Kush, Africa's Oldest Interior Civilization

The following is an outline which formed the basis for presentations at:
National Alliance of Black School Educators (Nov 17-22 1998), San Diego, California,
Conference of the California Council of Social Studies (2000) San Diego, (1999), Santa Clara California,
Center for International Studies, Loyola University (Sept 17-18 1999) Los Angeles
California League of Middle Schools (March 9-10 2003) San Diego

After initial sharing of information all presentations/workshops are interactive.
Let me begin by posing some questions.

1) How many of our students, when they study the ancient cultures of Mesopotamia, Egypt, or Greece are aware that at the same time as these civilizations existed another major civilization thrived in the interior of Africa? That at the time of the Minoan and Mycenaean cultures of Greece, the pre-Aryan cities of India, and the Sumerian cities of Mesopotamia there was a major civilization in the interior of Africa.

2) How many students would be aware that the 25th Dynasty in Egypt was a Dynasty of Kings from an African culture south of Egypt?

3) How many students would be aware that a Roman army at the time of the Emperor Augustus was challenged and defeated by an African army led by a strong and powerful queen?

4) How many of the girls in our classes, when learning about the mighty Roman Emperors, the great pharaohs of Egypt, and the male leaders and decision makers of Greece, are also aware of the female leadership of an African civilization? That through all of these periods a civilization existed that was ruled, for some of the time, by powerful queens. If the answer to these questions is, "not many, if any at all," then it is time to bring the ancient civilization of Kush into the middle grade curriculum.

Presentation divided into three parts.
1 Brief Overview
A brief overview of the civilization we call Kush. Your handout will provide you with a bibliography of references for a more in-depth study.
2 All students should study Kush
Suggest some reasons why it is important that all students are exposed to this culture.
3 Overview of Kush followed by sample lesson plan on Kush (work through a sample lesson plan on Kush - this also offers an approach that is unique to teaching social studies).

1 Brief Overview
Let me first deal with the two question:
Where was Kush located? and
Where was Kush in terms of time?

Location
The area we know as Kush was located in the southern part of modern Egypt and the northern part of Sudan (north of Khartoum). The size of the kingdom changed throughout its history. At one time it occupied a small area south of the fourth cataract of the Nile. At another time, it extended from just north of modern day Khartoum to the Mediterranean Sea, making it the largest empire ever known along the Nile.

Throughout history Kush has been known by different names (descriptions of Nubia, Kush and Ethiopia). This is followed by examples of African monarchs from Nubia/Kush/Ethiopia (Taharqa, Nefertari, Tiye - Kushite Queen of Egypt).Overview of Kush's history from B.C.E. c.2500 to C.E. c.350.

2. Six Reasons why it is important that all students learn about Kush
Brief Overview of Six Reasons
1. An Erroneous Message
Many people are concerned with the fact that many African-American students first encounter people from their ethnic historical background when studying the era of slavery. I would suggest that as well as studying this era it is very important to introduce all students to ancient societies from the interior of Africa. If we neglect to do this then we indicate to our students that nothing of importance happened historically in the interior of Africa B.C.E., and that Africa had no early civilization as did the rest of the world.

2. The Female Role in Kush
It is particularly important that girls study Kush in their middle grades history curriculum. For the most part, when they study other ancient civilizations they come into contact with societies where leadership roles and decision making were in the hands of the men of the society. Only on very few occasions are they able to identify with those in authority in society or those who have played an influential role. The study of Kush enables girls to study a society where women took on roles of leadership; a society where women were highly respected and held positions of power alongside men.

3. Ruled by Queens
Furthermore, Kush during part of its history, was ruled by strong and powerful queens, and it was a queen that led the Kushite revolt against the injustice of Roman rule and the imposition of Roman taxation on the Kushite economy.

4. Queens of Kush
Queens of Kush were full figured African women. Kushites saw beauty, wealth and power reflected in the large size of their queens. These rulers were very elegant, using make up in a similar manner to their neighbors, the Egyptians, paying special attention to their eye make up. This elegance also showed itself in their long manicured nails. The Kushites believed that long and beautiful nails were an indication that the person was rich and powerful enough never to do any manual work.

5. Understanding Concepts: Acculturation
There are also other reasons why it is important to study Kush. The study of Kush gives teachers the ideal opportunity to teach a number of concepts; concepts and themes that are important goals in our social studies curriculum.

Let us look at one example. Students need to understand the historical concepts of cultural diffusion and acculturation (thi is particularly important for many students in the USA who have come from different cultures). The relationship between Egypt and Kush gives the ideal opportunity to learn about these concepts. However, in order to use these two cultures as examples or illustrative material students need to have a sound knowledge of both societies.

6. A Challenge for the Future
During our visit to the British Museum earlier this year we also admired the many examples of Meroitic script and were able to examine closely this intriguing script that was left behind on temple walls in Kush; a unique script for a long forgotten language. There is a wealth of written material available but as yet the meaning remains a mystery to us, for no one has cracked the code.

3. Lesson Plans
Work through overall view of material. This includes:
Module 1
Locating Kush geographically
Locating Kush historically
The Kerma Period
The End of Kerma Culture
Egyptianization of Kush
Module 2
Kush: A World Power
Expedition to Jebel Barkal
Napatan/Meroitic Period
Pottery
Candace Amanirenas and the Attack on Aswan

We meet the mindsets of students by introducing content through stories and dramas and various hands-on activities. We also consider that accountability is important and each module contains a rubric so that each student's progress can be thoroughly yet sensitively monitored.When appropriate lessons are examined and worked thorugh in detail. For example, Lesson on "The End of Kerma Culture" includes:
. Lesson Guidelines for the teacher (page 3);
. a rubric to use in assessing a student's assignment (page 5);
. a matrix to monitor a student's progress (page iv);
. a Student Information Sheet End of Kerma Culture (pages 28-29);
. a story Letter Intercepted (pages 30-31);
. a Student Activity Sheet Letter Intercepted (page 32).

Finally a selected bibliography is given.