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YOUNG HISTORY DETECTIVESCURRICULUMDEVVELOPED BY THE HOUSE OF AFROS, CAPES & CURLS

Young History Detectives CurriculumWelcome to the Young History Detectives (YHD) educational program, proudly offered by TheHouse of Afros, Capes & Curls. The House is dedicated to connecting people with a passion forscience fiction, fantasy, comics, gaming, board gaming, and Afrofuturism through communityengagement, education, and special events. YHD is a dynamic program designed to immerseyoung learners in the rich and vibrant history of North Omaha, while equipping them withessential research and documentation skills.As Young History Detectives, students delve into the histories of neighborhoods along 24th,30th, and 16th Streets in North Omaha. They uncover and document the lives and stories of thepeople who lived there, creating a comprehensive database that will serve as the foundation foran interactive historical walk. This summer, students will take their discoveries and present themthrough a variety of mixed media and interdisciplinary arts projects, showcasing the significantpeople, places, and events that have shaped North Omaha.This guide provides detailed lesson plans to support educators in facilitating the YHD program.Each lesson is carefully crafted to ensure that students not only learn about North Omaha'shistory but also develop critical research, documentation, and presentation skills. By the end ofthe program, students will have a deeper appreciation for their community's heritage and thetools to become historians in their own right.Let's embark on this exciting journey to uncover and celebrate the rich history of North Omahatogether!

Developing Research Skills for Elementary StudentsObjective:Students will learn essential research skills, including how to conduct research, identify and useprimary and secondary sources, cite sources, find books in a library, and understand whatlibraries and archives house.Materials Needed:● Computer with internet access● Access to a library (physical or virtual)● Sample primary and secondary sources (e.g., photos, letters, articles, books)● Citation guide for children● Notebooks and pens● Library maps or catalogs● Worksheets for practice activitiesLesson Duration:3 sessions, each lasting 45-60 minutesSession 1: Introduction to Research and SourcesObjectives:● Understand the basics of research and its importance.● Identify and differentiate between primary and secondary sources.Activities:1. Introduction to Research (10 minutes):○ Discuss what research is and why it's important.○ Explain how research helps us learn new things and find answers to questions.2. Primary vs. Secondary Sources (15 minutes):○ Define primary and secondary sources.○ Show examples of each (e.g., a diary entry as a primary source, a history bookas a secondary source).○ Discuss how each type of source can be used in research.3. Interactive Sorting Activity (20 minutes):○ Provide students with a mix of primary and secondary source examples.○ Have students work in pairs to sort them into the correct categories.1

○ Discuss their choices as a class and explain any misconceptions.4. Wrap-up and Reflection (5 minutes):○ Ask students to share one thing they learned about primary and secondarysources.○ Assign homework: Have students find a primary and a secondary source at home(e.g., a family photo and a textbook).Session 2: Conducting Research and Citing SourcesObjectives:● Learn how to conduct research effectively.● Understand the basics of citing sources.Activities:1. Review Homework (5 minutes):○ Allow students to share the primary and secondary sources they found at home.○ Discuss the importance of both types of sources in research.2. Research Skills Workshop (20 minutes):○ Teach students how to ask good research questions.○ Explain how to use keywords to search for information.○ Demonstrate how to take notes and organize information.3. Introduction to Citing Sources (10 minutes):○ Explain why it's important to cite sources (e.g., giving credit, avoiding plagiarism).○ Show a simple citation format for books, articles, and websites.4. Practice Citing Sources (15 minutes):○ Provide students with examples of sources they might use in a project.○ Have them practice writing citations for each source.○ Review their work and provide feedback.Session 3: Navigating Libraries and ArchivesObjectives:● Learn how to find books and other materials in a library.● Understand what libraries and archives house.Activities:1. Introduction to Libraries and Archives (10 minutes):○ Discuss the role of libraries and archives in preserving knowledge.○ Explain what kinds of materials can be found in each (e.g., books, manuscripts,photos).2. Library Navigation Skills (20 minutes):2

○ Teach students how to use a library catalog to find books.○ Explain the Dewey Decimal System and how books are organized.○ If possible, take a virtual or physical tour of a local library.3. Finding Books Activity (15 minutes):○ Provide students with a list of books to find in the library catalog.○ Have them practice locating the books on a library map or in the physical library.○ Discuss any challenges they faced and how they overcame them.4. Wrap-up and Reflection (5 minutes):○ Discuss the importance of libraries and archives in research.○ Assign a mini-research project: Students will choose a topic, find at least oneprimary and one secondary source, and create a simple citation for each.Assessment:● Participation in discussions and activities.● Accuracy in sorting primary and secondary sources.● Quality and correctness of practice citations.● Ability to navigate the library catalog and find books.● Completion and quality of the mini-research project.Additional Resources:● Local library or library website for virtual tours● Children's books on research skills● Online databases and digital libraries for primary and secondary sources● Citation guides for childrenThis lesson plan aims to equip elementary students with the foundational research skills neededfor academic success and lifelong learning.3

Introduction to Black HistoryObjective:Students will gain a foundational understanding of Black History, from pre-colonial Africansocieties to the Civil War and Reconstruction, recognizing the significant contributions andexperiences of Black people throughout these periods.Materials Needed:● World map and timeline● Images and videos related to African civilizations, the transatlantic slave trade, andslavery● Biographies and stories of notable Black figures● Art supplies (paper, markers, crayons)● Computer with internet access for research● Presentation materials (poster boards, projectors)Lesson Duration:5 sessions, each lasting 60 minutesSession 1: Pre-Colonial African HistoryObjectives:● Understand the richness and diversity of pre-colonial African civilizations.● Recognize significant African kingdoms and empires.Activities:1. Introduction to African Civilizations (15 minutes):○ Show a world map highlighting Africa.○ Discuss the diversity of African cultures, languages, and traditions.○ Introduce notable African kingdoms and empires (e.g., Mali, Ghana, Songhai).2. Interactive Timeline Activity (20 minutes):○ Create a timeline of key events in pre-colonial African history.○ Include major achievements and contributions of African civilizations (e.g., trade,education, art).3. Group Research Activity (20 minutes):○ Divide students into small groups and assign each group a different Africankingdom or empire.4

○ Provide resources for research (books, articles, internet).○ Have each group create a short presentation or poster about their assignedcivilization.4. Wrap-up and Reflection (5 minutes):○ Allow groups to share their findings.○ Discuss the importance of understanding African history before colonization.Session 1B: Pre-Colonial African Kingdoms and RulersWest Africa1. Kingdom of Ghana (c. 300 - c. 1200 AD)○ Ruler: Kaya Maghan (Title for Ghanaian kings, specific names of early rulers notwell-documented)2. Mali Empire (c. 1235 - 1600 AD)○ Ruler: Sundiata Keita (Founder and first emperor)○ Ruler: Mansa Musa (Notable for his pilgrimage to Mecca and immense wealth)3. Songhai Empire (c. 1430 - 1591 AD)○ Ruler: Sunni Ali (Founder of the empire)○ Ruler: Askia Muhammad (Expanded the empire and reformed its administration)4. Kingdom of Benin (c. 1180 - 1897 AD)○ Ruler: Oba Ewuare the Great (Expanded the kingdom and built the city walls)5. Ashanti Empire (c. 1670 - 1902 AD)○ Ruler: Osei Tutu (Founder and first king)Central Africa1. Kingdom of Kongo (c. 1390 - 1914 AD)○ Ruler: Afonso I (Converted to Christianity and established strong ties withPortugal)2. Luba Kingdom (c. 1585 - 1889 AD)○ Ruler: Nkongolo Mwamba (First historical ruler)○ Ruler: Ilunga Mbidi Kiluwe (Founded the centralized state)3. Lunda Empire (c. 1665 - 1887 AD)○ Ruler: Mwaant Yav (Title for Lunda kings, notable early ruler)East Africa1. Kingdom of Aksum (c. 100 AD - c. 940 AD)○ Ruler: Ezana (First Christian king of Aksum)2. Great Zimbabwe (c. 1100 - c. 1450 AD)○ Ruler: Not well-documented (Ruled by a series of kings, with little known aboutspecific rulers)3. Kilwa Sultanate (c. 957 - 1513 AD)5

○ Ruler: Sultan al-Hasan ibn Sulaiman (Expanded the sultanate and built the GreatMosque of Kilwa)North Africa1. Carthaginian Empire (c. 814 - 146 BC)○ Ruler: Hanno the Navigator (Explored the African coast)○ Ruler: Hannibal Barca (Famous general during the Punic Wars)2. Kingdom of Numidia (c. 202 BC - 46 BC)○ Ruler: Masinissa (First king and ally of Rome)○ Ruler: Jugurtha (Fought against Rome in the Jugurthine War)Southern Africa1. Kingdom of Mapungubwe (c. 1075 - c. 1220 AD)○ Ruler: Not well-documented (Rulers unknown, but significant archaeological site)2. Kingdom of Ndongo and Matamba (Modern day Angola) 1583-Dec 17, 1663, Kingdomof Matamba○ Ruler: Njinga (Ana de Sousa Nzingha Mbande) (Famous for fight with thePortuguese)i. Ruled as queen of the Ambundu Kingdoms of Ndongo (1624–1663) andMatamba (1631–1663)ii. Convert to Christianityiii. Fought to protect her people from the Atlantic Slave Trade3. Kingdom of Mutapa (c. 1430 - 1760 AD)○ Ruler: Nyatsimba Mutota (Founder of the kingdom)○ Ruler: Matope (Expanded the kingdom)This list highlights some of the prominent pre-colonial African kingdoms and their notable rulers,showcasing the diversity and richness of African history before European colonization.Session 2: The Transatlantic Slave TradeObjectives:● Learn about the transatlantic slave trade and its impact on Africa and the Americas.● Understand the experiences of enslaved Africans.Activities:1. Introduction to the Transatlantic Slave Trade (10 minutes):○ Show a map of the transatlantic slave trade routes.○ Explain the process of capturing, transporting, and selling enslaved Africans.2. Video and Discussion (20 minutes):6

○ Watch a short video on the transatlantic slave trade.○ Discuss the experiences of enslaved Africans during the Middle Passage.3. Primary Source Analysis (20 minutes):○ Provide students with primary sources (e.g., letters, diaries, ship logs) related tothe slave trade.○ Have students analyze and discuss the sources in pairs or small groups.○ Share findings with the class.4. Reflective Writing (10 minutes):○ Ask students to write a short reflection on what they learned about thetransatlantic slave trade and its impact.Session 3: Slavery in the Americas and CaribbeanObjectives:● Understand the conditions and experiences of enslaved people in the Americas andCaribbean.● Recognize the cultural and economic impact of slavery.Activities:1. Overview of Slavery in the Americas (15 minutes):○ Discuss the introduction and development of slavery in the Americas andCaribbean.○ Highlight the different conditions and experiences of enslaved people in variousregions.2. Biographies of Enslaved People (20 minutes):○ Share stories and biographies of notable enslaved individuals (e.g., OlaudahEquiano, Harriet Tubman).○ Discuss their experiences and contributions to history.3. Art and Culture Activity (20 minutes):○ Explore the cultural contributions of enslaved Africans (e.g., music, dance,cuisine).○ Have students create artwork or write a short story inspired by African culture inthe Americas.4. Wrap-up and Reflection (5 minutes):○ Discuss the lasting impact of slavery on American and Caribbean societies.○ Encourage students to think about the resilience and contributions of enslavedpeople.Session 4: Black Contributions During the Civil WarObjectives:● Learn about the role of Black people in the Civil War.7

● Understand their contributions to the Union’s victory and the abolition of slavery.Activities:1. Introduction to the Civil War (10 minutes):○ Provide an overview of the Civil War, including key events and figures.○ Discuss the role of slavery as a central issue in the conflict.2. Black Soldiers and Leaders (20 minutes):○ Highlight the contributions of Black soldiers and leaders (e.g., the 54thMassachusetts Regiment, Frederick Douglass).○ Share stories and achievements of these individuals.3. Interactive Map Activity (20 minutes):○ Show a map of major Civil War battles.○ Discuss the involvement of Black soldiers in these battles.○ Have students mark key locations on their own maps.4. Group Discussion (10 minutes):○ Discuss the impact of Black contributions on the outcome of the Civil War.○ Encourage students to share their thoughts on the significance of thesecontributions.Session 5: Reconstruction and Black ProgressObjectives:● Understand the Reconstruction era and its challenges.● Recognize the progress and contributions of Black people during this period.Activities:1. Introduction to Reconstruction (10 minutes):○ Explain the Reconstruction era and its goals.○ Discuss the challenges faced by newly freed Black people.2. Key Figures and Achievements (20 minutes):○ Highlight notable Black leaders and their contributions during Reconstruction(e.g., Hiram Revels, Sojourner Truth).○ Discuss the establishment of institutions (e.g., schools, churches) by Blackcommunities.3. Primary Source Analysis (20 minutes):○ Provide students with primary sources from the Reconstruction era (e.g.,speeches, letters).○ Have students analyze and discuss these sources in small groups.○ Share findings with the class.4. Reflective Project (10 minutes):○ Ask students to create a project (e.g., poster, essay) highlighting theachievements and challenges of Black people during Reconstruction.8

○ Display projects in the classroom or hallway.Assessment:● Participation in discussions and activities.● Quality and depth of research and presentations.● Accuracy and insight in primary source analyses.● Creativity and thoughtfulness in reflective projects and writing.Additional Resources:● Books and articles on African history, the transatlantic slave trade, and American slavery● Documentaries and educational videos● Online archives and databases for primary sources● Biographies and autobiographies of notable Black figuresThis lesson plan aims to provide students with a comprehensive introduction to Black History,fostering an appreciation for the resilience and contributions of Black people throughout history.9

TELLING MY STORYTELLING MY STORY OVERVIEWEverything we learn, we learn from stories. This interdisciplinary program uses comics, graphicnovels, games, and digital literacy, to explore our personal and families histories through diversityin storytelling.OBJECTIVES1. To build self esteem and self confidence.2. To develop critical thinking and increase literacy.3. To increase appreciation for people of diverse backgrounds and their ethnic heritage.4. To improve ethnic and racial empathy and understanding through storytelling, games andplay.SPECIFICATIONSTo achieve these objectives youth will:1. Engage in storytelling, role-play. team building and game play exercises that promotelearning and understanding, empathy and critical thinking.2. Examine stories within comics, graphic novels, and games and make connections that canbe used for telling our own stories.3. Use texts, blogs, vlogs, power points, photography, video and audio creation and editingto exhibit their created stories based on their lives and experiences.4. Learn about and participate in diverse cultural activities.Sessions:Telling My Story IGames + Foundation Building: Who Am I/Who Are We?Youth will engage in foundation building activities for collaborating and creating stories.Storyboarding + Storytelling10

The storyboard is the visual map of the story that you want to tell. Youth will learn differentstoryboarding techniques and utilize the method that works best for their learning style orstory.Family Narratives + Collecting Family StoriesOur individual stories begin with the people that came before us. The goal of this lessonis to include one or more elements of a family member, or story to incorporate into theirfinalized story.Your StoryYouth will utilize all creative methods available to exhibit their story.AssessmentAssessment will be based on completion of their story, and demonstration of novice,apprentice or mastery levels of organization and clarity of thought, creativity andoriginality and connectivity with their audience.Additional Sessions● *indicates optional sessions that can be added based on time or curriculum need● *Family & Genealogy● *Oral History = Recording + Documenting Your Stories● *Community Narratives + Value Your Community● *Absent Narratives = Stories Often Overlooked● *Your Future SelfTelling My Story IIPhotographyYouth will learn basic photography skills in order to compose a photograph or set ofphotographs that enhance their story.*Theater Components:● Script creation11

● Costuming● Direction● Setting, lighting, etc● Video boarding● Video production12

Connecting With African and African American (akaAmerican) HistoryHISTORY CONNECTIONS OVERVIEWThis interdisciplinary program uses comics, graphic novels, board games, and digital literacy, toexplore history and make it relative to the present. The goal is to gain an understanding ofcurrent social issues through their historical connections. This program promotes ethnic diversityand celebrates cultural heritage to create an engaged and inclusive community.OBJECTIVES1. To learn about structural inequalities via game play.2. To develop critical awareness and skills for analyzing media messages past and present.3. To increase appreciation for the diversity people and their ethnic heritages.4. To increase knowledge and appreciation of African and African American history andculture.5. To increase pride and identity through genealogy research and identifying our place inhistory.SPECIFICATIONSTo achieve these objectives youth will:1. Learn from and about successful African American role models.2. Learn about African and African American history, cultural activities and significanttraditions.3. Increase awareness and identify how negative images and media messages contribute toracism and how to deal with them.4. Engage in storytelling, role-play. team building and game play exercises that promotelearning and understanding, empathy and critical thinking.CONNECTIONS to HISTORYIn each Connection Session, young people will identify and analyze the major themes of thathistorical period. They will identify and analyze the struggles between anti-racism and racism in13

American Society. They will evaluate major themes and time periods in order to make informedjudgments on contemporary American life.At the end of each session, youth will participate in a trivia challenge and or collaborate in thecreation of a game, that is a tool for sharing the information that they have learned. The game canbe a: basic board game design; a quiz style game of rapid fire question, answer and actions; roleplay or card game.(There are four content areas to select from for discovery. Each area is 6-8 lessons)ONE● Ancient Africa + World History○ Youth will examine Ancient African kingdoms and empirical power structures aswell as major leaders and reformers.○ Youth will examine the impact of African trade and travel west and east of thecontinent.● Caribbean & South America + Colonial America○ Youth will examine the age of exploration and its impact on indigenouspopulations, the beginnings of the Trans Atlantic Slave Trade and the economy ofslave labor on the building of the Americas.TWO● Revolutionary America○ Youth will examine the coexistence of fighting for freedom and slavery.● Antebellum America○ Youth will relate and explain the status of African Americans in Northern or freestates and the compare their lives with those living in the South.● Civil War○ Youth will analyze the causes and effects of the Civil War in terms of slavery.○ Youth will examine the role of African Americans during the Civil War.● Reconstruction○ Youth will discuss the concepts of reconstructing America.○ Youth will examine the impact of freedom on American communities North andSouth.THREE● Jim Crow Era○ Youth will describe and analyze the status of African Americans and the vote.14

○ Youth will identify and analyze the educational philosophies of Booker T.Washington and W.E.B. DuBois.○ Youth will identify and analyze the philosophies of Club Women and activists suchas Ida B. Wells, Anna Julia Cooper and Mary McLeod Bethune.● The Great Migration○ Youth will identify the factors prompting exodus from the South to Northern andWestern cities across America.○ Youth will examine the impacts and influence that migration and immigration hadon growing communities throughout the Middle-West.● Harlem Renaissance○ Youth will analyze the evolution and convergence of African American culture onthe writing, music, dance, theater and arts of the Harlem Renaissance.FOUR● Civil Rights○ Youth will identify, analyze and discuss the major concepts of the Civil RightsMovement.○ Youth will name the major individuals and organizations of this period and theirglobal influence.● Black Power & Black Arts○ Youth will identify, analyze and evaluate the major individuals and organizations ofthis time period.○ Youth will discuss the importance of culture, music, prose and poetry of this timeperiod.Parallel Comparison SessionsThese sessions are designed to occur parallel to the particular sessions indicated but with specialemphasis.Omaha (parallel to sessions Three + Four)○ Youth will examine and understand the history of African Americans in Omahaover the last 100 years.African American Women's History + SHERO (parallel to sessions One, Two, Three + Four)○ Youth will identify, analyze and discuss the particular roles, lives and influences ofAfrican American women.15

○ The session African American Women has an added My SHERO set of Activitiesfor young women.■ My SHERO Activities● Who Am I○ Girls will identify their own strengths.○ Girls will create a persona, alter ego or character based onthemselves, that often goes unseen from their perspectiveor hidden.○ Girls will create a costume and backdrop of their persona,alter ego or character to be photographed.○ Girls will create a narrative, poem or imagined future fortheir persona, alter ego or character for personalpublication to accompany their photograph.AssessmentAssessment will be based on participation and a passing score in the final trivia challenge.Youth will also demonstrate their understanding and knowledge in the collaborativecreation of a game. The game will utilize the concepts and facts and serve as a tool forsharing information to others. Assessment of the created game will be based on creativity,cooperative effort, and accuracy of information. The game can be a: basic board gamedesign; a quiz style game of rapid fire question, answer and actions; role play or cardgame.16

Exploring North Omaha Neighborhood Histories(Grades 6-8)Objective:Students will research and document the histories of neighborhoods along 24th, 30th, and 16thStreets in North Omaha, developing research and documentation skills, critical thinking,problem-solving abilities, cultural enrichment, and historical knowledge.Materials Needed:● Access to local archives and libraries● Internet access for online research● Notebooks and pens for documentation● Cameras or smartphones for taking photos● Presentation materials (poster boards, projectors)● Interview recording devices (optional)● Maps of North OmahaLesson Duration:4 sessions, each lasting 60 minutesSession 1: Introduction to Neighborhood Histories and Research SkillsObjectives:● Introduce the importance of neighborhood histories and research skills.● Provide an overview of North Omaha's historical significance.Activities:1. Introduction and Discussion (15 minutes):○ Discuss the importance of learning about local history and preservingneighborhood stories.○ Introduce the neighborhoods along 24th, 30th, and 16th Streets in North Omaha.○ Highlight key historical events and figures related to these areas.2. Research Skills Workshop (20 minutes):○ Teach students how to conduct research using various sources (books, onlinearchives, interviews).○ Explain how to document their findings accurately.17

○ Provide examples of primary and secondary sources.3. Interactive Map Activity (15 minutes):○ Show students a map of North Omaha.○ Identify the neighborhoods along 24th, 30th, and 16th Streets.○ Discuss the historical significance of each area.4. Group Formation and Research Assignment (10 minutes):○ Divide students into small groups and assign each group a specific neighborhoodto research.○ Provide initial research questions and resources to guide their exploration.○ Assign homework: Begin preliminary research and gather information from familymembers or community sources.Session 2: Deep Dive into Neighborhood HistoriesObjectives:● Conduct in-depth research on assigned neighborhoods.● Develop documentation skills.Activities:1. Review and Share Homework (10 minutes):○ Allow students to share their preliminary findings.○ Discuss interesting facts or stories they discovered.2. Field Research and Documentation (30 minutes):○ If possible, organize a field trip to the assigned neighborhoods.○ Students should take notes, photos, and conduct short interviews with localresidents.○ Alternatively, use virtual tours or online resources to gather information.3. Documentation Workshop (20 minutes):○ Teach students how to organize their notes, photos, and interview recordings.○ Discuss the importance of citing sources and creating a bibliography.Session 3: Analyzing and Presenting FindingsObjectives:● Analyze research findings and prepare presentations.● Develop critical thinking and problem-solving skills.Activities:1. Data Analysis and Critical Thinking (20 minutes):○ Guide students in analyzing their research findings.18

○ Encourage them to look for patterns, significant events, and notable figures intheir neighborhoods.○ Discuss any challenges they faced during their research and how they resolvedthem.2. Presentation Preparation (30 minutes):○ Each group will create a presentation about their neighborhood's history.○ Encourage the use of visuals (photos, maps) and quotes from interviews.○ Provide guidance on how to structure their presentations effectively.3. Practice and Feedback (10 minutes):○ Allow each group to practice their presentation and provide constructive feedbackto one another.Session 4: Cultural Enrichment and Community EngagementObjectives:● Present findings to the class and community.● Reflect on the cultural and historical significance of the neighborhoods.Activities:1. Presentations (30 minutes):○ Each group presents their findings to the class.○ Encourage students to ask questions and engage in discussions after eachpresentation.2. Guest Speaker (15 minutes):○ Invite a local historian or community leader to speak about the cultural andhistorical significance of North Omaha.○ Encourage students to ask questions and learn from the speaker's insights.3. Reflection and Discussion (15 minutes):○ Discuss the importance of preserving and sharing neighborhood histories.○ Reflect on what students learned and how it enriched their understanding of theircommunity.○ Assign a final reflective essay: Ask students to write about their experience andwhat they found most meaningful.Assessment:● Quality and depth of research conducted.● Organization and accuracy of documentation.● Effectiveness and creativity of presentations.● Participation in discussions and activities.● Completion and reflection in the final essay.19

Additional Resources:● Local historical societies and archives● Online databases and digital libraries● Interviews with long-time residents and community leaders● Educational videos and documentaries on North Omaha historyThis lesson plan aims to provide 6th-8th graders with a comprehensive understanding of NorthOmaha's neighborhoods, developing essential research, critical thinking, and presentation skillswhile fostering a deeper appreciation for their local heritage.20

Local African American History (Grades 3-5)Objective:Students will learn about significant African American individuals and events in their localhistory, understand their impact on the community, and appreciate the contributions of AfricanAmericans to local and national history.Materials Needed:● Books and articles on local African American history● Maps of the local area● Photos and illustrations● Art supplies (paper, markers, crayons)● Computer with internet access for research● Presentation materials (poster boards, projectors)Lesson Duration:3 sessions, each lasting 45-60 minutesSession 1: Introduction to Local African American HistoryObjectives:● Introduce students to the concept of local history and its importance.● Provide an overview of African American history in the local area.Activities:1. Warm-up Discussion (10 minutes):○ Ask students what they know about African American history and if they canname any local African American figures or events.○ Discuss why it's important to learn about the history of their community.2. Story Time (15 minutes):○ Read a children’s book or story about a notable African American figure from thelocal area.○ Discuss the main points of the story and what students learned.3. Interactive Map Activity (20 minutes):○ Show students a map of the local area.○ Highlight significant locations related to African American history (e.g., historicalsites, schools, community centers).21

○ Discuss the significance of each location.4. Wrap-up and Reflection (5-10 minutes):○ Have students share something new they learned.○ Assign a short homework task: ask students to talk to family members about anylocal African American history they know.Session 2: Key Figures and EventsObjectives:● Explore key African American figures and events in local history.● Understand their contributions and impact.Activities:1. Review Homework (5 minutes):○ Allow students to share any information they gathered from their families.2. Research Activity (20 minutes):○ Divide students into small groups and assign each group a different local AfricanAmerican figure or event to research.○ Provide books, articles, and internet access for research.○ Each group should prepare a short presentation on their subject.3. Group Presentations (15 minutes):○ Have each group present their findings to the class.○ Encourage questions and discussions after each presentation.4. Art Project (15 minutes):○ Provide art supplies and ask students to create a poster or drawing representingwhat they learned about their assigned figure/event.○ Display the artwork in the classroom or hallway.5. Wrap-up (5 minutes):○ Reflect on the importance of the figures/events discussed.○ Assign a creative writing homework task: ask students to write a short story ordiary entry from the perspective of someone living during the time of theirassigned figure/event.Session 3: Connecting Past to PresentObjectives:● Understand the ongoing impact of historical events and figures on the presentcommunity.● Encourage students to think about their role in continuing the legacy.Activities:22

1. Review Creative Writing (10 minutes):○ Allow students to share their creative writing pieces with the class.2. Guest Speaker (15 minutes):○ Invite a local historian or community member to speak about African Americanhistory and its current relevance.○ Encourage students to ask questions.3. Community Project Planning (20 minutes):○ Brainstorm with students on how they can honor and preserve local AfricanAmerican history.○ Ideas can include creating a mural, organizing a community event, or starting ahistory club.4. Action Plan (10 minutes):○ Develop a simple action plan for the chosen project.○ Assign roles and responsibilities to students.5. Wrap-up and Reflection (5 minutes):○ Discuss what students learned throughout the lessons and how they cancontinue to learn about and honor their local history.○ Encourage students to share their experiences and knowledge with their familiesand friends.Assessment:● Participation in discussions and activities.● Quality and creativity of research presentations and art projects.● Completion of homework tasks.● Engagement in the community project planning and execution.Additional Resources:● Local museums and historical societies● Online archives and databases● Educational videos and documentaries on local African American historyThis lesson plan aims to make local African American history engaging and relevant for 3rd-5thgraders, fostering an appreciation for their community's rich heritage.23

Exploring African American MusicObjective:Students will learn about the history of African American music, understand the differencesbetween secular and sacred music, and explore the influences on various genres, as well as thecommon themes and topics in songs.Materials Needed:● Audio-visual equipment (projector, speakers)● Music samples from various African American genres● Images and videos related to African American music history● Art supplies (paper, markers)● Worksheets and handoutsLesson Duration:3 sessions, each lasting 45-60 minutesSession 1: Introduction to African American Music HistoryObjectives:● Understand the roots of African American music.● Identify the key genres and their historical contexts.Activities:1. Introduction to African American Music (10 minutes):○ Discuss the origins of African American music, starting from African musicaltraditions.○ Explain the impact of the transatlantic slave trade on music.2. Key Genres Overview (15 minutes):○ Introduce key genres: Spirituals, Blues, Jazz, Gospel, R&B, Soul, Hip Hop.○ Play short audio clips of each genre and discuss their characteristics.3. Interactive Timeline Activity (20 minutes):○ Create a timeline of African American music history on the board.○ Have students add significant events and genres to the timeline using imagesand brief descriptions.4. Wrap-up and Reflection (5 minutes):○ Ask students to share their favorite genre or song and why they like it.24

○ Assign homework: Have students bring a song from home that they enjoy, notingif it is secular or sacred.Session 2: Secular and Sacred MusicObjectives:● Differentiate between secular and sacred music.● Explore the themes and topics in secular and sacred songs.Activities:1. Introduction to Secular and Sacred Music (10 minutes):○ Define secular (non-religious) and sacred (religious) music.○ Provide examples of each and discuss their purposes.2. Listening Activity (20 minutes):○ Play examples of sacred music (e.g., Spirituals, Gospel) and secular music (e.g.,Blues, Jazz).○ Discuss the themes and topics in each song (e.g., faith, struggle, love, freedom).3. Group Discussion (15 minutes):○ Divide students into groups to discuss the differences and similarities betweensecular and sacred music.○ Have each group share their findings with the class.4. Creative Activity (15 minutes):○ Provide art supplies and have students create a visual representation (e.g.,drawing, collage) of a theme from either secular or sacred music.○ Display the artwork and discuss the themes represented.Session 3: Influences on Genres and Themes in African American MusicObjectives:● Understand the influences on various African American music genres.● Explore common themes and topics in African American songs.Activities:1. Influences on African American Music (10 minutes):○ Discuss the cultural, social, and political influences on African American music.○ Highlight the impact of historical events (e.g., Civil Rights Movement) on music.2. Listening and Analysis Activity (20 minutes):○ Play songs from different genres (e.g., Blues, Jazz, Hip Hop) and discuss theinfluences and themes.○ Provide lyrics for students to follow along and analyze.3. Theme Exploration Activity (15 minutes):25

○ Have students choose a theme (e.g., freedom, love, resilience) and findexamples of songs that address that theme.○ Create a class chart with themes and corresponding songs.4. Final Reflection and Sharing (15 minutes):○ Encourage students to share their favorite song and the theme it represents.○ Discuss how music can be a powerful tool for expression and change.Assessment:● Participation in discussions and activities.● Quality and creativity of visual representations.● Insight and accuracy in song analyses and theme exploration.● Engagement and reflection during sharing sessions.Additional Resources:● Music streaming platforms for song examples● Biographies and documentaries on influential African American musicians● Online archives and databases for historical research● Local music events and community resourcesThis lesson plan aims to provide elementary students with a broad understanding of AfricanAmerican music, its history, and its cultural significance, fostering an appreciation for its diversityand impact.26

The History and Elements of Hip HopObjective:Students will learn about the history and cultural significance of hip hop, exploring its fivefundamental elements: MCing (Oral), DJing (Aural), Breakdancing (Physical), Graffiti (Visual),and Knowledge (Mental).Materials Needed:● Audio-visual equipment (projector, speakers)● Music tracks and videos showcasing hip hop elements● Art supplies (paper, markers, spray paint)● Open space for breakdancing activities● Internet access for research● Guest speaker (optional: local hip hop artist or historian)● Worksheets and handoutsLesson Duration:5 sessions, each lasting 60 minutesSession 1: Introduction to Hip HopObjectives:● Understand the origins and history of hip hop.● Identify the five elements of hip hop culture.Activities:1. Introduction to Hip Hop (10 minutes):○ Discuss the origins of hip hop in the Bronx, New York, during the 1970s.○ Highlight the socio-economic conditions that influenced the birth of hip hop.2. Video Presentation (15 minutes):○ Show a video documentary or clips that cover the early history of hip hop.○ Discuss key figures and events mentioned in the video.3. Discussion on the Five Elements (20 minutes):○ Introduce and explain the five elements of hip hop: MCing, DJing, Breakdancing,Graffiti, and Knowledge.○ Show examples (audio clips, videos, images) of each element.4. Class Activity (15 minutes):27

○ Divide students into groups, assigning each group one element of hip hop toresearch further.○ Groups will present their findings in the next session.Session 2: MCing (Oral) and DJing (Aural)Objectives:● Understand the roles of MCing and DJing in hip hop culture.● Learn about the skills and techniques involved in MCing and DJing.Activities:1. MCing Workshop (20 minutes):○ Explain the role of the MC (Master of Ceremonies) in hip hop.○ Discuss the art of rapping, including rhythm, rhyme, and lyrical content.○ Play examples of famous rap songs and discuss their impact.2. MCing Activity (10 minutes):○ Encourage students to write and perform a short rap verse.3. DJing Workshop (20 minutes):○ Explain the role of the DJ (Disc Jockey) in hip hop.○ Discuss the techniques used by DJs, such as scratching and mixing.○ Show a demonstration video of DJ techniques.4. DJing Activity (10 minutes):○ Allow students to try basic DJing techniques using available equipment or adigital DJ app.Session 3: Breakdancing (Physical)Objectives:● Learn about the history and significance of breakdancing in hip hop culture.● Understand basic breakdancing moves and techniques.Activities:1. Introduction to Breakdancing (10 minutes):○ Discuss the origins of breakdancing and its evolution over time.○ Show videos of iconic breakdancing performances.2. Breakdancing Workshop (30 minutes):○ Invite a guest breakdancer or show tutorial videos.○ Teach basic breakdancing moves (e.g., top rock, down rock, freezes, powermoves).○ Allow students to practice the moves in small groups.3. Breakdancing Showcase (20 minutes):28

○ Organize a mini showcase where students perform their breakdancing moves.○ Encourage positive feedback and discussion on the performances.Session 4: Graffiti (Visual)Objectives:● Understand the history and cultural significance of graffiti in hip hop.● Learn about different graffiti styles and techniques.Activities:1. Introduction to Graffiti (10 minutes):○ Discuss the origins and evolution of graffiti as an art form.○ Show images of famous graffiti works and artists.2. Graffiti Styles and Techniques (20 minutes):○ Explain different graffiti styles (e.g., tags, throw-ups, pieces).○ Discuss the tools and materials used in graffiti art.3. Graffiti Art Workshop (30 minutes):○ Provide students with art supplies to create their own graffiti-inspired artwork onpaper.○ Encourage creativity and expression through their designs.○ Display the artworks and discuss the inspiration behind each piece.Session 5: Knowledge (Mental)Objectives:● Understand the element of Knowledge in hip hop culture.● Reflect on the overall impact of hip hop on society and personal identity.Activities:1. Introduction to Knowledge (10 minutes):○ Discuss the importance of Knowledge as a foundational element of hip hop.○ Explain how hip hop culture promotes awareness, education, and social justice.2. Research and Reflection (20 minutes):○ Have students research a specific topic related to hip hop (e.g., a notable artist,historical event, social issue).○ Provide guidance on reliable sources and research techniques.3. Presentation and Discussion (20 minutes):○ Students present their research findings to the class.○ Facilitate a discussion on the impact of hip hop on their lives and communities.4. Closing Reflection (10 minutes):29

○ Encourage students to share their thoughts on what they learned about hip hopculture.○ Discuss how they can apply the elements of hip hop in their own lives.Assessment:● Participation in discussions and activities.● Quality and creativity of the MCing, DJing, breakdancing, and graffiti activities.● Depth and insight in research and presentations.● Engagement and reflection during the Knowledge session.Additional Resources:● Hip hop documentaries and books● Online tutorials and workshops for DJing and breakdancing● Biographies and interviews with hip hop artists● Local hip hop community events and resourcesThis lesson plan aims to provide students with a comprehensive understanding of hip hopculture, fostering appreciation for its artistic and social contributions.30

Breaking Down Historical UntruthsHistory is not a Fairy Tale: Debunking Myths of HistoryObjective:Students will learn to identify and debunk common historical myths, understand the contributionsof African explorers, and recognize the importance of accurate historical narratives.Materials Needed:● Audio-visual equipment (projector, speakers)● Handouts with information on African explorers and key historical events● Images and maps of historical events and figures● Worksheets for debunking historical myths● Art supplies for creative projectsLesson Duration:2 sessions, each lasting 60 minutesSession 1: Introduction to Historical MythsObjectives:● Understand the concept of historical myths and their impact.● Myth #1 Africans were only in Africa and were not explorers● Learn about African explorers and their contributions to history.Activities:1. Introduction to Historical Myths (10 minutes):○ Discuss the idea that history is not a fairy tale and that myths can distort ourunderstanding of the past.○ Provide examples of common historical myths.2. Debunking Myths: Africans as Explorers (20 minutes):31

○ Introduce African explorers such as Jean Baptiste DuSable, Juan Garrido, andEstevan (Esteban).○ Present the true stories of these explorers, highlighting their contributions andachievements.3. Group Activity: Analyzing Primary Sources (20 minutes):○ Divide students into small groups and provide them with primary sources orexcerpts from historical accounts about the explorers.○ Have each group analyze their sources and identify the key facts that debunkcommon myths.4. Class Discussion (10 minutes):○ Have each group present their findings to the class.○ Discuss how these true stories challenge common historical myths.Session 2: Africans and the Conquistadors & French ExplorersObjectives:● Explore the roles of Africans in significant historical events.● Understand the broader impact of Africans in early North American history.Activities:1. Africans and the Conquistadors (15 minutes):○ Discuss the involvement of Africans in the conquests of the Americas, such as withHernando de Alarcón, Francisco Vásquez de Coronado, and Francisco Pizarro.○ Highlight specific individuals like Juan Garrido and Estevan, and theircontributions to these expeditions.2. French Explorers and Jean Baptiste DuSable (15 minutes):○ Introduce the role of Africans with French explorers in North America.○ Discuss Jean Baptiste Pointe du Sable, his achievements, and his significance asthe founder of Chicago.3. Creative Project: Historical Mural (20 minutes):○ Provide art supplies and have students create a mural that represents thecontributions of African explorers and their impact on history.○ Encourage creativity and collaboration among students to depict key events andfigures.4. Wrap-up and Reflection (10 minutes):32

○ Have students share their thoughts on the importance of accurate historicalnarratives.○ Discuss how learning about these true stories changes their perspective onhistory.Additional Resources:● Books and documentaries on African explorers and their contributions.● Online archives and databases for primary source research.● Local museums or historical societies with exhibits on African American history.Assessment:● Participation in group activities and discussions.● Accuracy and insight in analyzing primary sources.● Creativity and collaboration in the historical mural project.● Reflective responses on the importance of debunking historical myths.This lesson plan aims to provide students with a deeper understanding of historical truths,highlighting the significant yet often overlooked contributions of African explorers. By debunkingmyths and presenting accurate narratives, students will develop a more comprehensive andinclusive view of history.33

Teacher GuideHistory is not a Fairy Tale: Debunking Myths of History1. Myth #1 Africans were only in Africa and were not explorers2. Proof:a. Jean Baptiste DuSableb. Juan Garridoc. Estevan (Esteban)Africans and the Conquistadors1. Two-hundred blacks traveled to Quito (capital of what is now Ecuador) with SpanishConquistador Pedro de Alvarado.2. There were Africans with Hernando de Alarcon and Francisco Vasquez de Coronado inthe conquest of New Mexico.3. Slaves served in the Peruvian expedition of Francisco Pizarro4. Blacks were with Panfilo de Narvaez in 1527 and Alvar Nunez Cabeza deVaca as heexplored the Southwestern parts of the present day United States.5. “Thirty Africans including Nuflo de Olano, were with Vasco Nunez Balboa when hediscovered the Pacific Ocean (23).6. Hernando Cortes carried blacks with him into Mexico and one, Juan Garrido, plantedand harvested the first wheat crop in the New World (23).Juan Garrido1. Sent a petition to Spain’s king Charles V in 1538. In it he recounted his life’s history.2. Born around 1480 on the West African coast3. Arrived in Lisbon as a teenager as a free person4. 1503 left Seville with a Spanish expedition to the America’s5. With Ponce de Leon, participated in the settlement of Puerto Rico and Cuba6. Accompanied de Leon on his two expeditions to Florida in 1513 and 15217. After de Leon dies, served under Hernando Cortes and destroyed the Aztec Empire inMexico City (Tenochtitlan).Estevan (Esteban)1. African explorer2. Accompanied his master Andres Dorantes de Carranza on a Spanish expedition toFlorida led by Panfilo de Narvaez in 1528.3. Estevan was one of only four survivors to make it from Florida to Mexico City.4. Journal accounts kept by Cabeza de Vaca recorded Estevan’s “superior ability to learnand interpret the languages of the Indian tribes among which the Spaniards traveled”(24).5. Was known by the Indigenous Americans as “Son of the Sun,” but was killed in 1539 bythe Zuni, who may have thought he was a part of a conquering force to come.34

French Explorers1. Africans were with French explorers in North America in the 17th Century.2. “When France took control of the Mississippi Valley in the late 17th century, Africansrepresented a substantial portion of the pioneers who settled there (25).3. Around 1790, “Jean Baptiste Pointe du Sable (1745 St. Marc, St. Domingue -1818 St.Charles, Missouri), a French-speaking black, erected the first building and became thefounder of a place that later came to be known as Chicago.” (25) He is known as theFather of Chicago.4. He was a frontier trader, trapper and farmer5. Black People Resisted6. Slavery was an international enterprise (Based on luxury agricultural crops}7. Laws stripped rights from the beginning8. The Abolitionist Movement began with and was led by Black people It was also the 1stmovement of its kind and the template for all grass roots organization, social actionand protest that followed into today.9. The emancipation proclamation did not free all of the slaves and terroristic acts ofviolence increased after emancipation10. The civil rights movement was a grassroots movement Led by the people and not oneindividual leader11. Genealogy is the door to unlock a long forgotten history in america35