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)
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"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.
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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.
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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, of peoples, andtraditional-modern. 5
INTRODUCTORY QUESTIONSYOUR OPINION
1. Where are your ancestors from? Explain. 2. Did you see "Roots" or.part ofit on TV? If so, what didyou think of it? 3. Do you know anyone from Africa?Why or why not? 4. Would you like to visit Africa?Why or Why not?
5. What haveyou heard about Africa?
AFRICAN STEREOTYPES
stereotypes-a mentalpicture you have of a people and youassume that every one of these people fitsthe stereotype.
examples that we know to beuntrue for it is not any means. true of the entiregroup by
1. White people can'tdance. 2. Jews are all stingy. 3. Black peopleare lazy. 4. Frenchthen are,greatlovers. 5. Americans are allrich.
The followingare common stereotypeo about Africa whichare NOT accurate. 1. Lions live in jungles. 2. Tigers live in Africa 3. Africans are all Blackpeople. 4. 'All Black Africans resembleeach other. 5. Africa is all .jungle. 6. Africans do not believein God. 7. Africans are primitivepeople. 8. All Africansare culturally alike 9. It neversnows in Africa 10. Africa hasno history.
Now number from 1 to 10 and write somethingabout each that is true. one of the above statements You must listencarefully in class correct these 10 statements! to learn enough informationto
Extra Credit
Africa has been called the "dark continent."It was never dark do you suppose to Africans.Who was ignorant about Africa andwhy? 6
ASSIGNMENT TO ACCOMPANYREADING FROM ROOTS CONCERNING HOW HALEY WASABLE TO TRACE HIS ANCESTORS(chapter 120)
1. Make a list of 5 examples of the kindof proof Alex Haleywas able to discover to documenthis family tree.
2. Why do you thinkAlex Haley began to sob heavily after hearingthe griot's tale of the boy Kunta Kintewho'went outto gather wood to make a drum andnever returned?
For extra credit talk to the oldest living memberof your family available to you and listento the stories this individual can tell aboutyour family. Write some of theaestories down or if you get a great deal ofinformation and are interestedenough try to organize the of your family. stories into the history If possible diagramyour family treeon one or both sides of your family. ALEX HALEY'S ROOTS SUMMARIZED FROMHIS BOOK
His great greatgreat great grandfather
Kunta Kinte bornin Juffureon the Gambia River in His parents West Africa in 1750. were Omoro and BinteKinte. Kunta was capturedinto slavery and shipped on the slaveship the Lord Ligonier. .It sailedfrom the Gambia River in 1766 andlanded in Annapolis, Marylandin September of 1767. Kunta was named Toby Waller and was ownedby John Waller and brother. then his Kunta (Toby) marrieda Waller slave named Bell one daughter who and they had was given the Africanname of Kizzy.
His great greatgreat grandmother
Kizzy Waller was sold to Tom Lea in CaswellCounty, North Carolina when she wa,vgbout16 years old. She wagralied by.Tom Lea and hadone son named George Lea His great great grandfather
George became known as Chicken George becausehe was trained fighter. as a cock Chicken George marriedMatilda whowas a slave on a neighboring and they had eight plantation children includinga son named Tom who wasetrained a Blacksmith. as
His great grandfather
Tom Lea became TomMurray When the entire family with theexception of Chickcn George and hismother Kizzy were sold to the Murray familyin Almanac County, NorthCarolina. Tom married Irene whowas a half Indian slave from Tom was the fourth a neighboring plantation. son in his family butwas the family leader. Tom and Irene had 8children and theyoungest was a daughter Cynthia. named
His grandmother
Cynthia Mnrray by now-lived in Hennings, Tennesseewith her familyas free people. In 1893 she married Will Palmer who became theowner of a lumber store in town and becamequite wealthy. Cynthia and Will had one daughter named Bertha Georgeborn in 1895. His mother
Bertha Palmer marriedSimon Alex Haley in 1920. One of Bertha and Simon'ssons is Al2x Haley. 8
SLAVERY IN WEST AFRICAN SOCIETY ACCORDINGTO-ROOTS BY ALEX HALEY THE MANDINGO PEOPLE WHICH IS ABOUT
pp. 52-53
Omoro explaining slavery to Kunta and his littlebrother. "Slaves aren't always easy to tell fromthose who aren t slaves," finally... he said "But one should never speak of slaves in thepresence of slaves" said Omoro, looking verystern
Omoro said that people became slaves in differentways. slave mothers-and Some were born of he names a few of thosewho lived in Juffure, Kunta knew well. people who Some of them were theparents of his own Kafo said Omoro, had mates. Others, once faced starvation duringtheir home villages hungry and they had season, come to Juffure and beggedto become the slaves of agreed to feed them someone who and provide for them. Still others-and he Juffure's older named same of people-had once beenenemies and lam captured "They became as prisoners. slaves, being not braveenough to die rather than Omoro. be.taken" said
..."Their rightsare guaranteed by the laws of and he explained our forefathers," said Omoro, that all masters hadto provide their slaves a house, a farm plot with food, clothing, to work on half shares, andalso a wife ora husband..
"Only those whopermit themselvesto be are despised," he told had been made slaves of those who because they were convietedmurderers, thieves,or other criminals. These were the only slaves whom a master could beator otherwise punish, as he felt theydeserved.
"Do slaves have to remain slaves always?"asked Kunta.. "No, many slaves buy their freedom withwhat they save fromfarming on half share with their masters." Omoro named some in Juffurewho had done this. He named others who hadwon their freedom by marrying them. into the family that owned
To help him carry the heavy sections of palm, Omoro madea stout sling out of green vines, and as he worked, he said that some slaves, infact, prospered beyond their masters. Some had even taken slaves for themselves, andsome had become very famous persons.
"Sundiata was one!" exclaimed Kunta. Many times, he had heard thegrandmothers and the griots speaking of the great forefather slave generalwhose army had conquered so many enemies."
ASSIGNMENT TO ACCOMPANY QUOTATIONS FROM ROOTS CONCERNING SLAVERYAS PRACTICED IN WEST kilICA
Compare these quotations from Roots about slavery in West Africawith what you know about slavery as practiced in the United States until 1865. List and explain how American slaverywas different from West African slavery.
10 THE SLAVE TRAM: For lecture
I. Beginnings in Englishcolonies A. Began in 1619 with a Dutchship with 20 B. Were first used AfricanE; aboard. as indenturedservants 1. In 1661 Virginiawas the first colony to that of slave. to change theirstatus 2. Even some white indenturedservants were sold into there weretoo many moral slavery but objections for thisto last. II. Reasons for theslave trade
A. Need for cheaplabor 1. Plantation systemrequired much cheap 2. labor. Sugar cane andtobacco and then later cotton requiredlarge numbers of unskilledlaborers. B. Whites could "justify" enslaving Africansfor theywere not Christians. They were physicallyand culturally it becameeasy to see them different thereby as something not quitehuman. III. Facts about thetrade
A. Economic 1. Three-cornered tradeAfrica-America-Europe a. African slaves from West Africato the United.States b. Sugar, tobacco andcotton to Europe c. cotton cloth,guns and simple manufactured goods back to Africa. 2. Three corneredtrade Africa-West New England and middle Indies-Southern colonies colOny merchantsdeveloped a profitable three-way trade inslaves, and goods and southern with Africa, theWeat Indies continental Englishcolonies during the and shared to 18th century some extent the profitsof English slavers merchants. and 3. The slave tradewas a significant factor Li in the expansion European capitalism of from the 16thto the 18th centu,:ies. the Portuguese, First then the Dutch andthe French, and ,18th century the finally in the British became theleading slave trad,rrs. 4. Returns of as much as 100% on the investmentfor a single slaving trip were notuncommon. 5. Some of the biggest ilave merchants were Afrieqn sometimes burn kings who would villages to get slavesor use slavery as for any crime in a punislment order to get inon some of the profits of slave business. the
IV. End of slave trade. A. For humanitarianreasons the slave trade was abolished in Englandin 1807 and in theUnited States in 1808. B. However it was difficult to stop andwas still a very profitable business so itwas more or less allowed to contirle almostup to the time of the CivilWar (1.860).
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BIBLIOGRAPHY
Curtin, Philip D.,The Atlantic Slave Trade, Madison,1969. Davidson, Basil, The African Slave Trade,Boston, 1961. Gutman, Herbert G., Slavery and theNumbers GameUrbana, 1975.
Mannix, Daniel P. Black Cargoes,New York, 1973.
Read to students sections from BlackCE&ln that are firsthand of conditionson slave ships. descriptions From chapter 5 "TheMiddle Passage" P. 106 P. 108 P. 109 P. 116
P. 117 S. 11
STATISTICS ON THE SLAVETRADE FOR ANALYSIS
The slave trade cost Africapossibly as many as 50 millionhuman beings. Could expect 15 to 20% of slavesto die on ship between Africa and America which is called the middlepassage.
Most of the slaves were obtained from West Africa, along the Gulf. ofGuinea. 13% of slaves to the United States were from the Gambia Riverregion. There were 400 hundred years of slave trading. 100% profit was not uncommonon a slave ship.
From Black Cargos
Space for African men on the slaveships was usually aspace 6 feet long by 16 inChes wide and usually 2feet, 7 inches high with increasinglylesser space for women, boys and girls. There are records of at least 155 sla're mutinies on slave ships. One out of 2,Africansnever made it alive to the Americas.Many died during captureor of disease before-they were even loaded. Many committed suicide by jumpingoverboard or refusing to eat. Many went mad on ships.
*irom The Atlantic Slave Trade
P. 281Loss of Slaves. in Transit Relatedto Length of Voyage, 1817-43.
Length of Voyage in Days Death at all destinies %
10-19 7.9 20-29 4.8 30-39 5.9 40-49 8.5 50-60 13.1 61 or more 22.0
Crews on slave ships had a higher mbrtality rate than the slaves largely dueto malaria and yellow fever.
P. 120 U. S. Slave Population, 1820-1860
Years Total number of slaves
1820 1,538,022 1830 2,009,043 1840 2,487,355 1850 3,204,313 1860 3,953,760
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STUDY QUESTIONS TO ACCOMPANY THE STATISTICS ON THE SLAVETRADE
Use the statistics about the African slave tradeto answer the following questions.
1. Why did the slave tradelast so long?
2. How many Africans were captured into slavery butnever arrived in the Americas alive?
3. How do you explain the high death rateon slave ships?
4. Why do you suppose slavers packed Africansin so close togetheron the shirs? 5. Why did slave ship crews often have an even higher deathrate than the slaves? 6. In what year did the United States have the largast slavepopulation? 7. How can you account for.increases in the slave populationin the United States after the slavetrade was abolished?
8. Why do you suppose.slaveships sometimes had mutinies?
9. How would you account for Africans committing suicideon board slave ships? 10. Why did deaths go up with the length of thevoyage for African slaves?
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SOME EXAMPLES OF THECULTURE OF THE MANDINGO PEOPLE FROM ALEX HALEY'SROOTS
P. 3 on Kunta Kinte's ancestory (at the time ofhis birth) "One by one, the arafang recited thenames of the Mauretanian of whom the baby's forefathers grandfather, old KairabaKinte, had often told. which were great and The names, many, went backmore than two hundred rains..."
P. 5 on land use.forfarming
"...The size ofeach woman's plot was decided each year by Juffure'sCouncil of Elders, accordingto how many mouths each woman had to feedwith rirze..."
P. 20 on respect forelders
"...But_however hard they were palying, thechildren never failed adults therespect their mothers to pay had taught themto straw always towardtheir elders. Politely looking the adults in theeyes, the children would ask, "Kerabe?" (Do yOuhave peace?) And the adults would (Peace only.) reply, "Kera dorong" And if an adultoffered his hand, clasp it with both each child in turn would hands and then standwith palms folded that adult passed by."' over his chest until
P. 35 on dancing
"The poundingheartbeat of the drums seemed to throbnot only in Kunta's ears but also in his liMbs. Almost without knowingit, as if it he felt his body were a dream, begin to quiver and hisarms to flail, and and shouting along soon he was springing with the others, whomhe had ceased tonotice. stumbled and fell, exhausted." Finally he
P. 37 on the importanceof history (oral history)
"When the story-telling griot came, a quick hushwould fall among the villagers as they set around the baobabto hear of ancient kings and clans, of warriors, family of great battles, andof legends of the voice, a singing griot past...In his high sang endless verse about thepast splendors of the Kingdoms of Ghana, Songhai and old Mali, andwhen he finished, the village would often some people of privately pay himto sing the praises of theirown age parents at their huts..."
P. 62 on fatherless boys (Kunta hoping to travelwith his father) "He knew that now and then some lucky boywas allowed to share a journey with his father, uncle or grown-up brother. But he also knew thatsuch boys had never been so young as'his eight rains,except for some fatherless boys, 14
who got apecial privileges underthe forefathers' laws. 'Suchaboy could start following closelybehind any sharing whatever man, and the man wouldneverobject to he had-evenif he was on a journey lastingformoons..."
P. 84 ln education
"Kunta hadreached his tenth rain, andthe second-kafo were about to complete 'Ale boys, his age schooling they hadreceived twice daily were five rains old.When the day of since they and his mates graduationcame, the parents of Kunta seated themselvesin the arafang's in the very front schoolyard beamingwith pride rows, even ahead ofthe village elders... Next the boys wrote theirnames in Arabic, one by one, the as they had been taught. And arafang heldup the slates for all spectators tosee for themselves the parents and other what educationhad acieved. other boys,KUnta had,found Like the the marks thattalk even h write.Many mornings rder to read thento and evenings.with the arafang they had all apping on theirknuckles, wished thatwriting wasas easy to unders had as the talkingdrum ..."
PP. 85-86 on finishing school (Omorois Kunte's father) "Omoro was waiting thenext morning when goats out for the day's Kunta came to takethe family's grazing. Pointing toa fine yo4ng male and Omoro said, "Thesetwo are your school female, finishing present."Almost before Kunta couldstammer out his thanks, as if he gave Omoro walkedaway without another word away a pair of goatsevery day-and Kunte to seem excited..." tried very hardnot
P. 86 onpayment for education
"Before the next new moon appeared,Omoro and Binte to give away were among the parents a third goat-thisone to the arafang for their son'a as an expression of education. If they had been gratitude been glad to more prosperous, theywould have give even acow, but they knew he their meansas it was beyond the understood that thiswas beyond means of everyone in Juffure, village. which wasa humble Indeed, someparents-now slaves with but theirown backs nothing saved-hadlittle to offer and their gratefulgifts of a moon's was'graciously accepted." farm work forthe arafang
PP. 135 136on government
"No women at all attended whenthe Council metto discuss purely adminis- trative affaris, suchas Juffure's relationship with other villages. On the day for matters of thepeople, however, the settled quickly audience was largeand noisy-but all into silence whenthe most senior of sewn with bright-colored the elders raisedhis stick, beads, to strikeout on the talking name of the first drum before himthe person to be heard. This was done according to theirages, to serve the needs of the oldestfirst. Whoever it was wouldatand, stating the senior elders allstaring at the ground, his case, listening until hefinished andsat 15
down. At this point, any of the elders mightask him questions.
If the matter involveda dispute, the second person now presented hisside. Followed by morequestions, where upon the elders turned aroundto present their backs as they huddledto discuss the matter, which could takea long time. One or more might turn withfurther questions. toward the front,.one But all finally turnedback around motioning theperson or persons being heard and the senior elder to stand again, then spoke theirdecision, after which drumtalked. the next namewas
STUDY QUESTIONS TO ACCOMPANY THE QUOTATIONSFROM ROOTS RELATING THE PEOPLE AND VOCABULARY MANDINGO
VOCABULARY
1. arafang - a learnedperson 2. rain- one year 3. Juffure - the villagewhere Kunta Kintewas born 4. griot - a stoly teller 5. baobob - a kind oftree 6. kafo - a grouping ofchildren by age
STUDY QUESTIONS
1. Are relatives important to the Mandingo people?Explain 2. What determined howmuch land a.woman hadto farm? 3. How do theyoung treat the old? What does this tellus about the Mandingo? 4. Was history important? How did they knOw theirhistory? 5. How did a fatherless child learn to bea man? 6. Is education important.in this culture? Explain. 7. How was.education paidfor? 8. What kind of relationship does thereseem to be between father and 9. How did the Mandingo son? settle problems in theirvillage? 10. 'Who seems to have the power inJuffure?
After you answer these questizias givea little thought to the are similar tothe Mandingo and ways we, as Americans, ways we are different. Do you see anything about Mandingo society that you think ispreferable to whatwe do in ours? a-0 16
INTRODUCTION, DISCUSSION QUESTIONS AND ASSIGNMENTTO ACCOMPANY LEADING FROM THE DARK CHILD(chapter 8)
Read the following chapter from the bookThe Dark Child by describing his life Camara Laye in West Africa beforehe went to France fondly recalls his to study. He very life in all itsaspects including the long he under went in his important ceremony culture to becomea man. This chapter describes transition from boy his to man which includescircumcision. practiced "initiation Many societies have rites" to markthe change from childto adult similar in some waysto the practices in Camara Laye's West Africanculture. Consider the following questions as you read forwe will be discussing them. For your assignment, as you read make a list afthe positive (good) things about hismanhood training. Does Camara Laye enjoysome aspects of the ceremonies?Are other aspectsof the ceremonies though he may not be possibly good for himeven able to realize thisat the time?
Discussion Questions
1. What is circumcision? Do we practice it? If so, why? 2. Why were these boys circumcised at aboutage 14?
3. What did Camara'smanhood training involve beside circumcision?Do we have anything that reseMbles manhood:training (initiationrites). Why do you-suppose boys who have been circumcisedtease those who have not? 5. Why did Camara Laye move il!to his own hut aftercircumcision? 17
NOTES ON WEST AFRICAN SOCIETIESFROM LECTURE BY PROFESSOR UCHENDU to be used in conjunction with look at Mandingo culturelecture
I. Unifying factors thatAfricans have incommon (West) World View- philosophy, ethnics, religion A. Life - affirmation 1. Lineage continuity 2. Good health 3. Fertility 4. Reincarnation
B. Philosophy ofpower 1. Power must be counterbalanced 2. Can look for power magically 3. Too much power is bad 4. Use of power is for positivethings 5. Mental power- the importance of man 6. Can get power fromancestors
C. Ethics 1. Reject all negativepower 2. Ends must be good 3. Must be good forman
D. Religion is central 1. Religionlife 2. Every part of life consists ofreligious sentiments 3. Religion is very tolerant- not surprising that Islam and Christianity co-habitate 4. Reciprocity-idea of counter-vailingpower a very practical approach to religion
II. Cultural patterns in West Africa A. Terminology 1. Social structure-abstractprinciples of organization social organization-concretestructure 2. Use populations instead of tribedue to poor connotations of tribe to Westerners a. Some are not ethnic groups . b. Are some very large ethno-linguisticgroups such as the Igbo, Hausa B. Prestige economies-subsistence plus (can't have works ofart if an economy is strictly subsistence andWest Africa has much art) C. Unilineal descentsystems mostly D. Proverbs are extremely important "if you don't know theproverbs you don't know the language E. Ancestors 1. Fatherhood is not thesame thing 2. To be an ancestorone must: a. die at old age b. die without stigma c. be well buried 18
F. Despitecolonialism West Africans have maintainedcultural integr.ty 1. Culture building ischoice making 2. Choices made by the Africans themselves (theculture bearers) Things that divideWest Africans A. Diversity B. Family. 1. America originally emphasized the father-sonrelationship but since last 60 years emphasis has beenon husband-wife relationship 2. In West Africa the'emphasis is eitherfather-9on or mother- daughter with thefirst pattern beingmore common 19
AFRICAN KINGDOMS RELATING TO MANDINGO- Ghana, Mali, and Songhai For lecture
I. Introduction "Golden Age"of Africa
A. All 3 in their time were well advanced inmatters of government_ and economic prosperity. B. All played an important part in the developmentof West Africa. C. All became a vital link in the commercialworld of North Africa, which in itsturn affected events in Europe. D. They were not states with fixed boundaries,but a people each of whom became the most powerful in theirarea for a time. 1. Used to exact tributeand levies a. 'To draft men forwar b. For servants c. For supplies of grain 2. Appointed provincial officials
II. Ghana 700-1200 A.D.
A. Mined gold and traded itfor salt 1. Regulated the price of goldon the world market 2. Imposed import andexport taxes 3. King of Ghana couldput 200,000 warriors in the field. B. An eye witness description of the king'scourt pp. 47-48 of Ancient African Kingdoms.. "When he gives audience to his people, to listento their complaints and set them to rights, he sits in a pavilion aroundwhich stand his horses dressed in cloth'ofgold; behind him stand 10pages holding shields and goldmounted swords; andon his right hand are the sons of the princes of his empire, splendidly cladand with gold plaited into their hair. The governor of the cityis seated on the ground in front of theking, and all around himare his viziers in the same position. The gate of the chamber isguarded by dogs of an excellent breed, who never leave the king'sseat; they wear collars of goldand silver..."
III. Mali,.1200-1500 absorbed Ghanaand extended it westward
A. Sundiata was the Mandingo ruler and by 1240 had conquereda great empire. 1. Developed professional standingarmy 2. Became a hero to his peopleas he extended his territory 3. Has become an epic tale about his exploits still told today . by griots. B. Manse Musa-came to throne in1307 and died in 1332. 1. Made a famous pilgrimmageto Mecca a. His kingdom became knownthroughout the Mediterranean world b. Took 500 slaves with him eachcarrying a staff of gold. He had supplied himselfwith large quantities of gold, and everywhere he went hemade presents of it c. He put so mud gold incirculation in Egypt that its value fell and had not recovered 12years later 21 20.
2. Prosperity in trade brought with it wealthto Mali and it also brought an increase in the culture andlearning. a. Arab scholarship at this time in Maliwas second to none b. Timbuktu becamea cul'-nral center IV. Songhai 1350-1600 slowlyunsurp4 the territory of Mali
A. Important administrativereform 1. Instituted a system of taxation whereby eachtown or district had its own tax collector. 2. Improved trade a. Put an inspector in charge of each importantmarket b. Made weights andmeasures the same allover the kingdom. B. Encouraged Moslemsin the kingdom 1. The traders 2. 3 centers of religious learning- Timbuktu had one of the first universities in Africa C. Trade 1. Exported a. gold b. slaves c. ivory d. ebony e. ostrich feathers 2. Imported a. manufactured goods ofcopper and iron b. brasswar3 c. sword blades d. cloth e. salt
Bibliography
Davidson, Basil, AfricanKingdoms, New York, 1966. Shinnie, Margaret, AncientAfrican Kingdoms, London,1968. 21 COLONIALISM
For lecture
I. Overview
A. Little by little the explorers from Europewere followed by invaders. B. In 1880 Europeans were ruling nonwhites in WestAfrica only along the coast within a few thousand square yards ofsoil. C. By 1900 Europeans were ruling or were about to rulethe whole of West Africaexcept Liberia.
110 Causes
A. African technological inferiority by the 19thcentury B. African politicaldiversity C. European rise of capitalismand development of made profits irresistable. industrialization 'Great sources of naturalresources and dumping ground for cheap manufacturedgoods. D. Imperialism-age of empire building foil Europeans andUnited States political rule to ensure the use of naturalresources III. Consequences
A. Africans did not haveopportunity to develop or in African ways. along their own lines B. Africans did not haveopportunity to modernize, build their educate themselves, own industry, theirown national states etc. C. Europeans began to feel more and more superior to Africanseven in terms of intelligence and moral values.This is the development of racism which is still affecting theway the West looks at the African continent and the American descendantsfrom it. IV. Africans resisted colonialism strongly andwere able to reassert them- selves in their drive for independence in the late 50'sand early 60's.
For bibliographysee the Guinea bibliography 22
GUINEA For lecture
0 I. Basic facts
A. Statistics 1. 4 million people concentrated in ruralareas. 2. Conakry the capitalwith 200,000 people 3. Kankan second largest citywith 50,000 people 4. 450,000 are Mandingos or Malinkaor Mandinkas in Upper Guinea. a. Farmers b. Traditionally livingin multi-dwelling compoundsin enclosed villages 5. Religion is Islamwhich began as earlyas 1725 with invasions from the north 6. Other populationsare the Fulani (the largest) and the Soussou at, B. Geography - four distinct land types interms of climate and vegatation 1. Coastal area of lowerGuinea a. Tropical climate b. Heavy rainfall c. Dense tropical vegation(jungle) 2. Capital Conakry a. Volcanic island attachedto coast b. swampland 3. Eatitern border coastalregion a. Low hills b. Savana-grassland 4. Southeastern border a. Forests b. Mountains
C. Economics 1. Agricultural country (subsistencemostly) Do export bananas,pineapples and rice 2. Mineral wealth a. Bauxite made export mineral b. Do export some ironore,.diamonds and gold II. Colonialism A. 1889 Guinea becamea French colony B. 1898 French finally finished conquest of Guineawhen they subdued the last of the great Almany warriors Samory Toure, who is SekouToure's great grandfather. C. Central administrative offacesof governmentwere complemented by local administrators or commandants, who ruled withan iron hand ovir the 17 administrative territories into which thecountry was'dividet. Because of the large number of French administrators inGuinea relaLively few Africans in the country gained any experience ingovernment before independence. D. The French attempted to create a small ethicated clIss ofpeople who were to form the bridge between theFrench administrators nd the mass of the people. Instead the group formed thespearhead of the nationalism movement. Exposure to French civilizationmade the small group of 43
Guinean .elite all themore aware of the &lane doneto traditional African culture and society bythe colonial administrators. They became determined toreassert African social valuesat independence. III. Independ2nce
A. 1958 became independent whenhad a referendum for allFrench colonies to join the French communityor,be independent.
1. Guinea was the only countrythat voted for independence. 2. This made France 0angry that they withdrew inmediatelyall technicians and aid andeven went so far as to burn records.
B. Independence government
1. A strong centralized\republic 2. Universal sufferage 3. President elected for\7yearterm and choose his own cabinet 4. National Assembly com osed of75 members elected for 5year terms 5. Ruling party is Parti Democratiquede Guinea (EDG) a. Party philosophy Is Marxismas interpreted by the President of Guinea, Sekou 1oure andadapted to African conditions. b. Favors state ownership ofenterprise c. Favors socialist forms ofpolitical and social organization d. Government has sought to forcea rapid Africanization of the Christian churchesin Guinea e. All non-African missionarieswere expelled in 1967 f. The government has beenthreatened with internalcoups
C. Fo.eign policy
1. Guinea is somewhat isolated from main currents of Africanpolitical movements due to what areseem as the "extremes" of Toure although his relations with the Organizationof African Unity have been correct. 2. Gets aid from both theEast and the West. Accuses both the U.S. and the U.S.S.R. at times ofinterferring in Guinea's internal affairs and diplomatic representativeshave been subject to harrassment. 24
GUINEA- BIBLIOGRAPHY
Attwood, William, The Reds and the Blacks,New York, 1965. Balandier, Georges, Ambigucus Africa,New York, 1966. Boahen, A. Adu, Topics in WestAfrican Histor, London, 1964. Bohannan,Paul, Africa and Africans., GardenCity, 1971. Davidson, Basil, Alls1212_2f_yest Africa GardenCity, 1936. Hapgood, David, Africa From Independenceto Tomorrow, New York, 1970. Lewis, William H., French-Seeskia Africa,New York, 1965. Nelson, Harold D., Area Handbook ofGuinea, Washington, D.C., 1975.
CLOSING QUESTIONS
1. Where are yourancestors from? Explain.
2. How do you feel about yeur ancestors? Why? 3. Would you like to get to kmwsome Africans as personal friends? or why not? Why
4. Would you like tovisit Africa?Why or why not? 5. What have you learned from this uniton Africa that you did not know? already
Do you think this unit should be taughtnext year in this course? Explain youranswer. 25
SOME EXAMPLES OF CULTURAL CARRYOVERS FROM AFRICABY AKERICAN BLACK PEOPLE
I. Religion
A. Belief in the supernatural -:ghosts, voodoo, superstitionsetc.
1. West Africanancestor worship and Black American "haunts" 2. African MethoaistEpiscopalian Church 3. Emotionalism as part of religion 4. "Swing Low Sweet Chariot" melody is almostidentical to a. .West Africanene. 5. Superstitions are oftansimilar between the two cultures. "never go to bed on an empty stomach" relatesto West African belief that evil spirits couldenter the body if the stomachwas empty while one slept.
B. Gospel tradition developed in America as part,of the Blackexperience combining African elements.
II. Music and Dance
A. Music - Blues developed out of the slavery experience andrelate some African music patterns to thenew form
1. Banjo is an African word andwas originally an African instrument 2. Xylophone was also originallyAfrican
B. Dance
1. Relationship between dances andmethods of dancing of Afro- Americans and their Africanccinterparts 2. The Charleston came from a West African Ashantiancest dance III. Family
A. Black Americans still tendto have a strong taboo against cousin marriages which clines fromWest African customs concerning the extendrd family. The taboo was not part of whiteculture during slaverY but was followed by slaves. B. Playing the dozens (talking aboutyour mama) comes from African songs of recrimination
Assignment - Make a list of "superstitions"that you were told at home. SUPPLEMENTAL MATERIALS on African view of colonialism
Poem from Negritude by lz..on Damispp. 55-57
"Almost White"
"How can they really dare to call me almost white when every part ofme yearns onlyto be black just like my Africa that they have robbed and looted
Almost white
Abhorrent insult one that they will pay for dearly when my Africa that they have robbed andlooted wishes for peacepeace nothing else but peace
Almost white
My loathing grows along with their vile treacheries along with every rifle shot along with every pitch and toss of the black galleys of cargoes reeking with cruelslavery
Almost white
My loathing grows along with the culture along with the theories along with the senseless chatter that they felt they hadto stuff me with at birth when every part ofme yearns only to be black just like my Africa that they have robbedand looted" 27
SLIDES TO BE USED IN UNIT
1. Relating to slave.trade
West African fortresses used to hold capturedAfricans until slave ships could be filled.
Freetown wbere repatriated slaves returned withexamples of southern colonial architecture and American dressthat they brought back with them.
Relating to Mandingoculture
Chi Wara which is froma closely related population Maadingo dress andmore generally West.Africau dress
POSSIBLE FILMS TO SHOW RELATING TO THIS UNIT-AVAILABLEFOR ST. LOUIS SCHOOLS
I. Films definitely plannedfor showing (*means still must preview)
1. 270-177 "West Africa: Two Life Styles"
"Contrasts the lives of Pierre Amon, a yam farmer, andFatime Sylla, a successful wealthy business woman, in a modern African city. Life styles differ but bothhave.similar goals and cares." I.C. in outline purpose to dispell some stereotypesquickly!
2. 268-121 "Negro Kingdoms ofAfrica's Golden Age"
"Covers events from 700A.D. to 17th Century when thekingdoms of Ghana, Mali, and Songhaiflourished using authenticartifacts to show the people and cultural life. Tells of decline of kingdoms as a result of the slave trade.,war with Morocco and the beginnings of European colonialization."
*3 268-122 "New African Peoples and Leaders"
"Introduces the problem of nation-buildingin African states and explores how same African leaders handlethe problems of outside aid. From the ABC documentaryon Africa series."
4. 269-100 "Afro-American Music: Its Heritage"
"Begins with 'primitive' drums ofWest Africa leading into a similar rhythmic beat of a contemporary jazzquartet. Explores the evolution of the 'spiritual,' 'the Blues,' 'Ragtime,'and 'Dixieland jazz.' Then up the Mississippi River and on to New York for the big band era of the 30's and 40's."
Possible films to include ata later date (none have been previewed yet)
1. 263-100 "Africans All" t_ "Caricatures Popularmisconzeptions about Africa. Then shows the true Africa." 28
2. 257-105 "Country of Islam"
"Provides a glimpse of culture, economy and religionin Morocco as seen through the eyes pf Mustafa,a Moslem boy.Mustafa leaves his village home and joultleys.toa city to seek an education."
3. 269-150 "Rainy Seasonin Jest Africa"
"Portrays the lives, religionand dress of West African villagers. Follows the'planting andharvesting of crops in this dry landusing centuries old methods. Prom the man.and his world series."
669-116 "Africa: Artistic Heritage" (film strip)
"Shows African mastery of wood carVing, metal casting,geometric designing of fabric and imod,sculpture, ceremonial dances and story telling. From PeoOle Uprooted (1500-180,0 series."
5. 770-724 "Afro-American Li'terature: An Overview" (sound film strip)
"Tracesthe development of Afro-Americanliterature from the early folk tales of plantation slavesto modern writing, including the depression to present times."
6. 765-108 "Continent of Africa- Lands Helow the Sahara"
"Presents an overview of Africa,showing the causes and effects of Africi's many political and socialrevolutions. The contrasts in the way of life of its people,the physical geography of the continent, and the importance of Africato the world." from Audiovisual Instructional MaterialsCatologue, September 1976, St. Louis Public Schools 29
STUDENT BIBLIOGRAPHY
These books are all available in the libraryof Vashon High School listed alphabetically and they are by their classificationnumber. These sources to follow-up on can be used a topic of particular interestto you. for extra credit You may use the material reports that can be oralor written.
966 Adloff, Richard,West Africa: The French SpeakingNations, Yesterday and Today 916.7 Akeley, Mary Lou, Rumble of a DistantDrum: A True Story of the African Hinterland 326 Apthekar, Herbert,American Negro Slave Revolts 916 Bayliss, John, Exploitsin Africa 920.02 Bontemps, Arna W.,Great Slave Narratives 916.7 Caldwell, John, Come Let'sVisit Middle Africa 968 Campbell, Alexander,Heart of Africa 960 Chu, Daniel and Skinner, E. A., A GloriousA e in Africa 960 Church, Ronald James, Environment and Policiesin West Africa 320.96 Cowan, Laing Gray, The Dilemmas of AfricanIndependence 326 Davidson, Basil, BlackMothers: The Years of the African 960 Slave Trade Davidson, Basil, TheLost Cities of Africa 960 Dia, Mamadou, AfricanNations and World Solidarity, the French translated from 916 Gatti, Ellen and Attilis,Here is Africa 916 Gunther, J., Inside Africa , 916 Hahn, Emily, Africa aneMe Person to Person 960 Hatch, John Charles, AfricaToday and Tomorrow 781.7 Jones, LeRoi, Blues People: Negro Music in White America 916 Kane, Robert S., AfricaA to Z 398.2 Karla, Edna, AfricanVillage Folktales 920 Karla, Edna, Letters ofNew Africa 784.7 Landeck, Beatrice, Echoesof Africa-Folktales 326 Mannix, Daniel P., BlackCargoes 966.7 Krumah, Kwame, I Speak ofFreedom: A Student of African Ideology 916.03 Nolan, Barbara, Africa is People: First Hand Account fromContemporary Africa _ 960 Pedler, F. J.,-West Africa --916 Quinn, Vernon, Picture MapGeography of Africa 960 Ross, Emory, Africa Disturbed 730.96 Segy, Ladisla, AfricaSculpture 916.6 Theobald, Robert, The NewNature of West Africa 745.5 Trowell, Margaret, AfricanDesign 916 Wallerstein, Immanuel, Africa andthe Politics of Independence Fic. Walker, Margaret, Jubilee R916 Wattenbery, Ben, The New Nationsof Africa 960 Wiedner, Donald, A Historyof Africa 920 Woodson, Carter G., AfricaHeroes and Heroism Vashon High School does offer a one semester course entitled "AfricanStudies." The following books are used in this course andso are available for use.
Bohannan and others, Africa andAfricans, rev. ed. Rich and Wallerstein, AfricanTradition and Change Turnball, The Lonely African
31 . 0 30
TEACHER BIBLIOGRAHPY
Attwood; William,The Reds and the Blacks,New York, 1965. Balandier,Georges, Ambiguous Africa,New York, 1966. Boahen, A: Adu,Topics in West African Histor, London, 1964. Bohannan. Paul,Africa and Africans, Garden City,1971. Curtin, PhilipD., The Atlantic Slave Trade,Boston, 1961: Davidson, Basil, African Kingdoms,New York, 1966.
Davidson, Basil,A History of West_Africa, GardenCity, 1966. Davidson, Basil,The African Slave Trade,Boston, 1961.
Gutman, HerbertG. Slavery and the Numbers Game,Urbana,'1975. Hapgood, David, Africa: From Independence to Tomorrow,New York, 1970. Jones, LeRoi Blues People,New York, 1966. Lewis, William H. FrenCh-Speaking Africa, NewYork, 1965. Mannix, DanielP., Black Cargoes, New York,1973. Nelson, Harold D., Area Handbookof Guinea, Washington, D.C.,1975. Shapiro, NormanR., Ed., Negritude, Stemington,1970.
Shinnie, Margaret,Ancient African Kingdoms, London,1968.
3