|
OUTCOMES:
AFRICAN CANADIAN STUDIES (For more details: http://www.hrsb.ns.ca/program/eqa/curriculum/eng/social/african/Modules/moduleindex.html) Curriculum outcomes describe what knowledge, skills and
attitudes students are expected to demonstrate at the end of the course.
Specific curriculum outcomes are statements that identify what students are
expected to know and be able to do by the end of each module. Module
I: Evolution and Change Students will be expected to demonstrate an
understanding of the development of culture and Afrocentricity. ·
share background knowledge that students
bring to the course about African heritage ·
describe their own cultural identity and
why this identity is important ·
define and articulate the meaning of
"historiography, ethnocentrism, Eurocentrism, and Afrocentrism" ·
recognize the roots of Afrocentricity from
the history, geography, and culture of ·
examine the diversity of ·
explore the notion of
Module
II: Elements of the African Diaspora Students will be expected to examine African history
and pre-colonial kingdoms up to the Trans-Atlantic Slave Trade. ·
demonstrate an understanding of African
culture and history up to the transatlantic slave trade ·
identify the historical and geographical
location of different ancient African civilizations ·
describe the evolution of kingdoms and
empires from the ancient civilization of pre-colonial ·
describe the political, economic and social
systems of the ancient West African kingdoms. ·
identify the unique characteristics of
African music and experience the art as a celebration of life, ·
examine the changes that took place from
pre-colonial Africa to colonial Module III A: Impact of Colonial Expansion Students will be expected to
demonstrate an understanding of the impact of colonial expansion on the African
Diaspora ·
identify the
colonial and imperial systems causing slavery ·
examine the
transatlantic slave trade, i.e., routes and conditions ·
examine the
economics of the slave trade (Reasons, Supply and demand, Industrial Revolution,
Triangular trade, Profits) ·
examine how
enslavement has been used to shape the world economically and politically
throughout time ·
explain and
describe the development and difficulties of slave culture economically,
politically, socially, and spiritually in North America and ·
examine how
people of African descent used various means to resist enslavement through
cultural expression, i.e., music and slave insurrections, religion, folktales
and writing ·
examine the
difference between displacement, forced displacement, migration and forced
migration as it relates to the African people throughout the Diaspora ·
examine the
relationship between anti-slavery movements by enslaved Africans, abolitionists,
free blacks MODULE III B: Struggle for Identity Students will demonstrate an
understanding of the relationship between the conditions of; the resistance to
and the aftermath of slavery, and its implications on African Canadian
settlement. ·
discuss the
causes and outcomes of the American Revolution with particular emphasis on the
impact on African people, i.e., Black Loyalists, Black Refugees. ·
identify and
state the central reasons why the Black Loyalists in 1783, the Maroons in 1796,
and the Black Refugees in 1812, etc. immigrated to ·
evaluate the
impact the Underground Railroad had on the diaspora of African people (enslaved
people and free Blacks) within the ·
examine and
analyze the implication of the Civil War and its aftermath ( the Emancipation
Act and Reconstruction) on the people of African descent with particular
emphases on ·
identify the
problems Black settlers experienced coming to ·
examine the
implications of Confederation on ·
compare and
contrast Black communities across
Module IV: Independent Study Students will be expected to engage
in specific research using historical methods and communicate the results of
their research effectively. ·
develop and
refine a proposal for an inquiry or creative work ·
develop a work
plan that enables time management, monitors progress and contributes to the
criteria for evaluation ·
formulate a
question for research ·
conduct an
organized research, using a variety of information sources (e.g., primary and
secondary sources, audio-visual materials, Internet sites) that present a
diverse range of perspectives on African Canadian Studies ·
organize research
findings, using a variety of methods and forms (e.g., note taking, graphs and
charts, maps, and diagrams) ·
demonstrate an
ability to identify bias, prejudice, stereotyping, or a lack of substantiation
in statements, arguments, and opinions ·
compare key
interpretations of African Canadian Studies ·
explain
relationships and connections in the data studied (e.g., chronological ties,
cause and effect, similarities and differences) ·
draw conclusions
based on the effective evaluation of sources, analysis of information, and
awareness of diverse historical interpretations ·
demonstrate an
ability to develop a cogent thesis substantiated by effective research ·
communicate
effectively, using a variety of styles and forms ·
use an accepted
form of academic documentation effectively and correctly (e.g., footnotes,
endnotes, or author-date citations; bibliographies or reference lists;
appendices), and avoid plagiarism ·
express ideas,
opinions, and conclusions clearly, articulately, and in a manner that respects
the opinions of others ·
reflect upon and
value what they have learned Module V: In Pursuit of Justice Students will be expected to analyze
critically, the struggle of peoples of African descent for the pursuit of civil
rights and equality. ·
examine the
concept of power as it relates to human rights and civil rights ·
analyze the
correlation between power, disenfranchisement, segregation, and racism of
African people as it relates to their social conditions, i.e. employment,
housing, education, and politics. ·
examine the
history of the civil rights in the ·
examine a wide
variety of legal documents as they relate to the Canadian context re:
Confederation, Constitution. For example, UN documents, Charter of Rights and
Freedom, Constitutional documents. ·
compare the
different approaches and identify the major figures that played a role in the
struggle for civil rights in ·
examine the
evolution of Black families in ·
examine the
traditions of the Black church as an instrument for political, social,
educational leadership. Module VI: The Journey Toward Empowerment Students will be expected to
investigate the importance of collective consciousness of peoples of African
descent as a strategy for empowerment. ·
examine the
concept of empowerment and cite examples ·
examine an
empowerment model. For example Catalyst, Awareness, Analysis and Action - CAAA)
and explain how it impacted people of African descent through institutional
change. (education, economics, political institutions individual empowerment,
community empowerment and institutional change) ·
investigate the
global impact of political empowerment and independence of colonized countries
from the 1950's to the present ·
explain how
community-based groups/grassroots organizations have developed and changed over
time, *i.e., NSAACP, AUBA, BUF, BEA, Nova Scotia Coloured Home, ABSW, BCC,
Congress of Black Women ·
examine the
contributions and achievements of African Canadians, both men and women, with
emphasis on African Nova Scotians in the following context (social, educational,
political, religious, and judicial institutions). ·
discuss some of
the challenges facing African Canadians and African Nova Scotians today ·
analyze the
relationship among the descendants of the African diaspora and the people from
the African continent * NSAACP - AUBA - African United Baptist
Association BUF - Black United Front ABSW - Association of Black Social
Workers BCC - Black Cultural Centre |