Established Goals: Students will be able to: (1) Define new vocabulary and concepts (2) Identify physical and human features of ancient African
civilizations (3) Categorize information about the Nile Valley civilizations
Understanding(s): Students will understand that…
Essential Question(s):
-Africa is a large, diverse and culturally complex continent (both
historically and in the present-day)
What stereotypes frame our conceptions of Africa? Why do these exist?
-There are 6 “institutions” that can be used to break-down and understand
various societies
How can we break down “culture” and begin to understand cultures other
than our own?
- Basic structures and cultural practices of 6 ancient African civilizations
How does learning about the complexity, or lack thereof, of ancient African
civilizations inform your impressions of Africa, both historically and
currently?
Students will know…
Students will be able to…
-The six institutions: Social structures, governance, Ways of
Knowing/Systems of Thought, Science & Technology, Movement &
Memory, Cultural Meaning-Making
-Apply the six institutions to their analysis of their assigned ancient African
civilization
-About seven ancient African civilizations (Kush, Axum, Ghana, Mali,
Songhai, Bantus and Egypt) as described in the parameters of the six
institutions
-Critically reflect on the advantages and disadvantages of studying
civilizations via these six institutions
-Very generally, about the size and diversity of Africa
-Identify and explain the complexity of these ancient civilizations (this will
relate to a broader, on-going theme of the complexity and diversity of
Africa, both historically and today) that will be touched on beyond this unit
Performance Tasks:
Other Evidence:
-Group Project: class will be broken up into six groups, each assigned an
ancient civilization. Individual group members will each be in charge of
researching specific social institutions, --groups will present their
civilization to the class, framing their information with the institutions
-@ beginning of unit, students will write brief reflection on what they think
culture is and how it can be defined (this prompt will be revisited and revised mid-way through the semester and at the end, along with space for
reflection on learning growth)
- Post-group projects, new groups will be formed by the social institutions
individual group members focused on. So, for example, all the Science &
Technology students will reflect together on the merits of this institution
in making sense of the broader civilization. I will collect written notes
from groups, share on mass—then individual students will write their own
two-page reflection on the value of their own institution, and if they think
anything is missing or could be gained to understand civilizations (this is
an initial reflection that will build-in an on-going conversation of making
sense of other societies and cultures)
-quiz on six social institutions
-Students will fill out worksheet during group presentations to show
knowledge of other African civilizations
- Note: Building up to next unit (which connects back to stereotypes of
Africa hook) Imagine Africa exhibit. Students will be submitting
recommendations to the Penn Museum for their evolving exhibit
Learning Plan:
Week 1: (Hook) Stereotypes of Africa, why do these exist? Maps: comparison of two different world maps, also look at maps that show population
differences, how many countries you can fit inside the African continent, etc. Purpose: begin to debunk the assumptions students bring to the course about
Africa
Week 2: Six Institutions. Introduce/define six institutions, students will apply to the United States—very broadly, intro conversation about merits of
thinking of societies in these terms vs. not
Week 3: As class, apply the six institutions to an in depth study of ancient Egypt. Use this as example pre-group project—continue to work through not
only content knowledge of ancient Egypt but also benefits and constraints of thinking of it in this way (At end of week, assign groups for group projects on
ancient African civilization, explain)
Week 4: Scaffolded group project research time, have students also meet in institution groups to reflect on what they are finding, bounce ideas off each
other. This is on-going content historical learning of ancient Africa. Start group projects at end of week
Week 5: Finish group presentations. Guided conversations and reflection on merits of using six institutions as framework for understanding culture how
we can connect complexity of these ancient civilizations back to our broader discussion of complexity and diversity of Africa.