora (500 B.C.E. to 1600)
Unit Overview/Summary:
Introduction of the basis of course, overview of scope and sequence of content, and orientation of students to expected dialogue and community for learning will be the opening for this unit.
The content of this unit will focus on African Origins of humanity and contributions made by peoples of our greatest civilizations on the continent such as Kemet, Ghana, Songhai. The legacy of African Empires Kings and Queens will provide students information that will accurately paint a picture of the vast contributions to world civilizations.
It is through the history of African Origins and the exploration of African Civilizations and religions that we engage students in knowledge construction about the majestic breadth of great people in government, academic and technological innovation, and the arts, from whom African Americans and peoples from the Diaspora descended. This exploration will allow students to evaluate and analyze false narratives of inferiority and inhumanity of Africans and Black people which are deeply ingrained in modern society worldwide. As students begin the semester on African American history, they will have opportunities to embark on an exploration of a people who were made captives and brought to distant shores—and their long history of affirmation, resistance, reform, and radicalism.
Unit Duration:
7 Days
Relevant Standards:
Standards Coding Key:
Civ= Civics Geo= Geography Eco= Economics His= History Inq= Inquiry
Content Standards
HIST 9–12.1 Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical context.
HIST 9–12.3 Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
HIST 9–12.6 Analyze the ways in which the perspective of those writing history shaped the history that they produced.
GEO 9–12.2 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics.
GEO 9–12.8 Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration.
From CT Core Standards for English Language Arts (i.e., Reading, Writing, Listening, Speaking)
CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
From CT English Language Proficiency (CELP) Standards (i.e., Reading, Writing, Listening, Speaking and Language)
CELP.9-12.1. RI.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Examples and Explanations:
HIST 9–12.1
Purpose: Understand how unique circumstances shape historical events.
Real-World Application: This fosters critical thinking about current events, helping students recognize how context influences decisions and outcomes in society today.
HIST 9–12.3
Purpose: Assess the evolving significance of individuals and groups over time.
Real-World Application: Encourages deeper appreciation of social movements and historical figures, promoting awareness of ongoing struggles for justice and equality.
HIST 9–12.6
Purpose: Analyze the impact of historians' perspectives on historical narratives.
Real-World Application: Cultivates critical media literacy, enabling students to evaluate biases in contemporary narratives and understand their own viewpoints.
GEO 9–12.2
Purpose: Explain the relationships between places and their dynamics through various representations.
Real-World Application: Supports geographic literacy essential for understanding global issues like migration patterns, climate change, and urban development.
GEO 9–12.8
Purpose: Evaluate consequences of disasters on global systems.
Real-World Application: Prepares students to engage with current issues, such as climate crises and humanitarian responses, highlighting interconnectedness in a globalized world.
CCSS.ELA-Literacy.RH.11-12.1
Purpose: Support analysis of sources with textual evidence.
Real-World Application: Develops research skills crucial for academic integrity and informed citizenship, essential for evaluating information in the digital age.
CCSS.ELA-Literacy.RH.11-12.2
Purpose: Summarize central ideas and relationships in texts.
Real-World Application: Enhances comprehension skills necessary for understanding complex societal issues and engaging in informed discussions.
CCSS.ELA-Literacy.RH.11-12.8
Purpose: Evaluate authors’ claims through corroboration.
Real-World Application: Promotes analytical thinking and skepticism, empowering students to challenge misinformation in public discourse.
CCSS.ELA-Literacy.WHST.11-12.9
Purpose: Support analysis with evidence from texts.
Real-World Application: Encourages robust academic writing and informed argumentation, valuable in both academic and professional settings.
CELP.9-12.1. RI.7
Purpose: Analyze accounts across different mediums.
Real-World Application: Enhances media literacy by encouraging critical evaluation of diverse narratives, vital in our multimedia society.
Transfer Goal: Aligned to District Vision of a Graduate
Aligned to District Vision of a Graduate
An Effective Communicator
actively listens
clearly and concisely conveys information for shared understanding
command of the language; written and verbal
A Problem Solver
collaborative
practices creative, outside of the box thinking
Respectful
embraces cultural diversity
Coherence:
How does this unit build on and connect to prior knowledge and learning?
Historical Context: Students may have previously studied world history or early civilizations. This unit expands that foundation by focusing on African contributions, enriching their understanding of global history.
Cultural Awareness: Prior exposure to diverse cultures and histories can help students draw connections between their own identities and the rich legacy of African civilizations, fostering a deeper appreciation for cultural diversity.
Critical Thinking Skills: Skills developed in previous units—such as analyzing sources, evaluating perspectives, and summarizing information—will be essential as students engage with the complex narratives surrounding African history.
Contemporary Issues: Understanding current social justice movements can connect to this unit’s exploration of African histories, as students will see the historical roots of present-day issues regarding identity and representation.
By anchoring new content in familiar concepts and themes, this unit encourages deeper engagement and critical reflection on the historical and contemporary significance of African civilizations.
How does this unit prepare students for future learning?.
Cultural Literacy: Understanding African civilizations prepares students to appreciate global interconnectedness, fostering respect for diverse cultures in future coursework and discussions.
Research and Evidence-Based Analysis: Engaging with primary and secondary sources equips students with research skills necessary for advanced studies in any discipline, especially social sciences and humanities.
Empathy and Social Awareness: Understanding historical injustices and contributions fosters empathy, preparing students to engage thoughtfully in discussions about equity and social justice in various contexts.
Foundation for Advanced Topics: This unit sets the stage for more complex discussions about colonialism, globalization, and identity in future courses, encouraging deeper exploration of these themes.
By equipping students with these foundational skills and insights, the unit not only enriches their immediate understanding but also lays a strong groundwork for their continued academic journeys.
Essential Questions:
What impact did the people of Ancient Africa have on early and modern civilizations, and why has this impact been largely ignored through much of history?
How has the concept of race been socially constructed over time?
Enduring Understandings:
UNDERSTAND the construct of race, why, and how it was developed.
INVESTIGATE the evolution and development of African American/Black and Puerto Rican/Latino identities, including intersections with Indigenous and other identities.
ANALYZE how race, power, and privilege influence group access to citizenship, civil rights, and economic power.
What Students Will Know:
HIST 9–12.1:
Identity
Africa is the birthplace of humanity and civilization
Evolution of race
Trans-Atlantic Slave Trade
HIST 9–12.3:
Africa is the birthplace of humanity and civilization
Construct of Race
Trans-Atlantic Slave Trade
HIST 9–12.6:
Perceptions on Africa
Moors
Race and impact on world civilization
GEO 9–12.2:
Geography of African Empires
Trans-Atlantic Slave trade from Europe to Africa to Americas
GEO 9–12.8:
Rise and fall of African Empires
Moors' Geography
CCSS.ELA-Literacy.RH.11-12.1:
African Empires
Moors
Trans-Atlantic Slave Trade
Construct of Race
CCSS.ELA-Literacy.RH.11-12.2:
Construct of Race
Rise and Fall of Moors
CCSS.ELA-Literacy.WHST.11-12.9:
African Empires
Moors
Trans-Atlantic Slave Trade
CELP.9-12.1. RI.7:
Various mediums of history about African Empires
Various mediums of history about Trans-Atlantic Slave Trade
Variuos mediusm of historu about the construct of race
What Students Will Do:
HIST 9–12.1:
Norms and safe space parameters
Journal & Identity Slides
HIST 9–12.3:
Class discussion
Source analysis
Evaluate available primary sources to compare and contrast beliefs and historical background of early African civilizations
HIST 9–12.6:
Source analysis
Develop a historical frame-of-reference of Ancient Africa’s contributions to world culture
GEO 9–12.2:
African Empire Graphic organizer
Research
Class discussion
GEO 9–12.8:
Class discussion
Analyze the impact of Moors in the world
Research
CCSS.ELA-Literacy.RH.11-12.1:
Race discussion
Comprehension questions
CCSS.ELA-Literacy.RH.11-12.2:
Class discussions
Comprehension questions
CCSS.ELA-Literacy.RH.11-12.8:
Analysis of race construction
Examining African Empires histories
CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
Examination of TA slave trade facts and figures
Create and answer own questions
CELP.9-12.1. RI.7:
Analyze various sources in different mediums (audio, visual, print, etc.)
Demonstration of Learning:
Pre-Assessment: Students complete a course self-assessment to gauge: interest in taking the course, comfort level in talking about race, comfort level participating in challenging and difficult conversations, comfort level in learning about other cultures, what they know and want to learn more about. (Will do post assessment at end of semester.)
Misconceptions: Blacks, Africans, AfricanAmericans and African descendants are primitive, sub-human, and racially inferior to whites.
Formative Assessments/Checks for Understanding
Class Discussions
Short Essay Responses/Reflections
Exit Tickets
Journal Entries
Presentations
Performance Tasks and Criteria/Project Based Applications (Aligned to Compelling Question)
This unit concludes with an End-of Unit Performance Task in which students collectively draw from their research to create and present a representation addressing the compelling question of the impact of the people of Ancient Africa on the development of humanity and civilization (e.g., presentation, descriptive PowerPoint, visual depiction such as poster or concept map or matrix, etc.).
Introduction of Course Projects: Radical Imagination Through the Arts and/or Be the Change Project
Unit Specific Vocabulary and Terminology:
Safe Space
Race and Racism
Anti-racism
Social Justice
Identity
Diaspora (Who is African American and who is Black? Who is Puerto Rican and who is Latino? Who is Afro-Latino?)
Ethnicity
Aligned Unit Materials, Resources, and Technology:
Opportunities for Interdisciplinary Connections:
Engineering - Explore African Archeology
Art - Explore African Art and Artifacts, Symbols and their meaning
Graphic Arts and Design - Incorporate African textures, patterns in clothing, web design
Geography - Analyze maps, artifact of Transatlantic Slave Route
Opportunities for Application of Learning:
This unit concludes with an End-of Unit Performance Task in which students collectively draw from their research to create and present a representation addressing the compelling question of the impact of the people of Ancient Africa on the development of humanity and civilization (e.g., presentation, descriptive PowerPoint, visual depiction such as poster or concept map or matrix, etc.).
Introduction of Course Projects: Radical Imagination Through the Arts and/or Be the Change Project
Critical Consciousness for Diversity and Equity:
Use these reflective questions to enhance critical consciousness for diversity and equity for both educators and students.
Why is it important for me and my students to be critically conscious for diversity and equity?
How do I define diversity? How do my students define diversity? What do I need to learn? What do my students need to learn?
How do I define equity? How do my students define equity? What do I need to learn? What do my students need to learn?
How does my identity and my students’ identities impact my teaching and classroom practices? How does it impact my students’ learning and engagement?
What do I know about various aspects of identity? What do I need to learn?
What do my students know about various aspects of identity? What do they need to learn?
In developing our K-8 social studies model curriculum, we place a strong emphasis on cultural relevance to captivate and empower our students. It’s important to create inclusive spaces for meaningful dialogues where students not only engage with previous lessons but also share their unique life narratives, contributing to a collective awareness of diverse perspectives. The aim is to thoughtfully integrate the rich cultural tapestry of students' homes into the social studies classroom, mindful of the multifaceted diversity within our communities.
Cultivate authentic connections with families through reciprocal conversations that honor their cultures as invaluable assets for promoting both equity and learning. This approach prioritizes experiences that place students at the forefront, ensuring activities not only mirror their lives but also provide windows to a broader understanding of an equitable world.
One crucial context, language serves as a powerful conduit to students' diverse cultural backgrounds. Embrace a translanguaging approach, recognizing and appreciating the varied linguistic repertoires our students bring to the social studies classroom. This approach acknowledges that individuals draw upon diverse languages and language varieties, such as English and Spanish, to construct a meaningful understanding of equity and diversity in their educational journey.
Multilingual Learners:
For information on how to support English Learners in this unit, refer to the Connecticut English Language Proficiency (CELP) Standards with Correspondences to the K-12 Practices and Connecticut Core Standards.
Use the EL Strategies Desk Cards (Tip Sheets for ALL Classroom Teachers) for specific questioning techniques and teaching strategies to support students’ learning.