Module I: Evolution and Change
Students will be expected to demonstrate an understanding of the development of culture and Afrocentricity. share background knowledge that students bring to the course about African heritage describe their own cultural identity and why this identity is important define and articulate the meaning of "historiography, ethnocentrism, Eurocentrism, and Afrocentrism" recognize the roots of Afrocentricity from the history, geography, and culture of Africa examine the diversity of Africa in light of its physical environments, cultures, and nationalities explore the notion of Africa as the birth place of humankind
Module II: Elements of the African Diaspora
Students will be expected to examine African history and pre-colonial kingdoms up to the Trans-Atlantic Slave Trade. demonstrate an understanding of African culture and history up to the transatlantic slave trade identify the historical and geographical location of different ancient African civilizations describe the evolution of kingdoms and empires from the ancient civilization of pre-colonial Africa

describe the political, economic and social systems of the ancient West African kingdoms. identify the unique characteristics of African music and experience the art as a celebration of life, examine the changes that took place from precolonial Africa to colonial Africa , i.e., lifestyles, land divisions, economics, political changes, and cultural conflicts
Module III A: Impact of Colonial Expansion
Students will be expected to demonstrate an understanding of the impact of colonial expansion on the African Diaspora identify the colonial and imperial systems causing slavery examine the transatlantic slave trade, i.e., routes and conditions examine the economics of the slave trade (Reasons,
Supply and demand, Industrial Revolution, Triangular trade, Profits) examine how enslavement has been used to shape the world economically and politically throughout time explain and describe the development and difficulties of slave culture economically, politically, socially, and spiritually in North America and Caribbean examine how people of African descent used various means to resist enslavement through cultural expression, i.e., music and slave insurrections, religion, folktales and writing

examine the difference between displacement, forced displacement, migration and forced migration as it relates to the African people throughout the Diaspora examine the relationship between anti-slavery movements by enslaved Africans, abolitionists, free blacks
MODULE III B: Struggle for Identity
Students will demonstrate an understanding of the relationship between the conditions of; the resistance to and the aftermath of slavery, and its implications on African
Canadian settlement. discuss the causes and outcomes of the American
Revolution with particular emphasis on the impact on
African people, i.e., Black Loyalists, Black Refugees. identify and state the central reasons why the Black
Loyalists in 1783, the Maroons in 1796, and the Black
Refugees in 1812, etc. immigrated to Canada evaluate the impact the Underground Railroad had on the diaspora of African people (enslaved people and free Blacks) within the United States and in particular
Canada . examine and analyze the implication of the Civil War and its aftermath ( the Emancipation Act and
Reconstruction) on the people of African descent with particular emphases on Canada and African Canadian settlements. identify the problems Black settlers experienced coming to Canada , i.e., Slave Code Laws, legislation, environment, and settlement patterns. (prejudice)

examine the implications of Confederation on Canada
, as a nation and in particular African Canadians. compare and contrast Black communities across
Canada and the changing demographics (i.e., Migration
Patterns, Immigration Policy, expansion of Black communities after 1867)

 examine the role that peoples of African descent, in particular, African Canadians played in the military pre and post confederation investigate contributions made by people of African descent, i.e. African Americans, African Canadians, and
African Nova Scotians.
Module IV: Independent Study
Students will be expected to engage in specific research using historical methods and communicate the results of their research effectively. develop and refine a proposal for an inquiry or creative work develop a work plan that enables time management, monitors progress and contributes to the criteria for evaluation formulate a question for research conduct an organized research, using a variety of information sources (e.g., primary and secondary sources, audio-visual materials, Internet sites) that present a diverse range of perspectives on African
Canadian Studies

organize research findings, using a variety of methods and forms (e.g., note taking, graphs and charts, maps, and diagrams) demonstrate an ability to identify bias, prejudice, stereotyping, or a lack of substantiation in statements, arguments, and opinions compare key interpretations of African Canadian
Studies explain relationships and connections in the data studied (e.g., chronological ties, cause and effect, similarities and differences) draw conclusions based on the effective evaluation of sources, analysis of information, and awareness of diverse historical interpretations demonstrate an ability to develop a cogent thesis substantiated by effective research communicate effectively, using a variety of styles and forms use an accepted form of academic documentation effectively and correctly (e.g., footnotes, endnotes, or author-date citations; bibliographies or reference lists; appendices), and avoid plagiarism express ideas, opinions, and conclusions clearly, articulately, and in a manner that respects the opinions of others reflect upon and value what they have learned
Module V: In Pursuit of Justice

Students will be expected to analyze critically, the struggle of peoples of African descent for the pursuit of civil rights and equality. examine the concept of power as it relates to human rights and civil rights analyze the correlation between power, disenfranchisement, segregation, and racism of African people as it relates to their social conditions, i.e. employment, housing, education, and politics. examine the history of the civil rights in the United
States and its impact on Canada and Nova Scotia examine a wide variety of legal documents as they relate to the Canadian context re: Confederation,
Constitution. For example, UN documents, Charter of
Rights and Freedom, Constitutional documents. compare the different approaches and identify the major figures that played a role in the struggle for civil rights in South Africa , the United States and in Canada
, particularly Nova Scotia . examine the evolution of Black families in Canada such as traditional family structure, extended family and nuclear family. examine the traditions of the Black church as an instrument for political, social, educational leadership.
Module VI: The Journey Toward Empowerment
Students will be expected to investigate the importance of collective consciousness of peoples of African descent as a strategy for empowerment.

examine the concept of empowerment and cite examples examine an empowerment model. For example
Catalyst, Awareness, Analysis and Action - CAAA) and explain how it impacted people of African descent through institutional change. (education, economics, political institutions individual empowerment, community empowerment and institutional change) investigate the global impact of political empowerment and independence of colonized countries from the 1950's to the present explain how community-based groups/grassroots organizations have developed and changed over time,
*i.e., NSAACP, AUBA, BUF, BEA, Nova Scotia Coloured
Home, ABSW, BCC, Congress of Black Women examine the contributions and achievements of
African Canadians, both men and women, with emphasis on African Nova Scotians in the following context (social, educational, political, religious, and judicial institutions). discuss some of the challenges facing African
Canadians and African Nova Scotians today analyze the relationship among the descendants of the African diaspora and the people from the African continent
* NSAACP - Nova Scotia Association for the Advancement of
Coloured People
AUBA - African United Baptist Association
BUF - Black United Front

ABSW - Association of Black Social Workers
BCC - Black Cultural Centre