6E. S
L
U
S
: A H
C
Sierra Leone — See www.upenn.africa.edu for country-specific maps
“The Language You Cry In: The Story of a Mende song” — See appendix
Sierra Leone: The World Factbook — S ee www.upenn.africa.edu
“Philadelphia’s African Communities At A Glance,” in Extended Lives: The African Immigrant
Experience in Philadelphia: A Balch Institute Community Profile — Available with educational materials
“Africans in America: Philadelphia’s Newest Immigrants,” and “The Communities” specifically Sierra
Leone in African Immigrants Directory: A Guide to Community Resources in the Greater Philadelphia
Area — See appendix
“The Language You Cry In”
Have students watch the film “The Language You Cry In,” and note the similarities between Sierra
Leoneans and the Gullah people. Ask students to list historical similarities between Africans and African
Americans today (i.e. music, dance, speech, struggle for identity). Conduct a discussion with the following questions:
♦ What are some of the negative stereotypes that Africans receive about African Americans and that
African Americans receive about Africans?
♦ What are some similarities and differences between recent African immigrants and African
Americans today (i.e. both have endured great atrocities — African Americans—enslavement, some African immigrants — war.
♦ How does this film affect your thoughts on the connection between Africans and African
Americans?
♦ How will this film influence your treatment of and relationships with African immigrants or
African Americans?
Information on the video : “The Language You Cry In” Produced/Directed by Alvaro Toepke and Angel
Serrano. 52 minutes. California Newsreel. 1998.
For purchase of video contact: California Newsreel, 149
Ninth Street, San Francisco, CA 94103, 415-621-6196, Fax: 415-621-6522, contact@newsreel.org, or see www.newsreel.org.
Note to teachers: The Balch Institute for Ethnic Studies will offer an on-site or off-site program that includes this film and a group discussion . This program is available for the duration of the exhibit
“Extended Lives: The African Immigrant Experience in Philadelphia.” (October 2001-April 2002) For more information, please contact the Education Department at 215-925-8090 ext. 241. The Balch Institute for Ethnic Studies will have a public film screening of “The Language You Cry In” on February 28, 2002.
For more information see www.balchinstitute.org
6F. A
A
Ghana, Mali, Senegal, Ethiopia, Eritrea — See www.upenn.africa.edu for country-specific maps

Tolbert, Emory J. ‘West Africa’s Sophisticated Cultures,’ in “African Americans: The Unwilling
Immigrants.” No. 2, African Americans: A Historical Perspective by Roy S. Bryce-Laporte and Emory J.
Tolbert. Washington, D.C.: The Portfolio Project, Inc., 1992.
Mutere, Malaika. ‘An African Historical Framework,’ and ‘Ancient African Empires and States,’ in
“Introduction to African History and Cultural Life,” — See artsedge.kennedycenter.org/aoi/resources/hg/ancient.html
“Great Kings and Queens of Africa,” by International Black Studies Alliance, Inc. — See www.ibsainc.org/royalty.htm
“People of West Africa,” and “People of East Africa,” portions in Capaldi, Gina. Africa: Customs,
Cultures, Legends, and Lore. Torrance, CA: Good Apple, 1997. (K-6) Information is useful to any age group — See appendix for publisher information

Share the colorful book Ancient Africa and the Atlantic Slave Trade (available through Modern Curriculum
Press) — See appendix for publisher information . Introduce students to Ancient African kingdoms. The
Ancient African kingdoms existed in contemporary Ghana, Mali, Senegal, Ethiopia, and Eritrea. Europeans took some Africans from Senegal during the Atlantic Slave Trade. These Africans were some African
Americans’ ancestors. Many of Philadelphia’s African immigrants come from Mali, Senegal, Ethiopia , and Eritrea.
*
A) Explain to students that some of Philadelphia’s African immigrants come from countries in which
Ancient African kingdoms existed. The Ghana, Mali , and Songhai Kingdoms were located in contemporary Mali and Senegal . The Axum Kingdom was located in contemporary Ethiopia and
Eritrea . Help students identify and focus on the countries of Mali, Senegal , Ethiopia, and Eritrea. —
S ee www.upenn.africa.edu for country-specific maps.
B) Instruct students to choose one or more of these four countries and compare what it was like in the ancient kingdoms to what it is like today, historically, culturally, and geographically. Ask students the following questions:
♦ What are some similarities and differences?
♦ How does this knowledge help you understand a recent African immigrant from this country?
C) Ask students to conduct media searches on Ancient Africa. They may use the following sources: libraries, the Internet, television, video stores, newspapers, and magazines.
A) Ask students to explore the timelines at the following:
♦ www.cocc.edu/cagatucci/classes/hum211/timelines/htimelinetoc.htm
♦ www.fordam.edu/halsall/africa/africasbook.html
B) Ask students to choose one or more of Philadelphia’s African immigrant home countries. Instruct them to trace its ancient, geographical, cultural, and contemporary history.
C) Allow students create their own timeline of one or more of these countries. Encourage students to creatively express it visually, verbally, or written manner. Ask students to share their creation with their class.
D) Review the reading, “Coming to Philadelphia: Seven Stories”— See appendix
Ask students the following questions:
♦ Are any of these people from the country you chose?
♦ How does their story effect your timeline?
♦ How might you add their story to your timeline?
♦ How would you add yourself to the timeline?
Guide students through the teaching activities using the article “The Epic of Sundiata: Using African
Literature in the Classroom.”
See appendix
* See Reference Materials to help with activities

1. Name four of the many ancient African kingdoms
2. Name two contemporary countries in which an ancient African kingdom existed
3. Name one similarity and difference between an ancient African kingdom and the contemporary country which is now located in the area
Books
The African American Experience: A History. Upper Saddle River, NJ: Globe Fearon Inc., 1997. (Grades
6-12) useful all ages and highly recommended for its content, pictures, and activities.
African Americans in U.S. History Through 1877: Volume 1. Englewood Cliffs, NJ: Globe Book
Company, 1989. (Grades 4-12)
Ancient African and the Atlantic Slave Trade. Cleveland, OH: Modern Curriculum Press, 1994. (useful for all ages) Note: This book is highly recommended for its’ content and pictures.
Asante, Molefi K. and Mark T. Mattson Historical and Cultural Atlas of African Americans. New York:
Macmillan Pub Co, 1992. (specifically Chapter Two: The Transatlantic Journey) (Grades 6-12)
Asante, Molefi Kete. African American History: A Journey of Liberation. Maywood, New Jersey: The
People’s Publishing Group, Inc., 1995 (Grades 6-12)
Asante, Molefi K. and Mark T. Mattson The African-American Atlas: Black History and Culture. New
York: Macmillan Pub Co, 1998. (specifically Chapter Two: The Transatlantic Journey) (Grades 6-12)
Bennett, Lerone. Before the Mayflower: A History of Black America. New York, NY: Penguin, 1993.
(Grades 9-12)
Brooks, Lester. African Achievements: Leaders, Civilizations, and Cultures of Ancient Africa. Stamford,
CT: De Gustibus Press, 1971. (Grades 9-12)
Browder, Anthony T. Nile Valley Contributions to Civilization. Washington, D.C.: The Institute of Karmic
Guidance, 1992. (8-12)
Browder, Anthony T. Nile Valley Contributions to Civilization Study Guide. Washington, D.C.: The
Institute of Karmic Guidance, 1994. (8-12)
Capaldi, Gina. Africa: Customs, Cultures, Legends, and Lore. Torrance, CA: Good Apple, 1997. (3-6) useful for younger ages
Focus on Africa. Upper Saddle River, NJ: Globe Fearon Inc., 1997. (Grades 4-12) useful for all ages and highly recommended for its content and activities
Franklin, John Hope and Alfred A. Moss Jr. From Slavery to Freedom: A History of African Americans,
Boston: McGraw-Hill, 2000.
(Grades 6-12)
Jacobs, Heidi Hayes, Michal L. LeVasseur, and Brenda Randolph. Eastern Hemisphere: Geography,
History, and Culture. Upper Saddle River, New Jersey: Prentice Hall, Inc, 2001. (Grades 6-12)
Margaret Musgrove. Ashanti to Zulu: African Traditions. Pictures by Leo and Diane Dillon. New York:
Dial Press, 1976. (useful at any age) Note: This book is highly recommended for its content and pictures

Science and Technology: A Rich Heritage Upper Saddle River, NJ: Globe Fearon Inc., 1997. (Grades 4-
12) useful for all ages
Sullivan, Margaret Lo Piccolo. “ The Epic of Sundiata: Using African Literature in the Classroom,” in
Social Education 62(4) (April/May, 1998): 201-206.
Valdez, Barbara. Teacher Guide to Ashanti to Zulu: African Traditions by Margaret Musgrove Logan,
Iowa: Perfection Form Company, 1987 (useful at any age) Note: This book is highly recommended for its content.
Van Sertima, Ivan. They Came Before Columbus. New York: Random House, 1976.
(Grades 9-12)
Van Sertima, Ivan ed. Black Women in Antiquity. New Brunswick, NJ; London: Transaction Books, 1988.
(Grades 9-12)
Van Sertima, Ivan. Early American Revisited. New Brunswick, NJ: Transaction Publishers, 1998.
(specifically chapters one and two) (Grades 9-12)
Magazines
Footsteps Magazine by Cobblestone Publishing offers several relevant lesson plans and back issues including:
• Mansa Musa: King of Mali Issue (September 1999), Mansa Musa: African King of Gold—Lesson Plan
• Calliope: Exploring World History — featuring Yoruba of West Africa, Ancient Nubia, and African
Origins of Hominids
• Faces: People, Places, and Cultures—featuring Asante World, Ethiopia, Gullah, Kenya, Mali, Senegal,
Swahili, Yoruba of Nigeria etc.
• Mapping Africa — geography materials
For more information contact:
Footsteps
Cobblestone Publishing Company
30 Grove Street, Suite C
Peterborough, NH 03458 www.footstepsmagazine.com
Web sites: www.footstepsmagazine.com www.cocc.edu/cagatucci/classes/hum211/timelines/htimelinetoc.htm www.fordam.edu/halsall/africa/africasbook.html.
www.wsu.edu:8080/~dee/CIVAAFRCA/GHANA.HTM
members.tripod.com/~Abyssinia/Africa/Africa.html
www.abcorpaffairs.com/gallery/gallery.htm
—Teacher discretion is advised due to this site’s sponsor www.pbs.org/wonders/fr_e4.htm
www.awod.com/gallery/business/dcpublishing teachon.com/lib.hist1.html
www.africaonline.com
www.africana.com

www.mnh.si.edu/africanvoices