Unit 4 the Black Revolution 6 Weeks

Social Studies Curriculum

Grade 12

Course Description

This course examines the continent of Africa and its Diasporas in Europe, Asia and the Americas, with special emphasis on the African-American and African-Caribbean 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 Students will be able to analyze primary and secondary sources from diverse sources to evaluate historical content and appreciate the struggle of Black people everywhere for self-determination, equality, respect and civil rights.

African American History

PACING CHART

Unit Topic Duration

Unit 1 Ancient Africa 6 Weeks

Unit 2 Slavery 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

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

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

Grade: 12 Unit: 4 The Black Revolution Topic: Between 1954 and 1965, the civil rights movement achieved a revolutionary transformation in the legal and social status of African Americans. At the same time the impact of American governmental policies on independence movements in Africa, Asia, the Caribbean and the Middle East, in additiion to European imperialsm on developing countries promoted an emergence of global revolutionary actions in the name of self-government and self- determination. NJCCCS: 6.1.12.A.12.a, 6.1.12.D.12.a, 6.1.12.A.13.b, 6.1.12.C.13.a, 6.1.12.D.13.a, 6.1.12.D.13.b, 6.2.12.A.3.c, 6.2.12.A.3.d, 6.2.12.D.3.a, 6.2.12.D.3.d, 6.2.12.D.3.e, 6.2.12.D.4.h, 6.3.12.D.1 Standards: 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 Connections Objectives

Evaluate the importance of What were the Mock Trial: Brown v Board of Art: the Brown v. Board of Ed. circumstances that led up to Brown v. Board of Ed.: Education documents: Photo Essay: Supreme Court decision in the Brown v. Board of Ed. Students will be split into 2 http://www.ourdocuments. Study and analyze the following 4 1954. case? groups the prosecution and gov/doc.php?flash=true& images, compose 1-2 paragraphs the defense. Each team will doc=87 on each photo: Standards: How did the Brown decision research their particular eventually lead to the case and act out the trial in Interactive Website: 6.1.12.A.13.b dismantling of the entire the classroom to be set up Emmett Till Murder: RL.11-12.1 structure of Jim Crow laws? as a courtroom. http://www.emmetttillmurd er.com Why did the Supreme Court Primary Source enact the Brown II decision Documents for Brown v. Documentary: in 1955? Board of Ed.: The Untold Story of Emmett http://www.archives.gov/e Luis Till (1:08:18):

Who was Emmett Till and ducation/lessons/brown-v- https://www.youtube.com/ why was he murdered? board/ watch?v=bvijYSJtkQk

Video Response: Documentary: Brown v. Board of Ed. in Eyes on the Prize pt. 2, PBS (4:53): Fighting Back, 1957-1962: https://www.youtube.com/ https://www.youtube.com/ watch?v=TTGHLdr-iak watch?v=MTbCGf3x-Fw Write 1-2 paragraphs in response to the video.

Describe how African How did black women and Diary entry: Documentary clip: Americans challenged children challenge Students will create diary Civil Rights Foot Soldiers segregation and segregation? entries pretending they are (4:09): discrimination in their an African American during http://www.biography.com communities. Who were the leaders of the the time of the civil rights /people/groups/activists- modern civil rights movement, they will have at civil-rights-activists Standards: movement? least 6 entries about what is going on and how they are Civil Rights Memorial: 6.1.12.C.13.a How did white southerners’ feeling. Civil rights Martyrs: strategy of massive http://www.splcenter.org/c resistance affect the modern Timeline: ivil-rights-memorial/civil- civil rights movement? Create a timeline of events rights-martyrs that occurred during the civil rights movement on a big Biography: poster. Viola Gregg Liuzzo: Civil Rights Chronology: http://www.biography.com http://www.civilrights.org/r /people/viola-gregg-liuzzo- esources/civilrights101/ch 370152 ronology.html Mississippi Burning, 1964,

audio and transcripts: http://whitehousetapes.ne t/exhibits/miss_burning/te xt_print.htm

Examine the role of the How did the federal Recreate Amendments: Civil Rights Act of 1964 Music: federal government and its’ government support the When learning about Brown (2:57): Listen to the voices of the civil inconsistencies in supporting freedom movement? vs. Board of Ed the 14th and http://www.history.com/to rights movement, choose 3 the freedom movement. 15th amendments were pics/black-history/civil- songs to interpret: How did the federal mentioned. Students can rights-act Standards: government hinder or either fix or add (Black American Freedom neglect to support the amendments they feel would U.S. civil rights activists Songs): 6.1.12.D.13.a freedom movement? have been needed at the campaign for federal http://www.folkways.si.edu/voi 6.1.12.A.13.b time. government action, 1957- ces-of-the-civil-rights- What were the differences 63: movement-black-american- between the Civil Rights Research: http://nvdatabase.swarth freedom-songs-1960- Acts of 1957 and 1964? Choose and research a key more.edu/content/us-civil- 1966/african-american-music- person involved in the civil rights-activists-campaign- documentary-struggle- What steps were taken to rights movement. federal-government- protest/album/smithsonian achieve the passing of the action-1957-63 Voting Rights Act of 1965? Gallery Walk: Small groups of students Interactive Map of the examine photos from the sit- Freedom Riders Route: movement: http://www.tripline.net/trip http://content.time.com/tim /Map_of_the_Freedom_Ri e/photogallery/0,29307,195 ders_Route- 7689_2030661,00.html 1657536071131003B660B6 A5907EC2AD Prezi: Develop a presentation Mississippi Freedom illustrating the steps and Summer Events: struggles taken to help pass http://www.crmvet.org/tim/ the Voting Rights Act of tim64b.htm 1965: National Voting Rights Museum & Institute: Democracy Now: http://nvrmi.com/?page_id Mississippi Burning at 50: =43 Relatives of Civil Rights

Workers Look Back at Murders that Shaped an Era: http://www.democracyno w.org/2014/6/26/50_years_ later_relatives_of_slain

Documentary clip: Selma to Montgomery March (4:11): http://www.history.com/to pics/black-history/selma- montgomery- march/videos/march-from- selma-to-montgomery

Explain why African What were the causes of the Group activity: Documentary News: Essay: Analysis of a Speech: Americans became more Urban riots of the late Handout: History of the Democracy Now: The Speech by Angela Davis at a militant during the 1960’s. 1960s? Black Panther Party: Assassination of Fred Black Panther Rally in Bobby https://drive.google.com/?t Hampton: How the FBI and Hutton Park, Oakland, Standards: Who was Malcolm X? ab=wo&authuser=0#my- the Chicago Police 11/12/69: drive Murdered a Black Panther: http://www.indybay.org/newsit 6.1.12.D.13.b How did Stokely Carmichael http://www.democracyno ems/2009/04/15/18589458.php 6.2.12.D.3.a coin the term Black Power? Interactive Website: w.org/2009/12/4/the_assas Rethinking the Black Power sination_of_fred_hampton Speech Analysis: How and why was the Black Movement: _how What does Stokely Carmichael Panther Party formed? http://exhibitions.nypl.org/ say about Dr. King’s passive africanaage/essay-black- The Autobiography of boycott strategy? Do you agree Who murdered Fred power.html Malcolm X: with his perspective? Hampton? http://nationalhumanitiesc Stokely Carmichael-Passive Primary Documents/Group enter.org/ows/seminars/aa Boycotts (1:48): How did J Edgar Hoover and Discussion: history/MalcolmX.pdf https://www.youtube.com/watc the FBI’s COINTELPRO h?v=Q_QbWDoJBvk impact the movements of the COINTELPRO transcripts: Secondary Resource: Black Panther Party? http://whatreallyhappened. The COINTELPRO Papers: com/RANCHO/POLITICS/C http://www.krusch.com/bo OINTELPRO/COINTELPRO oks/kennedy/Cointelpro_P -FBI.docs.html apers.pdf

Why do you think Biography/documentary

COINTELPRO targeted Dr. clip: Stokely Carmichael: Martin Luther King and his http://www.biography.com SCLC? /people/stokely- carmichael-9238629 Biography analysis: ‘Angela Davis’: Journal Article: http://americangovernmen Puerto Rico en me Corazon: t.abc- The Young Lords, Black clio.com/Search/Display/1 Power and Puerto Rican 95980?terms=global+crim nationalism: e http://centropr.hunter.cun y.edu/sites/default/files/Jo urnal/2003- 2006/Vol_18_1_2006_sprin g/9_Ogbar_p148-169.pdf

Examine how the Vietnam How did LBJ’s Great Society Writing: Secondary Source Math: War and the Great Society affect African Americans? Why was President Johnson Document: Create a chart illustrating the affected African Americans. reluctant to commit the No Good Choices: LBJ and following 3 categories: How did Johnson’s Vietnam United States to fight in the Vietnam/Great Society Personnel, Casualties and Standards: destroy the Great Society? Vietnam? Why do you think Connection: Ethnic background of soldiers How did Black Americans he changed his mind? http://www.amacad.org/pu who served in Vietnam. 6.1.12.D.12.a react to the Vietnam War? http://www.digitalhistory.u blications/batorweb.pdf Vietnam War Statistics: 6.2.12.A.3.d h.edu/disp_textbook.cfm? http://www.mrfa.org/vnstats.ht What was MLK’s opinion on smtID=2&psid=3461 The Vietnam War and the m the Vietnam War? Revolts of Black GIs: Speech: Martin Luther King: ‘Why I http://www.vvawai.org/arc am opposed to the War in hive/sw/sw31/pgs_25- Vietnam’: 34/black_gis_revolt.html https://www.youtube.com/ watch?v=b80Bsw0UG-U Interactive Website: Why does Dr. King oppose Vietnam War Overview: the Vietnam War? http://www.authentichistor y.com/1961-1974/4- Website: vietnam/1-overview/4- Black Opposition to 1964-1968/ Vietnam: http://www.amistadresourc Documentary clip: e.org/civil_rights_era/blac Muhammad Ali on the

k_opposition_to_vietnam. Vietnam War-Draft: html https://www.youtube.com/ watch?v=HeFMyrWlZ68 Brainstorming: Why did U.S. Radicalism explode and transform in 1968? Article: 1968 http://www.revolutioninthe air.com/histstrategy/USA1 968.html

Analyze the contradictions in Who killed Dr. Martin Luther Open-ended Questioning: Documenting the English Persuasive Essay: President Nixon’s policies King? Why? Who killed MLK and why? Orangeburg Massacre: Do you agree or disagree with toward African Americans http://www.archives.gov/re http://www.nieman.harvar Muhammad Ali’s explanation and civil rights. What occurred during the search/jfk/select- d.edu/reports/article/1009 for his refusal to fight in Orangeburg Massacre? committee-report/part- 92/Documenting-the- Vietnam? Standards: 2a.html Orangeburg- Who won the election of Massacre.aspx http://alphahistory.com/vietna RH.11-12.8 1968? Website: m/muhammad-ali-refuses-to- W.11-12.1a What was Nixon’s downfall? The Orangeburg Massacre: Documentary clip (7:16): fight-1967/ Richard Nixon-Downfall of a http://www.orangeburgma President: ssacre.com https://www.awesomestori Chart: es.com/asset/view/Richar Create a chart of the 1968 d-Nixon-Downfall-of-a- election illustrating the President candidates, their party, and the states and their votes: http://www.270towin.com/1 968_Election/

Describe the political gains How did black Americans Quick Write: Website: of black Americans during like Shirley Chisholm, Carl How did Richard G Hatcher National Women’s History the 1970s. Stokes and Richard G encourage African American Museum: Shirley Anita Hatcher rise above entrepreneurship? Chisholm: Standards: discrimination to become http://www.blackpast.org/a http://www.nwhm.org/edu elected officials? ah/hatcher-richard-g-1933 cation- W.11-12.1b resources/biography/biog 6.1.12.A.12.a raphies/shirley-anita- Why did busing become the Turn-to-Your-Neighbor: chisholm/ major battle over civil rights Read article and have each in the early 1970s? student turn to their neighbor Website: to discuss the problem. Carl Stokes on aiding How did the Carter ‘The Struggle for busing’: Cleveland’s African Presidency impact African http://socialistworker.org/2 Americans (2:37): Americans? 013/03/29/struggle-for- http://www.history.com/sp busing eeches/carl-stokes-on-his- efforts-to-aid-the-citys- Class Discussion: african-americans#carl- International Civil Rights stokes-on-his-efforts-to- Walk of Fame: Jimmy aid-the-citys-african- Carter: americans http://www.nps.gov/feature s/malu/feat0002/wof/Jimm y_Carter.htm

Describe the circumstances What conditions in Cuba Think Pair Share: Article: ESL Book report: and events that led to the helped to develop the Cuban Resource sheet: Presidential Open Democracy: A view of Write a book report on the Cuban Revolution. Revolution? Brief: The Situation in Cuba: the Cuban Revolution: Cuban Revolution and why it http://www.umbc.edu/che/t https://www.opendemocra was successful? Standards: What was the goal of the ahlessons/pdf/A_President cy.net/article/fidel_remem revolution? ial_Decision_- bered_a_view_of_the_cub 6.1.12.D.12.a _The_Bay_of_Pigs_RS_01. an_revolution Who participated in the pdf Cuban Revolution?

Analyze the impact of the How did Cuba aid African Quick Write: Documentary: Fidel: The Cuban Revolution on the countries in their South African History: Untold Story (2001) (91:45): developing world especially independence movements? ‘Cuba and the struggle for http://www.hulu.com/watc Africa. democracy in South Africa’: h/326102 How did Cuba help to shape http://www.sahistory.org.z Research Report: 6.2.12.A.3.c the lives of poor people all a/topic/cuba-and-struggle- The Impact of the Cuban W.11-12.1b over the world? democracy-south-africa Revolution on Racism: http://srufaculty.sru.edu/m What role did Ernesto Website News source: .matambanadzo/readings/ Guevara play in the Cuban Democracy Now: race_toward_equality.pdf Revolution? In Africa? ‘The Secret History of How Cuba Helped to End Cuban Revolution ppt: How did Cuba help to end Apartheid in South Africa: apartheid in South Africa? https://drive.google.com/? http://www.democracynow tab=wo&authuser=0#my- .org/2013/12/11/the_secret drive _history_of_how_cuba Website: Speech: The Cold War Museum: Ernesto Guevara speech at http://www.coldwar.org/art United Nations 1964 (1:20): icles/50s/TheCubanRevol https://www.youtube.com/ utionof1959.asp watch?v=vqaeEpdnyzc

Explain the impact of the What events led to the Open ended-Questioning: Jstor Journal: Cuban Revolution on the meeting between Malcolm X Did the Cuban Revolution The effect of the Cold War civil rights movement and and Fidel Castro? help to radicalize on African-American civil African Americans. internationalism? If so how? rights: Why did African Americans Article: What Legacy from https://drive.google.com/? Standards: fighting for civil rights identify the Radical tab=wo&authuser=0#my- with the Cuban Revolution? Internationalism of 1968? drive 6.1.12.D.12.a http://www.historyisaweap In what ways did the Cuban on.com/defcon1/elbaum.ht Journal of African and Revolution impact freedom ml Afro-American Studies: movements in America? Review/Malcolm X and Fidel Abstract: Castro at the Hotel Theresa: Cuba, the Black Panther http://scholarworks.umas Party and the US Black s.edu/cgi/viewcontent.cgi Movement in the 1960s: ?article=1088&context=ci https://drive.google.com/?t bs

ab=wo&authuser=0#my- drive

Describe the role the Congo Who was Patrice Lumumba? Speech: Power Point: played in the Cold War. Who killed him? Why? Analyze Patrice Lumumba’s The Secession of Katanga: speech of independence: https://drive.google.com/? Standards: Why did Moise Kapenda https://www.youtube.com/ tab=wo&authuser=0#my- Tshombe want the province watch?v=ChbGqeAPPYo drive 6.2.12.D.3.a of Katanga to secede from 6.1.12.D.12.a the Congo? Writing: News Article: Strengthening the U.S.-Zaire Patrice Lumumba: the most Why did the U.S. support Relationship: important assassination of Joseph Mobutu Sesso https://drive.google.com/?t the 20th century: Seko? ab=wo&authuser=0#my- http://www.theguardian.co drive m/global- development/poverty- matters/2011/jan/17/patric e-lumumba-50th- anniversary-assassination

Examine the role of the What minerals are found in Documentary (26:25): Website: United States in the Congo. the Congo? Congo 6 million dead: Congo’s Conflict Minerals: https://www.youtube.com/ http://www.warchild.org.u Standards: What does the law written by watch?v=8YPldzhAKgk k/issues/congo-conflict- President Obama as a minerals 6.1.12.A.12.a senator, state about the Article/Think Pair Share: RH.11-12.7 Congo? This is how the Congo Website/Primary source 6.3.12.D.1 supplies ‘conflict minerals’ to documents: What is the relationship the IT world: DRC, Security, and between the Rwanda http://www.mining.com/thi Democracy bill: genocide and the current s-is-how-the-congo- https://www.govtrack.us/c genocide in the Congo? supplies-conflict-minerals- ongress/bills/109/s2125 to-the-it-world-36110/ Why are the Rwandan and Ugandan armies considered proxy armies for the U.S.?

Analyze the independence What role did Angola play in Prezi: Website: Political cartoon: movement of Angola. the Cold War? In groups of 3-5, create a The Angolan Civil War: Interpret cartoon, what is the presentation featuring the http://www.ugs- artist saying about the Standards: Why and how did Cuba timeline of events of the angola.com/the-angolan- relationship between Africa support the war of conflict in Angola: civil-war-the-concept-of- and the West? 6.1.12.A.12.a independence in Angola ‘Angola’s 25 Years of Civil blood-diamonds- 6.2.12.A.3.c from Portugal? War’: explained.php https://www.globalpolicy.o Why did the fighting continue rg/component/content/arti Journal Article: in Angola even after cle/255-security-council- The Soviet Union in Angola: independence in 1975? and-angola/41480-angolas- http://www.sras.org/the_s 25-years-of-civil-war.html oviet_union_in_angola

Debate: Which superpower of the Cold War had more influence on the conflict in Angola? ‘US intervention in Africa: Through Angolan eyes: http://www.twnside.org.sg/ title/tett-cn.htm

Analyze the colonial period Who were the original Essential Question: Website: Art: of South Africa to explain inhabitants of South Africa? How did Cecil Rhodes make The Khoisan people of the Analyze the portrait of Shaka how its’ weakened state left his fortune? Northern Cape: Zulu: the country vulnerable to Who were the Zulus? http://www.worldtrek.org/o http://www.southafrica.net How can you tell he is royalty? establish apartheid in the dyssey/africa/063099/0630 /za/en/articles/entry/article http://www.britishempire.co.uk/ 20th century. Who was Cecil Rhodes? 99monicarhodes.html -southafrica.net-the- timeline/shakazulu.htm How did he impact South khoisan-people Standards: Africa during the colonial Map Activity: period? South Africa map 1899- History Resource: 6.2.12.D.3.D Who won the Boer War? 1910: The Boer Wars: 6.2.12.D.3.E http://www.zululand.co.za/ http://www.bbc.co.uk/hist How did the settlement of wp- ory/british/victorians/boer the Afrikaners in the 17th content/uploads/2010/12/B _wars_01.shtml century differ from the oerWarMap-1899-1910.gif settlement of the English in Movie clip (13:01): the 19th century in South ZULU 1964

Africa? https://www.youtube.com/ watch?v=s-lDY02DThk

Political cartoon: Interpret the picture of Cecil Rhodes:

http://lajhsslab.com/asos/zamb

ia/past.htm

Examine the institution of Who was Daniel F Malan Power Point: Interactive Website: Photo interpretation: Apartheid in South Africa. and how was he able Groups of 3-5, create a South Africa: Overcoming institute Apartheid in South presentation highlighting Apartheid/Building Standards: Africa? images of Apartheid, Democracy: including images of http://overcomingaparthei 6.2.12.D.3.D How did Apartheid deprive documents and laws passed d.msu.edu/unit.php?id=65 RL.11-12.1 black South Africans of under Apartheid. -24E-5 RH.11-12.2 political rights, education http://www.apartheidmuse and economic opportunity? um.org/apartheid Studymode Website: The Origins of the Apartheid What was the creation of the Diary: in South Africa: 10 black “homelands”? Create diary entries as if http://www.studymode.co http://www.juancole.com/2013/ How did the following 3 laws though you lived in South m/essays/The-Origins-Of- 12/apartheid-south-africa.html impact black South Africans Africa under Apartheid. The-Apartheid-In- during Apartheid?: Include how the Bantu 630242.html • The Reservation of Education Act and Pass Separate. Amenities Laws have impacted you List of Laws Enforced Act. especially as a young During Apartheid: • The Bantu person. (Must include at https://www.mtholyoke.ed Education Act. least 6 entries). u/~rrothe/timeline.htm

• The Pass Law.

1953. Bantu Education Website:

How did Apartheid compare Act: The Homelands:

with Jim Crow in the United http://www.nelsonmandela http://www.sahistory.org.z

States? .org/omalley/index.php/sit a/special- e/q/03lv01538/04lv01828/05 features/homelands lv01829/06lv01859.htm

Pass Laws: Interview (1:16): http://autocww.colorado.e Interview with Apartheid du/~blackmon/E64Content fighter Steve Biko. Files/AfricanHistory/PassL https://www.youtube.com/ aws.html watch?v=JNmAcgdO2Ck

Analyze the freedom What led to the formation of Interactive Website: Website: Art/Photo: movement of Nelson the ANC (African National Nelson Mandela: The African National Congress: Imagine standing in this line, Mandela and the ANC. Congress)? Prisoner: http://www.anc.org.za/sho being able to vote for the first http://www.pbs.org/wgbh/p w.php?id=206 time, describe how South Black Standards: How long was Nelson ages/frontline/shows/man Africans might have been feeling: Mandela incarcerated for? dela/prison/ Biography/Documentary 6.2.12.D.3.a clip (6:05): 6.2.12.D.3.d How and when was Nelson Article: Nelson Mandela: Mandela released from jail? Elections in post Apartheid http://www.history.com/to South Africa: pics/nelson-mandela Who were the candidates for (Results of 1994 elections): the 1994 South African http://www.sahistory.org.z Photos: Presidential Election? Who a/elections-post-apartheid- South Africa’s historic 1994 won? south-africa election: http://eeas.europa.eu/eueom/m http://www.cnn.com/2014/ issions/1994/south- Create a chart: illustrating 04/25/world/gallery/southafrica/index_en.htm the 1994 election results of africa-1994-election/ the first South African Making Connections: Presidential election post- Why did Nelson Mandela apartheid. identify South African Apartheid with Palestine? When Gaza bleeds, South Africa rages: http://america.aljazeera.com/ar ticles/2014/8/15/gaza-southafrica.html

Describe socio-economic How did Burkina Faso get News Article/Class Journal Article: conditions in Burkina Faso its’ name? discussion: From Upper Volta to during the Cold War. 25 years On: The Mixed Burkina Faso: A Study of What impact did the Legacy of Burkina Faso’s the Politics of Reaction and Standards: leadership of Thomas Thomas Sankara: Reform in a Post-Colonial Sankara have on the people http://thinkafricapress.com African Nation-state, 1960- 6.2.12.D.3.a of Burkina Faso? /burkina-faso/mixed- 1987: RH.11-12.3 legacy-thomas-sankara- http://scholarcommons.us 6.2.12.D.4.h What kind of social policies socialist-soldier-25-year- f.edu/cgi/viewcontent.cgi? did Thomas Sankara anniversary article=5809&context=etd implement?

Why did his ideas and Open ended-Questioning: Documentary: policies not sit well with the How might conditions in The Upright Man the Cold War period? Burkina Faso been different Thomas Sankara (52:04): if Thomas Sankara had https://www.youtube.com/ lived? watch?v=J5USbA701SI

News Article: Burkina Faso’s pure President: http://openrevolt.info/2012/ 04/24/thomas-sankara- burkina-fasos-pure- president/

Examine the turmoil of How many countries have Quick Write: Website: Art/Poster: Cameroon’s colonial history colonized Cameroon? How did Ruben Um Nyobe Global Conscience Initiative: Map mini-project: as a foundation for an help Cameroon to become ‘History of Cameroon’: Create a poster illustrating the unstable post-colonial How did the boundaries of independent? http://gci- changes in Cameroon’s government. Cameroon shift after WWI? cameroon.org/about- boundaries, must include a key Who was Ruben Um What was he requesting at cameroon/history-of- and attached bibliography in MLA Standards: Nyobe? How did he the United Nations in 1952? cameroon/ format. influence the independence Ruben Um Nyobe’s Speech W.11-12.1a movement in Cameroon? at eh United Nations 1952: Journal Article: Cameroon boundary changes: 6.2.12.D.3.d https://www.youtube.com/ Comparing British and http://commons.wikimedia.org/ watch?v=e5HOfr48DFk French Colonial Legacies: wiki/File:Cameroon_boundary_ Cameroon changes.PNG Geography Quiz: https://drive.google.com/? Africa: tab=wo&authuser=0#my- http://lizardpoint.com/geog drive raphy/africa-quiz.php Class Notes: Cameroon: The Struggle for Unity: https://drive.google.com/? tab=wo&authuser=0#my- drive

Unit 4 Vocabulary:

Brown v. Board of Ed. Thabo Mbeki Emmett Till Daniel F Malan Montgomery bus boycott ANC Freedom Rides, sit-ins F W DeKlerk SNCC TheReservation of Separate Amenities Act CORE The Bantu Education Act SCLC The Pass Law Dr. Martin Luther King Afrikaners Vietnam Apartheid Lyndon B Johnson Patrice Lumumba Richard Nixon Joseph Mobutu Sesse Seko Economic Opportunity Act of 1964 Zaire Civil Rights Act of 1957 and 1964 Moise Kapenda Tschombe COINTELPRO Joseph Kasa-Vubu J Edgar Hoover Dr, Aghostino Neto Fred Hampton Jose Eduardo Dos Santos Black Pantehrs Jonas Savimbi Huey P Newton MPLA Kathleen Cleaver Laurent and Joseph Kabila Black Power Coblat the Young Lords Thomas Sankara Malcolm X Ruben Um Nyobe Stokely Carmichael UPC March on Washington Pul Biya Cold War Ahmadou Ahidjo Imperialsism Paul Kagame Fidel Castro proxy army. Ernesto Guevara Fulgencio Batista Nelson Mandela

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

Suggested Unit Project 1: Suggested Unit Project 2:

Groups of 3-4, research an important event during the civil rights Read Nelson Mandela: A Biography. Analyze the text and compose movement and present to the class using Prezi, tumblr or power a book review of the work, must include citations: point. *Must include citations and bibliography in MLA format. http://www.arvindguptatoys.com/arvindgupta/mandelabio.pdf Events can include one the following:

• Rosa Parks and the Montgomery Bus Boycott • MLK’s SCLC • Passing of the Civil Rights Acts of 1957 and 1964 • The Little Rock 9 in Arkansas • Sit-ins at Greensboro, Nashville and Atlanta • SNCC and the Freedom Summer Project • Freedom Rides • The Murder of Emmett Till • Robert Parris Moses and Fannie Lou Hamer and the Voter Registration projects • March on Washington • Mississippi Freedom Summer • Selma and the Voting Rights Act of 1965