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DOCUMENT RESUME ED 406 490 UD 031 651 TITLE African-American Heritage. A Resource Guide for Teachers. Grades 6-8. Draft. INSTITUTION New York City Board of Education, Brooklyn. Office of Multicultural Education. REPORT NO ISBN-1-55839-257-2 PUB DATE 93 NOTE 126p. AVAILABLE FROM Publications Sales Center of the Office of Instructional Publications, Room 515, 131 Livingston Street, Brooklyn, NY 11201. PUB TYPE Books (010) Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS African Culture; African History; Black Culture; Black History; *Blacks; *Civil Rights; *Curriculum; Foreign Countries; Intermediate Grades; Junior High Schools; *Middle Schools; *Resource Materials; Thematic Approach IDENTIFIERS *African Americans; Middle School Students ABSTRACT This curriculum guide provides teachers with materials on African-American history and culture that include some of the most recent scholarship in the field. The activities and resources assembled do not constitute a comprehensive treatment of African-American history, but they do examine many topics within that history. The volume encompasses six themes:(1) "The African Homeland";(2) "Nile Valley Civilizations";(3) "African Empires and Village Societies";(4) "Africans in the Americas";(5) "The Struggle for Human Rights"; and (6) "Present and Future." Each theme section opens with background information for the teacher and then lists major ideas and the performance objectives for the theme. Learning activities for each theme provide a development section. Corresponding activity sheets can be duplicated for students and used as the basis for class discussion. The activity sheets contain materials of various types, such as photographs, maps, and other visual aids. A list of suggested readings for teachers contains 114 items.(SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** AFRICAN-AMERICAN HERITAGE iiiimil11111111 11111E1 1111111ilmik,.....010110111111 A RESOURCE GUIDE FOR TEACHERS U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL EDUCATIONAL RESOURCES INFORMATION HAS BEEN GRANTED BY CENTER (ERIC) Y1/41;his document has been reproduced as eceived from the person or organization Evelyn /3Kall.hatc. originating it. GRADES 6-8 O Minor changes have been made to improve reproduction quality. NVC tkard of-Ed. Points of view or opinions stated in this docu- TO THE EDUCATIONAL RESOURCES ment do not necessarily represent official OE RI position or policy. INFORMATION CENTER (ERIC) BOARD OF EDUCATION OF THE CITY OF NEW YORK BEST COPY AVAILABLE DR AFT AFRICAN-AMERICAN HERITAGE 111111111111111111 1111inflon1111111111111111111111101111111 A RESOURCE GUIDE FOR TEACHERS GRADES 6-8 BOARD OF EDUCATION OF THE CITY OF NEW YORK 3 BOARD OF EDUCATION OF THE CITY OF NEW YORK Carol A. Gresser President Irene H. Impellizzeri Vice President Victor Gotbaum Michael J. Petrides Luis 0. Reyes Ninfa Segarra-Velez Dennis M. Walcott Members Copyright ©1993 by the Board of Education of the City of New York Andrea Schlesinger ISBN 1-55839-257-2 Student Advisory Member Application for permission to reprint any section of this material should be made to the Chancellor, 110 Livingston Street, Brooklyn, NY 11201. Reprint of any Ramon C. Cortines section of this material shall carry the line, "Reprinted Chancellor from African-American Heritage: A Resource Guide for Teachers by permission of the Board of Education of the City of New York." 11/18/93 Persons and institutions may obtain copies of this publication from the Publications Sales Center of the Office of Instructional Publications, Room 515, 131 Livingston Street, Brooklyn, NY 11201. See current catalog for price. For information, call (718) 935-3990. Every effort has been made to ascertain proper ownership of copyrighted materials and obtain permission for their use. Any omission is unintentional and will be corrected in future printings upon proper notification. It is the policy of the Board of Education of the City School District of the City of New Yorknot to discriminate on the basis of race, color, creed, religion, national origin, age, disability, marital status, sexual orientation, or sex in its educational programs, activities, and employment policies, and to maintain an environment free of sexual harassment, as required by law.Inquiries regarding compliance with appropriate laws may be directed to Mercedes A. Nesfield, Director, Office of Equal Opportunity, 110 Livingston Street, Room 601, Brooklyn, NY 11201, Telephone: (718) 935- 3320. I I FOREWORD New York City is a multicultural community like no other in the world. Living, working, and attending school here has many cultural benefits, but also entails certain responsibilities, including the need not only to be aware of one's own cultural identity, but also to understand and appreciate the cultures of others. To help meet the challenge of cultivating this responsibility in its students, the Board of Education of the City of New York has developed this draft edition of African-American Heritage: A Resource Guide for Teachers. The need to understand the rich African inheritance is especially acute today. Many aspects of African-American history have been distorted, leaving some people of all backgrounds generally uninformed or misinformed. This lack of accurate information continues to perpetuate the cycle of racial bias, prejudice, and discrimination. This curriculum guide provides teachers with materials on African-American history and culture that include some of the most recent scholarship in the field. While the activities and resources presented here do not constitute a comprehensive treatment of African-American history, they do examine many important periods, events, and topics within that history and suggest areas for further study. African-American Heritage: A Resource Guide for Teachers has been published to present historical and educational issues in a proper perspective. It is also intended to inspire all students to learn more about African-American history and culture, as well as to encourage the further investigation of other heritages. With the help of these materials, students and teachers will discover the kinship of all humankind and the necessity of understanding, cooperation, and peace. ACKNOWLEDGMENTS African-American Heritage: A Resource Guide for Teachers is a project of the Office of Multicultural Education. Leslie Agard-Jones, Director, and Evelyn B. Kalibala, Assistant Director of that Office provided overall supervision and guidance for the development and review of the manuscript. Eileen Neeson, Curriculum Developer, Office of Multicultural Education, assisted in the manuscript's preparation. Our sincerest thanks go to the following members of the African-American Heritage Curriculum Planning Committee for their assistance in developing an outline for the guide, suggesting activities and resources, and reviewing the manuscript: Beryle Banfield, Metro Center, New York University Herbert Boyd, College of New Rochelle Lloyd Bromberg, Director of Social Studies, Division of Instruction and Professional Development Eugenia Clarke, Teacher (Retired) Booker T. Coleman, Community School District 9 Michael Hooper, Community School District 16 Audrey Hubbard, JHS 265 Florence Jackson, Former Community Assistant Superintendent Christopher Moore, Consultant Donald Smith, Baruch College, City University of New York The contributions of the following writers are also gratefully acknowledged: Audrey Hubbard, JHS 265 Florence Jackson, former Community Assistant Superintendent Alaire Mitchell, Assistant Director (Retired), Office of Instructional Publications Sania Andrea Metzker, Teacher (Retired) Christopher Moore, Consultant Special appreciation is also extended to Dr. Lynda Day, Brooklyn College, City University of New York; Ms. Edwina Chavers-Johnson, Consultant; Dr. Claude Mangum, Fordham University; and Dr. William Seraile, Lehman College, City University of New York, for their assistance in reviewing the manuscript. We wish to thank Eugenia Clarke, Teacher (Retired), for her assistance in preparing the teachers' suggested reading list. This guide was prepared for publication by the Office of Instructional Publications, Nicholas A. Aiello, Ph.D., Director, Regina Paleski, Copy Chief; and Kent Beaty, Supervisor of Production Administration. 6 IV INTRODUCTION This draft edition of African-American Heritage: A Resource Guide for Teachers has been developed as a component of the curriculum for grades 6-8 mandated by the New York State Education Department. Activities and resources contained in this guide can be integrated into the mandated study of Africa in grade 6, and into the study of United States and New York State history in grades 7 and 8. This guide's treatment of the history of Americans of African ancestry is not a comprehensive one; however, it does present a number of significant topics and spans a period of time from prehistory to the present. For a much more comprehensive treatment of the enslavement period, and of African-American resistance to enslavement and racism, see the Board of Education curriculum guide entitled Grades 7 and 8 United States and New York State History: A Multicultural Perspective. African - American Heritage comprises six themes:
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  • Dancehall, Rap, Reggaeton: Beats, Rhymes, and Routes Indicate If Seminar And/Or Writing II Course

    Dancehall, Rap, Reggaeton: Beats, Rhymes, and Routes Indicate If Seminar And/Or Writing II Course

    Music History 79 General Education Course Information Sheet Please submit this sheet for each proposed course Department & Course Number MUS HST 79 Course Title Dancehall, Rap, Reggaeton: Beats, Rhymes, and Routes Indicate if Seminar and/or Writing II course 1 Check the recommended GE foundation area(s) and subgroups(s) for this course Foundations of the Arts and Humanities • Literary and Cultural Analysis • Philosophic and Linguistic Analysis • Visual and Performance Arts Analysis and Practice x Foundations of Society and Culture • Historical Analysis • Social Analysis Foundations of Scientific Inquiry • Physical Science With Laboratory or Demonstration Component must be 5 units (or more) • Life Science With Laboratory or Demonstration Component must be 5 units (or more) 2. Briefly describe the rationale for assignment to foundation area(s) and subgroup(s) chosen. The course will analyze the history, aesthetics, and social relevance of the following musical genres: dancehall, rap, and reggaeton. In addition, it will introduce students to a variety of related musical genres and increase their ability to hear differences among styles of popular music and to interpret the meanings of such differences. 3. "List faculty member(s) who will serve as instructor (give academic rank): Jerome Camal, Visiting Assistant Professor Do you intend to use graduate student instructors (TAs) in this course? Yes x No If yes, please indicate the number of TAs 2 4. Indicate when do you anticipate teaching this course over the next three years: 2010-2011 Fall Winter Spring Enrollment Enrollment Enrollment 2011-2012 Fall Winter Spring x Enrollment Enrollment Enrollment 120 2012-2013 Fall Winter Spring Enrollment Enrollment Enrollment 5.