Objectives:
To realize the importance of one’s ancestry.
To define and recognize words of African origin. To make inferences and judgments.
Procedures:
Read “My Furthest-Back Person-The African”
Vocabulary:
Although some of the words are quite common in our language, they came originally from Africa.
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gorilla
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gumbo
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chimpanzee
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oasis
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banjo
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yam
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zebra
The teacher should have students look up other words that are common in our language but come from African origin.
Questions for Discussion:
1.
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How does the author become interested in his African ancestry?
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2.
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What steps does he take in order to learn about his ancestors?
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3.
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Why does Haley experience a sense of guilt when he finally meets his African relatives? Do you think that his feeling are justified?
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4.
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How do his African relatives react to him before and after they know who he is?
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Writing Assignments:
The writing activity for this story involves students interviewing their “furthest-back person.” Although some students may not have easy access to their “furthest-back person,” (i.e., grandmother, grandfather, great-aunt, etc. . . .) students can interview their parents, because their parents can relate stories to them about their older relatives. Students are to compose a story using the notes from the interview. The stories are to be shared with the class.
From this assignment, students may find out new information about their family, and they could also find out new information about themselves.