SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson

*$E+E Culture, Di&nit , and 2dentit CONCE#* +#er thin& 7ut of Africa The legacies of early African peoples, cultures, and kingdoms and their continued impact today CON*EN* *O#IC: Anal 'in& and researchin& the le&acies of earl African $eo$les, cultures, and kin&doms and their continued im$act toda throu&h fiction and nonfiction te)ts "NI* *I*LE: Dubois, Nkrumah, Kente Cloth and Pan-Africanism
Launch Lesson: Dubois, Nkrumah, Kente Cloth and Pan-Africanism Time Frame: 1 da Lesson Description !tudents "ill stud the historical de#elo$ment of the Pan African %o#ement,
reco&ni'in& ho" Africans and African Americans be&an to search for a common #oice "ith "hich to communicate their demands( !tudents "ill take a closer look at the life e)$eriences and acti#ities of *(+( ,( Du ,ois and K"ame Nkrumah, ke fi&ures in the Pan-African %o#ement and "ill then fit the acti#ities of these fi&ures into a lar&er historical time line to ma$ the de#elo$ments of the mo#ement( Finall , the "ill take a focused look at the emer&ence of a distinctl African American cultural #oice - the -arlem .enaissance( !tudents "ill e)amine the li#es of t"o leaders of the Pan African %o#ement and be able to assess e)$eriences that contributed to their de#elo$ment of $olitical $hiloso$hies( !tudents "ill formulate o$inions on issues related to #oluntar and forced se&re&ation, African inde$endence, and American ci#il ri&hts mo#ements b debatin& the ideolo&ies of the Pan African %o#ement( Literature and art-makin& acti#ities "ill en&a&e students in thinkin& about the artists of the -arlem .enaissance and the "ill anal 'e ho" creati#e e)$ressions reflected the &oals and #alues of a $articular $olitical era(

Endurin! "nderstandin!s

1( Geo!raphy /eo$olitical boundaries are created throu&h conflict and com$romise and ha#e im$lications for $olitical, economic, and social interactions( 0( #olitics in#ol#es com$etin& ideas about the common &ood and the role of the indi#idual( 1( $istory Different $ers$ecti#es affect the inter$retation of histor (

Guidin! Essential Questions

Guidin! Essential Questions

23 -o" do culture and identit influence "ho "e are4 223 -o" do time, culture, and histor influence "orks of art and5or the ad#ancement of science and technolo& 4 2223 *hat can 2 do to $ositi#el im$act m communit 4 %$&9'1(&) Anal 'e in detail a series of e#ents described in a te)t6 determine "hether earlier e#ents caused later ones or sim$l $receded them(

Common Core Standards

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9th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson
,$S*&9'1(&- *rite informati#e5e)$lanator te)ts, includin& the narration of historical e#ents, scientific $rocedures5 e)$eriments, or technical $rocesses( ,$S*&9'1(&-a. /. c. d a& 2ntroduce a to$ic and or&ani'e ideas, conce$ts, and information to make im$ortant connections and distinctions6 include formattin& 8e(&(, headin&s3, &ra$hics 8e(&(, fi&ures, tables3, and multimedia "hen useful to aidin& com$rehension( /& De#elo$ the to$ic "ith "ell-chosen, rele#ant, and sufficient facts, e)tended definitions, concrete details, 9uotations, or other information and e)am$les a$$ro$riate to the audience:s kno"led&e of the to$ic( c& ;se #aried transitions and sentence structures to link the ma<or sections of the te)t, create cohesion, and clarif the relationshi$s amon& ideas and conce$ts( d& ;se $recise lan&ua&e and domain-s$ecific #ocabular to mana&e the com$le)it of the to$ic and con#e a st le a$$ro$riate to the disci$line and conte)t as "ell as to the e)$ertise of likel readers( SL&9'1(&0 Present information, findin&s, and su$$ortin& e#idence clearl , concisel , and lo&icall such that listeners can follo" the line of reasonin& and the or&ani'ation, de#elo$ment, substance, and st le are a$$ro$riate to $ur$ose, audience, and task( Attention needed to de1elop !ood !roup 3or2 ha/its !electi#e attention 8filterin& our distractions, i&norin& irrele#ant information3 !ustained attention 8focus on material for lon& $eriods of time3 Di#idin& attention 8focus on more than one thin& at a time3 Critical thinkin& skills

Co!niti1e S2ills

E4ecuti1e functions Plan Fle)ibilit : chan&e direction if not "orkin&6 ado$t multi$le a$$roaches !trate& use: abilit to reflect on strate& and select a$$ro$riate strate& *hin2in! s2ills .easonin& about concrete items #ersus abstract ideas Creati#it Anal 'in&5e#aluatin& ar&uments De#elo$in& a lo&ical ar&ument 2nducti#e reasonin&: usin& s$ecific e)am$les5obser#ations and formin& a more &eneral $rinci$al Deducti#e reasonin&: use stated &eneral $remise to reason about s$ecific e)am$les - $othesis testin&: test ideas throu&h e)$erience or mani$ulation of #ariables A$$reciation: reco&nition of the #alue of somethin& .es$ondin& to no#elt : abilit to react a$$ro$riatel in a no#el situation !elf-reflection: abilit to think about oneself in relation to the material

Content

5uildin! 6no3led!e *hrou!h *e4ts Po"er has com$le) meanin&s and inter$retations and can be used to unite and to di#ide $eo$le and cultural &rou$s(

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9th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson
2nternal and e)ternal forces sha$e $o"er d namics( Po"er has sha$ed the social, cultural, and economic scenarios of race, class, and &ender and it continues to sha$e $resentl ( There are intended and unintended conse9uences in the use of $o"er in the ;nited !tates( The stru&&le for $o"er in America is a com$etition of ideas and #alues "ith multi$le $ers$ecti#es and conclusions(

Assessments 789 8ormati1e

8ormati1e Assessments This unit contains multi$le formal and informal formati#e assessments( Formati#e assessments for this unit consist of &uided readin& and "ritin& e)ercises, Cornell Notes 8"ith summaries3, markin& the te)t acti#ities, checks of &rou$ and indi#idual intermediate &oals, reflections after &rou$ "ork5meetin&s, summaries of selected te)t8s3, e)it sli$s, and e)$ositor "ritin& sam$les in res$onse to short, informational te)ts5documents(

7S9 Summati1e

Summati1e #erformance Assessment !ummati#e $erformance assessments are "a s to measure students: kno"led&e and skills that &o be ond askin& them to ans"er multi$le choice, true5false, or fill in the blank 9uestions( !tudents "ill be asked to com$lete a $erformance task 8u$ to => minutes3 or one that can be com$leted o#er se#eral class $eriods( To&ether, the assessment task and the scorin& method com$rise the $erformance assessment( The $erformance assessment for this unit consists of multi$le tasks and scorin& methods( /rou$s 8of u$ to =-> students3 "ill $resent a multimedia $resentation on their indi#idual $o"er &rou$ 8from si) total &rou$ choices3 accom$anied b an indi#idual essa that e)$lains ho" their &rou$ "as im$acted, both $ositi#el and ne&ati#el , b a #ariet of $o"er d namics durin& their historical time $eriod( !tudents: $roducts "ill further e)$lain the social, economic, and cultural relationshi$ of their chosen &rou$ to the current social, economic, and cultural en#ironment in modern America(

"nit *e4t:%esources 13

#rofessional %esources adapted from materials offered *hrou!h the 8o3ler +useum at "CLA ,io&ra$hies of K"ame Nkrumah and *(+(,( Du,ois Com$iled from se#eral sources

03 From Holidays to Everyday: The Popular Embrace of Kente Ada$ted from Fo"ler %useum at ;CLA htt$:55"""(fo"ler(ucla(edu5 13 The Pan African %o#ement: /i#in& ?oice to !tru&&le Ada$ted from Fo"ler %useum at ;CLA htt$:55"""(fo"ler(ucla(edu5 =3 Kente Cloth: ! mbol of a %o#ement Ada$ted from Fo"ler %useum at ;CLA htt$:55"""(fo"ler(ucla(edu5 >3 ,ack&round 2nformation sheet, author created @3 -istor and si&nificance of /hanaAs kente cloth htt$:55"""(kenako(at5start(as$4

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9th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson
2DB0===10 a9 Asante kente Cad"inasaD and some thou&hts on our kente archi#e http ::adireafricante4tiles&/lo!spot&com:-(1(:(1:asante'2ente' ad3inasa'and'some'thou!hts&html b3 T $es of kente 87baakofo %mu %an3 htt$:55"""mediaartinno#ation(blo&s$ot(com50E1151E5t $es-of-kenteobaakofo-mmu-man(html c3 !ika futoro htt$:55"""mediaartinno#ation(blo&s$ot(com50E1151E5t $es-ofkente-sika-futoro(html d3 Abusua e dom htt$:55"""mediaartinno#ation(blo&s$ot(com50E1151E5t $esof-kente-abusua- e-dom(html e3 +maa da htt$:55"""(kentecloth(net5kente-cloth-$atterns5

f3

-istor and si&nificance of /hanaAs kente cloth htt$:55sat&eo('um(de5infoschul5information5Na#ron&o5kemet5kente(htm

&3 Pan F Africanist 2nternational htt$:55"""($anafricanistinternational(or&5 h3 Pan Africanism htt$:55e)hibitions(n $l(or&5africanaa&e5essa -$anafricanism(html

i3 <3

Ne&retude htt$:55e)hibitions(n $l(or&5africanaa&e5essa -ne&ritude(html The Challen&e of Decoloni'ation htt$:55e)hibitions(n $l(or&5africanaa&e5essa -challen&e-of-decoloni'ationafrica(html htt$:55therisin&continent("ord$ress(com50E115E05EG5$an-african-toda 5

k3 Pan - Africanism Toda l3

Pan-Africanism is more im$ortant than Dlamini F Huma htt$:55"""(theafricare$ort(com5North-Africa5$an-africanism-is-moreim$ortant-than-e#er-dlamini-'uma(html sul(stanford(edu5de$ts5ssr&5africa5histor 5his$anafrican(html n3 Du ,ois, /ar#e and Pan-Africanism htt$:55therealne"s(com5t05inde)($h$4 o$tionBcomIcontentJtaskB#ie"JidB11J2temidBK=J<umi#alBLK1L

m3 Pan F Africanism htt$:55"""-

Learnin! Acti1ities

!tudents "ill read and discuss the #arious items a#ailable in the A$$endi): ,ack&round 2nformation and throu&h &uided and inde$endent research !tudents "ill read bio&ra$hies of K"ame Nkrumah, the First President of /hana and *(+(,( Dubois, an African American intellectual acti#ist, both "hom $la ed critical roles in the de#elo$ment of the Pan African %o#ement( ,oth se$aratel and to&ether, the thou&ht about and acted on issues that affected Africans around the "orld( !tudents "ill discuss and anal 'e ho" their life e)$eriences ma ha#e affected their ideas and beliefs and identities(

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9th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson
!tudents "ill further consider the si&nificance of the contributions of these t"o men as "ell as others and also consider ho" their "ork attem$ts to sha$e African and African American identit outside of that identit the claim "as created for them b *estern influences( !tudents "ill read about and research the si&nificant role kente cloth also $la s in hel$in& to sha$e identit ( !tudents "ill discuss and come to a consensus of "hat the term Cidentit D means in the conte)t of a cultural, ethnic or racial &rou$ and discuss "hat is it that hel$s to construct an identit , and "hat items are used to $reser#e Cidentit (D ;ltimatel the students "ill be re9uired to create an ar&ument as to the #alidit of Pan-Africanism and "hat it means to a student:s sense of identit and ho" the Pan-Africanist mo#ement relates to those li#in& in a multicultural en#ironment( !tudents "ill finall ha#e to ans"er the difficult 9uestion about, as Dubois $ut it, C!elfD se&re&ation and ho" that fits into the conce$tual ideals of an America that is free and e9ual, and "hether the Pan-African conce$t contradicts the teachin& of Dr( %artin Luther Kin& as $resented in his C! Have a "ream #peech,$ and "hether or not Pan-Africanism is rele#ant to African Americans(

Day 1

$oo2 !tudents "ill be handed a 1)> card as the enter class and asked to look at the "ord CKenteD on the board and asked to s$eculate as to the meanin& of the "ord and its si&nificance to Pan-Africanism( Around the "ord ou should, "ithout a "ord, arran&e the four $ictures of the kente cloth( !tudents ha#e fi#e minutes to collaborati#el discuss and "rite their ans"ers on the 1)> cards( *hen the are finished the "ill $ost them on a bulletin board and discuss 8but ou "ill not offer an ans"er to the 9uestion3( 13 *ithout ans"erin& the 9uestion, hand out the bio&ra$h of K"ame Nkrumah for the students to read( Mou should model the readin& "ith a read5think aloud to &et the students started( a( The readin& should be done aloud and discussed as its bein& read( b( *ithin this readin& are the clues to ans"er the 9uestion about Kente( *hen the students disco#er it, allo" them to discuss ho" a $iece of cloth can take on such si&nificance( 03 -a#e the students read A$$endi): ,ack&round 2nformation - From Holidays to Everyday: The Popular Embrace of Kente and Kente %loth: #ymbol of a &ovement( a( , consciousl $resentin& themsel#es in kente at critical moments, the also hel$ed to brin& /hanaAs colorful cloth into the international s$here( b( !tudents should be &i#en co$ies of the bio&ra$hies offered in the back&round, "hich hi&hli&ht Nkrumah and Du ,ois( 13 !tudents "ill read the bio&ra$hies of K"ame Nkrumah, the first $resident of

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9th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson
an inde$endent /hana, and a narrati#e about the im$ortance of Kente cloth( The "ill collaborati#el discuss the im$ortance of s mbols to a culture:s C2dentit D and "hether or not those s mbols are im$ortant "ithin the multicultural ;nited !tates( The last fi#e minutes of class "ill be s$ent "ritin& and handin& in a Cshare outD "hich the teacher "ill use as a formati#e assessment(

Appendi4 %eadin!s
63ame N2rumah 81LEL-1LK03 K"ame Nkrumah became the first $resident of the *est African .e$ublic of /hana in 1L@E, follo"in& its inde$endence from ,ritain in 1L>K( 2n fact, he is reco&ni'ed for his hel$ in achie#in& that $olitical emanci$ation from ,ritish colonial rulershi$( ,efore and after /hanaian inde$endence, Nkrumah "as a $o"erful $olitician "ho s$ent much of his ener& fi&htin& to liberate his countr , and all of Africa, from colonial $o"ers and he remains an im$ortant fi&ure in the histor of African inde$endence mo#ements( Des$ite NkrumahAs monumental achie#ements, his be&innin&s "ere some"hat humble( -e is thou&ht to ha#e been born in 1LEL, in a little #illa&e near the coast of /hana, a member of the Akan sub&rou$ called N'ima( -is father "as a &oldsmith( *hen he finished his studies near home, Nkrumah became a teacher and then the headmaster of a local school( 2n 1L1>, relati#es &athered to&ether mone to send him to the ;nited !tates, "here he had been acce$ted at Lincoln ;ni#ersit in Penns l#ania( -e sta ed in the ;nited !tates for ten ears, stud in& theolo& , education, and $hiloso$h and doin& odd <obs to su$$ort himself( 2t "as durin& this time that Nkrumah be&an to understand the $rinci$les of effecti#e $olitical or&ani'ation and "as ins$ired b #arious $hiloso$hers, such as %arcus /ar#e ( -e also met *( +( ,( Du ,ois and "orked "ith him to make the 1L=> session of the Pan African Con&ress a success in its focus on the decoloni'ation of Africa( Nkrumah returned to /hana in 1L=K to <oin a $olitical $art "hose &oal "as achie#in& inde$endence for the /old Coast( *hen his #ie"s turned out to be more radical than those of others, Nkrumah broke a"a to establish his o"n $art kno"n as the Con#ention Peo$leAs Part 8CPP3 in 1L=L( ;nder Nkrumah, the CPP contested elections, drafted a constitution that insisted on com$lete self-&o#ernment for the countr , and encoura&ed the $eo$le to $rotest the ,ritish controlled &o#ernment( After bein& re<ected, challen&ed, and im$risoned on #arious char&es, Nkrumah be&an to make inroads, "innin& himself #isits "ith the &o#ernor and then e#entuall becomin& $rime minister in 1L>0( 2n 1L>=, a ne" constitution made room for an all-African cabinet, and a directl elected assembl "as instituted( Des$ite continuin& o$$osition, Nkrumah made a

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9th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson
formal re9uest for /hanaAs inde$endence6 inde$endence "as officiall re&ained %arch @, 1L>K( 7n Nul 2, 2L@E, Nkrumah became his countr As first $resident( NkrumahAs real stren&th "as in forei&n affairs( -e sa" that /hanaAs inde$endence could be used as a model for liberatin& the entire continent of Africa( 2n 1L@1, he "rote a book called Africa %ust ;nite as a call for Pan African unit ( To hasten the $rocess, he called for a meetin& of the inde$endent African states, as "ell as the All African Peo$leAs Conference and created the 7r&ani'ation of African ;nit 6 these efforts $artiall fulfilled his dream of continental &o#ernment and si&naled his role in encoura&in& African nationalism on a &lobal le#el( Furthermore, his $ur$oseful and $olitical use of African dress, $articularl kente, had a stron& influence on the "a he "as $ercei#ed b his international audience( Adorned in distinctl /hanaian cloth, Nkrumah rode the crest of the risin& tide of interest in and su$$ort for ,ack to Africa mo#ements( Durin& a #isit to the ;nited !tates follo"in& /hanaian inde$endence, Nkrumah and his entoura&e "ere "elcomed b $resident D"i&ht D( +isenho"er and other *ashin&ton di&nitaries( Photo&ra$hs from this #isit sho"in& Nkrumah in his distincti#e clothin& "ere immediatel $ublished in $o$ular ma&a'ines like Life, &i#in& kente and its association "ith a $roud and stron& Africa an undeniable #isibilit ( ;nfortunatel , NkrumahAs concern "ith forei&n affairs caused him to ne&lect the domestic situation in /hana( +#en thou&h his earl leadershi$ focused on the countr As education, communication, a&riculture, and industriali'ation6 "ithin a short time /hanaian citi'ens became disillusioned "ith NkrumahAs re&ime( Problems of corru$tion, inefficienc , and ostentation "ere not addressed b Nkrumah, "ho "as increasin&l seen b some as a unres$onsi#e dictator "hose administration $unished those "ho o$$osed its order *ith $olitical and economic $roblems increasin&, his leadershi$ ended in 1L@@ "ith a cou$ dAetat led b /hanaAs arm and $olice force( Des$ite his contro#ersial $residenc "hich left a le&ac of financial and social $roblems, man still reco&ni'e K"ame Nkrumah for his leadershi$, "hich "as instrumental in the decoloni'ation $rocess of /hana and all of Africa, and for his role in encoura&in& su$$ort for African nationalism all around the "orld( Toda , NkrumahAs re$utation has been full restored( 5ac2!round Information 7#er the course of the t"entieth centur , kente has mo#ed far be ond the borders of /hana( The bri&htl $atterned cloth has come to con#e a $o"erful messa&e of African unit and its influence has s$read across the Atlantic( 2n the last se#eral decades, it has become one of the most $o$ular s mbols of African American identit ( 7n both sides of the ocean, then, kente is reco&ni'ed as a $roclamation of a $roud association "ith the rich herita&e of the African continent( -o" did this e)$anded use of kente come about4 8rom $olidays to E1eryday *he #opular Em/race of 6ente Considerin& the model set b leaders "ho ha#e "orn kente as a si&n of their ties to Africa, it is no "onder that kente "as taken u$ b broader audiences both in Africa

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9th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson
and the ;nited !tates( 7ri&inall reser#ed for ro alt and the elite in /hana, it is no" a#ailable to almost e#er one "ho has the desire to incor$orate it into his or her lifest le( *hile the use of kente b both African and African American citi'ens first su&&ested an in#estment in the beliefs and messa&es of the Pan African %o#ement, the more $o$ular it has become, the more &enerali'ed its messa&e( Kente is no" used in a #ariet of circumstances that differ dramaticall from its ori&inal conte)t( *hile the cloth "orn b a chief is carefull "o#en in se$arate stri$s and se"n to&ether to be ele&antl dra$ed b its ro al "earer, contem$orar kenteA ins$ired clothin& is often $rinted 8not hand "o#en3 and se"n into fitted &arments to be "orn b the &eneral $ublic - ,oth "o#en kente and $rinted #ersions are used for dis$la $ur$oses toda , as articles for the home, decorati#e backdro$s, or to add a s$ecial African flair to a settin&( The cloth and references to it are incor$orated into a "ide arra of African American celebrations, includin& K"an'aa, %artin Luther Kin& Da , ,lack -istor %onth, Nuneteenth, and others, as a fundamental s mbol of a $roud African American identit ( Kente cloth and its distincti#e $atterns can be also found adornin& an arra of mundane ob<ectsOfrom ties and shoes, to balloons and beach balls, to back$acks and chairs( A careful look around an cit , es$eciall in African American communities, should be&in to re#eal <ust ho" $o$ular the cloth has become( KenteAs $o$ular s mbolism is <ust as #aried as its users and its usa&e, but it continues to communicate a com$le) and d namic African identit ( 6ente Cloth Sym/ol of a +o1ement *ithin the conte)t of the Pan African %o#ement, African and African American leaders established suitable s mbols to re$resent their beliefs( %arcus /ar#e articulated a #isual lan&ua&e for those "ho identified "ith Africa b announcin& that red, black, and &reenOs mboli'in& blood, skin color, and ne" life, res$ecti#el O officiall re$resented Pthe colors of the Ne&ro .ace(P K"ame Nkrumah, follo"in& in the footste$s of *( +( ,( Du ,ois and %arcus /ar#e , amon& others, led /hana to inde$endence on %arch @, 1L>KOthe first nation in Africa to re&ain its inde$endence in the t"entieth centur ( From +thio$ia, "ho lar&el a#oided colonial domination, /hana borro"ed and in#erted the &reen, ello", and red colors of the +thio$ian fla& for its o"n national fla& and added a black star, the Plode starP of African freedom( T"el#e other African countries "ho "ere to re&ain their inde$endence in the ne)t three ears also ado$ted this color scheme( These same colors are also found in the kente cloth of the Asante called 7 okoman, the sin&le most $o$ular cloth $attern amon& /hanaians( The association of 7 okomanAs colors, then, "ith the Pan African colors of red, &reen, and &old has enhanced its $o$ularit to the e)tent that 7 okoman itself is seen as a s mbol of African unit ( ;n9uestionabl , /ar#e As ideas on color s mbolism affected the thou&hts and actions of /hanaian President K"ame Nkrumah, "ho contributed, $erha$s most $rofoundl , to the &lobal #isibilit of kente as a s mbol of African identit ( Durin& his historic #isits "ith President D"i&ht D( +isenho"er in *ashin&ton, D(C(, in 1L>G and 1L@E,

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9th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson
Nkrumah and his entoura&e "ore kente often6 in fact, +bon co#ered the #isit in the article PThe .eturn of !aturda As Child,P illustrated "ith thirt -one $hoto&ra$hs, thirteen of them sho"in& Nkrumah in kente( 2n 1L@1, African American *( +( ,( Du ,ois tra#eled to Africa at NkrumahAs in#itation and "ore kente "hen he "as a"arded an honorar de&ree b the ;ni#ersit of /hana( Toda , far from /hana, in the +ast African nation of Tan'ania, a $ortrait of former Tan'anian President Nulius N erere sho"s him "earin& kente cloth instead of his o"n re&ional or national dress( , choosin& kente for im$ortant and hi&hl #isible occasions, these and other leaders ha#e hel$ed to establish it as a $otent s mbolic ima&e for Africans and African Americans alike( *he #an African +o1ement Gi1in! ;oice to Stru!!le The &lobal s$read of kente and its transformation into a $otent s mbol "ere $receded b the emer&ence of the Pan African %o#ement in the earl t"entieth centur ( As the name of the mo#ement su&&ests, its aim "as to unif Africans and African Americans in their stru&&les for enhanced social and $olitical $o"er( This desire for solidarit "as the lo&ical res$onse to historical forces o$erati#e on both sides of the Atlantic( Throu&hout Africa, $eo$le be&an to rise u$ a&ainst their coloni'ers in a 9uest for $olitical inde$endence and freedom( At the same time in the ;nited !tates African AmericansOas "ell as "omen and laborersOsou&ht e)$anded ri&hts and or&ani'ed to make their #oices heard( The Pan African %o#ement &a#e both Africans and African Americans an ideolo&ical basis for their res$ecti#e stru&&les( +)$ressions of Pan African unit "ere manifest in the formation of $olitical $arties, conferences, and or&ani'ations and in $ublications "here issues of common interest to Africans and African Americans "ere discussed( A series of Pan African Con&resses held bet"een 1LE1 and 1L=> brou&ht to&ether im$ortant ,lack leaders, such as the African American intellectual *( +( ,( Du ,ois 81G@G- 1L@13 and K"ame Nkrumah 81LEL-1LK03 an African of Akan ori&ins "ho "ould later become the first $resident of the ne"l inde$endent nation of /hana 8see bio&ra$hies3( 2n the ;nited !tates, the mo#ement "as further fueled b the de#elo$ment of a number of im$ortant or&ani'ations, the most famous of these bein& the National Association for the Ad#ancement of Colored Peo$le 8NAACP3, established in 1LEL, and still an acti#e force in the Ci#il .i&hts mo#ement( Namaican acti#ist %arcus /ar#e also ins$ired man African Americans "ith the establishment of the ;ni#ersal Ne&ro 2m$ro#ement Association 8;N2A3 in 1L0E( This or&ani'ation $romoted /ar#e As $hiloso$h of PAfrica for the AfricansP and su$$orted his P,ack to AfricaP mo#ement( ,&E&5& Du5ois 81G@G-1L@13 *illiam +d"ard ,ur&hardt Du ,ois "as $erha$s the most influential African American leader durin& the first half of the t"entieth centur ( %oti#ated b his militant refusal to acce$t the inferior role ma$$ed out for ,lacks historicall , Du ,ois s$ent most of his

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9th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson
life makin& im$ortant ste$s in the stru&&le to secure ci#il ri&hts( -e dee$l o$$osed &o#ernment-im$osed racial se&re&ation, "hile he ar&ued in fa#or of ,lack P#oluntar se&re&ation,P as "ell as $ride and self-hel$, as an effecti#e means of or&ani'ation and ad#ancement for African Americans( Du ,ois "rote a number of books and or&ani'ed $eo$le "ith the basic intention of reinforcin& the im$ortance of $olitical consciousness for African Americans and Africans, alike( ,orn in %assachusetts of French, Dutch, and ,lack ancestr , Du ,ois reco&ni'ed and took $ride in his African herita&e abo#e all( -e "as #er successful in school, "innin& scholarshi$s that took him to the American south and to +uro$e( Alon& the "a , he took an interest in $olitical econom , histor , sociolo& , and African American studies, in $articular ,efore he "as thirt ears old, he had earned his Ph(D( from -ar#ard ;ni#ersit , becomin& the first African American to do so( Later as a $rofessor6 he continued his o"n studies and be&an to make his #ie"s more kno"n throu&h his efforts( For instance, in the interest of informin& all Americans about ho" he $ercei#ed African Americans, Du ,ois "rote a book entitled The #ouls of 'lack Folk in 1LE1( Alon& "ith Carter /( *oodson, the African American scholar "ho founded Ne&ro -istor *eek in 1L0@ 8later chan&ed to ,lack -istor %onth in 1LK@3, Du ,ois "orked tirelessl to ele#ate the $ublic consciousness of a $roud African le&ac and the im$ortant contributions of African Americans in the de#elo$ment of the American nation( Du ,ois $la ed a $rimar role in the foundin& of the National Association for the Ad#ancement of Colored Peo$le 8NAACP3, an or&ani'ation that still fi&hts for the ri&hts of African Americans toda ( -e "as a secretar for that or&ani'ation, "hich "as established in 1LEL, and became an editor for its ne"s$a$er6 The Crisis, "hich he used to communicate his sometimes contro#ersial ideas to others( At times his #ie"s "ere so radical e#en the directors of the NAACP o$$osed them( 2n fact, Du ,ois "as finall dismissed from the or&ani'ation in 1L=GOalmost fort ears after its be&innin& Ofor his contro#ersial $olitics( At the same time that he "as in#ol#ed "ith the NAACP Du ,oisA interests broadened Ohe started to think more about Africans outside of the ;nited !tates, as "ell( As a result he hel$ed to initiate the Pan African %o#ement, "hich $romoted the ad#ancement of ,lack $o$ulations in Africa and around the "orld( ,et"een 1L1L and 1L=>, he or&ani'ed and $artici$ated in a series of #er successful meetin&s kno"n as the Pan African Con&resses( These im$ortant meetin&s "ere attended b man dele&ates, includin& some from Africa, "ho discussed $lans for securin& a better status for Africa and Africans in the "orld( 2n the 1L>Es, Du ,ois "as <ailed briefl for his left-"in& $olitics and "as critici'ed b man African American leaders and ci#il ri&hts or&ani'ations( 2n 1L@1, Du ,ois became so disillusioned b these e)$eriences that he mo#ed to /hana at the in#itation of President K"ame Nkrumah( There, he ser#ed as the director of an African +nc clo$edia $ro<ect and "as a"arded se#eral honorar de&rees( Du ,ois became a

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9th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson
/hanaian citi'en and li#ed out the last t"o ears of his life in /hana( +#en those "ho o$$osed him in his time "ould a&ree that his re#olutionar ideas "ere essential in the ultimate ad#ancement of African Americans and Africans(

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9th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson

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9th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson

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9th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson

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9th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson

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9th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson

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