SOCIAL SCIENCE

7th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan

!E"E# Culture, Dignity, and Identity CONCEP # Africa, Us, and the World African Americans in early America: contributions and challenges in the development of the Atlantic world CON EN OPIC# Investigating and researching contributions and challenges faced by Africans and African Americans in the development of the Atlantic world through fiction and nonfiction texts UNI I LE# Worlds Meet Conflict, Challenges and Change in !arly Colonial America

Unit $escripti%n# "tudents will be able to challenge traditional assumptions about the role of Africans in the #discovery$ and exploration of the Americas by exploring the stories of Africans who sailed before Columbus, Africans who sailed with Columbus, and the %lac& Con'uistadors who were instrumental in the "panish con'uest of the Americas( African technology and science surpassed that of !urope centuries before Columbus( When the "panish did come, they did so with the support of Moorish technology from )orth Africa and the Moors themselves( *he first Africans came to the )ew World as e'uals and contributed much to the #discovery$ and exploration of various sections of Central and "outh America( When the "panish finally did attempt to sub+ugate Africans in the )ew World, the Africans actively and often successfully resisted their enslavement, developed thriving communities, and led or supported rebellions against "panish control of the land( *raditional history teaches students of the !uropean dominance over two cultures while portraying the natives and the Africans as passive victims( *he reality was far more complex( ,irst, evidence supports the claim that an African -ing, Abuba&ari II, #discovered$ America almost .// years before Columbus( At the time of Columbus, "pain and 0ortugal found themselves in the position to attempt *ransatlantic exploration only because of the advances brought to the Iberian peninsula by African Moors( Moors also accompanied the first explorers, including Columbus, to the Americas as e'uals and made significant contributions to even the most famous voyages( When "panish did force the first African slaves to accompany them to the )ew World, many actively resisted their bondage and developed free settlements of their own, including the Cimmerons in 0anama, the %lac& Caribs in the Caribbean, and the town of 1anga in Mexico( Len&th %f Unit 2 Wee&s !nduring Understandings !ist%ry# -nowledge of history can directly affect an individual3s and a community3s self image( Identity# Identity is cultivated over long periods of time through shared experiences, beliefs, and culture( Ge%&raphy# Movement and migration of people and ideas affects the past, present, and future( Guidin& Essential Questi%ns# I5 6ow do culture and identity influence who we are7 II5 6ow do time, culture, and history influence wor&s of art and8or the advancement of science and technology7 III5 What can I do to positively impact my community7 'eadin&

!ssential 4uestions

Common Core

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"tandards

7th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan

'!()*+(, Determine the central ideas or information of a primary or secondary source: provide an accurate summary of the source distinct from prior &nowledge or opinions( '!()*+(- Analy;e the relationship between a primary and secondary source on the same topic( '!()*+(7 Integrate visual information <e(g(, in charts, graphs, photographs, videos, or maps5 with other information in print and digital texts( '!()*+(+ Distinguish among fact, opinion, and reasoned +udgment in a text( .ritin& .!S ()*+(1 Write arguments focused on the discipline=specific content .!S ()*+(, Write informative8explanatory texts, including the narration of historical events, scientific procedures8 experiments, or technical processes( .!S ()*+(- Draw evidence from informational texts to support analysis reflection, and research( .!S ()*+(, Write arguments focused on discipline-specific content( Spea/in& and Listenin& SL(>(? 0resent claims and findings, emphasi;ing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples: use appropriate eye contact, ade'uate volume, and clear pronunciation( SL(>(@ Delineate a spea&er3s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence( SL(>(9 !ngage effectively in a range of collaborative discussions <one=on=one, in groups, and teacher=led5 with diverse partners on grade > topics, texts, and issues, building on others3 ideas and expressing their own clearly( Cognitive "&ills "em%ry 0rocedures <e(g( draw a right triangle5 Attenti%n "elective attention filter out distractions, ignore irrelevant information "ustained attention focus for long periods of time Divided attention focus on more than one thing5

E0ecuti1e functi%ns 0lan "trategy use ability to reflect on strategy and select appropriate strategy Lan&ua&e s/ills Aistening s&ills ability to ta&e in and process auditory information

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SOCIAL SCIENCE

7th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan
Beading recognition of sight words and decoding new words Comprehension understanding what is read or said ,ormulation ability to access and organi;e information to express it

hin/in& s/ills Beasoning about concrete items versus abstract ideas Analy;ing8evaluating arguments Developing a logical argument Deductive reasoning use stated general premise to reason about specific examples "elf=reflection ability to thin& about oneself in relation to the material

Added during discussion Content Communicating whatever has been processed

<,5 ,ormative

<"5 "ummative

*ext8 Besources

2uildin& 3n%4led&e hr%u&h e0ts 6istory is sub+ect to change based on evidence and interpretation( 6istory is power and can be used to elevate or denigrate the status of individuals and groups( Internal and external forces shape identity( When cultures interact with one another, they contribute to and ta&e from one another( 0ower can be used to achieve great things or destroy entire cultures depending on the individuals who wield it( Assessments Cuided reading and guided writing, group and class discussion of shared texts, group and individual analysis of primary and secondary documents, personal reflections on the learning process and the content, group analysis and presentation of a %lac& Con'uistador, and short writing prompts as&ing students to create claims and cite evidence to support them( "tudents will write and present an argument for the editorial board of a textboo& company on what to include in the section of the newest >th grade American 6istory textboo& titled #Who Discovered America7$ *he arguments should state an opinion about specifically who should be included and why, and the reason it is important that >th grade C0" students should have access to this information( A5u5a/ari II 9( %axter, Doan( #Africa3s Createst !xplorer($ %%C )ews( Dec( 9@, ./// http 88news(bbc(co(u&8.8hi8africa89/EFG2/(stm( .( #*he %attle for the Americas Mansa Abuba&ari II H 9F9 years before Columbus($ %orn %lac& Maga;ine( ,eb( .//G http 88www(bornblac&mag(com8discovery(html @( -eegan, William ,( #Ine )ew Word, Many Claimants If Columbus didn3t get here first, who did7$ Jista( "ept( F, 9GG9 http 88www(flmnh(ufl(edu8caribarch8columbus(htm( "%%rs6 the A&e %f $isc%1ery6 and C%lum5us

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SOCIAL SCIENCE

7th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan
?( -eegan, William ,( #Columbus, 6ero or 6eel7$ Jista( March .?, 9GG9 http 88www(flmnh(ufl(edu8caribarch8columbus(htm( 2( 0hoto 0erdro Alonso )ino http 88www(thenorthstarnews(com8"tory8)orth"tars=Wee&=In=%lac&=6istory= Mar..=Mar.F=./9. E( %arley, "hanta( #Craveyard D)A rewrites African American 6istory($ "ept( 9E, ./9/ http 88www(newscientist(com8article8dn9G?22=graveyard=dna=rewrites= african=american=history(html7fullKtrueLprintKtrue >( Ulm, Wes( #"pain, 0ortugal, and the !uropean Age of !xploration Why Did It "tart on the Iberian 0eninsula7$ http 88wesulm(bravehost(com8history8iberianMpioneers(htm( 2lac/ C%n7uistad%rs F( Duan Carrido Cerhard, 0eter Slavery and Beyond: The African Impact on Latin America and the Caribbean Chapter one 0g( 9=> A Blac Con!uistador in "e#ico G( Was Duan Carrido the first African American7 http 88www(afrocelebrities(com8was=+uan=garrido=the=first=african=american8 9/( !stebanco, Coodwin, Bobert, Crossing the continent$ %&'(-%&)*: The story of the first African-American e#plorer of the American South 99( !"*!JA)ICI *6! MIIB August NG> American 6istory ,eature = "ee more at http 88www(historynet(com8estevanico=the=moor=august=G>=american= history=feature(htmO 9.( !steban of A;emmour and 6is )ew World Adventures http 88www(saudiaramcoworld(com8issue8.//./.8esteban(of(a;emmour(and(his (new(world(adventures(htm 9@( African !xplorers of "panish America http 88www(nps(gov8ethnography8aah8aaheritage8"panishAm%(htm Cimar%%n8mar%%n c%mmunities in Central and S%uth America 9?( %AAC- CABI% %A"*II) of ,B!!DIM http 88www('uestia(com8library89C9= E9/.E.EF8blac&=carib=bastion=of=freedom 92( 0i&e, Buth( #%lac& Bebels *he Cimarrons of "ixteenth=Century 0anama($ 9E( I&eowo, Alexis( #%lac&s in Mexico A ,orgotten Minority($ http 88www(time(com8time8world8article8/,F2GG,9G..9G.,//(html

Aearning Activities

As a class, students will read primary and secondary articles and in small groups, identifying the main idea of the text and important supporting evidence <as outlined by text dependent 'uestions5 *eacher will model biography analysis to prepare students for text set H %lac& Con'uistador trading card pro+ect(

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"tudent groups will analy;e various primary and secondary texts( C%lum5us and !ist%ry 0rior &nowledge discussion of Columbus Myth vs( reality statements on Columbus, !urope, and Africa *heories of pre=Columbian exploration of the Americas Analysis and reflection of #history,$ its fluid nature, and its influence on modern people and culture( %iography of Abuba&ari II Motives, methods, and evidence of success( M!A=con essay on how history should remember Abuba&ari II(

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SOCIAL SCIENCE

7th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan

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*he Age of Columbus "panish 6istory and Moorish influence *he technological advantages of being concurred by Africans( Analysis of Columbus 6ero or 6eel7 African D)A article and its implications for African American identity( 0edro Alonso )ino Modeling the %lac& !xplorer trading card pro+ect(

Differentiated Strategies for Varied Learning Profiles Informational texts will be available in a variety of formats including audio, visual and tactilely( *as&s will have components that allow for students to use visual, oral and tactile as well as &inesthetic s&ills to express &nowledge gained( "tudents will be able to ta&e ownership of tas&s through the use of #Choice %oards$ and #Aearning Centers($ "upply the material with the varied amount of print, varied text structures and extensive graphic support based on students3 instructional levels( Use videos to enhance comprehensio n through auditory and visual modes(

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*he %lac& Con'uistadors *rading card pro+ect in small groups( 0ro+ect components =0icture of the %lac& Con'uistador =Description of the discoveries and or contributions to the exploration of the new world( =Description of any famous !uropeans the %lac& Con'uistador wor&ed with, the relationship between the two, and accomplishments the !uropean received credit for( =A description of a myth or stereotype that this person3s accomplishments opposed( =A reflection on what affect learning about this %lac& Con'uistador could have on Americans and American culture( Co over roles, rubric, text sets and template before groups begin wor&(

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SOCIAL SCIENCE

7th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan
Allow brief, cooperative brainstorming to activate prior &nowledge and ma&e predictions( Ad+ust the complexity, abstractness, type of response necessary, and connections re'uired between topics based on readiness and learning profile( !stablish clear criteria for success( Use wait time before ta&ing student answers( If appropriate, give students a chance to tal& to partners or write down their answers before responding( 0rovide clear guidelines for group functioning that are taught in advance of group wor& and consistently reinforced(

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Maintaining or Beclaiming Aiberty ,ocus on @ groups after the "panish introduction of slavery to

0rovide extensive, consistent models

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SOCIAL SCIENCE

7th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan
the )ew World( 9( *he Cimmerons in 0anama .( *he %lac& Caribs in the Caribbean @( *he town of 1anga in Mexico( "tudents will analy;e each case study and reflect upon how the Africans maintained their identity and dignity and how they protected their freedom( "tudents will reflect on a time in their lives when they found themselves in a bad situation( What did they do to protect themselves7 Did anyone help them on the way7 6ow did they protect themselves from getting into the same situation in the future7 of literacy, modeling reflection in thin&= alouds with stress on active reading 0rovide concrete examples, organi;ers, and demonstrations

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"ummative assessment and presentation "tudents will write and perform a speech arguing for what a >th grade textboo& should include in a section about #Who discovered America7$ *he speech should include =A claim about who or what the textboo& should specifically include( =!vidence from prior texts <properly cited5 supporting the student3s claim( =A description of the counterargument and why it is wrong( =*he reason it is important for students to learn about the history as the student has described it( Beview procedure for appropriately citing texts( "peech template, copies of prior texts, audience participation handout, and rubric, to be explained before pro+ect(

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