Social Studies Curriculum

Grade 12

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Course Description

This course examines the continent of Africa and its Diasporas in Europe, Asia and the , with special emphasis on the African-American and African- experience. This course seeks to integrate analysis of race, class, gender, culture, migration, immigration, economics, politics, history, the arts, literature, community, Nation-building and globalization issues throughout the duration of this course. Students will be able to analyze primary and secondary sources from diverse sources to evaluate historical content and appreciate the struggle of Black people everywhere for self-determination, equality, respect and civil rights.

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African American History

PACING CHART

Unit Topic Duration

Unit 1 Ancient Africa 6 Weeks

Unit 2 6 Weeks

Unit 3 The struggle of Africans and African 6 Weeks Americans to seek self-determination and equal rights. Unit 4 The Black Revolution 6 Weeks

Unit 5 Africa in the Global World 6 Weeks

Educational Technology Standards

8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1

 Technology Operations and Concepts  Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources  Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

 Creativity and Innovation  Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

 Communication and Collaboration  Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

 Digital Citizenship  Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.  Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.  Compare and contrast policies on filtering and censorship both locally and globally.

 Research and Information Literacy . Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 Critical Thinking, Problem Solving, Decision Making  Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation

CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.

Career Ready Practices

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.

CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation.

Career Ready Practices CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

CRP9. Model integrity, ethical leadership and effective management. Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

Career Ready Practices

CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies Time/General Processing Comprehension Recall • Extra time for assigned • Extra Response time • Precise step-by-step • Teacher-made checklist tasks • Have students verbalize directions • Use visual graphic • Adjust length of assignment steps • Short manageable tasks organizers • Timeline with due dates for • Repeat, clarify or reword • Brief and concrete • Reference resources to reports and projects directions directions promote independence • Communication system between home and school • Mini-breaks between tasks • Provide immediate • Visual and verbal • Provide lecture • Provide a warning for feedback reminders notes/outline transitions • Small group instruction • Graphic organizers • Reading partners • Emphasize multi-sensory learning

Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization • Computer/whiteboard • Extended time • Consistent daily • Individual daily planner • Tape recorder • Study guides structured routine • Display a written agenda • Spell-checker • Shortened tests • Simple and clear • Note-taking assistance • Audio-taped books • Read directions aloud classroom rules • Color code materials • Frequent feedback

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Enrichment Accommodate Based on Students Individual Needs: Strategies

• Adaption of Material and Requirements • Evaluate Vocabulary • Elevated Text Complexity • Additional Projects • Independent Student Options • Projects completed individual or with Partners • Self Selection of Research • Tiered/Multilevel Activities • Learning Centers • Individual Response Board • Independent Book Studies • Open-ended activities • Community/Subject expert mentorships

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Assessments Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers

• Unit Assessments, Chapter Assessments, Quizzes

• DBQ, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, Political Cartoon, Radio, Song Analysis

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

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Grade: 12 Unit: 2 Topic: Slavery This unit describes the and the . It explores their origin in European colonization in the Americas, focusing on the experience of the enslaved people whom the trade brought to America. It also distinguieshes between the experiences of those Africans enslaved in North America with those in the Caribbean and Latin America. NJCCCS: 6.2.12.D.1.c:, 6.2.12.D.1.e, 6.2.12.D.1.f, 6.1.12.C.1.b, 6.1.12.A.3.h, 6.1.12.D.2.a, 6.1.12.D.2.e, 6.2.12.A.3.b, 6.2.12.A.3.c, 6.2.12.A.3.d

CCSS: RH.11-12.2, RH.11-12.3, RH.11-12.7, RH.11-12.8, W.11-12.1a, W.11-12.1b, RL.11-12.1

NJDOE Student Essential Question Sample Activities Resources Interdisciplinary Learning Objectives Connections

Analyze primary sources, How did the arrival of Chart: The Atlantic Slave Trade English: such as narrative accounts Europeans affect Africa? Create a table illustrating and Slavery In America, Write a description of the and pictures, to gather estimated slave imports by facts and figures: conditions Africans endured information about the Middle How did the slave trade in destination between 1451- http://www.slaverysite.com/ during the middle passage. Passage and the Africa differ from the Atlantic 1870. Body/facts%20and%20figur transatlantic slave trade. slave trade? http://www.slavevoyages.org es.htm Africans in America Part 1 /tast/index.faces PBS: Standard: What was the middle Studying Africa through http://www.pbs.org/wgbh/ai passage? Primary Sources: Social Studies (the a/part1/1p277.html NJCCCS: describes Atlantic Slave Trade): 6.2.12.D.1.c What happened to Africans the horrors of the Middle http://exploringafrica.matr African Slave Trade and 6.1.12.A.3.h after they crossed the Passage (1789): ix.msu.edu/students/curri the Middle Passage PBS: Atlantic? http://www.historytools.org/s culum/m7b/activity1.php www.pbs.org/wgbh/aia/part ources/equiano.pdf 1/1narr4.html

Dr. Alexander Falconbridge describes conditions on an English slaver (1788): http://www.vgskole.net/prosj ekt/slavrute/7.htm

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NJDOE Student Essential Question Sample Activities Resources Interdisciplinary Learning Objectives Connections

Describe the treatment of How did sanitation, disease Primary Sources: Middle Passage Science Report: the slaves. and death impact conditions James Martin (90yrs.old) PowerPoint: Slave Medicine and Plant on the slave ship? remembers a slave auction https://drive.google.com/? Use In : Standard: and is interviewed in 1937: tab=wo&authuser=0#my- According to this journal How were African women http://www.vgskole.net/prosj drive compose a list of plant NJCCCS: treated on slave ships? ekt/slavrute/15.htm species and the medicinal RH.11-12.7 Middle Passage uses, utilized by slaves for documentary clip: sickness and disease. How were the slaves sold? (9min.) http://jeromehandler.org/w http://www.watchknowlear p- What did seasoning involve? n.org/Video.aspx?VideoID content/uploads/MedicineP =19336 lant_Jacoby-93.pdf

Examine the experience of Were there slave revolts on Guided Reading: WPA Slave Narratives: Africans who were part of the slave ships? Any Profile: Ayuba Suleiman http://www.pbs.org/wnet/s the slave trade. successful? Diallo of Bondu. lavery/resources/wpa.html Compose 3-5 paragraphs Standard: How were the slaves treated explaining how Ayuba Voices from the Days of in the Americas? Suleiman Diallo’s experience Slavery: CCSS: differed from other West http://memory.loc.gov/am RH.11-12.2 Why did newly purchased Africans caught up in the mem/collections/voices/vf slaves experience linguistic slave Atlantic slave trade. ssp.html isolation? (Class text: The African- American Odyssey, 5th ed., p. 47).

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NJDOE Student Essential Question Sample Activities Resources Interdisciplinary Learning Objectives Connections

Evaluate the role that de- Why did enslaved Africans Class notes/interactive Introduction to the Willy culturalization had on have to create new modes of class discussion: Lynch Letter 1712: making enslaved Africans interaction? De-culturalization and the http://www.iupui.edu/~bla dependent on their owners. impact of slavery: cksu/PDF%20Documents/ What are the steps of https://drive.google.com/?tab Documents/WillieLynchLe Standard: enslavement? =wo&authuser=0#my-drive tter.pdf

NJCCCS: What kinds of tactics were 6.1.12.A.3.h used to keep slaves from rebelling? CCSS: W.11-12.1a

Examine how the conditions How did the slave codes Writing: Narrative of Frederick ELA Book Report: of slavery impacted family (1660-1710) worsen Read the excerpt from Douglass, an American How did the conditions of life for slaves. conditions for slaves? Blassingame’s ‘The Slave Slave: slavery impact family life for Community’, and compose https://drive.google.com/? African Americans? Standard: How did slavery affect the 2-3 paragraphs on how tab=wo&authuser=0#my- institutions of marriage, slave communities served as drive CCSS: fatherhood and motherhood methods of resistance. RH.11-12.3 for enslaved Africans? http://www.saylor.org/site/wp Bacon’s Rebellion and - Racial Slavery: What were the content/uploads/2013/05/HI http://historyrevived.blogs characteristics of a slave ST211-5.2.2- pot.com/2013/02/bacons- community living on the SlaveCulture.pdf rebellion-and-racial- plantation? slavery.html

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NJDOE Student Essential Question Sample Activities Resources Interdisciplinary Learning Objectives Connections

Debate whether or not the What evidence is there to Debate: Is PTSS real? Essence Interview: impact from the institution of support the theory that today Notes-Intro. to PTSS. Breaking the Chains slavery continues to impact black men and women https://drive.google.com/?tab http://www.joydegruy.com people of the African continue to suffer trauma =wo&authuser=0#my-drive /assets/docs/BreakingCha descent. from the lingering effects of ins.pdf slavery? Standard: Dr. Joy DeGruy: How did the Trans Atlantic http://www.speakoutnow. CCSS: slave trade end? org/downloads/Publicity% W.11-12.1b 20Packet_1.pdf

Examine how slavery What is miscegenation and Poem: Essays in women’s Art: affected black women in creolization? Read and summarize Phillis resistance during slavery: colonial America? Wheatley’s poem, ‘On Being http://scholar.library.miam Why were black women like from Africa to America’, and i.edu/slaves/womens_resi Standard: Lucy Terry Prince of summarize it in your own stance/womens.html Deerfield, MA of the New words. CCSS: colonies able to http://www.poetryfoundation. African-American Slave RL.11-12.1 distinguish themselves org/poem/174733 Testimonies and unlike black women in the Photographs: colonies of the South? Guided Reading: http://www.paperlessarchi 18th century painting of ‘Black Women in Colonial ves.com/african- slaves on a How did the emergence of America’, (Class text: African american_slave_testimo.h th plantation. chattel slavery affect black American Odyssey, 5 ed., tml http://upload.wikimedia.org/wi women in particular? p. 79). kipedia/commons/3/31/Slave Celia, A Slave Trial (1855): Danceand_Music.jpg An Account: Interpret the above painting. http://law2.umkc.edu/faculty/ What does the painting projects/ftrials/celia/celiaacc portray about West African ount.html culture and the emerging culture of African Americans?

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NJDOE Student Essential Question Sample Activities Resources Interdisciplinary Learning Objectives Connections

Analyze different methods How did African Americans Power Point: Resistance and Rebellion: Science Book Report: used by the slaves to resist resist slavery? Students should pair up and http://www.understanding Research the contributions of the degradation of chattel prepare 6- 10 slides on slavery.com/index.php?op Benjamin Banneker, the first slavery. How did the Great methods in which slaves tion=com_content&view= African American man of Awakening mark a turning resisted the institution of article&id=310&Itemid=22 science. Standard: point in African-American slavery. 2 http://www.bnl.gov/bera/activi religion? ties/globe/banneker.htm CCSS: Prezi: Primary Resource: RH.11-12.2 Who were the ? Highlight aspects of the Testimony from the New Great Awakening that York “Negro Plot Trials”: influenced African American http://www.pbs.org/wnet/s religion and caused many to lavery/experience/respons question the ethics of es/docs4.html slavery.

Compare the experience of Describe planation life in the Writing: History Engine: Slavery in World Languages Analysis: African Americans under tobacco colonies? Why was the route to Florida: A Linguistic and Cultural French and Spanish rule in freedom in Spanish and https://historyengine.rich Comparison of Haitian Creole North America to that in the What were some of the French colonies more mond.edu/episodes/view/ and Creole. British colonies. distinctive characteristics of plentiful? What role did the 4861 http://postcolonial.org/index.p slavery in play in hp/pct/article/viewArticle/375/ Standard: and French Louisiana? helping blacks to acquire Slavery in French Colonial 813 status? Louisiana (1699-1762): NJCCCS: How did enslaved Africans http://www.knowla.org/ent 6.2.12.D.1.f and African Americans Website: ry/1424/ preserve a sense of their Slave Punishment in French own humanity? New Orleans/Code Noir

http://medianola.org/discover /place/985/Slave- Punishment-in-French-New- Orleans/

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NJDOE Student Essential Question Sample Activities Resources Interdisciplinary Learning Objectives Connections

Analyze the African What was the relationship Biography: African Americans History English Persuasive Essay: American quest for liberty between the American Compose a biography on the Timeline (1701-1800): Compose a persuasive essay between 1763 and 1783. revolution and black life of Crispus Attucks as the http://www.blackpast.org/t on the following topic: freedom? first African American hero. imelines/african-american- ‘The American Revolution Standard: http://www.crispusattucksmu history-timeline-1700-1800 could not have been What was the role of African seum.org/crispus-attucks/ successful without the NJCCCS: Americans in the War for Photo Essay on African participation of African 6.1.12.D.2.a Independence? Chart: Americans I the Americans’. 6.1.12.D.2.e How did their choices in this Comparison of Black Revolutionary War: Slavery and the conflict affect how the war Loyalists and Black Patriots. http://www.oxfordaasc.co Revolutionary War: was fought? m/public/features/archive/ http://www.revolutionary- Essay: 0907/photo_essay.jsp?pa war.net/slavery-and-the- Why did a substantial class How did the American ge=1 revolutionary-war.html of free African Americans Revolution encourage emerge from the assimilation among African revolutionary era? Americans? How did it discourage assimilation?

Compare conditions of How did the work, treatment Notes: slavery in the North and living quarters differ Differences between slavery American colonies with between slaves in the North in North America and slavery those in the colonies of the American colonies and in the Caribbean: Caribbean and West Indies. slaves in the Caribbean and https://drive.google.com/?tab West Indies? =io&authuser=0#my-drive Standard: How did birth and mortality Focus Question: NJCCCS: rates differences prove that Why did slaves die faster on 6.2.12.D.1.e slaves were better off in the plantations of the North America? Caribbean?

Why were slaves in the

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NJDOE Student Essential Question Sample Activities Resources Interdisciplinary Learning Objectives Connections Caribbean and West Indies able to retain more of their African culture?

Evaluate the role slavery When and why were African Current Event/: ‘How A in Music: played in . slaves introduced to Cuba? Cuban Villagers Learned Cuba 1511 to 1868: AfroCubism: They Descended From http://www.latinamericans How does this music Standard: How did the sugar boom Sierra Leone Slaves’. tudies.org/book/History_S represent the fusion of affect the importation of lavery_Cuba.pdf African and Cuban culture? NJCCCS: African slaves into Cuba? Documentary-clip: ‘They https://www.youtube.com/ 6.2.12.D.1.e Are We’. Afro-Cuban History watch?v=dDe47kNWsYE What evidence is there in http://www.theatlantic.com/in Timeline: the to ternational/archive/2013/04/ http://www.afrocubaweb.c suggest an African how-cuban-villagers- om/history/history.htm connection? learned-they-descended- from-sierra-leone- End of Slavery in Cuba: slaves/275067/2/ http://www.historyofcuba. com/history/race/EndSlav Interactive Website: e.htm Slavery and Rebellion in Cuba: Black in Latin http://www.cubahistory.org/e America/Professor Gates n/spanish- Documentary clip: settlement/slavery-and- http://www.pbs.org/wnet/b rebellion-in-cuba.html lack-in-latin- america/featured/preview- black-in-latin-america/172/

Examine how the effects of How did the institution of Black in Latin America Institute for Cultural English Essay: slavery impacted the slavery impact the series, full episode 1: diplomacy: Dominican Republic Dominican Republic Dominican Republic and and the Dominican http://www.culturaldiplom celebrates its independence differently than Haiti. Haiti differently? Republic (51:25): acy.org/experienceafrica/i from Haiti on February 27. https://www.youtube.com/ ndex.php?en_the-african- as its’ true day of Why doesn’t the Dominican watch?v=6RlG4b3LV9o diaspora independence. Republic celebrate their

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NJDOE Student Essential Question Sample Activities Resources Interdisciplinary Learning Objectives Connections Standard: independence from Spain? Website: Article: The Case of the The country’s independence Slave Routes-Dominican Dominican Republic-Race, from Spain, August 16, is NJCCS: How did Trujillo’s racist Republic: Religion and Identity: only recognized as the day of 6.2.12.D.1.f national ideology impact the http://old.antislavery.org/b https://drive.google.com/? restoration. relationship between Haiti reakingthesilence/slave_ro tab=wo&authuser=0#my- Why do you think Dominican and the Dominican utes/slave_routes_dominic drive Republic does not recognize Republic? anrepublic.shtml its’ freedom form Spain on History of Haiti: August 16 as its’ true day of When did Dominicans learn Slave Routes- Haiti: http://library.brown.edu/ha independence? that they were black and http://old.antislavery.org/b itihistory/5.html belonged to a larger African reakingthesilence/slave_ro Diaspora? utes/slave_routes_haiti.sht NY Historical Society ml Resource on Revolution: http://www.nyhistory.org/s ites/default/files/curriculu m_materials/revolution/Re volution-Teachers- Guide.pdf

Why is the Haitian What conditions helped the Documentary: Primary Sources: ELA Book Report: Revolution important to the to PBS: Toussaint Louverture Toussaint Louverture Explain the events that led to African Diaspora? emerge? and the Haitian Revolution Archive (1743-1803): the Haitian revolution. How (55:22): http://www.marxists.org/re was Louverture able to Standard: How did the Haitian http://topdocumentaryfilm ference/archive/toussaint- defeat the French? Revolution shape the future s.com/haitian-revolution- louverture/ CCSS: for Haiti? toussaint-louverture/ RH.11-12.7 Primary Sources: Did Haiti have self- Chart: A Brief History of NJCCCS: determination after the Create a chart comparing Dessalines from 1825 6.2.12.A.3.b revolution? Why or why not? the administrations of Missionary Journal: 6.2.12.A.3.c Toussaint Louverture and http://www2.webster.edu/~ 6.2.12.A.3.d What events occurred in Jean-Jacques Dessalines. corbetre/haiti/history/early Haiti’s history post- haiti/dessalines.htm independence to become Debate: one of the poorest countries Did the ‘Bois Caiman Article: (History of Haiti in the world? Ceremony’, a Haitian post-independence to religious ceremony, play a modern times)

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NJDOE Student Essential Question Sample Activities Resources Interdisciplinary Learning Objectives Connections role in the victory against the The United States and the French during the Haitian Fate of Modern Haiti: Revolution? http://origins.osu.edu/artic le/pact-devil-united- states-and-fate-modern- https://www.msu.edu/~willi haiti/page/0/0 ss2/carpentier/part2/boisc aiman.html

Identify the African of How did slavery differ in Documentary Response: Documentary: Music: Mexico and Peru. Mexico and Peru? How did Have students analyze a Black in Latin America with Interpret the Afro-Peruvian these differences impact the documentary about slavery Dr. Gates: Mexico & Peru rhythms of this music Standard: development of each in Mexico and Peru and (53:06): copulation. society? make a list of similarities and https://www.youtube.com/ How does this music NJCCCS: differences that they can watch?v=JIzHIRCBtdE&in preserve African culture 6.2.12.D.1.e What are ‘Fandangos’ and discuss and debate after the dex=3&list=PLC6A17B526 within Peruvian music? 6.2.12.D.1.f how do they demonstrate film. C81DF8E Enduring Spirit of Black Peru African heritage within and Afro-Peruvian Music: Mexico? Article Discussion: Article: http://theculturetrip.com/so Have students work in pairs ‘Gaspar Yanga and Blacks uth- How have Mexicans and or small groups, read the in Mexico: 1570 African america/peru/articles/the- Peruvians retained their article “Gaspar Yanga and Slave Revolt in : enduring-spirit-of-black- African culture? Blacks in Mexico”. Then http://www.blackhistoryhe peru-and-afro-peruvian- have them discuss the roes.com/2011/05/gaspar- music/ Why is the port of Vera Cruz causes, events, and effects yanga-1570-african-slave- in Mexico significant to the of the Slave Revolt in revolt.html African history of Mexico? Veracruz.

Who was Gaspar Yanga?

How did Peru’s 100,00 African slaves alter the history of Peru?

How do Afro-Peruvian communities preserve

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NJDOE Student Essential Question Sample Activities Resources Interdisciplinary Learning Objectives Connections African traditions?

Examine ’s African Approximately how many Documentary: Brazil’s African Legacy: Art: legacy. Africans were transported to Black in Latin America with http://www.historytoday.c Sketch, color or paint a Brazil during the Trans Dr. Gates: Brazil (51:25): om/john-geipel/brazils- popular image from Brazil’s Standard: Atlantic slave trade? http://www.thirteen.org/pro african-legacy world famous carnival in Rio grams/black-in-latin- de Janeiro. NJCCCS: What methods were used by america/brazil-a-racial- Documentary clip: Brazil’s Carnival Celebrations 6.1.12.C.1.b enslaved Africans in Brazil to paradise/ From Samba to carnival: 2014: resist slavery? Brazil’s thriving African http://www.cbsnews.com/pi Writing: culture: ctures/rio-carnival-2014/ Who was Zumbi dos How did Brazil’s struggle to http://www.cnn.com/2012/ Palmares? abolish slavery differ from 10/23/world/africa/african- the rest of Latin America? culture-brazil/ When was slavery in Brazil abolished? Group mini-project: CAPOEIRA: The History of In groups of 3-5, prepare a An Afro-Brazilian Martial How does Brazil continue to presentation through Prezi Art: celebrate their African or tumlr illustrating how http://www.e- heritage? Brazilians used the martial reading.ws/bookreader.ph art infused dance of p/134571/Assuncao_- ‘Capoeira’ to resist slavery: _Capoeira_- http://capoeiraabolicao.co _The_History_of_Afro- m/origins-and-history-of- Brazilian_Martial_Art.pdf capoeira/

Analyze the role slavery Why is the town of Palenque Article: The Untold Afro- World Languages- played in Colombia and in ‘Colombia significant to The Real Histories Directory, Colombian Stories of proficient Spanish: Bolivia? Afro-Colombians? slavery in Latin America: Colombia’s Caribbean Interpret document on the http://www.realhistories.or Coast: history of Benkos Biojo, Standard: Who was Benkos Biojo? g.uk/articles/archive/slaver http://girlunstoppable.com leader of the most famous y-in-latin-america.html /2013/11/the-untold-afro- slave revolt in Colombia: CCSS: Why are Afro-Bolivians more colombian-stories-of- http://www.sogeocol.edu.c RH.11-12.8 vulnerable than the Interactive Website: colombias-caribbean- o/documentos/cuen_lahist indigenous population of Smithsonian: Colombia coast/ o.pdf

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NJDOE Student Essential Question Sample Activities Resources Interdisciplinary Learning Objectives Connections Bolivia? Palenque: A Piece of Africa NJCCCS: How has the election of in South America: Afro-Bolivian language 6.1.12.A.3.h Indigenous President Evo http://www.smithsonianma today: the oldest Morales changed the status g.com/videos/category/tra surviving Afro-Hispanic of Afro-Bolivians in Bolivia? vel/colombia-dispatch- speech community: video-palenque-a-piece-o/ http://www.personal.psu.e du/jml34/afrobol5.pdf Documentary clip: African descendants in Integrating people of African Bolivia (Afro-Bolivians): descent in Bolivian society http://kwekudee- (3:41): tripdownmemorylane.blog https://www.youtube.com/ spot.com/2012/12/african- watch?v=WnDLzdovEJk descendants-in-bolivia- Why has it been difficult to afro.html integrate Afro-Bolivians into main stream Bolivian society?

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Unit 2 Vocabulary Trans Atlantic slave trade (PTSS) Post Traumatic Slave Syndrome, Manumission de-culturalization Olaudah Equiano Slave Codes linguistic isolation Dr. Alexander Falconbridge code noir insurrection Ayuba Suleiman Diallo Gaspar Yanga,Benkos Willy Lynch Biojo, Palenque common ancestry Nat Turner Bois Caiman Ceremony Miscegenation Louverture Middle Passage Crispus Attucks Jean-Jaques Dessalines Zumbi de Palmares

Choose 1 Unit Project (Suggested) Unit Project (Suggested)

Suggested Unit Project 1: Suggested Unit Project: 2

Read: ‘Narrative of the Life of Frederick Douglass, An American Slave’, Comparison analysis of Nat Turner and Denmark Vesey by Frederick Douglass, and discuss significant events in his life that and compare how and why their rebellions failed. helped him to achieve his freedom. The Confessions of Nat Turner (1831) https://drive.google.com/?tab=wo&authuser=0#my-drive https://drive.google.com/?tab=wo&authuser=0#my-drive

Sources and Interpretations on the Denmark Vesey Slave Conspiracy http://www.soka.edu/files/documents/faculty-bio/spady-power-and- confession.pdf

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