the arrows on the map indicate major migratory patterns of

African

American

culture is

rooted in Africa

and is a blend

of chiefly sub-

Saharan

African and

Sahelean

cultures.

The arrows on the map indicate major migratory patterns of Africans and their descendants over the past 500 years. Their forced migration during the Atlantic Slave Trade, when people were deported from ports along the west and east coasts of Africa, is shown. Inland ethnic groups were also captured and sold into slavery. Enslaved Africans entered the major port cities, from which they were distributed throughout the Americas. Despite legal sanctions, the contraband trade from Africa and between countries in the Americas continued until the 1870s. The solid lines on the map indicate migration through 1873.

During the Atlantic Slave Trade, twenty million people from West, West-Central and South-east Africa were transported to the Western Hemisphere as slaves. This population would leave a major influence on the culture of English, French, Portuguese and Spanish New World colonies.

The African Diaspora is the story of how Africans, though scattered and dispersed, managed to retain their traditions and reform their identities in a new world. Elements of African culture such as religion, language, and folklore endured and were the links to their past lives. In the process of Americanization, Africans formed another culture known as African-Americans

1619

The first Africans as slave labor are introduced in America. A Dutch trader exchanges his cargo of 20 Africans for food in Jamestown Virginia, in August of 1619. It is believed that these Africans were sold into conditions similar to indentured servitude - a common practice in England and colonial America. The American slavery system became more developed and codified in its inhumane treatment around 1680.

1773: Phyllis Wheatley poetry

published

1808: U.S. bans import of slaves

1831: Nat Turner slave revolt

1839: Amistad Slave

Ship Revolt

1846: Frederick

Douglass

1849: Harriet

Tubman

1850: The Underground Railroad

1852: Uncle Tom’s Cabin

1857: Dred Scott Decision

1861: Civil War begins

1863: Emancipation Proclamation

1865: Civil War ends/Lincoln assassinated

1866: Civil Rights Act passed

1881: Tuskegee Institute Founded

1896: Plessy vs. Ferguson “separate but equal”

1909: NAACP founded

1919: Harlem Renaissance begins

1932: Tuskegee Experiment

begins

1954: Brown vs. Board of

Education

1955: Rosa Parks arrested

1955: Murder of Emmett Till

1963: March on Washington

for Jobs and Freedom

1963: Medgar Evers

assassinated

1964: Civil Rights Act

1965: Voting Rights Act

1965: Malcolm X assassinated

1968: Martin Luther King assassinated

1995: Million Man March

2008: Barack Obama

elected as President of

the U.S.

Christianity is most prevalent

Islam (14% of Muslims in US and Canada

are African American)

Judaism

Buddhism

Kwanzaa or Kwanza , African American scholar and activist "Maulana" Ron Karenga invented the festival of Kwanzaa in 1966, as an alternative to the increasing commercialization of Christmas. Derived from the harvest rituals of Africans, Kwanzaa is observed each year from December 26 through January 1. Participants in Kwanzaa celebrations affirm their African heritage and the importance of family and community by drinking from a unity cup; lighting red, black, and green candles; exchanging heritage symbols, such as African art; and recounting the lives of people who struggled for African and African American freedom.

After the 1896 Supreme Court decision of Plessy vs. Ferguson, the idea of “separate but equal” came to fruition

Black schools and white schools were supposed to be “equal” but most black schools were far inferior to their white counterparts› Fewer resources (Black schools only got 60% of

funding that white schools received)(Lowe, 2004)

› Further distances

In 1954, the Supreme Court decision in Brown vs. Board of Education mandate the desegregation of American schools

BUT it did not require the desegregation of schools by or in a specified time

1957: The Little Rock Nine at Central High School; the first 9 African American students to attend what was a racially segregated school in the U.S.

It was 1968 before courts starting demanding desegregation of schools in the South and 1973 before it was enforced in the North (Lowe, 2004)

Desegregation came at a price

In the South alone:› loss of more than 30,000 black teachers

› and in some states as many as 90 percent of black principals

› loss of many high schools and their cultural traditions.

40.2 million—African Americans in U.S. as of 2006 (including those of more than one race.)

13.4%—of the total U.S. population

18—Number of states with an estimated African American population on July 1, 2006, of at least 1 million. New York, with 3.5 million, led the way. The 17 other states on the list were Alabama, California, Florida, Georgia, Illinois, Louisiana, Maryland, Michigan, Mississippi, New Jersey, North Carolina, Ohio, Pennsylvania, South Carolina, Tennessee, Texas, and Virginia.

US Census Bureau, 2006

31%—the proportion of the population

younger than 18

8%—the proportion of the population 65

and older


2.4 million—Number of military veterans

in the United States in 2006. More military

veterans are African American than any

other minority group.

81%—Percentage of those 25 and older who had at least a high school diploma in 2006.

18%—Percentage of those 25 and older who had a bachelor’s degree or higher in 2006.

1.3 million—the number of those 25 and older who had an advanced degree in 2006 (e.g., master’s, doctorate, medical, or law). In 1996, 683,000 African Americans had this level of education.

2.3 million—Number of African American college students in fall 2005. This was an increase of roughly 1 million from 15 years earlier.


$31,969—The annual median income of single-race households in 2006. In constant dollars, this is up from $26,468 in 1986.

$34,770 & $30,352—The 2006 median earnings of single-race men and women, respectively, 15 and older who worked full time, year-round.

24.3%—Poverty rate in 2006 for single-race African Americans. This rate was down from 31.1% in 1986.

20.5%—The percentage of single-race African Americans lacking health insurance in 2006, up from 19% in 2005.


64%—Percentage of households that contained a family. There were 8.4 million African American family households.

45%—Nationally, the percentage of families containing a married-couple family.

1.2 million—Number of grandparents living with their own grandchildren younger than 18. Of this number, 51% were also responsible for their care.


Homeownership

46%—Nationally, the percentage of households that lived in owner-occupied homes. The rate was higher in certain states, such as Mississippi, where it reached 58%.

Jobs

26%—The percentage of those16 and older who work in management, professional and related occupations. There are 44,900 physicians and surgeons, 80,000 postsecondary teachers, 48,300 lawyers, and 52,400 chief executives.


Movement and kinesthetic abilities highly

developed

Value imagination and humor

Ability to express feelings and emotions,

both verbally and nonverbally; strong

oral language tradition

Richness of imagery in informal language

Experience with independent action

and self-sufficiency

Physical action orientation (learn by doing)

Learn quickly through hands-on

experience, manipulative materials, and

multiple stimuli

People oriented (focus on people rather

than objects)

Resourcefulness, unique problem solving

abilities

Tend to view things in their entirety--not in

separate pieces

Preference for the oral mode of

presentation in learning

Use of inferences, may approximate

time/space/number

Alert, curious, good retention and use of

ideas

Ability to navigate between two cultures,

some subgroups have high assimilation

to mainstream learning styles

Kinesthetic/tactile learning

Subdued lighting rather than bright light

rely heavily on visual input rather than auditory input

respond highly to cooperative learning

discussion style is simultaneous talk instead of alternating talk

Trait of verbal communication is the use of colorful language

prefer to study while music or

conversation occurs in the room

have an outer-directed rather than a

egocentric focus

rely more on information from their

surroundings

prefer and are interested in working with

people

like to work in groups

prefer to maintain close proximity to

other students

react intensely to being praised or

criticized

function better under cooperative

conditions

respond better to rewards such as praise,

smiles, pats on the back, and the like

learn much better when the curriculum is

humanized, attributes human

characteristics to concepts and

principals

Many students avert their eyes while

being confronted about their behavior,

and teachers may misinterpret their lack

of eye contact as indicating insincerity

and guilt.

Note: Cultural learning styles are intended as general guides--not absolutes for all members of an ethnic group. Sources: (Davis, G. & Rimm, S., 1997) (Dresser, N., 1996) (Education Alliance at Brown University, 2002) (Lynch, E. & Hanson M., 1997) (McPhatter, A., 1997) (Murphy, E. & Nesby, T., 2002) (Nash, K., 1999) (Robinson, L., 1998) (Sparks, S., 2000) (Srebalus, D., & Brown, D., 2001) (Ting-Toomey, S., 1999) (Vasquez, J., 1990).

Reference: Effective Education of African American Exceptional Learners- New Perspectives edited by Bridgie Alexis Ford, Festus E Obiakor, and James M. Patton © 1995 by PRO-ED, Inc. 8700 Shoal Creek Boulevard Austin, TX 78757-6897

Reference: Teaching In A Diverse SocietyHerbert Grossman LC 1099.3.G76 1995Copyright 1995 by Allyn & BaconA Simon and Schuster CompanyNeedham Heights, MA

http://www.biography.com/blackhistory/black-history-timeline.jsp

http://www.si.umich.edu/CHICO/Schomburg/text/migration5.html

http://www.as.wvu.edu/~equity/african.html#sect7

http://fycs-diversity.ifas.ufl.edu/diversity%20website/unit2.pdf

Lowe, R. (2004). The strange history of school desegregation. Rethinking Schools Online, 18(3). Retrieved November 3, 2008, from http://www.rethinkingschools.org/archive/18_03/stra183.shtml

the arrows on the map indicate major migratory patterns of

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