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DOCUMENT RESUME ED 035 991 24 EA 002 768 TITLE AFRO-AMERICAN INSTRUCTIONAL CURRICULUM LABORATORY. INSIITUTICN MICHIGAN-CHIO REGIONAL EDUCATIONAL LAB., INC. DETROIT, MICH. SPONS AGENCY OFFICE CF EDUCATION (DHEW), WASHINGTON, D.C. BUREAU OF RESEARCH., REPORT NO MOREL-693-3M BUREAU NO BR-6-1465 PUB DATE JUL 69 CONTRACT OEC-,3-7-061465-3071 NCTE 44P. EDRS PRICE ED.RS PRICE MF-$0.25 HC-$2.30 DESCRIPTORS *AFRICAN AMERICAN STUDIES, *ANNOTATED BIBLIOGRAPHIES, AUDIOVISUAL AIDS, BIBLIOGRAPHIC CITATIONS, *BIBLIOGRAPHIC COUPLING, CULTURAL EDUCATION, *CURRICULUM GUIDES, INSTRUCTIONAL MATERIALS, *INSTRUCTIONAL PROGRAM DIVISIONS, INTERMEDIATE GRADES, JUNIOR HIGH SCHOOLS, LESSON PLANS, NEGRO CULTURE, NEGRO HISTORY, NEGRO LITERATURE, PRIMARY GRADES, RESOURCE GUIDES, SENIOR HIGH SCHOOLS ABSTRACT THIS DOCUMENT WAS DEVELOPED AS A RESOURCE GUIDE FOR IhE SELECTION OF AFRC-AMEEICAN CURRICULUM MATERIALS FOR GRADES K-12. THE MAJOR SECTION IS AN ANNOTATED BIBLIOGRAPHY THAT INCLUDES 282 CITATIONS, MCST OF WHICH HAVE BEEN COPYRIGHTED SINCE 1960. A REPRINT SERIES IS ALSO INCLUDED THAT LISTS 44 ANNOTATED CITATIONS ON THE OLDER LITERATURE. A NOTABLE FEATURE IS THAT EACH SELECTION HAS BEEN PUT INTO A RECOMMENDED GRADE LEVEL AND EACH GRADE LEVEL IS FURTHER SUBDIVIDED UNDER BIOGRAPHY, FICTION, POETRY, OR REFERENCE. A SEPARATE SECTION RECOMPILES THE CITATIONS UNDER A GRADED INDEX, INCLUDING 50 TITLES RECOMMENDED FOR ADULTS. TWO SHORT SECTIONS ARE DEVOTED TO AUDIOVISUAL MATERIALS. THE FINAL SECTION CONTAINS ACTUAL LESSON OUTLINES CN' SOUTHERN AFRICA FCR GRADES 6 AND 7, AND ON WESTERN AFRICA, ESPECIALLY GHANA AND NIGERIA, FCR GRADES 8 AND 9. (LN) AFRO-AMERICAN o INSTRUCTIONAL W U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION CURRICULUM THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY ASRECEIVED FROM THE LABORATORY PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIALOFFICE OF EDUCATION POSITION OR POLICY. 0 s * debomdiakw.wi"dh..6;6'6Zir.:. ,...." ..."- 1 MICHIGAN-OHIO REGIONAL EDUCATIONAL LABORATORY Published by the Michigan-Ohio Regional Educational Laboratory, a private, non-profit corporation supported in part as a regional educational laboratory by funds from the United States Office of Education, Department of Health, Education, & Welfare. The opinions expressed in this publication Co not necessarily reflect the position or policy of the Office of Education, and no official endorsement by the Office of Education should be inferred. July, 1969 693-3M PREFACE This catalog has been developed to serve as a resource guide Sherrard Junior High School for selection of materials for schools. The items concentrate Professional Staff Students Some of the items on the Afro-American in North America. Sandra Elaine Bowser Michael Campbell included might serve the elementary school best. Others would be appropriate for junior and senior high school Lillian A. Diggs Sheila Cochran William C. Fennicks Kenneth Dillard students. There are many other Afro-American materials on Cyrus Green the market that could be used for students and adults. This William Hayden Jessie Hubbard Kathleen Lynch guide is intended to initiate a vital and necessary tool for Ricardo Robinson Afro-American Curriculum Development. James E. Lee, Jr. Brenda L. Miller Sandra Rush ACKNOWLEDGEMENTS John R. Rheaume Demetress Simpson Harold Summers Martin Suttles A product such as this is born in debt. The debt can never Lillie D. Wilson Gregory Williams be repaid; I can only pause to mention the contributions of those I have drawn upon for this presentation. Mrs. Margaret Ashworth, Director of the Wayne State Students of the Afro-American culture readily ac- University Teacher Corps, and Mrs. Catherine Blackwell, knowledge that the black man's culture began in Africa. historian, were pioneers in the development of the Patten- Rodwell Karemba, a staff member at Oakland University gill Afro-American Curriculum Center and Wayne State and research consultant for African studies, taught and University Afro-American Curriculum Center and were developed the teaching units for grades six through nine on co-partners in the development of the MOREL Afro- West Africa. The units on Southern Africa for grade six and American Instructional Curriculum Laboratory. seven include outlined lesson plans for teaching the geo- Mrs.Jessie Hubbard initiated great effortinthis graphical background: physical features, seasons, vegeta- project, under the direction of the Sherrard Junior High tion, chief agricultural products; the peoples, which include School team leader, James Lee. Team members Sandra the Bantu tribes, the Hottentots, the Bushmen, and the Bowser, William Hayden, and Carl Surath provided much of the cataloging and categorizing work. Europeans; and the comparison of the racial problem of The real test of whether materials are useful for the South Africa to that of the United States. The units on classroom was provided by students and teachers at Jeffer- West Africa, Ghana, and Nigeria are designed for grades son Junior High School in Pontiac, Michigan, andSherrard eight and nine. The outlined lesson plans are designed not Junior High School in Detroit. These teachers and students only to 'acquaint students with the countries mentioned, tried the materials in school settings, evaluated them, but also to help them understand the language problem of presented a criterion for inclusion of the selections, and the African civilizations, the implications of the coming of recommended concrete changes for further development. the Europeans, the origins of the slave trade, the western- The people from the schools mentioned are: ization of Africa, and the Colonial Period. All of the units Jefferson Junior High School have listings of bibliography, films and filmstrips. Professional Staff Students Special thanks to the time-saving suggestion, pointers, Frank Aldridge Anthony Corley impartial criticism and organizational soundness provided William H. Greene Dianthia Hatcher by my friend and co-worker, Ronald Stodghill, coordinator Katherine J. Morton Lorna Houze of communications of the MOREL office. Helene C. Morkowdki Michael Howard To Leo Pickett, historian; special writer Clyde Mont- Roy Norton Sigmind L. Jones gomery; and Sherry Weiseger who helped give the final Lora L. Prelcins Gardell Lance draft the clarity needed, I am most appreciative. The Lorenzo B. Perkins Katrina McCary of AlHurwitz, Henry William S. Rice Vivian Moore prodding and encouragement Albert C. Shaw Stephanie Taylor Hagood, Norman McRae, David Sandler, Drs. Delmo Della- Marcina White Dora, William Young and Stuart Rankin were extremely Jerry Whittaker helpful. Annamarie Hayes Project Director and Planning Specialist INTRODUCTION Afro-American history includes North America, South commend it to all Americans. In a general sense, such a America, Central America, and the Caribbean. The history study can serve as a meaningful tool of understanding of the Afro-American began in the civilizations of Africa: cultural affirmation for both black and white Americans. Kush; the empires of Ghana, Mali and Sonhay, the great Specifically, it is important to understand the bi-racial city of Timbuktu; and the University of Sankore. Flour- components of the American branch of Western civiliza- ishing under such great leaders as Askia Mohammed, tion. Existing histories hardly emphasize this point, and Georga-Musa, and Sonni Ali, Africans maintained political organizations for self-government; were resourceful in agri- thus serve to foster images of WHITE superiority-Black culture and skilled in artisanry, made tools of iron (when inferiority vis a vis what might be called a white-washing Asiatics and Europeans were still in the Stone Age); traded technique. Whether these be errors of omission or commis- in commerce with other countries; and brought Africa to sion, they are significant contributors to the now classically great heights in its early development. In the study of its labeled "American Dilemma" namely, the disparity be- social organization nothing is more impressive than the tween American ideals and practices. To recognize the cohesive influence of the family. The immediate family, the bi-racial components of American civilization means to clan, and the tribe undergird every aspect of life. The role emphasize and to analyze the meaningful contributions of of disipline enforced in the family is responsible in a large non-white Americans to the historical past and the cultural measure for the stability that has been observed in various present of American life. aspects of life. Secondly, the study of Afro-American History can These people who, of necessity, had to devote most of serve as a perspective for increasing our understanding of their energies and attention to the important problems of the present-day condition of American blacks. Such a existencestillfound timeforartisticexpressions:in perspective says, quite simply, that "the contemporary painting, sculpture, carving, song and dance, industrial arts plight and behavior of Afro-Americans has causative roots and crafts, oral literature of tales, proverbs, epics, historiei, in history, deliberately obscured by history." For example, and laws. a knowledge of the black past could place many of the However, when Western Europe began to direct its official and semi-official reports on the malaise of the attention to the trade in men, heightened by the forces let Afro-American intheir proper context, i.e.,the Afro- loose by the Renaissance
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