Feb 24, 2017

Part Two >>>>> An Overview of the African Past as Context for the History of African America >>>>> Snippet from My Chapter on African American History in >Fundamentals of an Excellent Liberal Arts Education

A Note to My Readers



In this article you will find another snippet from my chapter on African American History from my nearly complete books, Fundamentals of an Excellent Liberal Arts Education.

 

This installment is the second of two concerning the African context for the history of African America;  PART ONE gave an overview of African prehistory and history to the rise of the great West African empires of Ghana, Mali, and Songhai.

 

This second installment (PART TWO) gives an overview of African history from the rise of those empires to the arrival of Europeans. 



PART TWO

 

The Rise of the Great West African Empires and Overview to the Arrival of Europeans  



Great West African Empires

 

In the 8th century there arose in West Africa the first of three great empires that would for many centuries dominate the Sudan, the region south of the Sahara Desert and north of the tropical forests running from Senegal in the west to the Nile valley in the east.  This first of the three great West African empires was Ghana, which initially consolidated power among their own people, the Soninke, then asserting power over a strong and dynamic trading state stretching between the Senegal and Upper Niger Rivers.  Ghanaian traders bartered for gold with traders who lived intermediately between themselves and the gold miners who lived and labored to the far south.  The Ghanaians then sold the gold to merchants who crossed the desert and gathered in the southernmost oases at the northern edge of the Sudan and served as terminal points for caravans that gained fame for their journeys across the Sahara.

 

During 1076-1077 A. D. (CE) the Almoravids (a fierce Berber nomad configuration that typically guided trade caravans across the desert) broke out of the western Sahara desert to lead a holy war northward through Morocco and all the way to Spain (where they conquered the Umayyad Moors);  and southward to lands that included the Ghanaian empire.  Several smaller kingdoms survived the Almoravid invasion, among which was the well-organized petty kingdom of Mal.  Under the rule of three dynamic rulers---  Sundiata, Mansa Uli, and Mansa Musa---   Mali expanded in the course of 1220-1340 A. D. (CE)  to occupy an area in West Africa larger than had Ghana.  Ghana covered much of the western Sudan and featured one of the world’s most opulent and cultured cities, Timbuktu.   Sundiata, Mansa Ul, and Mansa Musa embraced Islam, which had become such a powerful cultural force throughout West Asia, North Africa, parts of Southeast Asia, and into stretches of West and Central Africa.  In 1324, Mansa Musa made a pilgrimage to Mecca, carrying with him and spending so much gold in route that he upset the money market in Cairo and caused an inflationary period to ensue in the trade of the Mediterranean area that lasted for decades thereafter.

 

Mali continued strong until about 1450, at which time Songhai, the wealthiest and most powerful of these great West African empires, established rule over the region.  For at least a century and a half, Songhai featured one of the world’s greatest civilizations.  The heart of the empire nwas at about the midpoint alog the Niger River, where the kind of trade that had made Ghana and Mali such formidable forces in West Africa continued to flourish.  Songhai reached its height during the rule of Sonny Ali (r. 1464-1492) and Askia the Great (r. 1493-1528).  Urban life thrived on the basis of the region’s commercial vitality and on the elements of high civilization found in Islamic law, medicine, math, science, literature, architecture, art, and theology.  Djenne was on great city of Songhai.  Timbuktu was even greater.  To this latter scholars came from all over western Asia and Africa to exchange ideas, just as merchants exchanged goods and services.  Songhai’s great mosque of Sankore provided a fertile meeting ground for Muslim thinkers and people of all faith endeavoring to visit one of the world’s most important urban centers.  The mosque of Sankore represented a cultural continuity between the empires of Mali and Songhai, having been designed in the 14th century by As-Saheli, one of the Egyptians brought back to Mali by Mansa Musa after his pilgrimage to Mecca in 1324.

 

Other Kingdoms and Societies of Africa



To the east of Songhai lay the Hausa states, including the notable Kano and Katsina, the development of which seems to have extended back into the 11th century.  Bu the 14th century, powerful kings ruled these domains, which feature substantial urban centers where craftspeople and merchants built prosperous livelihoods connected to the regional and trans-desert trade.  The Hausa states were particularly famous for their leatherwork, which yielded much sought-after items from the North;  European traders obtained these leather goods in the journeys to North African and came to them collectively as Moroccan leather.

 

In the central Sudan, around Lake Chad, lay another great state, Kanem-Bornu, the rulers of which had been Muslin from as early as the 11th century.  One of the oldest and largest of the African states, Kanem-Bornu retained its independent existence until the latter years of the 19th century, when European traders finally succeeded in bringing it under control. 

 

In the mountains toward the eastern end of the Sudanic belt lay Ethiopia, a Christian empire that was the successor state to Axum.   Monarchical states made a later appearance south of the Sudan, but empies such as the Benin and the Oro in Yorubaland (Nigeria), whose people produced some of the world’s great sculptures, flourished well before the arrival of the Europeans in the 15th century.  African peoples in other part of the continent also established kingdoms and empoires, especially in the expansive territory south of the equator into which the Bantu language had spread  

Over several millennia, a cluster of kingdoms flourished between the great lakes of East Africa, including Rwanda and Buganda.  South of the Congo (Zaire) forests lived the peoples of the Luba-Lunda group of kingdoms, and the monarchical state of Kongo emerged as a dominant force south of the river estuary that in colonial times (from the late 19th century) would bear its name.

 

Much farther to the South, on the Zimbabwe-Rhodesian plateau, was the empire of Monomotapa, the wealth of which was derived from a lucrative trade in gold on the East African coast at sofala, a coastal outpost of the rich trading city of Kilwa.  Associated with this kingdom of Monomotapa was the Great Zimbabwe, a walled enclosure built mainly in  the 14th and 15th centuries n a site that ahd been used for ritual purpose since 1000 A. D. (CE).

 

General Characteristics of African Societies



Throughout these magnificent kingdoms and in those areas where a more decentralized style of

governance prevailed, a wide variety of cultural styles described the lives of Africans.  West African were known for their skill as farmers and Artists.  They excelled in cultivating rice, building boats, and navigating along coasts.  Many were experts in producing textiles and baskets.  Others fashioned clothing from skins and fur.  Some became expert in producing weapons, utensils, and ceremonial objects from iron, copper, and precious stones.  Heights of artistry were reached by many West Africans who used these same materials to produce jewelry, metalwork, and sculpture.

 

The topography of Africa was and is enormously varied, featuring tropical forests, expansive deserts, and broad grassland.  Many African societies are matrilineal, with inheritance and property rights descended from the mother.  Many are also matrilocal, meaning that it is the groom who leaves his own family t live with or near the family of the bride.  Kinship was very important in traditional African society.  Ancestors are considered the links to the past, and descendants were considered the bridge to the future.  Both were part of the family broadly construed.  Typically hundreds of family members, including people of several generations, gathered together in clan associations to conduct common business and to maintain religious rituals preserving the lint to those who had lived before.

 

People in West African traditionally worshiped their ancestors, seen as the vital link between the supreme creator and the people of humankind and nature.  The indigenous religions of West Africa are animistic:  worshipers devote their ceremonies and ritual observations to spirits believed to dwell in animals, forests, rivers, and rocks.  Nature was and is seen as a thing worthy of respect, awe, care and caution.

 

The Enduring Legacy of Africa for African-Americans

 

The arrival of Europeans in the 15th century would eventually alter the course of African history in ways that would be important not only to the people of the vast continent, but for the entire world, as well.  Later, in the 19th and 20th centuries, almost all of Africa would come under the control of

European colonial powers which exerted a might based on superior military hardware and oceangoing prowess.  More immediately important to the history of people of African origin in the Americas would be the slave trade that developed from the fifteenth century, following a pattern of commercial  interaction that included participants of four continents:  Africa, South America, North America, and Europe. 

 

Those people of African descent who were torn from their homeland came with a rich store of cultural treasure that people of European descent could not wrench from their brains, no matter how disrespectfully the slave traders abused African bodies.  The cultures of Africa, alive in the brains and bodies of those people brought to American from Africa as slaves, would be one of the major cultural streams enriching the lives of people from the Western Hemisphere, including the United States.

Reflections on the Woeful World Cafe Event of Thursday, 23 February 2017


I had a busy day in Minneapolis on 23 February 2017, working very productively with Grade 3 Aniya Robinson  (data privacy pseudonym) as she continues to master at a very high level the material necessary for her first experience with the Minnesota Comprehensive Assessments (MCAs) and with Grade 7 Markesha Reynolds (data privacy pseudonym) on algebraic equations---  then going over to something called a "World Café" event, sponsored jointly by the Minneapolis Public Schools (MPS) and the Richfield Public Schools (RPS).

 

I didn't know exactly what this was going to be upon arrival.   My experience with a "World Café" has been a live music show I catch on NPR (IPR) in Iowa featuring very interesting musical acts playing for a sophisticated and appreciative audience.  This event, save perhaps for the fact that we were grouped at tables and interacting with each, was not so very similar:  The acts, in a manner of speaking, were talking heads from MPS and RPS introducing the event and posing three questions for discussion;  the audience was a mix of parents, school personnel, and in general an audience that did not match the sophistication of those of the NPR/IPR World Café.

 

The questions posed were as follows:

 

1) Describe your vision of an equitable, integrated, and excellent education.   

 

2)  As you think about the challenges we face to build an equitable, integrated, and excellent education for all students, what is at the heart of the matter for you?

 

3)  (Two-part question)

 

What are the most urgent changes we need to make to be successful in our work?

What barriers do we need to move out of the way so that our work has the chance to be successful?

 

We moved to a different table as each new question was posed.

 

I organized each of my responses around the critical matters in my five-point program for the K-12 Revolution:  1) curriculum, 2) teacher training, 3) tutoring for students functioning below grade level, 4) greatly expanded outreach with directly rendered and referred services to struggling families, and 5) paring of the central bureaucracy.  Veteran readers of this blog can surmise the essence of my responses to the questions, using these five points as referents.  

 

There was an intelligent participant who happened by coincidence to be in the third group, a parent with children at Lyndale K-5 and Washburn High School who is on a citizen curriculum review committee, has heard me speak at meetings of the Minneapolis Public Schools Board of Education, and has contacted me on matters pertinent to curriculum.  The administration at Lyndale K-5 uses a Core Knowledge curriculum on which this man and I are in agreement as to efficacy;  and we are simpatico on many matters pertinent to a knowledge-intensive education.

 

Most other participants offered diffuse responses that showed little knowledge of educational philosophy and featured a lot of expressed concern for matters such as lack of staff diversity and lagging ethnic integration, without any connection to the core components of an excellent education.   

 

To this revolutionary leftist, there was a lot of hippy-dippy white liberalism in all of this, and such sentiments and expressed concern continued with comments in the aftermath: 

 

The first commenter dissed standardized testing, with the hackneyed "can't capture what a child knows on a test in a given day" mantra;  the second said that we should be teaching more world peace and not be so concerned with falling behind other nations in science. 

 

I kid you not on that latter comment.  The person was so naive and earnest, I fought hard not to laugh out loud.

 

I was the third commenter, telling people with regard to the first of those comments to go to the Minnesota Department of Education website, check out (for example) the Grade 5 MCAs for the Item Sampler for mathematics covering material that looks like, yup, what a student should know at that level;  and for reading note that the passages are, yup, appropriate as indicators of Grade 5 comprehension.  As to the second of those comments, I mentioned that some knowledge of Sunnis and Shiites;  and the histories of Iraq and Afghanistan;  might help in avoiding policy decisions detrimental to world peace.

 

I marveled throughout this sad exercise in muddled and murky group-talk that the whole event illustrates the lack of professional leadership in K-12 education.  Can you imagine a cardiac surgeon convening a World Café seeking recommendations from the public on techniques and procedures for heart surgery?  Can you imagine an attorney specialist in tort law convening a World Cafe seeking public recommendations on effective approaches for arguing wrongful injury cases?

 

Wow, 

 

Wow.

 

I understand better all the time how we live in a nation with an electorate that dwells in the kind of ignorance capable of electing a Donald Trump as the leader of said nation.           

 

.................................................................................................

 

Meanwhile, an article appeared in the Star Tribune covering a Bush Foundation's (no relation to the Texas-based political Bushes) announcement that it is making $7,000,000 in grants, most of its philanthropic outlay, for programs that promote individualized learning and educational technology.

 

For that latter one, see again my five-point program for the K-12 revolution and many articles riffing on the insights of Thomas Jefferson and Horace Mann that a successful democracy requires citizens possessing common knowledge.

 

Or see my next article as you scroll on down this blog.

Feb 22, 2017

Five-Point Program for Achieving Equity in the Minneapolis Public Schools


At Southwest High School on the evening of 23 February 2017, the administration at the Minneapolis Public Schools is sponsoring a community discussion on the issue of equity, to be held from 6:00 until 8:30 PM.
 
The theme of this forum is therefore synchronous with the purposes of this blog, which is in essence a 390-article discussion of the achievement of academic equity for all of our precious young people.

……………………………………………………………………..
 
Pertinent to the mission of the locally centralized school district, there is an identity between the impartation of an excellent education and the achievement of equity in the Minneapolis Public Schools.
 
Be reminded that the purpose of K-12 education is to give students the opportunity to go forth at graduation to experience lives of cultural enrichment, civic preparation, and professional satisfaction. 
 
Know that an excellent education is defined as follows:
 
An excellent K-12 education is a matter of excellent teachers imparting a knowledge-intensive curriculum in the liberal, technological, and vocational arts to all students in grade by grade sequence throughout the K-12 years.
 
And understand that the definition of an excellent teacher is the following:
 
An excellent teacher is a professional of deep and broad knowledge with the pedagogical skill to impart that knowledge to students of all demographic descriptors.
 
……………………………………………………………………..
 
Equality is a matter of providing the same opportunity to every person.
 
Equity is a matter of ensuring that everyone is positioned to take advantage of equal opportunities.
 
Hence, in K-12 education, equality is necessary but not sufficient to attain equity.  Equity encompasses equality and ensures that students of all demographic descriptors have the support that they need to receive an excellent education and to graduate with the opportunity to fulfill the great purposes of educational excellence.
 
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To provide an equitably excellent education to all students, decision-makers at the Minneapolis Public Schools must establish the following five-point program:
 
1)  Overhaul curriculum, so as to provide a knowledge-intensive education in grade by grade sequence throughout the K-12 experience of every student.
 
The core of the curriculum should consist of the subject areas of mathematics, natural science, history, economics, literature, and the fine arts.  These most important constituent subject areas of a liberal arts curriculum should feature very specific content to be delivered in all schools at all grade levels during the K-5 years.  The Focused Instruction program begun during the tenure (2010-2015) of Superintendent Bernadeia Johnson is a very viable conduit for such a curriculum, of the kind that has gained fullest development at the Core Knowledge Foundation of E. D. Hirsch.
 
Curriculum at the middle school level should continue the logical grade by grade sequence in the above subject areas, with additional foci on foreign languages and on the technological and vocational arts.
 
Curriculum at the high school level should continue the logical sequence and, given that students in the overhauled approach to curriculum will already have a strong liberal arts foundation, course offerings beyond middle school will be ever specialized in the liberal arts and abundant in the realms of the technological and vocational arts.  Implied in the presence of an advanced curriculum and universally well-prepared students will be the preparation of almost all students to take Advanced Placement courses in mathematics, English, world history, biology, chemistry, and physics;  only those students with special intellectual and learning challenges would not be prepared to take AP courses.
 
2)  Train teachers capable of delivering such an overhauled curriculum.
 
Prospective teachers of K-5 students receive insubstantial subject area training in departments, schools, and colleges of education.  They will have to be trained at the level of the locally centralized school district before they can deliver the advanced curriculum summarized above. 
 
I detailed in my August and September 2014 editions of Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota  the full curriculum and the details for teaching training that will be necessary.  Prospective teachers at K-5 will engage in a full, intensive year of study and thesis writing to attain a Masters of Liberal Arts degree;  they will then spend a full academic year of internship under the guidance of the best veteran teachers available before gaining a judgment as to fitness to teach in the Minneapolis Public Schools.
 
Prospective middle school and high school teachers must earn both bachelor’s and master’s degrees in fields other than education (e.g., mathematics, English, literature, history, chemistry, fine arts) at the four-year college or university level, then serve an internship similar to that given for prospective teachers at K-5.  
 
3)  Design a coherent, district-wide tutoring and academic enrichment program for all students.
 
Currently any tutoring provided in the buildings of the Minneapolis Public Schools is rendered by a variety of mostly external organizations, with variance from site to site.
 
Decision-makers at the Minneapolis Public Schools must rectify this situation, so as to provide highly intentional, cohesive tutoring to those students who are currently struggling below grade level in mathematics and reading.  Tutoring should be provided at designated times of the school day in the context of a delivery system that gives each student the most beneficial academic supplement;  for students functioning fully at grade level, the time set aside should be used for enrichment activities that provide opportunities for academic advancement and exploration of subjects of driving personal interest.  Tutoring and enrichment, in addition to provision at the designated class time, should also be rendered after school.
 
4)  Develop programs of outreach to students and their families, right where they live.
 
Currently the MPS Department of Student, Family, and Community Engagement has fewer than 15 members and is not prepared to deliver the services necessary to ensure that students of all demographic descriptors receive an equitably excellent education.
 
Economically and functionally struggling families should receive services directly delivered by well-trained MPS staff of appropriate personal disposition and street-level comfort;  and services rendered by external agencies, to which students are referred by MPS personnel.    
 
5)  Greatly pare the MPS central school district bureaucracy at the Davis Center (1250 West Broadway).
 
With well-trained teachers, principals, and counselors (and a numerical expansion of the latter), costly departments such as the MPS Department of Teaching and Learning and the MPS Department of Career and College Readiness could be eliminated, with any truly necessary positions subsumed under other departments.  Many other positions in the central bureaucracy should also be pared, so as to increase salaries for the newly professionalized teacher corps and to provide the needed resources for the items given in points 1-4 above.
 
……………………………………………………………………..
 
The ideal of an equal education delivered to all students will be achieved with the realization of points one (1) and two (2) above.
 
Equity will be achieved with the realization of points three (3) and four (4), so that all students are prepared to receive the benefits of an excellent academic program and superbly trained teachers.
 
The realization of point five (5) will ensure that resources are available for the programmatic features of points one through four (1-4).
 
This is the five-point program for achieving equity in the Minneapolis Public Schools, according to which the great purposes of an excellent education, rendered by excellent teachers, are realized for the enduring life benefit of those most precious beings imaginable:  our children, our responsibility, our future.

An Overview of the African Past as Context for the History of African America >>>>> Snippet from My Chapter on African American History in >Fundamentals of an Excellent Liberal Arts Education

A Note to My Readers



In this article you will find another snippet from my chapter on African American history from my nearly complete book, Fundamentals of an Excellent Liberal Arts Education.

 

This installment is the first of two concerning the African context for the history of African America;  this PART ONE gives an overview of African prehistory and history to the rise of the great West African empires of Ghana, Mali, and Songhai.

 

A second installment (PART TWO) concerning the African context for the history of African America will continue the overview from the rise of those empires to the arrival of Europeans.  



PART ONE

 

The Prehistory and History of Africa to the Rise of the Great West African Empires

 

I.  African Origins

 

Africans:  Ancestors to All Humankind

           

The ancestors of all human beings were from Africa.

 

About 4 million years ago, the hominid Australopithecus dwelt in East Africa;  this creature had a much smaller brain than would be the case for homo sapiens (modern human), but its body featured many characteristics of the human.  Around 2.5 million years ago, the hominid homo habilis appeared alongside Australopithecus and put its larger brain to work fashioning tools of rock and wood.

Approximately 1.5 million years ago, the hominid homo erectus walked upright and put its still larger brain to work to produce fire for cooking food and generating warmth.  Homo erectus was the first hominid emigrant population, heading generally on a northeastwardly trek, into Southeast, South, Central, and East Asia.

 

Approximately 200,000 years ago the modern human, homo sapiens, with three-pound brain and the full physical and mental characteristics of humanity, appeared in places just a bit northward in the same general region of East Africa as homo erectus.   Homo sapiens became the second emigrant population to make its way out of Africa but followed a different trek than that of homo erectus, heading most notably to what we today know as Europe, encountering the creature homo neanderthalensis (Neanderthal human).  The Neanderthals coexisted with homo sapiens but by about 75,000 years ago had been variously absorbed or competitively overwhelmed by these true humans.  Human beings then spread out with remarkable swiftness over the globe:  Eurasia by about 150,000 B.C., Australia by 100,000 B.C. (BCE), the Bering Strait into the Americas by about 12,000 B.C. (BCE).

 

So by 12,000 B. C. (BCE), descendants of common African ancestors covered the globe.  The people who populated the globe developed many distinct cultures and many varieties of tools, diets, social arrangements, and early religious expression as they adapted to particular geographic settings and climatic demands.  Skin pigmentation developed in evolutionary fashion, according to the processes of natural selection, producing a range between the very light-skinned northern Europeans and dark-skinned Africans.

 

People on the continent of Africa were among the first to make tools.  They were the first to make bone tools, and they were among those producing tools in five main traditions:  Oldowan (simple chopping and flake tools), biface (hand axes chipped on both sides for cutting), flake (small cutting and flaking tools), single-stone blade (many usable blades from a single stone), and microlith (small tools used as projectile points and for carving softer materials).  Around 800,000 years ago fishers living in the basin of the Congo River invented sophisticated tackle to catch giant catfish.

 

In Africa, as elsewhere, people came to discover that implantation of certain seeds can produce a predictable crop, yielding the possibility of settled village life.  When this happened, humanity moved from the Paleolithic (Old Stone Age) phase into the Neolithic (New Stone Age) phase.  People in Egypt were among the first to cultivate crops, doing so along the majestic Nile River.  Neolithic societies arose in sub-Saharan Africa during 6,000-3,000 B. C. (BCE), about the same time that agricultural societies were also developing in Europe.  

 

Classical Egypt



About 3100 B.C. (BCE), King Menes of Upper (southern) Egypt superintended victory over a competing kingdom in Lower (northern) Egypt, setting up a capital at Memphis, just south of the fertile Nile Delta region.  King Menes and his successors during an early stage lasting until about 2700 B. C. (BCE) were considered divine, the living embodiment of the falcon-god Horus.  Farmers tilling the rich soil along the Nile River irrigated their fields and used some of the world’s first plows.

 

During the period of 2686-2181 B. C. (BCE) known as the Old Kingdom, Egyptians constructed the pyramids.  Among the most notable of these were the first product of this kind of construction, the Step Pyramid in Memphis in honor of the pharaoh Zoser, designed by his vizier (prime minister), Imhotep;  and the multi-chamber Great Pyramid at Gaza, highly advanced in technique and intricacy, overseen by the pharaoh Khufu.

 

Internal rivalries and invasion by Asiatic tribesmen from the Sinai caused chaos, decline, and the eventual fading of the Old Kingdom into the First Intermediate Period (2181-2050 B. C. [BCE]).  The pharaoh Montuhotep II inaugurated a new dynasty that began the period of c. 2050-1786 known as the Middle Kingdom.   Montuhotep II and successors such as Amenemhat I and those in the familial line Senruset I, II, and III superintended military campaigns southward to Nubia and northeastward to Palestine and Syria.   Motivation for the pharaohs’ sponsorship of these campaigns focused on certain raw materials for which the Egyptians had more need than supply:   ivory, gold, and other precious metals in Nubia;  timber and precious stones and metals in Palestine and Syria. 

 

The period of the Middle Kingdom featured vigorous activity of many sorts:  A large-scale reclamation and irrigation project in the area of Fayum increased Egypt’s supply of food;  the development of the cuneiform writing system increase the efficiency of scribes in recording governmental decrees, religious events, and commercial transactions.  The creations of Egyptian statuary and jewelry conveyed a sense of the wide geographical universe inhabited by the Egyptians, whose artists and artisans used numerous materials of foreign origin.

 

By 1786, processes pf late dynastic decline set in, and Egyptian history entered the Second Intermediate Period, for the last half of which (1674-1570  B.C. [BCE]) the technologically advanced Hyksos people stormed across Central and West Asia to enter Egypt, utilizing their chariots and iron weapons to subdue the local Egyptian population.   They constructed a new capital named Avaris and for the most part satisfied themselves with rule of Lower (northern) Egypt, probably commanding tribute from but not exerting direct control over Thebes and other southern areas traditionally under the rule of the pharaohs. 

 

In 1570 B. C. (BCE), the locally powerful Theban ruler, Kamose, worked with his brother (Ahmose) to conquer Avaris, expel the Hyksos from Egypt, and inaugurate the first dynasty of the New Kingdom (c 1570-1085 B. C. [BCE]).  During the rule of the New Kingdom pharaohs, Egypt reasserted itself as one of the major powers of the ancient African and Mediterranean world, stretching territorially from the Sudan to Syria, and edging close to the Nubians of the Horn of Africa, conquering them for a time and gaining direct access to their gold mines   Religious focus was directed toward Amun-Re (Amon-Ra), conjoining the chief Theban deity Amun (Amon) with the sun god Re (Ra) long worshiped throughout the land of the pharaohs. 

 

Notable pharaohs of Egypt during the period of the New Kingdom included Hatshepsut (r. circa 1417-1379 B. C. (BCE), one of several female pharaohs who took power during a stretch of time when the line of male heirs ran thin;  Akhenaton (Ikhnaton, 1370-1362 B. C. [BCE]), a dynamic ruler who attempted to redirect worship toward Aton, the sun’s disk, and constructed a new city named after himself (on the site of the modern Tel el Amarna);  and Ramesses (Ramses) I, II, and III---  who during the decades after1320 (when Ramses I took power) expanded to areas, such as Palestine and Nubia, typically held when the power of the Egyptian pharaohs was greatest.

 

The last pharaohs of the New Kingdom were not as successful as had been earlier occupants of the throne in contending with Hittites to the east, Libyans to the west, piratical “sea peoples” to the north, and Nubians to the south.  The New Kingdom fell under pressure from such outsiders, and from internal divisions, in 1085 B. C. (BCE).  During much of the 9th and 8th centuries B. C. (BCE), Libyans controlled Egypt, at first in the dynastic style of the pharaohs and then as an array of city-states.  The Nubians controlled Egypt for several decades after 712 B. C. (BCE) and the Assyrians asserted dominance for a while before the pharaoh Psamtik I (r. 664-610 B. C. [BCE]) established a line of native Egyptian rulers.  Then, weakened by military confrontations with the Babylonians, the Egyptians submitted to conquest by the Persians, who controlled Egypt for most of the years from 525 until 323 B. C. (BCE).

 

In 323 B. C. (BCE), the forces of Alexander the Great smashed their way into Egypt to establish  the magnificent city of Alexandria and reorient Egyptian civilization towards that rich blend of Greek, Roman, and Arab influences known as Hellenistic civilization.  Then, some ten centuries later (7th century A. D. [CE]), another great invading force---  that of the Muslims---  reoriented Egyptian civilization once again, the Muslims were hugely important  for their intellectual prowess in incorporating the scholarly, literary,  and artistic works of Graeco-Roman civilization into a cultural realm that was dominated religiously by Islam.    

 

Kush, Meroe, and Axum

 

Under pressure from the Assyrians, the Nubian pharaoh Taharqa retreated southward in the 7th century B. C. (BCE) to Kush, where the Nubians (Kushites) mastered the iron-making skills learned from the Assyrians and built a stable and prosperous kingdom focused at the Fourth Cataract, in the great “S” bend of the Nile, and eastward into the regions that we today know as Ethiopia and Somalia.  This land at the time was very fertile and able to support large herds of cattle;  by the 6th century B. C. (BCE), the borders of Kush stretched to the south of present-day Khartoum.

 

As years of grazing depleted the soil, the people of Kush trended toward Meroe, south of the Atbara River’s confluence with the Nile.  The great state of Meroe had abundant resources in iron ore and the wood necessary to smelt it;  heaps of slag that to this day appear across this land bear witness to the thriving iron industry of Meroe.  Protected by a well-armed cavalry, traders of Meroe exchanged goods with counterparts in Egypt, Arabia, and India.  The empire’s artists and artisans blended influences from Egypt, the Hellenistic world, and India to produce works stunning in their adaptation of these diverse styles to themes appropriate to the geographical setting of Meroe.

 

Desiccation of the land induced a decline in the wealth and military might of Meroe, which left the land vulnerable to an attack from nearby Axum in 350 A. D. (CE).  Here the mostly black Africans of Meroe blended with a population that had in the 7th century B. C. (BCE) migrated from today’s Yemen across the Red Sea to the Horn of Africa.  The Axumite court was stage for ethnically diverse representatives from West Asian and the Mediterranean, bringing Hellenistic, Greek Orthodox, Arabian, Persian, and Indian influences.  The Muslim conquest of the Arabian peninsula and then Egypt disrupted the sea trade on which much of Axum’s power and prosperity had depended, precipitating a decline.  But from time to time the Axumite society reasserted the cultural greatness of the days of glory, and particularly during the medieval era underwent a renaissance.  The modern urban center of Axum is the holy city of the Coptic Christians.    

Impact of the Great Depression, World War II, and the New Deal on African America >>>>> Snippet from My Chapter on African American History in Fundamentals of an Excellent Liberal Arts Education


Impact of the Great Depression, World War II, and the New Deal on African America



The Great Depression that began with the stock market crash of 29 October 1929 fell hard on African America.  Most blacks in the south toiled as sharecroppers or as laborers on other people’s farms, so when landowners ran into economic difficulty, black framers had to scramble for work.  But in the South, other work was rare, and the North did not offer much hope during the 1930s:  Whites who had come to eschew certain kinds of labor eagerly took jobs that they had formerly rejected.  Left with few options, the downcast African American worker of the South was the most economically devastated figure of the Great Depression.

 

During the Great Depression, the capitalist system seemed to many to be failing, and in that context interest in communism increased.  Leaders of the Communist Party made a special effort to recruit disaffected African Americans, and the party nominated African American James Ford as vice-presidential candidate in 1932, 1936, and 1940.  The African American laboring people of the urban North, while making some progress in gaining acceptance into unions, in general still found membership difficult to obtain, and in terms of work availability and work conditions they fared poorly.  Asa Philip Randolph emerged as a major figure in labor leadership, superintending the formation of the Brotherhood of Sleeping Car Porters in August 1925 that culminated a dozen years later (25 August 1937) in better wages and work conditions for the African American porters who worked for the Pullman Company, which dominated the sleeping car industry aboard railroads.

 

Franklin Roosevelt’s New Deal gave hope to many in the United States, African Americans included, and his administration featured notable advances in the cause of black citizenship.  The United States, though, was still a very segregated society.  As a rule, African Americans stayed in the camps of the Civilian Conservation Corps (CCC) longer than whites, moved less readily into administrative poistiions, and were confined to 10% of total enrollment.  Approximately 50,000 African Americans wre served by the CCC and another 64,000 young African Americans found work through the National Youth Administration (NYA).  The education program of the Works Progress Administration (WPA) employed over 5,000 African Americans in leadership and supervisory positions, taught basic literacy to almost 25,000 black students, and provided training in skills transferrable to jobs in business, industry, and the trades.  The WPA was led by Harry Hopkins, an enlightened individual who maneuvered to get policies established making discrimination based on race, creed, or color illegal.

 

As part of the New Deal, the Federal Writers Project (FWP) abetted the careers of African American authors Horace R. Crayton, St. Clair Drake, Ralph Ellison, Zora Neal Hurston, and Richard Wright.  The Federal Music Project, Federal Art Project, and Federal Theater Project also supported the work of creative African Americans, producing concerts, supporting hundreds of black sculptors and painters (including very notably Horace Pippin and Jacob Lawrence), and employing 500 African Americans for theater productions in New York City.  The works of Hall Johnson (Run Little Chillun) Rudolf Fischer (Conjure Man Dies:  a Mystery Tale of Harlem [an adaptation of William Shakespeare’s Macbeth]) gained production under the aegis of the Federal Theater Project.  Many African American creative artists such as dancer and choreographer Katherine Dunham and actor Rex Ingram went on to exciting and seminal careers in the aftermath of the Great Depression and the programs of the New Deal.  

 

Eleanor Roosevelt was instrumental in getting her husband to create a “Black Cabinet” to provide advice to the president on New Deal policies.  Roosevelt appointed African American educator Mary McCleod Bethune to head the Division of Negro Affairs within the National Youth Administration, and it was she who organized the Black Cabinet.  The group included Robert L. Vann, editor of the Pitsburgh Currier, who held a post in the office of the attorney general;  William H. Hastie, a civil rights attorney who served in the Department of Justice;  Robert D. Weaver, an economist serving in the Department of the Interior;  Lawrence A. Oxley, a social worker in the Department of Labor;  and Edgar Brown, president of the United Government Employees and an official in the Civilian Conservation Corps.  Other African Americans tapped for positions in the Roosevelt administration included E. K. Jones, on leave from the National Urban League, at the Department of Commerce;  Ira Reid on the Social Security Board; and Ambrose Carver at the Office of Education.

 

Eleanor Roosevelt served as a conduit to the president for congresspersons seeking his support for legislation, notably Walter White in behalf of his anti-lynching bill.  The spouse of the president arranged for Marian Anderson to sing at the Lincoln Memorial when the Daughters of the American Revolution (DAR) denied the famous soprano the opportunity to perform in Constitution Hall.  Eleanor Roosevelt was a hugely important figure at a time when so many Americans held virulently racist views, absorbing the political heat, educating her husband on issues of racial equity, and prodding his conscience as necessary.

 

The New Deal put millions of Americans back to work and lifted the spirits of the nation, but the economic stimulus provided by the need for the material goods of warfare meant that World War II (1939-1945) was really responsible for ending the Great Depression.  About 1,000,000 African Americans served in the armed forces during World War II, including several thousand women in the women’s Auxiliary Army Corps (WACS).  About 500,000 soldiers served in either the European or Asia/ Pacific theaters of the war, typically in segregated units in technically noncombat positions (quartermaster, engineer, ordinance handler, and transport provider).  But the 92nd Infantry, 93rd Infantry, 761st Tank Battalion, 614th Tank Destroyer Battalion, and 593rd Field Artillery provide examples of military units in which African Americans served with great distinction in direct combat during World War II.  Bernie Robinson became the first African American officer in 1942;  by war’s end there were 50 such African American officers in the military forces of the United States.

 

African American pilots charted some of he most remarkable achievements of World War II.  The most famous of these was the 332nd Fighter Group, better known as the Tuskegee Airmen.  Graduates of the segregated pilot program in Tuskegee, Alabama, this accomplished group of aiment flew escort planes, charged with the duty of protecting heavy bombers;  in more than two hundred missions, they never lost an escorted plane to the Germans or other opponents, and they managed to sink a German navy destroyer with aircraft gunfire.

 

At Pearl Harbor, mess attendant Dorie Miller positioned himself at a machine gun and shot down at least four Japanese aircraft.  Miller was honored with the Navy Cross for heroism but was promoted only to mess attendant first class and, sadly, died aboard a small carrier craft torpedoed by the Japanese on 24 November 1943.

 

African American physician Charles Drew oversaw establishment of the first blood bank in New York City, following with similar efforts at the request of Great Britain and for the Red Cross back in the United States.  A sad demise, though, also was the reality for the man who had saved so many lives as an expert in hematology.  Drew died in the aftermath of an automobile accident in North Carolina, driving himself to a meeting in order to avoid segregated transportation.  The segregated hospital gto which he was admitted lacked the blood plasma that might have saved his life.  

 

African Americans did, though, see gains in many facets of American life during the last years of World War II and the years immediately following.  Executive Order 8802 prohibited employment discrimination in industries producing war goods.  Before 1948, 78% of African Americans earned under $3,800 per year.  Between1948 and 1961, that percentage would decrease to 47%, and during the same period the percentage of African Americans earning over $100,000 increased from less than 1% to about 17%. 

One could also see that the efforts of the NAACP to improve the legal and social climate for African American college attendance was producing favorable results:  Whereas in 1947, the number of African American college students was 124,000, by 1964 this figure had almost doubled, to 233,000.  In politics, Adam Clayton Powell of New York City won a seat in the House of Representatives and, buoyed by a strong and devoted following back home, strode in to barbershops, dining rooms, and showers that had previously been segregated.

Feb 20, 2017

Anna Ross (Director for the Department of Indian Education) >>>>> Questions as I Work Toward The Conclusion of My New Book, Understanding the Minneapolis Public Schools: Current Condition, Future Prospect


A Note to My Readers



Below is a set of questions that I sent to Anna Ross, Director of the Department of Indian Education at the Minneapolis Public Schools (MPS).  Ross receives a salary of $106,000.

 

Ms. Ross oversees a department of about 20 staff members, who provide an array of programs focused on Native American customs and culture. 

 

This is the seventh set of questions for MPS administrators that I am posting on my blog, examples of several such sets of questions that I have submitted to officials at the Davis Center, 1250 West Broadway, housing the central offices of the Minneapolis Public Schools.  Scroll on down to see the questions that I have sent, and then posted on this blog, to Superintendent Ed Graff, Deputy Chief Academic Officer Susanne Griffin, Executive Director of Teaching and Learning Macarre Traynham, Focused Instruction Project Manager Christina (Tina) Platt), Director of the Department of College and Career Readiness Terry Henry, and Office of Black Male Achievement Director Michael Walker.

 

Of those administrators given immediately above, all but Michael Walker have responsibility for the general population of students enrolled in the Minneapolis Public Schools and are listed in Part One of these questions for MPS administrators.

 

The questions posed to Anna Ross represent the second example of queries sent to MPS administrators with responsibility for specific student populations and are given under Part Two;  questions posed to Michael Walker at the MPS Office of Black Male Achievement and previously posted on the blog also fall in this category of questions.

 

Thus, while many of the questions concerning philosophical matters are similar to those posed to administrators in Part One, those posed to Ms. Ross also bear very particularly on her responsibility for achievement of the approximately 1,300 American Indian students enrolled in the Minneapolis Pubic Schools.  

 

Please continue to look for articles such as this one, in which I pose questions for Minneapolis Public Schools personnel as I work toward the conclusion of my new book, Understanding the Minneapolis Public Schools: Current Condition, Future Prospect.

 

Following are the questions for which I have requested answers from Ms. Ross:

 

Part Two

 

Questions for Those with Responsibility for Specific Student Populations  

 

For Director of the Minneapolis Public Schools Department of Indian Education Anna Ross



1.  Please state as succinctly as possible the philosophy of K-12 education that drives programming under your direction as Minneapolis Public Schools (MPS) Director of Indian Education.

 

As Director of the Department of Indian Education for the Minneapolis Public Schools, your philosophy of education should undergird your communications to the staff under your direction for developing academic programming for American Indian students at the Minneapolis Public Schools.  Thus, your answer to this question is of great importance as a matter of public information.

 

For your reference, my own answer to that question would be as follows:

 

My philosophy of education in its most succinct rendering is that the purpose of K-12 education should be to give students the opportunity to go forth at graduation to experience lives of cultural enrichment, civic preparation, and professional satisfaction. 

 

Undergirding this philosophy are definitions of an excellent K-12 education and the excellent teacher as follows:

 

An excellent K-12 education is a matter of excellent teachers imparting a knowledge-intensive curriculum in the liberal, technological, and vocational arts to all students in grade by grade sequence throughout the K-12 years.

 

An excellent teacher is a professional of deep and broad knowledge with the pedagogical skill to impart that knowledge to students of all demographic descriptors.

 

My own views are similar to those of those of E. D. Hirsch.  In my nearly complete book, Fundamentals of an Excellent Liberal Arts Education, the curriculum that I present is a logical follow-up to Hirsch’s Core Knowledge course of study, emphasizing grades pre-K through grade six.  My own book presents compact courses in economics, psychology, political science, world religions, world history, American history, African American history, literature, English usage, fine arts, mathematics, biology, chemistry, and physics for high school students, college students, and adult readers.

In his book, The Schools Our Children Deserve (1999), Alfie Kohn wrote a detailed counterview to that espoused by Hirsch in the volume, The Schools We Need and Why We Don’t Have Them (1996).  Kohn and other so-called “progressive education” proponents maintain that the key components of an excellent education are “critical thinking skills” and motivation to become a “lifelong learner”;  such advocates convey the view that a sequentially, systematically accumulated body of knowledge is not important, because as to any factual information needed in a given situation, “You can always look it up.”  

In your reply to my question, please honestly and clearly tell me with whom you agree most, Hirsch or Kohn.  There is a heavy tendency to waffle on this question by blending the two views.  I am always doubtful of such waffling.  My own statement would be the following:

 

I heavily favor the knowledge-intensive education advocated by Hirsch:  Genuine critical thinking must proceed upon a firm knowledge base, and the propensity for lifelong learning most likely occurs in those who in childhood and adolescence developed a respect for factual knowledge.

 

Do you believe that American Indian students should receive the sequenced, grade by grade, knowledge-intensive education advocated by Hirsh and myself, or do you embrace the approach advocated by Alfie Kohn?

 

Please be as clear in your answer to this question as I have been in stating my own views.

 

2.  What is your vision for the Focused Instruction program that began during the tenure of Superintendent Bernadeia Johnson?

 

I am of the view that Focused Instruction languished under Interim Superintendent Michael Goar and that new Superintendent Ed Graff will not be inclined toward reinvigoration of this program.

 

Would you confirm those observations?

 

My attraction to Focused Instruction is found in the program’s promise as a conduit for knowledge- intensive education of the Core Knowledge type:

 

Is this your vision for Focused Instruction?  If not, please be clear about your non-agreement with me.

 

And whether or not you do agree, please give me a clear account of your vision for Focused Instruction and your plan of action for completely implementing the program. 

 

Please be as clear in your answer to this question as I have been in stating my own views.

 

3.  Please explain what you are doing to address the abysmal academic performance of American Indian students in the Minneapolis Public Schools---   as similarly revealed in the Minnesota Comprehensive Assessments (MCAs), the National Assessment of Educational Progress (NAEP), and the Multiple Measurement Rating System MMRS).

 

Two and one-half years into the Acceleration 2020 Strategic Plan of the Minneapolis Public Schools, performance of these students is generally flat or getting worse, despite the goal of the strategic plan that the percentage of these chronically low-performing students improving so as to attain grade level performance shall rise eight (8) percentage points per year.

 

Clearly, whatever you are doing is not yet working.

 

What actions are now being taken by those under your direction to elevate student performance in accordance with the goals of the Acceleration 2020 Strategic Plan?

 

Please be very clear in your answer to this question.

 

4.  What role does tutoring in mathematics and reading have in your plan of action for American Indian students who are not according to MCA, NAEP, and MMRS results performing academically at grade level? 

 

Answers to questions that I have posed to staff at the Minneapolis Public Schools confirm that there is no staff member with specific responsibility for developing and overseeing a district-wide program of tutoring for students who are not performing at grade level.  Those answers also confirm that such tutoring as is provided is rendered by several different organizations and is not consistent from school to school.

 

Do you have plans to designate a person with overall responsibility for tutoring, and to develop a well-articulated, coherent tutoring program that is consistent from school to school?

 

Please be very clear in your answer to this question.

 

5.  Is your approach as Director of the Department of Indian Education synchronous with that of Teaching and Learning Director Macarre Traynham, which emphasizes Culturally Responsive Teaching?

 

If so, please explain if you view that approach as consistent with or at odds with the Core Knowledge approach for which I have asserted that Focused Instruction can be a conduit.

 

6.  How many students does the MPS Department of Indian Education serve?

 

There are approximately 1300 American Indian Students enrolled in the Minneapolis Public Schools (please specify the current number if the given number is incorrect) .

 

Do you now serve all of those students, or do you aspire to do so in the future?

 

Please be very clear in your answer to this question.