This action might not be possible to undo. Are you sure you want to continue?
Distribution. Continuity.Overview of Standards The ten thematic strands provided by the National Council for Social Studies will be used to guide our instruction. Technology. Culture Time. and Environment Individual Development and Identity Individuals. and Governance Production. and Institutions Power. and Change People. and Consumption Science. and Society Global Connections Civic Ideals and Practices . Groups. Authority. Places.
Unit Overview Unit One: African Kingdoms and the Middle Passage Unit Two: Slavery and Emancipation Unit Three: African American Liberation Unit Four: Current Issues in the African American Community .
Unit Four Current Issues in the African American Community The Descruction of the AfricanAmerican male image Black on Balck violence .
Determine the motivations that led Europeans to enslave Africans 3. Identify the causes and effects of the slave trade 4. Analyze how the invention of the cotton gin expanded slavery 5. Understand how African Kingdoms flourished and declined 2.Unit One African Kingdoms and the Middle Passage Duration: 2 weeks Lesson One – African Kingdoms Lesson Two – The Middle Passage Lesson Three – Cotton Kingdom Lesson Four – Daily Lives of Slaves Lesson Five – Black Institutions At the end of the unit students will be able to: 1. 6. Examine the daily lives of slaves. Identify the institutions that African Americans created in order to cope with enslavement. .
3. 4. 2. 5. Determine the effects of Reconstruction on American life Examine the treatment of African Americans in the Jim Crow Era .Unit Two Slavery and Emancipation Duration: Two weeks Lesson One – Slave Resistance Lesson Two – Abolitionist Movement Lesson Three – African Americans in the Civil War Lesson Four – Reconstruction Lesson Five – Jim Crow Laws At the end of the unit students will be able to: 1. Identify key players in the Abolitionist Movement Analyze the motives behind African Americans fighting in the Civil War. Identify the leaders of slave revolts and their outcomes.
Use the Black Panther Party’s rules and wants in order to create their own social and political demands . Determine the need for AfricanAmericans to work in subservient roles immediately after emancipation 2. Examine the creation of HBCU’s and understand benefits of attending these universities 3. Interpret why there would be a need for the Civil Rights movement in the mid 20th century 5. Analyze Dubois’s and Garvey’s attitudes towards the progression of African-Americans 4.Unit Three African-American Liberation Duration: 2 weeks Lesson One – Sharecropping Lesson Two – Historically Black Colleges/University Lesson Three – Garvey & Dubois Debate Lesson Four –The Civil Rights Movement Lesson Five – Black Panther Party At the end of the unit students will be able to: 1.
Create a community based project to benefit their community or elders . Compare and Contrast the value for education during slavery and reconstruction vs. Produce positive media campaigns highlighting the positive aspects of their communities 5. Identify racial profiling and analyze creative ways to curtail the practice 2.Unit Four Current Issues in the African-American Community Racial Profiling Single Parent Homes Value of Education Media Influence Respect for Community and Elders Resilience At the end of the unit students will be able to: 1. Discuss the impacts single parent homes can have a child. Create individualized plans to minimize this issue 3. present day 4.
Differences and Similarities of the curriculums Similarities The first two units address the same concepts Differences There is a major focus on the AfricanAmerican experience Our curriculum provides a focus on more current events affecting the AfricanAmerican community .
County are African-American.Influence the change in the content The curriculum must be centered on the experiences of the individual before any additional history can be taught Current events are taught because students need to know the connections of the past to the present If the majority of students in P. .G. it is imperative and mandatory that students receive a thorough African-American history focus.