What strikes me most about Dr. Carr’s Africana Studies Framework is the distinction between teaching about African people and centering African people in the study of history. I hadn't considered how much difference that shift in perspective could make. Rather than simply learning about historical events, the framework encourages us to examine how Africans organized their communities, developed knowledge, preserved their histories, and shaped their own experiences.

Another thing is how interconnected the six categories are. For example, when teaching about Queen Mother Idia, I am not just teaching leadership. I am also introducing students to governance, social structures, cultural traditions, and the ways history is remembered. This makes me think more intentionally about the questions I ask and the perspectives I include in my lessons.

As I continue developing Africa: Many Places, Many Stories, Many People, I want to ensure that my students see Africans as active participants in their own histories rather than simply learning facts about the continent.

My revised essential question is:

How have African people used their knowledge, creativity, and leadership to shape their communities, and how do we see those contributions today?

My curriculum goal is:

Students will explore the diverse histories, cultures, and contributions of African people through stories, discussions, and creative activities. They will begin to recognize African people as leaders, problem-solvers, and innovators while developing an understanding that Africa is a continent of many countries, communities, and experiences.