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8th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 1 Unit Plan

THEME: Culture, Dignity, and Identity CONCEPT: Africa, US, and the World African Americans in Post-Reconstruction America: Contributions and challenges in the development of the global society CONTENT TOPIC: Investigating and researching the role of African Americans in the transformation of America: from Reconstruction to the Civil Rights Movement to the present through fiction and nonfiction texts UNIT TITLE: Progress at What Cost Unit Description: Students will be able to analyze, interpret, and synthesis the major inventions and societal contributions of African Americans from Reconstruction to the present. Reconstruction was not only a time for America to mend its ways but also a time for African Americans to demonstrate they have the prowess to be an integral part of society. This was especially seen in the contributions African American men and women showed in science and engineering. Through a thorough investigation of influential African Americans, students will gain an understanding of what it took to face adversity and achieve against harsh barriers. African American chemists, biologists, inventors, engineers, and mathematicians have contributed in both large and small ways that can be overlooked when chronicling the history of science and technology. The Progressive Movement was a time of great advancement in American when it came to social reform and political activism. Unfortunately, the Progressive Movement tented to shy away from the plight of African-Americans. African-Americans were faced with consistent racism in the form of segregation in public spaces, lynchings, exclusion from all forms of politics, and had very little access to quality healthcare, education and housing Throughout this unit students will examine these issues and the courageous African Americans who took stands to not only make their lives better but also the lives of millions of Americans they directly and indirectly affected.
Length of Unit: 5 Weeks Enduring Understandings 1. History: Knowledge of the past helps us understand the world and helps us make better decisions for the future. 2. Identity: Identity is cultivated over long periods of time through shared experiences, beliefs, and culture. 3. Politics: Political beliefs are informed through personal experiences and perspectives. Guiding Essential Questions: I) How do culture and identity influence who we are? II) How do time, culture and history influence works of art and/or the U1

Essential Questions

8th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 1 Unit Plan

advancement of science and technology? III) What can I do to positively impact my community? Common Core Standards Reading RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. Writing WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Speaking and Listening SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. U2

8th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 1 Unit Plan

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Cognitive Skills Task Analysis Identify the exact information the problem presents. Identify the types of information needed in order to solve the problem. Create a clear hypothesis, a specific question, and/or a clear understanding of what is needed in order to answer the question. Information Seeking Strategies Identify possible sources of information. Evaluate each source to determine which are best. Locate, Access, and Use of Information Find individual resources such as books, magazines, reference materials, and Web sites. Find information within each source through the use of tables of contents, indexes, and other resource-specific tools. Engage each source (read, view or listen) and extract specific information from it through the application of note taking, highlighting, and summarizing. Synthesis Make a decision, create a product, or formulate an answer. Answer the specific question that was created when initially engaging in the problem-solving process. Evaluation Evaluate not only final product but how well the information problem-solving task was preformed. Content Building Knowledge Through Texts Elements of cultural identity include language, religion, clothing, race, shared experiences and socio/economic customs. Internal and external forces shape people ideas and thoughts Societal contributions arise out of necessity. Triumph over adversity is the inspiration behind numerous African

American achievements. Economic and political factors are a driving force behind local, state, and national decisions.
Impeccable organization and a strong will are paramount to getting ones point across. Nonviolent protests are the pinnacle to achieving ones goal of change and reform. Strength in numbers is vital to any cause. U3

8th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 1 Unit Plan

(F) Formative

(S) Summative

Text/ Resources

Assessments Formative assessments for this unit consist of: Guided Reading and Writing, anecdotal notes, annotation of texts, peer group evaluation, frequent checks for understanding, student reflections, summaries of select portions of text, exit slips, and writing samples in response to informational texts. Students will present in groups of two (2), multimedia presentation on their four (4) African American inventors; accompanying this will be an essay, or alternative written product that communicates the African American inventors, what they invented, why they invented it, its significance at the time it was invented, its significance to today, and what life would be like without the invention. Students will then examine the obstacles and achievements of the Reconstruction Era to those of the Progressive Era through a song, story, poem, or visual presentation. African American Inventors Extensive list of inventors from the University of California Irvine that profiles African American men and women who have contributed to the advancement of science and engineering. This link contains the names of the inventors and a direct link to the individual inventor. (Have students choose their inventors from this list.) https://webfiles.uci.edu/mcbrown/display/faces.html Good overall site about African American Inventors http://african-americaninventors.org/index.php Chicago based African American educational research company that provide both video and written bios of prominent African Americans http://www.thehistorymakers.com/ Inventors: Great achievements in science and technology in ancient Africa By Sydella Blatch Mathematics: http://www.pps.k12.or.us/files/curriculum/be-af-ma.pdf Science and Technology: http://www.pps.k12.or.us/files/curriculum/be-af-sc.pdf African American influence on science and technology Progressive Movement The debate during the progressive movement was the best way to achieve racial equality. This link looks at the views of Booker T. Washington and W.E.B. Du Bois http://sheg.stanford.edu/booker-t-washington-dubois African American Women and the Progress Movement http://www.nwhm.org/online-exhibits/progressiveera/introprogressive.html Library of Congress list of African American individuals http://www.loc.gov/rr/program/bib/afam/afam-1900.html U4

8th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 1 Unit Plan

Writings of W.E.B. Du Bois http://teachingamericanhistory.org/library/dubois/ The Tactical Life of Booker T. Washington http://www.skidmore.edu/~mstokes/227/BTW.html Booker T. Washington http://www.americaslibrary.gov/jb/progress/jb_progress_btwash_1.html Jack Johnson Rebel of the Progressive Era http://www.pbs.org/unforgivableblackness/rebel/ Equality and Social Action Provides lessons, videos, primary sources, and many other classroom resources for classroom teachers. All items are free. http://www.tolerance.org/ Learning Activities Using the Essential Questions as a guide, students write summaries of select portions of their selected texts. Students do periodic share out session where they discuss with the class what they have found, what is working, and what they are having trouble with. Mini-lessons/Activities for Teaching Writing to Develop and Convey Understanding, Cite Evidence, and to Study and Apply Language Conventions. Teacher reviews guidelines and rubric for Performance Assessment: Groups of two (2) will present a multimedia presentation on their four (4) African American inventors. This will be accompanied by an individual essay, or alternative written product that communicates the African American inventors, what they invented, why it was invented, its significance at the time it was invented, its significance to today, and what life would be like without the invention. Teacher utilize shorter informational texts, as well as images (such as photos), to model how to construct the different parts of an informative/explanatory piece, including how to introduce a topic, how to organize the parts of the essay, how to use textual evidence to support the essay, what other types of evidence should be used as support, how to use transitions, etc. Students will use select informational texts, as well as images that theyve gathered, to practice composing each part of the informative/explanatory essay. Students will spend time gathering evidence for the
Differentiated Strategies for Varied Learning Profiles Groups should be mixed to reflect different learning profiles with care to ensure that each group has a wide range of learning profiles and ability levels. Texts should either be modified for varying reading levels or available in digital audio form to either augment the reading or be used in lieu of the selected text. Students who are developmentally challenged in writing will be allowed to augment their written assignment with drawings, selforiginated video, PowerPoint, oral

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8th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 1 Unit Plan

performance assessment, which includes using their notes to list specific evidence from their group readings that can be used for their project. Students will also record evidence from the short informational texts that were read in and outside of class. Students will be engaged in the writing process, including brainstorming, gathering evidence, drafting, revising, and editing. Teacher will confer with students through independent or guided writing conferences.

demonstration or any other approved method of transmitting the knowledge they have obtained and synthesized through this project. Students will be encouraged to use graphic organizers and visual aids to support the understanding of key concepts. Allow for ample formative assessments and revisions to ensure that all students have an excellent opportunity to experience real academic success.

Weeks 1-2.5

African-American Scientists and Inventors Introduction & Research This unit will start with the teacher introducing the lesson by telling a brief story about a little known African-American scientist. The teacher may want to do a retelling, a story, or a visual, LCD presentation. Time should be spent discussing the importance of scientific discovery and invention to everyday life and society. This is the primary focus, of this part of the unit, so spend ample time to develop understanding. Discuss this with the students and explain that over the next few weeks they will be researching African American inventors and their importance to society. Convey to students that in groups of two (2) they will present a multimedia presentation on four (4) African American inventors. This will be accompanied by an individual essay, or alternative written product that communicates the African American inventors. The primary focus questions for students are: What they invented Why they invented it Its significance at the time it

Differentiated Strategies for Varied Learning Profiles Informational texts will be available in a variety of formats including audio, visual and tactilely. Tasks will have components that allow for students to use visual, oral and tactile as well as kinesthetic skills to express knowledge gained. Students will be able to take ownership of tasks through the use of

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8th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 1 Unit Plan

Weeks 2.5-3

was invented Its significance to today What life would be like without the invention To check for understanding of the concept and the task at hand provide a teacher model. Following the teacher example have students complete the primary questions using an example they relate to i.e. McDonalds, television, electricity, or the automobile Teacher will instruct students on how to Read Like a Historian and elements of writing expository essays. http://owl.english.purdue.edu/owl/resource/685/02/ After demonstrating how to do this provide students with a primary source article form them to utilize these methods. At this point teacher should introduce Cornell Notes. This should be done by modeling Cornell Notes on the board or in a small group setting. Provide students with an engaging article that is clear and easy to understand. When researching, students should utilize a non-electronic device to research at least one of the four inventors. Provide students with an introduction to the Internet. The teacher should demonstrate the proper way to utilize the Internet when searching for information. Introduce them to a few search engines and explain how not all sites are reliable and completely true i.e. Wikipedia. Explain the difference between .com and .edu sites Areas of assessment: inventors graphic organizer, peer evaluation form, exit slips, and whole class check in. Research Group Development/Reading Writing Workshops Reintroduce the multimedia presentation and the essay portion. Disperse rubrics for presentation and essay. This must coincide with inventors graphic organizer students previously completed. Call to mind Reading Like a Historian and elements of writing expository essays and Cornell Notes. Provide students with a group roles template. Have students assign roles within the group and conference with students to make sure roles were assigned equally. Before students utilizes electronics or visual

Choice Boards and Learning Centers.

Differentiated Strategies for Varied Learning Profiles Informational texts will be available in a variety of formats including audio, visual and tactilely. Tasks will have components that allow for

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8th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 1 Unit Plan

Week 4

presentation material i.e. poster board or display board, a rough draft must be completed. Make sure students are answering the essential questions: What they invented Why they invented it Its significance at the time it was invented Its significance to today What life would be like without the invention Hold rough draft conferences with groups to check for understanding and make sure students are following their assigned roles. This is a vital check in to verify understanding and make sure students comprehend the importance of completing their assigned task. As students progress in creating their presentations have another whole class check in, where students discuss how they are doing, whats working, whats not, and areas of need. Start/continue/complete writing expository essay over inventors. This should be accompanied by student teacher conference. (Formative Assessment) Group presentation and reflection (Formative Assessment). Life for African Americans in the South after Reconstruction ended in 1877? Explain the lack of equal treatment amongst races. Complete in class demonstration of this through the passing out of unequal amounts of supplies, not listening to one side of the room, and/or showing blatant favoritism. Introduction to the Progressive Movement: http://www.slideshare.net/jredeker/social-reform-inthe-progressive-era DBQ based lesson: http://sheg.stanford.edu/booker-t-washingtondubois Discuss the concept of historical context and read background information concerning the harsh inequalities following the Civil War. Discuss the needs of African Americans and the equalities they should be afforded. Examine the emergence of Booker T. Washington and W.E.B. Du Bois. Continue instructing students on how to Read Like a

students to use visual, oral and tactile as well as kinesthetic skills to express knowledge gained. Students will be able to take ownership of tasks through the use of Choice Boards and Learning Centers.

Differentiated Strategies for Varied Learning Profiles Informational texts will be available in a variety of formats including audio, visual and tactilely. Tasks will have components that allow for students to use visual, oral and tactile as well as kinesthetic skills to express knowledge gained. Students will be able to take

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8th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 1 Unit Plan

Week 5

Historian http://owl.english.purdue.edu/owl/resource/685/02/ Project to students the grim circumstances of the situation though the use of visual and audio media http://player.discoveryeducation.com/index.cf m?guidAssetId=33070658-2CB2-454E-8BE86B2929FE88F1&blnFromSearch=1&productcod e=US http://www.tolerance.org/kit/mighty-timeschildrens-march Explain the final performance assessment: Students research a primary figure of the Progressive Movement and their impact on society concentrating on the following focus questions: Who is this individual Why are they important What did they do How they impacted society during the Progressive Movement How what the individual did impacted todays society Assign groups, of two (2), according to varied learning preferences. Disperse and explain rubrics for presentation. Call to mind Reading Like a Historian, Writing Expository Essays, and Cornell Notes Provide students with a group roles template. Have students assign roles within the group and conference with students to make sure roles were assigned equally. Continue research, discussion, and writing instruction. The teacher will monitor/conference with groups and students progress towards completion of the group project for the final performance assessment. Students will finalize their story, song, poem, flyer, or visual display Students will present their findings and completed projects via multimedia or some other approved method of presentation including, oral, theatric, written, video, or etc.

ownership of tasks through the use of Choice Boards and Learning Centers.

Provide extensive, consistent models of literacy, modeling reflection in think-alouds with stress on active reading Provide concrete examples, organizers, and demonstrations

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