AFRICAN
CANADIAN STUDIES
Outcomes and Assessment
Unit 1: ORIGINS
Knowledge
Students
will demonstrate an understanding of:
|
The purpose for skin colour
variation.
|
|
Materials
|
Assessment
| |
Lecture Notes, Nina
Jablonski article, Quirks and Quarks
|
Class discussion,
Test,
|
The
important connection between academic success and regular attendance by
attending all classes unless excused for a medical reason.
|
Skills
Students
will demonstrate ability to:
|
Identify the vitamins and
substances involved in producing skin colour.
|
|
Materials
|
Assessment
| |
Lecture Notes, Nina
Jablonski article, Quirks and Quarks
|
Discussion, test,
|
| |
Identify the reasons that
suggest that "races" do not really exist, but that only one race
exists.
|
|
Materials
|
Assessment
| |
Lecture Notes, (Skin Deep
notes from David Suzuki) Class
Discussion,
|
Discussion, test,
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|
|
Communicate their
thoughts in writing.
|
|
Materials
|
Assessment
| |
Class discussion, Notes,
Real Audio
|
Test,
Essay
|
|
|
Communicate their
thoughts orally.
|
|
Materials
|
Assessment
| |
Class discussion,
Test,
|
Class Discussion
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|
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Submit work on or before
the assigned due date.
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|
Materials
|
Assessment
| |
Class Discussion, Homepage
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Assignments
handed in.
|
|
Attitudes
Students will demonstrate:
|
An appreciation for the need
to study history
|
|
Materials
|
Assessment
| |
Class discussion,
|
Class discussion, Written
assignment
|
|
Knowledge
Students
will demonstrate an understanding of:
|
the
scientific description of the evolution of humans
|
|
Materials
|
Assessment
| |
Lecture Notes, Ape Man
|
Class discussion,
Test,
|
The
important connection between academic success and regular attendance by
attending all classes unless excused for a medical reason.
|
Skills
Students
will demonstrate ability to:
|
Identify the species
that form a part of human ancestry.
|
|
Materials
|
Assessment
| |
Lecture Notes, Ape Man
|
Class Discussion, Test
|
|
Attitudes
Students will demonstrate:
|
An appreciation for the scientific views on the origins of
humans.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Ape
Man
|
Class discussion, Test
|
|
Unit
2:
ABOUT PRE-EUROPEAN AFRICA
Knowledge
Students
will demonstrate an understanding of:
|
The
diversity of Africa
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, internet
|
Class discussion,
Test,
|
|
Skills
Students
will demonstrate ability to:
|
Describe the different
geographical regions of Africa
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet,
|
Discussion, Test, Student Presentation
|
| |
Identify many of the
resources of Africa
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet
|
Discussion, Test, Student Presentatio
|
|
|
Evaluate the reasons leading
to the belief that Africa had no "history" to speak of.
|
|
Materials
|
Assessment
| |
Lecture Notes, Internet, Focus on
Africa
|
Class discussion,
Test, Student presentation
|
|
|
Synthesize information
from a number of sources to demonstrate an understanding of the richness of
African history, including that based on oral history.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Focus on Africa, African
Proverbs
|
Class discussion,
Test, Student presentation
|
|
|
Identify
a minimum of 10 African and their capitals.
|
|
Materials
|
Assessment
| |
Class discussion,
Lecture Notes, Maps
|
Class discussion,
Test, Student presentation.
|
|
|
Communicate their
thoughts orally.
|
|
Materials
|
Assessment
| |
Class discussion
|
Student
presentation
|
|
Students
will demonstrate:
|
An appreciation for the influence of Islam
and Christianity on African cultures
|
|
Materials
|
Assessment
| |
Class discussion,
Lecture Notes, Internet
|
Class discussion,
Test, Written Assignment
|
|
Students
will demonstrate:
|
An appreciation for African
cultures prior to the arrival of Arabs and Whites
|
|
Materials
|
Assessment
| |
Class discussion,
Lecture Notes, Internet, Video: Africa
different but equal, guest speakers, Highlife Cafe visit.
|
Class discussion,
Test, Written Assignment
|
|
Unit 3:
TRANS-ATLANTIC TRADE IN SLAVES
Knowledge
Students will demonstrate an understanding of:
|
The African Diaspora
|
|
Materials
|
Assessment
| |
Lecture Notes, Class Discussion,
Guest Speakers, Focus on Africa
|
Class discussion, Test,
Essay
|
The
important connection between academic success and regular attendance by
attending all classes unless excused for a medical reason.
|
Skills
Students will demonstrate an ability to:
|
Describe events that led to the rise of the
African Diaspora.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class Discussion, Guest Speakers, Focus on Africa
|
Discussion, Test, Essay
|
| |
Analyse the role of
geography and resources in the development of the Slave Trade..
|
|
Materials
|
Assessment
| |
Lecture Notes, Class Discussion,
Guest Speakers, Focus on Africa, Roots, Amistad
|
Discussion, Test,
|
|
|
Evaluate the role of
Africans in the Diaspora.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class Discussion,
Guest Speakers, Focus on Africa, Roots, Amistad
|
Class discussion, Test,
|
|
|
Synthesize information from a number of sources to
demonstrate an understanding of the feelings of those being taken from their homelands
and families.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class Discussion,
Guest Speakers, Focus on Africa, Roots, Amistad
|
Class discussion, Test,
|
|
|
Communicate their thoughts in writing.
|
|
Materials
|
Assessment
| |
LLecture Notes, Class Discussion,
Guest Speakers, Focus on Africa, Roots, Amistad
|
Test, Essay
|
|
|
Communicate their thoughts orally.
|
|
Materials
|
Assessment
| |
Class discussion
|
Class Discussion
|
|
Students will demonstrate:
|
An appreciation for various African Cultures.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class Discussion,
Guest Speakers, Focus on Africa, Roots, Amistad,
Hhighlife Cafe (African Experience in eating), Adopt a country project.
|
Class discussion, Test
|
|
Unit
4: BLACKS IN AMERICA AND CANADA TO THE AMERICAN CIVIL WAR.
Knowledge
Students will demonstrate an understanding of:
|
The
life of Blacks in America as slaves and as emancipated people.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, Videos, Towards
Freedom
|
Class discussion,
Test, Essay
|
The
important connection between academic success and regular attendance by
attending all classes unless excused for a medical reason.
|
Skills
Students will demonstrate ability to:
|
Evaluate
the logic behind slavery.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, Songs from the Era
|
Discussion, Test,
Essay
|
| |
Identify the
key arguments in the abolitionist stance.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, Songs from the Era
|
Discussion, Test,
|
| |
Describe the
daily life of a slave.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, Songs from the Era
|
Discussion, Test,
Studetn Journal
|
|
|
Evaluate the
family dynamics of slaves .
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, Songs from the Era
|
Class discussion,
Test, Essay
|
|
|
Synthesize
information from a number of sources to demonstrate an understanding of the
social structure of slavery.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, Songs from the Era, Towards Freedom
|
Class discussion,
Test, Essay, Letter to
|
|
|
Communicate their
thoughts in writing.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, Songs from the Era, Towards Freedom
|
Test, Essay,
|
|
|
Communicate their
thoughts orally.
|
|
Materials
|
Assessment
| |
Class discussion
|
Class Discussion
|
|
Students will demonstrate:
|
An appreciation for
the conditions that led to slavery in North America..
|
|
Materials
|
Assessment
| |
Class Discussion,
Lecture notes, Student Models, Internet slides.
|
Class discussion,
Test, Letter to Akhenaton
|
|
Unit 5: Civil
War
Knowledge
Students will demonstrate an understanding of:
|
the factors contributing to the American Civil War.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class Discussion,
Amistad
|
Class discussion, Test,
|
The
important connection between academic success and regular attendance by
attending all classes unless excused for a medical reason.
|
Skills
Students will demonstrate ability to:
|
Evaluate the difference
between the north and south ideologies just prior to the American Civil War.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class Discussion,
Internet, Amistad, other videos.
|
Discussion, Test,
|
| |
Describe the contributions of
the abolitionists and blacks.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class Discussion,
Sojourner Truth, Harriett Tubman, Glory, Simulation
(Underground Railroad)
|
Discussion, Test,
|
|
|
Evaluate the logic of the
North's position, and the South's position.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class Discussion,
Amistad, Black Peoples of the
Americas, Internet
|
Class discussion, Test.
|
|
|
Evaluate the contributions
of Blacks in the Civil War.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class Discussion,
Amistad, Black Peoples of the
Americas, Internet,
Glory
|
Class discussion, Test.
|
|
|
Communicate their thoughts in writing.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class Discussion,
|
Test, Essay
|
|
|
Communicate their thoughts orally.
|
|
Materials
|
Assessment
| |
Class discussion
|
Class Discussion
|
|
Students will demonstrate:
|
An appreciation of the historical importance of
the impact of the Civil War on Blacks.
|
|
Materials
|
Assessment
| |
Class Discussion, Lecture notes,
Peoples of the Americas, Sojourner Truth, Internet.
|
Class discussion, Test,
|
|
Unit 6: Post
Civil War Era
Knowledge
Students
will demonstrate an understanding of:
|
The legacy of the Civil War
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, History
of American Africans
|
Class discussion,
Test,
|
The
important connection between academic success and regular attendance by
attending all classes unless excused for a medical reason.
|
Skills
Students
will demonstrate ability to:
|
Identify different ways that
the South maintained control of the Blacks.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, History
of American Africans.
|
Discussion, Test,
|
| |
Identify the key Black
figures and their contributions to improving the Black experience.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, History
of American Africans, Great Black Inventors
|
Discussion, Test,
|
| |
Describe the elements in a
segregated society.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, History
of American Africans, Uncle Tom's Cabin
|
Discussion, Test,
|
|
|
Evaluate the role of the KKK.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, History
of American Africans, KKK Documentary
|
Class Discussion,
Test,
|
|
|
Synthesize information
from a number of sources to demonstrate an understanding of the social and
political conditions in post Civil War America.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, History
of American Africans, KKK Documentary.
|
Discussion, Test,
|
|
|
Communicate their
thoughts in writing.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, History
of American Africans
|
Discussion, Test,
|
|
|
Communicate their
thoughts orally.
|
|
Materials
|
Assessment
| |
Class discussion
|
Class Discussion
|
|
Students
will demonstrate:
|
An appreciation for the contributions
of Black leaders.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, History
of American Africans
|
Discussion, Test,
|
|
Unit 7: Civil
Rights Movement
Knowledge
Students
will demonstrate an understanding of:
|
the
factors giving rise to the Civil Rights Movement in America.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, History
of American Africans
|
Class discussion,
Test,
|
The
important connection between academic success and regular attendance by
attending all classes unless excused for a medical reason.
|
Skills
Students
will demonstrate ability to:
|
Identify key
leaders in the Civil Rights movement.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, History
of American Africans.
|
Discussion, Test,
|
| |
Identify the key figures who
played a role in making the Civil Rights movement happen.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, History
of American Africans, Great Black Inventors
|
Discussion, Test,
|
| |
Synthesize information
from a number of sources to demonstrate an understanding of the social and
political conditions existing during the Civil Rights Movement.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, History
of American Africans, Uncle Tom's Cabin
|
Discussion, Test,
|
|
|
Evaluate the role of the KKK
and the FBI in the Civil Rights Movement.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, History
of American Africans, KKK Documentary
|
Class Discussion,
Test, Martin Luther King Simulaiton.
|
|
|
Communicate their
thoughts in writing.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, History
of American Africans
|
Discussion, Test,
|
|
|
Communicate their
thoughts orally.
|
|
Materials
|
Assessment
| |
Class discussion
|
Class Discussion
|
|
|
Evaluate
the impact of the Civil Rights Movement on Canadians.
|
|
Materials
|
Assessment
|
|
Class
discussion, Towards Freedom
|
Class
Discussion
|
|
Students
will demonstrate:
|
An appreciation for the contributions
of Black leaders.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, History
of American Africans
|
Discussion, Test,
|
|
|
An understanding of the
process necessary to re-open a murder investigation, e.g., the assassination of
Martin Luther King.
|
|
Materials
|
Assessment
| |
Lecture Notes, Class
Discussion, Internet, History
of American Africans
|
Discussion, Test, MLK
simulation.
|
|
Unit 8: Local Black Communities
Knowledge
Students will
demonstrate an understanding of:
|
The history of black communities in Nova Scotia
and other regions of Canada
|
|
Materials
|
Assessment
|
|
Lecture Notes, Class Discussion, Map,
Internet, guest speakers, Towards Freedom, individual projects
|
Class discussion, Test,
|
|
Skills
Students will
demonstrate ability to:
|
Identify the major areas of black settlements in
Canada, focusing on Nova Scotia.
|
|
Materials
|
Assessment
|
|
Lecture Notes, Class Discussion, Map,
Internet, guest speakers, Towards Freedom, individual projects
|
Discussion, Test,
|
|
|
|
|
|
Analyze the factors that led to the establishment
of black communities in Canada.
|
|
Materials
|
Assessment
|
|
Lecture Notes, Class Discussion, Map,
Internet, guest speakers, Towards Freedom, individual projects
|
Discussion, Test,
|
|
|
Describe the daily life conditions in black
communities.
|
|
Materials
|
Assessment
|
|
Lecture Notes, Class Discussion, Map,
Internet, guest speakers, Towards Freedom, individual projects
|
Discussion, Test, Essay
|
|
|
Synthesize information from a number of sources to
demonstrate an understanding of the importance of black communities.
|
|
Materials
|
Assessment
|
|
Lecture Notes, Class Discussion, Map,
Internet, guest speakers, Towards Freedom, individual projects
|
Discussion, Test, Essay.
|
|
|
Communicate their thoughts in writing.
|
|
Materials
|
Assessment
|
|
Note taking, Class Discussion, Map, Internet,
guest speakers, Towards Freedom, individual projects
|
Discussion, Test, Essay.
|
|
|
Communicate their thoughts orally.
|
|
Materials
|
Assessment
|
|
Class discussion
|
Class Discussion
|
|
Students
will demonstrate:
|
An appreciation for the ongoing contributions of
blacks in Canada and the United States.
|
|
Materials
|
Assessment
|
|
Lecture Notes, Class Discussion, Map,
Internet, guest speakers, Towards Freedom, individual projects
|
Discussion, Test, Essay
|
|
|