black history 365 textbook review

Black History 365 Curriculum Review

I received FREE 14-day access to the BH365 ebook in exchange for my honest review. I was not required to write a positive review nor was I compensated in any other way. All opinions I have expressed are my own. I am disclosing this in accordance with the FTC Regulations

History education has been a highly politicized, highly controversial issue in the news lately as many Republican-led states have passed legislation prohibiting or severely limiting discussions of race and/or racism within public school classrooms. Some would say this legislation is the efforts of conservatives to ensure that the American history taught in classrooms across the nation remain white-washed—promoting a Eurocentric perspective of American history that glosses over contributions and experiences of people of color. Many conservatives espouse that to provide a more balanced view of American history is to promote a lack of patriotism for America. 

As I’ve said in my previous video, “ Five Reasons Why Black History Matters ”, Black History is one reminder that America belongs to all of us because many have shed blood, sweat, and tears for our country. One of the great things about this country is that as parents, we have the freedom to educate our children in the manner we see fit, and that is why I am so excited about Black History 365 (BH365) high school (grades 9-12) curriculum. Parents have the option of purchasing this curriculum as either a hard cover textbook or an ebook. In this review, I will include features of the ebook that I believe are useful in addition to the features found in the hardcover textbook.

What is Black History 365?

Black History 365 (BH365) comprehensive, highly engaging, highly interactive curriculum that documents the unique stories of Black persons, groups, and cultures in North America. The curriculum begins in Ancient Africa and ends in Canada, where those who followed the North Star to freedom formed communities.

Black History 365 Distinctives

BH365 contains over 4,000 high resolution images throughout the curriculum. The curriculum also contains exclusive access to over 3,000 authentic documents and artifacts from the Freeman Institute Black History Collection.

The maps, images, and illustrations throughout this textbook truly aid in communicating the narrative of the text.

The curriculum also features sidebar materials throughout each chapter that helps to make the content relatable.

Additionally, the ebook is highly intuitive and easy to navigate. Within the ebook, children are able to place sticky notes where they can record their thoughts, they are able to highlight and color-code salient passages for easy reference, and they are able to draw and write within the ebook as well. These visual aids help to engage with the material and commit what they read and learn to memory.

Critical Thinking and Critical Conversations

There are so many great features of this curriculum, but the one that really sticks out for me is that this curriculum sparks deep conversations and critical thinking.

BH365 goes into great depth on many aspects of Black History only receives cursory attention in other history textbooks. One great example of this depth is shown in the study of Ancient Africa. Typically in other textbooks, ancient African cultures, heritage, and languages often receive a paragraph or two, if there is any mention at all. However, BH365 goes into great depth at more than a hundred pages. Students learn for example about the various languages spoken on the continent, they learn about the daily life of various people groups, etc. This discussion is further enhanced by beautiful pictures, videos, tables, and charts.

The Elephant Experience is unique to BH365 in that it is a non-divisive way for students to analyze facts, compassionately listen, and respectfully communicate on difficult topics. The Elephant Experience helps students to think deeper about what they read and this feature is truly what makes this curriculum shine.

Some of the topics put forth for discussion by students are

• What is 3/5ths of a human being?
• Are we in a post-racial society?
• Did Africans sell other Africans into slavery?
• Should we tear down statues?
• How should police and the community engage with each other?

I love this curriculum because it facilitates important conversations that help students make connections between history and modern day issues. It helps students to process current events from a historical context. Historical context is a critical piece missing from much of our understanding of current events and BH365 definitely helps to close this gap.

Highly Interactive Curriculum

Technology is integrated throughout BH365, making for a curriculum that provides differentiated learning for students. Students are not simply reading the text of the chapter, but they are able to use QR codes that link to relevant articles, videos, virtual tours, online assessments, documentaries and additional supplemental material that enrich the topics discussed within the text. I love this because this means that students are accessing additional outside resources that corroborate and enhance what they read in the text.

BH365 is interdisciplinary containing aspects of science, math, and language throughout the material as well. This curriculum does an excellent job demonstrating that the contributions of African-Americans are not limited to just a few areas, but run the gamut. This is critical in changing perceptions of African-Americans, and for African-American students, this is important in building self-esteem.

Supplemental Material

Along with the textbook curriculum, there is a BH365 album comprised of 40 songs (one song for each chapter), produced by multiplatinum, Grammy-nominated artist Kevin “Khao” Cates.

The Solutionist Academy

BH365 has designed an afterschool or Saturday program titled, The Solutionist Academy. This program can be implemented using Title I or Title IV dollars. The Solutionist Academy and the implementation of afterschool or Saturday programs, is a revolutionary concept for educating youth in the community on Black history.

Why I Love BH365

I highly recommend Black History 365 because this curriculum does a deep dive into African-American contributions within the context of American history. BH365 is comprehensive, geared towards students of all ethnicities, engaging, and provides excellent opportunities for deeper conversations.

BH365 provides everything necessary for a high school teen to explore Black History in an innovative, interactive way. 

Take a Peek at BH365 ebook!

Purchase now.

Special Thanks to Black History 365 Sales Rep. Tim Fields for providing me with 14-day ebook access! If you are interested in purchasing multiple textbooks and or advocating for this textbook to be adopted in your school district, please contact Tim Fields at [email protected]!

BH365 Textbook

Black History 365 is a U. S. History textbook and ebook/app documenting the unique stories of Black persons, groups, and cultures in North America, beginning in Ancient Africa continuing to modern events and movements. This interactive history/social science textbook can be used independently or as supplemental text and includes interactive instructor resources that will engage all learners. The gateway to connecting history to daily life, this transcendent approach to American history allows students of all ethnicities to engage in meaningful conversations with teachers, peers, and their families...through the lens of Black History.

Full of rarely told history lessons, the BH365 curriculum has exclusive access to more than 3,000 original artifacts that take students and educators on a colorful journey to embracing an inclusive account of American history.

Black History 365 is an educational entity whose purpose is to create cutting-edge resources that invite students, educators, and other readers to become critical thinkers, compassionate listeners, fact-based, respectful communicators and action-oriented solutionists. 

BLACK HISTORY

Chapter overview, ancient africa, this foundational unit engages students in the rich history of african tribes, customs, traditions, languages, and cultures. in fact, many of these customs and practices are instrumental in forming modern processes and conventions practiced within black american cultures and subcultures. the mere notion that black history started with enslavement is eliminated when ‘students understand the genius of ancient africans..

Please contact us to learn how you can become a supporter of Black History 365.

TESTIMONIALS

Thank you for contacting us, we will be in touch!

New Textbook Makes Black History Relevant 365 Days Of The Year

There’s an opportunity every day to be inspired by black history., share the post, share this link via, or copy link.

I t always seems like Black History Month is over before you know it. For just 28 days out of the year, the country is exposed to the rich history of Black folks beyond the two chapters they were taught in grade school: slavery and civil rights. Unfortunately, the rarely told legacy of African-American contributions that students learn about during Black History Month can many times be quickly forgotten once February ends.

That is precisely the reason why a three-person team has developed a Black history textbook that offers a “gateway to connecting history to daily life” beyond February.

SEE ALSO: Black History Comes Alive Through Rap Videos

Black History 365 (BH 365) is an interactive U.S. history textbook that tells stories from the beginning in Ancient Africa through modern events and moments. It documents unique narratives of Black people with lessons that come alive through more than 3,000 original artifacts, including resources and curriculum for teachers and sections for families and small groups.

It is scheduled for release in the 2019 – 2020 academic year.

NewsOne sat down with the co-authors (Dr. Walter Milton Jr., a former school superintendent; Joel Freeman , a former NBA chaplain and founder of the Freeman Institute Black History Collection ; and Heather R. Sanders , a former middle school educator and educational leader in Nashville) to find out more about BH 365.

What’s the goal of Black History 365?

Milton: To impact the lives of children across this great nation, particularly Black children. Black children have an education that’s void of anything that reminds them of their greatness and excellence in terms of achievement.

This textbook is for teachers and students in K-2, 3-5,6-8 and 9-12. It includes all of the components teachers need to be successful in delivering the information.

What makes Black History 365 different from what’s currently on the market?

Sanders: First, it helps to address the literacy gap. We have activities, assignments and tasks that are directly related to learning standards. BH 365 gives teachers a chance to collaborate and to utilize the curriculum in a number of ways, not just history.

Plus, Dr. Freeman’s Black history collection in the Freeman Institute is like none other. The pieces are of historical importance, and he’s allowed us to use them. They are mind-blowing. It will certainly inspire students and allow them to see things in history that they’ve never seen before.

And when you talk about the teacher resources that are available, they address concerns about the discomfort educators may have to introduce some of the historical facts in Black history.

All of that sets us apart from any other history book.

How does the textbook help to make Black history relevant beyond Black History Month?

Freeman: For us, Black History 365 is not transactional but missional—you could probably hear it in our voices. The number 365 is intentional. Every day there’s an opportunity to be inspired and receive the wisdom of history, and then apply it to our lives. Wisdom is the application of knowledge, and knowledge is power. That’s great, but how do you apply that? That’s really what we’re all about—the application of this knowledge in everyday life, and that’s why the name.

We’re also developing an app. We will blast everyone’s cellphone about a piece of Black history or inspirational statement.

We also have the concept of Black History 180—that’s about changing hearts and minds about the significance of Black history.

Are you promoting BH 365 beyond predominantly Black school districts?

Sanders: Absolutely. Black history is American history—not something different, even though it’s been ignored or there’s some fear factor involved. Because of that, this history is for anyone.

It’s important to tell students the truth. So, the longer that we don’t do that, the worse off I think we will be. And we have to find moments and things to celebrate with Black people and our history and not just relate everything back to slavery or civil rights. We talk about slavery trade and civil rights in the textbook, but the book is about so much more than that and really letting all people know — Black students, white students, Hispanic and Asian students — let them know Black people were significant to the founding of this country.

Parents, teachers and school administrators are encouraged to visit the BH 365 website, BlackHistoryMatters.org , where they can find the answers to any questions about this revolutionary approach to teaching Black history.

Alpha Kappa Alpha Sorority To Donate $1.6M To HBCUs During Black History Month

African Americans Are Choosing Homeschooling To Teach Kids Black History

RELATED TAGS

Latest Karen Video Shows 'Crazy' White Woman Call Black Man 'Boy,' Challenge Him To Fight At McDonald's

Mediocre White Man Charlie Kirk Defends Racist Ole Miss Student Who Got Kicked Out Of Frat Over Monkey Noises

Donald Trump Claims 'Anti-White Feeling' In America Is A Problem That 'Can't Be Allowed.' Here's Why He's Wrong

Iowa State President: 'Young White Men' Need A Safe Space Where They 'Belong'

HBCU Commencement Speakers: Full List Of People Addressing The Class Of 2024 At Black Colleges

5 Things That Suggest O.J. Simpson Killed His Ex-Wife And Ron Goldman

About This Alabama Bill To Make Workers Choose Between Celebrating Juneteenth OR Jefferson Davis' Birthday...

What Happened To Allisha Watts? Accused Killer Awaits Murder Trial In Girlfriend's Death

Ode To Us Wellness Helps Women Of Color Decide If Motherhood Is For Them And Here’s How

Ann Coulter Tells Ex-GOP Candidate Vivek Ramaswamy She’d Never Vote For Him Because ‘You’re An Indian’

Mother’s Day: ‘What To Watch’ TV List With Mom

VP Kamala Harris Delivers Surprise Video To HBCU Students For Their Commencement Ceremonies

Virginia Board Votes To Restore School Names Honoring The Confederacy, And Rewrites History To Justify It

Rest In Power: Notable Black People Who Have Died This Year

Sex Trafficking: Black Women And Girls Are At A Greater Risk, So What Can Be Done To Combat The Issue?

GOP Rep. Scott Perry Claims The KKK Is The ‘Military Wing’ Of Democrats

Latest Karen Video Shows ‘Crazy’ White Woman Call Black Man ‘Boy,’ Challenge Him To Fight At McDonald’s

Has Donald Trump’s Support Among Voters Of Color Really Increased Over The Years?

Op-Ed: From Jobs To Healthcare, Black Women Have A Lot Of Issues Leading Up To The 2024 Election

Van Lathan Breaks His Silence After TMZ Fires Him For Argument With Conservative Staffer

Light Sentence? KKK Flag-Flying White Supremacist Who Terrorized Black, Brown People Gets 41 Months

Civil Rights Icon Daisy Bates Honored With Statue In US Capitol

After Delays, Dr. Umar Johnson ‘Finally’ Sets An Opening Date For His School For Black Boys

147 Black Men And Boys Killed By Police

Sign up for the newsone newsletter.

We care about your data. See our privacy policy .

Quick Links

Black History 365: New Educational Entity Is Making Sure African-American History Is Being Taught All Year Long

As Black History month comes to an end, Black History 365 , an educational entity that is using a combination of African-American history and music, is making it their mission to create inclusive conversations about American history all-year-long.

Although February has been recognized by the United States as an annual celebration of African American’s achievements throughout the nation, the shortest month of the year isn’t nearly long enough to capture the essence of everything that we are. This is why BH 365 created a U.S. history textbook and curriculum, developed by Dr. Walter Milton Jr. and Dr. Joel Freeman, to document the unique stories of Black persons, groups, and cultures in North America, beginning in Ancient Africa continuing to modern events and movements. Dr. Milton Jr., who previously served as a teacher and school principal, said it was important for them to begin the book in Ancient Africa because they want people to know that Black history doesn’t start at slavery.

“We have history that people have never heard of before. We don’t talk about Africa in the current geopolitical situations that the oppressor or those who colonized us talk about.” said Dr. Milton Jr. “We talk about the kingdoms and made the connection, how we are truly connected to kings and queens.”

In addition to telling the rich history of African Americans, the co-authors wanted to find a creative way to make the book more engaging. In an effort to artfully evoke images that challenge the mind, awake the soul, and chronicle the history of Black people from ancient Africa through modern times, they reached out to Grammy-nominated producer Dr. Kevin “Khao” Cates to produce Black History 365 The Album . Khao, who also has an educational non-profit organization of his own said the most challenging part of creating the album was finding a way to take a painful part of Black history and create a beat that offsets and balances the pain so you can still jam and learn the information at the same time.

“Out of 42 records and two volumes, I wanted it to be where nothing sounded the same. So you could just go through and jam through a variety of different feels that also fit what we’re talking about,” said Khao.

Both the two-volume album and the textbook have seen positive feedback from school systems and families. BH 365 The Album debuted at the top 10 on iTunes and Amazon Music in the U.S. They’ve also created a campaign called #BetOnBlack365Challenge, where listeners are posting that they’ve “bet on black” and have been listening to the album.

“It’s really been cool seeing people coming together. Because our goal was definitely to be able to have one of the top-selling albums and top the charts during black history month, with the themes of our African American culture and history,” said Khao.

The textbook, which comes in a Texas version (to follow the state’s “TEKS” standards) and a U.S. version is currently in schools across the nation. According to Dr. Milton, the book is being used in cities throughout Texas; and some cities in Illinois, Kentucky, Colorado, and some universities, including Moorehouse. Although the book is designed to be taught in school, BHM 365, said the book is for adults too.

“Our goal is to touch every school district across the nation, with the textbook and the music. As well as, every home, especially black homes throughout this country,” said Dr. Milton.

To learn more about BH 365 or purchase the textbook, click here .

• Music Videos
• International Music
• Latest Trends
• Sports News
• Source Latino
• From the Issue
• Shop Merchandise
• Advertise With The Source
• Privacy Policy

Black History 365: A Truthcentric View of History

Dr. Walter Milton Jr. and Dr. Joel A. Freeman. Photo by HMS Elite Photography; photo courtesy of Black History 365.

“We are creating a more inclusive account of American history.” 

Dr. Walter Milton Jr. and Dr. Joel A. Freeman have known each other for over two decades. In April 2018, Walter reached out to Joel to discuss working on a K-12 black history textbook and curriculum. “I thought Joel would be an incredible addition,” Walter says. “He is the best collaborator that I could dream of.” The two men quickly got to work. “We put in 12-16 hour days, encountering many ups and downs along the way,” Joel says. “We discussed just about every issue one could imagine that has vexed our country for centuries.” A common criticism of school history books is that they are whitewashed. Walter and Joel set out to prioritize a “truthcentric” narrative that would provide an “inclusive account of American history.”

Black History 365 National Textbook. Courtesy of Black History 365.

The final result is Black History 365 , a textbook that is 5.5 pounds, 1,248 pages with 2,567 images. The book includes digital technology like QR codes to create an immersive and innovative experience that caters to the digital-first generation. “For instance, when students are trying to comprehend the difference between the philosophies of W.E.B. DuBois and Booker T. Washington, they are provided QR codes that guide them to videos, films, and web pages that help them to better understand both views,” Joel says.

Making sure they covered all of their bases, Walter and Joel partnered with multi-platinum and Grammy-nominated producer Dr. Kevin “Khao” Cates to create a 41-song, two-volume soundtrack that summarizes each chapter of the textbook. “Students will be able to write papers, parsing every word as they seek to understand the history contained in the lyrics,” Walter says. “We are currently working on building out a curriculum for K-2, 3-5, and 6-8 graders.”

Black History 365 – The Album, produced by multi-platinum and Grammy-nominated producer Dr. Kevin “Khao” Cates. Courtesy of Black History 365. 

Walter and Joel’s next project will be The Elephant Experience, an illustrated book that will discuss topics like Uncle Tom, the Three-fifths Compromise, reparations, the N-word, and scientific racism. “We want a discussion to come out of this,” Joel explains. “Where there is a binary choice, we will provide both views in the form of QR Codes embedded in almost every page.”

Their foundation, The Black History 365 Education Foundation, will be launched to raise at least $100 million to put a copy of the textbook in the hands of every police officer in the country as well as in every prison in America. The Foundation will also create a curriculum for underserved communities. With Black History 365 in the hands of the next generation and those who need it the most, we will be better equipped to address racism and bias and understand black people’s contributions to the great experiment that is America.

To learn more about and “Black History 365” and get your copy of the textbook, visit their website and follow them on Facebook , Instagram , and Twitter . Stream/download both volumes of the soundtrack here: Vol.1 & Vol.2

Related Articles

Reba Hollingsworth Provides Vital Lessons To Aspiring Entrepreneurs

B.C. FaJohn’s Debut Novel Illuminates With Magic

Nancy E. Johnson’s Mighty Triumph

Leslie T. Thornton: Writer at Heart

Download the free Kindle app and start reading Kindle books instantly on your smartphone, tablet, or computer - no Kindle device required .

Read instantly on your browser with Kindle for Web.

Using your mobile phone camera - scan the code below and download the Kindle app.

Image Unavailable

• To view this video download Flash Player

Black History 365: An Inclusive Account of American History Hardcover – January 1, 2020

• Print length 1247 pages
• Language English
• Publisher BH365
• Publication date January 1, 2020
• Reading age 15 years and up
• ISBN-10 0989850498
• ISBN-13 978-0989850490
• See all details

Customers who viewed this item also viewed

Product details

• Publisher ‏ : ‎ BH365 (January 1, 2020)
• Language ‏ : ‎ English
• Hardcover ‏ : ‎ 1247 pages
• ISBN-10 ‏ : ‎ 0989850498
• ISBN-13 ‏ : ‎ 978-0989850490
• Reading age ‏ : ‎ 15 years and up
• Item Weight ‏ : ‎ 1.01 pounds
• Best Sellers Rank: #2,566,251 in Books ( See Top 100 in Books )

Customer reviews

Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them.

To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzed reviews to verify trustworthiness.

• Sort reviews by Top reviews Most recent Top reviews

Top review from the United States

There was a problem filtering reviews right now. please try again later..

• Amazon Newsletter
• About Amazon
• Accessibility
• Sustainability
• Press Center
• Investor Relations
• Amazon Devices
• Amazon Science
• Sell on Amazon
• Sell apps on Amazon
• Supply to Amazon
• Protect & Build Your Brand
• Become an Affiliate
• Become a Delivery Driver
• Start a Package Delivery Business
• Advertise Your Products
• Self-Publish with Us
• Become an Amazon Hub Partner
• › See More Ways to Make Money
• Amazon Visa
• Amazon Store Card
• Amazon Secured Card
• Amazon Business Card
• Shop with Points
• Credit Card Marketplace
• Reload Your Balance
• Amazon Currency Converter
• Your Account
• Your Orders
• Shipping Rates & Policies
• Amazon Prime
• Returns & Replacements
• Manage Your Content and Devices
• Recalls and Product Safety Alerts
• Conditions of Use
• Privacy Notice
• Consumer Health Data Privacy Disclosure
• Your Ads Privacy Choices

Don’t miss out!

Get the top Black headlines in Houston/Texas/America in your inbox Monday-Saturday.

Support the Defender

We can’t do this alone - help support Black media in Houston.

Your contribution is appreciated.

DefenderNetwork.com

Houston's Leading Black News & Information Source

New Textbook Makes Black History Relevant 365 Days Of The Year

Share this:

• Click to share on Facebook (Opens in new window)
• Click to share on Twitter (Opens in new window)
• Click to share on LinkedIn (Opens in new window)
• Click to email a link to a friend (Opens in new window)
• Click to print (Opens in new window)

It always seems like  Black History Month  is over before you know it. For just 28 days out of the year, the country is exposed to the rich history of Black folks beyond the two chapters they were taught in grade school: slavery and civil rights. Unfortunately, the rarely told legacy of African-American contributions that students learn about during Black History Month can many times be quickly forgotten once February ends.

That is precisely the reason why a three-person team has developed a Black history textbook that offers a “gateway to connecting history to daily life” beyond February.

Black History 365  (BH 365) is an interactive U.S. history textbook that tells stories from the beginning in Ancient Africa through modern events and moments. It documents unique narratives of Black people with lessons that come alive through more than 3,000 original artifacts, including resources and curriculum for teachers and sections for families and small groups.

It is scheduled for release in the 2019 – 2020 academic year.

NewsOne sat down with the co-authors (Dr.  Walter Milton  Jr., a former school superintendent;  Joel Freeman , a former NBA chaplain and founder of the  Freeman Institute Black History Collection ; and  Heather R. Sanders , a former middle school educator and educational leader in Nashville) to find out more about BH 365.

What’s the goal of Black History 365?

Milton: To impact the lives of children across this great nation, particularly Black children. Black children have an education that’s void of anything that reminds them of their greatness and excellence in terms of achievement.

This textbook is for teachers and students in K-2, 3-5,6-8 and 9-12. It includes all of the components teachers need to be successful in delivering the information.

What makes Black History 365 different from what’s currently on the market?

Sanders: First, it helps to address the literacy gap. We have activities, assignments and tasks that are directly related to learning standards. BH 365 gives teachers a chance to collaborate and to utilize the curriculum in a number of ways, not just history. 

Plus, Dr. Freeman’s Black history collection in  the Freeman Institute  is like none other. The pieces are of historical importance, and he’s allowed us to use them. They are mind-blowing. It will certainly inspire students and allow them to see things in history that they’ve never seen before. 

And when you talk about the teacher resources that are available, they address concerns about the discomfort educators may have to introduce some of the historical facts in Black history.

All of that sets us apart from any other history book.

How does the textbook help to make Black history relevant beyond Black History Month?

Freeman: For us, Black History 365 is not transactional but missional—you could probably hear it in our voices. The number 365 is intentional. Every day there’s an opportunity to be inspired and receive the wisdom of history, and then apply it to our lives. Wisdom is the application of knowledge, and knowledge is power. That’s great, but how do you apply that? That’s really what we’re all about—the application of this knowledge in everyday life, and that’s why the name.

We’re also developing an app. We will blast everyone’s cellphone about a piece of Black history or inspirational statement.

We also have the concept of Black History 180—that’s about changing hearts and minds about the significance of Black history.

Are you promoting BH 365 beyond predominantly Black school districts?

Sanders: Absolutely. Black history is American history—not something different, even though it’s been ignored or there’s some fear factor involved. Because of that, this history is for anyone. 

It’s important to tell students the truth.  So, the longer that we don’t do that, the worse off I think we will be. And we have to find moments and things to celebrate with Black people and our history and not just relate everything back to slavery or civil rights. We talk about slavery trade and civil rights in the textbook, but the book is about so much more than that and really letting all people know — Black students, white students, Hispanic and Asian students — let them know Black people were significant to the founding of this country.

Parents, teachers and school administrators are encouraged to visit the BH 365 website,  BlackHistoryMatters.org , where they can find the answers to any questions about this revolutionary approach to teaching Black history.

MORE FROM THE DEFENDER

We've recently sent you an authentication link. Please, check your inbox!

Sign in with a password below, or sign in using your email .

Get a code sent to your email to sign in, or sign in using a password .

Enter the code you received via email to sign in, or sign in using a password .

Subscribe to our newsletters:

• Newsletter List
• Audience Profile
• Digital Data
• Client Solution Bundles

Sign in with your email

Lost your password?

Try a different email

Send another code

Sign in with a password

By signing up, you agree to our Terms and Conditions.

Selling Black Books Since 1997 ★

BLACKHISTORY365

In the spirit of cooperative economics this textbook can not be purchased on Amazon’s site. This book can only be purchased from the publisher, a majority Black-owned company .

BLACKHISTORY 365

An Inclusive Account of American History

UNIT/CHAPTER OVERVIEW

UNIT 1 — ANCIENT AFRICA

This foundational unit engages students in the rich history of African tribes, customs, traditions, languages, and cultures. In fact, many of these customs and practices are instrumental in forming modern processes and conventions practiced within Black American cultures and subcultures. The mere notion that Black History started with enslavement is eliminated when students understand the genius of ancient Africans.

CHAPTER 1: HOW AFRICA GOT ITS NAME

Sankofa reminds us that we must go back to our roots in order to move forward. This chapter communicates, with clarity, the importance of reaching back individually and collectively to gather the best that our past has to teach us, so that we can achieve our full potential individually and as a whole. We trace Africa back to the beginning of humanity, stepping back in time to capture a glimpse of the ingenuity, productivity, creativity and nobility of ancient Africans. Africa is authentic, colorful and historical. It is not monolithic, but it is immensely unique and diverse. Africa truly is the cradle of civilization.

CHAPTER 2: ANCIENT AFRICAN CIVILIZATIONS

Enhanced understanding of ancient African civilizations continues; the awesome legacy of a mighty people reveals itself. In providing a careful examination of the achievements of generations long past, new insight is gained that is useful today:

Ancient Africa has a rich repository of creativity, intellect and innovation.

The celebrated heritage, as documented by world historical and cultural organizations, establishes justifiable pride in individuals of African descent.

UNIT 2 — THE TRANSATLANTIC SLAVE TRADE

Filled with details of, the so-called, Transatlantic Slave Trade , this unit explores the conditions that influenced the trading of natural resources, weapons, and people of African descendants. The profit motive eventually leads to arguably the largest human trafficking period in recorded history. It contains historical verification from countries involved in the Transatlantic Trade, along with steps that ultimately lead to the end of the trade.

CHAPTER 3: THE ATLANTIC SLAVE TRADE AND TRIBES

This chapter explains the dynamics and interactions of tribes among themselves, before the start of European Trade, and afterwards. The chapter also carefully explores:

The role warfare and seeking material gain and power between tribes played in the capturing of local people within Africa.

How laws and policies of European governments and the United States impacted the operations of the Trade.

CHAPTER 4: END OF ATLANTIC SLAVE TRADE

This Chapter discusses the myriad of reasons why the profitable practice of kidnapping African endured for so long:

How laws and actual business practices extended the trading of enslaved peoples well beyond its legal termination.

An examination of some of the ways in which captured Africans fought with every creative weapon they could muster against their transporters.

UNIT 3 — THE AMERICAN SYSTEM — THE FORMING THEREOF

The American System discusses the beginnings of American systematic oppression, racial and economic disparity. The discrimination, and dominant-culture supremacy was facilitated through the enslavement and persecution of Blacks in the United States.

CHAPTER 5: ENSLAVEMENT — THE PECULIAR INSTITUTION

A hard look at the financial calculations and operations of those who enslaved individuals from Africa is impartially examined. Carefully detailed research uncovers information on the groupings of the enslaved by gender, and for- profit potential:

Valuing young men, young women, teens and pre-teens by common calculations.

How sex trafficking evolved as a special and profitable niche across state lines.

CHAPTER 6: AMERICAN CIVIL WAR, 1861-1865

When the compromises and juggling of differences between the North and the South came to a boil, the result was the American Civil War. Chapter 6 examines the varying opinions about the war before, during and after the fighting ended:

The unexpected length, cost and deadliness of the war for both the North and the South.

How and why President Lincoln made the decision to end the War.

The use of Black soldiers and civilians in the war.

UNIT 4 — EMANCIPATION & RECONSTRUCTION

The Civil War, along with the signing of the Emancipation Proclamation, marked the beginning of efforts to end legalized enslavement in the United States. This unit analyzes the critical events leading to the emancipation of the enslaved, and the subsequent conflicts between Confederate and Union States after the war ended. A perilous and often dangerous period occurred in the era immediately after the War. These activities and policies became known as Reconstruction .

CHAPTER 7: AFTER THE CIVIL WAR — RECONSTRUCTION, 1866—1877

The exact ways to rebuild the nation after the war was no easy task. Basic issue on how to handle matters related to the new freedmen required new methods and systems. The major steps employed are revealed:

The establishment of the Freedmen’s Bureau and support from religious organizations.

New laws and amendments to the Constitution.

Self-help efforts and cooperative steps by the freedmen themselves.

CHAPTER 8: NO FREE LUNCH & FIGHTING FOR JUSTICE & FREEDOM

Former Confederate soldiers begin a reign of terror to regain power:

The explanation of the role White supremacist violence and threats played in ending Black political participation, Black voting rights and their ability to maintain economic independence.

Legal schemes and processes to return the formerly enslaved to agrarian life.

CHAPTER 9: POST RECONSTRUCTION — TRANSITION TO A NEW CENTURY

As the freedmen of the South sought to gain a measure of independence, Black people began organizing themselves to improve their lives. A concerted effort was made to end the post-war terror of the South and to stop wide-spread lynching(s):

The role played by Black leaders, such as W.E.B. DuBois with the founding of the all Black Niagara Movement in 1905, which later became the National Association for the Advancement of Colored People (NAACP).

The impact of race riots that occurred in many states across the nation.

CHAPTER 10: POST-RECONSTRUCTION

This chapter details the reality of Black life in America after the end of Reconstruction. The return of Southern leaders to power brought immediate negative consequences. Black people sought to counter these attacks by engaging in the following strategies:

The promotion of self-help, industrial training advocated by Booker T. Washington.

A national and international Black pride and unifying promoted by Marcus Garvey.

UNIT 5 — THE GREAT MIGRATION AND ITS AFTERMATH

Filled with photographic images of American involvement, this Unit investigates Black Liberation & Expression through the development of Black-oriented institutions, Black-inspired art (including the Harlem Renaissance), and the long-ranging modulation of Black voices.

CHAPTER 11: THE TIDAL WAVE — BLACK MIGRATION, NORTHWARD

A massive migration occurred within the borders of the United States — over six million Blacks moved to urban areas of the North in a relatively short period of time:

Pushing Black people out of the South due to flagrant acts of racist violence and Jim Crow practices.

Pulling Black Americans out of the South to accept new positions largely opened by the labor needs of World War 1.

CHAPTER 12: DEMOCRACY: POSSIBILITY OR MYTH

Exploring the massive changes to the country that occurred with the United States’ entry into World War I. Black Americans were negatively affected by the election of President Woodrow Wilson:

Extensive examination of the political, economic and social changes fueled by the mass migration of Black Americans.

Growing tension caused by racist violent attacks. An example is the growth of Black-face travel shows and the new movie industry and its first full length provocative film, The Birth of a Nation, is discussed.

CHAPTER 13: STANDING UP

Leaders were developing alternative measures to gain freedom. These business pioneers were utilizing their faith, talents, and abilities to provide examples of building an economic legacy for themselves and their communities:

Black visionaries inspired and encouraged others to dream.

Reviewing the buy-Black position of Marcus Garvey.

CHAPTER 14: THE HARLEM RENAISSANCE

Despite racial turmoil and unrest in the North and South, the music of Black Americans found its way on the world stage during and after the Harlem Renaissance:

This era showcased artistic creativity, poetry and musical talent.

World-wide, the music, dance, and art found in the originality and freshness of Black Americans musicians, artist and poets is made apparent.

CHAPTER 15: THE BLACK CHURCH AS AN INSTITUTIONAL BASE OF THE COMMUNITY

There are more Black churches in America than any other institution. Its leaders have had a broad impact in community development and the founding of HBCUs, along with forming a core of the key political and civic leaders. The post-Civil War and Reconstruction Era produced a free people, more churches built than at any other time in American history, and a Black Church foundation that is the spiritual heart of Black America still beating strong today.

UNIT 6 — CIVIL RIGHTS & AMERICAN JUSTICE

This unit provides an unfiltered look into the Civil Rights era. It was a period of severe unrest. The organized bigotry, inequitable treatment (egregiously normalized attitudes and behaviors against Black Americans) would not be easy to dismantle. The laws and customs of a society built on inequality were deeply entrenched. In addition, the lingering policies of Jim Crow, the assassination of Black leaders and racist legal practices would put the country to the test.

Chapter 16: WINNING EQUAL RIGHTS

The legacy of post reconstruction violence, flagrant legal injustices and humiliations of the Jim Crow era gave rise to the Civil Rights Movement. This chapter assesses how the birth of the civil rights struggle began and how it quickly impacted the entire nation:

The role of governmental practices on the federal, state and local level which gave birth to the demand for civil rights and equal justice.

A look at the landmark social issues that sparked the civil rights era.

Chapter 17: THE CHILDREN’S CRUSADE — WE TAKE IT TO THE STREETS

No segment of society held a greater stake in attempting to end racist violence and oppression than the youth of America. While striving for justice, they were willing to face possible imprisonment: The impact of Black American youth in the Civil Rights Movement.

CHAPTER 18: RACIAL TENSION CONTINUES

As the frustration and violence of the Civil Rights Movement took its toll, new and different ideas and approaches to winning justice and freedom emerged. This chapter examines some of these new thought leaders and the organizations that ultimately emerged:

Social justice by other means; the rise of a wide range of Black freedom organizations and the rise of federal government infiltration tactics.

The remarkable struggles, sacrifices, courage, of activists ranging from Fred Shuttlesworth and Fannie Lou Hamer to Medgar Evers and Rosa Parks.

CHAPTER 19: VALIANT WOMEN

The brave actions of Black leaders and thousands of people who worked for justice during the Civil Rights era are not limited to Black men. Many of the “trench warriors” are unknown and unsung Black females:

The unique challenges and contributions of historical and contemporary Black female freedom fighters, publicly and behind the scenes The sterilization of many poor Black women in southern states, including Fannie Lou Hamer.

UNIT 7 — THE ECONOMIC SYSTEM

The financial impact of enslavement and the less well-known effect of Black economic exploitation in the modern economic system are explored. This unit uncovers hard evidence of multigenerational economic benefits and penalties of sustained financial exploitation, with wide implication up to the present time.

CHAPTER 20: ECONOMY, POLICY, AND MORALITY

Following the money is the theme of this chapter. It takes an objective look at economic practices in a pragmatic manner:

The effects of enslaved profits in the development of the modern industrial era.

Exploiting Black labor to rebuild the industrial South, and to provide free or cheap labor in building the early roads and highway systems throughout America.

CHAPTER 21: CONVICT LABOR

The Industrial Revolution in the North was aided primarily by the prolonged enslavement of Blacks in the South. This chapter checks into several areas of unfair labor practices across many states:

Building rail and highway systems needed for more efficiency in moving products to consumers .

The wide-spread use of chain gains to obtain free labor from a mostly Black male population pool.

CHAPTER 22: INCOME VS. WEALTH BUILDING

Economic education as a path to greater individual and collective freedom is addressed. Here we provide examples of real-world financial heroes that embraced the vision, accepted the challenge and made things happen:

Fascinating insight into the historic and on-going challenges of the nation’s 101 Historical Black Colleges and Universities (HBCUs) in the United States

A frank look at the spending habits of Black Americans and the need to improve financial literacy, coupled with new wealth-building habits and strategies devoid of the sensationalism and influence of target marketing.

CHAPTER 23: BLACK SOLUTIONISTS

We examine the humble beginnings and remarkable success of four Black entrepreneurs, who have demonstrated the importance of having a vision and the tools for overcoming obstacles:

Reginald F. Lewis.

Annie Turnbo Malone.

Curtis Robinson.

Cathy Hughes.

CHAPTER 24: NOTIONS OF A POST-RACIAL SOCIETY

This chapter investigates the documented predictions of a Black president decades prior to the election of Barack Obama in 2008. Once Barack became President of the United States, some people began to claim that America was now a post-racial nation:

Looking at the political, social and economic realities of Black America.

President Obama’s own assessment of the importance of his election and if it would usher in a racism-free society. His presidency signaled a new era in America and this chapter examines what some social commentators have claimed that — because America has elected a Black President — it proves that we are now living in a “post-racial” nation.

UNIT 8 — POP CULTURE & BLACK WEALTH

This unit reviews positive and negative image of pop culture and Black wealth.

CHAPTER 25: SPIRITUAL EXPRESSIONS FROM THE SOUL

All Americans, and now the world, have tasted the fruits of Black cultural expressions. The originality and admiration of the arts expressed through Black music and literature started in earnest with the Harlem Renaissance more than 100 years ago. The impact continues today:

The role of books and films in sharing the Black experience, from little known productions, to internationally acclaimed television series such as Roots

Tracing the legacy of African heritage music from enslavement to the present.

CHAPTER 26: POP MUSIC EXPLOSION

Shortly after the Civil War, Negro Spirituals won popularity primarily through HBCU choirs, such as the Jubilee Singers raising funds for Fisk University. From that time until the present, national and international support for the originality and beauty of Black music has expanded. The financial growth of the music industry is explored:

Mass appeal of “pop” music and the role of Black musicians and singers as early at the turn of the 20 th century.

How Black culture has influenced all genres of music.

CHAPTR 27: BLACK ENTERTAINMENT INDUSTRYS’ IMPACT

Entertainment is a broad term which describes anything that generates attention and pleasure for the observer or listener. Black entertainers and athletes have played a major role in American society:

The social and financial impact of media icons such as Oprah Winfrey, Michael Jordan, and Michael Jackson

The broad influence of Black entertainers as marketing wizards, influencing the spending of youth and adults of all races, internationally.

CHAPTER 28: THE DIVINE NINE

The historic role of Black Greek organizations is highlighted. Despite overt acts of discrimination on White

college’s campuses and the patronizing tone of many White college presidents of HBCUs, these groups found a sense of belonging on college campuses and within the Black community:

Overcoming discrimination and limited academic resources to excel.

Emphasis on being service-oriented, while exemplifying leadership, brotherhood/sisterhood and academic excellence.

CHAPTER 29: CONTRIBUTIONS OF BLACK MEN IN SPORTS

Historically Black Americans had to fight their way through prejudice and unfair practices to gain their deserved place in sports. When the enormity of their hard work and talent could no longer be denied, and they were given the opportunity, Black American athletes thrived:

The legacy of those who have gone before, paving the way for Black athletics of today in both traditional and non-traditional sports.

The impact on social norms and values by Black athletics in all major sports, with a related major influence on consumer marketing and the spending habits of all Americans.

CHAPTER 30: INTEGRATION OF THE NBA

Historians agree that basketball is a unique game, in that it was invented by a specific person and was first played at a certain geographical site. The fast popularity of the game has won millions of fans across the globe:

The role of Black athletes and the roots of the NBA roots are analyzed.

The first Black player to sign an NBA contract and the modern influence on College basketball affecting hundreds of American schools.

CHAPTER 31: BLACK QUARTERBACKS

The number of Black athletes playing college and professional football has been increasing. Their expanding numbers and notable achievements are recorded. Black players make up the largest percentage of pro football players. Nearly 70% of all NFL players today are Black, yet they are not immune to racial slurs and discrimination:

Black players report facing obstacles in securing the position of quarterback in professional football for various reasons, including racial bias and stereotyping.

Black quarterbacks who have made mistakes both on and off the field face harsher criticism in the media and by fans.

CHAPTER 32: CONTRIBUTIONS OF BLACK WOMEN IN SPORTS

Black women have made their mark in sports. Like their male counterparts, they have confronted and have overcome discrimination.

International fame and product endorsements through hard work and dedication.

UNIT 9 — THE LONE STAR STATE: TEXAS

The rich history of its diverse people, coupled with the bountiful beauty of its natural geography, is the reason the Lone Star State rivals any spot on earth as a place in pure majesty.

The resilient people of the Lone Star State have demonstrated to the world that they are unstoppable by any

challenge. Today, Texas has been “rediscovered” by the nation; consequently, it is now experiencing one of the highest population-increases in America.

CHAPTER 33: THE IMPACT BLACKS HAVE HAD ON TEXAS

Early Black inhabitants were motivated by a desire for freedom and economic opportunities. Many Blacks who currently reside in Texas had ancestors who were kidnapped and brought to the region. Topics for this chapter include:

Contributions of Black people to the US Western Expansion.

The development and expansion of the Texas economy and enslaved labor and role of Black soldiers in the Civil War.

The role of Black cowboys and farm ranch hands in Texas.

Post enslavement and reconstruction and the celebration of Juneteenth originated in Texas.

Black and Brown Texans collaborating and cooperating for Civil Rights and justice.

Black Texans blazing new ground in civil rights.

CHAPTER 34: THE STRUGGLE FOR CIVIL RIGHTS IN DALLAS

The Civil Rights Movement in Dallas was a social and political grassroots struggle. Its goal was like those of the Civil Rights movement in the rest of the country, but with some distinctions. The aim was still to achieve equal and fair treatment for Black Texans. The foundation of the movement was a determined and heart-felt effort of Black Texans themselves to obtain their full constitutional, legal, and human rights. Elements of their valiant efforts and consistent hard work are:

Origins of the Civil Rights Movement and its emergence from the Reconstruction Era, transitioning through the Jim Crow era, and ultimately up to civil disobedience.

The effect of unified social protest movements gave way to progress for Black Texans.

CHAPTER 35: FORT WORTH: WHERE THE WEST AND THE SOUTH MEET

The political structure of Fort Worth has historically been controlled by Whites. Yet, a courageous number of Black people in the area stood and fought for freedom and economic opportunities:

Organizing and fighting for freedom and justice.

Building self-help programs and practices in education, economics and politics.

The Jim Crow system began to break down after World War II.

Entrepreneurship in Fort Worth, defeating the odds and serving each other.

Unit 10 — THE NORTH STAR: The Remarkable Canadian Connection

In this unit we observe the similarities between American and Canadian Blacks. Because of the horrific nature of enslavement and the so-called Fugitive Slave Laws , Black people are embedded in the history and development of our large and prosperous neighbor to the north.

CHAPTER 36: NARRATIVES OF EX-ENSLAVED BLACKS IN CANADA

Aboriginal peoples were the earliest inhabitants of the land that ultimately became known as Canada. However, as many Black people escaped enslavement and moved north, Canada also became their home. The first Black

inhabitants in Canada are traced to around the early 1600’s. The Black citizens who arrived later are primarily in Canada, because of its geographical closeness. This chapter examines a number of the perspectives on the benefits, issues and challenges Blacks experienced in Canada — including, but not limited to, the following:

Free and enslaved Blacks who fled from the United States after the American Revolution.

Enslavement and oppression in Canada— unique features and characteristics

Early Black settlements that later became community developments throughout Canada.

Black independence and economic opportunities, self-help organizations and political empowerment.

CHAPTER 37: CANADA'S BLACK SETTLEMENTS: FOLLOWING THE NORTH STAR FROM ENSLAVEMENT TO FREEDOM

The initial impetus for more Blacks in the United States to make the longer, harder trek to the Canadian border was the passage of the, so-called, Fugitive Slave Act of 1850. While a relatively small number of enslaved people were freed via the Underground Railway, it did provide support for those who made it to many of the northern states. The second event that pushed Black people northward in large numbers was the outbreak of the American Civil War.

Many other key factors played a role in the Black Canadian movement and settlement:

Calibrations with Aboriginals to find trails leading north.

Black people who arrived in Canada with Colonial British Loyalists fleeing to Canada.

Assistance from some local religious groups, such as the Quakers.

The establishment of Black Settlement groups by local and new residents.

AFRICAN CANADIAN TIMELINE: A “ Roads to Freedom ” Resource

Roads to Freedom has provided a timeline chronicling an overview of Black History in Canada from 1492 to our modern era. The timeline provides a comprehensive synopsis of notable American and Canadian people, communities and major events over hundreds of years, which finally resulted in stable Black communities in Canada with their own rich narratives.

Frequently Asked Questions

What is bh365®.

Black History 365® (BH365) is a comprehensive K-12 curriculum designed for public schools across America. Our purpose is to provide a tech-savvy educational resource that will invite students to become: · critical thinkers · compassionate listeners · fact-based, respectful communicators · action-oriented solutionists BH365® is an interactive history textbook that may be used independently or as supplemental text and includes instructor resources such as: · Curriculum planning guides · Instructional tools · Family and community engagement and restorative/wellness activities · Audio/visual supplements · Electronic assessments Full of rarely told history lessons and backed by more than 3,000 original artifacts, BH365® takes students and educators on a colorful journey to embracing an inclusive account of American history as is great for: · American History Courses · Elective Courses · Extended Learning Opportunities · Study Groups · Personal Enrichment

What separates BH365® from other history textbooks?

Eight Distinctives: No other Black History curriculum – regardless the publisher – comes close to BH365®. Here are at least eight reasons and distinctives that set BH365 apart from all other educational publishers: 1. BH365® has exclusive access to 3,000+ genuine documents and artifacts from the celebrated and comprehensive Freeman Institute® Black History collection (oldest piece dated 1553). Over 4,000 high resolution images have been identified from that collection, many of which are utilized to inform the curriculum and illustrate the text. 2. BH365® includes the proprietary “Elephant Experience” student engagement process – with important subject matter interspersed throughout the curriculum – designed to prepare students to become critical thinkers, compassionate listeners and fact-based, respectful communicators when dealing with significant topics that have vexed our country for centuries. 3. BH365® curriculum project is missional – African American majority-owned/operated (BH365), with all resources published by an African American/women-owned entity (CGW365 Publishing). Other textbook companies owners and operators tend to be less missional, more transactional. 4. BH365® incorporates sidebar materials that are strategically placed throughout each chapter, providing student encounters on an approachable level. 5. BH365® engages the whole student with chapter check-ins – using interdisciplinary components like science, math, language – as a part of the ongoing student experience throughout each unit. 6. BH365® offers extensive supports and resources to both teachers and students through Professional Development (PD). Even though our textbook is not a psychology book, we know that some of the topics will cause certain thoughts, emotions and questions to rise to the surface. That is why we have put together a team of experts, an engaging textbook and an unparalleled PD process that will serve as an instructional tool for the teachers. 7. BH365® integrates technology in each unit and chapter. a. Each unit contains technology integration including embedded QR codes throughout each chapter that can be scanned using an iPhone, the SnapChat application or a free downloadable QR code reading application. This allows students to read about a person or event and then immediately watch a video relevant to that topic. b. The QR codes lead readers to virtual tours to landmarks referenced within the text via Google Earth, online assessments, and supplemental instructional videos or documentaries via YouTube and participating partners. c. Related activities and assessments accompany each integrated technology. 8. BH365® is comprised of a diverse group of writers and historians who start the curriculum in ancient Africa and end in Canada – where they introduce students to the people who followed the North Star to settle in communities that allowed for freedom of movement, thought and enterprise.

How does BH365® align with state learning standards and objectives?

BH365® is an independent curriculum that meets and exceeds national requirements for U.S. History and social sciences learning standards and objectives that have traditionally included understanding: · The Civil Rights movements and leaders · Presidential and congressional action · Constitutional amendments · Eugenics and race relations · And much more… This curriculum can be used independently in a student-centered course intentionally-designed around the text or as a supplement to existing US History, Elective/Enrichment or college courses. This curriculum fills an educational gap that exists within many state curricula and will have editions for elementary, middle, and high school learners.BH365 can provide course models for districts interested in adding a Black History course to their course offerings. Our curriculum model utilizes Bowen’s Understanding By Design (Backwards Design) and includes: · Proven, high-impact instructional strategies that result in student engagement · Inquiry-based, student-centered text · Bloom’s Taxonomy · Engages all learning styles inventories The Solutionist Academy is an after-school (or Saturday) educational initiative based upon the BH365® course material. Our professional development team is available to train your staff to provide the educational experience.

What is the reading level for the 9-12 textbook?

The reading level for the 9-12 textbook is at the 10th Grade.

Besides the authors, what historians have vetted this material?

Dr. Milton and Dr. Freeman are both authors of their own bestselling books and historians in their own right. After decades of Black history research, both authors bring their respective bodies of knowledge and wisdom to the curriculum. Along with a number of other editors, proofreaders, historians, and reviewers, Dr. Marvin Dulaney (current President of ASALH), provided relevant critiques, edits, and suggestions along the way.

Is BH365® primarily for black students?

BH365® is for all learners. We are certain African and Black American learners will be greatly inspired and connected to the text because they will see themselves in a way they have not before. However, BH365® is historical text, and therefore is for any person interested in a more complete American story.

Do you plan on creating a LatinX/Mexican American History Textbook?

Yes, the LatinX 365 textbook is currently in the development phase.

What other schools have adopted your material?

We will provide a list of schools upon your request. In the interim, the map on our homepage highlights many of those school districts.

How are other schools using the material?

Each school has different needs, along with an understanding of what works best for their students. Therefore BH365 provides latitude so that each school can utilize the curriculum in the way that best works for their students. African American Studies/ Infused into social studies classes/ infused into all of their classes.

Are we able to contact someone from another school that is using the textbook or has been through professional development?

Yes, upon request, we will provide contact information for school references.

What support is included for students in resource classes?

Chapter Check-ins and Side Bar Chats can be utilized for resource students.

How has the Advisory Board contributed to the textbook?

Our Advisory Board members have contributed in various ways. Some have provided personal experiences, advice, critiques, and helpful feedback, while others have provided connections to their spheres of influence, along with sharing personal artifacts, pictures, and videos. Ambassador Andrew Young gave exclusive rights to 32 films that represent his life’s work. He could’ve called anyone, but he chose BH365 to provide his films for free to students across America.

What happens if a QR code is not working?

With the help of several seasoned IT professionals, BH356 developed a proprietary process for changing the dead link of any QR Code in the book within 45 seconds after the new link has been identified and curated. Every reader is “deputized” to report a bad link that we haven’t discovered yet. And we welcome those reports with joy. When notified of a QR code not working, we commit to having the issue resolved within 24 hours.

How do we ensure the link assigned to a QR code remains relevant?

We have dedicated team members that are responsible for ensuring that our links are relevant and working. We also have what’s called a crawler, which is a form of technology that goes through all of our QR codes each night and reviews them to identify any broken links. This ensures that our links remain active and available for our readers.

Is your eBook compatible with our LMS (Learning Management System)?

Our eBook is compatible with Google Classroom, Schoology, Blackboard, and Canvas by Instructure. To date, we have not had an LMS that we are not compatible with.

Does the eBook translate in Spanish?

Not at this time. This is something that our team is considering as a possible future update.

Is there a specific time the PD needs to be scheduled?

The Professional Development will be scheduled following the purchase. At a minimum, you will want to schedule your BH365 Facilitator Training before the textbook is used in the classrooms. This is the one-day training where teachers enhance their understanding of implicit bias and cultivate mental models to address blind spots and culturally responsive practices. It’s very important that teachers have a strong foundation prior to teaching this material in the classroom.

What if we are limited on the amount of time available for Professional Development? Can the training be broken up?

Yes, the training can be scheduled around the school's availability. Our professional development team can break the sessions up into half days. While it is not recommended the Facilitator Summer Institute Training can be reduced to 2-3 days. We typically have this scheduled for 4 days and this is where the teachers take a deep dive into each Unit and Chapter to foster positive implementation.

Do you offer multi-year prices on the eBook licensing fee?

Yes, we have 1 and 3-year options.

What are the educational and printing standards for the BH365® curriculum?

The BH365® curriculum textbooks are printed and manufactured in the United States by LSC Communications. We meet and exceed MSST, NASTA and SIMRA manufacturing standards for the textbooks developed for this curriculum. (https://bomi.memberclicks.net/msst ) & (https://bomi.memberclicks.net/assets/docs/MSST-Webinar-2012.pdf )

Lorem ipsum dolor sit amet, consectetur adipiscing elit

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip

BH365 Brings Black American History to Life with KITABOO

Everyone has a story. It’s the story that makes us who we are as humans, the thoughts, emotions, and memories; and it is the storyteller who makes the stories come alive. Black History 365 is one such storyteller, that brings facts on the history of black Americans to life. 

Black History 365 - An inclusive account of American history

Black History 365 is an educational entity focused on creating cutting-edge resources to encourage students, educators and other readers to become critical thinkers, compassionate listeners, fact-based, respectful communicators and action-oriented solutionists.

Black History 365 successfully documents the unique and inspiring stories of black people, groups and cultures in North America, beginning in ancient Africa and continuing till modern events and movements. It takes great pride in the transcendent approach to American history to create a gateway for connecting history with daily life. It allows students of all ethnicities to engage in meaningful conversations with teachers, peers, and their families through the lens of Black History.

Black History 365 aims at equipping the world with a more thorough, candid and interwoven understanding of African American history and realities within the world historical contexts. 

About the Black History 365 textbook and curriculum

In ancient Africa, individuals called griots used to collect, maintain and dispense the treasured stories of black people, families and dynasties through their methodical word choice, masterful poetry and verbally illustrated stories. The Black History 365 textbook acts as the modern-day griot, bringing the illustrious stories to life. 

The textbook curriculum is designed with integrated technology. This interactive history/social science textbook can be used independently or as supplemental text and includes interactive resources that will engage all learners.  

The textbook and its corresponding K-12 curriculum are designed to not only bring the untold portions of African-American history to light, but also to cultivate an atmosphere of being authentic with each other about the history with the intention to heal, not hurt. 

The textbook meets Texas state standards regarding U.S history as it provides a healthy survey of national, international and regional U.S history through the lens of African Americans. Full of rarely told history lessons, the BH365 curriculum has exclusive access to more than 3,000 original artifacts that take students and educators on a colorful journey to embracing an inclusive account of American history.

What has the Black History 365 textbook achieved?

The textbook encourages students to think critically using well-paced discussion points and sidebars that connect with modern societal challenges. The textbook meets and exceeds the Texas state standards so that students can achieve elective credits. 

The BH365 textbook is creating history. It empowers students with the stories of black history and uplifts their knowledge, confidence and understanding to inspire them to achieve greater heights.

Distinctive features of BH365 eBook

• Exclusive access to high-resolution images
• The proprietary “Elephant Experience”
• Sidebar materials
• Student engagement and chapter check-ins
• Curriculum starts in ancient Africa and ends in Canada
• Professional development
• Embedded QR Codes & interactive (i.e. music)
• Community, synergistic approach
• Extraordinary advisory board
• The Solutionist Academy
• For Black Students

According to research regarding culturally responsive teaching and learning, there is a direct correlation between students’ self-awareness and academic achievement. There is an obvious need for Black American students to achieve in the same manner – being culturally astute matters!

• All Students

White students benefit from learning about other cultures in the same way as students of color. It is important for all learners to understand and acknowledge the contributions of people from varied cultures, ethnicities, and backgrounds in order to fully appreciate all of humanity.

While historically teachers have not been “trained” to teach history, BH365 offers resources and support to begin to unlearn historical biases and teach well-rounded lessons that include and engage all students.

BH365 brings history to life with KITABOO

Black History 365 is set on a noble mission to bring the inspiring stories of black people to every classroom and bring about a positive change in the world. This effort deserves a robust content delivery technology and KITABOO offered just that. 

Black History 365 has delivered its eBook to users all over the world on KITABOO. It offers a one-stop solution for efficiency, effectiveness and excellence. With the perfect blend of innovation and technology, KITABOO has helped BH365 to seamlessly deliver its content across devices, helping them to expand their audience base beyond geographical boundaries. 

The eBook includes rich multimedia resources such as audios, videos, online assessments, engagement activities and more. KITABOO, with its intuitive and responsive interface, can seamlessly embed and display multimedia elements and interactivities, providing an engaging and immersive reading experience to the users on the device of their choice.

DISCOVER HOW A MOBILE-FIRST INTERACTIVE LEARNING SOLUTION CAN HELP YOUR ORGANIZATION

Kitaboo is a cloud-based platform to create, deliver & track mobile-first interactive training content..

You May Also Like

10 Most Effective Ways to Deliver Corporate Training

Employee Training / December 14, 2023

Corporate Training Apps: Improving Employee Productivity

Employee Training / January 15, 2024

POSH Training in the Modern Workplace: Creation, Delivery & Best Practices 

Employee Training / October 4, 2022

Mike Harman

Mike is the SVP Business Development at HurixDigital. He has over 30 years experience in achieving consistent top-line revenue growth and building mutually beneficial relationships

More Resources

• Whitepapers
• How To Guides
• Product Videos
• Infographics
• Kitaboo FAQs

Request a Demo

An enterprise platform that 15 million users trust

Kitaboo Product Video

Recent Posts

The Role of Electronic Books in Modern Education

What Makes a Book an eBook? A Comprehensive Guide

Interactive eBook Apps for Education: Read Aloud & Text-to-Speech

Electronic Notebook: A Tool for the Modern Student

• Digital Publishing
• DRM for eBooks
• eBook solution
• eBook Store
• Education Technology
• Employee Training
• ePUB Conversion
• Frankfuter Buchmesse
• Nonprofit Organizations & Associations
• Self-publishing
• Uncategorized
• XML Conversion

Get the latest posts delivered right to your email.

Sign up to Newsletter

Press & media.

• Press Releases
• News Section

Quick links

• About Hurix Systems
• KITABOO for K12 Publishers
• KITABOO for Associations and Non-profit
• KITABOO for Higher Education Publishers
• Digital Content Solutions – HurixDigital
• Terms and Conditions
• Privacy Policy
• Cookie Policy

Resources Links

• Product videos
• Kitaboo Partner Program

Kitaboo Reader

• Convert Fixed PDF / InDesign to Dynamic Content
• Training Solutions
• Online Reader
• Android App
• Windows Store Installer
• Mac Store Installer
• Kitaboo SDK
• Case Studies
• Request A Demo

Privacy Overview

• , Africa Museum , Ezana of Axum , Guardafui Channel , History of Timbuktu
• Black History 365.Pdf

BLACK UNIT 1 ANCIENT AFRICA

UNIT 2 THE TRANSATLANTIC SLAVE

B HISTORY TRADE H UNIT 3 AN INCLUSIVE ACCOUNT OF AMERICAN HISTORY THE AMERICAN SYSTEM — THE FORMING THEREOF

UNIT 4 365 EMANCIPATION AND RECONSTRUCTION 365 UNIT 5 Type to enter text THE GREAT MIGRATION AND ITS AFTERMATH American history is longer, larger, UNIT 6 more various, more beautiful, and Lorem ipsum CIVIL RIGHTS AND AMERICAN more terrible than anything anyone JUSTICE has ever said about it. UNIT 7 ~James Baldwin THE ECONOMIC SYSTEM B UNIT 8 BLACK CULTURE AND INFLUENCE H UNIT 9 AN INCLUSIVE ACCOUNT OF AMERICAN HISTORY TEXAS: ISBN 978-0-9898504-9-0 THE LONE STAR STATE 90000>

UNIT 10 THE NORTH STAR: A GUIDE TO 9 780989 850490 FREEDOM AND OPPORTUNITY Dr. Walter Milton, Jr. IN CANADA Joel A. Freeman, PhD BH365 36BH365 51261 Black History An Inclusive Account of American History 365 Black History365 An Inclusive Account of American History BH365 Authors AUTHORS Dr. Walter Milton, Jr. & Joel A. Freeman, Ph.D. Publisher DR. WALTER MILTON, JR., Founder and President of BH365®, LLC CGW365 Publishing P.O Box 151569 Led by Dr. Walter Milton, Jr., a diverse team of seasoned historians and curriculum developers have collective Arlington, Texas 76015 experience in varied education disciplines. Dr. Milton is a native of Rochester, New York. He earned a Bachelor United States of America of Arts degree from the University of Albany and a Master of Science from SUNY College at Brockport. He took blackhistory365education.com postgraduate courses at the University of Rochester to receive his administrative certifications, including his su- ISBN: 978-1-7355196-0-9 perintendent’s license. Dr. Milton also has taught at several universities across the United States. He holds a doc- Copyright © 2020 CGW365 Publishing torate in leadership and policy from the University of Buffalo. He is a published author of several books including: Professional Staff and Parent Perception of Parent Involvement (2006), Me in the Making: One Man’s Journey to Cover Design Heather R. Sanders with Olivia M. Cloud and Jasmine C. Cole Becoming a School Superintendent, (2008) Why Black Men Must Save Black Boys in America’s Public Schools (2014), and Truth Be Told: Narratives From the Souls of Black Women (2017). Layout Design Olivia M. Cloud He served as a school superintendent for more than thirteen years in the states of New York, Michigan, and Jasmine C. Cole Illinois. Dr. Milton currently is CEO of From the Heart International Educational Services. He lives in Texas and The Elephant Experience® Graphic Creator Tennessee with his family. [ [email protected] ] Ksyu Deniska Chief Editor Shirley L. Freeman JOEL A. FREEMAN, PhD, Co-Founder and Executive Director of BH365®, LLC Editors, Readers, and Curriculum Designers For 20 NBA seasons, Dr. Freeman served as player development mentor and character coach for the Washing- Faith Berry ton Bullets/Wizards — surviving six coaching changes (1978-1998). Having grown up in Canada, it was during Constance Buckner this period of time — working with NBA players — that his rather unique interest in Black history first emerged. Charlene Burroughs In 1995, he co-authored Return to Glory: The Powerful Stirring of the Black Race. Basketball legend Julius “Dr. J” Olivia M. Cloud Erving wrote the foreword. Millions around the world have seen the film version ofReturn to Glory (available with Jasmine C. Cole Dr. Kevin “Khao” Cates Spanish, Portuguese, French and English subtitles). Dr. Lisa Deveaux With travels to over 55 countries, Dr. Freeman has worked with the Association of International Schools for Af- Dr. W. Marvin Dulaney rica (AISA), traveling extensively throughout the continent of Africa. He has also assisted in addressing issues sur- Shirley L. Freeman rounding conflict resolution, tribal warfare, and the AIDS crisis — meetings with over 100 African kings and queens Dr. Michele Hancock throughout Benin , Togo, and Nigeria . He is in demand internationally as a motivational speaker and trainer for Carol Hecht educational institutions, government agencies, non-profit organizations, and leaders of multinational corporations. Dr. Michael Nellums Dr. Andrea Nelson Joel’s presentation, A White Man’s Journey into Black History: An Eye-Opening Experience that Transcends Race, has Lisa Petros been well-received by audiences across North America. Dr. Carlos Walker The Freeman Institute® Black History Collection consists of well over 3,000 documents and artifacts (oldest Roslyn Webb date, 1553). At least a million visitors viewed items from the collection that were showcased at the United Nations Music headquarters in New York on two separate occasions. Other exhibitions have included: White House Communica- Dr. Kevin “Khao” Cates, Multi-Platinum, Grammy® Award Winner tions, Secret Service, Clinton Presidential Library, Rutgers University, FBI, NSA, NOAA, NIH, EPA, Harlem Book Exclusive Image/Photo Partnership with B365® Curriculum Fair, NASA, NPR, NTSB, Howard University and many other venues. Freeman Institute® Black History Collection Dr. Freeman has created at least 4,000 high resolution images from his collection. Many of those images appear throughout the pages of this BH365® textbook. [ [email protected] ] All rights reserved. Except for brief quotations used in reviews, articles, or other media, no part of this book may be repro- duced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by infor- mation storage or retrieval system, without written permission by the publisher.

BH365® is a registered trademark of BH365, LLC.

2 BH365 BH365 3 BH365 BH365 ADVISORY BOARD CONTRIBUTORS Cathy Hughes A.J. Ali Greater Essex County District School Board Founder and Chairwoman, Urban One, Inc. Professor Manu Ampim Bill Haley, Jr. Andrew Young Dee Azlan Angela L. Davis Henry Civil Rights Activist, UN Ambassador Pete Babcock Jason Holt Faith Berry James A. Hull Pete Babcock Vernon C. Bland Alveda C. King Historian, NBA General Manager Reginald Braxton Dr. Andrea Nelson James Agbara Bryson Carleen Brown Bryant Pearson Great Grand Nephew of Annie Malone James Agbara Bryson Bryant Price Benjamin Crump Mike Berry David Reynolds Civil Rights Attorney Jason R. Broussard Connor Scanlon Rev. Olivia M. Cloud Carol Spratt Smokey Robinson Jasmine C. Cole Bernard C. Turner Internationally Acclaimed Singer-Songwriter Benjamin Colin Davis Anita L. Wills Dr. Marvin Dulaney Dr. Lisa DeVeaux Rosalind Withers Historian, Educator Dennis C. Dickerson Ronald Wynn George Fraser Jamila Thomas Senior Vice President, Big Brothers, Big Sisters, Dallas Robert Edison Former Educator, Dallas ISD BH365 Darrick Eugene TEAM Finance Attorney & Lobbyist Dee Azlan Vickie Mitchell George Fraser Faith Berry Dr. Andrea B. Nelson Frasernet, FraserNation, Author Carleen Brown Shirley Ison Newsome Charlene Burroughs Lisa Joy Petros Patrick Gaston Chris Cannon Shawte Price Former President, Verizon Foundation Dr. Kevin “Khao” Cates Julie A. Puckett Paul Griffin Dominick Clayton Andrae Rhyne Former Vice President, Houghton Mifflin, Dr. Roger Cleveland Dr. Caroline Ross Past International President, Phi Beta Sigma Rev. Olivia M. Cloud Martha Ross Bill Haley, Jr. Jasmine C. Cole JoAnn Scaife Grandson of Alex Haley Mia Colfield Thomas Shumaker Gloria J. Davis Larry Taylor Robert Jackson Brian DeVeaux Lindsay Taylor National Education Speaker/Author Dr. Lisa DeVeaux Constance Thurston-Buckner Alveda King Barbara Spencer Dunn Bernard C. Turner Niece of Dr. Martin Luther King, Jr. Carlvern Dunn Roslyn Webb David Edgerson Dr. Floyd Williams Lewis Paul Long DeAndrea Fleming Gabriella Williams Long Gallery, Harlem Melvin Forbes Dr. Marjorie Williams Calvin Mackie, PhD Pam Freeman Michelle D. Woods President, STEM NOLA, Inventor, Author Shirley L. Freeman Dr. Rita Ali Stephen T. Freeman VP, Illinois Central College Dr. Maritza F. Garcia Carol Hecht BH365 Kimberly Jones, Esq., Dr. Michele Hancock MEDIA RELATIONS Executive Vice President of the Council for Opportunity in Education Jason Khaleed Hayes Carleen Brown Ben Watson Connie Isabell NFL Super Bowl XXXIX Champion Gloria Hart Jackson Earl A. Jones Mark Henry Lori Johnson WWE Hall of Fame, World’s Strongest Man Dr. Timothy Johnson BH365 James Page Myron Lester SENIOR ADVISOR Systems Analyst, New York State Bar Association Abraham Mast Melvin Forbes

4 BH365 BH365 5 Black History 365 An Inclusive Account of American History BH365.ORG

UNIT/CHAPTER OVERVIEW

UNIT 1 – ANCIENT AFRICA This foundational unit engages students in the rich history of African tribes, customs, traditions, languages, and cultures. In fact, many of these customs and practices are instrumental in forming modern processes and conventions practiced within Black American cultures and subcultures. The mere notion that Black History started with enslavement is eliminated when students understand the genius of ancient Africans.

CHAPTER 1: HOW AFRICA GOT ITS NAME Sankofa reminds us that we must go back to our roots in order to move forward. This chapter communicates, with clarity, the importance of reaching back individually and collectively to gather the best that our past has to teach us, so that we can achieve our full potential individually and as a whole. We trace Africa back to the beginning of humanity, stepping back in time to capture a glimpse of the ingenuity, productivity, creativity, and nobility of ancient Africans. Africa is authentic, colorful and historical. It is not monolithic, but it is immensely unique and diverse. Africa truly is the cradle of civilization.

CHAPTER 2: ANCIENT AFRICAN CIVILIZATIONS Enhanced understanding of ancient African civilizations continues; the awesome legacy of a mighty people reveals itself. In providing a careful examination of the achievements of generations long past, new insight is gained that is useful today: • Ancient Africa has a rich repository of creativity, intellect and innovation. • The celebrated heritage, as documented by world historical and cultural organizations, establishes justifiable pride in individuals of African descent.

UNIT 2 – THE TRANSATLANTIC SLAVE TRADE Filled with details of the Transatlantic Slave Trade, this unit explores the conditions that influenced the trading of natural resources, weapons, and people of African descent. The profit motive eventually leads to arguably the largest “You can’t really know where you are going human trafficking period in recorded history. It contains historical verification from countries involved in the Transatlantic Trade, along with steps that ultimately lead to the end of the trade. until you know where you’ve been.” CHAPTER 3: THE TRANSATLANTIC SLAVE TRADE This chapter explains the dynamics and interactions of tribes among themselves, before the start of European Trade, –Maya Angelou and afterwards. The chapter also carefully explores: • The oler warfare and seeking material gain and power between tribes played in the capturing of local people within Africa. • How laws and policies of European governments and the United States impacted the operations of the Trade.

CHAPTER 4: LAWS, SHIPS, REBELS, AND ABOLITIONISTS This chapter discusses the myriad of reasons why the profitable practice of kidnapping Africans for purchase endured for so long: • How laws and actual business practices extended the trading of enslaved peoples well beyond its legal termination. • An examination of some of the ways in which captured Africans fought with every creative weapon they could muster against their transporters.

6 BH365 BH365 7

UNIT 3 – THE AMERICAN SYSTEM – THE FORMING THEREOF UNIT 5 – THE GREAT MIGRATION AND ITS AFTERMATH The American System discusses the beginnings of American systematic oppression, racial and economic disparity. The Filled with photographic images of American involvement, this Unit investigates Black Liberation & Expression discrimination and dominant-culture supremacy was facilitated through the enslavement and persecution of Blacks in through the development of Black-oriented institutions, Black-inspired art (including the Harlem Renaissance), and the United States. the long-ranging modulation of Black voices.

CHAPTER 5: ENSLAVEMENT – THE PECULIAR INSTITUTION CHAPTER 11: THE TIDAL WAVE – BLACK MIGRATION, NORTHWARD A hard look at the financial calculations and operations of those who enslaved individuals from Africa is impartially A massive migration occurred within the borders of the United States – over six million Blacks moved to urban areas examined. Carefully detailed research uncovers information on the groupings of the enslaved by gender and for- profit of the North in a relatively short period of time: potential: • Pushing black people out of the South to accept new positions largely opened by the labor needs of World War I. • Valuing young men, young women, teens and pre-teens by common calculations. • How sex trafficking evolved as a special and profitable niche across state lines. CHAPTER 12: DEMOCRACY: POSSIBILITY OR MYTH Exploring the massive changes to the country that occurred with the United States’ entry into World War I. Black CHAPTER 6: AMERICAN CIVIL WAR, 1861-1865 Americans were negatively affected by the election of President Woodrow Wilson: When the compromises and juggling of differences between the North and the South came to a boil, the result was • Extensive examination of the political, economic and social changes fueled by the mass migration of Black the American Civil War. Chapter 6 examines the varying opinions about the war before, during and after the fighting Americans. ended: • Growing tension caused by racist violent attacks. An example is the growth of black-face travel shows and the new • The unexpected length, cost and deadliness of the war for both the North and the South. movie industry and its first full length provocative film, The Birth of a Nation, is discussed. • How and why President Lincoln made the decision to end the war. • The use of Black soldiers and civilians in the war. CHAPTER 13: STANDING UP Leaders were developing alternative measures to gain freedom. These business pioneers were utilizing their faith, talents, UNIT 4 – EMANCIPATION AND RECONSTRUCTION and abilities to provide examples of building an economic legacy for themselves and their communities: The Civil War, along with the signing of the Emancipation Proclamation, marked the beginning of efforts to end • Black visionaries inspired and encouraged others to dream. legalized enslavement in the United States. This unit analyzes the critical events leading to the emancipation of the enslaved and the subsequent conflicts between Confederate and Union States after the war ended. A perilous and • Reviewing the buy-black position of Marcus Garvey. often dangerous period occurred in the era immediately after the war. These activities and policies became known as Reconstruction. CHAPTER 14: THE HARLEM RENAISSANCE Despite racial turmoil and unrest in the North and South, the music of Black Americans found its way on the world stage during and after the Harlem Renaissance: CHAPTER 7: AFTER THE CIVIL WAR – RECONSTRUCTION, 1866–1877 The exact ways to rebuild the nation after the war was no easy task. Basic issues on how to handle matters related to the • This rae showcased artistic creativity, poetry and musical talent. new freedmen required new methods and systems. The major steps employed are revealed: • Worldwide, the music, dance, and art found in the originality and freshness of Black American musicians, artists • The establishment of the Freedmen’s Bureau and support from religious organizations. and poets is made apparent. • New laws and amendments to the Constitution. • Self-help efforts and cooperative steps by the freedmen themselves. CHAPTER 15: THE BLACK CHURCH: AN INSTITUTIONAL BASE OF THE COMMUNITY There are more Black churches in America than any other institution. Its leaders have had a broad impact in CHAPTER 8: NO FREE LUNCH AND FIGHTING FOR JUSTICE AND FREEDOM community development and the founding of HBCUs, along with forming a core of the key political and civic leaders. Former Confederate soldiers begin a reign of terror to regain power: The post-Civil War and Reconstruction Era produced a free people, more churches built than at any other time in • The xplanatione of the role White supremacist violence and threats played in ending Black political participation. American history, and a Black Church foundation that is the spiritual heart of Black America still beating strong today. • Black voting rights and their ability to maintain economic independence. • Legal schemes and processes to return the formerly enslaved to agrarian life. UNIT 6 – CIVIL RIGHTS AND AMERICAN JUSTICE This unit provides an unfiltered look into the Civil Rights era. It was a period of severe unrest. The organized bigotry, CHAPTER 9: POST-RECONSTRUCTION – TRANSITION TO A NEW CENTURY As the freedmen of the South sought to gain a measure of independence, Black people began organizing themselves inequitable treatment (egregiously normalized attitudes and behaviors against black Americans) would not be easy to improve their lives. A concerted effort was made to end the post-war terror of the South and to stop wide-spread to dismantle. The laws and customs of a society built on inequality were deeply entrenched. In addition, the lingering lynching(s): policies of Jim Crow, the assassination of Black leaders and racist legal practices would put the country to the test. • The oler played by Black leaders, such as W.E.B. Du Bois with the founding of the all Black Niagara Movement in 1905, which later became the National Association for the Advancement of Colored People (NAACP). CHAPTER 16: WINNING EQUAL RIGHTS The legacy of post Reconstruction violence, flagrant legal injustices and humiliations of the Jim Crow era gave rise to • The impact of race riots that occurred in many states across the nation. the Civil Rights Movement. This chapter assesses how the birth of the civil rights struggle began and how it quickly impacted the entire nation: CHAPTER 10: POST-RECONSTRUCTION This chapter details the reality of Black life in America after the end of Reconstruction. The return of Southern leaders • The oler of governmental practices on the federal, state and local level which gave birth to the demand for civil to power brought immediate negative consequences. Black people sought to counter these attacks by engaging in the rights and equal justice. following strategies: • A look at the landmark social issues that sparked the civil rights era. • The romotionp of self-help, industrial training advocated by Booker T. Washington. • A national and international Black pride and unifying promoted by Marcus Garvey.

8 BH365 BH365 9

CHAPTER 17: THE CHILDREN’S CRUSADE — WE TAKE IT TO THE STREETS CHAPTER 23: BLACK SOLUTIONISTS No segment of society held a greater stake in attempting to end racist violence and oppression than the youth of We examine the humble beginnings and remarkable success of Blacks in business, medicine and science who have America. While striving for justice, they were willing to face possible imprisonment: demonstrated the importance of having a vision and the tools for overcoming obstacles: • The impact of Black American youth in the Civil Rights Movement. • Reginald F. Lewis, Annie Turnbo Malone, Curtis Robinson, John H. Johnson, and Cathy Hughes overcame tremendous obstacles as entrepreneurs. CHAPTER 18: RACIAL TENSIONS CONTINUE • Dr. Ben Carson, Dr. Alexa Canady, and other Blacks in medicine, science, and various other fields of invention have As the frustration and violence of the Civil Rights Movement took its toll, new and different ideas and approaches to been people of great vision who, through their innovation, influenced African Americans and the larger society. winning justice and freedom emerged. This chapter examines some of these new thought leaders and the organizations that ultimately emerged: • Social justice by other means; the rise of a wide range of Black freedom organizations and the rise of federal CHAPTER 24: NOTIONS OF A POST-RACIAL SOCIETY government infiltration tactics. This chapter investigates the documented predictions of a Black president decades prior to the election of Barack Obama in 2008. Once Obama became President of the United States, some people began to assert that the US had • The emarkabler struggles, sacrifices, courage, of activists ranging from Fred Shuttlesworth and Fannie Lou Hamer become now a post-racial nation: to Medgar Evers and Rosa Parks. • Looking at the political, social and economic realities of Black America. CHAPTER 19: VALIANT WOMEN • President Obama’s own assessment of the importance of his election and if it would usher in a racism-free society. The brave actions of Black leaders and thousands of people who worked for justice during the Civil Rights era are not His presidency signaled a new era in America and this chapter examines what some social commentators have limited to Black men. Many of the “trench warriors” are unknown and unsung Black females: claimed that — because America has elected a Black president — it proves that we are now living in a “post-racial” nation. • The unique challenges and contributions of historical and contemporary Black female freedom fighters, publicly and behind the scenes. • The terilizations of many poor Black women in southern states, including Fannie Lou Hamer. UNIT 8 – BLACK CULTURE AND INFLUENCE This unit reviews positive and negative image of pop culture and Black wealth.

UNIT 7 – THE ECONOMIC SYSTEM CHAPTER 25: SPIRITUAL EXPRESSIONS FROM THE SOUL The financial impact of enslavement and the less well-known effect of Black economic exploitation in the modern All Americans, and now the world, have tasted the fruits of Black cultural expressions. The originality and admiration economic system are explored. This unit uncovers hard evidence of multigenerational economic benefits and penalties of the arts expressed through Black music and literature and film started in earnest with the Harlem Renaissance more of sustained financial exploitation, with wide implication up to the present time. than 100 years ago. The impact continues today: • The oler of books and films in sharing the Black experience, from little known productions, to internationally CHAPTER 20: ECONOMY, POLICY, AND MORALITY acclaimed television series such as Roots: The Saga of an American Family Following the money is the theme of this chapter. It takes an objective look at economic practices in a pragmatic manner: • Tracing the legacy of African heritage music from enslavement to the present. • The ffectse of enslaved profits in the development of the modern industrial era. CHAPTER 26: BLACK MUSIC EXPLOSION • Exploiting Black labor to rebuild the industrial South, and to provide free or cheap labor in building the early roads Shortly after the Civil War, Negro Spirituals won popularity, primarily through HBCU choirs, such as the Jubilee and highway systems throughout America. Singers raising funds for Fisk University. From that time until the present, national and international support for the originality and beauty of Black music has expanded. The financial growth of the music industry is explored: CHAPTER 21: CONVICT LABOR • Mass appeal of popular music and the role of Black musicians and singers as early at the turn of the The Industrial Revolution in the North was aided primarily by the prolonged enslavement of Blacks in the South. This 20th Century. chapter checks into several areas of unfair labor practices across many states: • How Black culture has influenced all genres of music. • Building rail and highway systems needed for more efficiency in moving products to consumers. • The wide-spread use of chain gangs to obtain free labor from a mostly Black male population pool. CHAPTER 27: BLACK ENTERTAINMENT INDUSTRY’S IMPACT Entertainment is a broad term which describes anything that generates attention and pleasure for the observer or CHAPTER 22: INCOME VS. WEALTH BUILDING listener. Black entertainers and athletes have played a major role in American society: Economic education as a path to greater individual and collective freedom is addressed. Here we provide examples of • The social and financial impact of media icons such as Oprah Winfrey, Michael Jordan, and Michael Jackson. real-world financial heroes that embraced the vision, accepted the challenge and made things happen: • The roadb influence of Black entertainers as marketing wizards, influencing the spending of youth and adults of all • Fascinating insight into the historic and ongoing challenges of the nation’s 107 Historically Black Colleges and races, internationally. Universities (HBCUs) in the United States. • A frank look at the spending habits of Black Americans and the need to improve financial literacy, coupled with new CHAPTER 28: THE DIVINE NINE wealth-building habits and strategies devoid of the sensationalism and influence of target marketing. The historic role of Black Greek-letter organizations is highlighted. Despite overt acts of discrimination on White college campuses and the patronizing tone of many White college presidents of HBCUs, these groups found a sense of belonging on college campuses and within the Black community: • Overcoming discrimination and limited academic resources to excel. • Emphasis on being service-oriented, while exemplifying leadership, brotherhood/sisterhood and academic excellence.

10 BH365 BH365 11

CHAPTER 29: CONTRIBUTIONS OF BLACK MEN IN SPORTS CHAPTER 34: THE HISTORY OF THE CIVIL RIGHTS MOVEMENT IN DALLAS Historically, Black Americans have fought through prejudice and unfair practices to gain their deserved place The Civil Rights Movement in Dallas was a social and political grassroots struggle. Its goal was like those of the Civil in sports. When the enormity of their hard work and talent could no longer be denied and they were given the Rights movement in the rest of the country, but with some distinctions. The aim was still to achieve equal and fair opportunity, Black American athletes thrived: treatment for Black Texans. The foundation of the movement was a determined and heart-felt effort of Black Texans • The legacy of those who have gone before, paving the way for Black athletics of today in both traditional and non- themselves to obtain their full constitutional, legal, and human rights. Elements of their valiant efforts and consistent traditional sports. hard work are: • The impact on social norms and values by Black athletes in all major sports, with a related major influence on • Origins of the Civil Rights Movement and its emergence from the Reconstruction Era, transitioning through the consumer marketing and the spending habits of all Americans. Jim Crow era, and ultimately up to civil disobedience. • The ffecte of unified social protest movements gave way to progress for Black Texans. CHAPTER 30: INTEGRATION OF THE NBA Historians agree that basketball is a unique game, in that it was invented by a specific person and was first played at a CHAPTER 35: FORT WORTH: WHERE THE WEST AND THE SOUTH MEET certain geographical site. The fast popularity of the game has won millions of fans across the globe: The political structure of Fort Worth has historically been controlled by Whites. Yet, a courageous number of Black • The oler of Black athletes and the roots of the NBA are analyzed. people in the area stood and fought for freedom and economic opportunities: • The first Black player to sign an NBA contract and the modern influence on college basketball affecting hundreds of • Organizing and fighting for freedom and justice. American schools. • Building self-help programs and practices in education, economics and politics. • The imJ Crow system began to break down after World War II. CHAPTER 31: PROFESSIONAL FOOTBALL AND BLACK QUARTERBACKS • Entrepreneurship in Fort Worth, defeating the odds and serving each other. The number of Black athletes playing college and professional football has been increasing. Their expanding numbers and notable achievements are recorded. Black players make up the largest percentage of pro football players. Nearly 70 percent of all NFL players today are Black, yet they are not immune to racial slurs and discrimination: UNIT 10 – THE NORTH STAR: • Black players report facing obstacles in securing the position of quarterback in professional football for various A GUIDE TO FREEDOM AND OPPORTUNITY IN CANADA reasons, including racial bias and stereotyping. In this unit we observe the similarities between Black people in American and Canadian Blacks. Because of the horrific • Black quarterbacks who have made mistakes both on and off the field face harsher criticism in the media and by nature of enslavement and the Fugitive Slave Laws, Black people are embedded in the history and development of our fans. large and prosperous neighbor to the north.

CHAPTER 32: CONTRIBUTIONS OF BLACK AMERICAN WOMEN IN SPORTS NARRATIVES OF BLACK FREEDOM-SEEKERS IN CANADA Black women have made their mark in sports. Like their male counterparts, they have confronted and have overcome Aboriginal peoples were the earliest inhabitants of the land that ultimately became known as Canada. However, as discrimination. many Black people escaped enslavement and moved north, Canada also became their home. The first Black inhabitants in Canada are traced to around the early 1600’s. The Black citizens who arrived later are primarily in Canada, because • International fame and product endorsements through hard work and dedication. of its geographical closeness. This chapter examines a number of the perspectives on the benefits, issues and challenges Blacks experienced in Canada — including, but not limited to, the following: NIT 9 – TEXAS: THE LONE STAR STATE • Free and enslaved Blacks who fled from the United States after the American Revolution. The rich history of its diverse people, coupled with the bountiful beauty of its natural geography, is the reason the Lone • Enslavement and oppression in Canada-- unique features and characteristics. Star State rivals any spot on earth as a place in pure majesty. • Early Black settlements that later became community developments throughout Canada. • Black independence and economic opportunities, self-help organizations and political empowerment. The resilient people of the Lone Star State have demonstrated to the world that they are unstoppable by any challenge. Today, Texas has been “rediscovered” by the nation; consequently, it is now experiencing one of the highest population increases in America. CANADA’S BLACK SETTLEMENTS: FOLLOWING THE NORTH STAR FROM ENSLAVEMENT TO FREEDOM CHAPTER 33: BLACK INFLUENCES IN THE LONE STAR STATE The initial impetus for more Blacks in the United States to make the longer, harder trek to the Canadian border was Early Black inhabitants were motivated by a desire for freedom and economic opportunities. Many Blacks who the passage of the Fugitive Slave Act of 1850. While a relatively small number of enslaved people were freed via the currently reside in Texas had ancestors who were kidnapped and brought to the region. Topics for this chapter include: Underground Railway, it did provide support for those who made it to many of the Northern States. The second event • Contributions of Black people to the US Western Expansion. that pushed Black people northward in large numbers was the outbreak of the American Civil War. • The development and expansion of the Texas economy and enslaved labor and role of Black soldiers in the Civil Many other key factors played a role in the Black Canadian movement and settlement: War. • The oler of Black cowboys and farm ranch hands in Texas. • Collaborations with Aboriginals to find trails leading north. • Post enslavement and reconstruction and the celebration of Juneteenth originated in Texas. • Black people who arrived in Canada with Colonial British Loyalists fleeing to Canada. • Black and Brown Texans collaborating and cooperating for Civil Rights and justice. • Assistance from some local religious groups, such as the Quakers. • Black Texans blazing new ground in civil rights. • The establishment of Black settlement groups by local and new residents.

AFRICAN-CANADIAN TIMELINE: A “ROADS TO FREEDOM” RESOURCE Roads to Freedom has provided a timeline chronicling an overview of Black History in Canada from 1492 to our modern era. The timeline provides a comprehensive synopsis of notable American and Canadian people, communities and major events over hundreds of years, which finally resulted in stable Black communities in Canada with their own rich narratives.

12 BH365 BH365 13 Carter G. Woodson Dedication Page Cathy Hughes Dedication Page

BH365® honors the research, the perseverance, and the legacy of the Father of Black History.

INTEGRATED TECHNOLOGY

Carter G. Woodson

14 BH365 BH365 15 Andrew Young Dedication Page AFRICA INTEGRATED TECHNOLOGY Andrew Young Presents Scan the QR code below. Andrew Young Presents Films (BH365 Password Required for Free Access)

This series was created by Andrew Young and journalist CB Hackworth, who also directed each of the films. Young and Hackworth collaborated extensively on the programs and share credit as co-authors – allowing exclusive, free access for students using the BH365 curriculum. To view a film, use this password: BH365 (case sensitive).

[L–R] Dreams of Kenya; Tanzania: Stories of Life; Continent of Opportunity

[L–R] What’s Wrong With Nigeria?; Rwanda Rising; Willie B. – The Greatest Ape

[L–R] Saving Mandela; The Carter Legacy; Strong Medicine

16 BH365 BH365 17 Heather Sanders

18 BH365 BH365 19 UNIT 5 — THE GREAT MIGRATION AND ITS AFTERMATH...... 447 Chapter 11: The Tidal Wave — Black Migration, Northward...... 452 CONTENTS... Chapter 12: Democracy: Possibility or Myth...... 481 Chapter 13: Standing Up...... 488 Chapter 14: The Harlem Renaissance...... 524 Chapter 15: The Black Church: An Institutional Base of the Community...... 539 UNIT 6 — CIVIL RIGHTS AND AMERICAN JUSTICE...... 581 Chapter 16: Winning Equal Rights...... 588 Chapter 17: The Children’s Crusade — We Take It to the Streets...... 650 Chapter 18: Racial Tensions Continue...... 654 Chapter 19: Valiant Women...... 676 UNIT 7 — THE ECONOMIC SYSTEM...... 713 Chapter 20: Economy, Policy, and Morality...... 719 Chapter 21: Convict Labor...... 740 Chapter 22: Income vs. Wealth Building...... 755 Chapter 23: Black Solutionists...... 788 Chapter 24: Notions of a Post-Racial Society...... 842 UNIT 8 — BLACK CULTURE AND INFLUENCE...... 869 Chapter 25: Spiritual Expressions from the Soul...... 873 Chapter 26: Black Music Explosion...... 893 Chapter 27: Black Entertainment Industry’s Impact...... 930 Chapter 28: The Divine Nine...... 949

UNIT 1 — ANCIENT AFRICA...... 27 Chapter 29: Contributions of Black Men in Sports...... 965 Chapter 1: How Africa Got Its Name...... 31 Chapter 30: Integration of the NBA...... 988 Chapter 2: Ancient African Civilizations...... 59 Chapter 31: Professional Football and Black Quarterbacks...... 999 UNIT 2 — THE TRANSATLANTIC SLAVE TRADE...... 107 Chapter 32: Contributions of Black American Women in Sports...... 1013 Chapter 3: The Transatlantic Slave Trade...... 112 UNIT 9 — TEXAS: THE LONE STAR STATE...... 1025 Chapter 4: Laws, Ships, Rebels, and Abolitionists...... 168 Chapter 33: Black Influences in The Lone Star State...... 1032 UNIT 3 — THE AMERICAN SYSTEM – THE FORMING THEREOF...... 217 Chapter 34: The History of the Civil Rights Movement in Dallas...... 1074 Chapter 5: Enslavement — The Peculiar Institution...... 222 Chapter 35: Fort Worth: Where the West and the South Meet...... 1099 Chapter 6: American Civil War, 1861-1865...... 243 UNIT 10 — THE NORTH STAR: A GUIDE TO FREEDOM AND OPPORTUNITY IN UNIT 4 — EMANCIPATION AND RECONSTRUCTION...... 321 CANADA...... 1121 Chapter 7: After the Civil War — Reconstruction, 1866–1877...... 324 Narratives of Black Freedom-Seekers in Canada...... 1126 Chapter 8: No Free Lunch, Fighting for Justice and Freedom...... 397 Canada’s Black Settlements: Following the North Star from Enslavement to Freedom...... 1136 Chapter 9: Post-Reconstruction — Transition to a New Century...... 415 African-Canadian Timeline: A “Roads to Freedom” Resource...... 1153 Chapter 10: Post-Reconstruction...... 430 REFERENCES...... 1210 Panoramic picture of the earth from space. It is a compilation of many night views taken by the Defense Meteorological Satellite with the lights indicating areas that may be the most populated with electricity. Brichaus/Shutterstock

22 BH365 BH365 23 Elephant®´ Did you see that? Experience® The

Go back and check it out... Picture yourself sitting down at a table in a Chinese, Thai 1. Notice the development of Israel compared to the rest of the or Mexican restaurant. After opening the menu, you notice a countries in that region. red pepper symbol is graphically positioned next to some of the dining options. Intuitively, you know that the red pepper symbol 2. Moving East, most striking is the difference between North Korea next to certain dining options indicate they are going to be hot and and South Korea. Truly unique! Note the density of Japan and Hong spicy. In a similar manner, we believe that the elephant (facing you, Kong. the reader) works best for a Black history curriculum especially when 3. Look how far upstream the Nile River stays brightly lit (and its introducing some topics that have vexed our country for centuries. Utilizing the contrast to the area around it). After the Nile, the lights don’t proprietary BH365 Elephant Experience®, we seek to invite students, educators, and come on again until Johannesburg. any other readers to become: • critical thinkers (When you agree...Why? When you disagree...Why?) 4. You can see the train lines in Siberian Russia because the cities are • compassionate listeners all built on the rail lines—the Trans-Siberian Rail Route. • fact-based, respectful communicators 5. There still is no development at the mouth of the Amazon (unlike • action-oriented solutionists the Nile and other major rivers). Why choose an elephant as the symbol for discussing hot and spicy topics? 6. In east Europe, there is a high population concentration along the • animal with obvious roots in the continent of Africa Mediterranean Coast. It’s easy to spot London, Paris, Stockholm, • metaphor everyone understands: “There’s an elephant in the room.” Rome, and Naples. • need to develop a method or process designed to break down hot topics to bite-sized portions: 7. The spine”“ of Italy is completely dark. “Q. How do you eat an elephant? A. One spoonful at a time.” 8. In the Midwest US (everything north of Texas), the city lights form • need for a memorable, “sticky,” and engaging process: Elephants are highly intelligent animals a nice “grid” of dots all lined up. This grid pattern was established with an EQ close to that of a chimpanzee and some dolphins (https://www.elephantvoices.org/ elephant-sense-a-sociality-4/elephants-are-large-brained.html) as a result of the General Land Survey, initiated following the Louisiana Purchase to map the newly acquired lands west of the Mississippi. The GLS is based on a large-scale grid of Principal Meridians (north–south) and Base Lines (east–west). These grids THE SIDEBAR CHATS were then subdivided into 36-square-mile townships (six miles square, containing 36 sections of one square mile or 640 acres each). The Sidebar Chat allows you to have a bird’s eye view of the Each township had a designated school section. Roads tended to be world from different historical and cultural perspectives. As located on the boundaries between sections, thus forming a grid you interact with your peers in this section, you will have the one mile by one mile. Major roads, and subsequently railroads, opportunity to: tended to be located along township lines, forming a larger grid. • reflect This tended to impose a distance of about six miles between towns, • collaborate which has endured to this day. Many townships saw the development • debate of towns (and subsequently, cities), often at intersections of major • problem solve, and roads along township boundaries. • present information in a new way.

9. Note that Canada’s population is situated almost exclusively along the These conversations and learning activities will allow you to US border. use different forms of media, technology, authentic literature, and art to extend your learning.

24 BH365 BH365 25 UNIT ONE ANCIENT AFRICA

“Return To Glory” painting by Leonard Freeman © 2002 (poster available). [email protected] Activate – Connect – Engage Chapter One THE ACE LESSON Vocabulary UNIT 1 Sankofa ACE lessons will appear before a new unit is intro- Go back and get it Ancient Africa duced. These lessons will allow you to activate and con- monolithic nect prior learning to engage and reflect on topics with unity and sameness Enduring Understanding/Big Ideas your peers. ACE lessons will strengthen the mental pro- etymology Students Will Understand: cesses you use as a “life-long” learner. the history of words • societal structures of ancient Africans allowed for high levels of Activation colonization the action or process ingenuity, productivity, intellect, innovation, and creativity; You will be presented with lessons that support your ability of settling among and • significant contributions to humanity and civilization originated in to interact with challenging concepts, ideas, processes, establishing control over the ancient Africa; and principles. original people of an area • the direct and indirect impact imperialism had on African countries Connection imperialism causing the dependence upon European nations; a policy of extending You will connect these lessons to deepen your understanding and go beyond the content of the book to a country’s power and • African kingdoms had patriarchal structures and a variety of own your learning by becoming a researcher, an advocate, a dreamer, and a critical thinker. influence through diplomacy religious traditions. or military force Engagement You will take responsibility for your learning and have discussions with your peers and the school com- munity about concepts presented in BH365. COMMUNITY ENGAGEMENT ACTIVITY

Welcome to the BH365 experience! As you work with your teacher, your fellow scholars, and your community-at-large, you will begin to create a culture like no other you have experienced during your UNIT 1 ACE LESSON academic career. Therefore, in order for you to fully embrace this journey, you will first need to create Lesson Title : Rites of Passage a mental inventory of your knowledge of ancient Africa. Then, you will conduct interviews to gather (Rules of Engagement) information about what your community knows about ancient Africa. For this Community Engagement Activity, you will interview five members in your community. As you interview these individuals, you will ask: 1. Which statement do you believe to be true concerning ancient Africa? · Ancient Africa was one country. · Ancient Africa did not have systems to ensure the prosperity of their communities. · Ancient Africa has no history. Learning Objectives · Ancient Africa only had one language. In this lesson you will create rules of engagement that establish a safe environment to discuss Amer- · Egypt is not part of Africa. · The nslavede Africans that went to America came from all over Africa. ica’s enslavement of Africans and its connection to major events in American history. As part of the les- son, you will develop the guidelines that will be practiced during class and group discussions. 2. What do you know about ancient Africa? Self-Reflection Question: Identify an emotion(s) you may experience when studying the institution 3. Name four Empires or Tribes of ancient Africa? of slavery and its impact on the United States. Upon the completion of your interviews, compile the data, and write a report of your findings in Note: Your teacher will provide you with the directions, tools, and other materials you will need to your BH365 Student Journal. After you study Unit 1, you will use your data to complete your evaluation/ assessment task. successfully accomplish this ACE task.

28 29 Chapter One Vocabulary Neocolonialism the policy or practice by which a former colonizer has political and economic control over a less powerful independent nation or region, without physical occupation UNIT ONE economic exploitation UNIT ONE a relationship in the distribution of economic ANCIENT AFRICA wealth wherein a worker does not receive the proper Essential amount of income or entitlement Questions expropriated • How did geography confiscated and culture influence theory of modernization the development of Chapter 1 a notion used to explain the process of the ancient African Triff/Shutterstock modernization within societies kingdoms? Map of the world by French cartographer, Guillaume de How Africa Got Its Name dependency theory L’Isle in 1733 • What impact did an explanation for the underdevelopment of “se wo were fi na wosan kofa a yennki” countries that are dominated by highly developed colonization have on countries the different nations There is nothing wrong with going back to fetch what one has forgotten. prolific writer of Africa? ~ Ashanti Saying a writer who produces a large number of works • Describe the linguistic cultural structures language of the different tribal Indo-European languages African communities. relating to the family of languages spoken over the How were these ankofa is a term reportedly derived from Adinkera, king of greater part of Europe and Asia, as far as northern communities different Gyaman (now Ivory Coast ), of the Akan India. from each other? people (of the West African Ghanian dialects Kingdom). A number of African studies Nightman 1965/Shutterstock S a way a language is spoken in a particular place or • What role did among a particular group of people religion play in programs and organizations indicate that gestures African Culture? Sankofa reminds us that we must go back a movement of part of the body, especially a hand • How did culture to our roots in order to move forward. We or the head, to express an idea or meaning. develop in Africa should reach back and gather the best our imitating before the slave trade? past has to teach us, so that we can achieve copying, duplicating our full potential in our individual and followership collective futures. Wikimedia Commons Wikimedia Commons a devotee of a particular person, cause, or activity. “Sankofa” is expressed metaphorically rites (figuratively and symbolically) as a rituals, ceremonies, formalities mythic (fabled, storybook) bird that passage Map of Africa. flies forward while looking backward the process of transition from one state to another. with an egg (symbolizing the future) courting in its mouth. In other words, whatever dating, wooing we have lost, forgotten, forgone or interacting Triff/Shutterstock been stripped of, can and will be relating, working together reclaimed, revived, preserved and linguists Map of Africa created by Johann Matthias Haas, perpetuated. Sankofa Bird people who study languages German publisher: Homannianorum in 1737 This textbook’s approach does not

30 BH365 BH365 31 INTEGRATED TECHNOLOGY

Black History Collection Black History Why We’re Overdue to Know ® the Brilliance of Africa’s Civilizations Freeman Institute Freeman Black History Collection Black History ®

Freeman Institute® Black History Collection endorse the notion that Black History began with enslavement. For us to understand the good, the bad, and the ugly of the last four centuries in America, we need to primarily establish d’Anville, London, 1772. Image credit: Freeman Institute Freeman d’Anville, London, 1772. Image credit: context (background information and perspective). We must Krumen (Kroomen, Kru) men on land first step back in time to capture a glimpse of the ingenuity, and on the water — Although the Kru productivity, creativity and nobility of ancient Africans. people lived primarily on the coast of The most ancient cultures developed in Africa. Each southeastern Liberia and Ivory Coast, civilization established its own way of communicating— they refused to take part in the “Transatlantic Slave Trade.” verbally and nonverbally. This included all aspects of life— Map of Madagascar

hunting, gathering, planting, harvesting, Collection Institute® Black History Freeman Samburu woman wearing moving, staying, working, playing, eating, INTEGRATED traditional handmade drinking, music, leadership, followership TECHNOLOGY accessories, near (supportive roles), rites (rituals, ceremonies, Samburu Park formalities) of passage (new phase of life), Great Achievements National Reserve. courting (dating, wooing), marriage, in Science and religion, status, housing, buying, selling, Technology in remembering, justice, laws, punishment, Ancient Africa reward, and so much more. nna Om/Shutterstock nna It is important to capture a glimpse of everyday life across the African continent as each culture and society developed its own particular ways of living, being, and interacting (relating, working together) with other civilizations. Chief from Madagascar

32 BH365 BH365 33 Freeman Institute® Black History Collection

ABOVE: An African nature scene displaying the vast variety of animals that inhabited the terrain around Lake Chad (Tsad), an enormous body of water that is currently about 10,000 square miles.

©Askia Bilal. All rights reserved. www.askianasirbilal.com

(Image credit: Marzolino / Shutterstock)

Map of Africa with bird’s eye views of Cairo, Alexandria , Algiers, Tunis, Tangiers and Ceuta (Spanish city in North Africa) across the top and eight costumed figures along the sides, created by Frederick de Wit, published in Amsterdam, 1660

Porto Novo Black History Collection Black History ® History

Beninese women Institute Freeman sell fruits and vegetables to the “She Fed Her Guests” tourists on a bus A woman stands in a dwelling in the village of Fande Aas near Podor, Senegal, preparing for a feast in honor of in Porto Novo. several visitors to the village.

34 BH365 BH365 35 CHAPTER CHECK-IN How do language and communication affect culture? 6

3 4 Surviving and Thriving Across the African Continent 2 5 7 1 Today we can go to the supermarket and pick up groceries without giving it a thought. But food doesn’t just show up. There is a complex process involving producers/growers, reliable transportation systems, marketing, local/national governments, and much more. 12 The world isn’t perfect, but everything seems to work. It’s easy to take it all for granted. Nevertheless, de- 10 11 9 pendable sources of nutrition, specific types of jobs, and governmental systems weren’t present for most of 8 19 human history. They are the result of an ancient progression that began with the initial civilizations thousands of years ago. We may wonder about the origins of some of the biggest and oldest cities around the world. Most 18 15 ancient cultures and civilizations originated near clean water sources, plentiful game, land conducive to 20 agriculture, and/or important locations on trade routes. On this topic, the Khan Academy states that when 14 17 “governments and states developed as monarchs, they did so by gaining control over larger areas and more 24 16 resources, often using writing and religion to maintain social hierarchies and to consolidate power over larger 13 areas and populations” (www.khanacademy.org/humanities/world-history/world-history-beginnings/ birth-agriculture-neolithic-revolution/a/introduction-what-is-civilization). 29 The term civilization refers to complex, multifaceted societies, but the precise definition is contested. 23 However, one thing that most experts agree upon is that humans have always needed basic things to survive: Black History Collection Black History clean water, sufficient shelter from the elements, variety of food, family and some sense of tribal or commu- 30 ® 25 27 nity connectivity. The spade of archaeology indicates that hunting-gathering has been a part of the growth of 22

26 human civilizations all over the world. 21

2828 Institute Freeman “Afrikanische Völker” (African Peoples.) Representative examples of the various indigenous people throughout the Hunting, Fishing, Cooking and continent of Africa (German, 1895). 1 & 2. Mpongwe from Gabon. 3. Arab from Morocco . 4. Arab from the south Everyday Living Tunis. 5. Fellah. 6 & 7. Copts. 8. Koto of the Niger. 9. Fan. 10. Berber (Dachelaner). 11 & 12. Nubians (Hallenga). The earliest African cultures created 13. Congo. 14. Zulu. 15. Bagirmi boy. 16. Monbuttu. 17. Niam-Niam. 18-20. Abyssinians. 21 & 22. South Africa. devices and tactics to make agriculture, 23. Betschuanen girl. 24. Akka. 25 & 26. Bushmen. 27. Sakalawe of Madagascar. 28. Swahili of Zanzibar. 29 & 30. hunting and fishing practical and sustain- Somali. (Description source: Meyer’s Conversation Lexicon. First volume. Published 1885) able options for feeding their families. For hunting, sharpened weapons made of CHAPTER CHECK-IN bone or stone were used, with the oldest known arrowheads in the world found at Describe life and culture in ancient Africa prior to the arrival of foreigners. the Pinnacle Point cave in South Africa. Black History Collection Black History

® A mass kill describes a hunting strategy that involves one group of hunters knew that to kill more wildlife that they could reasonably stockpile (store) for a future food source was driving the game (e.g. deer or buffalo) inefficient and wasteful. toward some sort of a trap or enclosure Freeman Institute Freeman Another hunting strategy involved some sort of subterfuge (deception) — pretending to look like the where other hunters are ready to more Wasagara (Sagara) tribal members from the interior region of animal they are trying to kill. easily kill the game. But African hunters Tanzania. There are more than 125 tribes in Tanzania, each one A fish trap (weir) is a type of hunting tactic that functions reasonably well in most bodies of water— with its own traditions, cultures and taboos. Like most ethnic rivers, lakes and streams. Fishermen set up sticks that have a broad entry point upstream and a constricted groups in Tanzania, the Sagara speak a Bantu language. (narrow) enclosed space downstream, and then they either funnel the fish into the trap or merely let it

36 BH365 BH365 37 happen naturally. Fish weirs are not the precise equivalent to a mass kill because the fish remain alive, but they work in a similar manner. CHAPTER CHECK-IN

Ancient African Agriculture Create a graphic organizer to compare the agricultural products grown in each region of ancient Africa. Following is an agricultural overview of ancient African civilizations, covering the entire African continent in five basic regions—north, east, west, south, and central. (Developed by https://ancientcivi- Ancient Africa Central—The states of this region—in the savanna (grassland) south of the rainfor- lizationsworld.com/africa) est—may be referred to as the Congo kingdoms, as they lay in the basin of the Congo River. (Basin is the Ancient Africa North—Documented in the Neolithic rock, known as petroglyphs, and the mega- entire region drained by a particular river.) Their economies were based largely on the export of copper, liths in the Sahara Desert in Libya give light to the hunter-gatherer culture established in the dry prairies salt, and dried fish. Around the year 500 bc, Bantu migrants settled in regions where modern day Angola of North Africa during the Ice Age. The region where the Sahara is located was originally a great place for and the Democratic Republic of Congo are today. One of the major events involved the establishment of agriculture (around the year 4000 bc). Nevertheless, after the desertification of the Sahara, the establish- the Kanem-Bornu Empire in what is today Chad. The Kanem Empire flourished in the later centuries, ment in North Africa was concentrated in the Nile Valley, where the Egyptian nomads settled the foun- laying the basis for the emergence of future large states in the Sahel region. dation of the Ancient Egyptian culture. The staple crops of ancient Egypt were emmer (a wheat-grain), Description sources: https://ancientcivilizationsworld.com/africa and www.sahistory.org.za/article/ chickpeas and lentils, lettuce, onions, garlic, sesame, corn, barley, papyrus, flax, and the castor oil plant. when-why-and-where-first-african-farmers-settled-southern-africa Archaeological discoveries show that the primitive tribes lived along the Nile long before pharaonic rule According to Reference.com, agriculture currently employs 65 percent of Africa’s labor force and is (governed by pharaohs) began. Organized agriculture appeared around the year 6000 bc. responsible for 32 percent of its gross domestic product. Ancient Africa East—Around the year 3000 bc, agriculture evolved independently in Ethiopia with crops like coffee, teff(fine grain—about the size of a poppy seed—that comes in a variety of colors, from INTEGRATED white and red to dark brown), finger millet(a grain that grows well in dry, arid climate zones and high TECHNOLOGY altitudes), sorghum (grain that grows tall like corn), barley (when cooked it has a chewy texture and nutty African Farmers flavor, a bit similar to brown rice), and ensete (grows eight to 15 feet tall with leaves that grow up to 10 feet in South Africa long). Donkeys were domesticated independently in the Ethiopian and Somalian regions, but the major- ity of the domesticated animals came there from the regions around Sahel and the Nile. Some crops also were adopted in other regions in this epoch, among them one should mention the pearl millet, cowpea, peanut, cotton, watermelon, and gourd. Some that started to be cultivated in Western Africa, like in the Sahel region, while finger millet, pea, lentil (legume), and flax were being grown in Ethiopia. Ancient Africa West—Through the year 3000bc agriculture started to rise up independently in the tropical regions of Western Africa, where the African yams and oil palms were domesticated. No ani- mal species were domesticated independently in these regions, although domestication propagated there from the region around Sahel and the Nile. Also, there were adopted crops of other regions in this epoch, such as the pearl millet (used primarily for grazing, green chop and silage), cowpea (annual legume, is also INTEGRATED commonly referred to as blackeye pea), groundnut (peanut) cotton, watermelon, and gourd (long melon, TECHNOLOGY calabash), starting to be cultivated in Western Africa as in Sahel. Ancient African Ancient Africa South—South African History Online (www.sahistory.org.za) states, “the early farm- Civilization ers grew crops and this shows that, unlike the San and the Khoikhoi who were always moving around, (North, East, West, South, and Central) they lived more settled lives. They grew crops on small pieces of land where they lived. On this land, they grew watermelons, pumpkins, beans, mealies (corn maize) and sorghum (grain crop that resembles corn). These crops needed summer rainfall, so they lived in parts of the country where there was sufficient

rainfall. Their cattle were their wealth. Cattle provided them with milk and meat. They made butter from BOULENGER Xavier/Shutterstock milk. When a man wanted to marry a woman, he would donate cattle as lobola (dowry, bride price) to Women from Ivory Coast working in the countryside for cocoa production: her father. Cattle could be exchanged with traders for other items they needed. They used cattle skins to The workers are extracting and washing cocoa beans in order to dry them. make clothes, thongs (loincloth), bags and shields. Cattle dung (manure) was used for making floors for huts and for fuel to make fires. Sheep and goats were also kept in the kraals (Dutch word for an enclosure).”

38 BH365 BH365 39 Ancient Names of Africa Africa is authentic, colorful, and historical, dating back to the earliest recorded times. Af- rica is vast and wide—currently a continent of Berber A branch of the Afro–Asiatic language family that comprises a group of closely approximately 54 countries recognized by both related dialects spoken by the Berbers, who are indigenous to North Africa. the African Union and the United Nations. Af- One hundred and fifty languages spoken across northern Nigeria, southern rica is not monolithic (having uniformity and Niger, southern Chad Central, African Republic and northern Cameroon; the sameness) but is immensely varied. An abundant Chadic widely spoken Chadic language is Hausa, a lingua franca (a language adopted as a amount of research exists regarding the origins common language between speakers whose native languages are different) of much of Africa, beginning with the etymology (the of inland Eastern West Africa. history of words) of the word Africa. The ancient name of Africa was Alkebulan Branch of the Afro–Asiatic language family primarily spoken in the Horn of (Alkebu-lan) “mother of mankind” or “Garden Cushitic Africa (a peninsula in East Africa that juts into the Guardafui Channel, lying of Eden.” Alkebulan is the oldest and the only along the southern side of the Gulf of Aden and the southwest Red Sea ), as well as word of indigenous (native to a particular the Nile valley, and parts of the African Great Lakes Region. region) origin. It was used by the Moors, Nubians, Branch of the Afro–Asiatic languages spoken in Ancient Egypt; its attestation (a Numidians, Khart-Haddans (Carthaginians), thing that serves to bear witness, confirm or authenticate; validation, verification and Ethiopians — all civilizations of ancient Egyptian documentation) stretches over an extraordinarily long period from the Old Africa. Egyptian Stage (mid-Third Millennium bc, Old Kingdom of Egypt). Regions of Africa are mentioned in a number of places throughout the biblical text. The name Africa is not monolithic. There is a variety of communication: A group of Africa was first given to the continent by Roman languages spoken in southwestern Ethiopia; the Ge’ez script (Ethiopic Alphabet) invader Louis Africanus—who used the name Omotic is used to write some Omotic languages, the Latin alphabet for some others; they Africa Terra (land of the “Afri,” plural, or “Afer” are fairly agglutinative (a language pertaining to which complex words are formed singular)—for the northern part of the continent. by stringing together morphemes without changing them in spelling or phonetics) “Africanus” is Latin for African and, in many instances, signifies African origin. For example, a name and have complex tonal systems. such as General Scipio Africanus, is likely interpreted “Scipio of Africa.” That would mean the general was named for his being from Africa. A branch of the Afro Asiatic language family originating in the Middle East, (or INTEGRATED According to Dr. Ivan Van Sertima, a prolific writer (a writer who Semitic Northeast Africa and surrounding area). The term Middle East was coined, according produces a large number of works) and researcher of African history and TECHNOLOGY to the New York Times in 1901, by Admiral Alfred Mahan. It was popularized in culture, the term “Afru-ika” or “Motherland” was in existence long before speeches in 1916 by Sir Mark Sykes, a British member of Parliament. Official and Spoken the name “Africanus.” Afru-ika derives from the ancient Egyptian lan- Languages guage and is part of the “Afro-Asiatic” language family: Hebrew, Arabic, of African Countries Ge’ez (the scriptural language of the Ethiopian Coptic Church), and Ara- Biblically, Africa was also called Kemet (ancient Egypt), Libya (North Africa), Corphye, Egypt, Ethi- maic, which are all Afro-Asiatic languages. The language groups belong- opia and/or Sedan, Olympia, Hesperia (Northwest Africa), and Ta-Merry. Ethiopia is known in the Bible ing to the Afro-Asiatic family are in the table (next page). as Cush, while Egypt is known as Mizraim. Ciprut (ad 2009) states “Mizraim is the Hebrew and Aramaic Both Greek and Latin have Egyptian linguistic (language) influences, name for the land of Egypt, with the dual suffix-āyim , perhaps referring to the “two Egypts —Upper although both are Indo-European languages (relating to the family Egypt and Lower Egypt.” of languages spoken over the greater part of Europe and Asia, as far as Linguist Fatiha Guessabi suggests that “language always carries meanings and references northern India). Thus, Indo-European languages have African Cushitic (suggestions, allusions) beyond itself. The meanings of a particular language represent the culture of roots as well. a particular social group. To interact (relate, work together) with a language means to do so with the Some linguists (people who study languages) believe Hebrew and culture. Growing up in a particular society, we informally (familiarly, casually, easily) learn how to Arabic languages are dialects (a way a language is spoken in a particular use gestures (body language, pointing), glances, slight changes in tone or voice, and other auxiliary place, or among a particular group of people) of Ancient Egypt. According to some Africans of the Galla communication devices to alter or to emphasize what we say and do. We learn these culturally specific People of Ethiopia, “Apraka” means “sunny,” hence the term “Africa,” The mother (origin) of these techniques over many years, largely by observing and imitating (copying, duplicating).” languages survives today in East Africa. It is called Iraqw, a black–African language.

40 BH365 BH365 41 GLIMPSES INTEGRATED TECHNOLOGY Everyday African Life Daasanach Tribe

Culture is the pattern of behavior that includes food, language, clothing, tools, music,

customs, beliefs, Nick Fox/Shutterstock and religions. People transfer culture from one generation to Collection Institute® Black History Freeman another. ABOVE: A young girl, from the Daasanach tribe in Omo Rift Valley, The controlled chaos of a regional marketplace (Image source:Livingstone Ethiopia, holding a goat in her village. The Daasanach (a.k.a. Marille Lost and Found, by Josiah Tyler, 1873) In this activity, or Geleba) are a semi-nomadic (wandering) ethnic group residing in working with your parts of Ethiopia, South Sudan, and Kenya. peers, you will identify and discuss Community Structure the building blocks of The Daasanach philosophy can be summed up in the following culture. statement: “No man can be hurt as long as his soul is safe.” Adventurer and traveler Georgi Bonev states, “Inside the tribe there are strict rules. Men are *Note - Your teacher responsible for the cattle, which is the Freeman Institute® Black History Collection will provide you with source of life for the entire tribe. They also the directions, tools, and take care of the tribes’ safety. Daasanach materials you will need to men spend most of their time in the bush successfully accomplish together with the cattle, frequently moving this Sidebar Chat activity. in search for new grassland. Daasanach tribe live in polygamy. Usually a man can have as

many wives as long as he possesses enough Freeman Institute® Black History Collection cattle. A woman is worth up to 20 cows. The entire village turns out for an evening When a man wants to marry, he needs to

Demidoff/Shutterstock of dancing: (Image source: Livingstone buy his wife from her family. Women take Lost and Found, by Josiah Tyler, 1873) care of the household by building huts, take care of the children and old people, collecting the sorghum and maize crops, cooking, and of course always having ready food and coffee for their husbands.” Making a fence around the chief’s hut to keep out wild (Description source: www.georgibonev.com/daasanach) animals: (Image source: Livingstone Lost and Found, by Josiah Tyler, 1873)

42 BH365 BH365 43 their authority and right to speak in public…Akan chiefs in Western Africa have a tradition of speaker’s staffs capped with gold-leafed finials. These emerged in the 19th century as a symbol of the holder’s power.” Native American Indian tribes, Boy Scout den meet- ings, and others use the talking stick. Even in the US gov- ernment, Senator Susan Collins of Maine said she once used a secret weapon to help end a US government shut- Black History Collection Black History ® down. “I quickly realized,” Sen. Collins recalled, “that I Black History Collection Black History needed a way to control the debate because senators can ® Black History Collection Black History Black History Collection Black History ® ® be quite loquacious (talkative, long winded, wordy) and

Freeman Institute Freeman they always want to be the first to speak. Entire village with a perimeter wall to keep out the wild “There’s a lot of crosstalk (talking over others) and I Institute Freeman Freeman Institute Freeman animals: (Image source: Livingstone Lost and Found by Institute Freeman wanted to make sure that everybody’s voice was heard. So, Older sister helping her younger Josiah Tyler, 1873) A “talking stick” from the Chokwe tribe Senator Heidi Heitkamp a few years ago gave me an Afri- sister with her hair. From the Grand (Angola, ca. 19th century) with the can Talking Stick that is used by a tribe that is in Kenya and Bassam tribe: (Image source: The carving of a king playing a kalimba in the Sudan region. And it is used by the tribe to control Earth and Its Inhabitants: Africa, (thumb piano) the debate when they are in a meeting and I found that it Volume III & IV, by Elisee Reclus, worked very well. I would hand the stick to whoever was 1889) INTEGRATED seeking recognition and until that person was finished, no TECHNOLOGY one could interrupt him or her. And then I would take the stick and pass it on to the next person,” Collins said. “It worked amazingly well to ensure that every- Music group Taj Mahal Playing one had a chance to be heard.” (Description sources: Jordan, Manuel, ed. Chokwe! Art and Initiation Black History Collection Black History ® African Kalimba Music Among Chokwe and Related Peoples. Munich: New York: Prestel, 1998. Metropolitan Museum of Art, artifact acquired from the William Talbot estate) Freeman Institute Freeman Eating supper by the fire: (Image source: Henry M. Stanley the African Explorer by Arthur Montefiore, Chicago, 1889)

Communication Structures Dr. Roslyn Walker ( African Art expert, Dallas Museum of Art) studied this artifact and pointed us to historian, Manuel Jordan, who stated that the “Chokwe and related tribal groups sing the praises of important individuals and recount past and current events to the accompaniment of such musical instruments as thumb pianos and stringed instruments. Sculptures representing chiefs as musicians may reinforce the Chokwe idea of chiefs as the keepers of socially relevant information.” This chief Black History Collection Black History is positioned at the top of the talking stick, which symbolically locates him at the political and com- ® munication center and height of the tribe. Vancouver: Douglas and McIntyre [1993] states that “the talking stick, also called a speaker’s

staff, is an instrument of community democracy used by many tribes…The talking stick may be Institute Freeman passed around a group, as multiple people speak in turn, or used only by leaders as a symbol of Hollowing out a canoe: (Image source: Livingstone Lost and Found, by Josiah Tyler, 1873)

44 BH365 BH365 45 The hunting party is saying farewell as they prepare to get on their way. Everyone back at the village is hopeful that they will bring back plenty of meat. (Image source: Livingstone Lost Black History Collection Black History ® and Found, by Josiah Tyler, 1873) Freeman Institute Freeman Black History Collection Black History ® Black History Collection Black History

® INTEGRATED TECHNOLOGY

Freeman Institute Freeman Hunting in Freeman Institute Freeman Ancient Times Interior of a Bambara house, along with a young Bambara man. The Bambara were part of a powerful Mandinka state — the Mali Empire — in the 13th Century. They were known as an industrial people, skillful blacksmiths, manufacturers of gunpowder, ropes, builders of boats and bridges. They also designed well-constructed, rectangle houses, with gutters for carrying off rainwater and apertures (openings, cracks, gaps) for letting smoke from the cooking fire to escape. The Bambara steadfastly resisted Islam, a religion their rulers had embraced, in favor of their traditional religion and ancestor worship. Under the reign of Mansa Musa I (1307–1337) they created a secret society, Koma, and named themselves the Banmana, meaning “the ones who refused submission.” (From ban, the word for “end, refuse,” and mana, meaning “masters, Mansa.”) (Description source: https://www.culturesofwestafrica.com/history- bambara-people-segou-kaarta. Image source: The Earth and Its Inhabitants: Africa (Volume III & IV) by LEFT: Hunting in the bush Elisee Reclus. Image source: Livingstone Lost and Found, by Josiah Tyler, 1873, 1889) (Image credit: 2630ben/Shutterstock) (Image credit:

INTEGRATED INTEGRATED TECHNOLOGY TECHNOLOGY

History of Human Mammal, the Bambara Human Hunter Black History Collection Black History Black History Collection Black History ® ® Freeman Institute Freeman Freeman Institute Freeman

Young men watching a herd of goats, just outside the village: (Image Getting ready to harpoon (spear) an alligator: (Image source: source: Livingstone Lost and Found, by Josiah Tyler, 1873) Livingstone Lost and Found, by Josiah Tyler, 1873)

46 BH365 BH365 47 Freeman Institute® Black History Collection Institute® Black History Freeman Black History Collection Black History Freeman Institute® Black History Collection Institute® Black History Freeman

® Overnight camp on an extended hunting expedition: (Image source: Livingstone Lost and Found by Josiah Tyler, 1873) Cleaning a baboon for dinner:

Freeman Institute Freeman (Image source: Livingstone Lost and Found, by Josiah Tyler, 1873)

Freeman Institute® Black History Collection

A bushmen encampment, along with an elderly bushman: (Image source: The Earth and Its Inhabitants: Africa, Volume III & IV, by Elisee Reclus)

Bushmen from the Orange Free State. The Orange Free State was a Freeman Institute® Black History Collection Boer republic in southern Africa. The Boers, of Dutch ancestry, had settled the area earlier in the nine- Bushmen celebrating teenth century. The 1854 Bloem- the hunt with a fontein Convention recognized the downed water buffalo. independence of the Orange Free State, which was located between (Image source: the Orange and the Vaal Rivers. The Freeman Institute® Black History Collection Institute® Black History Freeman Livingstone Orange Free State was a republic Lost and Found, by modeled upon the U.S. constitution. Josiah Tyler, 1873) In 1867, diamonds were discovered in the Orange Free State, and by 1870, there were sufficient reserves of diamonds to stimulate a “rush” of several thousand fortune hunters. Other important Orange Free State exports that gained a wider world market during the 1860s were ostrich feathers and ivory, obtained ABOVE: Buffalo hunting. (Image source:Livingstone by hunting the region’s elephants. (Description source: https://history.state.gov/countries/orange-free- Lost and Found, by Josiah Tyler, 1873) state. Image source: The Earth and Its Inhabitants: Africa, Volume III & IV, by Elisee Reclus)

48 BH365 BH365 49 BELOW: Driving the antelope into a narrow canyon where hunters are waiting. (Image source: Livingstone Lost and Found by Josiah Tyler, 1873) Freeman Institute® Black History Collection Institute® Black History Freeman ABOVE: Hunting an elephant (Image source: Livingstone Lost and Found by Josiah Tyler, 1873)

BELOW: An ancient fishing technique that has Collection Institute® Black History Freeman remained unchanged in Africa: The fisherman is Freeman Institute® Black History Collection An ingenious rig developed for fishing at the Boyoma Falls (formerly known as Stanley Falls) at the positioned on the edge of a traditional African craft, seventh (last) cataract (waterfall, perhaps 16 feet high) along a curve of the Lualaba River between throwing a weighted fishing net. Ubunda and Kisangani/Boyoma in Congo. In 1899, explorer Henry Stanley commented in his book, Through the Dark Continent, about this very place: “...by taking advantage of the rocks, the natives have been enabled to fix upright heavy poles, 6 inches in diameter, to each of which they attach enormous fish-baskets by means of rattan-cane cable. There are probably sixty or seventy baskets laid in the river on each side, every day; and though some may be brought up empty, in general they seem to be tolerably successful, for out of half-a-dozen baskets...twenty-eight large fish were collected...” (Description source: Through the Dark Continent by Henry Stanley, London, 1878.Image source: Livingstone Lost and Found, by Josiah Tyler, 1873) La Zona/Shutterstock

Using weighted nets for fishing. (Image source: Livingstone Lost and Found, by Josiah Tyler, 1873) Freeman Institute® Black History Collection Institute® Black History Freeman

50 BH365 BH365 51 The Hopo is a fun- Life by the lake nel-shaped fence which shore. Fishing, encloses a considerable cleaning the fish, tract of country: a “game cooking, and drive” is organized, and eating. (Image animals of all descrip- source: Living- tions are urged on until stone Lost and they become jammed Found, by Josiah together in the neck of the hopo, where they are Tyler, 1873) speared to death or else destroyed in a number of pitfalls placed there for

the purpose. (Descrip- Collection Institute® Black History Freeman Freeman Institute® Black History Collection Institute® Black History Freeman tion and image source: Livingstone Lost and Found, by Josiah Tyler, Freeman Institute® Black History Collection A Songo (northern Angola) woman is pounding rice. If 1873) there was one instrument that could symbolize the African kitchen, without a doubt it would be the mortar and pestle. One of the most common images of daily African life is a woman pounding food in a wooden mortar. The mortar and pestle is considered sacred in many African countries. Everywhere in Africa, the thumping sound of the mortar and pestle is the sign that cooking has begun. The pounding often is cadenced to accompany a song. The songs can vary depending on the occasion — funerals, weddings, birth, or simply a lullaby for rocking the baby,

Freeman Institute® Black History Collection Institute® Black History Freeman who is securely wrapped to the back of the woman pounding Spearing a hippopotamus. A dangerous situation. along. (Image source: Livingstone Lost and Found, by In the Bambara tradition of Mali, a young newlywed Josiah Tyler, 1873) had to sit four times in a row on a mortar. It was believed that the bride subjected to this rite would never divorce. In addition, the bride herself always brought a symbolic mortar and pestle among her belongings when moving in with her new husband. With the Soninke people of Southern Senegal, when a stranger enters a house and sees a mortar upside down with the pestle sitting at its base, it means that there was a death in the family. The sound of the mortar, for that matter, should never be heard at night unless there is a funeral. The mortar is then used to crush incense for the ultimate bath of the deceased. Freeman Institute® Black History Collection Mortar and pestles come in all sizes. From the smallest used to blend pepper mixtures or other Hippopotamus trap. Notice the trip cord with spices to the large ones used to prepare millet or rice flour or to remove the hull from grains or beans.

the weighted harpoon positioned above. (Image Collection Institute® Black History Freeman (Description source: https://face2faceafrica.com/article/mortar-and-pestle-uses. Image source: The source: Livingstone Lost and Found, by Josiah On a gorilla hunt. (Image source: Livingstone Earth and Its Inhabitants: Africa, Volume III & IV, by Elisee Reclus) Tyler, 1873) Lost and Found, by Josiah Tyler, 1873)

52 BH365 BH365 53 A scene designed to depict the various stages of the process for food preparation: Four men are threshing (winnowing, separating the husk from the kernel) the grain. Below them, three women are pounding grain. In the foreground, a woman is on her knees, grinding the grain into flour. And to the right, two women Black History Collection ® are gathering the grain (Image source: Livingstone Lost and Found, by Josiah Collection Institute® Black History Freeman Tyler, 1873) Freeman Institute® Black History Collection Freeman Institute

A group of Azande (Zande, Niam-Niam) warriors of northeastern Africa, who were especially skillful in throwing knives and spears. In the mid- 19th Century, the Azande people lived in a 60,000-square-mile

region ruled by at least 35 Collection Institute® Black History Freeman independent chiefs. (Description M’tesa (1838–1884), king of Uganda, reformed The Anyi or Agni (also known as Ton or Kotoko) source: https://kwekudee- the military system and expanded his fleet Kwa-speaking sub-group of Akan people living in the of war canoes on Lake Victoria. Under his tripdownmemorylane.blogspot. Ivory Coast and Ghana who fled from the Ashanti rule, Buganda’s chief wealth came from raids com/2014/04/azande-zande- tribe between the 16th and 18th centuries(Image into neighboring states, although he made no people-ancient-skillful.html. source: The Earth and Its Inhabitants: Africa, attempt to extend his direct political control. Image source: The Earth and Its Volume III & IV, by Elisee Reclus) Inhabitants: Africa, Volume III & IV, by Elisee Reclus) Freeman Institute® Black History Collection

An Azande Wooden figure (Zande, Niam- of a man (12” Niam) woman tall). (Artifact and man of source: donated to the Freeman northeastern Institute® by Africa. (Image George, John and source: The Pat Matrisciana Earth and Its family) Inhabitants: Africa, Volume III & IV, by Suprun Vitaly/Shutterstock Elisee Reclus) Freeman Institute® Black History Collection Institute® Black History Freeman Ivory Coast and Ghana Freeman Institute® Black History Collection Institute® Black History Freeman Collection Institute® Black History Freeman

54 BH365 BH365 55 A Serer man of 21 years and a girl of 16 years of age. Serer is the name of the second largest ethnic group inhabiting Senegal and Gambia in West Africa. The word Ser- er, in ancient Egyp- tian, means “he who traces the temples.” Collection Institute® Black History Freeman Freeman Institute® Black History Collection Institute® Black History Freeman Although Serer are An early 1900s mainly found in Sene- photograph gal today, they have a of some Zulu long nomadic history warriors Freeman Institute® Black History Collection Institute® Black History Freeman across Africa. performing a Wrestling, also known demonstration as Laamb, holds a centu- for tourists ries-long sports tradition with the Serer and the Wolof in Senegal. There are some similarities to the Greco-Roman form of wrestling, but it is very typical of the traditional African wrestling. There are two main styles of Laamb wrestling: one permits wrestlers turns at striking each other with their bare hands The Zulu language, of which there are variations, is part of the Nguni language until one cannot take it any longer and stops the match. The other form is where the winner is determined group. The word Zulu means “sky” or “heaven,” according to oral history. Zulu when he has made the other wrestler’s back touch the ground. No hitting is allowed in the second style. was the name of the ancestor who founded the Zulu royal line in about 1670. Wrestlers prepare themselves both physically and spiritually. They wear amulets (good luck charms), along with the ritual of pouring a special mixture of water and “magic” powder over their bodies just INTEGRATED before a match, in hopes that it will help them win. Each wrestler has a personal drum team and he enters the arena dancing with his entourage (support team) in preparation for the fight. The wrestler TECHNOLOGY works himself into a sort of trance. Now he is ready to fight. According toMcMillian Dictionary [2018], there are a number of tribal systems that are involved in various forms of wrestling in West Africa: “The Zulu Boreh in The Gambia, Evala in Togo, and Kokowa/Kokawa in the Hausa areas of Nigeria and Niger and Burkina Faso.” (Description source: http://www.africanlens.com/topics/la_lutte_wrestling. Image source: The Earth and Its Inhabitants: Africa, Volume III & IV, by Elisee Reclus) A Zulu family in South Africa (RIGHT)

INTEGRATED INTEGRATED TECHNOLOGY TECHNOLOGY Shaka Zulu Zulu Wedding Song and Dance

Shaka (LEFT) is perhaps the Freeman Institute® Black History Collection Institute® Black History Freeman Freeman Institute® Black History Collection Institute® Black History Freeman most famous Zulu.

56 BH365 BH365 57 Chapter 2 Chapter Two Vocabulary Ancient African Civilizations

repository an abundance of things found, An educator in a system of oppression deposited or stored is either a revolutionary or an oppressor. direct correlation ~Lerone Bennett, Jr., writer, historian mutual connection between two or more things grandiose nhanced understanding of ancient African civilizations continues the magnificent, grand and impressive awesome legacy of a mighty people through careful examination of A young the achievements of generations long past. It is imperative to note that hieroglyphs Eancient Africa has a rich repository (an abundance of things found, deposited Freeman Institute® Black History Collection Institute® Black History Freeman Lunda couple. The Lunda speak a a stylized picture of an object or stored) of creativity, intellect, innovation, and inventiveness. These con- Bantu language and their history is representing a word, syllable, or sound, as found in ancient tributions are recognized as the celebrated heritage of individuals of African intricately connected with the peoples Egyptian and other writing descent. living throughout the entire region systems. Ancient African of south-central Congo (Zaire), amnesty an official pardon for people who Kingdoms is one of the western Zambia, and northern have been convicted of political 16 educational comic Angola. The region in which they live offenses. books in the Golden helps to inform the type of industry. myrrh Legacy series edited and a fragrant gum resin obtained published by Bertram A. According to Gateway Africa, those from certain trees and used, Fitzgerald (1932-2017) who live near water (rivers, ponds), which especially in the Near East, between 1966 are common in southern Congo (Zaire), in perfumery, medicines, and and 1976. Over 25 million incense. copies have been sold. generally are fishermen. Women farm maize, monarchs This edition (1972) of the millet, yams, sorghum, squash, beans, sweet a sovereign head of state, educational comic book potatoes, palm oil trees, and tobacco. Since especially a king, queen, or discusses the various emperor. the 17th Century, trade between the Lunda ancient African kingdoms opulence of Kush (Sudanese and and the Shaba province to the east has played great wealth or luxuriousness. southern Egyptian an important role in regional economics. The successors Nile Valley), Ghana Lunda traders played a central role in the a person or thing that (southeastern Mauritania succeeds another. and western Mali), Mali enslavement and ivory trade that moved goods Homo sapiens (Mali, Niger, Senegal, and kidnapped people from Central Africa to the species to which all human Mauritania, Guinea, the coasts for international export. (Description beings belong. and Gambia), Songhai (southern Mauritania source: http://gateway-africa.com/tribe/lunda_ Omo-1 centuries ago, Omo-1 was a and Mali), Kanem-Bornu tribe.html. Image source: The Earth and Its hunter stalking prey all over the (Chad/Nigeria) and Freeman Institute® Black History Collection Inhabitants: Africa, Volume III & IV, by Elisee east African savanna, the oldest Benin (southern Nigeria). Reclus) member of the Homo sapiens (Description source: Golden-Legacy.com.)

58 BH365 BH365 59 Lastly, Dr. Clarke believed: ancestry one’s family or ethnic INTEGRATED INTEGRATED There is a direct correlation (mutual connection between descent or the origins or TECHNOLOGY TECHNOLOGY two or more things) with one knowing self from a historical background of something context, and his/her ability to see this grandiose (magnificent, burgeoning Ghana Empire grand and impressive) experience we call life through its Benin Empire begin to grow or increase proper lenses. This increases one’s chances of living a peaceful rapidly; flourish life—prosperous, purposeful, and beneficial to the larger zenith human family. the time at which something is most In Africa, civilization developed early as people settled in the lush areas powerful or successful that sheltered them from the harsh desert. The first major civilization in Africa was Egypt, centered on the fertile Nile River Delta. Egyptian civilization began around 3150 bc, when the ruler Menes unified the entire area into a kingdom. The awesome temples and monuments of ancient Egypt, such as the Great Freeman Institute® Black History Collection Institute® Black History Freeman Pyramid of Giza, the Temple of Amun at Karnak, or the Colossi of Memnon, King Kofi Karikari (1837–1884) served as the tenth king of the Ashanti kingdom in continue to fascinate people today. They naturally encourage questions from Ghana. He reigned from May 1867 until his tourists regarding their construction. Many amazing structures lie across the forced abdication (handing over) in October Egyptian landscape, some of which are thousands of years old. Ancient Egyp- 1874. Kathleen Sheldon [2005] states that tians had a remarkable command of science, technology, and mathematics. a “notable achievement of Karikari was INTEGRATED the intentional neglect of the armed forces, TECHNOLOGY a step taken to avoid the escalation (rise, acceleration) of war.” (Image source: Henry Kanem-Bornu CHAPTER CHECK-IN M. Stanley the African Explorer by Arthur Empire

Fair Use Image Fair Montefiore, Chicago, 1889) Discuss the meaning of Dr. John Henrik Clarke’s views of the importance of history. Do you agree or disagree? Please explain using unit vocabulary.

Dr. John Henrik Clarke (1915–1998), educator, historian, writer, scholar, lecturer, and researcher wrote this profound truth: To me, history is the clock that people use to tell their political and Freeman Institute® Black History Collection cultural time of day. It is also a clock that they use to find themselves on the map of human geogra- phy. The role of history in the final analysis is to tell a people where they have been and what they have been, where they are and what they are. Most importantly, the role of history is to tell a people where they still must go and what they still must be. To me the relationship of a people to their his- tory is the same as the relationship of a child to its mother. It has been widely held that African Americans are victims of forced amnesia. Dr. Clarke further stated, “More critically, why do so many of us have a history assigned to us by other people? No people can be whole with-

out an understanding of their history and this history must begin with a definition of their history.” A thorough Collection Institute® Black History Freeman examination of documented African history through a “truth-centric” lens holds information vital to future generations. (Image source: www.blackpast.org/african-american-history/clarke-john-henrik-1915-1998) Giza Plaza, with the Sphinx of Giza and the Great Pyramid

60 BH365 BH365 61 Prince Rahotep and Princess Nofret. Painted limestone from the mas- While many significant questions about their construction remain taba (ancient Egyptian tomb) of Rahotep in Meidum. It was discovered INTEGRATED unanswered, perhaps the simplest explanations can be found in ancient in 1871 during the Mariette excavations (archaeological digs). Made TECHNOLOGY Egyptian texts, tomb inscriptions, paintings, and various artifacts. Aside in the 4th Dynasty, during the reign of King Sneferu (bc 2575-2551). from ancient monuments and grand temples, the ancient Egyptians in- (Description source: Egyptian Museum, Cairo Africa, A Voyage of Dis- covery vented several items that many people take for granted today—cosmetics, (Episode One) paper and ink, the toothbrush and toothpaste, mirrors, and breath mints INTEGRATED are a few examples. They developed advances in nearly every sphere of TECHNOLOGY knowledge, from beer brewing, engineering and construction, manufac- turing of household goods, agriculture, architecture, medicine, astrono- my, art, and literature. As civilization advanced, the knowledge and skills

Black History Collection Black History Lost Kingdoms ® of Africa of ancient Egyptians increased as well. Until Egypt was annexed by Rome at the end of the Ptolemaic Dynasty’s reign, ancient Egyptians continued to create one of the most extraordinary cultures of the ancient world. Freeman Institute Freeman Additionally, the oldest skeletal evidence for anatomically modern humans has been found in Ethiopia, a country located in the Horn of Africa . As one of the oldest and most populous landlocked countries of the world, and the second-most populous nation on the African continent, Ethiopia is a land of natural contrasts, with numerous forests and Nefertiti, whose name means “a beautiful rivers. The country contains the highest number of United Nations Educational, Scientific and Cultural -Or woman has come,” was the queen of Egypt ganization (UNESCO) World Heritage Sites found in Africa. Its isolated geographical location—perched on a and wife of Pharaoh Akhenaten during the massive plateau of fertile highlands surrounded by desert and lowland swamp—has ensured the development 14th Century bc (18th Dynasty). She and of a unique culture, unlike anything anywhere else in Africa. The country’s remarkable UNESCO monuments her husband established the monotheistic religion of Aten, the sun god, and promoted are one of Africa’s greatest surprises. Egyptian artwork that was radically different On this land, great civilizations flourished, emperors reigned, and amazing architectural structures were Black History Collection Black History from their predecessors. (Description source: ® built. Four significant places are each testimony to a specific stage in Ethiopian history—spanning more than Encyclopedia Britannica) 2,000 years. The town of Aksum is the home of some of the tallest monuments in the country, and the Aksu- mite Kingdom, which rose shortly after 400bc , is one of tourists’ favorite sites. Christianity came to Aksum

Freeman Institute Freeman in the 4th Century ad. The town is still a major center of Christian pilgrimage. It is believed by some that the Ark of the Covenant is kept there and has been ever since it was believed to have been brought from Jerusalem by Menelik I, the fabled son of the Ethiopian Queen of Sheba and Hebrew King Solomon. The Zagwe dynasty emerged inad 1137 and began to con- INTEGRATED struct the incredible rock-hewn churches seen across the country. Islam TECHNOLOGY was also beginning to spread into the eastern part of the country and the town of Harar was established. It became the fourth holiest city in Islam. By the 17th Century, Gondar was home to some of the most magnifi- Omo Valley Tribes cent palaces, gardens, and grand public baths. In 1636, Emperor Fasiladas of Ethiopia founded a new permanent capital at Gondar. The Royal Enclosure, or Fasil Ghebbi, is one of the most beautiful castles in the world, with architectural details that reveal its Ethiopian heritage. There are many speculations regarding the beginning of Ethiopian The Sphinx of Giza, with the Great civilization. Its line of rulers descended from the Axumite kings and was AlexAnton/Shutterstock Pyramid in the broken several times, first by the Jewish Queen Gudit and later cut short background: Giza by the Zagwe dynasty. The first continuous relations Ethiopians had with Plaza, Egypt Europeans began in 1508 with Portugal under Emperor Lebna Dengel.

62 BH365 BH365 63 This proved to be an important development due to the fact that when the empire was under attack, Portu- His bones were discovered in 1967 by an international expedition to Ethiopia’s Omo Valley. They were not gal responded to Dengel’s plea for help with an army of 400 men, who helped him defeat Adal’s General and properly dated until 2005, when the decay of argon in the sediment was measured. Imam Ahmad ibn Ibrihim al-Ghazi, and re-establish his rule. However, when Emperor Susenyos converted Omo-I looked similar to a modern human. His skull had a high forehead, a rounded brain case, and re- to Roman Catholicism in 1624, years of revolt and civil unrest followed, resulting in thousands of deaths. On duced brow ridges. His body proportions were those of a modern-day African, as he stood about five feet and June 25, 1632, Emperor Fasiladas declared the state religion to return to Ethiopian Orthodox Christianity and nine inches tall and weighed about 160 pounds. The stones that were discovered nearby suggest that the Omo he expelled the Jesuit missionaries and other Europeans from the land. people were skilled at making a variety of hunting tools, which were used for hunting giant hogs, antelopes, Ethiopia is home to the oldest human skeletal remains known in the world; they were discovered at the and sometimes even hippopotamuses. Some of the tools were very large and used for maximum impact, while Omo Valley. Omo-1, the world’s first modern human and the oldest member of our species, Homo sapiens, others were small enough for precision cutting. Omo-I was one of our ancestors, and if he were alive today, was a hunter exploring the east African savanna. he would be recognized as one of us. Black History Collection Black History ® Freeman Institute Freeman

M.H. Day IGBO Warrior (reproduction from perhaps the early to mid-1900s), Ni- These skulls from the Omo River in Ethiopia are reported to be (at the time of publication) geria, and a smelting furnace with bellows (Description sources: Chik- the oldest human fossils in the world — Omo I and Omo II. wendu, U. V. E.; Craddock, Paul; Farquhar, R. M.; Shaw, Thurstan; (Description source: National Science Foundation) Umeji, A. C. (February 1989); Nigerian sources of copper, lead, and tin Freeman Institute® Black History Collection Institute® Black History Freeman for the Igbo-Ukwu Bronzes

30 Great Kings and Queens of Africa

Discovered in Jebel Irhoud in Morocco, the CHAPTER CHECK-IN human remains and What were the characteristics of Omo-I? stone tools found at the NHM Images site are from about the same time period, according to the National History Museum in London. (Description source: National

History Museum, London) NHM Images

64 BH365 BH365 65 Seven Influential African Empires The Land of Punt European countries began deliberately carving up Africa at the 1884/85 Berlin Conference. Prior to that, The history surrounding the land of Punt is shrouded in mys- the continent of Africa was made up of kingdoms and empires, and most of those ancient kingdoms occupied tery, even today. One reason we know that its existence was real is large territories of land. The African empires transcended the current geopolitical border lines of the coun- because of the ancient records indicating massive amounts of Egyp- tries as we see them on modern maps of Africa. Historian Evan Andrews of History.com has provided an tian trade with Punt. overview of at least seven of those influential African empires. We’re going to use some of his ideas as source Modern scholars, however, are genuinely perplexed as to the material for each of those empires: Land of Punt, Carthage, Kush, Songhai Empire , The Empire of Mali, Great exact location of Punt. According to historian Evan Andrews, “The Zimbabwe, and the Kingdom of Aksum . site of the fabled kingdom is now a hotly debated topic among schol- ars….In 2010, a team of researchers sought to pinpoint the exact location of Punt.” In the book, Mysterious Lands, (Routledge, 2016), RealityImages/Shutterstock co-authors David O’Connor and Stephen Quirke specify that there are credible indicators the epicenter of Punt was located somewhere in the “coastal regions that cover modern Somalia , Eritrea , north- east Ethiopia and the Red Sea.” But also, as implied by a BBC News (bbc.com) profile about Puntland , it is also possible that the territory could have included both the Horn of Africa and Southern Arabia.

Abu Simbel is an Two Somali men ancient temple com- who are from the plex, originally lo- same ethnic group cated in Nubia . The as the Danakil to the land of Punt was a north and the Gallas Black History Collection Black History prestigious military, ® on their southern commercial, and and western borders economic center, and (Image source:

it had a profound ef- Institute Freeman The Earth and Its fect on the culture of Inhabitants: Africa, the Egyptians. Abu Volume III & IV, by Simbel, originally Elisee Reclus) cut into a solid rock cliff, is located at the INTEGRATED second cataract of TECHNOLOGY the Nile River. The two temples located on the site were built Andrews states that “historical accounts of the kingdom date to around Mysterious Land during the reign of 2500 bc, when it appears in Egyptian records as a ‘land of the gods,’ rich in eb- of Punt Ramesses II ony, gold, myrrh, and exotic animals such as apes and leopards.” (c. 1279 – c. 1213 bc) Egypt was especially interested in trading with Punt, perhaps because they possessed a great deal of natural resources (materials of substances such as minerals, forests, animals, water) that could benefit Upper and Lower Egypt. The power of producing and exporting trade was essential to the Land of Punt’s existence. Many scholars today cite that there were many expeditions to the Land of Punt in search of gold and other raw materials, which adds to its mystique. Freeman Institute® Black History Collection

66 BH365 BH365 67 Carthage Valery Bareta/Shutterstock

History clearly depicts Carthage as one of the most affluent INTEGRATED municipalities (a city or town that has corporate status TECHNOLOGY and local government) of the ancient world. Some historians contend (assert something as a position in an argument) that Queen Dido (pronounced Die-doh) founded Carthage, while Carthage others argue that her existence is definitely in question. Evan Andrews adds that “Carthage was best known as an- cient Rome’s rival in the Punic Wars. Carthage was a North African commercial hub that flourished for over 500 years. The Ancient city-state began in the 8th or 9th Century bc as a Phoenician Municipality settlement in what is now the country of Tunisia. It later grew of Carthage into a sprawling, seafaring empire that dominated trade in tex- tiles, gold, silver, and copper.” In Bibleoteca, 1st Century author Dioduros wrote about the well-planned beauty of Carthage, “It was divided into mar- Panoramic view of ancient Carthage, Tunis, Tunisia, North Africa ket gardens and orchards of all sorts of fruit trees, with many streams of water flowing in channels irrigating every part. There were country homes everywhere, lavishly built and covered with stucco.... Part of the land was planted with vines, part with olives and other productive trees. The Kingdom of Kush Beyond these, cattle and sheep were pastured on the plains, and there were meadows with grazing horses.” Carthage’s reach was quite vast and wide throughout ancient history, eventually occupying the wide expanse Even though Egypt dominated the known world at from North Africa to Spain and other parts of the Mediterranean. the time, the Kushite empire to the south functioned According to Andrew Evans, “their thirst for expansion led to increased friction with the burgeoning (growing) as a regional power in Africa for over a century. His- Roman Republic. Beginning in 264 bc, the ancient superpowers clashed in the three bloody Punic Wars, the last of torian Evan Andrews states that this “ancient Nubian which ended in 146 bc. It caused the near-total destruction of Carthage. Currently, the memories of a once-great empire reached its peak in the second millennium bc. Ancient empire, along with some ancient ruins of this once great territory, are all that remain. It ruled over a vast swath of territory along the Nile Kingdom River in what is now Sudan. Almost all that’s known The ruins of ancient Carthage outside of Tunis, Tunisia at sunset of Kush about Kush comes from Egyptian sources.” History provides a plethora (large or excessive amount of something) of information that Kush was the economic engine, because its wealth in gold, iron, minerals, ivory, incense, and other natural resources. There was a great deal of prosperity and wealth evident yiannisscheidt/Shutterstock throughout Kush because of its location and resources. Kush’s relationship with ancient Egypt was two- fold in that they were militaristic rivals, but they depended on each other to do trading. They even worshiped similarly. Kushites even had pyramids throughout their land, as could be the case for many countries, both historically and currently. Like so many ancient countries and regions, the Kush civi- lization lay in ruins because of age, time, and lack of effective preservation.

PaddenPhotography/Shutterstock Ruins of Naqa Meroe, in ancient Kush, Sudan, Africa

68 BH365 BH365 69 The Kingdom of Aksum This old kingdom was also described as Aksum ( Axum ) or the Aksumite Empire. It was situated (located) around the northeastern region of Africa, Pyramids of the which is currently considered Northern Ethiopia pharaohs of the and Eritrea. Aksum focused on what became a Kush Empire in thriving import/export business in the territory of Sudan, Meroë Northern Ethiopia. The nation’s history goes back to biblical times. Ancient Ethiopian records indicate that the Queen of Sheba was also known by the name “Makeda,” an

geogif/Shutterstock important queen who ruled the Axumite Empire established in northern Ethiopia. Ancient yiannisscheidt/Shutterstock Kingdom Historian Kallie of Aksum Szczepanski observed INTEGRATED that Ethiopia’s nation- TECHNOLOGY al epic, the “Kebra Nagast” or “Glory of A History Kings” (also consid- of the African ered a sacred text to King Taharqa Rastafarians) tells the story of Queen Make- da from Axum, who traveled to Jerusalem to meet the famous Solomon the Wise. Makeda and her entourage stayed for several months, and Solomon became smitten with the beautiful Ethiopian queen. In Ethiopian tradition, Solomon and Sheba’s child, Emperor Menelik I, founded the Solomonid (Sol- omonic) dynasty, which continued until Emperor Haile Selassie was deposed in 1974.

Simone Migliaro/Shutterstock INTEGRATED Ruins of Naqa Meroë, located in ancient Kush, Sudan, Africa: Meroë is an ancient city on the east bank of the TECHNOLOGY Nile, approximately 200 km northeast of Khartoum, Sudan Ancient Church Index

Even though Egypt dominated the known world at the time, the Kushite empire to the south functioned as a regional power in Africa for over a century. His- INTEGRATED torian Evan Andrews states that this “ancient Nubian TECHNOLOGY empire reached its peak in the second millennium bc. It ruled over a vast swath of territory along the Nile Ancient Kush River in what is now Sudan. Almost all that’s known about Kush comes from Egyptian sources.” Ruins of Queen of Sheba’s Palace in Axum, Ethiopia

70 BH365 BH365 71 Young people from the Oromo in Ethiopia (Abyssinian, Gal- la): The term, Oromo, means “free men.” The Oromo people are the third largest ethnonational (nationalism that defines the nation in terms of a shared ethnicity) group in Africa. They are especially situated in the Horn of Africa—Ethiopia and Somalia. (Description source: howafrica.com. Image source: The Earth and Its Inhabitants: Africa, Volume III & I V, by Elisee Reclus)

Dmitry Chulov/Shutterstock Dmitry TECHNOLOGY

The Ark of the Covenant was popularized in secular(non-religious) circles in the movie, Raiders of the Lost Ark, when archaeologist Indiana Jones went on a search for this biblical artifact. Jones may have been looking in the wrong places, however. Many Ethiopians believe that the real-life Ark is kept in this building in Aksum (Axum). The Chapel of the Tablet is guarded by an elderly man who has dedicated his life to staying in the same building with the artifact, as its appointed keeper. The general narrative is that the Ark was carried from Israel to Ethiopia by Menelik I, the son of the Queen of Sheba. It was then placed in a building on this site, Freeman Institute® Black History Collection where it has stayed ever since. The structures on the site have been demolished and reconstructed many times over the centuries. The existing domed church structure was built in the 1950s by Emperor Haile Selassie. The original capitol of the Kingdom of Aksum (Axum) is one of the oldest continuously inhabited places in Africa. The Kingdom of Aksum designed (Description source: https://baseinstitute.org/ark-of-the-covenant-may-be-hidden-in-africa) colossal (huge) stone obelisks (four-sided monument or structure with a pyramid top), some of which stood over 100 feet tall.” One of the obelisks was created in honor INTEGRATED of King Ezana of Axum, an influential TECHNOLOGY ruler who came into power (ad 330–356) as a young boy. Ezana was one of the first Menelik’s Story monarchs (sovereign head of state, especially a king, queen, or emperor). He converted to Christianity, establishing a Christian state , knovakov/Shutterstock and built many churches. The Ethiopian Orthodox Church celebrates King Ezana The obelisk of King Ezana, a 1700-year-old landmark in Axum. It is 70 feet tall and was erected with an annual day of feasting every in the 4th Century during the reign of Ezana. On October 1. Ezana is remembered for many

Freeman Institute® Black History Collection Institute® Black History Freeman the obelisk are three languages (Greek, Sabaean, accomplishments, including a number of and Ethiopian Ge’ez), describing not only King triumphant military campaigns and also Ezana’s conversion to Christianity, but also the the development of currency (money) that defeat of Kush and their capital city, Meroë. Menelik II (1844–1913) was one of Ethiopia’s greatest rulers bears his name.

72 BH365 BH365 73 When one thinks of Mali, it is diffi- cult not to think about Mansa Musa (ad INTEGRATED 1280–1337). Some historians referred TECHNOLOGY to Mansa Musa as a conqueror or em- peror, but he also was known as a king The Queen of Timbuktu , an integral part of the of Sheba: Mali Empire and revered as the world’s Queen Makeda largest producer of gold. He was consid- ered the richest person in the history of the world. LEFT: The Fasil Ghebbi (a.k.a. Gondar Castle) is Jacob Davidson wrote an article for situated in the town of Gondar on the high Time magazine in 2015, titled: “The Ten plateau of northern Ethiopia near Lake Tana. Richest People of All Time.” In this ar- ticle, he reported about Mansa Musa: “There’s really no way to put an accu- Ancient rate number on his wealth.” In fact, Kingdom there is a legendary tale about Mansa of Mali on a 14th Century pilgrimage to Mec- INTEGRATED ca—spending some extra time during a TECHNOLOGY stopover in Egypt along the way. Author Evan Andrews discusses Musa’s lavish How Africa Shaped wealth, along with his willingness to the Christian Mind share. As the story goes, “Musa dished (Timeline) out so much gold during the visit that he caused the value of gold to plummet in Egyptian markets for several years.” Gallica Digital Library, public domain Gallica Digital Library,

The Mali Empire INTEGRATED INTEGRATED The Mali Empire was the largest kingdom in TECHNOLOGY TECHNOLOGY West Africa, with an enduring impact, enormous in- fluence, and world-renown opulence (wealth). The empire got its start in the early 13th Century Spread of Islam in Mali Empire with Sundiata Keita, the Lion King. Historian Evan Ancient Africa Andrews discloses that Keita launched the Mali Em- pire when he “led a revolt against a Sosso king and united his subjects into a new state. Under Keita and his successors, the empire tightened its grip over a large portion of West Africa and grew rich on trade. INTEGRATED Its most important cities were Djenné and Timbuk- TECHNOLOGY tu, both of which were renowned for their elaborate adobe mosques and Islamic schools. One such in- Mansa Musa: stitution, Timbuktu’s Sankore University, included a Mansa Musa holding a gold coin (Image source: by King of Timbuktu library with an estimated 700,000 manuscripts.” Abraham Cresques, Catalan Atlas, sheet 6, 1375)

74 BH365 BH365 75 Dave Primov / ShutterStock.

Songhai Empire

Ancient Songhai Empire

The white Larabanga Mosque (built around 1421) is thought to be the oldest mosque in Ghana and West African Moor (Trarza): Trarza is a region in southwest Africa. The mosque is made of mud and stick, in Sudanese style. Because of its rich historical and architectural Mauritania. Its western coastline is on the Atlantic Ocean , with values, the mosque is popularly regarded as the “ Mecca of West Africa.” Islam, which first entered Africa Senegal to its south. Rosso is the capital. (Image source: The Earth through Egypt in the 10th Century ad, progressed from Egypt toward the west and the south at the same and Its Inhabitants: Africa (Volume III & IV) by Elisee Reclus)

time as the trans-Saharan enslavement and gold trade routes. (Description source: https://visitghana.com/ Collection Institute® Black History Freeman attractions/larabanga-mosque)

The Songhai Empire Established in the 15th Century, the Songhai Kingdom grew out of some of the former states (re- gions) of what is now Mali. It developed into an enormous empire, not only in influence, but also in the sheer size of the land mass it covered. For instance, a map of the Songhai Kingdom placed over a map of Western Europe would be much larger than the European map. Historian Evan Andrews mentions that the Songhai Empire was “The largest and last of the three major pre-colonial empires to emerge in West Africa. From its capital at Gao , which lies along the Niger River , Songhai spanned in all directions from the Atlantic Ocean, Collection Institute® Black History Freeman near modern Senegal and Gambia, to modern Nigeria.” Andrews goes on to provide some historical background. He asserts, “The most powerful of these states was the Songhai Empire, which expanded rapidly beginning with King Sunni (Sonni) Ali in the 1460s....Gao, which served as a small Niger River trading center, was the home of the Tomb of Askia, one of the most in- fluential Songhai emperors, and the famous Mosque of Gao. By 1500, it had risen to stretch from Cameroon to the Maghreb, the largest state in African history.”

76 BH365 BH365 77 African Moors—In the 1st Century ad, Marcus Valerian Martial was one of the earliest Europeans to use the phrase “woolly hair like a Moor” in one of his satires. The phrase was INTEGRATED commonly used up until the Middle Ages. (See TECHNOLOGY Nature Knows No Color Line by J. A. Rogers, 1952. p. 50). The Muslim era didn’t begin until 15 Facts About the the birth of Muhammed, over four centuries after Moors in Spain Marcus Valerian Martial. By the 7th Century, the phrase came to be used for Arabians who, in the early era of Islam, were described mostly as being of near “black” complexion. First Century Roman consul, orator, and poet Silius Italicus also describes the Moors with the term “Nigra,” meaning black. In the 3rd Century, Roman dramatist Platus (or Plautus) maintained the name Maure was a synonym for “Niger,” which was a common term for the word black. Sixth century Isidore, Archbishop of Seville, claimed the word Maure meant black, according to Brunson and Runoko Rashidi in “The Moors INTEGRATED in Antiquity,” from Golden Age of the Moor. TECHNOLOGY (Description source: www.africaresource.com/ rasta/sesostris-the-great-the-egyptian-hercules/ Freeman Institute® Black History Collection Institute® Black History Freeman the-appearance-of-the-original-berbers- Songhai Kingdom according-to-european-perceptions-by-dana- marniche) INTEGRATED TECHNOLOGY

The Undefeated Moor- ish King Collection Institute® Black History Freeman of Africa

Oil painting of an African man (circa early 1900s) (Image source: painting by J. Mulcandy)

INTEGRATED TECHNOLOGY Gao was established as the capital by ruler Sunni Ali, who reigned from about 1464 to 1492. He was considered the first king of the Songhai Empire. Sunni Ali’s policies were uncompromising and at times Moorish punitive. Under Ali’s leadership and control, many cities and territories were captured and taken over, Phantasies Freeman Institute® Black History Collection including Timbuktu (approximately 1468), and Djenńe (around 1475). In the Songhai Empire, the major religions were mainly Islam, with the African traditional religions 1772 map of Africa that includes information about more behind the scenes. The primary languages spoken were Songhai, Malinkė, Mandinka, Fulani, Bozo, African Moors. (Image source: cartographer Soninke, Hausa, and Moorė. This region of the world was once very powerful, and its impact in history will d’Anville, London, 1772) be remembered forever.

78 BH365 BH365 79 The Great Zimbabwe The great enclosure courtyard of Great Zimbabwe and citadel Great Zimbabwe resides in the sub-Sa- haran region of Africa near the town of Masvingo. The city is made entirely of stacked rocks, stone towers and granite blocks cut to size. The city occupies about 1,780 acres, which some estimate could have housed up to 18,000 residents. The The Great architectural process of building the city Zimbabwe was initiated somewhere in the 11th Cen- tury and vacated in the 15th Century. An BELOW: Great Zimbabwe would have been essay published on behalf of the Metropol- located in the hilly area just above the “K” itan Museum of Art indicates that the city in King of Sabia near the bottom of this Yury Birukov/Shutterstock Yury was designed and built by ancestral Shona 1772 map. people. Evan Andrews concludes: During the Great Zimbabwe Empire, the Shona people ruled “over a large chunk of modern-day Botswana, Zimbabwe and Mozambique. It CHAPTER CHECK-IN was particularly rich in cattle and precious metals and stood astride a trade route that List the economic resources connected the region’s gold fields with of three ancient ports on the Indian Ocean .” African Empires. Although now a ruined city, the rel- ics and artifacts discovered indicate that Great Zimbabwe once served as a booming and effective city during its evenfh/Shutterstock time of existence. (Description source: Freeman Institute® Black History Collection Institute® Black History Freeman Great Zimbabwe is a medieval city in the www.britannica.com/search?query southeastern hills of Zimbabwe near Lake Mutirikwe =ancient+african+civilizations) and the town of Masvingo

Great Zimbabwe

Three young men from Mozambique (mid-19th Century) (Image source: The Earth and Its Inhabitants:

Lynn Yeh/Shutterstock Lynn Africa, Volume III & IV, by Elisee Reclus) Great Zimbabwe path and sky. Collection Institute® Black History Freeman

80 BH365 BH365 81 Two Maviha men who lived along the border between Tanzania and Mozambique (Image source: The Earth and Its Inhabitants: Africa, Volume III & IV, by Elisee Reclus)

Video Overview Collection Institute® Black History Freeman Freeman Institute® Black History Collection Institute® Black History Freeman An elegant barge on the Old Calabar River, Nigeria, embellished with an original decorative design

Freeman Institute® Black History Collection (Illustration by Sirouy/Hildibrand. Image source: The Earth and Its Inhabitants: Africa, Volume III & IV, by Elisee Reclus)

Sokoto Tribe

LEFT: A Sokoto Fulah (a member of a nomadic people INTEGRATED of western Africa; they are traditionally cattle herders TECHNOLOGY of Muslim faith), brother of the Sultan: The Sokoto State

Freeman Institute® Black History Collection Institute® Black History Freeman is an administrative entity of higher level in Nigeria. Olumo Rock, The Sokoto Caliphate was by far the largest and most Nigeria successful legacy of Fulani power in Western Africa. It was the largest, as well as the most well-organized, of the Fulani states. Throughout the 19th Century, Sokoto was one of the largest and most powerful empires In the background is Olumo rock, which sits in the center of the ancient in West Africa until it was defeated by European Nigerian city of Abeokuta—a name that means “under the rock.” colonial forces in 1903. A caliphate is a state under Abeokuta was originally inhabited by the Egba (subgroup of Yoruba) the leadership of an Islamic steward, considered a people who found a safe haven at the Olumo rock during inter-tribal wars in the 19th Century. The rock provided sanctuary (refuge) to the religious successor to the Islamic prophet Muhammad people, as well as a vantage point to monitor (observe) the enemy’s and a leader of the entire ummah (community). advance, leading to eventual triumph in war. The town of Abeokuta (Description source: Usman dan Fodio and the Sokoto eventually grew as these new settlers spread out from this location. Caliphate” by Helen Chapin Metz (1991). Image (Description source: http://olumorock.com) source: The Earth and Its Inhabitants: Africa, Volume III & IV, by Elisee Reclus)

82 BH365 BH365 83 A man from the RIGHT: A woman from the Freeman Institute® Black History Collection Cabinda region Tourcouleur (Tukulor or Haal- of Angola. pulaar) tribe, a West African (Image source: ethnic group native to Futa The Earth and Tooro region of Senegal. There Its Inhabitants: are also smaller communities Africa, Volume in Mali and Mauritania. The III & IV, by Toucouleur were introduced Elisee Reclus) to Islam in the 11th Century, and they view their early and

strong Islamic heritage as a de- Collection Institute® Black History Freeman fining feature. It is a “matter of Freeman Institute® Black History Collection Institute® Black History Freeman great pride for them.” (Descrip- tion source: Anthony Appiah; INTEGRATED Henry Louis Gates (2010). En- TECHNOLOGY cyclopedia of Africa. Oxford University Press. pp. 500–501. Three Fulani (Fulah) women: The Fulani people of West Tourcouler Tribe Image source: The Earth and Its Inhabitants: Africa, Vol- Africa are the largest nomadic group in the world. As a ume III & IV, by Elisee Reclus) group, they contain a vast array of diverse people who Freeman Institute® Black History Collection Institute® Black History Freeman were conquered and became a part of the Fulani through the spread of Islam. The Fulani normally raise large amounts of cattle and have therefore settled in the large plain areas of Mali, Niger, Burkina Faso, and Guinea. The Fulani hold to a strict caste system. The four caste Men from the Felup tribe, located in the region of subdivisions are the nobility, merchants, blacksmiths, Senegal and Guinea-Bissau (Description source: and descendants of the enslaved of wealthy Fulani. www.africaguide.com/culture/tribes/fulani.htm; (Description source: www.africaguide.com/culture/ Image source: The Earth and Its Inhabitants: tribes/fulani.htm; Image source: The Earth and Its Africa, Volume III & IV, by Elisee Reclus) Inhabitants: Africa, Volume III & IV, by Elisee Reclus)

Stacey Ann Alberts/Shutterstock Black History Collection Black History ® Freeman Institute Freeman Freeman Institute® Black History Collection Institute® Black History Freeman Freeman Institute® Black History Collection Institute® Black History Freeman

Two women of the Fang tribe (Fãn or Pahouin), a Central African ethnic King of Assisi and his son: group found in Equatorial Guinea, northern Gabon, and southern Cameroon: (Description and image The Fang are best known for their wooden figures, which are abstract source: The Earth and anthropomorphic (human traits, emotions, or intentions to non-human Its Inhabitants: Africa, entities) carvings. (Image source: The Earth and Its Inhabitants: Africa, Volume III & IV, by Elisee Volume III & IV, by Elisee Reclus) Reclus)

84 BH365 BH365 85 RIGHT: The Rosetta Stone was/is an THE ROSETTA STONE S IMPACT irregularly shaped slab of granodiorite ’ rock weighing about 1,700 pounds. The face has 14 lines of hieroglyphs (It is es- timated that there were 29 lines prior to The Rosetta Stone and Its Impact on breakage), 32 lines of cursive Demotic, and at the bottom, 54 lines of ancient Understanding Ancient Egyptian History Greek (language introduced after the conquest of Egypt by Alexander the Great). All three inscriptions proclaim the same message. In the 19th Century, the Rosetta Stone, which is housed at the British Museum, helped scholars understand hieroglyphics, a form of writing used by the ancient Egyptians. This script was made The Napoleonic Egyptian Military up of small pictures originally used for religious texts. As time passed, the knowledge of how Campaign started in 1798. In 1799, as to read hieroglyphics fell into disuse, until the discovery of the Rosetta Stone in 1799 and its French soldiers were preparing to build subsequent interpretation. the foundation for Fort Julian (later known as Fort Rashid) on the West Your study of ancient Africa has provided you with the understanding that the interpretation Bank of the Nile, the soldiers found of history and writing is subject to different variables (ideas, beliefs, decisions, and events). the Rosetta Stone. That village, called Dan Champness/Freeman Institute® Dan Champness/Freeman The deciphering of the hieroglyphics on the Rosetta Stone made it possible to read hundreds of Rashid, was translated as “Rosetta,” Egyptian artifacts. hence the name. The objective of this Sidebar Chat is to examine the complexities of deciphering hieroglyphics. In pairs or trios, use the hieroglyphic alphabet to form a message. Once your group has completed the task, give your work to another group to interpret. When the interpretations are complete, discuss the difficulties of interpreting ancient artifacts. *Note: Your teacher will provide you with the directions, tools, and materials you will need to successfully accomplish this Sidebar Chat activity.

Battle of the Pyramids (a.k.a. Battle of Freeman Institute® Black History Collection Embabeh) on July 21, 1798. It was during the Napoleonic Egyptian military campaign Collection Institute® Black History Freeman that the Rosetta Stone was found. Parkinson,

et. al. [1999] states that, “it was the battle Collection Institute® Black History Freeman where Napoleon employed one of his significant contributions to military tactics, ABOVE: The Second International Congress of Orientalists in the divisional square. Actually, a rectangle, September of 1874, roughly 52 years after Jean Champollion the deployment of the French brigades finally deciphered hieroglyphics in September 1822. In this into these massive formations repeatedly engraving, many members from around the world are visiting threw back multiple cavalry charges by the ABOVE: The Rosetta Stone as the British Museum, with a special focus on the famous Rosetta Egyptians. The victory effectively sealed it was exhibited in the British Stone. In his inaugural address on Monday, September 14, the French conquest of Egypt as Murad Bey Museum (London) in the mid- Congress president Samuel Birch made the following remarks: salvaged the remnants of his army, chaotically fleeing to Upper Egypt. French casualties amounted to 19th Century. “The Congress will visit in the daytime…the British Museum, roughly 300, but Egyptian casualties soared into the thousands. Napoleon entered Cairo after the battle where such members are interested in the different Sections will and created a new local administration under his supervision. The battle exposed the fundamental find abundant materials of the old and modern Egypt to occupy military and political decline of the Ottoman Empire throughout the past century, especially compared their attention…” (Description source: Transactions of the to the rising power of Napoleon’s France. Napoleon named the battle after the Egyptian pyramids (nine Second Session of the International Congress of Orientalists miles away) because they were faintly visible on the horizon when the battle took place.” Painting by by, Robert K. Douglas, London, 1876) Baron Antoine Jean Gros (1771-1835)

86 BH365 BH365 87 Rosetta, on the west bank of the Nile, with Fort Julian in the background TIMBUKTU

Ancient Timbuktu was a part of the Mali Empire that prospered in the bend of the Niger River. It was a trading center of several ancient empires. The Niger River ensured the city had a consistent method for transporting heavy goods and provided a variety of routes for trade. Timbuktu flourished from trade in salt, gold, and ivory. Timbuktu reached its peak as a center of Islamic culture and scholarship in the 16th Century, its Golden Age.

In this activity, working with your peers, you will discuss the cultural, economic, and historical factors present in Timbuktu and use the QR codes to answer the following questions: Freeman Institute® Black History Collection Institute® Black History Freeman • What made Timbuktu a key center of learning and education? • How did the economic development in Timbuktu lead to the growth of Mali as a regional The overwhelming significance of the trading center? translation of the Rosetta Stone is that • What led to the decline of Timbuktu? it made it possible to read hundreds of hieroglyph inscriptions on tombs, obelisks, and other ancient objects. *Note: Your teacher will provide you with the directions, tools, and materials you will need to successfully accomplish this Sidebar Chat activity. The text on the Rosetta Stone gives us a glimpse into Egyptian life—ripped out of the headlines—recounting the many decrees of Ptolemy V upon the anniversary of his reign (196 bc). During the previous year, Ptolemy had succeeded in subduing a rebellion by a certain temple and priesthood who had refused to pay tithes Map of Africa (1772): showing the location and taxes to the pharaoh. They occupied of what the French knew as Tombuctou Freeman Institute® Black History Collection Institute® Black History Freeman a fort-like temple on the banks of the Nile. (Timbuku or Tombut, lower left corner of Rather than attacking the temple with his map). (Image source: cartographer d’Anville, army, Ptolemy diverted the Nile River around the temple by damming—digging trenches and canals London, 1772) around it, depriving them of food and water.

A few months later, the rebel priesthood surrendered. Ptolemy decreed a general amnesty for the Collection Institute® Black History Freeman rebels (except for the leaders). He allowed many of the priests to retain their homes and wealth, decreed a national celebration of the jubilee of his reign, and gave the people a tax break. Ptolemy also declared himself a deity to be worshipped in all the temples of Egypt, with a facsimile of himself Timbuktu, Mali is home of one of the in stone to be the object of veneration (great respect, reverence) with the burning of incense and oldest universities in the world, estab- prayer three times per day. lished in ad 982. The Sankore Mosque, His final decree was that the entire record of this adventure be inscribed in stone in the Egyptian and built in the 14th Century, was part of Greek languages of the kingdom and that the decree should be placed prominently in all temples in the University of Timbuktu in Mali. It Egypt and other important places and towns. (Artifact source: A replica owned by Dr. Joel Freeman. has been restored and was placed on Description source: RosettaStoneHistory.com) the UNESCO List of World Heritage in Danger in 2012. (Denmark/Shutterstock)

88 BH365 BH365 89 Arrival in Timbuktu: Created by Lancelot after Barth, published on Le Tour du Monde, Paris, 1860 Denmark/Shutterstock (Marzolino / Shutterstock)

The initial construction of the Djingareyber Mosque began 1327. It has been restored after being placed in UNESCO List of World Heritage in Danger. Beginning in the 15th Century, Timbuktu established Timbuktu, old view. itself as an important educational, spiritual, cultural, and business hub. A writer for Chic African Created by Lancelot after Barth, published Culture writes that “Timbuktu was famous for educating important scholars who were well known on Le Tour du Monde, throughout the Islamic world. Timbuktu in the 16th Century became the center of education in Africa Paris, 1860 characterized by the high level of education achieved by its students, clerics, and scholars. The Moroccan invasion in 1590 ended Timbuktu’s golden era of scholarship. The leaders were exiled to Morocco, much of Timbuktu’s extensive library was destroyed. Centuries of unrest and conflict continued. Timbuktu came under Fulani control, then occupied by the French in 1894. French rule lasted until independence in 1960.” (Description source: https://www.theafricangourmet.com/2013/10/timbuktu- elite-university-in-desert.html) Marzolino / Shutterstock INTEGRATED TECHNOLOGY A modern sign in Quarzazate, Morocco, with a Berber and his camel (foreground) and a camel caravan in Mystery of Timbuktu the background: Berbers are located in North Africa, primarily inhabiting Algeria , northern Mali, Mauritania, Morocco, northern Niger, Tunisia, Libya, and a part of western Egypt. The sign indicates that it is 52 days by camel caravan to Tombouctou (Timbuktu). Freeman Institute® Black History Collection Institute® Black History Freeman

Timbuktu The Visual) Explorer/Shutterstock

90 BH365 BH365 91 Timbuktu thrived: Timbuktu Heritage goes on to state that “The prosperity of the city attracted African[s] and Arabs who were both INTEGRATED scholars and merchants. This unique combination of scholarship TECHNOLOGY and business were the cornerstones that made Timbuktu a city of wealth and truth and therefore a booming desert port. Salt, books and gold were the main commodities (merchandise, freight, cargo) History of Timbuktu that were traded in Timbuktu. Salt was extracted from the mines of Tegaza and Taoudenit in the north, gold from the immense gold mines of the Boure and Banbuk and books were the refined work of black and Arabs scholars. Timbuktu flourished as a result of its Freeman Institute® Black History Collection Institute® Black History Freeman

Freeman Institute® Black History Collection Institute® Black History Freeman strategic position. It is here in Timbuktu that African merchants from Djenne traded with the Kel Tamasheq nomads and the Arabs from the north. The Kel Tamasheq and the Jenne Merchants were the first settlers of Timbuktu. The Adobe structure of the houses in Timbuktu was the product of African and Arabs architecture. Trade and knowledge were at their height. The capture and destruction of the empire of Ghana by the king of Sosso caused a mass exodus of scholars from Walata to Timbuktu. By the 12th Century, Timbuktu became a celebrated center of Islamic learning and a commercial establishment. Timbuktu had a university with three main renowned departments and 180 Quranic schools. These are the department of Sankore, the department of Jingaray Ber and the department of Sidi Yahya. This was the golden age of Africa. Books were not only written in Timbuktu, but they were also imported and copied there. There was an advanced local book copying industry in the city. The universities and private Woman from Timbuktu and an envoy from Timbuktu, El-HajAbd-el-Kader: Early in the 16th Century, libraries contained unparalleled scholarly works. The famous scholar of Timbuktu, Ahmad Baba, who reports of the city on the sand—then part of the Songhay Empire—filtered back to Europe through the was among those deported to Morocco said that his library of 1600 books had been plundered, and Moorish diplomat and writer Leo Africanus, adding to the city’s near-mythical status as an “African El his library, according to him, was one of the smaller in the city. Timbuktu was a veritable melting Dorado” (city of gold) of sorts. Timbuktu is located in the present-day Republic of Mali at the edge of the pot and hub of knowledge and commerce. The city welcomed everyone.” (Description source: http:// Sahara Desert. A writer for Timbuktu Heritage shares a bit of the historical background: “Timbuktu timbuktuheritage.org/timhistory.html, the el-Kader. Image source: The Earth and Its Inhabitants: was founded by the Tuareg Imashagan or Kel Tamasheq in the 11th Century. The Kel Tamasheq roamed Africa, Volume III & IV, by Elisee Reclus) the desert during the rainy season in search of grazing lands for their herds and camels. During the dry season, however, they camped a few miles from the Niger River in search of water and grass for their livestock. Whenever the desert becomes green, the Turareg will leave their heavy goods with an INTEGRATED old Tamasheq wom[a]n called Tin Abutut [which] shortly thereafter [evolved into a] … a warehouse TECHNOLOGY or a depot [system] for commercial goods transiting from the desert. The city of Timbuktu has taken its name from this famous black lady.” Satellite Imagery of Timbuktu

INTEGRATED INTEGRATED INTEGRATED TECHNOLOGY TECHNOLOGY TECHNOLOGY

Timbuktu Berbers Pictorial View Manuscripts of Timbuktu

92 BH365 BH365 93 time on the hill. Several important enclosures exist within the hill complex—principal- ly, the ritual enclosure, smelting (founding, melting, casting metalwork) enclosure, and GREAT ZIMBABWE the iron-keeping enclosure. The valley complexes are dominated by the Imba Huru. The height of the main wall of the Imba Huru is about 32 feet; it is 800 feet long, and utilizes an amazing 15,000 tons of granite Five Basic Historical Questions (5BHQs)” blocks. The impressive blocks were constructed without mortar(grout, cement). Building this complex took skill, determination, and industry; thus the Imba Huru demonstrates a high level of administrative (managerial, directorial), and social achievement by bringing together stonemasons and other workers on a grand scale. The Five Basic Historical Questions (5BHQs) are a fundamental set of questions that should be • Theextensive trading network made Great Zimbabwe one of the most significant trad- used to summarize and analyze any culture or civilization. The answers to these questions put ing regions during the Medieval (European “Middle Ages” history from about ad 500 to the civilization in historical context. This context gives your research structure and meaning. about ad 1500) period. The main trading items were gold, iron, copper, tin, cattle, and The ultimate goal of researchers and scholars is to look objectively at a variety of source cowrie shells. Imported items included glassware from Syria, a minted coin from Kilwa, materials (e.g. first-hand accounts, maps, artifacts, etc.). Historical objectivity is the Tanzania, and Persian and Chinese ceramics from the 13th–14th centuries. observation of consistent common themes that can be proven based on evidence. The 5BHQs • Great Zimbabwe was an important commercial and political center. In addition to being work as a framework to support a scholars’ hypotheses or claims. in the heart of an extensive commercial and trading network, the site was the center of • When did the civilization begin? a powerful political kingdom, which was under a central ruler for about 350 years (ad • Where was the civilization located? 1100–1450). The site is estimated to have contained perhaps 18,000 inhabitants, making • Why was this civilization important? it one of the largest cities of its day. The conclusion is inescapable that Great Zimbabwe • How did the civilization begin? had a condensed population sufficient for it to be considered a town, or even a city. How- • How did the civilization decline? ever, many Western writers have attempted to reduce the significance of Great Zimbabwe *Note: Your teacher will provide you with the directions, tools, and materials you will need to by several methods: (1) estimating low population numbers (e.g. only 5,000 instead of successfully accomplish this Sidebar Chat activity. 18,000 inhabitants); (2) calling the dwellings “huts” instead of homes; (3) calling the areas “villages” instead of towns or cities; and (4) identifying the rulers as “chiefs’ instead of kings. These writers are well aware that smallness means less significance. Let’s apply the 5 BHQs to Great Zimbabwe. 4. How did the civilization begin? The Great Zimbabwe site was settled aroundad 350 by Shona-speaking farmers who migrated 1. When did the civilization begin (time period)? into this elevated plateau region to avoid the tsetse flies, which can kill both people and cattle The civilization of Great Zimbabwe reached its zenith from ad 1100–1450, although local by causing “sleeping sickness.” The disease trypanosomiasis, or more commonly sleeping Shona-speaking farmers had settled in present-day Zimbabwe nearly a thousand years sickness, is carried by the various species of tsetse flies (insects that inhabit much of tropical earlier. Africa), which transmit the disease through their saliva. The Great Zimbabwe site was a safe haven high enough to avoid the flies, and this allowed the Shona-speaking migrants to farm 2. Where was the civilization located? and raise their cattle. Eventually, developments led to the formation of the Great Zimbabwe Great Zimbabwe is located in south central Africa, current-day Zimbabwe, between the state at the end of the 11th Century. Two general theories (technological innovations and Zambezi (north) and Limpopo (south) rivers. The Great Zimbabwe site is situated on a high intensified trading activities) have been advanced to explain the rise of the Zimbabwe state. plateau (high and flat tableland, mostly over 1000 m. [3,250 ft.]). 5. How did the civilization decline? 3. Why is the civilization important? Great Zimbabwe declined and was abandoned around ad 1450 for unknown reasons. The Great Zimbabwe civilization is important for several reasons: The migrants left Zimbabwe and founded the northern kingdom of Monomotapa and • The Zimbabwe site, featuring the Great Enclosure Wall, is one of the most astounding other successor states. There has been much speculation (hearsay, opinion, rumor) about regions with monuments in Africa, second only to the Nile Valley pyramid region. Zimbabwe’s decline as theories of its fall have ranged from over farming, the population depleting (reducing, draining) land resources, a drastic weather change, and a decline • The ncienta plan of Great Zimbabwe is in two parts: the hill complex; and the valley in the important gold trade. Further research will have to provide more information on complexes. The hill complex is where the king kept many of his treasures. Although he this question. lived in the Imba Huru (or Great Enclosure) in the valley, he spent considerable ritual

94 BH365 BH365 95 The King of Monomotapa (Mozambique). King of the Makaranga tribe, which was spread all over the region, MASKS stretching from some parts in Mozambique, Zimbabwe, and even in some parts of Botswana before other people African masks are not just objects of beauty. They are made to be used in rituals and ceremonies and Bantus from as far as Southern Sudan arrived. and are an intricate component of the costumes participants wear. The masks are utilized during (Print by Nicolas de Larmessin 1638–1694.) traditional religious and social ceremonies to represent the spirits of ancestors or to control the good and evil forces in the community. African masks have specific meanings to the individuals who created them and the tribe using them. The making of African masks requires the creator to INTEGRATED have outstanding skills and knowledge of spiritual matters. For this reason, the spiritual lessons TECHNOLOGY engrained in the masks pass from generation to generation. African masks come in various styles and shapes. Made of different materials such as leather, fabric, and various types of wood, they can be worn in three different ways. Masks are worn Kingdom of vertically, covering the face, as helmets, encasing the entire head, and as a crest, resting upon the Monomotapa head. Masks, which are crests, were commonly covered by material as part of the disguise and are only worn by a select few individuals in a tribe as it is considered a thing of honor. Freeman Institute® Black History Collection Institute® Black History Freeman During this Sidebar Chat, you will study the significance of the mask in ancient African culture. During the collaborative group study, use the QR codes to identify the: Much of the wealth that remained at Great Zimbabwe was removed through the centuries by European explorers, treasure hunters, sou- • History of masks in ancient African civilization venir (memento, keepsake, relic) seekers, and plunderers (robbers, • Types of masks and meanings looters) such as Richard Hall. The site is but a shell of what it once • Importance of masks to African tribes was, as the artifacts were vandalized (destroyed, damaged) by these You will create and design a specific African mask for a given tribe. European groups and destroyed or hauled away by them and even- *Note: Your teacher will provide you with the directions, tools, and materials you will need to tually sent to various museums throughout Europe, America, and successfully accomplish this Sidebar Chat activity. South Africa. Today, the 20,000 tourists who visit the site each year continue to cause additional damage to the ruins, as these tourists climb the walls for thrills and to find souvenirs. Two Senufo masks (early to mid-1900s). The Senufo artists have a high status in INTEGRATED their society as their masks and sculp- A Note on Sources TECHNOLOGY tures are believed to have the power to Written Sources: There are no primary (original) written help communication between the living documents available regarding Great Zimbabwe. African Mask and their dead ancestors. The artists Oral History: The oral history of the local Shona-speaking Examples live apart from the rest of their village. people is a valuable source of information on Great Zimbabwe, Senufo masks combine features of ani- particularly the information this history provides regarding mals and humans in a single design. The Senufo are a farming people numbering spiritual beliefs and building traditions. over million that stretch across various Archeological Evidence: Most of the physical evidence of Zim- bordering countries in West Africa, in- babwe’s history and significance is derived from archaeological cluding the Ivory Coast, Ghana, Burki- evidence from nearby dwellings, and various items on site, such na Faso and South Mali. as the trading items, daga homes, granite walls, and soapstone fig- Freeman Institute® Black History Collection Institute® Black History Freeman ures of birds (which have become Zimbabwe’s national bird and is Senufo masks are used in the rites of the Poro society, a male organization that part of the national flag). Modern Shona pottery also has been a educates young men in the traditions key source of comparison and documentation. and responsibilities necessary for their coming of age. The Poro (Purrah or Purroh) is a men’s secret (5BHQ source credit: by Professor Manu Ampim. Used by society in Sierra Leone, Liberia, Guinea, and the Ivory Coast, introduced by the Mande people. It is permission. www.manuampim.com/ZIMBABWE.html) sometimes referred to as a hunting society and only males are admitted to its ranks. The female coun-

Freeman Institute® Black History Collection Institute® Black History Freeman terpart of the Poro society is the Sande society.

96 BH365 BH365 97 Colonization Notice the cowrie shells sewn on to the hood of one of the masks (see The populations making up African countries today largely reflect eth previous page). In Ghana, the national currency is the cedi, which is INTEGRATED aftermath of colonization (the action or process of settling among and TECHNOLOGY the Akan (Twi) word for “cowrie” (cowry, kauri). The coin for 20 cedi establishing control over the original people of an area) and imperialism featured the image of the beloved shell in 1991. Allibert, C. [2000] (the domination of a nation, especially by forced expansion, or by gaining states that “the cowry was the shell most widely used worldwide as shell Woman from Liverpool, indirect control over the political or economic life of a people or nation). England lives with money. It is most abundant in the Indian Ocean, and was collected in European countries proceeded to divide African countries among Babongo Tribe in the Maldive Islands, in Sri Lanka, along the Malabar coast, in Borneo, themselves often resulting in artificial and strange national boundaries. Gabon, Africa and on other East Indian islands, and in various parts of the African As a result, nations were often made up of people speaking different Black History Collection Black History ® coast from Ras Hafun to Mozambique.” languages and having totally different historical cultures (values, practices, Cowrie shells no longer serve as money in West Africa, but evidence remains and beliefs passed down through generations) and lifestyles. of their history as an important type of currency. The cowrie also serves There was a “create-chaos-and-build-disunity” policy employed by

Freeman Institute Freeman as a protective charm (gris-gris) and a decorative touch on the outfits of European nations, causing turmoil and unrest on the continent of Africa. hunters and warriors, woven into the design for sacred masks and costumes for dance ceremonies. It would, however, greatly benefit the colonizers—helping set up an easy It can be an element in traditional medicine and may accompany the dead on their journey out path to neocolonialism (the political and economic control of a former of this world. (Description source: Wikimedia. Artifact source: two masks donated to the Freeman colonizer over an independent nation or region). Neocolonialism was Institute® by George, John and Pat Matriciana families. www.artyfactory.com/africanmasks/masks/ commonly practiced in Africa in the latter half of the twentieth century senufo.htm, www.culturesofwestafrica.com/cowrie-shell-monetary-symbolic-value) perpetuating the influence of Europeans over African nations in various ways. The idea suggests that when European powers granted political independence to African colonies, they would continue to control the economies of new African countries.

INTEGRATED CHAPTER CHECK-IN TECHNOLOGY What was the impact of colonization and imperialism on the inhabitants of

Types of Africa? African Masks European countries had colonized most of the continent of Africa by the late nineteenth century and were Freeman Institute® Black History Collection establishing a system of economic exploitation (a relationship in the distribution of economic wealth wherein a worker does not receive the proper amount of income or entitlement) in which cash crops and minerals, as well as Engraved wooden door, probably from the house of other African raw materials were exported and expropriated (confiscated) solely to benefit the colonizing power. a chief. Every aspect of each element of the carving is As independence was granted to the colonies, the theory of modernization (a notion used to explain filled with meaning. (Artifact source: door donated to the process of modernization within societies) developed. This theory suggests that independent countries the Freeman Institute® by George, John and Pat Ma- would begin to resemble modern Western triciana families.) countries and develop politically and economically at a rapid rate. However, it proved to be unreliable. African nations did not successfully develop in this way. INTEGRATED TECHNOLOGY

History of Traditional Babongo (Vengo) dance: The African Masks Babongo have lived in the Upper Nun Valley of Cameroon for centuries, which was formerly the most important iron-work akturer/Shutterstock Freeman Institute® Black History Collection Institute® Black History Freeman center of all Cameroon.

98 BH365 BH365 99 Postcolonial theorists continue to study the underdevelopment of several African countries. They believe the dependency theory is Elephant another influential factor. ® The dependency theory (an Experience explanation for the underdevelop- The ment of countries that are dominat- ed by highly developed countries) states that the underdevelopment The Berlin Conference (1884-85) of African countries continues because highly developed Euro- pean nations sought to rule over Initially, the European exploration their economies by paying low of Africa in the 17th and 18th centuries wages for agricultural products focused on the slave trade. This con- Freeman Institute® Black History Collection Institute® Black History Freeman and supplying these economies centrated focus centered on identifying with cheap manufactured goods. items for trade and stayed predominant- Maasai Warriors: The Maasai are one of the tribes found in the Northern The main source of revenue for ly on the coastal areas. Europeans en- part of Tanzania, around the Arusha region. As one of the 125 tribes of African countries was the export countered powerful African states and Tanzania, they are believed to have originated from Sudan and to have of raw materials, which further contracted an abundance of tropical diseases. migrated through the river Nile into Kenya and then Tanzania, due to resulted in the underdevelopment Consequently, they were satisfied to grow rich their nomadic lifestyle whereby they move from one region to another of African economies and the in search of greener pastures for the livestock. prosperity of western nations. by trading gold, gum, ivory, and enslavement on the coast of Africa. Imperialism, or the policy of expanding a country or state’s rule over other territories, reached its peak during the 19th Century. Europeans clambered to partition Africa because of the richness of raw materials for industry, a low-cost labor force, and the opportunities to expand their territo- ries. The desire to secure Africa’s riches led to fierce battles between Britain, France, and Germany. Racial hierarchy was pervasive in Europe in the 19th Century. Europeans regarded themselves as the most superior and highly developed civilization in the world. The belief that Africans CHAPTER were uncivilized savages running naked through Africa, coupled with the fact that Africans had different religious beliefs, resulted in a stereotype of Africans. This stereotype spread throughout CHECK-IN Western European civilization. This characterization and subsequent convictions became the Black History Collection Black History ® • Name three justification for colonialism in Africa. strategies that The Berlin Conference of 1884–85 made regulations for European colonization and trade in were used to divide Africa. African leaders attended, as they were neither invited nor welcome. This conference ended Freeman Institute Freeman and conquer the most existing structures of African sovereignty and authority, which guaranteed that European Maasai warriors in the mid-1930s in Kenya. nations of Africa. superpower’s alleged dominance went undisputed. The arbitrary and random realignment of these borders left African countries clustered in a manner that didn’t represent their heritage. The • What were the lasting impact of this act extends its reach into modern-day Africa. Harm J. de Bli described the Berlin effects of these INTEGRATED Conference in Geography: Realms, Regions, and Concepts: TECHNOLOGY strategies on the “The Berlin Conference was Africa’s undoing in more ways than one. The continent and colonial powers superimposed their domains on the African continent. By the time GO Maasai Land nations of Africa? independence returned to Africa in 1950, the realm had acquired a legacy of political (Short Film) fragmentation that could neither be eliminated nor made to operate satisfactorily.”

100 BH365 BH365 101 French Neocolonialism Neocolonialism (modern expansionism, imperi- alism) continues. For instance, why is Africa still so important to France? In the Journal of Contemporary African Studies (2002), one French scholar, Xavier Renou, suggests three reasons: (1) Maintaining an inter- national status independent of American and Chinese influences (the Soviet Union in the past); (2) Securing a permanent access to strategic resources; (3) Benefit- ing from a monopolistic (anticompetitive, exploitive and autocratic) situation. To attain these objectives Collection Institute® Black History Freeman and maintain its power over its former colonies, France Fourteen countries were represented by has to pursue a global policy that would be economic, an overabundance of ambassadors and political and cultural (Renou 2002). other diplomats when the conference Former French president, Jacques Chirac acknowl- opened in Berlin on November 15, edged in 2008 that “without Africa, France will slide 1884. The countries represented at the time included Austria-Hungary, into the rank of a third [world] power.” Chirac’s pre- Belgium, Denmark, France, Germany, decessor, Francois Mitterand had already predicted in Great Britain, Italy, the Netherlands , 1957 that “without Africa, France will have no history Portugal, Russia, Spain, Sweden- in the 21st Century.” Norway (unified from 1814 to 1905), The reality is that Francophone (French speaking) Turkey, and the United States of countries in Africa continue to pay colonial (foreign) America. Of these fourteen nations,

Freeman Institute® Black History Collection Institute® Black History Freeman tax to France decades after their independence. As of France, Germany, Great Britain, and the date of the publication of this textbook, 14 Afri- Portugal were the major players in can countries are obliged by France, through a colo- the conference, controlling most of nial pact, to put 85 percent of their foreign reserve into colonial Africa at the time. Notice the France central bank under French minister of Finance large reference map of Africa on the control. Until now, [2020], Togo and about 13 other Af- wall. It was at least 14' tall x 8' wide. Map of Africa (1888) reflecting the colonization of the continent, which created new geopolitical rican countries still have to pay colonial debt to France. (description source: www.thoughtco. lines of demarcation (separation); different parts are colored: Red (British), Purple (French), Green com/berlin-conference-1884-1885- Some observers claim that African leaders who refuse (Portuguese), and Grey (German) divide-africa-1433556.) are killed or victim of a coup. Those who obey are sup- ported and rewarded by France with lavish lifestyles INTEGRATED INTEGRATED INTEGRATED INTEGRATED while their people endure extreme poverty, and desperation. (neocolonialism source: https://af- TECHNOLOGY TECHNOLOGY TECHNOLOGY TECHNOLOGY rolegends.com/2017/05/01/the-11-components-of-the-french-colonial-tax-in-africa/)

Berlin Conference & The Curse of Berlin 1884/85 Truth Centrism Berlin: Africa After China Cutting Away from Conference (Read and Discuss) Our African Roots the Cold War More than 10,000 Chinese corporations are currently operating throughout the continent of Africa. According to Panos Mourdoukoutas (professor and chair of the department of economics at Long Island University Post in New York), “the reason Chinese corporations are in Africa is simple; to exploit (abuse, take advantage of) the people and take their resources. It’s the same things European colonists did during mercantile (trade, business) times, except worse. The Chinese corporations are trying to turn Africa into another Chinese continent. They are squeezing Africa for everything its worth.” (Source: https://www.forbes.com/sites/panosmourdoukoutas/2018/08/04/ china-is-treating-africa-the-same-way-european-colonists-did/#4d249947298b )

102 BH365 BH365 103 Something to Consider AN AFRICAN FABLE (A Moment to Reflect) For centuries, ancient Africa’s civilization was believed by many Europeans to be one that neither Long ago, a young African prince wanted to be a great contributed to humanities’ advancement nor was touched by it. However, historical and anthropological and powerful ruler for his people. So he sought out the documentation has produced evidence that the continent of Africa provided such civilizations as Egypt, wisest man in all of the continent of Africa and asked him, Kush and Aksum, and those in the Nile valley as well as states like Ghana, Mali, and Songhai. “Old man, how do I become the most powerful ruler in the What lasting effects resulted from these misconceptions? world?” The wise man answered, “Young Prince, what is the most powerful body of water in the world?” The young prince re- plied, “It is the ocean!” “Correct!” said the wise man. “Young prince, what flows to the ocean?” The young prince replied, “The rivers flow into the ocean!” Kuziva Shamu/Shutterstock Kuziva And the wise man said, “Correct! Young Prince, why do Collection Black History Collection Black History ® ® the rivers flow into the ocean?” The young prince paused to answer. “Because the ocean is

lower than the rivers.” Collection Institute® Black History Freeman Freeman Institute® Black History Collection Institute® Black History Freeman Freeman Institute Freeman Freeman Institute Freeman The wise man whispered, “Correct! Young Prince, if you Collection Institute® Black History Freeman would be as powerful as the ocean and have the people flow- ing to you like the rivers, you must be lower than the people you serve!” Unit 1 — Review and Assessment (Source: fable also can be attributed to other cultures.)

Activation to Learn UNIT 1 REVIEW Why is it important for you, as a life-long learner and critical thinker, to be able to examine historical events and figures from different perspectives using concrete evidence?

Unit Summary Chapter 1 Check-ins • How do language and communication affect culture? Chapter 1 — Ancient Africa is rich in the history of humankind. Some of the earliest archaeological • Describe life and culture in ancient Africa prior to the arrival of foreigners. findings of human development have been found on the continent of Africa. Ancient African culture was • Create a graphic organizer to compare the agricultural products grown in each region of ancient Africa. diverse as the topography and geography of the Continent of Africa. The Sahara Desert of North Africa, the savanna of West Africa, and the rainforest of Central Africa shaped the way people used natural resources and Chapter 2 Check-ins their creativity and interdependence to live their lives. Some of the early groups included the Nok of Nigeria, • Discuss the meaning of Dr. John Henrik Clarke’s views of the importance of history. Do you agree or the Bambuti of the rainforest in Central Africa, the Berbers of North Africa, and the Bantu of Central and disagree? Please explain using unit vocabulary. South Africa. • What were the characteristics of Omo-I? Chapter 2 — The oldest skeletal evidence for anatomically modern humans has been found in Ethiopia, • List the economic resources of three ancient African Empires. a country located in the horn of Africa. As one of the oldest and most populous landlocked countries of the • What was the impact of colonization and imperialism on the inhabitants of Africa? world and the second-most populous nation on the African continent, the nation is a land of natural contrasts • Name three strategies that were used to divide and conquer the nations of Africa. with numerous forests and rivers. During ancient times, most of the people of Africa lived in nomadic tribes, • What were the lasting effects of these strategies on the continent and nations of Africa? but Ancient Africa’s great cities mainly thrived along the northern coast of Africa, near the Mediterranean Sea , which separates Africa, Europe, and Asia. These cities often grew from trade along the sea and frequently came into contact with inhabitants of Europeans and Asian cities.

104 BH365 BH365 105 Closure: Putting It All Together Ancient Africa Virtual Museum

You and your team have been charged with developing an Ancient Africa Virtual Museum. You may use any form of media as a platform to present the design of your Ancient Africa Museum. You must name your museum based on some concept, region, or event you have studied in Unit 1.

DO: The Task • You and your team will gather information concerning: • Culture • Communication • Ancient kingdoms • Geography • Historical events impacting Ancient Africa • Contributions to the world

• Each team will give guided tours to others. • Each of you will be assigned a role: UNIT TWO • Researchers—use of internet, books, textbook, QR codes, etc. to find gather information for your section of the museum (all team members) THE TRANSATLANTIC • Designers—Create the look and feel of the Virtual Museum (one to two members) • Recorders—Responsible for taking notes during team discussion (one member) SLAVE TRADE • Tour Guides—Guide other team members through your section of the museum (all members)

• You may create your museum using the multimedia platform your team decides. • Consideration: Make sure your team does thorough research on the assigned regions. For example, how was communication used in ancient Africa. Work as a team to choose the most important concepts to share with someone who has not studied ancient Africa. All team members must actively participate in the research and construction of the Virtual Museum.

Evaluation (Criteria Chart Will Contain) 1. The exhibit clearly represents a specific region of ancient Africa. 2. The exhibit clearly provides an understanding of key cultural elements, communication, geography, contributions historical events, or figures that support the understanding of ancient Africa for each group.

106 BH365 BH365

• Timbuktu Civilization and Its Significance in Islamic History
• Getting to Know the K Umbukumbu Exhibition at the National Museum Brazil, 1818-2018
• Muslim Traders, Songhay Warriors and the Arma Muslim Traders
• Ancient Ghana and Mali
• A Select Bibliography of the Songhay Empire Brent D
• Islamic Fundamentalism Framing Politics in Mali: from the Middle Ages to the Age of Pandemic
• Democratization in Mali
• Safeguarding Africa's Literary Heritage: Timbuktu Rare Manuscripts Project
• The Manuscripts of Timbuktu: Armed Conflict
• Irohin2005.Pdf
• In Search of Askia Mohammed: the Epic of Askia Mohammed As Cultural History and Songhay Foundational Myth Joe Wilson James Madison University
• Eureka and Beyond: Mining's Impact on African Urbanisation Citation
• Playing with Politicians: Secrecy And
• The Timbuktu Manuscripts – Rediscovering a Written Source of African Law in the Era of the African Renaissance*
• Linguistic Warscapes of Northern Mali
• Books and Libraries in Medieval Timbuktu
• Historical Background of Distance Education in West Africa
• Introduction to Timbuktu
• Confronting Crisis and Displacement in Timbuktu, Mali
• Timbuktu: Surviving After All
• The Man Who Would Be Caliph: a Sixteenth Century Sultan's Bid for an African Empire
• Papers 16, Pp
• The African American Experience
• African American Studies
• Timbuktu: a Case Study of the Role of Legend in History

• Submit Your Story

HBCU Professor Releases New Book, “Gifted and Black: 365 Days of Black History”

Dr. Covington comments, “As this groundbreaking book is launched, we affirm that Black history should be more than a designated month—it deserves daily recognition. Gifted and Black paves the way for a new era, urging readers to celebrate and engage with the richness of Black history every day of the year.”

Gifted and Black: 365 Days of Black History invites readers to engage thoughtfully, reflect deeply, and ultimately celebrate the invaluable contributions of Black individuals throughout history. This empowering book will be a cherished addition to personal libraries, classrooms, and community centers, providing inspiration and knowledge all year round. Dr. Covington’s masterpiece is now available for purchase at Barnes & Nobles and Walmart.

About the Author Dr. Frederick B. Covington is an occupational therapist, award winning inventor, Howard University professor, app creator, composer, bestselling author, and entrepreneur.

For press inquiries, contact [email protected]

More Stories For You:

Also check out: HBCUconnect.com

'Freedom to Learn' protests have a clear message: 'We will be woke'

WASHINGTON, DC ‒ National civil rights leaders and other activists, including college students, rallied outside the U.S. Supreme Court Friday to push back against efforts to ban some books and restrict lessons about Black history and other social issues.

The effort is part of the “Freedom to Learn” campaign, a national movement to combat those restrictions and what activists call misinformation about Black history and critical race theory. Organizers tout the rally as a day of action.

“It was designed to expand our freedom to learn to make sure that we are pushing back against the work that is trying to ban our books, trying to ban the teaching of our history,’’ said Karsonya Wise Whitehead, special projects manager for the African American Policy Forum, a think tank focused on social and racial justice issues. “It was designed to make sure that if they are teaching history ‒ history includes everybody's story.”

Dozens of protesters, including students from Morgan State University, marched from the Library of Congress to the front of the U.S. Supreme Court chanting, “We won’t go back!” They carried signs that read, “Our history. Pass it on” and “History repeats when we forget.”

Thalya Baptiste, a junior at Morgan State University, said it was important for her and other students to honor the work of their ancestors who fought for civil rights. Those rights, she said, are still under attack. “We’re here…We’re fired up,” said Baptiste, who spoke at the rally. “We will continue to advocate for our freedom to learn.”

Marc Morial, president of the National Urban League, told the crowd the campaign is going to be a multi-year effort. “We will not sleep…and hell yes, we will be woke!” he said.

The effort comes as more states and jurisdictions, including school boards, adopt measures that restrict some teachings of Black history and ban more books, many focused on race and sexual identity.

Dozens of states, including Texas and Oklahoma, have adopted or proposed measures that limit how Black history is taught or that restrict the use of some books. Proponents argue some books are offensive and that key parts of Black history are already taught in schools.

Supporters of so-called ‘’anti-woke’’ laws said such measures protect against teaching divisive issues and blaming current generations for past injustices such as slavery. Republicans have particularly attacked critical race theory, calling it “woke indoctrination.”

Digging deeper: Is new AP African American Studies course too woke? We attended class to find out.

Critical race theory is an academic framework that argues the legacy of slavery shapes systemic racism in existence today.

Jonathan Butcher, a senior fellow at the Heritage Foundation, a conservative think tank, said school boards and policymakers should be able to determine what should be taught in schools.

“I'm not arguing that we omit important topics,” Butcher said in an earlier interview. "I think it should be done in age-appropriate ways.”

By last fall, legislation to limit the teaching of "divisive" concepts or critical race theory in public schools and/or higher education institutions had been introduced in at least 21 states, according to the National Conference of State Legislatures.

Reading further: Black history 'Underground Railroad' forms across US after increase of book bans

The African American Policy Forum will host a Critical Race Theory summer school in New York to provide a week of training on issues, including advocacy, education and political engagement.

Friday's rally will “serve as a gateway into Freedom Summer 2024 leading into the critical election season,’’ said Wise Whitehead, also a professor of communications and African American Studies at Loyola University in Maryland. Sixty years ago, during the initial Freedom Summer, hundreds of mostly college students joined local activists in Mississippi to register Black citizens to vote.

Other groups and organizations, including Black museums, have also launched efforts to counter book bans and history lesson restrictions. Some Black churches in Florida provided toolkits to help faith leaders teach Black history.

The American Library Association also launched its Unite Against Book Bans campaign. There were 1,247 attempts last year to censor library materials and services, according to the association.

Later Friday afternoon, local partners of the African American Policy Forum will host a banned book giveaway at a community center in the Bronx, New York. Organizers are also calling on faith leaders to participate in “Freedom Sundays’’ where they will urge churchgoers to register to vote and cast their ballots.

“There’s no time more important than where are right now,’’ Wise Whitehead said. “If we don't put the pressure on right now, not waiting until November, put the pressure on now to make sure that people are as well informed as possible about what is at stake at this moment ‒ which we believe is the future of democracy. That is what we're fighting for.”

We will keep fighting for all libraries - stand with us!

Internet Archive Audio

• This Just In
• Grateful Dead
• Old Time Radio
• 78 RPMs and Cylinder Recordings
• Audio Books & Poetry
• Computers, Technology and Science
• Music, Arts & Culture
• News & Public Affairs
• Spirituality & Religion
• Radio News Archive

• Flickr Commons
• Occupy Wall Street Flickr
• NASA Images
• Solar System Collection
• Ames Research Center

• All Software
• Old School Emulation
• MS-DOS Games
• Historical Software
• Classic PC Games
• Software Library
• Kodi Archive and Support File
• Vintage Software
• CD-ROM Software
• CD-ROM Software Library
• Software Sites
• Tucows Software Library
• Shareware CD-ROMs
• Software Capsules Compilation
• CD-ROM Images
• ZX Spectrum
• DOOM Level CD

• Smithsonian Libraries
• FEDLINK (US)
• Lincoln Collection
• American Libraries
• Canadian Libraries
• Universal Library
• Project Gutenberg
• Children's Library
• Biodiversity Heritage Library
• Books by Language
• Additional Collections

• Prelinger Archives
• Democracy Now!
• Occupy Wall Street
• TV NSA Clip Library
• Animation & Cartoons
• Arts & Music
• Computers & Technology
• Cultural & Academic Films
• Ephemeral Films
• Sports Videos
• Videogame Videos
• Youth Media

Search the history of over 866 billion web pages on the Internet.

Mobile Apps

• Wayback Machine (iOS)
• Wayback Machine (Android)

Browser Extensions

Archive-it subscription.

• Explore the Collections
• Build Collections

Save Page Now

Capture a web page as it appears now for use as a trusted citation in the future.

Please enter a valid web address

• Donate Donate icon An illustration of a heart shape

BH365: Be In the Know About African American History with BH365 Book!

Item preview.

There Is No Preview Available For This Item

This item does not appear to have any files that can be experienced on Archive.org. Please download files in this item to interact with them on your computer. Show all files

Share or Embed This Item

Flag this item for.

• Graphic Violence
• Explicit Sexual Content
• Hate Speech
• Misinformation/Disinformation
• Marketing/Phishing/Advertising
• Misleading/Inaccurate/Missing Metadata

plus-circle Add Review comment Reviews

Download options, in collections.

Uploaded by bobarchives on June 4, 2021

SIMILAR ITEMS (based on metadata)