2007 Update for the bicentenary of the Abolition of the Transatlantic Slave Trade in Britain 2007 Bicentenary of the transatlantic Slave Trade Black history for inclusive schools The Ealing Schools Service materials for Black History Month 2006 took account of preparation for the bicentenary of the abolition of the transatlantic slave trade, which is being commemorated in 2007. This version of the materials has been updated to include information and new websites which have been developed for the commemoration. 2 The background to Black History Month Black History Month was first celebrated in October in Britain in October 1987, and built on an event which began in the United States as long ago as 1926. It aims to: • promote knowledge of Black History and experience • disseminate information on positive black contributions to British society • heighten the confidence and awareness of black people in their cultural heritage. Acknowledgements Thanks and appreciation are due to Kojo Darko of Heritage Ceramics, for his help with the Akan Empire section, Odion Ogogo and Tony Ogogo of Heritage Ceramics for their help with the Benin Empire section, Said Issa Gabobe of the Barwaqa Relief Organisation and Fouzia Jama of the Somali Teachers’ Association for their help with the Somalia section, Margaret Allan for making this booklet happen, and thanks to her and to Linda Prince for their overall support and encouragement. This booklet was prepared for Ealing schools’ service by Berenice Miles Copyright: copyrights of the contents of this booklet are held by Ealing Council, Berenice Miles and other providers. The booklet has been prepared for Ealing schools, and copyrights allow it to be reproduced for school use only and not for commercial purposes. We are grateful for the generous permissions from copyright holders who have allowed us to reproduce their illustrations. 3 Black History Month: bicentenary of the abolition of the transatlantic slave trade update Black history for inclusive schools Contents Page Introduction to the 2007 materials_______________________________________________2 The background to Black History Month ___________________3 Acknowledgements ______________ ____3 Introduction 5 The Akan Empire 6-45 The story of Okomfo Anokye and the Golden Stool of Asante (box) 11 The annual Yam Ceremony (illustrations) ______________ 12 Asante, Adinkra and Kente section _ _______________________ 13 Kente illustrations _______________ ___ 6-17 Kente worksheets 20-27 Adinkra symbols and stencil sheets 28-34 Akan classroom activities (including Kente and Adinkra) 35-38 Anansi the Spider: story 39-42 Anansi activities 43 Book: The Leopard’s Drum: classroom activities 44-45 The ancient Benin Empire 46-62 Yoruba creation myth (box) 52 A story of the Benin bronze sculptures (box) 57 Benin classroom activities 59-60 How to play Oware 61-62 Somalia 63-84 Somalia classroom activities 72 Book: The Colour of Home: classroom activities 73-79 Book: Amazing Grace: classroom activities 80-84 Teaching about the bicentenary of The abolition of the Atlantic slave trade 85-117 The Ealing context and classroom activities 93-101 African heritage heroes of the abolition of the Atlantic slave trade 102-105 Chronology of slave rebellions in the Caribbean 106-108 Additional classroom activities for key stages 3 and 4__________________________109-112 Timeline of the progress of legislation through parliament_______________________110-111 Positive and negative pressures in the fight to end slavery__________________________112 A human rights approach ___________________________ 113-117 Resources for Black History 118-135 Weblinks ________ 118-125 Support to schools from Ealing organisations and people ________126-128 Events and resources in London to commemorate the bicentenary______________ _129-135 4 Black History Month 2006 Black history for inclusive schools Introduction Welcome to the updated edition of the Ealing schools’ service Black History Month 2006 booklet for primary schools, which includes additional information for the commemoration of the transatlantic Slave Trade. We hope you will find challenging, enjoyable and thought-provoking activities, that will enhance your provision and motivate your pupils. The purpose of this booklet is to be a starting point to: • support schools in developing a culturally inclusive curriculum by providing information on the history of great African civilizations and the contribution of black people to history, science, technology, the arts and all spheres of life • to provide information and activities for pupils to improve their understanding and appreciation of black communities’ place in world history, and the contribution and cultures of black communities • help redress the imbalance in inclusion of Black achievement and contribution in written and taught history • provide as accurate a picture as possible of the world and its history • foster respect for all cultures and raise self-esteem for all pupils • raise attainment of pupils of black heritage by raising self-esteem and providing a culturally relevant curriculum • provide classroom activities which contribute to attainment targets across the national curriculum subjects • support schools in fulfilling their duties under the race Relations (Amendment) Act 2000 • assist schools to challenge racism, prejudice and stereotyping and to promote equality The Black History Month 2006 booklet The Black History Month booklet for 2006 has focuses on the ancient Akan and Benin Empires, and on Somalia. It has activities relating to three books: The Leopard’s Drum, The Colour of Home and Amazing Grace. The activities throughout the booklet relate to different curriculum areas, and can be used in the foundation stage and key stages 1 and 2. It was produced bearing in mind that 2007 is the 200th anniversary of the Abolition of Slavery Act. The section of the booklet designed to help teachers to respond to the publicity and activities surrounding the bicentenary has been updated in this version. Of course, any of the activities in the booklet are for use at any time, in any year. 5 The Akan Empire Map of Africa showing present day Ghana From Africa: One Continent. Many Worlds http://www.lam.mus.ca.us/africa/home.html Map of Ancient Ghana From Ghana.co.uk Copyright ghana.co.uk 6 There have been great African civilizations in sub-Sahara Africa for more than two thousand years. In the first millennium, the great empire of ancient Ghana was established for nearly one thousand years. This empire was in the savanna area of West Africa, in the area we call the Sudan now. Ancient Ghana and the modern country of Ghana are not the same. Ghana was the title given to the king of ancient Ghana, and the leaders of modern Ghana chose this as the name for their country because the empire of ancient Ghana had been so great. The Akan Empire In the 11th century new trade routes opened up in sub-Sahara Africa, largely to transport gold that was mined in new gold fields. Gold, ivory, salt and copper were carried by camels, or by boat on the river Niger. The camel played a vitally important part in allowing the trade routes to open up. Camels can travel across the desert regions because their feet are adapted to walking across soft sand, and because they can store food and water in their bodies. They are strong and can carry heavy loads. Camels are often called the ‘ship of the desert’ because they can carry goods and people across the desert regions. If they had not had camels, traders would not have been able to travel hundreds of miles across the desert to buy and sell. The gold formed the basis of wealth in Ghana. It also led to the Asante people developing wonderful arts, crafts and science skills, which are described below. By the 13th century, the Akan peoples had migrated from other parts of Africa into the forest belt of present-day Ghana. Family bands established small states in the hilly country in the neighborhood of modern Kumasi. The Asante (sometimes spelt Ashanti) people settled around the Kumasi area, and their rich culture survives in the area to the present day. The Akan empire was one of the greatest civilizations in Africa, and it dominates the history of the present-day Ghana. There were several groups within the Akan, all speaking different languages which were part of the same language group. These included the Twi, Fante, Akim, Asante, Juaben, and Agona people. Ghana is in the west of Africa, in the area which is called sub-Sahara Africa. The north of the area is a desert region, and the south is fertile with grasslands, tropical rainforest and a sea coast. The Akan people were great leaders, they had a strong and well developed structure for governing their country. They had developed a system of justice, they had their own belief system with traditions, rituals and festivals, they were traders in gold, salt, copper and other products, and they had a rich culture which still survives today. Their empire flourished from the 13th century. 7 Other African peoples migrated to the Ghana area over the centuries, including Mande and Hausa traders. These were Islamic people and established Islamic communities in the north of Ghana. The Asante (who were one of the Akan peoples) established the Kingdom of Asante at Kumasi in the 17th century. Crops The Akan grew varieties of cereals, green vegetables and root crops, such as yam. As the trade routes expanded and trading increased new crops were introduced by travelers from Africa and South East Asia. These included sorghum, bananas and cassava. Akan Society The basis of Akan society was the family, and the clan. Each clan had its own identity which was expressed by special symbols. These symbols have been passed down through the generations and exist today. The stool is very important in Akan culture, and has a symbolic meaning. It symbolises the “soul of the nation.” It is believed that the stool is representative of the Ancestors, and it inspires great honour and respect. Stools have adinkra symbols with special meanings carved on them. The society was matrilineal, which means that the inheritance of property and status would go through the mother of the family. People were expected to marry outside the clan, but even so the strong identity of each family remained generation after generation. Although the highest positions in society were held by both chiefs and queens, the majority of the posts were held by men. However the inheritance line went through the female line: through the mothers and the sisters. Property was inherited by nephews and nieces, and not by sons and daughters. If relatives from the mother’s family were in need, a man was expected to support them. Governance Every area was divided into villages and towns, each having a chief (male) or a queen. Above them were regional, or paramount chiefs and queens, and over them a state chief or queen. The chief or queen was respected as a leader in government, both in giving justice and as a spiritual leader. The village elders saw that the village was cultivated properly and took part in decisions relating to it. The role of the Asante chief will be described in more depth below. 8 Justice If someone had a grievance or had done wrong, justice was carried out through the chiefs or queens. Some of the kind of things that came to court were land disputes (in which case the whole village might be involved,) or payment of hunting rights to the hunters’ guild, or payment of taxes to the state for maintenance of the army, farm and trade improvement and economic development and progress. The people would go first to the village chief and elders. They would take somebody with them to help argue their case, be a witness or act as a character witness. If the matter could not be settled at that level, they could refer it on to the regional chief, and if it still could not be resolved they could take it to the highest level. In the case of a very serious incident they could go straight to the highest level. Akan belief systems Religion was an important part of the Akan people’s life. They venerated their ancestors with shrines in their homes, in the villages, and through a state shrine in the capital. They worshipped God through their ancestors. They made special artefacts, called funerary objects, for their shrines. These were often clay masks. The natural elements held a special significance in helping them pray to God. The sea had spiritual significance, also mother earth, rivers, lakes and mountains, thunder, lightening and rain. Any natural occurrence, such as a flood, was believed to have a profound significance and to be a sign from God. The annual cycle of worship went with the cycle of harvest: sowing, reaping and celebrating. They held special festivals and celebrations, and offered sacrifices to thank God through their ancestors. Celebrations were held for the birth of a child, but a death was also celebrated. At the funeral the person’s life and their becoming an ancestor with a role in helping people communicate with God was celebrated. The funeral would last seven days, and the whole village would take part. In addition, people from the extended family would travel from afar, especially to attend the funeral of an important person. Red, brown or black Adinkra cloth was worn. Akan culture Cultural objects were incorporated into the whole life of the Akan people. These included the use of proverbs and sayings, of symbols in the beautiful Kente cloth and Adinkra symbols in clothes, stools and other objects which are a mark of the clan and status of people using them. The Asante people are best known for their artistic talent, and their culture is described below. 9 Asante In the 16th and 17th centuries the Asante kingdoms developed and became very powerful in the area around Kumasi. They conducted a series of military operations against neighbouring Akan states and united the people into an alliance. They became a wealthy people through trading because the area around Kumasi is fertile and rich in gold. Asante chiefs are called Asantehene, and at the end of the 17th century Osei Tutu became the Asantahene of Kumasi and ruled all Asante people. He was able to keep his kingdom stable and united by allowing all the states he conquered to keep their own customs and chiefs. He gave the chiefs seats on the Asante state council. Asantehenes were the spiritual leaders of the people. Other people were not allowed to speak directly to them. They had high officers called linguists. People would speak to the linguist and the linguist would speak to the Asantehene. The linguist also acted as a priest. The Asantehene and other chiefs had special objects with their own symbols carved onto them. The most important of these was a stool, which would have same sort of significance as a throne. The linguist would carry a staff of office with the Asantehene’s symbol carved on it, and the Asantehene would also have huge and elaborate umbrella carried by servants to shield him from the sun during ceremonies. This would also have the symbol either carved on it or fashioned in metal. The Asantehene would wear rich garments made from Kente cloth to ceremonies, and a crown. The Asante people were regarded as hardworking and very artistic. It was important to them to create a home and care for the family. 10