Sankofa

Sankofa: A Cultural Journey

'We look to the past so that we may move toward the future'

This unit serves as an introduction to social studies cultural concepts and the integration of technology.
Students will be able to answer the questions: What is a culture? What is my cultural heritage?
What elements make cultures different from others? How is culture preserved?
How do the concepts of migration and isolation effect a community?
How can you get involved in protecting the environment?

Description of Learning Environment | Description of Physical Space | Analysis of Learners | Lessons

Description of Learning Environment

Sankofa is a journey through the history and culture of various regions. It is an example of technology integration, instructional design and information literacy at its best. Student presentations and products indicate that active learning took place in an environment designed to motivate and solve instructional problems.

Following a specific model of instructional design, this unit will allow the instructor to show proof of the technology use by the instructor and each student. The lessons are designed so that the child is kept cognitively active while practicing ‘hands on’ learning when mastering curriculum objectives. It will also render suggestions on methods of evaluation to reach the stated objectives. The unit presented provides techniques and activities that meet content standards and objectives in Social Studies.

The overall goal of the Sankofa Project is for teachers to use technology responsibly by using the appropriate instructional design model. This interdisciplinary unit is designed to assist in the social and psychological development of the middle school student. It is targeted to increase student achievement by motivating them through high interest and visual learning. Students will first examine their own cultural roots to build a better understanding regarding who they define themselves to be.

Description of Physical Space

This series of lessons took place in an urban school in Atlanta. The school is equipped with a technology lab, a laboratory of computers in the media center, two mobile laptop units (with wireless card service), 5 stations that contain a television, computer, printer, and laser disc player for large class viewing and at least four computers and one printer per classroom. The school is networked for all software and Internet access and provides services for wireless laptops. Each teacher is provided with a laptop computer and several weeks of training before and during placement at the school. Many of these lessons can be completed in a few days when the laptops are used and students are given some class time to travel to the Media Center. Giving students more time for completion may be necessary if computers or access to the Internet is limited.

Analysis of Learners

These lessons were completed by sixth grade students who were enrolled in an accelerated content class. Since all students learn utilizing different modalities, an interest inventory was conducted at the beginning of the year to determine student interests. The results of this assessment was often considered when making cooperative group lessons and providing evaluation alternatives.

Lesson Overviews

Gullah Culture
(Whole Group
Instruction)

Objectives:
Students will define and examine the concept of migration. They will be able to find evidence of culture that has survived, though forced to relocate on a separate continent. This is an in depth study of the ‘Movement’ concept in the five themes of geography. Students will also practice reading comprehension when locating articles on the web. They will examine how geography influenced the origin and spread of culture in Africa, the United States, and the world.

Procedure:
1 - Guide the entire class through an introduction of the web site.

2 - Link to the sites so that students will know where to read information.

3 - Students may copy the questions before linking to the resource pages. Or, you may recreate the questions as a word processed document and distribute them to students.
Questions:
a - The captive Africans were taken from several countries. Name them.
b - As captives, what was their primary duty?
c - Explain how isolation has effected the Gullah culture.
d - According to Gullah beliefs, what is the purpose of the color blue?
e - Draw a map that depicts the passage of Africans from Africa to the Americas.

4 - The teacher and students should discuss the answer to each of these questions in detail.

Evaluation:
Students will be evaluated on the accuracy and description of their answers. They will also be evaluated on their creative depiction of the Middle Passage. The learning environment (web page) will be assessed on its ability to promote understanding and discussion regarding the migration and preservation of a displaced people.

Native American Culture
(Individual Instruction)

Personal History and Culture
(Individual Assignment)

Objectives:
Students will use selected web sites to read and gather information regarding the school's name sake. They will begin to form opinions and plans based on the information gathered. Students will develop an understanding of cultural artifacts as they begin to develop their own for the museum.

Procedure:
This is a two week plan designed to familiarize students with their school's mission, computer use and research. Detailed procedures are available on the web page.
1 - Using a laptop and projector or a station unit with large television screen, the teacher will introduce the site to students. Instructors must make sure to identify linked text to lead to other articles.

2 - As a class, the teacher will access the school's web site and read the mission statement together. While students are working, the teacher will allow pairs to utilize the four computer stations to access the article about J.E. Brown.

3 - As the lesson progresses, it will be necessary for the teacher to schedule time during class for students to utilize the computers in the media center. They should also be encouraged to access the web site at home if they are able or visit the community library if not.

Evaluation:
The rubric is listed on the web page so that students will know what is expected of them.

Cultural Folktales
(Cooperative Group)

Objectives:
Students will outline the important historical developments of the Americas and demonstrate how geographic factors influenced events and conditions. Students will trace the migration and settlement of various groups and explain their impact on the development of each region. Students will place events in chronological order; make timelines with sequencing dates.

Procedure:
This is a long term assignment.
1 - Students need to be placed in cooperative learning groups of four or five.

2 - Distribute the contract that requires students to list job responsibilities and the final format of the folktale to be presented.

3 - Allow students to conference in their groups to make plans.

4 - Create a schedule for the classroom computers and for the media center so that students will be able to access resources.

Created April 2002
Romonda L. Middlebrooks-Springs
Revised March 22, 2005

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