florida’s african american history task force african and african american history curriculum...

Florida’s African American History Task Force

African and African American History Curriculum Model

Created by: Patrick C. Coggins, PhD, J.D, LLDJessie Ball DuPont Endowed Chair Professor,

Stetson University

AboutImplementation of the K-12

ComprehensiveInterdisciplinary African and African American Infusion

Curriculum Initiative

Purpose of the African and African American History Curriculum Initiative

The purpose of this presentation is to inform administrators and other educators about the status of the African and African American History Curriculum Initiative.

The Objectives include:1. Affirm the development, implementation and

completion of the African and African American History curriculum.

2. Review the completed products including FOCUS lesson plans.

3. Establish that the African and African American history Curriculum initiative should be implemented as a seamless part of the District’s curriculum.

Specific Objectives of this Overview

African And African American History Curriculum Infusion Model

Building a bright future based on real student achievement for

African Americans and all students in

Miami –Dade County Public Schools.

THEME:THEME:

© Copyright 2009. Dr. Patrick Coggins & P.C. Coggins & Associates. 5

The African and African American History

Curriculum is Developed to:

Correct past omissions and inaccuracies and Supplement partial information which is lacking

in many textbooks. Remind educators that African American

History is American History. Go beyond teaching African American History

during Black History month of February. Make available units written by teachers and

are “Teacher Friendly.”

PURPOSE:PURPOSE:


Overview of African and African American History Curriculum

Africans and African Americans have made and continue to make major contributions to the world’s history and cultures. This legacy has its roots in Ancient Africa and adaptations are worldwide. Unique perspectives on freedom, justice, and equality are major portions of this evolving legacy. The Rationale

“The Why”

Overview cont’d The African and African American

Infusion Curriculum will enable students to learn about the origins, wealth of contributions, and courage of Africans and African Americans from Ancient Africa to the modern Diaspora in the Americas and other parts of the world. This curriculum will be academically rigorous to ensure that learning about Africans and African Americans will facilitate respect, understanding, and appreciation of African Americans in American and World History.

Africa

The Vision

“The What”

Overview cont’d

The African and African American History Infusion Curriculum is a means through which the African and African American experiences will be taught. The curriculum will emanate from a culturally diverse perspective, proactively utilizing current methodologies and technologies. African men and women in the American dream and reality with rich and abundant contributions of Africans and African Americans.

The Mission

“The How”

Understanding the Law:Activities 1 & 2 (p.23-24)

Activity 1: Understanding the Intent of the LawDiscuss the intent of the Florida Statute with respect to the teaching of the African and African American History Infusion Curriculum. Please write below your understanding of the requirements of the law.

Activity 2: What are Schools Expected to Teach?

• Working in your small groups, please brainstorm the seven elements of the law.

• Working in your group, discuss what pertinent information and history may be included in units and lesson plans, other than those related to Social Studies, in Grades K-12.

The purpose of this section is to assist participants in developing an understanding of the seven elements that make up the content portion of the African and African American History Infusion Curriculum.

In 1994 and 2002, the Florida Legislature passed the following law that required instruction for African and African American History:

“§ 233.061 (2) (g) 1994 and 1003.42 (2) (h) 2002 as amended, F.S. reads, “The history of African Americans, including the history of African people before the political conflicts that led to the development of slavery, the passage to America, the enslavement experience, abolition, and the contributions of African Americans to society.” -+

This law provides that, “Members of the instructional staff of the public schools shall teach efficiently and faithfully, using books and materials required, following prescribed course of study, and employing approved methods of instruction.”

The Florida Statute

Model for African and African American History Curriculum

• Thus, the need to teach the unique history of African Americans is highlighted by Carl Grant (1995), in Educating for Diversity and James Banks in Teaching Strategies in Ethnic Studies (1997, 2003), whose research and books state,

• “Any program aiming to increase positive interaction among racial groups must include processes, which teach people the unique histories and qualities of the ethnic groups involved,” (p.21). The key variable in ensuring such instruction is a well informed teacher and administrator.” (Grant, 1995; Banks, 1997, 2003)


Research in Support

Ruby Payne, Irvine (1990), Erickson (1987), Au and Kawakami (1991), and Asante (1998) all argued that their research and experiences conclude that only when teachers understand the cultural and historical background of students can they comprehend and react positively to minority students while enhancing their academic achievement.


Research in Support

• Students will master essential reading, writing and computational skills.

• “Students are more likely to master these skills when the teacher uses content that deals with significant human history and cultural events, especially the history and contemporary contributions of their ethnic group.” (Banks, 1997, p.28)


History Enhances Achievement

Moral Reason for Teaching African and African American History Today

• Dr. Carter Woodson, in his 1957 book on the Miseducation of the Negro argued vigorously that his research (1926-1950s) showed that the failure to teach African Americans their history has been the source of miseducation.

• Dr. Woodson’s research in 1926 can be summarized in his own words,– “When a group or ethnic group fails to teach their

history and culture, sooner or later that history and culture will be forgotten and the group or ethnic group will be rendered nameless and faceless.” (Woodson, p.27)


Your Test of African and African American History

Q1: What is the MAAT? Q2: What is TA SETI? Q3: Who wrote the book, “Before the Mayflower”?Q4: Who wrote the novel, “Their Eyes Were Watching

God”?Q5: What is the significance of Fort Mosé? How many

families lived there?Q6: What is the name of one of the African Popes?


What are the keys to successful implementation of the curriculum on African and African American

history?


Focus II

Successful African and African American History Curriculum

1. Know the elements of the law.2. Believe that all students have a right to be taught their

culture and history.3. Teach African American History and culture 180+ days

through an infusion method.4. Use a curriculum infusion strategy. Link whatever we

teach to the SSS/BM and Literacy requirements.5. Focus on all seven elements of the curriculum model

by Coggins (1994).


CULTURE

Reading And

Literature

Mathe-matics

Commun-ication

(Language Arts)

Music Home

Economics And Family

Living

Social

Sciences

Drama

Physical

Education

Sciences

Art

Studying ethnic cultures from an interdisciplinary perspective.

Studying ethnic cultures from an interdisciplinary perspective.This figure illustrates how a

concept such as culture can be viewed from the perspectives of a number of disciplines and areas. Each single discipline gives only a partial understanding of a concept, social problem or issue. Thus, ethnic studies units, lessons, and programs should be interdisciplinary and cut across disciplinary lines.

This figure illustrates how a concept such as culture can be viewed from the perspectives of a number of disciplines and areas. Each single discipline gives only a partial understanding of a concept, social problem or issue. Thus, ethnic studies units, lessons, and programs should be interdisciplinary and cut across disciplinary lines.


Using an Infusion Method

How can we change these dynamics?

Strategies that will Change the Dynamics and Achieve Successful Implementation

African and African American History Curriculum Matrix K-12

Elementary K-5:• Grade K -- Children and Families Past and Present• Grade 1 -- American Heritage: Holidays, Heroes, etc.• Grade 2 -- Native Americans & Immigration • Grade 3 -- Places and Regions: N. America & The Caribbean• Grade 4 -- Florida History• Grade 5 -- African American History from Exploration to 1850

Middle School 6-8:• Grade 6 -- World History: Ancient Civilizations (Africa, Asia,

Europe)• Grade 7 -- Civics• Grade 8 -- African American History from The Colonial Period to

Civil War and Reconstruction PeriodsHigh School 9-12:• Grade 9 -- Elective• Grade 10 -- World History Survey: Middles Ages to the Present• Grade 11 -- American History: Civil War to the Present• Grade 12 -- American Government, Economics

Let’s Go to the Website…

African and African American History FOCUS Lesson / Unit Plans

ELEMENTARY

01 SS LPQ3 083 I Have a Dream– To learn about the life and work of Martin Luther King Jr. – To reflect on a section of King’s “I Have a Dream” speech.– To become aware of inequities that still exist in the United States.

N – 04 SS LPQ2 093 African Settlement at Fort Mose– Understand how patterns, chronology, sequencing and the

identification of historical periods are influenced by frames of reference.

– The students will understand the significance and impact of African migration and settlement in Spanish colonial Florida

N – 03 SS Breaking Racial Barriers: Ruby Bridges

– Addressing Poverty amongst the population

04 SS LPQ3 049 Reconstruction– To identify effects of Reconstruction in Florida– To explain the system of sharecropping.– To summarize the process by which Florida rejoined the Union.

05 SS 071 20th Century Social/Cultural Revolution– To gain awareness of the importance of jazz as a form of American

cultural expression that influence the world.– To learn how jazz musicians involved themselves in the war effort.– To learn how the war experience forever changed the jazz

community.– Harrett Tubman and Underground Railroad – Mary McLeod Bethune

MIDDLE SCHOOL

SS 06 Whis 020 The Daily Lives of Ancient EgyptiansStudents will research primary and secondary sources and artifact

facsimiles to aspects of daily life in ancient Egypt. 07 SS Geo LPQ4 019 African Eco-Challenge

Students will understand major issues confronting continental Africa, including desertification and the scarcity of clean water.– Students will learn about Africa’s geography and natural resources and African art

and literature. SS 08 AHis LPQ1 022 Africans in America Students will:

– Analyze the reasons for development of chattel slavery using people from Africa– Understand the impact of slavery on development of Americas– Understand the impact of slavery on people from Africa– Madame CJ Walker - entrepreneur

SS 08 AHis LPQ3 Haitian Connection to Louisiana Purchase – The students will analyze the events happening in France, Haiti, and the United

States which result in the Louisiana Purchase.

SS 08 LPQ4 024 Slave Trade in the U.S. 1789-1861– To analyze the slave trade as part of United States history from the time period

1789-1861.– Use primary sources to understand the economic, social, and cultural impact of

the slave trade on American history.

HIGH SCHOOL

SS AmHis LPQ1 Natives, Early Europeans, African Migration – Review of Pre-Columbian America culture using maps, then early Spanish conquest

using primary source document from Christopher Columbus. Review of Native American indigenous population will be aided by extensive drawings, diagrams, and paintings. This is followed by a comparison between European, Native American and African cultures. The comparison and contrasting will focus on the types of advantages that the Europeans had that resulted in their subjugation of African and indigenous population in the Western Hemisphere.

SS AmHis LPQ4 From Segregation to Integration– Students will understand segregation and integration in the United States through

review of primary source documents.– Students will interpret primary source documents and will understand how each new

generation may interpret the same documents. SS Econ LPQ2,4 Siera Leone’s Conflict Diamonds

– Understand background and details of the conflict diamond issue.– Analyze the role of illegal activities and conflicts on the economic well being of

countries. SS WGeo LPQ2 The Nation of Haiti

– Students will: Understand the political and economic status of Haiti within the Caribbean Basin region. Identify the impact of the Haitian Revolution on Haiti’s political, economic and cultural

development. Identify the push-and-pull factors that influence Haitian migration and immigration patterns. Compare and contrast economic and social indicators for five Caribbean countries and the United

States.

SS W Geo LPQ3 027 Population Demographics

– Understand how to create and interpret choropleth maps.– Convert data from tables to graphic forms, create and interpret

population pyramids.

SS WHis LPQ3 032 Women in Traditional African Societies

– Students will: Learn about the role of women in traditional African village life. Understand the contextual nature of artwork within traditional

African village life. Become familiar with women writers of postcolonial Africa. Examine how the traditions of village life influence postcolonial

arts and culture.

LA & SS LPQ4 037 Literature of the Harlem Renaissance– Students will:

Demonstrate how literature expresses the range of thoughts, feelings, and condition of African American writers.

Understand the struggle for recognition and social equality of African American writers, develop an understanding of and respect for diversity in language use, patterns and dialect.

African and African American History Curriculum Benefits All Students

• Geneva Gay (1995), in the chapter entitled, “African American Culture and Contributions to American Life,” in Educating for Diversity (Grant et al, 1995, p.38) argued that her research found that to preserve the African American Culture, it will require the study of African American history as a means of enhancing the quality of life for all.

• The study of African history, culture and contributions should be an integral part of the education of all students in all grades, subjects and settings.

• It makes no difference whether students are African, Asian, Hispanic, of European descent, Native American, or other group ancestry.

• They all need to know African Americans’ contributions to the United States of America and the world.


Criteria as an Exemplary District for Teaching African and African American History

Criterion 1

School Board Approval of the African American History Initiative

Criterion 2

Evidence of Structured Professional Development

Criterion 3

Evidence that the African and African American Studies Curriculum was Implemented from K-12.

Criteria as an Exemplary District for Teaching African and African American History

Criterion 4

Structured Teaching of African and American History Curriculum

Criterion 5

University-School District Collaboration

Criterion 6

Parent/Community Partnerships

Total Score: __________________

1. District Scope and Sequence 2. District recommended Texts/Resources3. African American History Curriculum Frameworks

On-Line with lessons K-124. On-line resources such as FOCUS

What Resources are Required?


1. Dade County2. Pinellas County3. Palm Beach County4. Broward County5. Alachua County6. Gadsden County7. Volusia County8. St. Lucie County

Florida School Districts Considered Exemplary for its Plans for Teaching

African American History


• Close the Achievement Gap• Build Harmony and Positive

Perception• Build Cultural Competence and

Cultural Proficiency• Build Cultural History and

Appropriate Behavior

Outcomes


Barriers to Implementation of the Law (p.40)

Activity 3:

Purpose: The purpose of this activity is to explore the potential barriers that should be considered as the participants and personnel at the school site implement the African American History Interdisciplinary Curriculum.

Your Task:List three barriers that you have observed that may prevent the implementation of the African and African American Curriculum at your school site.

Thus: Urgent Action is Required Now!

• AS General George Patton said,“A good plan vigorously executed right now, is far

better than a perfect plan executed next week.”

•YES! “There are risks and costs for a program of action, but, there are far less than the long-range risks and costs of comfortable in action” (John F. Kennedy)


It is not because things are difficult that we do not dare; it is because we do not dare that things are difficult.

(Senaca,1870)© Copyright 2009. Dr. Patrick Coggins & P.C. Coggins & Associates. 41

Future Needs and Opportunities…

In Closing:A Teacher Teaches Who A

Teacher IsA Counselor Counsels Who A

Counselor IsAn Administrator ModelsWho An Administrator Is A Parent Models Who A

Parent IsWe Teach And Model The

Desired BehaviorsMulticultural Education Is

About Teaching And Modeling Desired Behaviors And Perspectives

VA LUE

VA LUE


I cannot be responsible for something I cannot change and that is you. I must be responsible for myself and the manner in which I conduct myself. Only you have the power to change yourself. If you accept personal responsibility for your own behavior and I accept personal responsibility for my behavior, then together we will influence others around us to accept the same responsibility for the things they do, say and their behavior. (Coggins, 2000)


Behavior Principle

florida’s african american history task force african and african american history curriculum...

Documents

overview of african

african american experiences

african men

american dream

world history

worlds history

districts curriculum

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