SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

!E"E# Culture, Dignity, and Identity CONCEP # Everything Out of Africa Analyzing and researching the legacies of early African peoples, cultures, and kingdoms and their continued impact today through fiction and nonfiction texts CON EN OPIC# Analyzing and researching the legacies of early African peoples, cultures, and kingdoms and their continued impact today through fiction and nonfiction texts UNI I LE: acing !ustice
Unit $escripti%n# "tudents #ill read and analyze a num$er of primary and secondary sources and $e a$le to explain their comparative analysis of the Atlantic vs% &he Indian Ocean "lave &rade as #ell as the history and influence of Africa in Asia% Len&th %f Unit: ' (eeks Enduring )nderstandin gs P%litics# *olitics involves competing ideas a$out the common good and the role of the individual% !ist%ry# +no#ledge of the past helps us understand the #orld and make $etter decisions a$out the future% !ist%ry# Different perspectives affect the interpretation of history% Ci'ics# &he actions of individuals, groups and,or institutions affect society through intended and unintended conse-uences% Guidin& Essential Questi%ns# I/ 0o# does culture and identity influence #ho #e are1 II/ 0o# do time, culture and history influence #orks of arts and,or the advancement of science and technology1 III/ (hat can I do to positively impact my community1 (eadin& (! 9)*+,- Analyze in detail a series of events descri$ed in a text2 determine #hether earlier events caused later ones or simply preceded them% (! 9)*+,4 Determine the meaning of #ords and phrases as they are used in a text, including voca$ulary descri$ing political, social, or economic aspects of history,social studies% (!,9)*+,. Analyze ho# a text uses structure to emphasize key points or advance an explanation or analysis% (!,9)*+,/ Compare the point of vie# of t#o or more authors for ho# they treat the same or similar topics, including #hich details they include and emphasize in their respective accounts% (!,9)*+,0 Assess the extent to #hich the reasoning and evidence in a text support the author3s claims% (!,9)*+,9 Compare and contrast treatments of the same topic in several primary and secondary sources%

Essential .uestions

Common Core "tandards

)4

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
1ritin& 1!S 9)*+,2 (rite informative,explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content% 1!S ,9)*+,- (rite narratives to develop real or imagined experiences or events using effective techni-ue, #ell5chosen details, and #ell5 structured event se-uences% 1!S ,9)*+,3 Conduct short as #ell as more sustained research pro6ects to ans#er a -uestion 7including a self5generated -uestion/ or solve a pro$lem2 narro# or $roaden the in-uiry #hen appropriate2 synthesize multiple sources on the su$6ect, demonstrating understanding of the su$6ect under investigation% 1!S ,9)*+,0 8ather relevant information from multiple authoritative print and digital sources, using advanced searches effectively2 assess the usefulness of each source in ans#ering the research -uestion2 integrate information into the text selectively to maintain the flo# of ideas, avoiding plagiarism and follo#ing a standard format for citation% 1!S ,9)*+,9 Dra# evidence from informational texts to support analysis, reflection, and research 1!S ,9)*+,*+ (rite routinely over extended time frames 7time for reflection and revision/ and shorter time frames 7a single sitting or a day or t#o/ for a range of discipline5specific tasks, purposes, and audiences% Spea4in& and Listenin& SL,9)*+,* Initiate and participate effectively in a range of colla$orative discussions 7one5on5one, in groups, and teacher5led/ #ith diverse partners on grades 9:4; topics, texts, and issues, $uilding on others3 ideas and expressing their o#n clearly and persuasively% SL,9)*+,* <ake strategic use of digital media 7e%g%, textual, graphical, audio, visual, and interactive elements/ in presentations to enhance understanding of findings, reasoning, and evidence and to add interest% SL,9)*+,4 *resent information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follo# the line of reasoning and the organization, development, su$stance, and style are appropriate to purpose, audience, and task% SL,9)*+,. <ake strategic use of digital media 7e%g%, textual, graphical, audio, visual, and interactive elements/ in presentations to enhance understanding of findings, reasoning, and evidence and to add interest% SL,9)*+,/ Adapt speech to a variety of contexts and tasks, )=

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
demonstrating command of formal English #hen indicated or appropriate% Assessments

7"/ "ummative

8roups 7of up to > students/ #ill construct a #e$site on t#o or more aspects of African involvement in Asia% &he issues #ill $e chosen through researching and negotiation #ith the teacher% &he agreed upon choice #ill also $e accompanied $y an individual essay making an argument for ho# Africa #as positively and negatively impacted $y the issues% &he students3 products #ill further explain the social, economic, and cultural relationship of their chosen issues to the current social and cultural environment in modern America and most importantly define ho# dignity, culture and a strong sense of identity are impacted 4/ &he modern archeology and genetic studies that sho# the connection of Africa to Asia http:,,articles%latimes%com,499@,sep,=9,ne#s,mn5=AB;C =/ Africans in China , Asia and the *acific a/ )D&OED FEAC+ 0I"&O?G: &he Flack Chinese: DDA test%%% Case Closed 7Hideo/ http:,,###%youtu$e%com,#atch1vIECIz<vFeOEk $/ Africans in Ancient China J Hice Hersa, *art 4: Chinese Explorations http:,,$eyondvictoriana%com,=;44,;4,;A,africans5in5ancient5china5vice5 versa5part545chinese5explorations5$y5eccentric5yoru$a,

&ext, ?esources

c/ Africans in Ancient China J Hice Hersa, *art =: &he +unlun "ervants J African <erchants:8uest Flog $y Eccentric Goru$a http:,,$eyondvictoriana%com,=;44,;4,4>,africans5in5ancient5china5vice5 versa5part5=5the5kunlun5servants5african5merchants5guest5$log5$y5 eccentric5yoru$a, C/ Could a rusty coin re5#rite Chinese5African history1 http:,,###%$$c%co%uk,ne#s,#orld5ica544'C4C9@

a/ Could a rusty coin re5#rite Chinese5African history 1 http:,,###%$$c%co%uk,ne#s,#orld5africa544

$/ "eeking proof of ChinaKs ancient trade #ith Africa http:,,###%glo$alpost%com,dispatch,kenya,4;;94;,seeking5proof5chinas5ancient5trade5a c/ Ancient African Coins ound In Australia Could ?e#rite 0istory2 &eam "eeks 4,;;;5Gear5Old Evidence http:,,###%huffingtonpost%com,=;4C,;',=;,african5coins5found5in5 australia5expeditionLnLCC;A499%html d/ Chinese,African communities off of "#ahili coast e/ Chinese search for <ing ship#reck off +enyan coast f/ http:,,###%$$c%co%uk,ne#s,#orld5africa54;AB4@>; >/ &he genetic studies that follo# the Eem$a tri$e as one of the lost tri$es of Israel

)C

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
a/ &he Eem$a, &he Flack !e#s of "outhern Africa http:,,###%p$s%org,#g$h,nova,israel,familylem$a%html $/ Eost !e#ish tri$e Kfound in Mim$a$#eK http:,,ne#s%$$c%co%uk,=,hi,@'';B4>%stm c/ &he Eem$a http:,,haruth%com,6#,!e#sEem$a%html d/ )nlike many Klost tri$es,K Mim$a$#e clan has science on its side http:,,###%haaretz%com,ne#s,features,unlike5many5lost5tri$es5 zim$a$#e5clan5has5science5on5its5side54%>=@@CB '/ &he East African Diaspora a/ Defining the African Diaspora Ed#ard A% Alpers http:,,###%ces%uc%pt,formacao,materiaisLracismoLdireitosLescolas,alpe rs%pdf $/ (ho #ere the Fom$ay Africans http:,,###%rgs%org,D?,rdonlyres,E4ACCC=F5=AA=5>FE=5F=C95 9AAA=F@C; A ,;, '(ho#erethe$om$ayafricans%pdf c/ Fom$ay Africans *art 4 http:,,###%rgs%org,D?,rdonlyres,FF9A4 AF5 4@C=5>;DB5F'C 5A'=@CF@AADBF,;,Fom$ayAfricans*artOne%pdf d/ Fom$ay Africans *art = http:,,###%rgs%org,D?,rdonlyres,@C4FC@==5 =CC;5>AAC5@F'C5A=ECC=@D= FD,;,Fom$ayAfricans*art&#o%pdf e/ Fom$ay Africans *art C http:,,###%rgs%org,D?,rdonlyres, ;AD;@ > CB5>'B95F; >549 '4FC;BCA@,;,Fom$ayAfricans*art&hree%pdf f/ African Diaspora Cultural Arts J "ocial !ustice http:,,###%nycore%org,ne#site,#p5 content,uploads,CulturalLArtsLI&A8LFOO+%pdf 5

g/ Encyclopedia of Diasporas http:,,do#nload%springer%com,static,pdf,';>,$fmN='CA9A@5;5C@A5 =99;>5>N='= 4%pdf1 authBBI4C@B9>@==ALfe=C=d>d=4;'9;>@eBBdCa@Cdd9aaffBJextI%pdf h/ Encyclopedia of Diasporas Africans in Asia https:,,umdrive%memphis%edu,c#illiam,Classes,)DIHA=;;,E@;DDCC@5 BA@E5>=B=59EC@599=4=B='@FACLfiles,Em$erKsN=;ArticleN=;5 N=;AfricanN=;DiasporaN=;inN=;Asia%pdf i/ 6/ Encounter images in meetings $et#een Africans and Europeans http:,,###%diva5portal%org,smash,get,diva=:=>B;;>, )EE&EO&;4%pdf Expanding the "cope of African Diaspora "tudies: &he <iddle East and India, a ?esearch Agenda http:,,muse%6hu%edu,6ournals,rhr,summary,v;@A,@A%4harris%html

k/ "lavery and the "lave &rades in the Indian Ocean and Ara$ (orlds: 8lo$al Connections and Disconnections http:,,###%yale%edu,glc,indian5 ocean,hopper%pdf

)>

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
l/ <odule &itle: Islam in Africa http:,,africa%harvard%edu,#p5 content,uploads,Islam5in5Africa%pdf

m/ Eearning a$out Africa : A "ample of Eesson *lans http:,,#orldvie#%unc%edu,files,=;4=,;=,Eesson5*lansLEearning5a$out5 Africa%pdf n/ *ortuguese &eachers guide the struggle for east Africa http:,,cees%mak%ac%ug,sites,default,files,pro6ects,portugueseteachersgui de%pdf o/ &he <agical Kunlun and PDevil "lavesQ: Chinese *erceptions of Dark5 skinned *eople and Africa $efore 4';; http:,,###%sino5 platonic%org,complete,spp4==LchineseLafrica%pdf p/ &he Challenges of studying the African Diaspora http:,,###%a6ol%info,index%php,asr,article,do#nload,>9@C4,CB4'BNE=N@ ;N@E -/ "outh Asia3s Africans: A orgotten *eople http:,,###%history#orkshop%org%uk,south5asias5africans,

r/ &he African Diaspora in the Indian Ocean (orld http:,,exhi$itions%nypl%org,africansindianocean,essay5south5asia%php s/ African *resence in Asia ?aceand0istory%com http:,,###%raceandhistory%com, http:,,raceandhistory%com,selfne#s,printne#s%cgi1 ne#sid44;49'==;9,4BAC=,%shtml t/ &he African diaspora in Asia trade routes and cultural memories http:,,###%unesco%org,ne#,en,culture,themes,dynamic5content5single5 vie#,ne#s,theLafricanLdiasporaLinLasiaLtradeLroutesLandLculturalLm emories,R%)n+nCu"sim>

u/ &he lost Africans of India http:,,ne#s%$$c%co%uk,=,hi,southLasia,4;C'C@9%stm v/ &he African "lave &rade: &he Indian Ocean http:,,histclo%com,act,#ork,slave,ast,ast5io%html #/ A Chinese in the Du$ian and A$yssinian +ingdoms 7@th Century/ http:,,cy%revues%org,CCRtocto=n4 x/ Flacks in Ancient China http:,,ipoaa%com,$lacksLinLancientLchina%htm y/ A* African influence on the Indian Ocean http:,,apcentral%college$oard%com,apc,mem$ers,courses,teachersLcorn er,=B'>C%html z/ *hoto$log: &he African Diaspora in the Indian Ocean (orld http:,,$logs%lse%ac%uk,indiaatlse,=;4C,;B,=',photo$log5the5african5 diaspora5in5the5indian5ocean5#orld, aa/ &he African "lave &rade: &he Indian Ocean and East Africa55Country &rends http:,,histclo%com,act,#ork,slave,ast,io,aio5cou%html )'

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
$$/ P ocus on the "lave &radeQ http:,,ne#s%$$c%co%uk,=,hi,africa,4'=C4;;%stm cc/ P"lavery in IslamQ http:,,###%$$c%co%uk,religion,religions,islam,history,slaveryL4%shtml dd/ P.uick 8uide: &he "lave &radeQ http:,,ne#s%$$c%co%uk,=,hi,africa,B>>'9>4%stm ee/ <iscellaneous information: http:,,africanhistory%a$out%com,od,slavery,a,Islam?ole"lavery;4%htm http:,,africanhistory%a$out%com,od,slavery,a,Islam?ole"lavery;=%htm http:,,africanhistory%a$out%com,od,slavery,tp,&ransAtlantic;;4%htm1pI4

Eearning Activities

In small groups, students #ill research the &rans5Atlantic, &rans5"aharan, and Indian Ocean slave trades and construct a (ee$ly #e$site 7###%#ee$ly%com/ that compares, contrasts and analyses these distinct periods of African history% Fefore $eginning the research pro6ect, students #ill $e instructed ho# to frame their historical investigation $y using an essential -uestion, as #ell as ho# to employ reading strategies such as sourcing, contextualizing, corro$orating, and close reading% "tudents #ill fre-uently practice making inferences and challenge themselves to defend their inferences #ith evidence from the source% &he teacher #ill encourage students3 inferences to drive their curiosity, generate high5level -uestions, and motivate them to seek the ans#ers on their o#n% In an introductory lesson, students #ill consider the -uestion: 0o# did the Atlantic "lave &rade compare to the &rans5"aharan and Indian Ocean "lave &rades1 (hat makes an event #orthy of $eing remem$ered1 Fy using primary and secondary sources, students #ill challenge the status -uo and -uestion the extent of the African Diaspora and ho# Africans influenced and spread throughout the #orld% During the unit students are fre-uently reminded history is often open to interpretation% Events of the past can $e descri$ed, analyzed, and explained in various #ays and the reader must sort through them to construct an understanding of #hat happened% &hrough their research, students #ill unpack the meaning of dignity and po#er through analyzing multiple sources and emphasis #ill $e placed on improving students3 literacy in multiple forms, including text, timelines, images, and film% "tudents #ill see that the source is a human creation #ith reasons for the choices made and learn to analyze those choices%

(eek 4

!OO5# Comparison $et#een &rans5Atlantic and &rans5 "aharan, Indian Ocean "lave &rade% &he teacher #ill introduce the unit $y pro6ecting the #ord slavery on the #all% &he teacher #ill ask students to take part in a Pdiscussion in trying to define the various meanings of enslavement and its relationship to gaining

Differentiated Strategies for Varied Learning Profiles Informational texts #ill $e )B

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
po#er and the implication of these meanings on American society% After a #hole group discussion, students #ill participate in a PFrainstorm Carousel,Q a colla$orative learning activity that can $e used $oth to discover and discuss $ackground kno#ledge prior to studying a topic% &he carousel #ill provide scaffolding for ne# information to $e learned through movement, conversation, and reflection% "tudents #ill visit various stations around the room and respond to images, -uotes and prompts 7ex%: How do Americans react to, acquire and use different forms of dignity, culture and a sense of self identity to gain power?/ &he techni-ue allo#s for small group discussion, follo#ed $y #hole5class reflection in #hich students discuss the nature of po#er, the various forms of po#er and ho# po#er can $e defined in a variety of #ays% "tudents #ill share out their findings $oth ver$ally and in a -uick #rite exit slip at the end of class% or the next lesson, students #ill compare and contrast the &rans5Atlantic "lave &rade to the &rans5"aharan, Indian Ocean "lave trade% Fy the end of the first #eek, the teacher #ill explain that for the summative assessment students #ill create a (ee$ly #e$site% "tudents #ill select t#o or more issues pertaining to Africa3s relationship #ith Asia and the #orld of the Indian Ocean% availa$le in a variety of formats including audio, visual and tactilely% &asks #ill have components that allo# for students to use visual, oral and tactile as #ell as kinesthetic skills to express kno#ledge gained% "tudents #ill $e a$le to take o#nership of tasks through the use of PChoice FoardsQ and PEearning Centers%Q Differentiated Strategies for Varied Learning Profiles Informational texts #ill $e availa$le in a variety of formats including audio, visual and tactilely%

(eek =

"tudent readings: DDA : Ancient Africans in China, DDA5 Ancient Africans as the lost tri$e of Israel: the Eem$a *eople Fefore em$arking on research, students #ill have read and annotated 7Attachments A and F/ the $oth essays on $oth the Atlantic and Indian Ocean slave trades% &he teacher #ill ask students to re5read the essays in class do the follo#ing to deepen their understanding: 4% )nderline ma6or points =% Circle key #ords and phrases that are unkno#n C% )se a -uestion mark 71/ for -uestions you have during the reading% "tudents #ill #rite their -uestions in the margins% >% )se an explanation mark 7S/ for things that surprise

)A

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
you and $riefly note #hat it #as that caught your attention% '% Dra# an arro# 7/ #hen you make a connection to something inside the text, or to an idea or experience outside the text% Friefly note your connections% B% <ark 7ex/ #hen the author provides an example% A% Dumerate arguments, important ideas or key details and #rite #ords or phrases that restate them% "tudents #ill reflect on the article using the protocol P"tand and Deliver%Q "tudents sit in a circle and are asked to stand and simply say one line in the reading, #hich especially resonated #ith them% &eacher #ill encourage students to make connections to the themes of the unit% &asks #ill have components that allo# for students to use visual, oral and tactile as #ell as kinesthetic skills to express kno#ledge gained% "tudents #ill $e a$le to take o#nership of tasks through the use of PChoice FoardsQ and PEearning Centers%Q

At the $eginning of each lesson, the teacher explicitly models a reading skill, strategy or process, then engages students in guided practice, colla$orative practice and ultimately leads them to independent practice and research% Each lesson concludes #ith #hole class discussion, or a de$rief, to provide a valua$le opportunity for students to practice thinking skills, articulate claims and defend them #ith evidence from the documents they discovered and read% 0ere, students see that history is open to multiple interpretations, and that the same piece of evidence can support conflicting claims% &eacher collects a short Connect5Extend5Challenge exit ticket 7Attachment C/ at the end of each lesson, summarizing #hat students learned% (hile students are conducting research, teacher #ill provide individualized instruction to help students enhance reading and #riting skills% &o prepare students to participate in research activities, students complete Cornell Dotes for home#ork 7?u$ric, Attachment D/% "tudents take t#o5column notes, generating their o#n -uestions as part of an ongoing process of -uestioning the text% &he teacher ensures that students are a#are that there are -uestions, puzzles, paradoxes, and inconsistencies in the content, in order to activate thoughtfulness% In addition, $y asking their o#n -uestions, students take greater o#nership of their learning, deepen comprehension, and make ne# connections on their o#n% &hroughout the #eek, teacher #ill provide instant instructional feed$ack and log data using the ormative Assessment *lanner 7Attachment E/%

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SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

At the end of each #eek, students take part in P<icro Ea$sQ in their small groups to assess progress and talk a$out #hat #orked and didn3t #ork% &he <icro Ea$ protocol is designed to ensure e-ual participation and individual accounta$ility% &he rounds of sharing are timed $y the teacher to help keep groups on track and focused% &he moments of silence provide time to think a$out #hat the last speaker said and a chance for the entire group to reflect% Once all of the ideas and feed$ack have $een shared, an open discussion of the small group occurs% "tudents should strive to make connections $et#een ideas, ask clarifying -uestions, and further explore their topic% <icro Ea$s ena$le teachers to monitor learning from a central location in the classroom, visiting groups strategically to move the learning for#ard instead of circulating to support the management of each group% At the end, the teacher de$riefs #ith students focusing on #hat students learned in the rounds and then on ho# the rounds #ent as a process and things to consider for the next time% or more on the <icro Ea$s protocol, please go here: http:,,###%nsrfharmony%org,protocol,doc,microla$s%pdf (eek C "tudent ?eadings: Africans in the Indian Ocean and Feyond "tudents #ill $egin #riting and constructing their #e$site% &eacher #ill provide direct instruction on thesis development, #e$site construction, and recording citations and annotations for sources% ?egular feed$ack #ill $e given through a shared 8oogle Drive document and the teacher #ill continue to log o$servations on the ormative Assessment log and provide instant instructional feed$ack as needed% Fy this point, students should have a clear understanding of the type of po#er implemented2 explain ho# it #as o$tained and changed over time, and ho# their individual topics a$out Africa in Asia and the Indian Ocean affected the #orld and relates to African Americans today% "tudents #ill conclude the #eek $y repeating the <icro Ea$s protocol from the first #eek% "upply the material #ith the varied amount of print, varied text structures and extensive graphic support $ased on students3 instructional levels% )se videos to enhance comprehensi on through auditory and visual )9

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
modes% Allo# $rief, cooperative $rainstorming to activate prior kno#ledge and make predictions% Ad6ust the complexity, a$stractness, type of response necessary, and connections re-uired $et#een topics $ased on readiness and learning profile% Esta$lish clear criteria for success% )se #ait time $efore taking student ans#ers% If appropriate, give students a chance to talk to partners or #rite do#n their ans#ers $efore responding%

)4;

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
*rovide clear guidelines for group functioning that are taught in advance of group #ork and consistently reinforced%

(eek > 5 '

Pr%6ect finali7ati%n and sharin& "tudents #ill complete their (e$ *age layout% &eacher #ill meet #ith each group to assess progress and provide advice and individual instruction as needed% At the end of the >th #eek, the teacher #ill instruct students on ho# to do a *eer ?evie# using the Eadder of eed$ack 7Attachment E /% &he Eadder of eed$ack is a tool to help cultivate a culture of assessing for understanding% &eachers often use it to guide conversations #ith students and $et#een students% It recommends that any process of providing feed$ack follo#s some general steps: clarify, value, offer concerns, and then suggest% &he teacher should first model its use in front of the #hole class $efore re-uiring students use it to give peer feed$ack% *ro6ects conclude #ith student presentations using a 8allery (alk format%

*rovide extensive, consistent models of literacy, modeling reflection in think5alouds #ith stress on active reading *rovide concrete examples, organizers, and demonstrations

Attachment A O'er'ie8 %f the ransatlantic Sla'e rade

Europeans $egan to explore Africa in search of gold% &he &rans5Atlantic "lave &rade $egan around the 4>';3s #hen *ortuguese interests in Africa moved a#ay from the fa$led deposits of gold to a much more readily availa$le commodity slaves% Fy the 4B;;3s the trade #as in full s#ing, reaching a peak to#ards the end of the 4A;;3s% It

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SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

#as a trade #hich #as especially fruitful, since every stage of the 6ourney could $e profita$le for merchants : the infamous triangular trade% 7"ee map/% 1hy did the rade 9e&in: Expanding European empires in the De# (orld lacked one ma6or resource : a #ork force% In most cases the indigenous peoples had proved unrelia$le 7most of them #ere dying from diseases $rought over from Europe/, and Europeans #ere unsuited to the climate and suffered under tropical diseases% Africans, on the other hand, #ere excellent #orkers: they often had experience #ith agriculture and keeping cattle, they #ere used to a tropical climate, resistant to tropical diseases, and they could $e P#orked very hardQ on plantations or in mines% 1as Sla'ery Ne8 t% Africa: Africans had $een traded as slaves for centuries : reaching Europe via the Islamic5run, trans5"aharan, trade routes% "lavery #as also a traditional part of African society : various states and kingdoms in Africa operated one or more of the follo#ing: T chattel slavery: Chattel slaves are considered their masters3 property U exchanged for things like goods or money and expected to perform la$or% T de$t $ondage: )sing la$or to pay off a de$t to another person% T forced la$or: orced la$or is a practice of mandatory la$or exacted $y a state or $y agencies of a state, other than as a punishment for a criminal offence% T serfdom: Condition in #hich a tenant farmer #as $ound to a hereditary plot of land and to the #ill of his landlord% 1hat 8as the rian&ular rade: All three stages of the &riangular &rade 7named for the rough shape it makes on a map/ proved lucrative for merchants% &he first stage of the &riangular &rade involved taking manufactured goods from Europe to Africa: cloth, spirit, to$acco, $eads, co#rie shells, metal goods, and guns% &he guns #ere used to help expand empires and o$tain more slaves 7until they #ere finally used against European colonizers/% &hese goods #ere exchanged for African slaves% &he second stage of the &riangular &rade 7the middle passage/ involved shipping the slaves to the Americas% &he third, and final, stage of the &riangular &rade involved the return to Europe #ith the produce from the slave5la$or plantations: cotton, sugar, to$acco, molasses and rum% Ori&in %f African Sla'es S%ld in the rian&ular rade "laves for the &rans5Atlantic slave trade #ere initially sourced in "enegam$ia and the (ind#ard Coast% Around 4B'; the trade moved to #est5central Africa 7the +ingdom of the +ongo and neigh$oring Dgola/% &he transport of slaves from Africa to the Americas forms the middle passage of the triangular trade% 1h% Started the rian&ular rade: or t#o hundred years, 4>>;54B>;, *ortugal had a monopoly on the export of slaves from Africa% It is nota$le that they #ere also the last European country to a$olish the institution% Although, like rance, *ortugal still continued to #ork former slaves as contract la$orers% It is estimated that during the > V

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SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

centuries of the trans5Atlantic slave trade, *ortugal #as responsi$le for transporting over >%' million Africans 7roughly >;N of the total/% !%8 $id the Eur%peans O;tain the Sla'es: Fet#een 4>'; and the end of the nineteenth century, slaves #ere o$tained from along the #est coast of Africa #ith the full and active co5operation of African kings and merchants% 7&here #ere occasional military campaigns organized $y Europeans to capture slaves, especially $y the *ortuguese in #hat is no# Angola, $ut this accounts for only a small percentage of the total%/ 1h% !as the 1%rst (ec%rd f%r radin& Sla'es: During the 4A;;3s, #hen the slave trade accounted for the transport of a staggering B million Africans, Fritain #as the #orst transgressor : responsi$le for almost =%' million% &his is a fact often forgotten $y those #ho regularly cite Fritain3s prime role in the a$olition of the slave trade% C%nditi%ns f%r the Sla'es "laves #ere introduced to ne# diseases and suffered from malnutrition long $efore they reached the ne# #orld% It is suggested that the ma6ority of deaths on the voyage across the Atlantic : the middle passage : occurred during the first couple of #eeks and #ere a result of malnutrition and disease encountered during the forced marches and su$se-uent interment at slave camps on the coast% Sur'i'al (ate f%r the "iddle Passa&e Conditions on the slave ships #ere terri$le, $ut the estimated death rate of around 4CN is lo#er than the mortality rate for seamen, officers and passengers on the same voyages% Arri'al in the Americas As a result of the slave trade, five times as many Africans arrived in the Americas than Europeans% "laves #ere needed on plantations and for mines and the ma6ority #as shipped to Frazil, the Cari$$ean, and the "panish Empire% Eess than 'N traveled to the Dorthern American "tates formally held $y the Fritish% O'erall Num;er %f Sla'es ransp%rted t% the Americas &here is no exact count for the num$er of Africans transported to the Americas% "cholars estimate that $et#een 9 and 4= million Africans #ere transported to the Americas% It should $e noted that the ratio of male slaves to female slaves #as = males for every 4 female%
"ource: http:,,africanhistory%a$out%com,od,slavery,tp,&ransAtlantic;;4%htm1pI4 !odified for "revity and content "y the #$ $ivic %ducation $onsortium

Attachment 9

O'er'ie8 %f the rans)Saharan Indian Ocean Sla'e rade

"lavery has $een rife throughout all of ancient history% <ost, if not all, ancient civilizations practiced this institution and it is descri$ed 7and defended/ in early #ritings of the "umerians, Fa$ylonians, and Egyptians% It #as also practiced $y early societies in Central America and Africa% 1hy did the trade ;e&in: After <uhammad3s 7the founder of Islam/ death in BC=AD, his follo#ers -uickly spread out from Ara$ia across Dorth Africa and
Map 1

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9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

into Europe% As the Islamic Empire expanded, many of its inha$itants $ecame very #ealthy% &he Islamic trade $egan during the A;;3s% Eike many ancient civilizations, slavery #as not seen as evil, $ut as a part of social order2 it #as very prestigious to o#n slaves% As a result of the ne#found #ealth and the attitude to#ards slavery, the demand for slaves increased% !%8 8ere sla'es %;tained: "laves #ere o$tained through: T con-uest T tri$ute from #eaker states: some states #ere re-uired to provide hundreds of male and female slaves T offspring: children of slaves #ere also slaves T purchase: this provided the ma6ority of slaves

Map 2

<any African slaves #ere purchased at the $orders of the Islamic Empire% &his #as done for several reasons: 4% &he <uslim holy $ook, the .urKan, prescri$es a humanitarian approach to slavery: a% ree men could not $e enslaved, $% &hose faithful to foreign religions could live as protected persons, dhimmis, under <uslim rule 7as long as they maintained payment of taxes/% c% *eople from outside the $orders of the Islamic Empire #ere considered an accepta$le source of slaves% =% Eunuchs, or male slaves that #ere mutilated so they could not have children, #ere prized slaves% It #as $elieved that they made the $est $odyguards% 0o#ever, Islamic la# did not allo# mutilation of slaves, so it #as done $efore they crossed the $order% &he ma6ority of these slaves #ere captured $y other Africans in the interior and $rought to the $orders of the Islamic Empire to $e sold in markets% Flack Africans #ere transported to the Islamic empire across the "ahara to <orocco and &unisia from (est Africa, from C% Chad to Ei$ya, along the Dile from East Africa, and up the coast of East Africa to the *ersian 8ulf% &his trade had $een #ell going on for over B;; years $efore Europeans arrived, and had driven the rapid expansion of Islam across Dorth Africa% 7"ee <ap R4/ !%8 8ere sla'es treated: &he la# re-uired o#ners to treat slaves #ell, provide medical treatment, and prohi$ited slave o#ners from taking young children from their mothers% Despite these protections, a slave had no right to $e heard in court 7testimony #as for$idden $y slaves/, had no right to property, could marry only #ith permission of their o#ner, and #as considered to $e chattel : or an o#ner3s property% Conversion to Islam did not automatically give a slave freedom nor did it give freedom to their children% (hile highly educated slaves and those in the military did #in their freedom, those used for $asic duties rarely achieved freedom% 1hat 8ere the sla'es used f%r: Documentation suggests that slaves throughout Islamic #orld #ere mainly used for menial domestic and commercial purposes% Eunuchs #ere especially prized for $odyguards and confidential servants2 #omen as concu$ines and menials% A <uslim slave o#ner #as entitled $y

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9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

la# to use slaves for mistresses% In fact, more #omen #ere enslaved than men2 the ratio #as t#o #omen enslaved for every man% ?ecords also sho# that thousands of slaves #ere used in gangs for agriculture and mining% Earge lando#ners and rulers used thousands of such slaves, usually in poor conditions: It has $een said, Wof the "aharan salt mines XYZ no slave lived there for more than five years%4W &he most favored of all Islamic slaves seems to have $een the military slave% Fy the ninth century slave armies #ere in use across the #hole of the Islamic Empire% &he early slave armies tended to $e #hite, taken from ?ussia and Eastern Europe% 0o#ever, the first independent <uslim ruler of Egypt relied on $lack slaves and at his death is said to have left =>,;;; #hite and >',;;; $lack military slaves% !%8 l%n& did the sla'e trade last: &he transatlantic slave trade $et#een Europe, Africa, and the Americas sent Ara$ slavers into overdrive2 here #as a ne# market #hich could $e exploited% (hen the Europeans a$olished slavery in the 4@;;Ks, the taking of slaves in Africa continued% &he eradication of continued trans5"aharan slavery #as cited as a ma6or 6ustification $y the Europeans for the colonization of Africa% )nfortunately this #as not enough for Wsome parts of Africa and much of the Islamic #orld retained slavery at the end of (orld (ar I% or this reason the Eeague of Dations and later the )nited Dations took the final extinction of slavery to $e one of their o$ligations% &he Eeague had considera$le success in Africa, #ith the assistance of the colonial po#ers and $y the late 49C;Ks slavery #as a$olished in Ei$eria and EthiopiaW% &he pro$lem #as such that WAfter (orld (ar II the )nited Dations )niversal Declaration of 0uman ?ights %%% proclaimed the immorality and the illegality of slavery% "lavery #as a$olished in most Islamic countries, although it persisted in "audi Ara$ia into the 49B;Ks% It finally #as made illegal in the Ara$ian *eninsula in 49B=%W O'erall Num;er %f Sla'es ransp%rted t% the East &here is no exact count for the num$er of Africans transported during the trans5"aharan trade% "cholars estimate that $et#een 44 and 4> million Africans #ere transported out of Africa%
"ource: http:,,africanhistory%a$out%com,od,slavery,tp,&ransAtlantic;;4%htm1pI4 !odified for "revity and content "y the #$ $ivic %ducation $onsortium

Attachment C

Connect Extend Challenge A routine for connecting ne# ideas to prior kno#ledge CODDEC&: 0o# are the ideas and information presented CODDEC&ED to #hat you already kne#1 (hat ne# ideas did you get that EO&EDDED or pushed your thinking in ne# directions1

EO&EDD:

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9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
C0AEEED8E: (hat is still C0AEEED8ID8 or confusing for you to get your mind around1 (hat -uestions, #onderings or puzzles do you no# have1

Purp%se# 1hat 4ind %f thin4in& d%es this r%utine enc%ura&e: &he routine helps students make connections $et#een ne# ideas and prior kno#ledge% It also encourages them to take stock of ongoing -uestions, puzzles and difficulties as they reflect on #hat they are learning% Applicati%n# 1hen and 1here can it ;e used: &he natural place to use the Connect5Extend5Challenge routine is after students have learned something ne#% It doesnKt matter ho# much they have learned : it can $e a lessonKs #orth, or a unitKs #orth% &he routine is $roadly applica$le: )se it after students have explored a #ork of art, or anything else in the curriculum% &ry it as a reflection during a lesson, after a longer pro6ect, or #hen completing a unit of study% &ry using it after another routineS Launch# 1hat are s%me tips f%r startin& and usin& this r%utine: &his routine #orks #ell #ith the #hole class, in small groups or individually% +eep a visi$le record of studentsK ideas% If you are #orking in a group, ask students to share some of their thoughts and collect a list of ideas in each of the three categories Or have students #rite their individual responses on post5it notes and add them to a class chart% +eep studentsK visi$le thinking alive over time: Continually add ne# ideas to the lists and revisit the ideas and -uetions on the chart as studentsK understanding around a topic develops%

Attachment D

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9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

Attachment E

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9th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

)4@