Developed By:  Dr. Benjamin Foster, Jr. and Paquita Jarman-Smith 

Introduction of the basis of course, overview of scope and sequence of content, and orientation of students to expected dialogue and community for learning will be the opening for this unit. 

The content of this unit will focus on African Origins of humanity and contributions made by peoples of our greatest civilizations on the continent such as Kemet, Ghana, Songhai. The legacy of African Empires Kings and Queens will provide students information that will accurately paint a picture of the vast contributions to world civilizations.  

It is through the history of African Origins and the exploration of African Civilizations and religions that we engage students in knowledge construction about the majestic breadth of great people in government, academic and technological innovation, and the arts, from whom African Americans and peoples from the Diaspora descended.  This exploration will allow students to evaluate and analyze false narratives of inferiority and inhumanity of Africans and Black people which are deeply ingrained in modern society worldwide.  As students begin the semester on African American history, they will have opportunities to embark on an exploration of a people who were made captives and brought to distant shores—and their long history of affirmation, resistance, reform, and radicalism. 

In this unit, students will:  

• Examine the impact of various aspects of African culture on world civilizations; 

• Analyze the factors that have contributed to racialized global conflict and change in the modern world; and 

• Develop a positive and accurate identity, including an awareness of and comfort with one’s membership in multiple groups in society.  

Compelling Questions:  What impact did the people of Ancient Africa have on early and modern civilizations, and why has this impact been largely ignored through much of history?  How has the concept of race been socially constructed over time? 

Introduction of course projects:  Throughout the lessons in the course, students will have opportunities to build their own portfolio of artifacts to demonstrate new learning.  Responses, poems, video reflections, visual displays, infographics, and other forms of expression created by students should reflect the course objectives and essential questions. 

With EQ6 in mind, students will participate in developing a class project entitled Radical Imagination Through the Arts, in which students create a representation of learning depicting their own ideas about reimagining new possibilities and justice, based on African American/Black and Puerto Rican/Latino history. 

• Teachers and students will co-create criteria for the project starting in Semester 1. 

• Engage in reflection and collaborative planning with other departments of the school: history, teachers, art, media, music, English Language Arts and others in the school or community. 

• Students add artifacts to their portfolios throughout the school year which may include a social justice action, idea or plan; artistic representation; or other inspired by the student’s creative process. 

• Class will organize and curate the project pieces for the project. 

• Culminate the year with a showcase Semester 2 for the school community. 

Optional Be the Change Project (see Semester 1 Unit 5 and 6 and 2 Unit 5):  This project requires consistent dedicated class time.  See link for resources and materials for implementing Be the Change... | Learning for Justice