SOCIAL SCIENCE

8th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan

Unit escripti!n" The history of race relations in America dates back to our earliest colonial period. From resistance during slavery to the modern Civil Rights Movement, African Americans have struggled and won their freedom and then faced with legal, social and political discrimination and a refusal to grant them the most basic civil rights, began a struggle that culminated in the modern Civil Rights Movement. !tudents will read a variety of informational te"ts including primary, secondary and tertiary sources that pertain to the themes of #ustice and in#ustice and how African Americans struggled so that would $% one day live in a nation where they will not be #udged by the color of their skin but by the content of their character..& Len#th !f Unit" ' weeks (nduring )nderstanding s *. $ist!ry" +nowledge of the past helps us understand the world and make better decisions about the future. ,. Ci%ics" The actions of individuals, groups, and-or institutions affect society through intended and unintended conse.uences. /. Ec!n!mics" 0arious social and political issues 1i.e., labor, the environment, and international trade2 impact and are impacted by the global economy. Guidin# Essential Questi!ns 42 5ow do culture and identity influence who we are6 442 5ow do time, culture and history influence works of art and-or the advancement of science and technology6 4442 7hat can 4 do to positively impact my community6 &eadin# &$'()8'*' Cite specific te"tual evidence to support analysis of primary and secondary sources. &$'()8'+' 8etermine the central ideas or information of a primary or secondary source provide an accurate summary of the source distinct from prior knowledge or opinions. ,ritin# ,$S-'()8'.' Conduct short research pro#ects to answer a .uestion 1including a self9generated .uestion2, drawing on several sources and generating additional related, focused .uestions that allow for multiple avenues of e"ploration. ,$S-'()8'8' :ather relevant information from multiple print and digital sources, using search terms effectively assess the credibility and accuracy of each source and .uote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. ,$S-'()8'/' 8raw evidence from informational te"ts to support analysis reflection, and research. Spea0in# and Listenin# SL'8'*' (ngage effectively in a range of collaborative discussions 1one9on9one, in groups, and teacher led2 with diverse partners on grade 8 topics, texts, and issues, building on others; ideas and e"pressing their own clearly. SL'8'+' Analy<e the purpose of information presented in diverse media and formats 1e.g., visually, .uantitatively, orally2 and evaluate the motives 1e.g., social, commercial, political2 behind its presentation. SL'8'1' =resent claims and findings, emphasi<ing salient points in a focused, )*

(ssential 3uestions

Common Core !tandards

SOCIAL SCIENCE

8th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
coherent manner with relevant evidence, sound valid reasoning, and well9 chosen details use appropriate eye contact, ade.uate volume, and clear pronunciation. SL'8'2' 4ntegrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Cognitive !kills

Content

1F2 Formative 1!2 !ummative

Gr!up 3!r0 ha4its !elective attention> The ability to remain focused and on task. !ustained attention> Focus for long periods of time. 8ivided attention> The ability to remember information while doing more than one thing. E5ecuti%e functi!ns =lan Fle"ibility> change behaviors if something is not working, use multiple approaches !trategy use> ability to reflect on strategy and select appropriate strategy -hin0in# s0ills Reasoning about concrete items versus abstract ideas Creativity Analy<ing- evaluating arguments 8evelop a logical argument 4nductive reasoning 8eductive reasoning 5ypothesis testing> test ideas through e"perience or manipulation of variables Appreciation toward something !elf9reflection> in relation to material presented 6uildin# 7n!3led#e -hr!u#h -e5ts and 8ide!s (lements of culture including race and socio-economic customs. 4nternal and e"ternal forces shape identity. ?anguage has meaning and can be used to unite and to divide people and cultures. 4nformation and e"periences may be interpreted by people from diverse cultural perspectives and frames of references. Assessments Formative assessments for this unit consist of selective response assessments, #ournaling, e"it slips, and short response. !ummative assessments for this unit consist of role playing presentation or a product that clearly shows a position- reality of the Civil Right era- movement. Also, an open response test that offers the students a variety of .uestions that they must answer with an e"planation and support using te"tual evidence.

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SOCIAL SCIENCE
Te"t-Resource s

8th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
Primary S!urce 9 Sec!ndary Sh!rt -e5ts" !hort introduction to history of slavery in the Americas. 7hy would a nation adopt a system that enslaved people6 C!l!nial and Ante4ellum Peri!d" Fear of a Slave Revolt: http>--www.history.org-history-teaching-enewsletter-volume,-february@A-primsource. cfm Nellys Noble Resistance: http>--nationalhumanitiescenter.org-pds-maai-enslavement-te"tB-douglassnellyresist ance.pdf Free Blacks Address t e !nslaved: Resist, Run A"ay, # # # Revolt$ http>--nationalhumanitiescenter.org-pds-maai-enslavement-te"tB-freeblacksaddress. pdf An %ntroduction to Black &a"s of 'irginia: http>--www.balchfriends.org-glimpse-C=eters4ntroDk?aws.htm Ci%il ,ar era: Emancipati!n Pr!clamati!n" ?incoln, Abraham, Address on (oloni)ation to a *eputation of Negroes, August *A, *EF, ("cerpts from the first ?incoln, 8ouglas 8ebate, !ource> Geely, Mark (. Cr. *HE,. + e Abra a, &incoln !ncyclopedia. Gew Iork> 8a Capo =ress, 4nc. ("cerpts from Cohn Dell Robinson;s -ictures of Slavery and Anti.Slavery Advantages of Negro Slavery and t e Benefits of Negro Freedo, /orally, Socially, and -olitically (onsidered# ?etter From Abraham ?incoln, Dloomington, 4??., to Mrs. Mary !peed, Miss Mary !peed, ?ouisville, +y. !eptember ,B, *EA*. &ec!nstructi!n" Forty Acres and /aybe a /ule ;im Cr!3 Era <=!dern Era" !tate J ?ocal !egregation ?aws 1:oogle search2 &ittle + ings are Big by Cesus Colon + ings are not Al"ays 0 at + ey See, by Allan :. Cohnson 00% Fig ting at o,e and abroad =arts *,, http>--memory.loc.gov-ammem-aaohtml-e"hibit-aopartB.html *e,ocracy: *ouble 'ictory at 1o,e Abroad http>--www.learner.org-courses-amerhistory-resourceKarchive-resource.php6 unitChoiceL*HJThemeGumL/JresourceTypeL,Jresource48L*@*@F http>--memory.loc.gov-ammem-aaohtml-e"hibit-aopartB.html http>--www.pbs.org-blackpress-educateKevent-treason.html http>--nie.dailyherald.com-guides-bh@H.B.pdf http>--febone*HF@.net-feboneKblog-6tagLthe9pittsburgh9courier http>--febone*HF@.net-feboneKblog-6pL/*,, http>--govnoblog.bi<-black9press6r!3n %s' 6!ard !f Ed' http>--www.core9online.org-5istory-brownKvsKboard.htm )/

SOCIAL SCIENCE

8th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
http>--www.loc.gov-e"hibits-brown-brown9aftermath.html http>--www.youtube.com-watch6vL7=DEaw?F@.s http>--www.youtube.com-watch6vLTT:5?dr9iak Children" http>--www.youtube.com-watch6vL8,M5obKn0bw http>--www.youtube.com-watch6vLE<o@:"@aC7A !hort 0ersion Internet &es!urces" :oogle !earch" :raphs, maps, and pictures that focus on !egregation and the Civil Rights Movement http>--www.discoveryeducation.com-teachers-free9lesson9plans-civil9rights9 an9investigation.cfm 8ide!" /ig ty +i,es: + e ( ildrens /arc > A@ minutes, Free from http>--www.tolerance.org-kit-mighty9times9childrens9march Contains video and lesson plans.

?earning Activities

-eacher will meet daily with the different groups assigned to a specific colonial cultural group to instruct students on specific reading-researching strategies and skills students will need to comprehend the te"ts for this unit and to complete their assigned tasks. Research groups Teacher e"plains procedures for participating within their group activities. Teacher can use $fishbowl strategy to demonstrate how small groups conduct discussions around te"ts. 1!?.E.*2 http>--www.learner.org-workshops-tml-workshop/-teac hing,.html Teacher assigns groups based on varying learning styles and ability levels paying e"tra attention to ensure well balanced groups. 1!?.E.*2 Teacher provides brief book talk of each e"tended te"t and ensures students are comprehending te"ts 1R5.F.E.*.,R5.F.E.A.2 http>--olc.spsd.sk.ca-de-pd-instr-strats-booktalks-inde" .html Teacher models how to take Cornell notes while reading a te"t. As they;re reading the te"t, students practice close reading 1and other strategies learned during mini9lessons2 to search for and record elements that are a essential in identifying their groups uni.ue characteristics and culture. 1R5.F9 E.*., R5.F.E.,., R5.F9E.H.2

Differentiated Strategies for Varied Learning Profiles :roups should be mi"ed to reflect different learning profiles with care to ensure that each group has a wide range of learning profiles and ability levels. Te"ts 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 te"t. !tudents who are developmentally challenged in writing will be allowed to augment their written assignment with drawings, self9

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SOCIAL SCIENCE

8th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
!tudents meet ,9/ times per week in their groups and use their notes to anchor their discussions and to develop their plans for their final pro#ect. !tudents write reflections following each group meeting. 1!?.E.*., !?.E.,.2 )sing the (ssential 3uestions as a guide, students write summaries of select portions of their selected te"ts. 175!T.F9E.,., 75!T. F9E.E2 !tudents share the content from their literature circle te"t with the whole class, so that all students are familiar with the diverse te"ts 1!?E.A2 Mini9lessons-Activities for Teaching 7riting to 8evelop and Convey )nderstanding, Cite (vidence, and to !tudy and Apply ?anguage Conventions Teacher reviews guidelines and rubric for =erformance Assessment> :roups will present a multimedia presentation on their individual colonial cultural group accompanied by an individual essay, or alternative written product that communicates how individual cultural groups affected, both positively and negatively, the development of early America. The products will further e"plain the relationship between the socio9political cultures of colonial America to the current socio9political environment in America Teacher will return to the shorter informational te"ts, as well as images 1such as photos2, to model how to construct the different parts of an informative-e"planatory piece, including how to introduce a topic, how to organi<e the parts of the essay, how to use te"tual evidence to support the essay, what other types of evidence should be used as support, how to use transitions, etc. 1R5.F9E.*., R5.F9E.'., R5.F9E.B.2 !tudents will use select informational te"ts, as well as images that they;ve gathered, to practice composing each part of the informative-e"planatory essay. 175!T.F9E.E2 !tudents will spend time gathering evidence for the =erformance Assessment. This includes using their notes to list specific evidence from their group readings that can be used for their pro#ect. !tudents will also record evidence from the short informational te"ts that were read in and outside of class. 1R5.F9
originated video, =ower=oint, oral demonstration or any other approved method of transmitting the knowledge they have obtained and synthesi<ed through this pro#ect. !tudents will be encouraged to use graphic organi<ers and visual aids to support the understanding of key concepts. Allow for ample formative assessments and revisions to ensure that all students have an e"cellent opportunity to e"perience real academic success.

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SOCIAL SCIENCE

8th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
E.B., 75!T.F9E.E.2 !tudents 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. 175!T.F9E.A., 75!T.F9E.
Differentiated Strategies for Varied Learning Profiles 4nformational te"ts 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 e"press knowledge gained. !tudents will be able to take ownership of tasks through the use of $Choice Doards& and $?earning Centers.

7eek *

Intr!ducti!n" Teacher will introduce the unit by asking the .uestion> $7hy would any civili<ed society adopt a system that enslaves people6& and e"plain that over the ne"t few weeks we will be looking at the evolution of $power& with respect to race relations and the e"pansion of civil rights to all Americans. 7ho has power6 5ow does a group obtain power6 5ow does a group maintain power and how does a group lose power6 Can any group obtain, maintain and retain power indefinitely6 ("plain the final performance assessment and -articipation -ie. 5and out rubrics -("plain rubrics. Assign groups according to varied learning preferences. 5ave first group organi<ing meeting to assign roles including leader-teacher interface representative and recorder-secretary to keep track of each meeting and each student;s progress through the pro#ect. 8iscuss the concept of historical conte"t and read background information pursuant to the unit being studied. !tudents will be introduced to three essential .uestions and the weekly topical .uestions. ,ee0 One -!pical Questi!ns" Topical .uestion *> 7hy would any society adopt a system which enslaved people6 Topical .uestion ,> 7hy did slavery in the Americas become raciali<ed6 Topical .uestion /> 7hy were some colonies for slavery and why were some against slavery6

,ee0 One Acti%ities" !tudents will read primary source te"ts to analy<e the

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SOCIAL SCIENCE

8th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
various arguments to #ustify slavery in the new world in in particular Gorth America. !tudents will read, describe, analy<e, and discuss the various primary sources and debate the merits of the arguments presented. !tudents will read primary source te"ts to analy<e the various arguments put forth by abolitionists in Gorth America. !tudents will read primary and secondary source te"ts that address the regional aspect of American enslavement and hold collaborative discussions debating both the merits of enslavement and the regional aspects of slavery. Topical .uestion A> 7as the Constitution a Compact with !lavery6 Topical .uestion '> 7as slave rebellion and resistance an effective form of protest against enslavement6

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=rior to using this lesson in the classroom, read and review the available primary source materials. 8iscuss the concept of historical conte"t and read background information concerning the historical background the concept of racial e.uality. 8ivide students into heterogeneous cooperative groups and hand them the various documents pertaining to the writing of the Constitution and the effectiveness of slave rebellion. =rompt groups to analy<e the documents. !tudents will discuss and record information about the role of slavery in the framing of the Constitution and how it dealt with the topic of both slavery and slave rebellions. =rompt students to read and discuss collaboratively the various accounts of slave rebellions and instances of slave resistance to discover what constitutes both rebellion and resistance and to evaluate the efficacy of the efforts. !tudents will either alone or with their group or partner, write a short essay, create a graphic novella, video essay or short oral presentation to discuss the merits of the arguments derived from the topical .uestions. Final version due with presentation at the end of the unit. =rior to using this lesson in the classroom, read and review the available primary source materials. 8iscuss the concept

Differentiated Strategies for

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SOCIAL SCIENCE

8th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
of historical conte"t and read background information concerning the historical background the concept of racial e.uality. 8ivide students into heterogeneous cooperative groups and hand them the various documents pertaining to ?incoln and race. Allow groups to analy<e the documents. !tudents will discuss and record information about the historical conte"t of ?incoln;s speeches and writings and whether or not within the conte"t of the day he reflected racist, an apparent awareness and growing opposition to racism or nonracist thought and how he moved from not opposing slavery, to the concept of coloni<ation to the development of the emancipation proclamation. !tudents will focus on the following topical .uestions> Topical .uestion *> 7as ?incoln a racist6 Topical .uestion ,> 8id the (mancipation proclamation actually emancipate anyone6 !tudents will begin reading Forty Acres and /aybe a /ule# !tudents will read primary source te"ts to analy<e the information to answer the .uestion $did the (mancipation =roclamation actually emancipate anyone6& o After reading primary and secondary sources students will participate in team debates using the topic> Resolved, the (mancipation =roclamation freed the slaves.& o Teams will follow the Chicago 8ebate ?eague;s format and scoring rubric. 8uring the reading of Forty Acres and /aybe a /ule !tudents will annotate their reading with the following .uestions in mind. Topical .uestion *> 7hat are the meanings of the words $liberty& and $freedom6& Topical .uestion ,> 8id the Civil 7ar and Reconstruction end legal discrimination in America6 Topical .uestion number /> 8id the Thirteenth Amendment really end slavery in America6 !tudents will continue to read Forty Acres and /aybe a /ule and devote part of each class in discussing how the book relates and reflects the historical facts of the era !tudents will discuss the meaning of liberty and freedom in the conte"t of Forty Acres and /aybe a /ule as well as e"cerpts from Slave Narratives# !tudents will present an argument sighting specific )E
Varied Learning Profiles 4nformational te"ts 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 e"press knowledge gained. !tudents will be able to take ownership of tasks through the use of $Choice Doards& and $?earning Centers.

SOCIAL SCIENCE

8th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
e"amples from the primary, secondary sources and literature focusing on how well Forty Acres and /aybe a /ule reflects the facts of the era which is to be a part of the final integrated presentation. !tudents will focus on the following topical .uestions> Topical 3uestion *> 7hat role did African Americans play in 7746 Topical 3uestion ,> 7hat role did African Americans play in 77446 Topical 3uestion /> 7hy would African Americans fight for the freedom of (urope when, in many places, they were not truly free in the )nited !tates6 !tudents will research the role of African Americans during 774 and 7744 using, but not limited to, the following websites> http>--memory.loc.gov-ammem-aaohtml-e"hibit-aopartB.ht ml and http>--www.learner.org-courses-amerhistory-resourceKarc hive-resource.php6 unitChoiceL*HJThemeGumL/JresourceTypeL,Jresourc e48L*@*@F as e"emplar. !tudents will compare and contrast the e"periences of African Americans during the two wars and collaboratively discuss the effectiveness of the 8ouble $0& Campaign. !tudents will debate whether or not the 8ouble $0& Campaign was treason after reading http>--www.pbs.org-blackpress-educateKevent-treason.ht ml http>--nie.dailyherald.com-guides-bh@H.B.pdf http>--febone*HF@.net-feboneKblog-6tagLthe9pittsburgh9 courier and-or http>--febone*HF@.net-feboneKblog-6pL/*,, http>--govnoblog.bi<-black9press- Read the second to the last paragraph beginning with $8uring 7orld 7ar 44, the black press came into its own%& !tudents will either alone or with their group or partner, write a short essay, create a graphic novella, video essay or short oral presentation to discuss the merits of the arguments derived from the topical .uestions. Final integrated version due with presentation at the end of the unit. Reflecting on the previous weeks topical .uestions and their readings, students will focus on the following topical .uestions> Topical 3uestion *> 5ow did 7744 affect the Civil Rights Movement6 Topical 3uestion ,> 8id the !upreme Court Case of

7eek /

Differentiated Strategies for Varied Learning Profiles 4nformational te"ts 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 e"press knowledge gained. !tudents will be able to take ownership of tasks through the use of $Choice Doards& and $?earning Centers.

7eek A

Differentiated Strategies for Varied Learning Profiles 4nformational te"ts will be

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SOCIAL SCIENCE

8th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
Drown vs. Doard of (ducation signal a new era for Civil Rights6 !tudents will independently read articles or websites about 7744 and the Civil Rights Movement, e"ample> http>--learn.uakron.edu-beyond-ww,KcivilRights.htm 4n class we will read, discuss and answer the .uestions on> http>--ctah.binghamton.edu-student-rovente-roventeprint.h tml !tudents will view the following documents and articles and answer .uestions pertaining to the different court cases depicted in the archives and discuss why several court cases failed prior to the winning of Drown vs. Doard of (d. http>--www.core9online.org-5istory-brownKvsKboard.htm http>--www.archives.gov-e"hibits-documented9 rights-e"hibit-section'!tudents will view the interview of Rosa =arks http>--www.youtube.com-watch6vL?/hFsH#"Nt( And then read the documents from the Gational Archives and answer the .uestions http>--www.archives.gov-atlanta-education-resources9by9 state-montgomery9bus9boycott.html !tudents will view and analy<e the following photographs and answer the .uestion, 7hat was the ma#or ob#ection to the mi"ing of races in the schools. http>--www.archives.gov-e"hibits-documented9 rights-e"hibit-sectionA-detail-desegregation9protest.html http>--dcAcor.files.wordpress.com-,@**-*,-littleKrockKinte grationKprotest.#pg http>--,'.media.tumblr.com-tumblrKmdc@u"Iomo*rubo<. o*K*,E@.#pg !tudents will either alone or with their group or partner, write a short essay, create a graphic novella, video essay or short oral presentation to discuss the merits of the arguments derived from the topical .uestions. Final integrated version due with presentation at the end of the unit.
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 e"press knowledge gained. !tudents will be able to take ownership of tasks through the use of $Choice Doards& and $?earning Centers.

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4n this final week of the pro#ect, students will face .uestions of agency and service learning as a right a civic obligation by focusing on > Topical 3uestion *> Could Children effectively participate in the Civil Rights Movement6 Topical 3uestion ,> 5ow did Dirmingham in *HF/ turn the tide in the Civil Rights Movement6

Differentiated Strategies for Varied Learning Profiles 4nformational te"ts will be available in a variety of formats

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SOCIAL SCIENCE

8th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
!tudents will watch /ig ty +i,es: + e ( ildrens /arc > A@ minutes, Free from http>--www.tolerance.org-kit-mighty9times9 childrens9march =ackage contains video, activities and lessons. !tudents will view video. !tudents will review and debate the merits of the $Dirmingham =ledge and decide if they want to sign and commit to erasing social in#ustice and racism. !tudents will 4dentify *@ crucial school and-or community issues. !tudents will learn that although we live in a $connected society& people are slow to act for social change. 5ave students brainstorm *@ simple social actions they can accomplish. The report of this civic action is to be part of their final assessment and pro#ect. !tudents will begin presenting final pro#ects.
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 e"press knowledge gained. !tudents will be able to take ownership of tasks through the use of $Choice Doards& and $?earning Centers.

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