AP AfAm Unit 1_Part I Packet (1.1-1.7) PDF

FdoM Unit 1: Origins of the African Diaspora (Part I) Understanding the Framework - Group Work Lesson 1.1: What is African American Studies? Lesson 1.2-1.4: The Strength and Complexity of Early African Societies Lesson 1.5-1.7: The Sudanic Empires (Ghana, Mali & Songhai):...

FdoM Unit 1: Origins of the African Diaspora (Part I) Understanding the Framework - Group Work Lesson 1.1: What is African American Studies? Lesson 1.2-1.4: The Strength and Complexity of Early African Societies Lesson 1.5-1.7: The Sudanic Empires (Ghana, Mali & Songhai): Learning and Religious Syncretism in Africa Directions: - Anything that is labeled as a “Talking Point” you will get as notes during class. These are intended to give you background knowledge on the material and be short and manageable and not every day. - Most of the work in this packet will be done during class periods. There are a few sections that indicate that the material is homework for you and that should be done on your own time (please pay attention to dates where we will be discussing homework in class and possibly doing homework checks for the gradebook). - “Source analysis” sections we will be doing in class usually as group work or partner work. The sources are usually included, or a link to the source material is included for you in the title. You will receive direct guidance from Mr. VDP on how to complete these source analysis tasks. - The last task as you work through your packet will be to “comment” using the comment feature in Google Docs at least ONCE on each “Talking Point” set of notes. This is the only way you will get credit for your notes in each lesson. Commenting can be a question you would like to ask about the notes, a definition you know you will need later, further research on a figure discussed in the notes, or any extra information that VDP speaks about during the lecture. Understanding the Framework of AP African American Studies (AfAm)  CLASS/HOMEWORK Directions: Use the framework for the course linked here (AP AfAm Course Framework) in your table group to answer the following questions about your section. What are the titles of each of the FOUR units of study for this class? Give the number and title of a particular topic within each unit that you have never heard of before viewing the framework. 1. Unit 1: origins of african diaspora - Topic 1.What Is African American Studies? 2. Unit 2:Freedom, Enslavement and Resistance - Topic 2.African Resistance on Slave Ships and the Antislavery Movement 3. Unit 3:The Practice of Freedom - Topic 3 The New Negro Movement and the Harlem Renaissance 4. Unit 4:Movements and Debates - Topic 4.1 The Négritude and Negrismo Movements For each topic of study within a unit there are “required sources.” Look below and list the required sources for the following topics. - Topic 1.6: Learning Traditions - Source(s):the sunjata story - Topic 2.15 Maroon Societies and Autonomous Black Communities - Source(s): leonardo parkinson,a captain of the maroons - Topic 3.11: The New Negro Movement and the Harlem Renaissance - Source(s): the negro artist and the racial mountain - Topic 4.9: Black Religious Nationalism and the Black Power Movement - Source(s): the ballot or the bullet How many points do you receive for the Project? Overall and how much for each part? Overall 14 points ,select template (2 points ) 8-Minute Presentation and Oral Defense (10 points) and 2 points for the question in the exam What will you be required to do on the final exam for the final 2 points of your project? What percentage of your overall exam score is the project? You will need to respond in writing to a question about your project, similar to the project oral defense questions the project counts for 10% of the exam score What are the five parts of the project rubric? 1. Select sources 2. presentation 3. 4. 5. Oral defense What is your first thought about a project topic for your project in May? List a few topics, events, or figures you might be interested in researching for your project. I think that the project is really interesting,i would like to do my research about the harlem renaissance Lesson 1.1: What is African American Studies? Learning Objectives: 1.1A - Describe the features that characterize African American Studies. 1.1B - Describe the developments that led to the incorporation of African American Studies into United States colleges and universities in the 1960s and 1970s. 1.1C - Explain how African American Studies enriches the study of early Africa and its relationship to communities of the African diaspora. TALKING POINTS 1.1 Figure of the Day Facts: Claude McKay 1. He emigrated to the United States in 1912 2. He was born in Festus Claudius McKay in Sunny Ville, Jamaica in 1889 3. He was bisexual Purpose of African American Studies African american studies examines the development of idea about africa’s history and the continent’ ongoing relationship to communities of the African diaspora. Perceptions of Africa Have shifted over time from: Ancient world to 1500s = africa on equal footing 1500s-1960s misleading = primitive w/no history Modern = africa as homeland to powerful societies And leaders w/ many contributions to humanity Africa is the birthplace of humanity and the ancestral home of african americans Early african societies brought about developments in fields including the arts, architecture, technology, politics, religion, and music. These innovations are central to the long history that informs African American experiences and identities. Interdisciplinary (relation to more than one branch of knowledge )study presents africa as Diverse in climate, culture, societal structure, language, etc… Globally well-connected before the onset of the Atlantic Slave Trade Source analysis: “Outcast” by Claude McKay  For the dim regions whence my fathers came A My spirit, bondaged by the body, longs.B Words felt, but never heard, my lips would frame;A My soul would sing forgotten jungle songs.B I would go back to darkness and to peace,D But the great western world holds me in fee,C And I may never hope for full releaseD While to its alien gods I bend my knee.F Something in me is lost, forever lost,E Some vital thing has gone out of my heart,P And I must walk the way of life a ghost Among the sons of earth, a thing apart; For I was born, far from my native clime, Under the white man's menace, out of time. What is the CLAIM that the author is making within this poem? Hi is claiming about how black people don't fit in america What line is the best embodiment of this claim? But the great western world holds me in fee What line of the poem is the boldest? Why do you believe that? Under the white man's menace, out of time In your opinion, why does this poem fit with the learning objective of describing the “features that characterize African American Studies?” Even though it was not written by a Native American, the poem connects very well with the people because it expresses from their point of view how he feels to not be able to fit in anywhere Source analysis: Schedule of Courses for Black and Puerto Rican Studies, Hunter College, 1972 List three types of classes that you see in the course listing (not the course names, but in general, what they are about)? Swahili-language African history-history Puerto rican history-history Choose ONE of the course listings and hypothesize/explain why you think Hunter College deemed it important enough to put on their class listings under the heading of “Black and Puerto Rican Studies. (This should be a couple sentences for your answer) I think that the hunter college deemed it important to put afro/american people literature on their class listing this class shows that african/america people are intelligent and have the knowledge to know literature and to make literature. How does this college course schedule attempt to reframe misconceptions about African Americans? (This should be a couple sentences for your answer) This course reframes misconceptions by telling us what black people are really like, erasing all the stereotypes that exist in society in every area that we know about. Such as the African/American literature class that teaches us how the misconception that exists that they are not smart enough to be able to know or create literature is false. Source analysis: Program for the Black Studies National Conference 1975 Why do you think there is a question mark on the cover as the artwork for the program? In my opinion, the question mark suggests that the promise paradox is related to the fact that the promise has not been fulfilled, and that is why it becomes a paradox. At your table group, discuss the meaning of the lyrics of “Lift Every Voice and Sing” (last page in the program or linked in the name of the song) (Song Link). Provide some highlights of your discussion in the space below. Me and my group were discussing how the song describes the struggle of raising their voices to persevere through a challenging and painful history. It recognizes the tears and lives lost in the fight for freedom and justice, while emphasizing faith and hope in God. In the last verses it conveys the belief that victory will come through perseverance and unity. Even though the lyrics are about the African-American experience, the words "African-American" are never explicitly mentioned. Is this poem only applicable to the African-American experience, or can it be applied to the experiences of other groups of people as well? How?I would say that since it is a poem that talks about migratory experiences, it can connect with more people who have gone through the same situations by not referring to a single group in particular, such as the sentence that says "We have traveled a road that has been watered with tears" which makes me reflect on how each immigrant has traveled a hard road that has definitely had tears and pain. Lesson 1.2-1.4: The Strength and Complexities of Early African Societies Learning Objectives: 1.2A - Describe the geographic features of the African continent. 1.2B - Explain how Africa’s varied landscape affected patterns of settlement and trade between diverse cultural regions. 1.3A - Describe the causes of Bantu expansion across the African continent. 1.3B - Explain how the Bantu expansion affected the linguistic diversity of West and Central Africa and the genetic heritage of African Americans. 1.4A - Describe the features of, and goods produced by, complex societies that emerged in ancient East and West Africa. 1.4B - Explain why Africa’s ancient societies are culturally and historically significant to Black communities. TALKING POINTS 1.2-1.4 Climate Zones and Trade  - FIVE primary climate zones (N to Central) - Mediterranean Zone: similar to Spain,Italy,Turkey,etc… opportunities to trade with europe - Desert: sahara (north) and kalahari (south) - Semi-arid: the sahel,early home to nomadic herders - Savanna grasslands: the serengeti in tanzania,some of the first grain crops cultivated by the humans - Tropical rainforests: the congo river and jungle,growth of kola trees,growing,and trading gold Settlement and Population Population centers emerge in the sahel and savanas for 3 reasons : Major water routes (mostly rivers) Fertile land supports agriculture and livestocks The sahel and savanna connected trade from the north of sahara to the southern rainforest regions Bantu Migration From 3000 BCE - 1200 CE technological innovations ( the development of tools and weapons ) and agricultural innovations ( cultivating bananas ,yams ,and cereals) contributed to the population growth of west and central african peoples Bantu linguistic family (and genetic makeup) spread throughout africa and includes modern languages like swahili,xhosa,zulu.etc…) Early African Societies - Egypt and Nubia/Kush 3000 BCE : mix of mesopotamia peoples create civilizations bordering the nile river called egypt Complex writing systems ( hieroglyphics) and religious systems of goodness Nubia ( called kush and farther south along the nile) was the source of egypt gold and wealth a created conflict  750 BCE nubia /kush defeated Egypt and ruled the entire area for a century Created a period of black pharaohs that ruled Nubia/Kush as one of the last Egyptian dynasties Early African Societies - Nok (present day Nigeria) 500 BCE earliest iron -working societies in W. africa Known for stone tools and terracotta figures pottery Earliest known settled W./cent.africa society south of sahara Early African Societies - Aksum 100 BCE the kingdom of aksum emerges in modern ethiopia /eritrea Well connect trading with the roman empire, mediterranean region,the middle east and india Develop its own currency and (Ge’ez) First african society to adopt christianity on their own terms king azana Early African Societies - Connection to African American Studies By the 18Th century african and african and african american writers place focus on these complex societies to combat the racist stereotypes of african as “dark” “ lost” “ uncivilized” place without culture or government 20th century scholarships on these topics are part of the underpinnings of africa countries call for self-rule and independence from european countries HOMEWORK: The Bantu Migration by Mark Cartwright (World History Encyclopedia) How can we tell the author of this source is a trustworthy source? The source has credibility and we can trust on it since his university studies were focused on political history, art and architecture as well as ancient ceramics and what these everyday objects can reveal about past traditional lives. Since we have very little written record of it, how do we know about the migration of the Bantu people? We can know how the migration of the Batu people was through careful linguistic study that reveals the proximity of local languages ​to each other and to the spoken language, but not in all cases does this mean migration of the speakers. What were the likely causes of the Bantu migration? Please list multiple causes and describe each briefly. overpopulationIt (is when there are too many people that the quality of life of the population worsens) famine(It is when a population has a shortage of food.) Epidemics (It is when a disease spreads very quickly and affects large numbers of people) warfare between rival tribes or as a consequence of succession disputes ( This could spread the migration of the Bantu by possibly killing the people) climate change affecting crops((means that climate change may probably affect their crops and lifestyle) a spirit of adventure (they may have wanted to explore new lands to expand to other places and explore more about the world) Choose one of the many effects of the Bantuó migration and make a short argument (use a thesis statement and an additional 3-4 sentences) for that effect being the most important on African culture. In my opinion I think one of the most important effects of this population on the Bantu migration was the diffusion of languages, this prompted people to disperse more everywhere throughout the continent and shading knowledge to more communities,and because some communities were still in the stone age, the Bantu spread all their knowledge and power more easily Lesson 1.5-1.7: The Sudanic Empires (Ghana, Mali & Songhai): Learning and Religious Syncretism in Africa Learning Objectives: 1.5A - Explain the influence of gold and trade on the development of the West African empires and the connection of these empires to early generations of African Americans 1.5B - Explain how Mali’s wealth and power created the opportunity to expand its reach across Africa and into the Mediterranean 1.5C - Explain the connection between the Sudanic empires and early generations of African Americans. 1.6 - Describe the institutional and community-based models of education present in West African empires 1.7 - Explain how syncretic practices in early West and West Central African societies developed and were carried forward in African-descended communities in the Americas. TALKING POINTS 1.5-1.7 The Sudanic Empires There main empires sahel Ghana :600s CE -1200s CE Mali:1200s-1600s Songhail: 1600s- 1700s Flourished for the following reasons Gold mines Strategic location at nexus of trade routes between europe (N.of sahara ) and sub-saharan africa The least of these (songhai) was diminished because of the emergence of sea trading routes on the Atlantic coast Majority of enslaved Africans were descendants of the people of West and West Central Africa, making the majority of African Americans the descendants of these 3 empires Global Visions of a Mali Empire Mali ruled by mansa musa in the early 1300s Established mali asa a center of trade learning, and culture exchange Wealth and trade w N.africa allowed for purchase of steel weapons and crossbreeding of horses wich allowed :thrm to extend their empire 1324: mansa musa a (a devout Muslim) makes an ostentatious (showing off one’s wealth) pilgrimage (hajj) to Mecca in Arabia attracts cartographers and merchants from across the Mediterranean world Learning Traditions All 3 west africa empires gad center of learning in their trading cities Cities like gao and timbuktu had:large mosque that were centers of muslim learning universities that attracted astronomer, mathematicians,architects,and jurist Griots = prestigious Atoryllers/musicians/historians who shared a communities oral traditions and cultural practices - Griots were men AND women who preserved knowledge of the city’s and region’s shared culture Indigenous Cosmologies and Religious Syncretism indigenous = occurring naturally in place ;native Cosmology = a belief about the origin the universe  Religious syncretism== the blending /merging of religious traditions, cultures or schools of thought The adoption of islam in west africa cultures (or christianity in kongo)mixed which indigenous spiritual beliefs make their way with enslaved Africans to the Americas and examples include: -Veneration of ancestors, healing practices, divination, collective dancing/singing -Louisiana Voodoo, Vodun in Haiti, Santeria in Cuba, Candomblé in Brazil Enslaved Africans often performed syncretic ceremonies of faith before leading revolts Source Analysis: Oya’s Betrayal (2020) Write down TWO things that you see in the painting that strike you as distinctly African The people, the clothing and the Write down TWO things that you see in the painting that strike you as distinctly “Western” The “angels” at bottom and the arrows in their heads and the architecture Source analysis: Mali equestrian figure (13th-15th cent.) and The Catalan Atlas Leaf III by Abraham Cresques (use link to zoom in) Both pictures are the same figure from different angles Who created each figure/image and where were they from? Horse - The creators belonged to the various towns of the region, but it is not known whether they were men or women. Atlas - Cresques, Abraham they are from Mali Describe the equestrian figure. Also, what do you believe was the motivation to create it? Clay figure depicting a black man on horseback, with a quiver on his back diagonally from the right shoulder. With a helmet on his head, ceremonial military attire representing warriors who may have once been allies of the Malian Emperor Sundjata Keita. The horse has a bridle on its head, a necklace on its neck. We believe that his motivation was to pay homage to the military. Describe how the Atlas portrays Mansa Musa. Also, what do you believe was the motivation to create the Catalan Atlas’ depiction of Mansa Musa? The Atlas portrays Mansa Musa as a king. He is sitting on a throne. He has a crown on his head and he has a nugget of gold in his right hand and a golden staff in his left hand. He seems very rich. His skin color shows that he is African. The white man who is riding a camel and is looking towards Mansa Musa, may be the creator of the Atlas (Cresques, Abraham), or he may also be a Spanish person from Europe who wanted to come and trade with Mansa Musa. Maybe it can be a trader from Europe that wanted to trade with Mansa Musa. We believe that the motivation for creating the depiction of Mansa Musa in the Catalan Atlas may be to show that he was a very important person in West Africa, how rich he was, and how he attracted people who came to trade with him. Also, to show that he was one of the reasons that allowed What do both of these images/figure tell us about how the Mali empire was able to expand its power and territory? Both images indicate that they had a large government. We believe that since they had military personnel and a king, they also made deals with other peoples and also expanded rapidly to other lands. Thesis Writing Practice Directions: Use the following sentence starter to help create your own thesis in the BLUE space below. Include the name of the civilization, the region where it is located, the time period when it was thriving, and TWO brief aspects of that civilization that help to dispel racist misconceptions of early Africa. Thesis/Claim Template: The [Name of Civilization] civilization from the [region] Africa in [time period] dispels racist misconceptions that early Africa did not have historical complex civilizations because they [aspect of civilization] and [aspect of civilization]. EXAMPLE Thesis/Claim: - The Egyptian civilization from North Africa in 3000-750 BCE dispels racist misconceptions of early African civilizations because they had an advanced writing system of hieroglyphics and a complex religious system. Thesis/Claim: - The Mali civilization from West Africa in the 1200s - 1600s dispels racist misconceptions of early African civilizations because they had advancements in education and was located at the center of trade routes.  - Source analysis: The Sunjata Story - Glimpse of a Mande Epic Transcript of The Sunjata Story Student notes on the performance - They tell how Sunjata is judged for his disability, he is exiled from his kingdom and his half-brother takes the throne, Soholon did not have the capacity to reign in the end Sunjata returns so that Mali can recover from Soholon's reign. Why were epic poems like this one so widely used in pre-colonial Africa? - To keep the history alive in their families - They didn't have paper to write on their histories - Not to much people knew how write or read Make three connections between this epic poem of Sunjata (Sundiata) and the Disney version of “The Lion King” 1. Their fathers dies in both stories 2. The "villains" take the place of kings in both stories 3. Both "heroes" return after being exiled Why do you think oral traditions and stories are often overlooked by historians? Because there is no real proof that the stories were real events since they are so old and because they are passed from generation to generation, it is very likely that they are not true Source analysis: Osain del Monte- Abbilona (36:06-42:21) Additional source: Filho do Mar by Afrosideral & Raíces Profundas Read: Celebrate Yemaya, Mother Orisha of the Sea (from New York Latin Culture Magazine) Yemayá is the Yoruba orisha (forces of nature who mediate between God and humans) of motherhood and the sea. She is often represented as a mermaid, but is not just a mermaid. She is the great mother of us all and represents Mother Earth, the life giver. As the patron of women, she is associated with the moon which has a powerful influence on women. In the Yoruba language, Yemayá’s name means “mother of the fish.” The association with the sea is incredibly astute. Amniotic fluid, which we are all born in, is basically sea water. One of the stories is that Yemayá’s own water broke over the primordial Earth. From this, the rivers, seas, and life itself began. European context is irrelevant, but if it helps you understand, Yemayá is the Virgin Mary. Her character is that of a mature woman. She is one of the Seven African Powers (Las Siete Potencias Africanas) and is very loved. After all, when hurt, who do you turn to for comfort? Mother, of course. Yemayá rules the surface waters of the sea. Olokun rules the deep sea. In some traditions, they are husband and wife. In others, they are the feminine and masculine aspects of the same orisha. In Yorubaland, Yemayá rules the Ogun River. She rules fresh water, but after the Middle Passage she is associated with the sea, and Olokun who absorbed our losses in the deeps. We used to think the deep sea was a dead zone, but it is filled with life, some that we find difficult to understand. It is part of the endless cycle of life, the water cycle. The orishas are part of a rich oral tradition, so traditions vary by region, community and even by family. In the Spanish-speaking world, we know her through the Cuban traditions, but Haiti, Brazil and many other places in the Americas have their own celebrations. They are all unique, but share common roots. For example, in Nigeria, Yemayá is often associated with fresh water. In the Americas, she became associated with the sea because the journey from Africa crossed the sea. In the Americas, the Orisha faiths are syncretized or blended with Catholicism. Catholic shrines in Caribbean communities are often really dedicated to the orishas. There is an entire parallel universe if you know how to read the signs. In Cuba, Dominican Republic and Puerto Rico, we honor Yemayá on September 7. In Havana, Cuba, there is a famous procession of Our Lady of Regla who is basically a Catholic Yemayá. Student notes on the performance In the performance they show how Yemayá is dancing representing the movement of water to the rhythm of the drums and also represents the purification of the Catholic religion. They basically make a combination of different religions and languages ​throughout the whole dance and poem. What was your initial reaction to watching the performance of Yemayá by Osain del Monte? At first it seemed a little strange to me that the dog was paying close attention to the poem and what the old performance really meant. It seems to me that it is a great way to preserve the beautiful stories of his culture. How does the performance show the syncretic nature of faith, music, and culture in the Americas? The performance shows how the syncretic nature of a combination of indigenous and European, mixing Cotolism and indigenous beliefs, the music is also influenced by different ones from other regions.