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DOCUMENT RESUME ED 189 007 SO 012 702 AUTHOR Campbell, Margaret H. TITLE Africa, Roots and Pridefor Afro-Americans.An Instructional Uni4_ for HimhSchool Anthropology. INSTITUTION Illinois Univ., Urbana.African Studie- Program. SPONS AGENCY National rndowment forthe Humanities (NFAH), Washington, D.C. PUB DATE Jul 77 NOTE 32p.: For relateddocuments, see SO 012 684-703. EI;RS PRICr MF01/PCO2 Plus Postage. D7SCRIPTORS *African Culture: *AfricanHistory: Anthropology: *Blacks: CulturalAwareness: *Cultural Background: Educational Objectives:Evaluation Criteria: Folk Culture: InstructionalMaterials: Learning Activities: Pesource Materials:Secondary Education: Teacher Developed Materials:Teaching Guides: Teaching Methods: Unitsof Study IDENTIFIERS Africa ABSTRACT This three to four-weekhigh school anthropologyunit examines the African heritageof black Americans.The unit was written for students in an inner city all black public highschool. Objectives are to fostera sense of pride in blackAmericans' heritage, learn how blackAmericans can discovertheir roots, examine causes ard consequences of the Africanslave trade, and learn about the Mandingo populationin Guinea. Five topicscomprise the unit. The first is an introduction in which students discussAfrican and American stereotypes .nd+he book "Roots" by AlexHaley. The second topic focuces on the slave trade. Students reada handout from "Roots" ard analyze statistics on the African slave trade tothe Americas. The third topicexamines Mandingo cultureand histcry. Students read from "Roots"and from "The Dark Child"by Camara Laye, and view slides of art,crafts, music, and dance.The fourth topic concludes the unit by correctingand discussing the Africanmyths presented in the introductionand helping interestedstudents work on their genealogy. Readinghandouts for students andstudent and teacher bibliographiesare included. (KC) *********************************************************************** Reproductions supplied by EDPsare the bet that can be made from.the oriainal document. *********************************************************************** U S OEFARTMIENT OF HEALTH, "PERMISSION TO REPRODUCE THIS EDUCATION AL WELFARE MATERIAL HAS BEEN GRANTED BY NATIONAL INSTITUTE OF EOUCATION THIS DOCUMENT HAS BEEN REPRO- eflh' DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN naroebe./1 ATIND IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INST.TUTE OF EDUCATION POSITION OR POLICY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." "AFRICA, ROOTS AND PRIDE FORAFRO-AMERICANS" An Instructional Unit for High SchoolAnthropology by Margaret H. Campbell Central High School St. Louis, Missouri This teaching unit on Africa was developedas part of an interdis- ciplinary workshop projectin'African curriculum University of Minos' development heldon the Urbana-Champaigncampus inthe summer of 1977. The workshop project,which was funded by the NationalEndowment for the Humanities, was carriedout from 1977-80 and was integrated into anon- going program ofoutreach services offered to teachersnationwide. For further informationon teaching aids available contact: through outreach services, (1( 0 Outreach Director African StudiesProgram 1208 West California,#101 CI Urbana, Illinois 61801 c) AFRICA - ROOTS AND PRIDE.FORAFRO-AMERICANS A 3 to 4 Week unit to be used in a one semestercourse in Anthropology. Vashon High School isan inner-city all Black public high sChool who are often almost ashamed with students that their ancestorsare linked to West Africa. Ite TV portrayal of Roots is the first major culturalevent in their life tiMes that the majority of them were exposedto that has givenmany of them their first positive view of Africa and theirown roots. want to use this beginning Consequently, I to help foster asense of pride in my'students' African heritage by.following Malta Kinte backto his hameland. The students at Vashon High Schoolrange in reading level from the 4th grade to a college level with the majority prot'ily readingon 8th to 10th grade level. They come to Vashon High School frommany grade schools where autho- rized learning about Africa is quiterecent. Most have extremely little accurate information aboutthe coiltinent. They have seen Tarzan and have lived ih a predominantly they White country all their lives-acountry with a long history of racism. Unit Objectives 1. Foster a sense of pride in Black Americans' Africanheritage. 2. Learn how it is possible for Afro-Americans to discover theirroots. 3. Learn same causes and consequences of-the African slave tradeto the Americas. .4. Learn about a specificAfrican population- Mandingo, that illustrates a long historical tradition of civilization, culturalachievements and richness fram whichsome American'Blacks originated. 5. Learn about modern day Africaby studying Guinea,a cuuntry with a large Mandingo population, fromcolonialism through independence. 3 411111011 2 AFRICA - ROOTS AND PRIDEFOR AFRO-AMERICANS A rough uniL outline: time 3 to 4 weeks for 1 period a day for 5 daysa week; 1 period is 55 minutes I. Introduction. A. 5 questions on feelings and knowledge about Africa.(handout) B. African stereotypes (handout) 1. Definition of stereotypes 2. Examples of Americanstereotypes 3. Examples of Africanstereotypes 4. Assignment-to correct thestereotypes as students learn the facts C. Film to dispell SOME stereotypes-"West Africa:Two Life Styles" D. Discussion-the importanceof roots for anyone-thenthe specific importance of the bookRoots by Alex Haley 1. Have students talk about what they remember fromthe TV version 2. Have students read handoutfrom Roots concerninghow Haley traced his great great great great grandfatherto the African continent. 3. Handout of outline of Haley'sfamily tree. 4. Extra credit for studentsto read and reporton "Ebony" articles on tracingroots. II. The slave trade A. Reading deicribing capture into slavery "OlaudahEquiano of the Niger Igbe (from Philip D. Curtin, Africa Remembered,Madison: Universitylof Wisconsin Press,1967). B. Reading from Roots that describes slavery in West Africansocieties. (handout) , C. Lecture on, the African slave trade 1. Causes 2. Consequences 3. Read quotes from BlackCargoes and show pictures using overhead projcetor. D. Statistics on the Africanslave trade to the Americas with study questions so that students will analyze the statistics.(handout) Mandingo Culture and History A. Mandingo culture 1. Record "The West African HighlifeScene" 2. Roots quotations about Mandingoculture with study questions to get students to think about specificaspects of Mandingo culture and how thiscompares to the United States. (handout) 3. Reading from The Dark Childon manhood training. (Camara Laye The Dark Child. London: Collins, 1966, Chapter 8). 4. Lecture and slide presentationon Mandingo culture. a. Lecture including basic cultural elements-religionis Islam, family is polygynous andfather-son centeredetc. b. Slides relating toart, crafts, music and dance. 4 3 B. Mandingo history 1. Reading from SundiAta about griots (D.T.Niane, Sundiata, London: Longman, 1965, pp.1-3) 2. Lecture on the Kingdoms of Ghana, Mali andSonghai a. Use overhead projectorto show pictures.from which is a Time-Life African Kingdoms book from the GreatAges of Man series. b. Discuss Mansa Musa as an example of an influencialwealthy , African King. c. Film "Negro Kingdoms of Africa's GoldenAge" IV. Guinea A. Begin with map cf Africa to show whereGuinea is, where the River is and where Gambia Kunta Kinte's villageis. 1. Use the map to show where slave tradingwas concentrated. 2. Use the map to show that Guinea culturallywould have been affected *by Arab countries. For instance, that itis not surprising that Islam spread thisway. B Colonialism 1. Briefly and very generally look at the causes'andconsequences of colonialism. 2. Look at Guinea in terms of what it 'meant thatit was a French colony. What institutions havesurvived in independent that came fram the Guinea French influence anddomination? C. Guinea and independence 1. Gained independence early(1958). Reasons. 2. Sekou Toure and Guinea 3. Guinea and East-Westorientation D. Hope to find someone from Guinea or a Mandingo studyingin St. Louis area to come speak to the class about both Guinea and Mandingoculture through the St. Louis African Student's Association. If not, should be able to arrange for a knowledgeable speaker through theSt. Louis Committee on Africa. E. Hope to show at least one film on modern Africa, hopefullythat will include Guinea or at least some other former Frenchcolony. "New African Peoples and Leaders" V. Conclusion A. Correct and discuss the Africanmyths presented in the B. Discuss raised introductory introduction questions on students opinionabout Africa (handout). C. Help interested studentswork on theirown family trees as far back as they can go on either side of the family. Use BlackGenealogy by Charles L. Blocksonas a guide. 4 D. How are Black Americans similar today totheir African counterparts? 1. Use LeRoi Jones' bookBlues People 2. Film "Afrn-AmericanMusic: Its Heritage" UNIT TIME SEQUENCE Section I - 4 days Section II - 3 days Section III- 7 days Total of 22 days forthe entire unit. My classroom will'be decorated with a largemap of Africa with the Gambia River clearly marked. There will be a largebulletin board display "Africa- A Continent of Contrasts." entitled For this I will cutout pictures from my old National Geographiesthat contrast the diverse rural-urban, diversity geographical features,
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    “Am I Bothered by Your View of Me?” A Look at Racism's Effect on Slaves in the Novel Roots: The Saga of an American Family by Alex Haley Halmstad University, 2013 School of Teacher Education English for Students in Teacher Training C-essay 15 Hp By: Mohamad Kiswani Supervisor: Anna Fahraeus & Emma Karin Brandin 1 Abstrakt Denna uppsats är en litteraturstudie av Roots: The Saga of an American Family. Studien syftar till att undersöka argumentet att rasism har en långvarig effekt på de människor som utsätts för rasism. I detta fall, karaktärerna i romanen som utsätts för rasismens olika hemskheter så som slaveri. Genom användningen av Robert Jensen, WEB Du Bois och Edward Saids teorier (dvs. Privileged/unprivileged, The Veil, Double Consciousness och Others) har romanen Roots analyserats. Slutsatsen visar på hur slaveriet påverkade huvudpersonerna och hur effekten av slaveri lyckats beröva de svarta människorna i romanen deras ursprungliga identitet. Slaveriet ersattes istället av en kollektiv identitet av mindre värde än vita människors identitet vilket lämnat långvariga psykiska ärr för karaktärerna i romanen. Det pedagogiska fokus som används i uppsatsen är den så kallad cooperative learning metoden. Nyckelord: Privileged/unprivileged, The Veil, Double Consciousness, Others, racism, Roots, cooperative learning. 2 1. Introduction ................................................................................................................................... 4 2. Post-colonial race theories ...........................................................................................................