Africa+2012-13

Facts About Africa:


 * Africa is the second biggest continent on Earth.
 * Africa is the second most populous content, home to roughly 12 percent of all humans or 840 million people.
 * Cairo is the largest city with over nine million inhabitants.
 * The largest country in Africa is Sudan.
 * The coastline of Africa is 18,950 miles long.
 * The longest river is the Nile with a length exceeding 4,150 miles.
 * The Nile is the longest river in the world.
 * Lake Victoria is the largest lake in Africa and feeds the Nile.
 * Africa has eight percent of the world’s oil reserves.
 * Africa produces nearly 50 percent of the gold in the world.
 * Africa produces 50 percent of the diamonds in the world.
 * The largest mountain is Mount Kilimanjaro at over 19,317 thousand feet.
 * With over 11 million square miles of land, it accounts for 5.7 percent of the Earth surface and over 20 percent of the total land surface of the earth.
 * The Sahara Desert is the largest in the world.
 * The Sahara is more than 3.5 million square miles in size.
 * Africa was connected to South America millions of years ago before the tectonic plates moved away from each other.
 * Africa is currently moving slowly in a northeast direction.
 * The Romans termed the continent “Africa Terra”, which evolved into Africa.
 * Africa is the place where humans first existed.
 * Fossil remains show humans existed in Africa over 4 million years ago and perhaps as long as 7 million years.
 * The first recorded dominant civilization in Africa was the Egyptians in 3,300 B.C.
 * Egypt remained the dominant culture until 343 B.C.
 * Phoenicians established Carthage in the north around the 9th century B.C.
 * Romans conquered the Phoenicians in 146 BC and ruled much of North Africa until the 4th Century A.D.
 * Arabs put their mark on Africa starting in the seventh century A.D. and spread Islam throughout the country.
 * In the eighteenth and nineteenth centuries, European powers began to dominate and eventually colonize much of Africa.
 * In the mid to late twentieth century, most African nations gained independence.
 * Africa is currently considered the poorest continent on Earth.

There are 53 countries in Africa:


 * * __[|Algeria] __
 * __[|Angola] __
 * __[|Benin] __
 * __[|Botswana] __
 * __[|Burkina Faso] __
 * __[|Burundi] __
 * __[|Cameroon] __
 * __[|Cape Verde] __
 * __[|Central African Rep] __
 * __[|Chad] __
 * __[|Congo] __
 * __[|Dem. Rep. Congo (Zaire)] __
 * __[|Djibouti] __ || * __[|Egypt] __
 * __[|Equatorial Guinea] __
 * __[|Eritrea] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Ethiopia] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Gabon] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Gambia] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Ghana] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Guinea Bissau] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Guinea] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Ivory Coast] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Kenya] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Lesotho] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Liberia] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Libya] __ || * __<span style="font-family: Verdana,helvetica,arial;">[|Madagascar] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Malawi] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Mali] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Mauritania] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Mauritius] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Morocco] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Mozambique] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Namibia] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Niger] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Nigeria] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Reunion] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Rwanda] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|São Tomé and Principe] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Senegal] __ || * __<span style="font-family: Verdana,helvetica,arial;">[|Seychelles] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Sierra Leone] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Somalia] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|South Africa] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Sudan] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Swaziland] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Tanzania] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Togo] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Tunisia] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Uganda] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Zambia] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Zanzibar] __
 * __<span style="font-family: Verdana,helvetica,arial;">[|Zimbabwe] __ ||

www.**factsmonk.com**/**facts**_about_**africa**

LOCAL RESOURCES: Boston has an African-American Museum: []

The NAACP--the oldest organization supporting rights for African-Americans, was founded in Boston. The oldest chapter is still active: []

Boston University has an African Studies center that does outreach to K-12 Schools: []

Brandeis also has an African and Afro-American Studies program: []


 * Teranga,** 1745 Washington St. Boston, 617-266-0003 A well-reviewed Boston-based Senegalese restaurant. Request food for teachers’ luncheon?


 * Ugandan North American Association** Waltham is home to 10,000 Ugandans, according to //a Boston Globe// article from 2009. I am looking for contact information for Frank Musisi, the community leader mentioned in the article. There is a clothing store on Moody St. that might help us locate community members who’d come visit the kids in traditional dress…
 * **<span style="font-family: Arial,sans-serif; font-size: 16pt;">Grade One Curriculum **


 * <span style="font-family: Arial,sans-serif; font-size: 14pt;">Key projects/experiences for Grade One with focus on Africa **
 * <span style="font-family: Arial,sans-serif;">Visit from parent or community member with direct experience (and artifacts) from an African country
 * <span style="font-family: Arial,sans-serif;">Read aloud stories and reading logs throughout the year featuring African folktales, picture books set in Africa, non-fiction books about Africa, and stories featuring African-American characters and cultures
 * <span style="font-family: Arial,sans-serif;">African folktale study using stories such as //Rabbit Makes a Monkey of Lion; Princess Gorilla and a New Kind of Water; Village of Round and Square Houses; A Story, A Story//
 * <span style="font-family: Arial,sans-serif;">During December, research African-American celebration of Kwanzaa
 * <span style="font-family: Arial,sans-serif;">Study of Martin Luther King Day using appropirate texts, such as //My Brother Martin and Martin's Big Words, A Picture Book of Martin Luther King Jr.//
 * <span style="font-family: Arial,sans-serif;">Study of Harriet Tubman using //Minty// and other biographies to talk about themes of cuorage, loyalty, friendship
 * <span style="font-family: Arial,sans-serif;">Science research projects classifying animals by "feathers, fur, scales, and shells" heavily focus on animals from Africa
 * <span style="font-family: Arial,sans-serif;">Students write a book about deserts that emphasizes plants and animals that have adapted to this biome, focus on Sahara desert during this project

<span style="font-family: Arial,sans-serif; font-size: 14pt;">Reading
 * Chooses an African folktales, picture books set in Africa, non-fiction books about Africa, and stories featuring African-American characters and cultures and reads independently in a sustained way
 * Reads African folktales, picture books set in Africa, non-fiction books about Africa, and stories featuring African-American characters and cultures with accuracy and fluency to support comprehension on a first grade level.
 * Monitors reading of African folktales, picture books set in Africa, non-fiction books about Africa, and stories featuring African-American characters and cultures using a variety of strategies to understand text (predicting, making connections, generating questions, summarizing, visualizing, inferring, drawing conclusions)
 * Retells a story about Africa or African animals in sequential order with details
 * Responds to or discusses higher level questions related to the text on Africa

<span style="font-family: Arial,sans-serif; font-size: 14pt;">Writing
 * Understands and incorporates the writing process when completing projects on Africa and African animals
 * Participates in shared research and writing projects on Africa and African animals

<span style="font-family: Arial,sans-serif; font-size: 14pt;">Language
 * Incorporates punctuation, capitilization and standard English conventions in writing assignments on Africa and African animals
 * Spells words using phonetic and spelling rules in projects on Africa and African animals

<span style="font-family: Arial,sans-serif; font-size: 14pt;">**History and Social Science Curriculum (based on monthly curriculum guides K-12, Waltham Public Schools):**

<span style="font-family: Arial,sans-serif;">**Basic Wants and Needs:** · <span style="font-family: Arial,sans-serif;">Coming to America—story of immigration to the U.S. is often a story of people coming here to be able to meet basic needs

· <span style="font-family: Arial,sans-serif;">Show where Africa are in relation to the the other continents. Use these in discussions of cardinal directions, north pole, equator · <span style="font-family: Arial,sans-serif;">Show differences in climate across Africa
 * <span style="font-family: Arial,sans-serif;">Map Skills: **
 * <span style="font-family: Arial,sans-serif;">Comparative Cultures: **
 * <span style="font-family: Arial,sans-serif;">Kwanzaa or New Year celebrations could be a way to show students differences among cultures using a celebration that is familiar to many American students
 * <span style="font-family: Arial,sans-serif;">Students could also look at how African music, food, art, and other cultural aspects have been integrated into the American culture.

<span style="font-family: Arial,sans-serif;">**Folktales:** · <span style="font-family: Arial,sans-serif;">In-depth study of African folk-tales (see booklist for ideas)

<span style="font-family: Arial,sans-serif;">//Life Science:// · <span style="font-family: Arial,sans-serif;">Grades preK-2: identify the ways in which an organism’s habitat provides for its basic needs -- use animals from specific habitats to demonstrate this || ||   ||
 * <span style="font-family: Arial,sans-serif; font-size: 14pt;">Science Frameworks: **
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]]
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 19px;">Key projects/experiences for Grade Two with focus on Africa **
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Visit from parent or community member with direct experience (and artifacts) from an African country.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Include books for read alouds and reading logs throughout the year featuring African folktales, picture books set in Africa, non-fiction books about Africa, and stories featuring African-American characters and culture.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Study of Martin Luther King Day using appropriate texts, such as My Brother Martin and Martin's Big Words.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Black History Month study of African-American "achievers" such as Harriet Tubman, Rosa Parks, Martin Luther King Jr., Sojourner Truth, Ruby Bridges, Jackie Robinson, David Ortiz, Jesse Owens, Mae Jemison, Eloise Greenfield, Matthew Henson
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Animal study with focus on animals from habitats throughout Africa that focus on how animal's habitat influence their development. It will also focus on endangered species and conservation programs in Africa.


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 19px;">Reading **
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Kids will choose books about Africa to read aloud and independently in a sustained way.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Monitor reading of books about Africa including African folktales, picture books set in Africa, non-fiction books about Africa, and stories featuring African-American characters and cultures using a variety of strategies (predicting, making connections, generating questions, summarizing, visualizing, inferring, drawing conclusions)
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Retells a story about Africa in sequential order
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Responds to or discusses higher level questions related to the text on Africa


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 19px;">Writing **
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Understands and incorporates the writing process when completing projects based on Africa and animal habitats in Africa
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Participates in shared research and writing projects on Africa and animal habitats in Africa.


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 19px;">Language **
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Incorporates punctuation, capitilization, and Standard English Conventions in writing and research projects on Africa and animal habitats in Africa.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Spells words in writing assignments on Africa and animal habitats in Africa using phonetic and spelling rules

== **<span style="font-family: Arial,sans-serif; font-size: 19px;">History and Social Science Curriculum (based on monthly curriculum guides K-12, Waltham Public Schools): ** == <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Maps and Globes: <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Discuss National Origins: <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Study of Achievers—people who can make a difference:
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Use Africa in discussions of basic directions, continents, oceans
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Coming to America theme can be used to show that each student has a background that shapes our culture; students can look on map and identify where their countr(y, ies) of origin are and find out when/how their families came to America with emphasis on traditional food, customs, sports, games and music of students’ nationalities
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Read alouds can tie into this discussion to present specific stories of immigration (e.g., Lilly and Miss Liberty by Carla Stevens; Coming to America by Betsy Maestro; Molly’s Pilgrim by Cohen; When Jessie Came Across the Sea by Amy Hest; Marianthe’s Story by Aliki)
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Discussion of important African heroes:
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Discussion of important events in African history: Settlement by English


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 19px;">Science Frameworks: **

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Life Science: <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 14.5pt;">Grade 3 Curriculum Frameworks:
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Grades preK-2: identify the ways in which an organism’s habitat provides for its basic needs; use animals from specific African habitats to demonstrate this ||

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 14.5pt;">Key projects/experiences for grade 3 with Africa:


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Visit from parent or community member with direct experience (and artifacts) from an African country.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Include books for read alouds and reading logs throughout the year featuring African folktales, picture books set in Africa, non-fiction books about Africa, and stories featuring African-American characters and culture.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Biography book report that focuses on African-Americans
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">In studying Massachusetts history, focus on key African-American heroes from our state (e.g., Phillis Wheatley, Crispus Atticus, William Trotter, Edward Brooke), and discuss Massachusetts' role in the abolitionist movement (e.g., Alcott Thoreau, Emerson, Massachusetts' 34th Infantry regiment, role of W.E.B. Dubois at Harvard) during Black History Month
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">In studying biomes and animal adaption, use Africa as a continent of focus for temperate, savannah, rainforest and desert biomes

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 14.5pt;">Reading:


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Chooses a book on Africa inlcluding African folktales, picture books set in Africa, non-fiction books about Africa, and stories featuring African-American characters and culture and read them independently in a sustained way.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Reads frican folktales, picture books set in Africa, non-fiction books about Africa, and stories featuring African-American characters and culture with accuracy and fluence to support comprehension on a third grade level.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Monitors reading of African folktales, picture books set in Africa, non-fiction books about Africa, and stories featuring African-American characters and culture using a variety of strategies to understand text (predicting, making connections, generating questions, summarizing, visualizing, inferring, drawing conclusions)
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Responds to or discussed higher level questions related to texts such as African folktales, picture books set in Africa, non-fiction books about Africa, and stories featuring African-American characters and culture
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Retells a story about Africa or African biomes in sequential order with details.

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 14.5pt;">Writing:
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Understands and incorporates the writing process when completing assignments on Africa and African biomes
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Participates in short research and writing projects on Africa and African biomes

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 14.5pt;">Language:
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Incorporates punctuation, capitilization, and Standard English Conventions in writing pieces about Africa and African biomes.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">In writing assignments on Africa and African biomes spells words using phonetic and spelling rules

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 14.5pt;">Social Studies:

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 14.5pt;">Waltham history:


 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Coming to America—how was Waltham shaped by arrival of various immigration groups and how does Waltham continue to be shaped by immigration; use recent immigration experiences of students at Plympton School and refer to information in Waltham Rediscovered by Petersen
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">· North American immigration: using local immigrants as experts, explore immigration patterns from European countries to Waltham and North American culture in the city
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">· Study the flags of Africa (see lesson in "Around the World Through Holidays" by Carol Peterson-available in Plympton Library

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 14.5pt;">Science:

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 14.5pt;">Earth and Space Science:
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Weather: Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time. Distinguish among the various forms of precipitation; discuss global weather patterns; differentiate between climate and weather
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Use Africa as locations to compare climate of specific biomes
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Rock and soil formation: : Explain and give examples of the ways in which soil is formed, using examples in Africa

<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 14.5pt;">Life Science:
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Animal and plant structure and functions: Differentiate between inherited characteristics of plants and animals and those that are affected by the climate or environment
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Use distinct climates and environment of different African regions to show animal and plant adaptations
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 10pt;">Adaptations of living things/migration: give examples of animals that migrate to adapt to changes in environment

= Grade Four Curriculum Frameworks =

= **Key projects/experiences for Grade Four with focus on Africa:** =

====Include books for read alouds throughout the year featuring African folktales, picture books set in Africa, non-fiction books about Africa and stories featuring African-American characters====

====U.S. Regions: Discuss African-American settlement in the U.S, including slavery, the Great Migration and 21st century African immigration to the U.S.====
 * Immigration project: use African and African-American experts and examples in immigration Glog project

====Impact of African-American culture on American literature, art, music, science, sports, movies====

== **Integration of African and African-American Culture into Waltham Curriculum:** ==

==== (based on Outline of Curriculm Benchmarks for Grade 5, Waltham Public Schools) ====

**Reading/Language Arts:**

 * **Books chosen for independent reading and classroom discussions can be from African and African-American cultures**
 * Genre studies can include examples of poetry, historical fiction, realistic fiction, informational texts, biographies, and traditional literature from African and African-American cultures
 * **Open response questions could address issues of justice for African-Americans or response to a story from this culture**

**History and Social Science Curriculum:**

 * Map skills, landforms, natural resources: **


 * Highlight the land forms and natural resources found in Africa as examples; Find these locales on the map


 * Themes of Geography—nation of many people, immigration **


 * Coming to America—in-depth exploration of how and why people immigrate to the United States; incorporate anecdotal and fictional accounts to expand understanding using reading list developed by school library teacher
 * Use African experts and examples in grade 4 immigration project


 * United States ** ** Geography and Regions: **


 * Discuss American settlement in the U.S., including how culture influences regional culture; impact U.S. culture in literature, art, music, science, sports, movies

**Science Frameworks:**

 * //Earth and Space Science:// **


 * Weather: **


 * Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time
 * Distinguish among the various forms of precipitation; discuss global weather patterns; differentiate between climate and weather
 * Use African locations to compare climate of specific biomes


 * Rock and soil formation ** :


 * Explain and give examples of the ways in which soil is formed; use examples from Africa


 * //Life Science:// **


 * Animal and plant structure and functions ** :


 * Differentiate between inherited characteristics of plants and animals and those that are affected by the climate or environment
 * Use distinct climates and environment of different African regions to show animal and plant adaptations (e.g., desert animals vs. rainforest animals)


 * Adaptations of living things/migration ** : give examples of animals that migrate to adapt to changes in environment


 * · Use example of species that migrate from one African region to another

= **Grade Five Curriculum Benchmarks** = = **Key projects/experiences for Grade Five with focus on Africa** = ===Include books for read alouds throughout the year featuring African pictures or facts, and stories featuring African and African-American characters and culture (see booklist)===

===Social Studies: Include history of slavery in discussion of American Colonization; role of African-Americans in the Revolutionary War; Inclusion of African-Americans in founding documents (especially Constitutiion)===

===Weather project--compare climate of Africa to that of U.S. in terms of weather disasters and reading a weather map===

== **Integration of African and African-American Culture into Waltham Curriculum:** == (based on Outline of Curriculm Benchmarks for Grade 5, Waltham Public Schools)

**Reading/Language Arts:**

 * Reading: **
 * Books chosen for independent reading and class discussions can have African-American themes


 * Writing: **
 * Informational writing could be tied into research about the role of African-Americans in early history of the Americas and the United States

**History and Social Science Curriculum:**

 * Exploration and Colonization of the Americas: **
 * Slave Trade during time of exploration and early colonization
 * Settlement patterns based on slave holdings (e.g., New England settled differently from Southern plantations)


 * Revolutionary War and Founding of the United States **
 * Share stories from African-American vantage point (e.g., //Chains// by Laurie Halse Anderson, //War Comes to Willy Freeman// by James and Lincoln Collier)
 * Look at place of African-Americans in writing US Constitution (e.g., count as 3/5 of person; compromise between northern and southern states)

**Science Frameworks:**
· ** Weather: **
 * //Earth and Space Science:// **
 * Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time
 * Distinguish among the various forms of precipitation; discuss global weather patterns; differentiate between climate and weather
 * Global weather patterns--look at natural disasters common in Africa and compare to US; read an African weather map

· ** Rock and soil formation: **
 * Explain and give examples of the ways in which soil is formed
 * Use expansion of Saharan Desert as means of talking about importance of soil and erosion

· ** Animal and plant structure and functions ** :
 * //Life Science:// **
 * Differentiate between inherited characteristics of plants and animals and those that are affected by the climate or environment
 * Use distinct climates and environment of different African regions to show animal and plant adaptations


 * __KENYA__ **

Some Kenyans follow Christian celebrations. Some Kenyans follow Muslim celebrations.

Spring:

Safari Rally - sports cars race all around Kenya.

Easter

Summer:

Madraka Day - anniversary of self government

Mombasa Agricultural Show

Autumn:

Kenyatta Day – anniversary of Jomo Kenyatta’s arrest by the British in 1952

Malindi Fishing Festival

Winter:

Jamburi – Independence Day

Christmas

Traditional African Celebrations:


 * Piercing of ears – Children have outer edge of ears pierced with they are 4 or 5 years old. Lobes are pierced around 10 years old.
 * Initiation
 * Eunoto
 * Marriage
 * Elder – Before the eldest child is born, parents go through a 2 day cleansing ceremony to become elders
 * Senior Elder – Senior elders carry a staff made of a sacred tree and a bunch of leaves. Then can now administer justice.
 * Dignified Elder – Dignified elders wear special brass earrings.

Muslim Festivals


 * Id – Al-Fitri – marks the end of Ramadan. They celebrate with feasting and prayers in the mosque.
 * Id – Al- Adha – Marks Abraham’s willingness to sacrifice his son, Isaac.
 * Maulidi Al Nebi

Kikuyu and Eunoto – coming of age ceremonies for boys and girls

Graduations: when young men become warriors

// Resource (in the Plympton Media Center): Festivals of the World: Kenya 394.2 Kag //


 * __NEW YEARS DAY IN AFRICA__ **

Since Africa is a continent that contains different countries, New Year’s Day is celebrated in a variety of ways and at different times of year.


 * Ethiopia: September – torches are lit, flowers gathered, songs sung, wishes for good luck, bath in river to wash away old year, feasting
 * Yams are in abundance in western Africa and are served in many feasts.
 * Muslim New Year: prayers in mosque. Several new year celebrations mark changing of seasons.
 * Cape Town: January 1 Carnival - In late 1800s blacks were slaves to white settlers in Cape Town. January 1 was the only holiday granted to the slaves so they had carnivals to celebrate.

// Resource (in Plympton Media Center): New Year’s Celebrations 394.26 WOR p. 40-41 //

= **African-American Celebrations:** =


 * Martin Luther King, Jr. Day: ** A major American holiday celebrating the contribution of Dr. Martin Luther King Jr to the Civil Rights Movement. Click on the "American Holidays" link on the left for lots of ideas about celebrating this holiday. The Plympton Library has many books about Dr. King and the Civil Rights Movement.


 * Black History Month: ** In 1926, Dr. Carter Woodson proposed creating a week each year to bring attention to the contributions of African-Americans to U.S. History and Culture. This week has now become Black History Month, celebrated each February in the United States. The Plympton School Library has an extensive collection of books to support Black History Month, including winners of the Coretta Scott King Literature Award:

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. Our school typically participates in the African-American Read In each year, sponsored by the National Council of Teachers of English, which encourages students to read works by African-American authors. See

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 * Juneteenth: ** Juneteenth is a celebration of the ending of slavery in the United States. It recognizes June 19, 1865 when slaves in Texas were notified they were freed--two years after President Lincoln issued the Emancipation Proclamation freeing the slaves. Some ideas for sharing this event with students are here:

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The Plympton Library has books about Juneteenth and about slavery in the United States.


 * Kwanzaa: ** This 45 year old African-American celebration designed by a professor of African Studies aims to celebrate 7 principles common in African culture, including:


 * unity
 * self-determination
 * collective work and responsibility
 * cooperative economics
 * purpose
 * creativity
 * faith

The holiday is typically celebrated in late December to correlate with harvest celebrations in several African countries. The official website for this holiday is: [|http://www.officialkwanzaawebsite.org/index.shtml#Welcome]

Plympton library has several books about Kwanzaa

The Billy Bear website has ideas for crafts and games connected to this holiday:

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 * Kindergarten
 * 1) Anansi character study
 * 2) Ezra Jack Keats author study
 * 3) Tanzania Alphabet safari
 * 4) Abiyoyo
 * 5) Two Ways to count to ten
 * 6) A is forAfrica
 * 7) Many Colors of Mother Goose- Cheryl Willis Hudson
 * 8) Of Thee I Sing- Barack Obama

1st Grade
 * 1) Kwanzaa study/activity
 * 2) Beatrice’s Goat
 * 3) African Dance
 * 4) The Talking Eggs
 * 5) Bringing the Rain to Kapiti Plain

2nd Grade


 * 1) The Day Gogo Went to Vote- Sisulu
 * 2) Jenny Reen and the Jack Muh Lantern-Irene Smalls
 * 3) Stomp Out Loud
 * 4) Irene Smalls Author Study

3rd Grade
 * 1) Ebony Sea- Irene Smalls
 * 2) In the Time of the Drums- Siegelson
 * 3) Stomp out Loud
 * 4) Sundiata: Lion King- David Wisniewski

4th Grade/ 5th Grade
 * 1) Mufaro’s beautiful Daughters
 * 2) The Dark-Thirty- Paticia McKissack (Ghost Stories)
 * 3) John Henry- Julius Lester
 * 4) My America: Freedom's Wings- Sharon Wyeth


 * Black History Month **
 * 1) Henry’s Freedom Box
 * 2) Ruby Bridges
 * 3) Martin Luther King
 * 4) Amazing Grace series
 * 5) In the Time of Drums- Siegelson
 * 6) John Henry- Julius Lester

__Book List__ Boundless Grace- Mary Hoffman In the Time of the Drums- Siegelson The Day Gogo Went to Vote- Sisulu Sudiata: Lion King- David Wisniewski Henry’s Freedom Box- Ruby Bridges Mufaro’s beautiful Daughters The Dark-Thirty- Paticia McKissack (Ghost Stories) Ebony Sea- Irene Smalls Jenny Reen and the Jack Muh Lantern-Irene Smalls The Talking Eggs Bringing the Rain to Kapiti Plain- Verna Aardema Beatrice’s Goat Anansi character study- Eric Kimmel Ezra Jack Keats Tanzania Alphabet safari- Abiyoyo- Pete Seeger Two Ways to count to ten- Ruby Dee A is for Africa- Ifeoma Onyefulu My First Kwanzaa- John Henry- Julius Lester Talk, talk: An Ashanti Legend- Chocolate Flossy and the Fox- Pat McKissack Many Colors of Mother Goose- Cheryl Willis Hudson My America: Freedom's Wings- Sharon Wyeth Of Thee I Sing- Barack Obama || ||   ||
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Choosing an anthem: Jomo Kenyatta couldn't decide what song should be the Kenyan national anthem. He noticed that children had gathered around as he was listening to music. He decided to let the children decide the anthem. He played the music for them and they chose an African lullaby "Es Mungu Nguvu ytu" ("O God of All Creation.")

PLEASE GIVE THE MUSIC TEACHER 2 WEEKS NOTICE IF YOU WOULD LIKE HER TO INCLUDE ONE OF THESE SONGS IN HER CURRICULUM. __ **Let Your Voice Be Heard** __ – Songs fromGhana and Zimbabwe. Includes CD A Brief Introduction toGhana- information about this country and a map
 * A Brief Introduction toZimbabwe- information about this country and a map
 * Game Songs – children learn about counting, morals, culture – lots of SYNCOPATION
 * Sorida
 * a greeting song
 * Kye Kye Kule
 * Oboo Asi Me Nsa
 * rock passing game – cooperation – asking grandmother for help
 * Sansa Kroma
 * story of Sansa the hawk who snatches baby chicks – an animals survival in the wild
 * Bantama Kro Kro
 * Bantama are pastries – call and response
 * Vamuroyi Woye
 * Name game, call and response game – African animal words
 * Pete Pete
 * call and response – pete means vulture

Storytelling is a vital and living art inAfrica. Preschoolers receive an informal, yet extensive, education as they participate in storytelling groups.
 * Story Songs (each song includes narrative story) – lots of SYNCOPATION
 * Zangaiwa Chakatanga Pano
 * The power of cunning over force
 * Part singing


 * Chatigo Chinyi
 * Victory of good over evil
 * ostinato


 * Chawe Chidyo Chem’chero
 * The power of cunning over force
 * Crops and animal predators


 * Recreational Songs: Since African tradition and history is most often passed on orally, participation in vocal activities is very important – lots of SYNCOPATION
 * Wai Bamba
 * wedding song – dancing encouraged – AABBAA form
 * Meda Wawa Ase
 * a lesson in contributing positively to ones society
 * Chiro Chacho
 * Wedding song – soprano, alto, tenor, bass voices (Zimbabwean weddings typically have 2 choirs. One for the bride and one for the groom.)
 * Wonfa Nyem
 * Song of mourning – SATB voices – Fulfilling one’s obligations to society
 * Kyerem
 * Bits of ancient wisdom – sung at funeral
 * Okwan Tsen Tsen
 * Resisting cultural change, intertribal disputes
 * Cho Kurima Woye
 * “Time of Starvation” inZimbabwebefore 1900


 * Creating the Sound
 * Master Musicians – Master musicians are revered in their community.
 * Bells, Gongs and Sticks
 * Rattles – percussion ensemble materials
 * Handclapping
 * Voices Fitting Together
 * Learning to Listen – spontaneous music making inAfrica


 * Glossary (of African terms, both musical and nonmusical)

AFRICAN AMERICAN MUSICIANS – great for biographies – Black History Month Duke Ellington Wynton Marsalis Bradford Marsalis King Oliver Dizzy Gillespie Count Basie Aretha Franklin – also good for Womens’ History Month


 * __Books:__ **
 * **Abiyoyo** by Pete Seeger. Illustrated by Michael Hayes. Scholastic. 1989. ISBN 0-590-42720-2 A giant comes to the village and a boy's music soothes the savage beast.
 * **Bat Boy and His Violin** - during the time of negro baseball leagues


 * __In the__ ** ** __Plympton__ ** ** __Media__ ** ** __Center__ **
 * **Lift Every Voice and Sing** – combines artwork with the history of African American struggle in a song 782.4216
 * **Shake It To The One That You Love The Best**: Play Songs and Lullabies from Black Musical Traditions 782.7

Romare Bearden (1911–1988)
Bearden's art transcends categories because it joins the imagery of black life and circumstance to universally understood experience. This is the essence of Bearden's contribution. []

Kara Walker
Kara Walker (American, b. 1969) is best known for her room-size tableaux of black cut-paper silhouettes that examine the underbelly of America's racial and gender tensions. []

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El Anatsui
El Anatsui was born in Anyanko, Ghana in 1944. Many of Anatsui’s sculptures are mutable in form, conceived to be so free and flexible that they can be shaped in any way and altered in appearance for each installation. []

Glen Ligon
Glenn Ligon was born in the Bronx, New York, in 1960. Ligon’s paintings and sculptures examine cultural and social identity through found sources—literature, Afrocentric coloring books, photographs—to reveal the ways in which the history of slavery, the civil rights movement, and sexual politics inform our understanding of American society. []

**<span style="color: #444444; font-family: Arial,sans-serif; font-size: 10pt;">Kerry James Marshall **
<span style="color: #444444; font-family: Arial,sans-serif; font-size: 10pt;">Kerry James Marshall was born in 1955 in Birmingham, Alabama, and was educated at the Otis Art Institute in Los Angeles, from which he received a BFA, and an honorary doctorate (1999). The subject matter of his paintings, installations, and public projects is often drawn from African-American popular culture, and is rooted in the geography of his upbringing:.

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Julie Mehretu
Julie Mehretu was born in 1970 in Addis Ababa, Ethiopia. Mehretu’s paintings and drawings refer to elements of mapping and architecture, achieving a calligraphic complexity that resembles turbulent atmospheres and dense social networks. []

Metaphors and Meanings of House: African Painted House Traditions
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 * Ndebele painted house **

11th graders take us on a tour of their village- painted homes and landscape
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Tribes and People Groups: Ndebele, crafts, culture, images
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===Traditional And Cultural East And North East African HomesRead more: [|http://www.bukisa.com/articles/365530_traditional-and-cultural-african-homes-part-2#ixzz1yFpqua10]===

East African homes, different variations
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