Afican American Voices Lesson Plans

8/2/2019 Afican American Voices Lesson Plans

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AFRICAN AMERICAN VOICES

LESSON PLAN

African American History Sample Lessons/Activities ‘98

Lang uag e Art s

To p ic: Re a d in g Co m p re h e n s io n /Lit e ra t u re Gra d e : K

Ob je ct ive s : To p a r t ic ip a t e in s h a re d re a d in g ;

To u s e p r e d i c t a b le l a n g u a g e i n t e xt s a n d b i g b o o k s ( 1 -1 6 )

Co m p e t e n cy Lin k : K.1 Re a d in g /Lit e ra t u re

Ma t er ia ls /Re so urce s: Wo rd ca rd s

Cha lk bo ard

S t o r y b o o k s - s u g g e s t e d s t o r y b o o k s :

A shant i t o Zu lu: A f r i can Trad i t ions , Bil l Picket: Rodeo

R id in ’ Cowbo y , Chi ldren o f t he Prom ise , A f ri can

Ame r ican L i t e ra ture an d Art f or You ng p eo p le , Em ek a’s

Gif t : An A fr ican Coun t ry S to ry, So m ewh ere in A f ri ca .

Map of Africa

World m ap

Procedures /Act iv i t ies :

1 . Aft e r t h e t e a c he r re a d s a s e le c tio n a p p ro p ria t e fo r st o ry m a p p in g , h a ve t h es t u d e n t s d e m o n s t r a t e c o m p r e h e n s io n b y re t e llin g t h e s t o r y o r a lly:

a . in clu din g m ain ch ara ct ers ;

b . s e t t in g

c. re la t in g eve n t s in s e q ue n ce

2 . Aft e r a n ot h e r s t o ry is re a d b y t h e t e a ch e r , ha ve s t u d e n ts id e n t ify

s imilar it ies an d d i ffere nce s in a pre vious ly rea d s to ry; review of s t ory reca l l.

As s e s s m e n t : 1 . Ha ve s t u d e n t s re t e ll t h e s t o ry o ra lly.

2 . Id e n t ify s im ila r it ie s a n d d iffe re n c e s in i llu s t ra t io n s

d r a w n b y s t u d e n t s .3 . St u d e n ts will c re a t e a Cla ss Ch a rt S to ry (u s in g s t ud e n t s

own words) .




LESSON PLAN


Lang uag e Art s

To p ic: Mu lt icu lt u re Un d e rs t a n d in g Gra d e s : K, 1

Ob je ct ive : Be g in t o d e ve lo p a n u n d e rs t a n d in g o f s e lf a n d o t h e rs

t h r o u g h l is t e n i n g t o , vie w in g , a n d d i s c u s s in g a v a ri e t y

o f m u l t i c u l t u r a l m a t e r i a l s ; s p e a k r e s p e c t f u l l y t o

s t u d e n t s a n d a d u l t s o f a l l r a c ia l /e t h n i c b a c k g r o u n d s t o

s h a r e i n fo r m a t i o n .

Co m p e t e n cy Lin k : IV-A. Lis t e n in g / Sp e a k in g / Vie win g

Ma t er ia ls /Re so urce s: Wo rd ca rd s

C h a r t

P a p e r

M a g a z i n e s a n d s t o r y b o o k s i . e . , Th e Gi f t s o f Kwanza ,

G i n g e r b r e a d D a y s , C o m i n g t o A m e r i c a ; T h e S t o r y o f

I m m igra t ion ; C a r o l i n a S h o u t ; Can You Dance; Dali la,

Caribb ean Alph abe t , Meet Addy: An Am erican Gir l, Magic

Fe a t h e r ; A J a m a ic a n L e g e n d a n d Fam ilies: Poe m s

Ce leb rat ing th e A f ri can Am er ican Exper ien ce .

Map an d Glob e


1 . Ha ve cla s s c re a t e a r u le s c h a rt . S olic it b e h a vio r a l r u le s fr o m s t u d e n t s .

2 . Ple a s e, t h a n k yo u , Ma y I, e t c . s h o uld b e d is cu s se d a n d e n co u ra g e d t o b e

u s e d a t a p p r o p r ia t e t i m e s .

3 . Ha ve s t ud e n t s b r in g in s om e t h in g fr om h o m e t o sh a re , s u ch a s: b o o ks ,

a r t i fa c t s , f o o d s , t o ys , o r g a m e s .

4 . Or a l r e a d in g o f s t o rie s b y t e a c h e r fo llo we d b y s t u d e n t s ’ a n s we r s t o

s e l e c t e d q u e s t io n s ( re a c t i o n s , s e q u e n c i n g ).

5 . Ha ve s t u d e n t s i llu s t ra t e t h e ir fa vo rit e p la c e in t h e ir n e ig h b o rh o o d . (Sh o w

an d Tel l)6 . Co nd u ct ch ora l re a din g a ct ivit ie s .




Lang uag e Art s

To p ic: Mu lt icu lt u re Un d e rs t a n d in g Gra d e s : K, 1

As s e s s m en t : a . St ud e n t s will m a ke o ra l p re s e n t a t io n s a b o u t go o d

m a n n e r s in s p e a k in g t o o t h e r s .

b . St u d e n ts will e va lu a t e p re s en t a t io n s by s e lf a n d p e ers -

u s i n g t e a c h e r /s t u d e n t d e v e lo p e d c r it e r i a .

c. St u d e n ts an d t ea ch e r m a y d e ve lo p a ch a rt lis t in g cla ss

r u l e s .




LESSON PLAN


Sc ience

To p ic: Africa n Am e r ica n Scie n t is t s Gra d e : K

Ob je ct ive : Lis t e n t o a s t o ry a b o u t a p a s t o r p re s e n t d is co ve ry,

inven t ion , o r idea by an Af r ican Amer ican wh ich has

he lped improve th e q ua l ity o f li fe .

Co m p e t e n cy Lin k : 1 -A Th e Na t u re o f Scie n ce a s In q u iry

Mater ia ls /Resources : B e s t B o o k o f B la c k B io g r a p h i e s , Leg acy fo r al l; a reco rd

o f a c h i e v e m e n t s b y B l a c k A m e r i c a n S c i e n t i s t s , S e v e n

Black Ame rican S c ien t i s t s . (Yo u r Med ia Library Spe cialis t

c a n a s s i s t yo u i n lo c a t i n g t h e s e b o o k s )

P ic t u r e a n d c h a r t s


1 . Ha ve s t u d e n t s lis t e n t o a n d /o r re vie w s t o r ie s a b o u t Afr ic a n Am e r ic a n

Sc ien t i s t s , George Wash ing to n Carver , Lewis H. La t imer , e t c .

2 . Brin g sa m p le o f in ve n t io n s , fr om m a g a zin e s a n d b oo k s t o s h a re wit h t h e

c las s .

3 . Ha ve s t u d en t s t o re co g nize t h a t s cie n t is t s c an b e m a le o r fe m a le , a n d co m e

fr o m m a n y d i ffe r e n t c u l t u r e s a n d e t h n i c g ro u p s .

4 . Co n t rib u t e t o a c la s s co lla g e o r a ll m u ra l o f b la ck s cie n t is t s .

As se s sm e n t : Eva lu a t e st u de n ts o n th e ir co n tr ib u t io n s t o t he c olla ge , m u ra l,

a n d t h e ir p a r t i c ip a t i o n in o r a l d is c u s s i o n s .




LESSON PLAN


Sc ience

To p ic: Afr ica n Am e rica n Scie n t is t G r a d e s : K,

1 , 2

Ob je ct ive : Id e n t ifyin g d is co ve rie s , in ve n t io n s , o r id e a s cre a t e d by

African Am er ican s.

Co m pe t en cy Lin k: 1 -A Th e Na t ure o f Scie nce a s In qu iry

Mater ia ls /Resources : B e s t B o o k o f B la c k B io g r a p h i e s , Leg acy fo r al l; a reco rd

o f a c h i e v e m e n t s b y B l a c k A m e r i c a n S c i e n t i s t s , S e v e n

Black Ame rican S c ien t i s t s . (Yo u r Med ia Library Spe cialis t

c a n a s s i s t yo u i n lo c a t i n g t h e s e b o o k s )

P ic t u r e a n d c h a r t s


1 . Dis cu s s t he d iffe re n ce s b e t we e n a d is co ve ry a n d a n in ve n t io n .

2 . Aft e r t h e t e a c he r re a d s t o t h e cla s s ab o u t t wo o r t hr ee Afr ic a n Am e r ic a n

s c ie n t is t s , h a ve s t u d e n t s c o m p a r e a n d c o n t r a s t t h e s c i e n t i s t s ’ l ife s t o r ie s ,

i n ve n t i o n s a n d e d u c a t i o n .

3 . Ha ve t h e c la s s d e sc rib e a p r ob le m t h a t wa s s olve d b y t h e s e in ve n t io n s .

4 . Cre a t e a ch a r t st o ry.

As s e ss m en t : 1 . Th e s t ud en ts a re t o illu st ra t e wh ich t h in gs we re

in ve n t e d fr o m t h e p e a n u t a n d s we e t p o t a t o .

2 . St u d e n ts sh o u ld b e a b le t o illu s t ra t e a t ra ffic lig h t ,

f o u n t a i n p e n , h e l i c o p t e r , a n d a n a i r c o n d i t i o n i n g u n i t

a n d i d e n t i fy t h e i n ve n t o r o f e a c h .

3 . (Bo t h As s e ss m e nt it e m s ca n be m od e le d on t he

c h a l k b o a r d b e f o re t h i s a s s i g n m e n t i s g ive n ) .




LESSON PLAN


Sc ience

To p ic: Africa n Am e r ica n Scie n t is t s Gra d e s : 3 , 4 , 5

Ob je ct ive s : Re p o r t bo t h o ra lly a n d in wr it in g a b o u t an Afr ica n

Ame r ican inven t ion o r d i s covery;

P a r t i ci p a t e in c o lla b o r a t i ve g r o u p s a n d d i s c u s s p o s s ib l e

s t e p s w h ic h m i g h t h a ve l e d t o a n i n ve n t io n .

Co m p e t e n cy Lin k : 1 A (B) Th e Na t u re o f Sc ie n ce a s In q u iry

Ma t e r ia ls /Re s o u rc e s : Le g a c y fo r Afr ic a n Am e r ic a n s

A reco rd o f Achieveme nt s b y Black Am er ican Scient is ts

Black Ame r ican Scient is ts

Ame r ican Black Sc ien t i s t s an d Inven to r s

P ic t u r e s a n d c h a r t s .


1 . S t u d e n t s will b e a s s ig n e d r e a d in g s o f n o n -fic t io n a l lit e r a t u re a b o u t Afr ic a n

Ame r ican inven to r s .

2 . S t u d e n t s a r e t o e xp la in t h a t in ve n t io n ’s re s u lt u s in g t h e s cie n t ific m e t h od

of inq uiry.

3 . In gra d e 3 t e a ch e r s ho u ld m o de l (2 ) a b o ve u sin g ch a rt s .

As se s sm e n t : St u d e nt s will b e a ss e ss ed o n in d ivid u al o ra l/wr it t e n re p or t s

a n d t h e c r e a t i vit y o f t h e i r p r e s e n t a t i o n s .




LESSON PLAN


Math em at i c s

To p ic: Ma t h Be g in s in Africa Gra d e s : K, 1

Ob je ct ive s : Co u n t b y o n e s t o 1 0 0 , u s in g m a n ip u la t ive d ia g ra m s a n d

o r a l la n g u a g e .

Co u n t f o r wa r d a n d b a c k wa r d s t a r t i n g wi t h a n y n u m b e r

t h r o u g h 1 0 u s i n g t a l l i e s / a n u m b e r l i n e a n d o r a l

l a n g u a g e .

Co m p e t e n cy Lin k : 1 -A Nu m b e r Se n s e

Ma t er ia ls /Re so urce s: Co u nt e rs

Pape r , pe nc i ls

Ind ividua l m in i cha lk boa rds

Crayon s , cha lk

Wor ld m ap an d ma p o f Afr ica .


1 . Us in g t he a t t a ch e d in fo rm a t io n sh e e t , d e ve lo p t h e co n ce p t t h a t t he e a rlie s t

ev ide nce o f Mat h was on th e co n t inen t o f Afr ica .

2 . Id e nt ify Afr ica o n a Wo rld m a p.

3 . De m o n s t ra t e h o w t a llie s h e lp e d Afr ic a n s a n d h o w t h e y c a n a ls o h e lp u s

c o u n t , e s t i m a t e , a n d d e v e l o p a n u n d e r s t a n d i n g o f a d d i t i o n a n d

s u b t r a c t i o n .

As s e s s m e n t : 1 . De m o n s t ra t e a n u n d e r s t a n d in g o f n u m b e rs b y

cons t ruc t ing a ca lenda r . (Ta l ly ma rks )

2 . Es t im a t e t he n u m b er of o b je ct s in a s e t . (Ta lly m a rk s)

3 . Id e n t ify t h e n u m be r th a t re p re s en t s a give n s e t . (Ta lly

m a r k s )




Math em at i c s

To p ic: Ma t h Be g in s in Africa Gra d e s : K, 1

4 . Co u nt b y o n es t o 1 0 , b y o n es t o 5 0 a n d b y o n es t o 1 0 0.

(Using tal l ies)




LESSON PLAN


Math em at i c s

To p ic: Ma t h b e g in s in Afr ica Gra d e s : 2 ,3

Ob je ct ive : Org a n ize a n d r e co rd in fo rm a t io n u s in g t a b le s , ch a r t s

an d t a l ly ma rks in o rd e r to cons t ruc t a va r ie t y o f g raphs :

p i c t o g r a p h s , b a r g r a p h s , a n d l in e p l o t s .

Co m p e t e n cy Lin k : 1 A Nu m b e r Se n s e

Ma t e ria ls /Re s o u rc e s: m a n illa d ra win g p a p e r

pe nc i ls o r c r ayon s

c h a r t s

p i c t u r e s

sc i s so r s

p a s t e

Mat h : A Rich Heritag e , Bea t r i ce L imp k in ; Globe Fea ron ,

1 9 9 5 (Re s o u r c e B o o k )

Map of Africa

Wo rld Ma p


1 . Us in g t he a t t a ch e d in fo rm a t io n s h e e t , d e ve lo p t h a t t h e e a rlie s t e vid e n ce

of math was in Af r ica ( p .10 , “M ak ing the F i r s t Graph”) , M ath : A R ich

H e r i t a g e .

2 . Th ro u gh d is cu ss io n a nd d e m on s t ra t io n , m o d el fo r s t ud e n t s a t t he

c h a l k b o a r d o r o n c h a r t s h o w t h e y wo u l d c o n s t r u c t b a r , li n e , a n d p ic t u r e

g r a p h o f b o ys ’ a n d g i rl s ’ h e i g h t s , c o l o r s t h a t a r e w o r n t o d a y, b ir t h d a t e s ,

e t c .

3 . Sh o w a n d d is cu s s p ic t u re s o f u s e s o f g ra p h s in e a r ly Afr ic a .

As se ss me n t : Co n st ru ct in g lin e a nd b a r g ra p hs t o fin d ou t wh e th e r b oys o r

g i rls a t t e n d e d s c h o o l m o r e la s t w e e k , e t c . (Th i s c o u ld b e d o n e

as a who le g rou p , t ea che r d i rec t ed a c t ivi ty).




LESSON PLAN


Math em at i c s

To p ic: Afr ica n Am e rica n Ach ie ve m e n t s in Ma t h Gra d e s : 4 , 5

Ob je ct ive s : Us e o ra l a n d wr it t e n la n g u a g e t o co m m u n ica t e

disco ver ies in Mat he ma t ics b y Afr ican Am er ican s

Com pe te ncy Link : 1A Num be r Sense

Mater ia ls /Resources : Math-A Rich Heri tage - Bea t r i ce Lampkin and Ar thu r

Powel l; Globe Fea ron , 19 95 ;

P ic tu res

Non -fic t ion ( libra ry) boo ks

Magazines

Newspaper

Glue

P o s t e r Bo a r d

Sc i s so r s


1 . A t e a c h e r le d d i s cu s s io n will e xp lo r e c o n t r ib u t i o n s b y Afr ic a n Am e r ic a n s in

t h e f ie l d o f Ma t h a n d Ma t h - re l a t e d c a r e e r s .

2 . Us in g t h e t ra d e b o o k , Math A Rich Heri tage p p 1 7 - 3 7 , r e v i e w t h e

ach ievemen ts o f : Ben jamin Banneker , Lewis La t imie r , M ae C . J emison ,

Danie l L. Akins , Por t ia B. Gord on , Michae l Spe nce r , Evelyn Boyd Granvil le ,

Hub er t K. Rucke r , Norm a Merr ick Sklarck , Roose vel t Gen try . (Volun te ers

m a y r e a d s e ve r a l p a r a g r a p h s a l o u d )

3 . Co lle ct a n d la b e l e xa m p le s fr om n e ws p a p e rs a n d m a ga zin e s o f p r od u c t s

t h a t t h e s e m a t h e m a t ic ia n s i n ve n t e d o r t o w h ic h t h e y c o n t r i b u t e d . As s e m b l e

d a t a i n t o a c la s s c o l la g e .

As s e ss m en t : 1 . Fro m in de pe nd en t r e se arch , s t ud en ts will p re se nt a n

o r a l a n d w r i t t e n r e p o r t a b o u t a n A f r i c a n A m e r i c a n

M athemat ic ian .




Math em at i c s

To p ic: Afr ica n Am e rica n Ach ie ve m e n t s in Ma t h Gra d e s : 4 , 5

2 . Ha ve s t ud e n ts cre a te a n ew k in d of c lo ck . De scr ib e h ow

it works .

(o r )

< Crea t e a n ew k ind o f l amp a nd d esc r ibe ho w i t works .




LESSON PLAN


Lang uag e Art s

To p ic: Africa n Fo lk Ta le s Gra d e s : K-5

Ob je ct ive : De ve lo p a n u n d e rs t a n d in g o f s e lf a n d o t h e rs t h ro u g h

l i s t en ing to , v iewing and d i s cus s ing a va r ie ty o f

mul t i cu l tu ra l ma te r i a l s .

Co m p e t e n cy Lin k : IV A Lis t e n in g /Sp e a kin g /Vie win g

Mater ia ls /Resources : African Folk Tales by Je ss ie A. Nun n, Frank & Wag na l ls ,

1 9 7 1

Rabb i t Make s a Mon ke y o f Lion (K-1) by Nerna, Ardena,

Ha r c o u r t Br a c e , 1 9 8 9

Tales o f an Ash ant i Fath er by Peggy App iah , Bencon P res s

Black Fairy Tales b y Te rry Berg e r , Mac Millan , 19 74

Tw o W ay s t o C o u n t t o T e n : A Liberian Folk Tale by Rub y

Dee , Henry Ho l t t , 198 8

Map of Africa

Ba c k g r o u n d I n fo r m a t i o n :

Trad i t ion a l ly in m os t o f Afr ica , a s in o t he r r eg ions o f th e wor ld , the fo lk t a le ha sa t wo - fo l d p u r p o s e : t o e n t e r t a i n a n d t o t e a c h va l u e s a n d i d e a l b e h a vi o r t o t h e

m e m b e r s o f s o c i e t y. Li s t e n i n g t o f o l k t a l e s i s a n i m p o r t a n t f o r m o f r e c r e a t i o n

fo r ch i ld re n in th e even ing . Afr ican s t o ryte l le r s a r e ve ry d ram at ic , a l t e r ing t he i r

vo i c e fo r d i ffe r e n t c h a r a c t e r s a n d u s i n g a g r e a t d e a l o f b o d y m o v e m e n t .

A un ique ch arac t e r i s t i c o f mo s t Afr ican fo lk t a le s i s th a t th ey invo lve a g rea t de a l

o f a u d i e n c e p a r t i c ip a t io n . Th e s t o r yt e l le r s m a y a s k t h e a u d i e n c e t o c o m m e n t o n

t h e b e h a vi o r o f a c h a r a c t e r . A s o n g m a y b e s u n g wi t h in t h e f o lk t a l e , t h e t e l le r

a c t in g a s s o lo is t a n d t h e a u d i e n c e a s c h o r u s .




Lang uag e Art s

To p ic: Africa n Fo lk Ta le s Gra d e s : K-5

Syno ps i s o f a S ie r r a Leo ne an Fo lk Ta le :

Why Sp ider s Hide in Corne r s

A s p i d e r d e c id e d t h a t it w a s ve r y i m p o r t a n t t h a t h e s h o w e ve r yo n e t h a t h e

wa s m o r e g r i e ve d o ve r t h i s m o t h e r -i n -l a w’s d e a t h t h a n a n yo n e e l s e . He

d e c i d e d t h a t t h e m o s t e ffe c t i ve w a y t o c o n vi n c e o t h e r p e o p l e o f h i s s o r ro w

wa s t o r e fr a in f ro m e a t in g a t t h e fe a s t a f t e r t h e fu n e r a l . Fin a l ly, t h e s p i d e r

walked away from t he f eas t . On h is s t ro l l th roug h a ne ighbo r ing vi ll age he

s a w a p o t o f g re e n b a n a n a s c o o k i n g . Th e r e w a s n o b o d y a r o u n d a n d h e wa s

h u n g r y, s o h e d e c id e d t o e a t s o m e o f t h e b a n a n a s . He p u t a b i g p ie c e in

h i s m o u t h a n d s o m e o t h e r p ie c e s in h i s h a t .

J u s t t h e n , o n e o f h i s fr ie n d s c a l le d t o h i m . He h u r r ie d l y p u t h i s h a t o n a n d

wa lk e d o ve r t o m e e t h i s fr ie n d s . Th e h o t b a n a n a s b e g a n t o b u r n h i s h e a d ,

s o h e b e g a n t o d a n c e a b o u t u n c o m fo r t a b l y. His fr ie n d s a s k e d h i m wh a t

wa s wr o n g . Ab o u t t h e n t h e b a n a n a s fe l l fr o m h i s h e a d t o t h e g r o u n d . His

f ri e n d s a l l la u g h e d h ys t e r ic a l ly. Th e s p id e r wa s s o a s h a m e d t h a t h e r a n

i n t o t h e n e a r e s t h o u s e a n d h i d in a c o r n e r . E ve n n o w , s p i d e r s h id e i n

c o r n e r s .

Specif ic Objectives:

1 . S t u d e n t s will d e m o n s t ra t e t h a t t h e y r e sp o n d p o sit ive ly t o a Sie r ra Le o n e a nfo lk t a le b y:

• Sp o nt a n eo u sly a sk in g t o he a r m o re Sie rr a Le o n ea n fo lk t a le s or

look ing a t Afr ican fo lk t a le bo oks in th e l ib ra ry.

2 . S t u d e n t s will de m o n s t ra t e t h a t t h e y c an a n a lyze Am e r ic an a n d S ie rr a

Le o n e a n fo l k t a l e s fo r t h e ir e n t e r t a i n m e n t a n d e d u c a t i o n a l fu n c t i o n s b y:

• re sp on d in g accu ra t e ly t o t he q u es t io n , “Wh y d o pa re n t s in t h e

Un i t e d S t a t e s a n d in S ie r r a Le o n e t e l l fo l k t a le s t o t h e i r c h i ld r e n ? ”

o r

• writ in g t he ir own fo lk t a le , re fle c t in g b ot h e d uc at io n al a n d

e n t e r t a i n i n g f u n c t i o n s .

3 . St u d e n t s will d e m o n s t ra t e t h a t t h e y k n ow t h a t a n im a l c h ar ac t e rs in Sie rr a

Le o n e a n fo l k t a l e s o ft e n r e p r e s e n t t yp e s o f p e o p l e b y re c o g n iz in g t h e m i n

a n o t h e r fo l k t a l e .




Lang uag e Art s

To p ic: Africa n Fo lk Ta le s Gra d e s : K

4 . St u d e n ts will d e m o n st ra t e t h a t s t o rie s t e a ch Sie r ra Le o n e a ns t o va lu e

h o n e s t y i n in t e r p e r s o n a l r e l a t i o n s h i p s b y:

• a n s we rin g ap p ro p ria t e ly t o t he q u e st io n , “Wh a t d o yo u t hin k a Sie rra

L e o n e a n w o u l d b e l i e v e w o u l d h a p p e n t o a m a n w h o d e c e i v e d h i s

fr ie n d s a s S p i d e r d i d ? ” o r

• wr it in g o r a ct in g ou t a fo lk t a le t ha t t ea ch e s t h e s am e le ss on a s t h e

s to ry .

In t e r e s t Ap p r o a c h :

1 . As k t h e s t u d e n t s if t h e y e ve r h a d s t o rie s re a d o r t o ld t o t h em a th o m e .

2 . Te ll t h e m t o t h i n k o f t h e i r fa vo r it e s t o r y o r fa ir y t a le . As k fo r a

vo lu n t e e r t o c o m e t o t h e f r o n t o f t h e c l a s s t o t e l l a s t o r y a n d fo r

t h r e e s t u d e n t s t o a c t a s a s m a ll a u d i e n c e o f c h ild r e n . Th e r e s t o f t h e

c la s s s h o u l d a c t a s o b s e r ve r s .


1 . Aft e r t h e s t o ry is t o ld , d r a w a ve r t ic a l lin e o n t h e c h a lk b o a rd . As k

t h e v o l u n t e e r s h o w t h e s t o r y m a d e t h e m f e e l a n d w r i t e t h e i r

r eac t ions in the f ir s t co lumn. (The i r re sp onse s may be h app y, s ca red ,s a d , e t c .)

2 . As k t h e m if t h e y lik e t o h a ve s t o rie s t o ld t o t h e m . If s o , wh y? Wr it e

t h e ir a n s we r s in t h e s a m e c o l u m n .

3 . Th e n a s k t h e s t u d e n t s wh y t h e ir p a re n t s t e ll t h e m st o rie s . Writ e

d o wn t h e i r a n s w e r s i n t h e s e c o n d c o l u m n . Le a d t h e s t u d e n t s in t o a

d i s c u s s io n o f wh a t t h e y le a r n e d fr o m t h e s t o r y.

4 . As k t h e s t u d e n ts wh a t th e t wo p urp o se s of a fo lk t a le a re . Gu id e

t h e m t o r e c o g n i z e t h a t a f o l k t a l e i s b o t h e n t e r t a i n i n g a n de d u c a t i o n a l .

5 . Te ll t h e s t u d e nt s t h a t yo u a re g o in g t o t e ll t h e m a fo lk t a le fro m

S ie r r a Le o n e . Ha ve t h e m l o c a t e S ie r r a Le o n e o n t h e m a p . As k fo r

s e v e r a l c h i l d r e n t o a c t a s S i e r r a L e o n e a n c h i l d r e n l i s t e n i n g t o a

s t o ryte l le r . Have t he m s i t in a sm al l ha l f- ci rc le , wh i le t he r es t o f th e




Lang uag e Art s

To p ic: Africa n Fo lk Ta le s Gra d e s : K

c la s s s i t s i n a l a r g e r o u t e r c i r cle a n d lis t e n s t o t h e fo l k t a le .

6 . Te ll t h e s t or y, d ra m a t izin g as m u ch o f it a s p o s sib le .

7 . Fo llo win g t h e s t o ry, re a rr an g e t h e c h air s, an d d is cu s s t h e fo lk t a le :

a . Wh o is t he m a in ch a ra ct e r? Do yo u lik e o r d is lik e h im ? Wh y?

Wou ld you b eh ave th e sa m e way? Why? How wou ld you b eh ave

d i ffe r e n t l y? Ho w d i d h e b e h a ve t o w a r d t h e o t h e r a n i m a ls in

t h e s t o r y? Ho w d i d yo u f e e l a b o u t h i s b e h a vio r ?

b . If yo u co u ld b e on e o f t h e ch a ra c t e rs in t h e s t o ry, wh o wo u ld

you be? Why?

c. Do t h e an im a ls in t h e st o ry re m in d yo u o f a n yo n e yo u k n ow?Gu i d e t h e d i s c u s s io n s o t h a t t h e s t u d e n t s r e c o g n i ze t h a t t h e

a n i m a l s i n t h e s t o r y a c t u a l l y r e p r e s e n t p e o p l e a n d h o w t h e y

b e h a ve t o wa r d s e a c h o t h e r .

d . Wh a t d id yo u le a rn a b ou t Sie r ra Le o n e a ns fro m t h e st o ry?

W h y d o y o u t h i n k S i e r r a L e o n e a n p a r e n t s t e l l t h i s s t o r y t o

the i r ch i ld ren?

e . As k t h e ch ild r e n h o w Afr ic a n a n d Am e r ic a n fo lk t a le s a r e a lik e .

Le a d t h e c h ild r e n t o r e c o g n i ze t h a t fo lk t a l e s e n t e r t a i n a n d

t e a c h t h e i d e a l b e h a v io r o f p e o p l e t o w a r d e a c h o t h e r .

As s e s s m e n t :1 . Ac t o u t t h e fo lk t a le (wit h n ar ra t io n .)

2 . Dis cu s s s o m e o t h e r e d u c a t io n a l lit e r a ry fo r m s --p r o ve r b s , h is t o r ic a l

m yt h s - -a n d t h e ir r o l e i n t h e s o c i a li za t i o n p r o c e s s .

3 . Te ll a fo lk t a le fr o m a n o t h e r Afr ic a n n a t io n . (S e e m a t e r ia ls )

4 . Wr it e a r e p o rt o n a fo lk t a le fro m a n o t h e r re g io n o f t h e No n -We s t e rn

wor ld .

5 . Writ e an ot h e r e n d in g t o t h e fo lk ta le .




LESSON PLAN


S o c i a l S t u d i e s

To p ic: Ph ys ica l Fe a t u re s o f Africa Gra d e s : K, 1

Ob je ct ive s: Id e n t ify t h e im p or t a n t la n d fo rm a t io n s a n d wa t er bo d ie s of

Africa . Re view th e s ha pe of Africa .

Co mp et en cy Lin k: 1 -A Ge og ra ph ic Un de rs t an d in g

Ma t e r ia ls : Ma p o f Afr ica

Globe

World m ap

Bo a r d s 8 ½ X 1 1

1 l a r g e b o a r d 1 8 X 2 4

Africa, a t ex tb oo k b y N.D. Al len , The F ide ler Co. , 19 68 , pp 1 0-

2 1

Clay

Au d io vis u a l: In t e rn e t s o u rce s


1 . Wit h t h e h e lp o f t h e t e xt b o o k a n d m a p s , d is cu s s a n d id e n t ify t h e b a s ic la n dfo rmat ions and wa te r bod ies o f Af r ica , i . e . , Sahara Dese r t , Congo Bas in ,

At las Mou nt ains , Lake Victor ia , Red Se a, At lan t ic Ocean , Goré e Is lan d , Rain

fo res t , Canary Is l and s , Congo R iver , Nile R iver , S t r a igh t o f Gib ra l t a r , Sue z

Can a l , Ind ian Ocean , Med i te r r an ea n Sea , Gras s lan ds .

2 . Re a d an d d is cu ss t he in fo rm a t io n in t e xt o n p p . 1 0 t hro u gh 2 1 .

3 . On a b o a r d 1 8 X2 4 , wit h s o ft c la y o ve r a n o u t l in e o f Afr ic a a lr e a d y d r a wn ,

w o r k o u t w i t h s t u d e n t s t h e m o u n t a i n s , m a j o r r i v e r s , d e s e r t s , l a k e s , a n d

c o a s t l i n e s h a p e s .

As se s sm e n t : As sig n s t ud e n ts gro u p s t o ma ke t h eir o wn gra p h ic re lie f m a p

wit h c la y. P a in t s , m a r k e r s o r c r a yo n s m a y b e u s e d t o e n h a n c e

th is ac t ivi ty.




LESSON PLAN



To p ic: Life s t yle s in Lib e r ia - Fo o d Gra d e s : K-5

Ob je ct ive : De t erm in e t h at life s t yle s o f Africa n pe op le a re d eve lo pe d by

th e i r soc ia l an d ph ys ica l en vi ron me n t .

Specif ic Objectives:

1 . St u d e n ts will d e m o n st ra t e t h at t h e y re s p e ct Lib e ria n fo o d t as t e s b y

e xp r e s s i n g i n t e r e s t i n p r e p a r i n g a n d e a t in g a L ib e r i a n m e a l .

2 . St u d e n ts will d e m o ns t ra t e t h a t t h ey a re a b le t o d iffe re n t ia t e b e t we e n

phys ica l and cu l tu ra l in f luences on L iber ian t a s tes by exp la in ing why

Lib e r ia a n d t h e r a in f o re s t a r e a o f t h e Co n g o m i g h t r a is e d i ffe r e n t fo o d

c r o p s .

3 . St u d e n t s will id e n t ify t h e ra in fo re s t ve g e t a t io n zo n e a s t h e s o u rc e of

i n g r e d i e n t s o f L i b e r i a n c o l l a r d g r e e n c h o p w h e n s h o w n s l i d e s o f t h r e e

veg e t a t ion zon es in Afr ica .

Co mp et en cy Lin k: VA Cu lt u ra l Awa re ne ss

Ma t e ria ls : 1 . In g re d ie n t s fo r a b e ef s te w -- b e ef, t o m at o es , p o ta t oe s , o n io n s

-- i n a p a p e r b a g .

2 . In g r e d ie n t s fo r Lib e r ia n c olla r d g re e n s ch o p — c h ic ke n , c o lla r d

g r e e n s , o n i o n , p a l m o i l ( i f u n o b t a i n a b l e , s u b s t i t u t e p e a n u t

o i l), r ed p ep pe r s , s a lt , r ice , pep pe r .

3 . S h ow s lid e s o f d e s e rt , gr as sla n d , a n d t r op ic al ra in fo re s t a re a s .

4 . Slid e p ro je c t o r .

5 . Ma p o f Afr ica a n d Wo rld m ap

Ba c k g r o u n d I n fo r m a t i o n :

T h r e e m a j o r v e g e t a t i o n z o n e s e x i s t i n W e s t A f r i c a : t h e r a i n f o r e s t , t h e

g ras s land s , and th e des e r t . The d i ffe rence s be t ween the amo un t s o f r a in fa ll

in e a c h a r e a i s a m a j o r c a u s e o f t h e d i ffe r e n c e s in t h e k in d s o f fo o d s wh i c h

c a n b e r a is e d . In t h e fo r e s t a r e a s , t h e m o s t c o m m o n k i n d s o f fo o d s a r e





To p ic: Life s t yle s in Lib e r ia - Fo o d Gra d e s : K

r o o t c r o p s ( ya m s , c a s s a va , e t c . ) a n d t r e e c r o p s ( fr u i t s a n d p a l m k e r n e l s ,

wh ic h p r o d u c e p a l m o il ). I n t h e g r a s s l a n d a r e a s , g r a in s a r e m u c h m o r e

c o m m o n a n d c a t t l e r a is i n g is wi d e s p r e a d . S in c e t h e t s e t s e f ly, wh i c h

in fec t s ca t t l e wi th s l eep ing s i cknes s , i s u sua l ly found in the r a in fo res t ,

c a t t le r a i s in g i s u s u a l ly li m it e d t o t h e g r a s s l a n d s .

W i t h i n t h e b r o a d r a n g e o f p o s s i b i l i t i e s a l l o w e d b y t h e p h y s i c a l

e n vi ro n m e n t , va r io u s e t h n i c g r o u p s wit h in t h e s a m e p h ys i ca l e n vir o n m e n t

m a y p r e f e r d i f f e r e n t f o o d s b e c a u s e o f d i f f e r e n t h i s t o r i c a l i n f l u e n c e s o r

c u l t u r a l p a t t e r n s . Fo r e xa m p l e , wh i le t h e c u l t u r e s o f t h e fo r e s t z o n e s h a r e

m a n y o f t h e s a m e fo o d s , Li b e r ia i s o n e o f t h e fe w a r e a s wh e r e r ic e i s t h e

m o s t im p o r t a n t s t a p l e . Co l la r d g r e e n s c h o p is a t yp i c a l Li b e r i a n d is hse rved wi th r i ce . (Cho p i s th e L ibe r ian Creo le word fo r food . )

In t e r e s t Ap p r o a c h :

S h o w t h e s t u d e n t s t h e b a g c o n t a i n in g t h e i n g r e d i e n t s fo r b e e f s t e w. Te l l

t h e s t u d e n t s t h a t t h e in g r e d i e n t s f o r a t yp i ca l Am e r i ca n d is h a r e i n t h e

b a g . Ha ve t h e m g u e s s w h a t t h e d is h a n d i n g r e d ie n t s a r e .

Wh y d o w e e a t t h e f o o d s we d o ? Th e r e a r e t wo g e n e r a l re a s o n s :

1 ) t h e y a re fo o ds t h at c an b e ra is e d in o u r lo ca lit y o r c an b e m a d e

a c c e s s i b le t o u s b y b e in g t r a n s p o r t e d t o o u r l o c a li t y, a n d2 ) o f t h e fo o d s a va ila b le , c e rt a in o n e s a re p r e fe r re d o ve r o t h e rs . Ou r

c u l t u r a l o r e t h n i c b a c k g r o u n d h e l p s d e t e r m i n e w h i c h f o o d s w e

c h o o se t o e a t .

As k t h e s t u d e n t s i f t h e y t h i n k a l l o f t h e in g r e d i e n t s c o u l d b e g r o w n

in th e Un i te d Sta te s . Ask :

a . wh e r e t h e b ee f wo u ld co m e fro m ? Wh y d o e s a lo t of b e e f c om e

fr o m t h e We s t ? (It i s t o o d r y t o r a i s e a n yt h i n g e l s e . Th e r e a r e

l a r g e r a n c h e s fo r g r a z i n g . )

b . wh e re t o m at o e s a re g ro wn in la rg e q ua n t it ie s ? Wh y?

c. if a ll c ro p s ca n b e ra is e d e ve r ywh e r e : o ra n g e s in Ma in e ?

Ba n a n a s i n No r t h D a k o t a ? Wh e a t i n Lo u i s ia n a ?

d . wh a t e n viro n m e n t a l fa ct o rs lim it wh e re c ro p s ca n b e gr own ?






P r o c e d u r e s :

1 .

2 . As k t h e s t u d e n t s if a ll Am e r ic a n s lik e t h e s a m e k in d s o f fo o d s . Lis t

s o m e o f t h e s t u d e n t s ’ fa vo r i t e fo o d s o n t h e b o a r d a n d d i s c u s s wh y

t h e y lik e t h e m . As k wh y t h e r e a r e d iffe r e n c e s . Gu i d e t h e s t u d e n t s

t o r e c o g n i z e t h a t e t h n i c p r e f e r e n c e s a n d i n d i v i d u a l t a s t e s a l s o

in fl u e n c e t h e f o o d s w e e a t .

3 . Ha ve th e s t ud e n ts lo ca t e Lib e ria o n t h e m a p . Sh o w t h e s t u d en t s a

b a g c o n t a i n i n g t h e i n g r e d i e n t s o f L i b e r i a n c o l l a r d g r e e n s c h o p .

Exp l a in t h a t t h e in g r e d i e n t s f o r a Lib e r i a n m e a l a r e i n t h e b a g . Ha ve

t h e m g u e s s w h a t t h e in g r e d i e n t s a r e a n d l is t t h e i r g u e s s e s o n t h e

b o a r d . S h o w t h e m t h e in g r e d i e n t s .

4 . Te ll t h e s tu d e n t s t h a t yo u a re g o in g t o sh o w t h e m s lid e s of t h re e

d i ffe re n t k inds o f c lima t ic r eg ions in Afr ica . The y sho u ld de te rmine

which is t yp ica l o f Libe r ia whe re t he ing red ien t s fo r co ll a rd g ree ns

c h o p s a r e g r o w n . Re vi e w t h e im p o r t a n c e o f t h e a m o u n t o f ra i n fa l l

a n d t e m p e r a t u r e o n t h e g r e e n c r o p s t h a t will g ro w in a n a r e a .

5 . Divid e t h e cla s s in t o g ro u p s ; n a m e a re c or d e r. Exp la in t h a t a s a s lid e

i s s h o w n e a c h g r o u p s h o u l d d e c i d e w h e t h e r t h e i n g r e d i e n t s f o r

c o lla r d g r e e n c h o p c o u l d b e g r o wn t h e r e . Th e r e c o r d e r s h o u l d wr it e

d o wn t h e r e a s o n s h i s /h e r g r o u p s e l e c t e d o r re j e c t e d t h e s l id e . S h o wt h e s l id e o f t h e d e s e r t . Al lo w a m p le t i m e f o r t h e s t u d e n t s t o d is c u s s

t h e s l id e . S h o w t h e r a in f o re s t s l id e , t h e n t h e g r a s s la n d s , fo l lo wi n g

t h e s a m e p r o c e d u r e .

6 . As k e a ch r e co rd e r t o g ive t h e r e a s on s fo r h is /h e r gr ou p ’s s e le c t io n .

Al lo w t h e s t u d e n t s t o d i s c u s s t h e s e l e c t i o n s i f t h e r e i s a n y

d i s a g r e e m e n t .

7 . Sh o w t h e slid e o f t h e fo re s t ar e a a g a in . Exp la in t h a t t h e t se t s e fly

l imi t s ca t t l e r a i s ing in fo re s t a r e as . Ask s tud en t s i f th ey wou ld

e xp e c t t o f in d c a t t l e b e i n g r a i s e d in t h e fo r e s t a r e a s .

8 . Exp la in t h a t S o u t h e as t e rn Nig e ria ’s c lim a t e a n d ve g e t a t io n c lo s e ly

r e s e m b le Li b e r i a ’s . Lo c a t e S o u t h e a s t e r n Ni g e r ia o n t h e m a p .

Explain






9 . t h a t o n e of t h e m o st p o p ula r fo o ds in Lib e ria is ric e , b u t in

S o u t h e a s t e r n Ni g e r ia i t is ya m . Bo t h c r o p s c o u l d g r o w b o t h p l a c e s .

Wh y i s t h e r e a d i ffe r e n c e in fo o d p r e fe r e n c e s ? Gu i d e s t u d e n t s t o

r e c o g n i z e t h a t t h e d iffe r e n c e i s p r o b a b l y c u l t u r a l o r h i s t o r ic a l .

1 0 . Sh o w t h e s lid e o f t h e g ra s s la n d s a re a a g a in . As k t h e st u d e n t s wh a t

k in d o f c r o p s c o u ld b e g r o wn t h e r e . Do t h e s a m e w it h t h e d e s e r t

a r e a .

As s e s s m e n t :

1 . Cla ss p a rt ic ip a t io n in d is cu s sio n a n d in p ro je ct s .

2 . A wr it t e n re p o rt o n wh a t d e t e rm in e s d iffe re n ce s in fo o d t a s t e o f

pe op le . (Upp er g rad es 3 -5 ) .

R e s o u r c e s :

Books a nd Ar t ic les

Aldridge, Mary. S o m e C ro p s W e Us e ; S o m e Cro p s W e E a t ; S o m e T ro p i c a l

Frui ts . Lon do n: Oxford Univers i ty Pres s , 19 67 . (T, H)

Burke , F red . A fr ica: Se lec ted Readings . Bos to n : Hough to n-Miffl in , 1970 .

(T, H)

P r it ch a rd , J oh n M. St u d ying Africa - Boo k I : I t s Phys ical Feat ures . Lo n d o n ,

Lo n g m a n s : 1 9 6 2 .

P r i t cha rd , John M . S t u d y in g A fri ca - B o o k I I: I t s W e a t h e r a n d Cl im a t e .

Lo n d o n : Lo n g m a n s , 1 9 6 2 .




LESSON PLAN



To p ic: Ma p s a n d Glo b e s Gra d e s K, 1

Ob je ct ive s: Dis cu ss t he pu rp os e o f m ap s a nd g lo be s.

Re c o g n i z e d iffe r e n c e s b e t w e e n m a p s a n d g lo b e s .

Use a map to loca te p laces l inked to the s tudy o f f ami l i e s in

Africa.

Dis c u s s t h e r e l a t i ve t e r m s o f lo c a t io n a n d d i r e c t io n n e a r /fa r ,

up /do wn , l e f t /r igh t , he re /th e re .

In t rod uce a nd r e view ca rd ina l d i r ec t ion .

Re c o g n i z e t h a t c o l o r s a re u s e d t o r e p r e s e n t l a n d a n d wa t e r o n

m a p s a n d g lo b e s .

Co mp et en cy Lin k: IA - Ge og ra ph ic Un de rs ta nd in g

Ma t e r ia ls : Ma p o f Afr ica ,

Wor ld m ap ,

Globe

Crayons

Man i ll a d ra wing p ap er

Scissors

P ic tu resS to ry book s a bo u t Afr ican fam i li e s

S o n g o f t h e B o a t , Graham, Lorenz, Crowel l , 1975

African Dream , Carole M. Bryan t , Day, 19 77 .

P r o c e d u r e s :

1 . Te ll s t u de n t s t o p re t e n d th a t t h ey a re s ailin g aro u n d t h e wo rld . Th e y

a r e in a “ b i g ” s t o r m a n d h a ve r u n o u t o f fo o d . As k t h e m t o l o o k a t

t h e m a p a n d t e l l t h e c la s s b y u s i n g c o l o rs t o t e l l wh e r e t h e y ca n b e

loca te d ; u se d i rec t ions such a s up /down , nea r /fa r , e t c .

2 . Re vie w t he p urp os e o f m ap s a nd g lo be s.

3 . De m o n s t ra t e , u s in g m a p s a n d g lo b e s t h e c ard in a l d ire c tio n s a n d t h e

re la t ive t e rms o f loca t ion a nd d i r ec t ion , ne a r /fa r , up /do wn , l e ft /r igh t ,

h e r e / t h e r e .

4 . Aft e r lis t e n i n g t o s t o r ie s a b o u t fa m i lie s fr o m Afr ic a , s t u d e n t s will

lo c a t e t h e p l a c e s t h a t w e r e t h e f o c u s o f e a c h s t o r y.






A s s e s s m e n t :

1 . S t u d e n t s a re t o c olo r la n d , wa t e r , Afr ic a , a n d la b e l n o rt h , s o u t h ,

e a s t , a n d we s t f r o m a wo r k s h e e t .

2 . Yo u m a y a ls o ad o p t t h is a ss e ss m e n t it e m t o a c u t a n d p a st e a ct ivit y.

AFRICA

Pro jec t Pos s ib i li t i e s

(Mid d l e a n d Hig h S c h o o l S t u d e n t s )

Lan gu age Ar t s - Afr ica on S ta ge

Wr ite a p lay ab ou t g rowing up in a cou n t ry in Afr ica . Se t t he s cen e

fo r you r p lay in one o f the Afr ican co un t r i e s you ha ve s t ud ied o r r ea d

a b o u t . Ch o o s e t h r e e o r fo u r c h a r a c t e r s . Ne xt t h in k a b o u t p lo t .

Wh a t s i t u a t io n , s e r i o u s o r h u m o r o u s , wi ll t h e m a i n c h a r a c t e r fa c e ?

Ho w wi ll h e o r s h e r e a c t t o t h e s i t u a t i o n ? Ho w wi ll t h e o t h e r

c h a r a c t e r s a ffe c t t h e p l o t ?

Wr i te a s c r ip t fo r you r p lay th a t s ho ws th e l ines e ach charac t e r wil l

s p e a k . Th e n p r e s e n t yo u r p la y. As k c la s s m a t e s t o re a d a l o u d t h epa r t s o f you r charac t e r s . You m ay wish to video ta pe you r live

p e r f o r m a n c e a n d s h o w it t o o t h e r c la s s e s o r yo u r f a m i ly.

Life Skills - Africa in Art

The t r ad i t ion o f mask-mak ing has spec ia l mean ing in some Af r ican

c u l t u r e s . Lo o k t h r o u g h b o o k s a n d m a g a z in e s fo r in f o r m a t i o n a b o u t

d i ffe r e n t m a s k - m a k i n g t r a d i t i o n s i n Afr ic a . Re s e a r c h t h e k i n d s o f

m a s k s p e o p l e m a k e , t h e w a ys o f m a k in g t h e m , a n d t h e m e a n in g s t h a t

th ey have . P repare a m in i-mu seu m d i sp lay wi th p ic tu res o r exam ples

a n d d e t a i le d e xp l a n a t i o n s o f t h e m a s k s a n d t r a d i t io n s yo u r e s e a r c h .

You m ay wan t t o t ry ma k ing a m ask o f your own . Use p ap ie r -mâ ché

a n d yo u r i m a g i n a t i o n .






Socia l Scien ce s — Africa 200 0

Hold a n “All Afr ica” con fere nce ab ou t l ife in Afr ica in t he twen ty-f ir s t

c e n t u r y. De c i d e o n s e ve r a l m a j o r t o p ic s fo r t h e c o n fe r e n c e , s u c h a s

econo mic and p o l it i ca l g rowth , ag r icu l tu re , li t e r a t u re an d a r t s . Fo rm

c o m m i t t e e s t o p la n t h e c o n fe r e n c e . Fo r e xa m p l e , a s p e a k e r s ’

c o m m i t t e e c a n f in d s p e a k e r s t o d i s cu s s t h e t o p i c s . S p e a k e r s c a n b e

s t u d e n t s wh o h a ve d o n e r e s e a r c h o n t h e s e t o p ic s . A s c h e d u l in g

c o m m i t t e e c a n p l a n t h e a g e n d a fo r t h e c o n fe r e n c e . A p u b l ic it y

c om m it t e e c a n m a k e p o s t e r s t o le t t h e s t u d e n t s k n o w a b o u t t h e

confe ren ce . A food co mm i t te e can ma ke and s e rve Afr ican foods . A

p r e s s c o m m i t t e e c a n wr it e n e ws re p o r t s . I n vi t e o t h e r c la s s e s t o

a t t e n d t h e c o n fe r e n c e .

R e s o u r c e s

Holl ibu r to , War ren J . Africa To d ay . Cr e s t w o o d , 1 9 9 5

Minks , Lou is - Tradit ional Africa . Lu c e n t Bo o k s , 1 9 9 5

Ru p e r t , J a n e t E . - The African Mask . Cla r ion , 19 94

Wo rld Explo rer - Africa , P rent ice Hal l Inc . , 199 8 (Text)

In ternet Access : h t tp : / /www.phschool .com




LESSON PLAN


Lang uag e Art s

To p ic: Pic t u re Bo o k s o n Afr ica n Cu lt u re Gra d e : Pre -K

Ob je ct ive s : Us in g lit e ra t u re a n d wr it in g in t h e co n te xt o f m e a nin gfu l,

f u n c t i o n a l , a n d c o o p e r a t i v e e x p e r i e n c e s i n o r d e r t o d e v e l o p

s t u d e n t s ’ m o t i va t i o n a n d i n t e r e s t i n t h e p r o c e s s o f le a r n i n g .

Co m pe t en cy Lin k: Lis te n in g/Sp ea kin g/Vie win g

Ma t er ia ls : Yo u r Lib ra ry-m e d ia s pe cia lis t ca n as sis t yo u in lo ca t in g th e

fo l lowing p ic tu re boo ks :

Africa

Fran kl in , Kr is t ine L. The Old , O ld Man an d th e Very Li t t l e Boy .

Green fie ld , Elo ise . Africa Drea m .

Grifalco ni, Ann . Da rk n e s s a n d t h e B u t t e rf ly .

. Osa’s Prid e .

Kro ll, Virgin ia L. A fr ica Bro t he rs and S i s t e r s .

Mwenye Hadithi . Gree dy Zeb ra .

. Lazy Lion .

Olaleye, Isaac O. B i t t e r Banan as

William s, Kar e n Lynn . Whe n A f ri ca Was Hom e .

Eas t ern Afr ica

Feelings, Muriel . Jam bo Mean s He l lo : Swahil i A lph abe t Bo ok .

. Mojo Means One : Swah i li Cou nt ing Bo ok .

Kro ll, Virgin ia L. Masia an d I .

Nort he rn Afr ica

Gray, Nigel. A ba l loo n for Grand ad .

Heide , Flo rence Par ry, and J ud i th He ide Gil li lan d . The Day o f

Ahmed’ s Secre t .

Pr ice , Leon t yne . Aida




Lang uag e Art s

To p ic: Pic t u re Bo o k s o n Afr ica n Cu lt u re Gra d e : Pre -K

Southern Afr ica

Da ly, Niki. N o t S o Fa s t , S o n g o l o lo .

I s adora , Rache l . At t h e Cr o s s r o a d s .

Lewin, Hugh . Jaf ta .

. J a f t a a n d t h e W e d d i n g .

. J a f t a t h e J o u r n e y .

. J a f t a t h e T o w n .

. Jaf t a’s Fath er .

. Ja f t a ’s Mot he r .

We st e rn Africa

French , F ion a . Anan cy and Mr. Dry-Bon e .Grifalco ni, Ann . Flyawa y Girl.

Mendez, Phil . T h e B la c k S n o w m a n .

Ste ig, William . Am os & Boris .

Ma p a n d g l o b e

P r o c e d u r e :

1 . Aft e r t h e s t or y is t o ld , a s k fo r vo lu n t e e r s t o t e ll h o w t h e s t o ry

m a d e t h e m fe e l .

2 . As k q u es t io ns ab ou t s t o ry fa ct s a n d s eq u en ce .

As s e s s m en t : 1 . Ha ve s t ud e n t s re t e ll s t o ry fro m pic t u re s .

2 . Ha ve s t u d e n ts illu s t ra t e t he “b e s t” p a rt o f t h e s t o ry.




LESSON PLAN


La n g u a g e Ar t s

To p ic: Ha it ia n Fo lk t a le s Gra d e s : K-5

Ob je ct ive : Us in g lit e r a t u re a nd wr it in g in t he co n t e xt o f m e an in gfu l,

f u n c t i o n a l a n d c o o p e r a t i v e e x p e r i e n c e s i n o r d e r t o d e v e l o p

s t u d e n t s ’ m o t i va t i o n a n d i n t e r e s t i n t h e p r o c e s s o f le a r n i n g .

Co m p et e n cy Lin k: IV-A Le a rn in g /Sp e a kin g /Lis t en in g

Mater ia ls : The Magic Orange Tree and Other Hai t ian Folk ta le s , Diane

Wolks te in , ed . Schozken , 1998

* Makso , Mau de Heu r te lou

*The L ion Cub , Mau de Heu r te lou

World Map an d Globe

* Con ta c t “Lib ra i r ie Au Service de l a Cu l tu re” fo r ob t a in ing t he se b oo ks a t (30 5)

2 7 1 - 0 5 8 6

B a c k g r o u n d :

To a l a r g e e xt e n t , H a it i a n h i s t o r y h a s b e e n s h a p e d b y fo r e i g n p o w e r s : fir s t

Spa in , the n F rance , and fina l ly th e Un i ted S ta t es . A r ich , lu sh l and with as t r a t e g i c lo c a t i o n , Ha i t i h a s o f t e n b e e n vi e we d a s a va l u a b l e p i e c e o f re a l

e s t a t e .

Wh e n Co l u m b u s a r r ive d o n t h e is l a n d o f His p a n io l a o n D e c e m b e r 6 , 1 4 9 2 ,

he was g ree te d by th e Ta ino /Arawak Ind ians in the i r lu sh , g reen pa rad i s e .

Bu t t h e S p a n i s h co n q u e r o r s p r o ve d t o b e i n t o l e r a n t , a b u s i ve , a n d g r e e d y;

b y 1 5 5 0 , t h e i n d i g e n o u s p o p u la t i o n h a d b e e n a lm o s t e n t ir e l y wi p e d o u t i n

vi o le n t u p r is in g s o r fr o m i n h u m a n e fo r c e d l a b o r a n d e xp o s u r e t o E u ro p e a n

d i s e a s e s . In t h e i r q u e s t fo r g o ld a n d o t h e r m i n e r a l r ic h e s , t h e S p a n i a r d s

reso r te d to fo rce fu l ly b r ing ing Wes t Afr icans t o t he New Wor ld t o work as

s laves .

L a c k i n g e c o n o m i c p o t e n t i a l , S a n t o D o m i n g o , a s w e l l a s H i s p a n i o l a w a s

u n d e r S p a n i s h r u le , a n d s o o n c o n d e m n e d t o n e g l e c t b y t h e m o t h e r c o u n t r y,

espec ia l ly a f t e r the conques t o f New Spa in (M ex ico ) and the r i ch Incan

k ingd om in Peru . A Span i sh p rese nce was main t a ined , however , s ince

S a n t o D o m i n g o r e m a i n e d s t r a t e g i ca l ly im p o r t a n t a s t h e g a t e w a y t o t h e

Ca r ib b e a n , fr o m w h e r e m a n y ric h e s w e r e s h i p p e d t o t h e We s t .






Tor t ug a I s lan d , o f f th e no r th wes t coas t o f Hispan io la , was t he f ir s t F rench

foo t ho ld . Rep or te d ly expe l led b y th e Span i sh from th e ne a rby i s lan d o f S t .

Ch r is t o p h e r (S t . Ki t t s ) , t h e fi rs t Fr e n c h r e s i d e n t s o f To r t u g a , j o in e d b y

run away s laves f rom Hispan io la , su rvived by cu r ing m ea t s , t an n ing h ides ,

an d p i r a t ing Span i sh sh ips . The y be came kn own as “buccane er s , ” from th e

Arawak word fo r smo k ing me a t s .

In 1 6 5 9 , Lo u i s XIV c o m m i s s io n e d t h e f ir s t p e r m a n e n t s e t t l e m e n t o n

To r t u g a . S e t t l e r s s t e a d ily e n c r o a c h e d o n t h e n o r t h w e s t p a r t o f His p a n i o la ;

t h e F r e n c h W e s t I n d i a C o m p a n y w a s e s t a b l i s h e d i n 1 6 6 4 t o d i r e c t t h e

e xp e c t e d c o m m e r c e b e t w e e n Fr a n c e a n d t h e c o lo n y. In 1 6 7 0 , t h e F re n c h

m a d e C a p Fr a n ç a i s (p r e s e n t -d a y Ca p Ha ï t ie n ) t h e i r fi rs t m a jo r s e t t le m e n t

o n His p a n i o la , t a k i n g a d va n t a g e o f it s r e m o t e n e s s f ro m t h e S p a n is h c a p it a lo f Sa n t o D o m i n g o . Th e w e s t e r n p a r t o f t h e i s la n d wa s c o m m o n l y r e fe r r e d

to as Sa in t -Domingue , wh ich became i t s o f f i c ia l name a f t e r Spa in

re l inq u i she d t he a rea t o F ran ce in 169 7 in th e Trea t y o f Ryswick .

R e l y i n g o n s l a v e r y , t h e F r e n c h t u r n e d S a i n t - D o m i n g u e i n t o o n e o f i t s

r ic h e s t c o l o n ie s . It p r o d u c e d n e a r ly 6 0 % o f t h e w o r ld ’s c o ffe e a n d a b o u t

40 % of France’s sugar imp or t s . Thes e p rodu c t s , in con junc t ion with co t ton

an d ind igo , accoun t ed fo r ap proximate ly two-th i rds o f France’s com me rc ia l

in t e r e s t s a b r o a d a n d a b o u t 4 0 % o f it s f o re i g n t ra d e . Be c a u s e o f t h e h i g h

d e a t h r a t e a m o n g m a l e s l a ve s , Fr a n c e c o n t i n u a l ly b r o u g h t n e w s la ve s f ro m

Afr ica ; the nu mb er o f en s laved Afr icans “ imp or te d” b y France to ta led overha lf a m i ll ion .

I t is to t he s l ave-ho ld ing sys te m t ha t t he o r ig ins o f mo de rn Ha i t i an soc ie ty,

wi th i t s in t e rna l c la s s a nd co lo r confl ic t s , can b e t r aced . Man y o f th e wh ite

French s lave m as te r s kep t Afr ican wome n a s concu b ines , p rodu c ing a sma l l,

e l it e m u l a t t o p o p u l a t io n t h a t c o n s t i t u t e d a c la s s a p a r t fr o m (a n d a b o ve )

th e imp over i she d b lack ma jo r ity. Co lon ia l soc ie t y con s i s t ed o f th ree

c las ses : l e s b lancs , o r whi te co lonis ts ; l e s a f f ranch i s , o r f ree b lacks (usu a l ly

m ula t t os , called g e n s d e c o u le u r ) ; an d th e b lack s laves . Disc r imina t ion and

r e s e n t m e n t we r e q u i t e e vid e n t : t h e s l a ve s w e re a b u s e d a n d o p p r e s s e d b y

a l l, wh i le th e p r ivi leg ed mu la t t o c las s was fo rb idd en by law from ma r ryingw h i t e s , p r a c t i c i n g c e r t a i n p r o f e s s i o n s , w e a r i n g E u r o p e a n c l o t h e s , a n d

soc ia l iz ing wi th whi te s . However , th e af franchis we r e n o t r e s t r i c t e d f ro m

b u yin g la n d a n d le n d in g m o n e y, wh i ch e n a b l e d t h e m t o a c c u m u l a t e w e a lt h .

In t h e m i d -1 7 0 0 s , t h e n u m b e r o f r u n a w a y s l a ve s , k n o w n a s m a r o o n s , grew.

F ro m t h e s a f e t y o f t h e m o u n t a i n s a n d fo r e s t s , g u e r r i lla b a n d s a t t a c k e d t h e

whi te co lon i s t s . The co lon ia l au th o r i t ie s , o f t en with wha t was p rob ab ly th e






fo r c e d h e l p o f t h e m u la t t o s , we r e a b l e t o r e p e l t h e a t t a c k s . Bu t t h e s e e d s

o f r e b e l li o n we r e s o w n . Alt h o u g h t h e c o l o n i a l s ys t e m h a d m a d e t h e m

weal thy , the mula t to s des i r ed equa l i ty wi th wh i tes ; so when the Co lon ia l

As s e m b ly r e f u s e d t o g r a n t s u f fr a g e t o t h e l a n d - o w n in g , t a x -p a yi n g

m u l a t t o s , a s r e q u ir e d b y t h e Na t i o n a l As s e m b l y in P a r i s , t h e m u l a t t o s a l s o

b e g a n t o r e vo l t .

Bu t i t was t he s a lve r e be l lion o f 179 1 , l ed b y a g ro up o f b lacks , inc lud ing

Bo u k m a n , a m a r o o n a n d vo o d o o p r i e s t , a n d Ge o r g e s B ia s s o u a n d h i s a id e

To u s s a in t L o u ve r t u r e , a m o n g o t h e r s , wh i c h s e t t h e c o l o n y o n t h e p a t h t o

in d e p e n d e n c e . Th e fir s t g r u e s o m e a t t a c k s o n n o r t h e r n s e t t l e m e n t s we r e

a n s we r e d b y b r u t a l r e p r i s a l s e l s e w h e r e . G ive n t h i s i n s t a b i li t y, t h e

m u l a t t o s , u n d e r t h e l e a d e r s h i p o f A l e x a n d r e P é t i o n a n d o t h e r s , a l s om o u n t e d a t t a c k s . Th e m u l a t t o s , d e s ir in g e q u a l it y, we r e fi g h t i n g t h e w h it e

co lon i s t s (Roya l is t s ) , bu t n o t th e wh i tes o f the ne w French Rep ub -l ic , who

fa vo r e d m u l a t t o e n fr a n c h is e m e n t a n d t h e e n f o rc e m e n t o f h u m a n r i g h t s .

The b lack ( s l ave) fo rces were a l so sp l i t ; some fough t aga ins t the wh i te

c o l o n is t s , wh i le o t h e r s fo u g h t b o t h t h e wh i t e s a n d m u l a t t o s . S p a i n a n d

Br it a i n f o u n d t h e s e c o n d i t io n s q u it e fa vo r a b l e f o r in t e r ve n t io n , a n d a ve r y

c o m p l e x s i t u a t i o n e n s u e d . By 1 7 9 3 , b l a c k fo r c e s h a d jo i n e d t h e

C o m m i s s i o n e r s o f t h e F r e n c h R e p u b l i c t o f i g h t t h e w h i t e c o l o n i s t s i n

e xc h a n g e f o r a p r o m i s e o f fr e e d o m . Ho w e ve r , t wo b l a c k le a d e r s o f t h e

r e vo l u t i o n , o n e o f t h e m Bi a s s o u , we r e u n d e r s t a n d a b l y s u s p i ci o u s o f t h e

Fr e n c h a n d r e f u s e d t o c o m m i t t h e i r fo r c e s ; in s t e a d t h e y p le d g e d t h e i ra l le g i a n c e t o S p a i n . It w a s a t t h i s t i m e t h a t To u s s a in t Lo u ve r t u r e , fi g h t i n g

fo r S p a i n , ca m e t o c o m m a n d h is o wn fo r c e s a n d b y t h e e n d o f t h e ye a r h a d

c o n t r o l o f n o r t h - c e n t r a l S a in t -D o m i n g u e .

By 17 94 , Spa in and Br it a in were o n t he ve rge o f to t a l vic to ry when t rop ica l

d i s e a s e b e g a n t o t a k e i t s t o l l o n t h e i r t r o o p s . To u s s a i n t Lo u ve r t u r e , we l l-

p o s i t i o n e d , t h e n m a d e a c r u c ia l d e c is io n : h e p l e d g e d h is s u p p o r t t o Fr a n c e .

Al t h o u g h p r o m i s in g f r e e d o m , Sp a i n h a s s h o wn n o s i g n s o f m o vin g i n t h a t

d i r ec t ion , wh i le Br it a in had ac t ua l ly r e ins t i tu t ed s l avery in a rea s un de r it s

c o n t r o l. Th e Fr e n c h Re p u b l ic a n s s e e m e d t h e b e s t c h o i c e fo r fr e e d o m .

T h u s i n 1 7 9 6 , w h e n T o u s s a i n t r e s c u e d t h e F r e n c h c o m m a n d e r f r o mm u la t t o s s e e k in g t o d e p o s e h im , To u s s a i n t w a s re w a rd e d b y b e i n g n a m e d

Li e u t e n a n t G o ve r n o r o f Sa i n t - Do m i n g u e . Fr o m t h is s e a t o f p o w e r , h e s e t

o u t t o e n s u r e t h e c o n t i n u a t i o n o f a n a u t o n o m o u s S a i n t - D o m i n g u e ; h e

t r u s t e d n e i t h e r f o r e i g n e r s n o r m u l a t t o s , b e l i e v i n g t h a t o n l y b l a c k

le a d e r s h i p c o u ld p r o t e c t t h e m a s s e s .






Al t h o u g h To u s s a i n t t r i e d t o g e t m u la t t o s u p p o r t fo r h i s n a t i o n a l p r o je c t ,

t h e Fr e n c h t r ie d t o u s e t h e t e n s i o n b e t w e e n t h e c la s s e s t o t h e i r a d va n t a g e .

In t h e e n d , h o we ve r , To u s s a i n t wo n o u t , a n d b y 1 8 0 0 h e wa s i n c o m m a n d

of a l l Hispa n io la . He ab o l ishe d s l avery, bu t in o rde r to en su re s t a b i li ty an d

e c o n o m i c s u r v i v a l , h e r e i n s t a t e d t h e p l a n t a t i o n s y s t e m , u s i n g e n f o r c e d

c o n t r a c t la b o r , a n d b e c a m e a m i lit a r y d i c t a t o r . Ho we ve r , h e h a d n e ve r

fo r m a l ly d e c l a r e d i n d e p e n d e n c e f ro m Fr a n c e , a n d h i s d e f a c t o a u t o n o m y

w a s a t h o r n i n t h e s i d e o f b o t h t h e F r e n c h a n d f o r e i g n s l a v e - h o l d i n g

n a t i o n s . In 1 8 0 2 , Na p o l e o n s e n t fo r c e s t o d e p o s e To u s s a i n t , a n d a g a i n t h e

Fr e n c h a t t e m p t e d t o u s e t h e m u la t t o s t o a t t a i n vi ct o r y. Fo r c e d in t o

s u r r e n d e r , T o u s s a i n t w a s a s s u r e d b y t h e F r e n c h t h a t h e c o u l d r e t i r e

q u i e t ly. Bu t a s h o r t t i m e l a t e r , h e wa s t a k e n a n d e xile d t o Fr a n c e , wh e r eh e d ie d i n p r i s o n . Aft e r t h i s d e c e p t i o n , t h e r e m a i n in g H a it i a n fo r c e s , b o t h

b la c k a n d m u l a t t o , t o o k u p t h e b a t t le c r y a g a i n s t t h e F r e n c h . Be c a u s e

French fo rces were m ob i li zed on two fron t s , figh t ing t he Ha it i an s as we l l

a s t h e Br it i s h i n Eu r o p e , Na p o le o n wa s u n a b l e t o l o o k a f t e r h i s in t e r e s t s i n

Lo u i s ia n a . S o , in 1 8 0 3 , h e c o n c e d e d t o t h e U. S. p u r c h a s e o f Lo u i s i a n a ,

d a s h i n g Fr e n c h a m b i t io n s i n t h e We s t a n d e n a b l in g U. S. e xp a n s i o n . On

J a n u a r y 1 , 1 8 0 4 , H a i t i d e c l a r e d i n d e p e n d e n c e , b e c o m i n g t h e s e c o n d

i n d e p e n d e n t n a t i o n ( a ft e r t h e Un i t e d S t a t e s ) in t h e We s t a n d t h e f ir s t fr e e

b lack r epu b l ic in t he wor ld .

P r o c e d u r e s :1 . Aft e r t h e t e ac he r p re s en t s ba ck gro u nd in fo rm a t io n a nd r e a d s a

s t o r y , t h e s t u d e n t s w i l l d e m o n s t r a t e s t o r y c o m p r e h e n s i o n b y

r e t e l l i n g t h e s t o r y o r a l l y i n c l u d i n g i d e n t i f y i n g m a i n c h a r a c t e r s ,

s e t t i n g a n d r e la t i n g e ve n t s in s e q u e n c e .

2 . Re vie w g e o g ra p h y o f Ha it i a n d b a ck gr ou n d in fo rm a t io n

As s e s s m en t : 1 . S t u d e n t s in gra d es K-2 co u ld be as s ig n e d th e t a s k o f

i llu s t r a t i n g p a r t s o f t h e s t o r y in s e q u e n c e , fo l lo w e d b y

a n o r a l c la s s p r e s e n t a t i o n .

2 . St u d e n ts in g ra d es 3 -5 co u ld b e as sig ne d a st o ry t o re a da n d p r e s e n t i n a n o r a l /wr it t e n r e p o r t .






R e s o u r c e s :

Ab b o t t , E li za b e t h , 1 9 9 1 , Haït i : The Duvaliers an d The ir Leg acy . New Yo rk :

To u c h s t o n e , S im o n & S ch u s t e r .

Encyc lope d ia Br it an n ica , 19 94 , Hait i . The New Encyc lop ed ia Bri tann ica (1 5 t h

ed. ) . Microp æ dia: Read y Refe rence (Vol . 5 , p . 62 3) . Chicago : Aut ho r .

F a r m e r , P a u l , 1 9 9 2 , A ids and Accusa t ion: Hai t i and the Geography o f

B lame. Berke ley: Univers i ty of Cal i forn ia Pres s .

1 9 9 4 , The Use s o f Hai t i . Mon roe , ME: Com mo n Coura ge P res s .

Fos t er , Char les , & Valdm an , Alber t (Eds . ) , 19 84 , Hait i- -Today and Tom orrow: An Int erdisc ipl inary St ud y . Lan ha m , MD: Un ive rs i t y Pre ss

of America.

Lawles s , Rober t , 1990 , Ha it i : A R e s e a r c h H a n d b o o k . Ne w Yo rk: Garla n d

Books .

Le yb u r n , J a m e s G ., 1 9 6 6 , The Hait ian pe op le (re v.e d .). Ne w Haven , Ct: Ya le

Univers i ty Press .

Ma c le a n , Fr a n c e s , 1 9 9 3 ( J a n u a r y) ‘They Didn ’t S pe ak Our Langu age ; We

Didn’t S p e a k T h e i rs ’. S m i t h s o n i a n , 4 4 - 5 5 .

N e t w o r k o f E d u c a t o r s o n t h e A m e r i c a s , 1 9 9 3 , Teach ing About Hai t i .

Was hin gt on , DC: NECA.

O t t , Th o m a s O ., 1 9 7 3 , The Hait ian Re vo lu t ion , 17 89 -180 4. Kno xvi lle : The

Univers i ty of Ten ne sse e Pre ss .

P e r u s s e , R o l a n d , 1 9 7 7 , His tor ical Dic t ionary of Hai t i . M etuchen , NJ :

Scarec row P res s .

Ror ro , Gilda L . , 1992 , Hai t ian Voices : Cons idera t ions for the ClassroomTeacher . Tr e n t o n , NJ : Ne w J e r s e y S t a t e D e p a r t m e n t o f Ed u c a t io n ,

Office o f Equa l Edu ca t iona l Oppo r tu n i ty.





Rubin , V. , & Schae de l , R. (Eds . ) , 196 7, The Hait ian Pot en t ia l. New Yo rk :

Tea che r s Co l lege P res s .

Wilen t z , Am y, 19 89 , The Rainy Season: Hai t i S ince Duval ier . New Yo rk :

S im o n & S ch u s t e r .

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