SOCIAL SCIENCE

9th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan

Unit escripti!n" To understand the period of expansion of ideas students will first study the historical development and the role of religion in Africa. The introductory unit will include the study of indigenous, Christian and Islamic religions. From the 700s to !"# AC$, during the period erroneously called the dar% ages, a great period of expansion of thought too% place. This expansion included expanded philosophic and religious thought, advances in art, architecture, science, math and education. This expansion was the result of Islamic expansion of territory spreading Islamic advances around the %nown world. &tudents will examine the lives of two leading 'oslem (eaders and assess how their experiences contri)uted to the spread of Islam and the expansion of religion and philosophy etc. &tudents will formulate opinions on issues related to the relationship )etween Christians and 'uslims and issues of religion politics and philosophy. Len#th !f Unit" $ %ee&s $nduring *nderstanding s . Ge!#raphy" +eopolitical )oundaries are created through conflict and compromise and have implications for political, economic, and social interactions. #. P!litics involves competing ideas a)out the common good and the role of the individual. ,. 'ist!ry" -ifferent perspectives affect the interpretation of history. I/ II/ III/ Common Core &tandards 0ow do culture and identity influence who we are1 0ow do time, culture and history influence wor%s of art and2or the advancement of science and technology1 3hat can I do to positively impact my community1

$ssential .uestions

(')9*+,)3 Analy4e in detail a series of events descri)ed in a text5 determine whether earlier events caused later ones or simply preceded them. -'S.)9*+,)/ 3rite informative2explanatory texts, including the narration of historical events, scientific procedures2 experiments, or technical processes. -'S.)9*+,)/a0 10 c0 d a) Introduce a topic and organi4e ideas, concepts, and information to ma%e important connections and distinctions5 include formatting 6e.g., headings/, graphics 6e.g., figures, ta)les/, and multimedia when useful to aiding comprehension. 1) -evelop the topic with well7chosen, relevant, and sufficient facts, extended definitions, concrete details, 8uotations, or other information and examples appropriate to the audience9s %nowledge of the topic. c) *se varied transitions and sentence structures to lin% the ma:or sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d) *se precise language and domain7specific voca)ulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of li%ely readers. SL)9*+,)2 ;resent information, findings, and supporting evidence clearly, *

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9th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
concisely, and logically such that listeners can follow the line of reasoning and the organi4ation, development, su)stance, and style are appropriate to purpose, audience, and tas%. Attenti!n needed t! de3el!p #!!d #r!up %!r& ha1its" &elective attention 6filtering our distractions, ignoring irrelevant information/ &ustained attention 6focus on material for long periods of time/ -ividing attention 6focus on more than one thing at a time/ Critical thin%ing s%ills

Cognitive &%ills

E4ecuti3e functi!ns ;lan Flexi)ility< change direction if not wor%ing5 adopt multiple approaches &trategy use< a)ility to reflect on strategy and select appropriate strategy .hin&in# s&ills =easoning a)out concrete items versus a)stract ideas Creativity Analy4ing2evaluating arguments -eveloping a logical argument Inductive reasoning< using specific examples2o)servations and forming a more general principal -eductive reasoning< use stated general premise to reason a)out specific examples 0ypothesis testing< test ideas through experience or manipulation of varia)les Appreciation< recognition of the value of something =esponding to novelty< a)ility to react appropriately in a novel situation &elf7reflection< a)ility to thin% a)out oneself in relation to the material 6F/ Formative Assessments This unit contains multiple formal and informal formative assessments. Formative assessments for this unit consist of guided reading and writing exercises, Cornell >otes 6with summaries/, mar%ing the text activities, chec%s of group and individual intermediate goals, reflections after group wor%2meetings, summaries of selected text6s/, exit slips, and expository writing samples in response to short, informational texts2documents will used in this unit. &ummative performance assessments are ways to measure students9 %nowledge and s%ills that go )eyond as%ing them to answer multiple choice, true2false, or fill in the )lan% 8uestions. &tudents will )e as%ed to complete a hands7on tas% 6up to !? minutes/ or one that can )e completed over several class periods. Together, the assessment tas% and the scoring method comprise the performance assessment. The performance assessment for this

6&/ &ummative

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9th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
unit consists of multiple tas%s and scoring methods. +roups 6of three students/ will present a multimedia presentation on their individual religious group and its relationship with the others. 6from three total group choices/ accompanied )y an individual essay that explains how their group was impacted, )oth positively and negatively, )y a variety of power dynamics during their historical time period. &tudents9 products will further explain the social, economic, and cultural relationship of their chosen group to the current social, economic, and cultural environment in the 'editerranean 3orld including especially &pain. &pread of Ideas / The study of the intellectual thought of the 'uslims and their effect on Christianity, on Africa, and su)se8uently Africa and Islam on $urope. a/ Trade and the &pread of Islam in Africa http<22www.metmuseum.org2toah2hd2tsis2hd@tsis.htm #/ -evelopment of formali4ed education out of Africa 6universities and li)raries/ a/ Tim)u%tu i/ Tim)u%tu 7 city of legends http<22news.))c.co.u%2#2hi2africa2 " ,# .stm ii/ (eo Africanus< -escription of Tim)u%tu from The Description of Africa 6 ?#A/ http<22www.fordham.edu2halsall2med2leo@afri.asp iii/ Important &ites< The *niversity of Tim)u%tu http<22insideislam.wisc.edu2#0 #20,2important7sites7the7university7of7 tim)u%tu2 iv/ &aladin< a Benevolent 'an, =espected )y )oth 'uslims and Christians By Faysal Burhan http<22www.islamic7study.org2saladin@salahu@ad7 deen.htm v/ The Crusades in $gypt http<22www.touregypt.net2featurestories2crusades.htm vi/ &aladin http<22www.thenationofislam.org2&aladin.html vii/ &aladin, &tory of a 0ero http<22www.saudiaramcoworld.com2issue2 "700,2saladin7 story.of.a.hero.htm viii/ &aladin Ta%es Cerusalem From The Christians http<22history7 world.org2saladin@ta%es@:erusalem.htm ix/ I)n &ina http<22www.muslimphilosophy.com2sina2art2i)nD#0&ina7 =$;.htm x/ &t. Thomas A8uinas and Islamic Influence by Ijaz Ahmad http<22callingchristians.com2#0 ,20#2#,2st7thomas7a8uinas7and7 islamic7influence2 )/ 'oors in Andalusia, i/ A virtual wal%ing tour of Alham)ra http<22www.saudiaramcoworld.com2issue2#00A0!2alham)ra2default.ht m c/ Islam, the 'oors and education i/ 0istorical $vidence =egarding the (i)raries of 'uslim &pain

Text2=esource s

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9th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
http<22everything#.com2title20istoricalE$videnceE=egardingEtheE(i) rariesEofE'uslimE&pain ii/ Islam &pain and the history of technology 0istory of Technology http<22www.engr.s:su.edu2pa)ac%er2history2islam.htm )/ The impact that African society had on $urope a/ The Impact of Islamic Civili4ation and Culture in $urope -uring the Crusades http<22idosi.org2w:ihc2w:ihc#6,/ #27.pdf Lion Of Mali: The Hajj of Mansa Musa )y -avid Tschan4, http<22www.academia.edu2 ?",?0,2(ion@Ff@'ali@The@0a::@of@'ansa@ 'usa 6Gou can download the story for free after signing up for Academia.edu which is also free and re8uires no o)ligation of any %ind/ Harious readings from http<22exploringafrica.matrix.msu.edu2students2curriculum2 A Christian2'oslem -e)ate Ff The #th Century http<22www.fordham.edu2halsall2source2christ7muslim7de)ate.asp A &hort 0istory of &pain and ;ortugal 6(ast paragraph of chapter , and all of chapter !/ http<22aero7 comla).stanford.edu2:ameson2world@history2A@&hort@0istory@of@&pain @and@;ortugal.pdf 'edieval &ource)oo%< I)n A)d7el70a%em< The Islamic Con8uest of &pain http<22www.fordham.edu2halsall2source2con8spain.asp 'edieval &ource)oo%< Al 'aggari< Tari%Is Address to 0is &oldiers, 7 C$, from The Breath of ;erfumes http<22www.fordham.edu2halsall2source27 Tari% .asp 'edieval &ource)oo%< The ;oetry of the &panish 'oors, &elections http<22www.fordham.edu2halsall2source2moorishpoetry.asp Christian 'artyrs in 'uslim &pain http<22li)ro.uca.edu2martyrs2martyrs.htm 6 A complete )oo% that can )e used for research/ Tolerance and the =e7Con8uest of Islamic &pain &e)astian 'Jnster. Cosmo raphiae uni!ersalis lib" #I" 6Basel< ??!/. and Moorish Architecture Cuan Alvare4 de Colmenar. Annales d$%spa ne et de &ortu al" 6Amsterdam< 7! /. http<22www.)rown.edu2Facilities2Cohn@Carter@Brown@(i)rary2islamic2pa ges2spain.html Beautiful 'oorish Architecture http<22www.corearchitect.co.u%2)eautiful7 moorish7architecture2 'oorish Architecture http<22education.nationalgeographic.com2education2media2moorish7art21 ar@aK

If you want to learn more a)out the rich diversity of religious traditions in the

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9th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
world, you should chec% these we)7sites< http<22www.))c.co.u%2religion2religions2index.shtml http<22www.omsa%thi.org2religions.html To learn more a)out the Coptic Church you can visit the following we)sites< http<22courses.washington.edu2disisme2Fur D#0$ncyclopaedia2C!7"LFA$7$,"F7!CA07A#AB7,F?0##!F!C?C.html http<22www.pitts.emory.edu2Archives2text2rg00?.html http<22www.p)s.org2newshour2indepth@coverage2africa2nigeria2religion.h tml -rin%ing the 3ord of +od< $xpressions of Faith and 3ell7Being in Two 3est African Communities http<22museum.msu.edu218Knode27, For more information a)out A%sum you can connect to the following we)sites< http<22www.)u.edu2remotesensing2research2completed2us7ethiopia7 planning2gallery2 http<22www.fordham.edu2halsall2ancient2nu)ia .html For more information on &anteria and Hodou, visit these we)sites< http<22www#.we)ster.edu2Mcor)etre2haiti2voodoo2overview.htm http<22lima.osu.edu2academics2writing23inning3or%s2first0aitian D#0Hoodo.htm http<22academics.smcvt.edu2africanart2Natie2Natie D#0'2religion@of@the@orishas.htm Africa< Islam and Indigenous =eligions http<22www.afri%aworld.net2afrel2islam7 afritradition.htm Can the African Christian ;ro)lem $ver Be =esolved1 )y =ev. -r ;rince Conteh http<22archived.oi%oumene.org2en2programmes2interreligiousdialogue2current7 dialogue2maga4ine2no7!"7:uly7#0072can7the7african7christian7pro)lem7ever7)e7 resolved7rev7dr7prince7conteh.html To learn more a)out the artist and this art tradition, please visit this we)site< https<22www.h7net.org2Metoc2 'aps 'ap =eligions in Africa, http<22#0 #)oo%s.lard)uc%et.org2)oo%s2regional7geography7of7the7 world7glo)ali4ation7people7and7 places2section@ 02dca!Ac!? ?0L!aL#a? cc,0aLdA0ca L.:pg )/ &pread of Islam in Africa http<22www.maps.com2ref@map.aspx1 pidK ,",

(earning Activities

&tudents will read and discuss the history of and the impact of the three %ey religions in Africa for understanding the role of religion and the spread of ideas in the 'editerranean world and )eyond. Africa was %ey to the development of Islamic and western thought through the expansion of the 'oors into &pain and through the resistance to the $uropean Crusades. In order to fully understand the role of Africa students first need to understand the role of religion in Africa and the roots of )oth conflict and cooperation that the Islamic

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9th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
expansion engendered. This (aunch lesson loo%s at the three religions in 8uestion in7depth to o)tain a )etter understanding of how they played critical roles in the expansion of ideas throughout the 'editerranean world. &tudents will further consider the significance of the contri)utions of these religions on African and African American cultures. &tudents will read a)out and research the significant role religion plays in helping to shape identity. &tudents will discuss and come to a consensus of what the term OidentityP means in the context of a cultural, ethnic or racial group and discuss how religion does or does not help to construct an identity, and whether or not religion can )e used to preserve Oidentity.P *ltimately the students will )e re8uired to create an argument as to the role of religion and what it means to a student9s sense of identity &tudents will investigate and research the conflict )etween the religions

3ee%

&tudents will loo% at the three religions in 8uestion in7depth to o)tain a )etter understanding of how they played critical roles in the expansion of ideas throughout the 'editerranean world. &tudents will further consider the significance of the contri)utions of these religions on African and African American cultures. &tudents will read a)out and research the significant role religion plays in helping to shape identity. &tudents will discuss and come to a consensus of what the term OidentityP means in the context of a cultural, ethnic or racial group and discuss how religion does or does not help to construct an identity, and whether or not religion can )e used to preserve Oidentity.P *ltimately the students will )e re8uired to create an argument as to the role of religion and what it means to a student9s sense of identity

3ee% #

(ec!nstructin# a c!n3ersati!n &tudents should )e encouraged to recall the contexts and perspectives of each religion. 3hat concerns did they share and what were their differences1 3hat were the seed of conflict )etween the religions1 Students %ill In3esti#ate" The causes and conse8uences of Islamic expansion and the growing conflict with Christendom. Including )iographies of &aladin, I)n &ina and the influence of Islam on the Christian Teachings of &t. Thomas A8uinas.

3ee% ,

&tudents will )egin developing thesis statements and use essay writing ru)ric

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9th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
to plan essay. 7To enhance reading s%ills, teacher will offer individuali4ed and whole group instruction. &he will refer to previous lessons on how to learn voca)ulary, using graphic organi4er in which students associate an image with a term. 7At the end of each wee%, students ta%e part in 'icro (a)s or =ounds to 6in Hisi)le Thin%ing )oo%/7 7 http<22www.nsrfharmony.org2protocol2doc2microla)s.pdf 7Add (adder of Feed)ac% By the end of the wee%< =esearch >otes -ue

3ee% !

3riting 7Thesis statement lesson< 3or% on developing your pro:ect9s thesis. 7Citations and Annotations lesson< =ecord citations and annotations for your sources. 73rite your Title, Introduction with Thesis, Bac%ground, Turning ;oint, Futcome2&ignificance &ections. 7=ecord citations and annotations for your sources. 7 Type your sections into 3ord and save as =ich Text File.

3ee% ?

Peer (e3ie%0 Editin#0 and presentati!ns !f papers 'Introduction to 3e)site $ditor Q &ample &ite< ;rovide 0ow to 3or%sheet. Appendi4

=eadings

5ac&#r!und Inf!rmati!n Fver the course of the twentieth century, %ente has moved far )eyond the )orders of +hana. The )rightly patterned cloth has come to convey a powerful message of African unity and its influence has spread across the Atlantic. In the last several decades, it has )ecome one of the most popular sym)ols of African American identity. Fn )oth sides of the ocean, then, %ente is recogni4ed as a proclamation of a proud association with the rich heritage of the African continent. 0ow did this expanded use of %ente come a)out1 .he Pan African 6!3ement" Gi3in# 7!ice t! Stru##le The glo)al spread of %ente and its transformation into a potent sym)ol were preceded )y the emergence of the ;an African 'ovement in the early twentieth century. As the name of the movement suggests, its aim was to unify Africans and African Americans in their struggles for enhanced social and political power. This desire for solidarity was the logical response to historical forces operative on )oth sides of the Atlantic. Throughout Africa, people )egan to rise *7

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9th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
up against their coloni4ers in a 8uest for political independence and freedom. At the same time in the *nited &tates African AmericansRas well as women and la)orersRsought expanded rights and organi4ed to ma%e their voices heard. The ;an African 'ovement gave )oth Africans and African Americans an ideological )asis for their respective struggles. $xpressions of ;an African unity were manifest in the formation of political parties, conferences, and organi4ations and in pu)lications where issues of common interest to Africans and African Americans were discussed. A series of ;an African Congresses held )etween "0 and "!? )rought together important Blac% leaders, such as the African American intellectual 3. $. B. -u Bois 6 LAL7 "A,/ S&(I-$ #, FI+*=$ !. T, and Nwame >%rumah 6 "0"7 "7#/ S&(I-$ n, FI+*=$ !7#T, an African of A%an origins who would later )ecome the first president of the newly independent nation of +hana 6see )iographies in ($&&F> &$H$>/. In the *nited &tates, the movement was further fueled )y the development of a num)er of important organi4ations, the most famous of these )eing the >ational Association for the Advancement of Colored ;eople 6>AAC;/, esta)lished in "0", and still an active force in the Civil =ights movement. Camaican activist 'arcus +arvey also inspired many African Americans with the esta)lishment of the *niversal >egro Improvement Association 6*>IA/ in "#0. This organi4ation promoted +arveyIs philosophy of UAfrica for the AfricansU and supported his UBac% to AfricaU movement. 8ente Cl!th" Sym1!l !f a 6!3ement 3ithin the context of the ;an African 'ovement, African and African American leaders esta)lished suita)le sym)ols to represent their )eliefs. 'arcus +arvey articulated a visual language for those who identified with Africa )y announcing that red, )lac%, and greenRsym)oli4ing )lood, s%in color, and new life, respectivelyR officially represented Uthe colors of the >egro =ace.U Nwame >%rumah, following in the footsteps of 3. $. B. -u Bois and 'arcus +arvey, among others, led +hana to independence on 'arch A, "?7Rthe first nation in Africa to regain its independence in the twentieth century. From $thiopia, who largely avoided colonial domination, +hana )orrowed and inverted the green, yellow, and red colors of the $thiopian flag for its own national flag and added a )lac% star, the Ulode starU of African freedom. Twelve other African countries who were to regain their independence in the next three years also adopted this color scheme. These same colors are also found in the %ente cloth of the Asante called Fyo%oman, the single most popular cloth pattern among +hanaians. The association of Fyo%omanIs colors, then, with the ;an African colors of red, green, and gold has enhanced its popularity to the extent that Fyo%oman itself is seen as a sym)ol of African unity. *n8uestiona)ly, +arveyIs ideas on color sym)olism affected the thoughts and actions of +hanaian ;resident Nwame >%rumah, who contri)uted, perhaps most profoundly, to the glo)al visi)ility of %ente as a sym)ol of African identity. -uring his historic visits with ;resident -wight -. $isenhower in 3ashington, -.C., in "?L and "A0, >%rumah and his entourage wore %ente often

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9th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
SFI+*=$ !.,T5 in fact, $)ony covered the visit in the article UThe =eturn of &aturdayIs Child,U illustrated with thirty7one photographs, thirteen of them showing >%rumah in %ente. In "A,, African American 3. $. B. -u Bois traveled to Africa at >%rumahIs invitation and wore %ente when he was awarded an honorary degree )y the *niversity of +hana S&(I-$ #T. Today, far from +hana, in the $ast African nation of Tan4ania, a portrait of former Tan4anian ;resident Culius >yerere shows him wearing %ente cloth instead of his own regional or national dress. By choosing %ente for important and highly visi)le occasions, these and other leaders have helped to esta)lish it as a potent sym)olic image for Africans and African Americans ali%e. 9r!m '!lidays t! E3eryday" .he P!pular Em1race !f 8ente Considering the model set )y leaders who have worn %ente as a sign of their ties to Africa, it is no wonder that %ente was ta%en up )y )roader audiences )oth in Africa and the *nited &tates. Friginally reserved for royalty and the elite in +hana, it is now availa)le to almost everyone who has the desire to incorporate it into his or her lifestyle. 3hile the use of %ente )y )oth African and African American citi4ens first suggested an investment in the )eliefs and messages of the ;an African 'ovement, the more popular it has )ecome, the more generali4ed its message. Nente is now used in a variety of circumstances that differ dramatically from its original context. 3hile the cloth worn )y a chief is carefully woven in separate strips and sewn together to )e elegantly draped )y its royal wearer, contemporary %enteI inspired clothing is often printed 6not hand woven/ and sewn into fitted garments to )e worn )y the general pu)lic SFI+*=$ !.!T. Both woven %ente and printed versions are used for display purposes today, as articles for the home, decorative )ac%drops, or to add a special African flair to a setting. The cloth and references to it are incorporated into a wide array of African American cele)rations, including Nwan4aa S&(I-$ 7, FI+*=$ !.?T, 'artin (uther Ning -ay SFI+*=$ !.AT, Blac% 0istory 'onth, Cuneteenth, and others, as a fundamental sym)ol of a proud African American identity. Nente cloth and its distinctive patterns can )e also found adorning an array of mundane o):ectsRfrom ties and shoes, to )alloons and )each )alls, to )ac%pac%s and chairs. A careful loo% around any city, especially in African American communities, should )egin to reveal :ust how popular the cloth has )ecome. NenteIs popular sym)olism is :ust as varied as its users and its usage, )ut it continues to communicate a complex and dynamic African identity. 8%ame N&rumah 6 "0"7 "7#/ Nwame >%rumah )ecame the first president of the 3est African =epu)lic of +hana in "A0, following its independence from Britain in "?7. In fact, he is recogni4ed for his help in achieving that political emancipation from British colonial rulership. Before and after +hanaian independence, >%rumah was a powerful politician who spent much of his energy fighting to li)erate his country, *"

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9th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
and all of Africa, from colonial powers and he remains an important figure in the history of African independence movements. -espite >%rumahIs monumental achievements, his )eginnings were somewhat hum)le. 0e is thought to have )een )orn in "0", in a little village near the coast of +hana, a mem)er of the A%an su)group called >4ima. 0is father was a goldsmith. 3hen he finished his studies near home, >%rumah )ecame a teacher and then the headmaster of a local school. In ",?, relatives gathered together money to send him to the *nited &tates, where he had )een accepted at (incoln *niversity in ;ennsylvania. 0e stayed in the *nited &tates for ten years, studying theology, education, and philosophy and doing odd :o)s to support himself. It was during this time that >%rumah )egan to understand the principles of effective political organi4ation and was inspired )y various philosophers, such as 'arcus +arvey. 0e also met 3. $. B. -u Bois and wor%ed with him to ma%e the "!? session of the ;an African Congress a success in its focus on the decoloni4ation of Africa. >%rumah returned to +hana in "!7 to :oin a political party whose goal was achieving independence for the +old Coast. 3hen his views turned out to )e more radical than those of others, >%rumah )ro%e away to esta)lish his own party %nown as the Convention ;eopleIs ;arty 6C;;/ in "!". *nder >%rumah, the C;; contested elections, drafted a constitution that insisted on complete self7government for the country, and encouraged the people to protest the British controlled government. After )eing re:ected, challenged, and imprisoned on various charges, >%rumah )egan to ma%e inroads, winning himself visits with the governor and then eventually )ecoming prime minister in "?#. In "?!, a new constitution made room for an all7African ca)inet, and a directly elected assem)ly was instituted. -espite continuing opposition, >%rumah made a formal re8uest for +hanaIs independence5 independence was officially regained 'arch A, "?7. Fn Culy I, I"A0, >%rumah )ecame his countryIs first president. >%rumahIs real strength was in foreign affairs. 0e saw that +hanaIs independence could )e used as a model for li)erating the entire continent of Africa. In "A,, he wrote a )oo% called Africa 'ust *nite as a call for ;an African unity. To hasten the process, he called for a meeting of the independent African states, as well as the All African ;eopleIs Conference and created the Frgani4ation of African *nity5 these efforts partially fulfilled his dream of continental government and signaled his role in encouraging African nationalism on a glo)al level. Furthermore, his purposeful and political use of African dress, particularly %ente, had a strong influence on the way he was perceived )y his international audience. Adorned in distinctly +hanaian cloth, >%rumah rode the crest of the rising tide of interest in and support for Bac% to Africa movements. -uring a visit to the *nited &tates following +hanaian independence, >%rumah and his entourage were welcomed )y president -wight -. $isenhower and other 3ashington dignitaries. ;hotographs from this visit showing >%rumah in his distinctive clothing were immediately pu)lished in * 0

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9th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
popular maga4ines li%e (ife, giving (ente and its association with a proud and strong Africa an undenia)le visi)ility. *nfortunately, >%rumahIs concern with foreign affairs caused him to neglect the domestic situation in +hana. $ven though his early leadership focused on the countryIs education, communication, agriculture, and industriali4ation5 within a short time +hanaian citi4ens )ecame disillusioned with >%rumahIs regime. ;ro)lems of corruption, inefficiency, and ostentation were not addressed )y >%rumah, who was increasingly seen )y some as a unresponsive dictator whose administration punished those who opposed its order 3ith political and economic pro)lems increasing, his leadership ended in "AA with a coup d9Vtat led )y +hanaIs army and police force. -espite his controversial presidency which left a legacy of financial and social pro)lems, many still recogni4e Nwame >%rumah for his leadership, which was instrumental in the decoloni4ation process of +hana and all of Africa, and for his role in encouraging support for African nationalism all around the world. Today, >%rumahIs reputation has )een fully restored. -)E)5) u 5!is 6 LAL7 "A,/ 3illiam $dward Burghardt -u Bois was perhaps the most influential African American leader during the first half of the twentieth century. 'otivated )y his militant refusal to accept the inferior role mapped out for Blac%s historically, -u Bois spent most of his life ma%ing important steps in the struggle to secure civil rights. 0e deeply opposed government7imposed racial segregation, while he argued in favor of Blac% Uvoluntary segregation,U as well as pride and self7help, as an effective means of organi4ation and advancement for African Americans. -u Bois wrote a num)er of )oo%s and organi4ed people with the )asic intention of reinforcing the importance of political consciousness for African Americans and Africans, ali%e. Born in 'assachusetts of French, -utch, and Blac% ancestry, -u Bois recogni4ed and too% pride in his African heritage a)ove all. 0e was very successful in school, winning scholarships that too% him to the American south and to $urope. Along the way, he too% an interest in political economy, history, sociology, and African American studies, in particular Before he was thirty years old, he had earned his ;h.-. from 0arvard *niversity, )ecoming the first African American to do so. (ater as a professor5 he continued his own studies and )egan to ma%e his views more %nown through his efforts. For instance, in the interest of informing all Americans a)out how he perceived African Americans, -u Bois wrote a )oo% entitled The )ouls of *lac( +ol( in "0,. Along with Carter +. 3oodson, the African American scholar who founded >egro 0istory 3ee% in "#A 6later changed to Blac% 0istory 'onth in "7A/, -u Bois wor%ed tirelessly to elevate the pu)lic consciousness of a proud African legacy and the important contri)utions of African Americans in the

SOCIAL SCIENCE

9th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
development of the American nation. -u Bois played a primary role in the founding of the >ational Association for the Advancement of Colored ;eople 6>AAC;/, an organi4ation that still fights for the rights of African Americans today. 0e was a secretary for that organi4ation, which was esta)lished in "0", and )ecame an editor for its newspaper5 The Crisis, which he used to communicate his sometimes controversial ideas to others. At times his views were so radical even the directors of the >AAC; opposed them. In fact, -u Bois was finally dismissed from the organi4ation in "!LRalmost forty years after its )eginningRfor his controversial politics. At the same time that he was involved with the >AAC; -u BoisI interests )roadenedRhe started to thin% more a)out Africans outside of the *nited &tates, as well. As a result he helped to initiate the ;an African 'ovement, which promoted the advancement of Blac% populations in Africa and around the world. Between " " and "!?, he organi4ed and participated in a series of very successful meetings %nown as the ;an African Congresses. These important meetings were attended )y many delegates, including some from Africa, who discussed plans for securing a )etter status for Africa and Africans in the world. In the "?0s, -u Bois was :ailed )riefly for his left7wing politics and was critici4ed )y many African American leaders and civil rights organi4ations. In "A , -u Bois )ecame so disillusioned )y these experiences that he moved to +hana at the invitation of ;resident Nwame >%rumah. There, he served as the director of an African $ncyclopedia pro:ect and was awarded several honorary degrees. -u Bois )ecame a +hanaian citi4en and lived out the last two years of his life in +hana. $ven those who opposed him in his time would agree that his revolutionary ideas were essential in the ultimate advancement of African Americans and Africans.

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SOCIAL SCIENCE

9th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan

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