IAAAS LiteracySocialScience Grade5 Q3Unit

LITERACY & 5th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 3 Unit Plan
THEME: Culture, Dignity, and Identity CONCEPT: Africa, Us, and the World-African Explorers in the Americas Africans as constant travelers, to Africans in the Americas, to Africans and African Americans in the development of the Atlantic world CONTENT TOPIC: Examining African peoples roles in the exploration and development of early North and South Americas through fiction and nonfiction texts UNIT TITLE: Development of the Americas (North, South, and Central)
Unit Description: Students will engage with the controversial question around who really discovered America. Historians, archeologists, anthropologists and other scientists and scholars confirm that Columbus did not discover America. We know that not only were native Americans present when he reached the New World, but also Africans, Asians and Europeans. This unit examines many theories surrounding the discovery of the Americas; making a case for the Chinese, Vikings and many extreme theories. It weighs heavily on the belief that Africans were the first group to inhabit America. This unit further examines the importance of analyzing multiple perspectives, and the effects that a single story has on American culture. In the first bend of this unit, students will build background knowledge of multiple theories surrounding the discovery of America. Students will gather and evaluate the relevance of resources, researching and reporting to form an option around which group they believe discovered America based on evidence. Key Themes: Culture, Dignity, and Identity Length: 5 weeks Enduring Understandings Essential Questions Culture is a way of life of a group of people who share similar beliefs, values and customs. Interactions, including conflict, negotiation and compromise, create and structure communities in various ways. Knowledge of the past helps us understand the world and make better decisions about the future. Readers integrate and synthesize information from multiple texts and sources to build knowledge. Readers examine key details within texts to determine the main ideas and summarize what theyve read Readers and writers build knowledge by investigating topics from many angles and sources Writers persevere to share their understanding of a topic in original and engaging ways, while crediting their sources of information Writers support their point of view and opinion on topics or texts by providing strong reasons. How do culture and identity influence who we are? How do time, culture and history influence works of art and/or the advancement of science and technology?
U1
Common Core Standards Primary Secondary What can I do to positively impact my community?
Primary Standards Assessed RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgably. W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Secondary Standards Addressed RI.5.4, RI.5.5 , RI.5.6, RI.5.8, W.5.2, W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.10, SL.5.1, SL.5.2, SL.5.5 Reading, Writing, and Citing Textual Evidence Literal and inferential comprehension Synthesizing inferential information Synthesizing key details determining main idea(s) Paraphrasing and summarizing Comparing and contrasting Close reading, analysis and critical thinking Applying qualities of opinion writing (e.g., structure, elaboration, point of view, stance {stance}, significance) Building Knowledge through Texts Development of the Americas (North, South, and Central) Who discovered America? Vikings, British, Irish, Chinese, Spanish The case for Africans Formative Assessments Student summaries Student annotations and notes Student small and whole group discussion Mid-Unit Assessment Students will read and answer text-dependent questions based on an informational article. Summative Performance Assessment Students will use various texts read during the course of this unit to cite evidence in support of their opinion based on one of the America-discovery theories. Students will identify supporting evidence for their opinion, organize their ideas and write an opinion essay based on which theory of Americas discovery provides the most compelling evidence in support of the event.
Cognitive Skills
Content
Assessments (D) Diagnostic (F) Formative (S) Summative
U2
Texts/ Resources Suggested Text: Literature/Informational Read Aloud They Came Before Columbus: The African Presence in Ancient America by Ivan Van Sertima Coming to America: The Story of Immigration, by Betsy Maestro A Kid's Guide to African American History: More Than 70 Activities by Nancy I. Sanders Who Discovered America? by Valerie Wyatt Africa by Sherilin Chanek 1421, The Year China Discovered America by Gavin Menzies Who Really Discovered America? by Kristine Carlson Asselin Who Really Discovered America Unraveling the Mystery & Solving the Puzzle by Avery Hart The Discovery of the Americas: From Prehistory Through the Age of Columbus (Discovery of the Americans) by Betsy Maestro Central Texts The Pre-Columbian Discovery of the Americas by Muslim Seafarers by Faut Sezgin http://web.uni-frankfurt.de/fb13/igaiw/vortrag/precolumbamerica.pdf Ancient America by Jason Colavito http://www.jasoncolavito.com/uploads/3/7/5/9/3759274/colavito__mysteries_of_ancient_north_america.pdf Who Was First? Discovering the Americas by Russell Freedman Chapter 1 Admiral of the Ocean Sea Chapter 2 Did China discover America? Chapter 3 Leif the Lucky Chapter 4 The Not So New World Chapter 5 Who Really Discovered America? Articles & Online Resources Pre-Columbian Muslims in the Americas http://www.themodernreligion.com/ht/precolumbus.html They Came Before Columbus (video) Part 1 http://www.youtube.com/watch?v=IywJ1DGuecY Part 2 http://www.youtube.com/watch?v=r1_4qPIAMe4 Part 3 http://www.youtube.com/watch?v=ZYe6XKrCmvg Part 4 http://www.youtube.com/watch?v=S5I5IeKMx78 Part 5bhttp://www.youtube.com/watch?v=DitDJKBPP-U Part 6 http://www.youtube.com/watch?v=I5W7qAKg6cw Part 7 http://www.youtube.com/watch?v=dJEHCWaDgf8 Black civilizations of ancient America (muu-lan), Mexico (xi)
U3
http://www.raceandhistory.com/historicalviews/ancientamerica.htm AFRICANS BEFORE AMERICA (Mali) http://smithaj.faculty.mjc.edu/new_page_13.htm Who Really Discovered America? History Channel Documentary Crash Course The Black Legend, Native Americans & Spaniards http://youtu.be/6E9WU9TGrec Did the Chinese Beat Columbus to America? by Josh Clark http://history.howstuffworks.com/history-vs-myth/chinese-beat-columbus.htm Did the Chinese Discover America? by Adam Dunn http://www.cnn.com/2003/SHOWBIZ/books/01/13/1421/ Goodbye, Columbus! by Jack Hitt http://www.nytimes.com/2003/01/05/magazine/goodbyecolumbus.html?pagewanted=all&src=pm Goodbye, Columbus. Hello, Leif. http://www.nytimes.com/1991/07/26/opinion/goodbye-columbus-hello-leif.html Leif Erikson vs. Christopher Columbus http://www.history.com/topics/columbus-controversy/videos#leif-erickson-vs-christophercolumbus Vikings in America, by Arturo Rubio http://www.strangehorizons.com/2001/20010827/vikings.shtml Goodbye, Columbus, by Daniel Swift http://www.nytimes.com/2004/07/04/books/goodbye-columbus.html Book review History Lessons How textbooks from around the world portray U.S. history Christopher Columbus Did Not Discover America Black Africans Did! http://news.peacefmonline.com/features/201107/53940.php History Mystery: Ancients in America, by Stephen Wagner http://paranormal.about.com/od/ancientanomalies/a/History-Mystery-Ancients-InAmerica.htm One of the Strongest Ocean Currents in the World Has Been Bringing Ships and Boats from Africa to America For Thousands of Years (interactive map) http://2012.caliwali.com/map.htm Evidence Africans Discovered America 170 years before Columbus (video) http://www.examiner.com/article/evidence-africans-discovered-america-170-years-beforecolumbus
U4
west African, Mansa Bakari II, mariner (theory of Pathe Diagne) Free Africans Among Columbus Crew http://repeatingislands.com/2009/05/20/free-africans-among-columbus-crew/ Dental Studies Give Clues About Christopher Columbus Crew by Kari Lydersen http://www.washingtonpost.com/wpdyn/content/article/2009/05/17/AR2009051701885.html The Africans Who Discovered America Thousands Of Years Before Columbus, by Rossike http://www.nairaland.com/1212037/africans-discovered-america-thousands-years Educating America: Diminishing Africas Single Story by Kovie Biakolo http://thoughtcatalog.com/2013/educating-america-diminishing-africas-single-story/ The Battle for the Americas Mansa Abubakari II 181 years before Columbus http://www.bornblackmag.com/discovery.html Mali/mansa musa The Danger of a Single Story, TED Talk by Chimamanda Ngozi Adichie http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html You in America, by Chimamanda Ngozi Adichie (short story) http://www.all-story.com/extra/issue38/adichie.html Historical Thinking: H(ac) H(ev) or, History Truth http://ocmbocesis.wordpress.com/2012/11/21/historical-thinking-hac--hev-or-history-truth/ Perspectives on the Past, Peter Winn, Tufts University (audio clip) http://www.learner.org/courses/worldhistory/unit_perspectives_2.html
U5
Learning Activities Kick-off Experience What do students think they know? Access Background Knowledge: Elicit students ideas about Americas discovery by asking students: What do you know about Columbus discovery of America? How do you know this? What is your evidence? Group Discussion: History as an event vs. History as an account representation by Bob Bain: Strategies for Varied Learner Profiles Have the copies of the articles printed out for all students
Read aloud the articles first so that lower-level readers have access to it
Pair higher reading level students with lower reading level students to further support access to the articles Display the graphic/cognitive tool, to give a visual representation of how history works. Emphasize that history is not about gaining or memorizing facts, but understanding the past through thinking historically. Name the two concepts: History-as-Event H(ev) & History-asAccount H(ac) Engage students in comparing their experience with an event, with other accounts of the same event (shared class experience, or created experience). Engage students in a discussion of the various accounts with the following (charted) questions: How were the accounts related to the event? Did the accounts capture the full event? Is it possible for accounts to capture events fully? How did the accounts differ? Did they use different facts or sources? Different pictures? Different language? Did the accounts identify different turning points or significant events? Are there other possible accounts of the event? Did the accounts serve different purposes? How do people studying/experiencing the same event create
Allow students to illustrate ideas
Record the articles onto a tape so that students can reread the article a second time while you are reading it aloud (via the tape)
U6
different accounts? Can one account be better than another? How can we know which one is true? Quote Analysis & Group Discussion: When we reject a single story, when we realize that there is never a single story about any place, we regain a kind of paradise. Chimamanda Ngozi Adichie Facilitate small group discussions to answer (charted) questions: What does the author mean by this? What is he/she trying to say? How do you know this? What makes you think that? What do you think about that? Whats your opinion? Lead a whole group discussion to compare/contrast the ideas of history told through multiple accounts, versus one story. Exercise Accountable Talk teacher moves during group discussion: Marking important/valuable points and revealing why Challenging students by asking what THEY think to explain reasoning Modeling by showing reasoning or thinking Recapping a shared understanding in a concise, coherent form Lesson Close: Display charted quote: Good readers construct meaning from text just as skilled historical thinkers construct understanding of the past (not truth) from the evidence left by past events. Bob Bain Set the context for this unit by forecasting the multiple theories students will read about regarding Americas discovery to gain understanding, as opposed to uncovering a truth. Close the lesson by listening to an audio-clip of Peter Winn of Tufts University discussing the relationships between perspective, memory and historical truth. Theories on Americas Discovery Why does it matter? Teacher engages students in anchor activities to establish foundational knowledge and set the context for a multi-perspective topic.
The Case for China

Close Reading: Engage students in closely reading the introduction of Ancient
U7
America by Jason Colavito, p. 1-2. Encourage close reading habits: Annotating text with margin notes of questions, connections and observations; circling confusing words; and underlining main ideas and key points. Reading for general understanding. Rereading to determine key details, authors purpose, and to synthesize information through collaborative conversations and text dependent questions. Reading, discussing and writing for explanation. Plan text-dependent questions and engage students in a discussion to reveal the authors purpose for exploring various discovery theories as an attack on racist viewpoints.
Timeline & Map Activities: After exploring each theory of Americas first discovery, plot both the date and group/route on a class timeline and world map.
Read Aloud: Who Was First? Discovering the Americas by Russell Freedman Chapter 1 Admiral of the Ocean Sea Preview text and unknown vocabulary. Read/Think Aloud through text to model metacognition. Question to develop understanding and prepare students for discovery theories alternative to Christopher Columbus. Shared Reading: Using projected text (or copies for students to follow along) read and discuss evidence that suggests Chinas discovery of America. Identify and discuss important vocabulary and add to History word-wall (continue this with all activities and reading throughout the unit). Who Was First? Discovering the Americas by Russell Freedman Chapter 2 Did China Discover America? Group Summarizing: Lead students in previewing the text passage and identifying the main topics to focus their reading. These are the areas that students will focus on to complete their summaries. Draw a chart or table corresponding to the number of categories within the assigned text, and label each section to set a purpose for reading. Model identifying key details in one of the main topic categories with annotation codes.
U8
Think-aloud as you read the text excerpt aloud, negotiating which details are key, and transferring those key details into clear statements to record under the category on the class chart. Assign the remaining categories of the text passage to read, and allow students to independently read and annotate their section read. After independent reading and annotating, convene groups who read the same section, and facilitate their collaborative discussion and formation of key details into clear statements about their sub-topic. When groups are finished, gather the whole group and transfer each small groups statements onto the class chart. Shared Writing: Use the completed group summarizing chart to engage students in a Shared Writing experience, to develop a summary of the entire text from this session. Shared Reading: Using projected text (or copies for students to follow along) read and discuss evidence that suggests Chinas discovery of America. Identify and discuss important vocabulary and add to History word-wall (continue this with all activities and reading throughout the unit). Ancient America, by Jason Colavito Chapter 3 The China Syndrome, p. 24-25 Partner Reading & Collaborative Conversations: Using two articles on the same topic, Did the Chinese Beat Columbus to America? byJosh Clark and Did the Chinese Discover America? by Adam Dunn, direct partners within each quad to independently read and annotate one of the articles to gain a general understanding of the text and evidence to support the theory of China discovering America. Direct partners who read the same article to engage in discussing the text. Introduce and use language frames to structure partner discussion, such as: What I noticed in the article was _____. It got my attention because _____. Im confused by _____ because _____. The most surprising part of this article was _____ because _____. Direct small groups/quads (two sets of partners who each read one of the two different articles) to engage in a collaborative conversation to share their understanding and findings across
U9
both texts.
Whole Group Conversation: Facilitate a whole group discussion comparing and contrasting the ideas presented in each article. Daily Writing: Introduce opinion/proof T-chart and model forming an opinion based upon the reading and identifying text evidence that supports the point. Direct students to take a stance on the theory and evidence to support Chinas discovery of America and support each opinion with evidence from the text. Close Reading: Engage students in closely reading an excerpt from Chapter 3, The China Syndrome of Ancient America by Jason Colavito, p. 2528 . Encourage close reading habits: Annotating text with margin notes of questions, connections and observations; circling confusing words; and underlining main ideas and key points. Reading for general understanding. Rereading to determine key details, authors purpose, and to synthesize information through collaborative conversations and text dependent questions. Reading, discussing and writing for explanation. Plan text-dependent questions and engage students in a discussion to reveal the evidence presented to support the theory that China discovered America before Christopher Columbus. Read Aloud: 1421, The Year China Discovered America, by Gavin Menzies Preview text and unknown vocabulary. Read/Think Aloud through text to model metacognition. Question to develop understanding of the evidence supporting Chinas discovery of America and the authors purpose. Daily Writing: Revisit and add-to opinion/proof T-chart and model forming an opinion based upon the reading and identifying text evidence that supports the point. Direct students to use another text to take a stance on the
U10
theory, citing evidence to support Chinas discovery of America and supporting each opinion with evidence from the text. Students will write an opinion paragraph using the completed TChart.
The Case for the Vikings

Read Aloud: Who Was First? Discovering the Americas by Russell Freedman Chapter 3 Leif the Lucky Preview text and unknown vocabulary. Read/Think Aloud through text to model metacognition. Question to develop understanding around the theory of the Vikings (Leif Erikson) discovery of America. Shared Reading: Using projected text (or copies for students to follow along) read and discuss evidence that suggests Leif Eriksons discovery of America. Identify and discuss important vocabulary and add to History word-wall (continue this with all activities and reading throughout the unit). Vikings in America, by Arturo Rubio Partner Reading & Collaborative Conversations: Using two articles on the same topic, Goodbye, Columbus. Hello, Leif and Leif Erikson vs. Christopher Columbus, direct partners within each quad to independently read and annotate one of the articles to gain a general understanding of the text and evidence to support the theory of Leif Erikson discovering America. Direct partners who read the same article to engage in discussing the text. Introduce and use language frames to structure partner discussion, such as: What I noticed in the article was _____. It got my attention because _____. Im confused by _____ because _____. The most surprising part of this article was _____ because _____. Direct small groups/quads (two sets of partners who each read one of the two different articles) to engage in a collaborative conversation to share their understanding and findings across both texts.
U11
Independent Reading & Daily Writing: Give each pair a copy of the article they did not read and direct them to independently read and annotate the text. Direct students to use evidence from both pieces of text to complete an opinion/proof T-chart to organize evidence in preparation for writing an opinion. Direct students to compose an opinion paragraph around the theory of the Vikings discovering America.
Extreme Theories
Close Reading: Engage students in closely reading History Mystery: Ancients in America, by Stephen Wagner. Encourage close reading habits: Annotating text with margin notes of questions, connections and observations; circling confusing words; and underlining main ideas and key points. Reading for general understanding. Rereading to determine key details, authors purpose, and to synthesize information through collaborative conversations and text dependent questions. Reading, discussing and writing for explanation. Plan text-dependent questions and engage students in a discussion to reveal the evidence presented to support the various extreme theories surrounding the discovery of America. Daily Writing: Provide students with a 4-column note-taking template to capture evidence in support of extreme theories involving Greeks, Romans, Egyptians and Hebrews in the discovery of America. Timeline/Map Analysis: Having documented all theories discussed throughout the unit on the class timeline and map, lead students in a discussion of the information and inferences that can be drawn from an analysis of the documents. Daily Writing: Direct students to respond in writing to address how the
U12
information noted on the timeline and map raise questions about the traditional Columbus story of discovering America. Whole Group Discussion: Facilitate a whole group discussion resulting from the timeline/map analysis and student writing.
The Case for Africans

Video Analysis: Closely watch a video clip introducing the African discovery of America. Direct students to take note of the evidence introduced to support this theory. Engage students in a whole-group discussion sharing their captured evidence to support African discovery of America. Evidence Africans Discovered America 170 years before Columbus (video) Quote analysis: Project quote from Chockwe Lumumba, Mayor of Jackson, MS (2013) "Columbus didn't discover America. America wasn't lost, Columbus was. Direct students in small groups to analyze the speakers message and purpose for making the statement. Shared Reading: Using a projected text, or distributing copies for all students to read from, engage students in a shared reading of Goodbye, Columbus, by Daniel Swift, revealing how textbooks from around the world portray U.S. history. Facilitate a whole group discussion around the central idea of the text using the following prompts: What does the author mean by this? What is he/she trying to say? How do you know this? What makes you think that? What do you think about that? Whats your opinion? Exercise Accountable Talk teacher moves during group discussion: Marking important/valuable points and revealing why Challenging students by asking what THEY think to explain reasoning Modeling by showing reasoning or thinking
U13
Recapping a shared understanding in a concise, coherent form Daily Writing:
Allow student to engage in partner discussions in response to traditional history textbooks supporting a biased stance and the potential impact this may have. Students discuss with a partner and then capture their thoughts through a written notebook response. Allow students to share and discuss their ideas with the whole class.
Read Aloud:
Christopher Columbus Did Not Discover America Black Africans Did! Preview text and unknown vocabulary. Read/Think Aloud through text to model metacognition. Question to develop understanding around the theory of Africans discovering America.
Partner Reading & Collaborative Conversations: Using two articles on the same topic, Free Africans Among Columbus Crew and Dental Studies Give Clues About Christopher Columbus Crew, direct partners within each quad to independently read and annotate one of the articles to gain a general understanding of the text. Direct students to note evidence supporting the theory of Africans discovering America. Direct partners who read the same article to engage in discussing the text. Introduce and use language frames to structure partner discussion, such as: What I noticed in the article was _____. It got my attention because____. Im confused by _____ because _____. The most surprising part of this article was _____ because _____. Direct small groups/quads (two sets of partners who each read one of the two different articles) to engage in a collaborative conversation to share their understanding and findings across both texts. Close Reading: Engage students in closely reading a short story, You in America, by Chimamanda Ngozi Adichie. Connect the author of this text to the quote used in the Launch Lesson of the unit.
U14
Encourage close reading habits: Annotating text with margin notes of questions, connections and observations; circling confusing words; and underlining main ideas and key points. Reading for general understanding. Rereading to determine key details, the central message, and to synthesize information through collaborative conversations and text dependent questions. Reading, discussing and writing for explanation. Plan text-dependent questions and engage students in a discussion around how limiting viewpoints and perspective can affect the cultural identity of groups and individuals. Video Analysis: Provide background knowledge for TED Talks. Revisit quote used in the Launch Lesson, revealing it originating from Chimamanda Ngozi Adichies TED Talk, The Danger of a Single Story Prepare students for note-taking by focusing their attention to the following posted questions: What important ideas did the speaker share? What did the speaker want you know? What details support that? What was the central message of this talk? Why is this message important when studying history?
A Case Study of The Olmecs

Close Reading: Engage students in closely reading The Africans Who Discovered America Thousands Of Years Before Columbus, by Rossike. Encourage close reading habits: Annotating text with margin notes of questions, connections and observations; circling confusing words; and underlining main ideas and key points. Reading for general understanding. Rereading to determine key details, the central message, and to synthesize information through collaborative conversations and text dependent questions. Reading, discussing and writing for explanation. Plan text-dependent questions and engage students in a discussion around the evidence and details supporting Africans discovery of America.
U15
Read Aloud & Shared Reading: Using the text, The Pre-Columbian Discovery of the American Continent by Muslim Seafarers by Faut Sezgin, lead students in an analysis of the text focusing on: Introducing the text and drawing inferences Synthesizing information from the text Comparing multiple accounts on the same topic Determining the authors opinions, reasons and evidence
Culminating Project
Group Research & Presentation: Conduct mini-lessons and confer with research groups during workshop around: Independently reading and researching the group-selected focus around which group discovered America How to begin research (choosing a topic, gathering resources, taking notes, creating an outline) Using technology to both assist with research and enhance the product/presentation Organizing and presenting research information Using notes, resources, ideas and learning to narrow down research information Revising, editing and publishing their research project Clearly and enthusiastically presenting their research as a group Close reading of Informational Texts Assessment-Driven Instruction in Grades 3-8 by Sunday Cummins Accountable Talk Sourcebook for Classroom Conversation that Works, University of Phoenix
Professional Resources to Support Instructional Methods
U16

IAAAS LiteracySocialScience Grade5 Q3Unit

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

IAAAS LiteracySocialScience Grade5 Q3Unit

Uploaded by

Copyright:

Available Formats

LITERACY & 5th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 3 Unit Plan

Assessments (D) Diagnostic (F) Formative (S) Summative

Allow students to illustrate ideas

The Case for China

The Case for the Vikings

The Case for Africans

A Case Study of The Olmecs

Professional Resources to Support Instructional Methods

You might also like