Black History Template - Teaching Year at A Glance

T H E
S C H O O L
D I S T R I C T
O F
P H I L A D E L P H I A
African-American History 2007-2008 Year at a Glance

FIRST SIX WEEK CYCLE TRADITIONAL SCHEDULE
How can we begin the study of the African American (Africana) Experience Fall Block: Sept. 10-Oct. 5 Spring Block: Feb. 5-Feb. 29
UNIT 1 TOPIC SEPTEMBER 10 - COCTOBER 26

Framing the African American (Africana) Historical Experience Dimensions of Africana Studies: Gender and Class Intellectuals of the African Diaspora: Carter G. Woodson
TOPICS
The Physical and Human Geography of Africa Origin of Humanity Nile Valley Civilizations West African Urban Networks (Benin Empire)
SECOND SIX WEEK CYCLE TRADITIONAL SCHEDULE

How did Africans preserve and affirm their way of life and use their identities as a means to resist enslavement (1420-1820)? Fall Block: Oct. 8-Oct. 26 Spring Block: Mar. 3-Mar. 28
UNIT 2 TOPIC OCTOBER 29 - DECEMBER 7

The Transatlantic Trade/Six Phases of the Passage Dimensions of Africana Studies: Extensions of African Culture Report Card Period Ends November 7, 2007
TOPICS
Early Free Black Societies Status of Africans in the Revolutionary Era Status of Africans in the Constitutional Era
THIRD SIX WEEK CYCLE TRADITIONAL SCHEDULE

What were the similarities and differences in the practices of self-determination of Africans in the United States and their counterparts in the western hemisphere (1820-1865)? Fall Block: Oct. 29-Nov. 16 Spring Block: Mar. 31-Apr. 18
UNIT 3 TOPIC DECEMBER 10 - JANUARY 18

Status of Africans from U.S. Expansion to Civil War/Reconstruction The continued African resistance
TOPICS
The United States and the issue of Slavery The Civil War and the Ending of Slavery in the United States Report Card Period Ends January 25, 2008
FOURTH SIX WEEK CYCLE TRADITIONAL SCHEDULE

How did Africans use their new geo-nationalist identities (African Americans, Jamaicans, Haitians, Cubans, Ghanaians, etc.) to resist racial segregation, colonization and imperialism (1865-1914)? Fall Block: Nov. 19-Dec. 7 Spring Block: Apr. 21-May 9
UNIT 4 TOPIC JANUARY 21 - FEBRUARY 29

Status of Africans: Reconstruction to World War I Intellectuals of the African Diaspora: Cheikh Anta Diop PSSA Writing February 12-22
TOPICS
19th Century Challenge to segregation in the U.S., colonization of Latin America, and imperialism of Africa 20th Century Challenge to White Supremacy and Racism
FIFTH SIX WEEK CYCLE TRADITIONAL SCHEDULE

How did African-Americans make sense of and participate in international movements (1905-to present)? Fall Block: Dec. 10-Jan. 5 Spring Block: May 12-May 30
UNIT 5 TOPIC MARCH 3 - APRIL 18

Benchmark 3 PSSA Reading/Writing March 24-April 4 Report Card Period Ends March 30, 2008 Status of Africans: French America Status of Africans: Spanish America
TOPICS
Status of Africans: International Movements for African Liberation (1914-1955) Pan African Conferences Harlem Renaissance and the Cultural Revolution Black Protest, The Great Depression and the New Deal
SIXTH SIX WEEK CYCLECYCLE TRADITIONAL SCHEDULE

How does our study of the Africana (African American) experience help us reexamine how we learn history and reshape our view of contemporary humanity? Fall Block: Jan. 7-Feb. 1 Spring Block: June 2-June 19
UNIT 6 TOPIC APRIL 21 - JUNE 19

Status of Africans: International movements for African Liberation (1945-present) Status of Africans: Portuguese America (Case StudyBrazil) Status of Africans: English America (Case Study)
TOPICS
The Africana Experience in the New Millennium 21st century African Migration to the Americas
AFRICAN-AMERICAN
HISTORY
L
Planning and Scheduling Timeline
FIRST SIX WEEK CYCLE AFRICAN-AMERICAN HISTORY PLANNING AND SCHEDULING TIMELINE
GOOD INSTRUCTION IS THE BEST TEST PREPARATION
MATHEMATICS GRADE 8
FRAMING QUESTION: HOW CAN WE BEGIN THE STUDY OF THE AFRICAN AMERICAN (AFRICANA) EXPERIENCE? During this cycle, the goal of my teaching is that students will learn the tools and purposes for addressing historical and contemporary questions about human history in general and about the African American experience in particular. Best instructional practices and subsequent units will require students to survey the text, analyze primary and secondary sources, and define key vocabulary terms such as Africana, cartography and historiography.
TEACHING OBJECTIVE: WHAT I WILL TEACH
CONTENT/PERFORMANCE DESCRIPTOR(S): TEACHING TO PROFICIENCY

Identify and use the tools for reading and writing Evaluate the purpose and use of framing questions Identify the tools needed to study history Understand how history connects to other disciplines (etymology, mathematics, science, literature, language, etc.)
PA STANDARD STATEMENT(S)
REFER TO PAGE(S) IN CORE CURRICULUM
TEXTUAL REFERENCES OTHER RESOURCES

Module: Lessons in Africana Studies (Framing Essay) Prentice Hall Dedication Page Prentice Hall pp. xvii-xxi, xxii-xxxi Module: Dimensions in Africana Studies (Gender) Intellectuals of the African Diaspora (Carter G. Woodson) Writing Plan (9-12) Module: Lessons in Africana Studies (Physical and Human Geography of Africa) Prentice Hall pp. 6-9 Module: Lessons in Africana Studies (Origin of Humanity) Teachers Resource Manual/Test Item File Transparencies, T1A, T1B, T2, Map Exploration, text p. 8 Guide to Reading, Section 1, p. 7 Writing Plan (9-12) Module: Lessons in Africana Studies (Nile Valley, Lessons 1 and 2) Prentice Hall pp. 10-13 Teachers Resource Manual/Test Item Transparencies, T1A, T1B, T2, T3 Map Exploration, text p. 8 Guide to Reading, Section 1, p. 7 Writing Plan (9-12) Module Lessons in Africana Studies: (West African Urban Networks) Teachers Resource Manual/Test Item Transparencies, T4, T5 Map Exploration, text p. 8 Guide to Reading, Section 2, p. 14 Document 1.1 Prentice Hall pp. 14-21 Writing Plan (9-12) Module Lessons in Africana Studies: (West African Urban Networks) Teachers Resource Manual/Test Item Transparencies, T4, T5 Map Exploration, text p. 8 Guide to Reading, Section 2, p. 14 Document 1.1 Prentice Hall pp. 14-21 Writing Plan (9-12) Writing Plan (9-12)
Social Studies Skills Tools for Reading/Writing Intellectual Tools for Critical Thinking How to make Interdisciplinary Connections How to Study the African American (Africana) Experience The elements in a narrative essay
8.1 CI pp. 22-23
Other Standards 5.1 A 2.5 B
How to Apply Social Studies Skills to the Study of: The Physical and Human Geography of Africa Profile: Wangari Maathai The Origin of Humanity Stage one of writing (Prewriting)
Pose valid geographic questions Define cartography, historiography and humanity Identify the climatic regions of Africa Understand how early cartography misrepresented the size of the continent of Africa relative to the world Understand the role of physical geography in developing human cultures Analyze scientific theories that discuss the origin of humans in Africa
8.1 BI pp. 20-21 8.1 AI pp. 18-19
Other Standards 7.1 A 8.4 B 3.3 D
How to Apply Social Studies Skills to the Study of: Classical African Societies: Nile Valley Civilization (Ancient Kemet) Profile: Queen Hatshepsut Stage two of writing (Writing)
Analyze how all human societies develop ways to measure time Explain the theories of human migration Trace the development of river societies in Africa Learn specific terms defined by ancient Africans of the Nile Valley Categorize information about the Nile Valley in the conceptual chart
8.1 AI pp. 18-19
Other Standards 7.3 A
How to Apply Research Skills to the Study of Medieval African Societies: The Urban Networks of West Africa African Cultural Groups Stage three of writing (Revising)
Understand the initial stages in conducting research Generate further questions Research how African cultural groups coexist Research the early trade networks
8.1 D I pp. 24-25
Other Standards 8.4 B
How to Apply Research Skills to the Study of West African Medieval Societies: Benin Stage four of writing (Editing)
Generate further questions Utilize further questions to begin research Research the early presence of Christianity and Islam in Africa
8.1 D I pp. 24-25
Other Standards 8.4 B
Reflect/Research/Rethink How to create a research question Final Stage of writing (Publishing)
Create further questions to research Write a personal Essay
By the end of this cycle, students are able to use reading, writing and critical thinking skills to define key vocabulary terms, interpret primary and secondary sources and address the framing question.
PLANNING AND SCHEDULING TIMELINE AFRICAN-AMERICAN HISTORY FIRST SIX WEEK CYCLE
Big Idea(s): Where we begin the study of African-Americans will determine what questions we ask and/or address and how we define and interpret the African American experience.
WEEKS DATES SUPPORTS FOR 21ST CENTURY LEARNING PROJECT PORTFOLIO ALTERNATIVE ASSESSMENT
SAMPLE ASSESSMENT ITEMS
Traditional Sept. 10 to Sept. 21 8 days
Fall Block Sept. 10 to Sept 17
Idea(s) for Investigation Famous Women of Africa (Auset, Sheba, Hatshepsut, Nefertiti, Tiye etc.) www.fordham.edu/halsall/africa/ africasbook.html Applied Skills Understand Diversity
Create an open-ended response test that helps to identify the skills and content that need to be reinforced.
Have students write a one page story describing a historical event. Family History Project
Spring Block Feb. 4 to Feb. 8
Sept. 24 to Sept. 28 5 days
Fall Block Sept. 17 to Sept 21
Idea(s) for Investigation Historical and Sacred Sites in Africa (Kemet, Kush, Great Zimbabwe, Timbuktu, etc.) http://www.pbs.org/wonders/index.html Applied Skills Technology/Application
Create a multiple choice test that helps to identify the skills and content that need to be reinforced. There are seven continents in the world. Africa is: a. the largest continent b. the second-largest continent c. the smallest continent d. tied for third place with the U.S.
Have students in groups create accurate projections of the continent of Africa. Include a map scale and a compass rose. Group Project
Oct. 1 to Oct. 5 5 days
Idea(s) for Investigation Family of the Eighteenth Dynasty (Ahmose, Hatshepsut, Amenhotep III, Queen Tiye, King Tutankhamun, etc.) http://www.fordham.edu/halsall//africa/ africabook.html Applied Skills Leadership
Create a vocabulary assessment to determine student's ability to identify meaning from various subject areas. Define the following: Africana, Cartography, Humanity.
Have students in groups create an on-line source directory about African history. Multimedia Project
Fall Block Sept. 24 to Sept. 28
Idea(s) for Investigation Different Cultural Groups of Africa (Akan, Fulani, Ibo, etc.) http://www.pbs.org/wonders/index.html Applied Skills Understand Diversity
Create an assessment using questions that evaluate students ability to identify the main idea. Who was Sundiata? Why is his story important? What can we learn from his life?
Have students interview the eldest member of the neighborhood and write an abstract about the history of their neighborhood. Oral History Project
Idea(s) for Investigation Regions of Africa http://www7.nationalgeographic.com/ng m/africaarchive/index.html Applied Skills Technology/Application
Create a list of questions for students to use when reading fictional text. What is the setting, theme and plot of the story?
Have students select and read a book appropriate for high school students on Africa and write a book review to be published online. Portfolio Building
Fall Block Oct. 1 to Oct. 5 Spring Block Feb. 25 to Feb. 29 Part 1 of 2
Idea(s) for Investigation Organizations established for the purpose of researching and studying African History www.ascac.net Applied Skills Ethic/Social Responsibility
Practice Research Skills: Question, Acquire, Outline, Organize, Synthesize, Evaluate
Have students create a research question for their research paper. Stage I (Question) Preparation for Research Paper/Project
SECOND SIX WEEK CYCLE AFRICAN-AMERICAN HISTORY PLANNING AND SCHEDULING TIMELINE
MATHEMATICS GRADE 8
FRAMING QUESTION: HOW DID AFRICANS PRESERVE AND AFFIRM THEIR WAY OF LIFE AND USE THEIR IDENTITIES AS A MENAS TO RESIST ENSLAVEMENT (1420-1820)? During this cycle, the goal of my teaching is that students will learn how to use sources to examine the ways in which Africans preserved their ways of life and blended their cultural identities to resist enslavement during this period. Students will also analyze how the theme of resistance is a part of human history.

Reinforce Social Studies Skills Tools for Reading/Writing Critical Thinking Skills Interdisciplinary Connections Introduction: The Passage as the First Modern African Migration People of North America Transatlantic Slave Trade The Phases of The Passage Profile: Sunni Ali How to Apply Social Studies Skills to the Study of Seasoning and Enslavement in South America and the Caribbean African arrival in North America Plantation Slavery Stage one of writing (Prewriting)

Identify and define key terms Identify the indigenous cultures of the Americas Trace the development of the Trans-Atlantic Slave Trade and identify the roles of those involved Distinguish between the terms Middle Passage and The Passage Describe the stages of the Passage Create flowcharts to chart the experience of African deportation into the western hemisphere Define themes related to the African-American (Africana) experience Identify the various African cultural groups that were deported to the western hemisphere Analyze how various sources indicate the different religious practices of some of the African cultural groups

Module: Lessons in Africana Studies (The Passage) pp. 5-17 Prentice Hall pp. 34-57 Module: Lessons in Africana Studies (The Passage) Prentice Hall pp. 71-74 Teachers Resource Manual Instructors Resource CD-ROM, Transparencies (T8, T9, T10, T11, T12), Timelines: T13A and T18A, Living Words-CD-ROM: Track 2
8.1 A2 8.1 B2
Other Standards 8.3B 2.5B
8.1 B2 8.1 C2
Module: Lessons in Africana Studies (The Passage) Prentice Hall pp. 58-62 Prentice Hall pp. 75-80
Other Standards 2.5B 8.4C 6.1A
Prentice Hall pp. 81-87 Teachers Resource Manual Instructors Resource CD-ROM, Transparencies (T14, T15, T16), Timelines: T13B and T15, Living Words-CD-ROM: Track 2 Writing Plan (9-12)
How to Apply Social Studies Skills to the Study of Northern Colonies, Spanish Florida, French Louisiana, Mexico Extensions of African Culture in the West Atlantic Resistance and Rebellion How Africans built communities during enslavement Stage two of writing (Writing)
Investigate/Interpret primary and secondary sources Discuss their ideas and analysis on the various enslavement experiences of Africans in the western hemisphere Utilize the concept chart to study the AfricanAmerican (Africana) experience Understand how cultural identities change over time
8.1 B2 8.1 C2
Prentice Hall pp. 95-100 Module: Lessons in Africana StudiesOn-Line (Extensions of African Culture) Prentice Hall pp. 88-94 Prentice Hall pp. 198-204 Prentice Hall pp. 205-208 Teachers Resource Manual Instructors Resource CD-ROM, Transparencies (T17), Documents 3-4, Living Words-CD-ROM: Track 3, 6, 7 Writing Plan (9-12)
Other Standards 8.4B 6.1A 4.4B
How to Apply Social Studies Skills to the Study of How Africans viewed their status The Struggle for Freedom and Independence: Free Black Communities Stage three of writing (Revising)
Understand how cultural identities can change over time Analyze the different religious practices of some of the African cultural groups Illustrate ways in which Africans continued to build communities
8.1 D2
Module: Lessons in Africana Studies (The Status of Africans in the Revolutionary Era) Prentice Hall pp. 110-132 Prentice Hall pp. 140-147 Prentice Hall pp.148, 154-159 Instructors Resource CD-ROM, Transparencies (T19, T20, T21, T22, T23, T24, T26, T28), Timelines: T13A and T13B, Documents 4-9, 4-1, 4-3, 4-2, 5-1, 5-3, 5-2, 7-2), Living WordsCD-ROM: Track 4 Writing Plan (9-12)
Other Standards 8.3B 8.3D 2.5B 3.8B
How to Apply Social Studies Skills to the Study of The Constitutional Status of Africans {1787-1820} Revolutionary Thinkers White Southern Reaction Stage four of writing (Editing)
Analyze the ideas of individuals such as Richard Allen, Elizabeth Freeman and Bookman Dutty Analyze how Africans viewed their status during the creation of the nation state Evaluate the importance of freedom and liberty for Africans prior to, during, and after the American Revolution Analyze the reasons for the expansion of slavery Evaluate the materials and tools created as a consequence of chattel slavery in the western hemisphere
8.1 D2
Module: Lessons in Africana Studies (Constitutional Status of Africa) Prentice Hall pp. 149-153 Prentice Hall pp. 160-164 Instructors Resource CD-ROM, Transparencies (T29), Timelines: T13A and T13B, Documents: U.S. Constitution: Writing Plan (9-12)
Prentice Hall pp. 168, 181-185 Prentice Hall pp. 186-189 Prentice Hall pp. 190-196 Teachers Resource Manual with Test File Item Instructors Resource CD-ROM, Transparencies (T29, T30, T31, T32, T33, T34, T35, T36, T37, T38, T39, T40), Timelines: T13A and T13B, Documents 5-6, 6-7, 6-10, Living Words-CD-ROM: Track 2
Other Standards 8.3B 8.3D 3.8B

8.1 D2
How to Research Information About War, Politics and the Expansion of Slavery Slave Labor in Agriculture Other Types of Slave Labor Final Stage of writing (Publishing)
Other Standards 8.3D
PLANNING AND SCHEDULING TIMELINE AFRICAN-AMERICAN HISTORY SECOND SIX WEEK CYCLE
Big Idea(s): How human beings preserve their culture and resist imposed identities when confronted with social and environmental challenges.
WEEKS DATES
Oct. 29 to Nov. 2 5 days Fall Block Oct. 9 to Oct. 12
SUPPORTS FOR 21ST CENTURY LEARNING

Idea(s) for Investigation The Transatlantic Slave Trade www.inmotionaame.org Applied Skills Lifelong Learning/Self Direction
PROJECT PORTFOLIO ALTERNATIVE ASSESSMENT

Have students create an illustrated timeline of the African passage and deportation into the western hemisphere. Artistic Work
Construct a multiple choice test that helps to identify skills and content that need to be reinforced. The middle passage was: a. the voluntary emigration of Africans to America b. the voyage of African captives from Africa to the Americas c. the voyage that took rebellious Africans back to Africa
Nov. 5 to Nov. 9 4 days
Spring Block Feb. 25 to Mar. 5
Idea(s) for Investigation African Burial Ground www.africanburialground.com Applied Skills Technology/Application
Create an open-ended response that helps to identify the skills and content that need to be reinforced. Reviewing the Main Idea What is the main idea of this excerpt? We were conducted immediately to the merchant's yard, where we were all pent up together like so many sheep in a fold without regard to sex or age
Write a one page essay responding to the idea of the Transatlantic Slave Trade. Document-Based Assessment 1
Fall Block Oct. 15 to Oct. 19
Idea(s) for Investigation Haitian Revolution

www.pbs.org/wgbh/aia/part3/3p2990.html
Applied Skills Leadership
Creole is a language developed by enslaved Africans in the French and English colonies with distinctive African linguistic features and was banned by the colonial authorities for fear of rebellions no longer exists is spoken in the South Carolinian islands and Haiti today
Have students learn one word in one of the many African languages and then teach this word to their classmates. Oral Presentation
Spring Block Mar. 6 to Mar. 14
Idea(s) for Investigation Free African Society in Philadelphia

www.pbs.org/wgbh/aia/part3/3narr1.html
Prepare students for the document based assessment by allowing them to construct questions to a primary source document such as a photograph, piece of art or an excerpt from a poem.
Have students compare two or more primary sources about the Free Black Community in Philadelphia during this period. Document-Based Question
Applied Skills Leadership
Fall Block Oct. 22 to Oct. 26
Idea(s) for Investigation African Methodist Episcopal Church of Philadelphia

www.pbs.org/wgbh/aia/part3/3p97.html
Create an assessment that measures students understanding of key vocabulary terms for this period. Identify the following terms: Revolution, Constitution, etc.
Have students write a poem about an individual in their family. Family History Project
Applied Skills Ethical/Social Responsibility Spring Block Mar. 24 to Mar. 28
Dec. 3 to Dec. 4 2 days
Idea(s) for Investigation Black Churches in the South Applied Skills Ethic/Social Responsibility
Have students analyze a variety of primary and secondary sources to understand how historians piece together a thesis or an idea related to historical study. Stage 2 (Acquire) Preparation for Research Paper
THIRD SIX WEEK CYCLE AFRICAN-AMERICAN HISTORY PLANNING AND SCHEDULING TIMELINE
MATHEMATICS GRADE 8
FRAMING QUESTION: WHAT WERE THE SIMILIARITIES AND DIFFERENCES IN THE PRACTICES OF SELF-DERTERMINATON OF AFRICANS IN THE UNITED STATES AND THEIR COUNTERPARTS IN THE WESTERN HEMISPHERE? During this cycle, the goal of my teaching is that students will learn how to compare and contrast the multiple ways in which Africans in the Western Hemisphere were determined to free themselves from enslavement. Students will also identify and define key vocabulary such as captive, fugitive, humanity, abolitionist and manumission.

Reinforce Social Studies Skills Tools for Reading/Writing Critical Thinking Skills Interdisciplinary Connections Introduction: Status of Africans: From U.S. Expansion to the Civil War Defining Freedom Black Communities in the Urban North and AfricanAmerican Institutions Free African-Americans Profile: Maria Stewart How to Apply Social Studies Skills to the Study of Abolitionism Begins in America Black Nationalism and the American Colonization Society Black Abolitionists The Underground Railroad Stage one of writing (Prewriting) How to Apply Social Studies Skills to the Study of The Revolts of Gabriel Prosser, Denmark Vesey and Nat Turner Profile: David Walker and his appeal to the Colored People of the World Racism and Violence The Response of the Antislavery Movement/Black Community Institutions Profile: Sojourner Truth Stage two of writing (Writing) How to Apply Social Studies Skills to the Study of Resistance and Nationalism: (The Amistad) Profiles: Frederick Douglass and Frances Ellen Watkins The United States Disunites over Slavery African-Americans Respond to the Laws of 1850's The Constitutional Status of African-Americans: Dred Scott Case Stage three of writing (Revising)

Identify and Define key terms Analyze the scope of the word freedom Trace the routes of the Underground Railroad Write a historical journal that describes the experiences of an enslaved African Analyze first hand accounts by William Still of the Underground Railroad Read and the works of African-American women writers of the 19th century

Prentice Hall pp. 215-236, 227231, 235-239, 240-246, 232, 268 Module: Status of Africans (Constitutional Status) Module: Dimensions in Africana Studies (Gender and Class) Teachers Resource Manual Instructors Resource CD-ROM, Transparencies (T42-T47), Timelines: T48A/B, Documents: 71through 7-8 Living Words-CD-ROM:- 8
8.1 A3 8.1 B3
Other Standards 8.1B
Define self-determination Analyze how one's choice of words can be persuasive Analyze the similarities and differences in practices of self-determination of Africans in the western hemisphere Create graphs and charts that illustrate important information for this period
8.1 B3
Other Standards 2.5 B 8.1 B
Prentice Hall pp. 259-260, 263266, 267-270, 297-299 Instructors Resource CD-ROM, Transparencies (T49-T51), Timelines: T52A/B Documents: 13-1 through 13-5 Writing Plan (9-12)
Investigate/Interpret primary and secondary sources Analyze the different motives of the various abolitionist movements Evaluate the efforts of enslaved Africans in the western hemisphere to resist enslavement Compare and Contrast the writings of the men/women of this period
8.1 B3 8.1 D3
Prentice Hall pp. 282,. 254, 260262, 273-274,.271-272,.282-285, 286-295, 289 Module: On-line (Extensions of African Culture) Instructors Resource CD-ROM, Transparencies (T53-T56), Timelines: T57A/B, Documents 14-1 through 14-6, Living WordsCD-ROM: Tracks 9, 10 Writing Plan (9-12)
Investigate/Interpret primary and secondary sources Analyze the different motives of the various abolitionist movements Evaluate the determined efforts of enslaved Africans in the western hemisphere Compare and Contrast the writings of the men/women of this period
8.1 D3
Prentice Hall pp.. 296,.289, 333, 300-304, 312-322, 332-335, 327-330 Module (Constitutional Status) Instructors Resource CD-ROM, Transparencies (T58-T61), Documents 10-1 through 10-9, Timelines: T62A/B, T63A/B Living Words-CD-ROM: Tracks 11, 12 Writing Plan (9-12)
How to Apply Social Studies Skills to the Study of African-Americans and the Civil War The Election of Lincoln and the Civil War Analysis of Lincoln and Emancipation The Essential Role of African-American Men/Women in the Civil War Profiles: Harriet Tubman and Martin Delany Stage four of writing (Editing) How to Research Information About: Historiography Challenge: Examining the Racial Legacy of Slavery Final Stage of writing (Publishing)
Evaluate the Causes of the Civil War Analyze the role of African-Americans during the Civil War Era Analyze Lincoln's position on slavery
8.1 D3
Other Standards 2.5B 8.3A
Prentice Hall pp. 331, 336-338, 351-361, 362-387, 374 Instructors Resource CD-Rom, Transparencies (T88-T91, T93),Timelines:T92A, T92B, Documents 11-1 through 11-8, Living Words-CD-ROM: Tracks 11-13 Writing Plan (9-12)
Evaluate the multiple interpretations on the legacy of the slavery
8.1 D2
Module (Constitutional Status) Writing Plan (9-12)
PLANNING AND SCHEDULING TIMELINE AFRICAN-AMERICAN HISTORY THIRD SIX WEEK CYCLE
Big Idea(s): How does geography (location, migration, human interaction with environment) impact determined efforts of Africans to be free?
WEEKS DATES
Dec. 5 to Dec. 7 3 days Fall Block Oct. 29 to Nov. 2

Idea(s) for Investigation 19th Century African American Women Writers
digital.nypl.org/schomburg/writers_aa19

Have students write a political speech. Writing Assignment
Construct an assessment that measures students ability to analyze a political speech. Provide students with an excerpt from David Walker's Appeal. 1. Identify the main topic of the speech and the speaker's position, or stand, on the issue. ) 2. Analyze the persuasive techniques the speaker's uses. 3. Study the speech for clues about the historical period.
Applied Skills Understand Diversity
Spring Block Mar. 31 to Apr. 4
Idea(s) for Investigation The Underground Railroad www.pbs.org/wgbh/amex/lincolns/ slavery/es_underground.html Applied Skills Technology/Application
Create an open-ended response that helps to express problems clearly. 1. What difficulty were the newly freed AfricanAmericans facing? What actions did they take? 2. Who else may have been affected by this problem?
Write a one-page essay responding to the idea of Africans returning to Africa and settling in Liberia. Historical Analysis
Fall Block Nov. 5 to Nov. 9
IIdea(s) for Investigation The Underground Railroad www.pbs.org/wgbh/amex/lincolns/ slavery/es_underground.html Applied Skills Leadership
Multiple Choice Paul Cuffe, a Quaker of African and American Indian ancestry felt the American Colonization Society argument was appealing: but would not solve the problem of emancipation for Blacks in America however, White prejudice was never going to allow Black people to enjoy full citizenship in America and that White slave owners should leave the U.S. and form a colony of their own because he had a chance to become a great leader of the organization
Have students read and analyze Paul Cuffe's position. Objective Assessment
Jan. 2 to Jan. 4 4 days
Spring Block Apr. 7 to Apr. 11
Idea(s) for Investigation Abolitionist Movement www.pbs.org/wgbh/aia/part4/4p1537.html Applied Skills Leadership
Create an assessment that measures students understanding of key vocabulary terms for this period. Identify the following: colonization, nationalism and abolitionism.
Use key terminology for unit and write a short essay using those terms. Reviewing Key Terms
Idea(s) for Investigation Abolitionist Movement www.pbs.org/wgbh/aia/part4/4p1537.html Applied Skills Ethical/Social Responsibility
Construct an assessment that measures students ability to construct a response. Why did the Abolitionist movement become increasingly radical?
Have students write a poem about the only survivor (Osborne Anderson) of Harper's Ferry. Portfolio Building Document-Based Assessment 2
Idea(s) for Investigation African American Newspapers www.pbs.org/blackpress Applied Skills Ethic/Social Responsibility
Practice Research Skills: Question, Acquire, Outline, Synthesize, Evaluate Outline a research paper or project requires that students plan the basic elements of their argument or position. Encourage students to choose an outline format with major heading and sub-headings.
Have students research the founding and purpose of Historical Black Colleges and Universities. Stage 3: Outline Preparation for Research Paper
FOURTH SIX WEEK CYCLE AFRICAN-AMERICAN HISTORY PLANNING AND SCHEDULING TIMELINE
MATHEMATICS GRADE 8
FRAMING QUESTION: HOW DID AFRICANS USE THEIR NEW GEO-NATIONALIST IDENTITIES (AFRICAN-AMERICANS, JAMAICANS, HAITIANS, CUBANS, GHANAIANS, ETC.) TO REBUILD COMMUNITIES AND FIGHT AGAINST UNITED STATES AND EUROPEAN IMPERIALISM (1865-1914)? During this cycle, the goal of my teaching is that students will learn how to interpret primary and secondary sources (census records, marriage and birth certificates) to analyze how Africans used their new nationalist identities to define freedom and reconstruct their lives.

Reinforce Social Studies Skills Tools for Reading/Writing Critical Thinking Skills Interdisciplinary Connections Introduction: Status of Africans: Reconstruction to WWI Defining Freedom Rebuilding Communities The Fight for Political and Civil Rights The Radical Republicans How to Apply Social Studies Skills to the Study of The Promise and Failure of Reconstruction Constitutional Conventions Black Political Leaders and Issues Violent Opposition and the Rise of the Ku Klux Klan Reconstruction Amendments Civil Rights Act 1875 The End of Political Reconstruction Stage one of writing (Prewriting) How to Apply Social Studies Skills to the Study of Southern Politics and the Southern Courts Disenfranchisement, Segregation and Terrorism Migration: Moving through the South and Migrating West (The Exodusters) Stage two of writing (Writing)

Define terms such as freedom, nadir, reconstruction and reparations, intellectual freedom Visualize and describe the different aspects of reconstruction Analyze the ways newly freed AfricanAmericans reconstructed their lives Practice Chronological and Critical Thinking Skills Analyze the early fight for Civil Rights

Prentice Hall pp. 388-391, 393-399, 391-392, 400-405,407-411, -412-418 Module: Lessons in Africana Studies (Status of Africans)
8.1 A4 8.1 B4
Teachers Resource Manual with Test File Item Instructors Resource CD-ROM, Transparencies (T69, T70, T71, T72), Timelines: T73A and T73B, Living Words-CD-ROM: Tracks 14, Documents: 12-1 through 12-8
Learn the history and the role of AfricanAmerican newspapers Analyze why African-Americans called Constitutional Conventions Evaluate the role and rise of the Ku Klux Klan Create a graph that shows the number of lynchings from 1865-1914 Investigate how Ida B. Wells used journalism to fight for social justice
8.1 A4 8.1 B4
Prentice Hall pp. 427-428, 461-463, 428-435, 461-463, 436-438, 440-448 Module: Lessons in Africana Studies (The Constitutional Status)
Instructors Resource CD-ROM, Transparencies (T74, T75, T76, T77),Timelines: T78A, T78B, T79A, T79B) Documents: 13-1 through 13-5 Writing Plan (9-12)
Analyze the role of southern politics and the role of the courts in the disenfranchisement of African-Americans Understand the reasons why African-Americans migrated out of the south Define and apply the term nadir to this period
8.1 A4 8.1 B4
Prentice Hall pp. 463-466, 488-490, 467-480, 439, 481-487 Module: Lessons in Africana Studies (Extensions of African Culture) Instructors Resource CD-ROM, Transparencies (T80A, T80B, T81, T82-T86),Timelines: T87A, T87B),Documents 14-1 through 14-6, Living Words-CD-ROM: Track 15-17 Writing Plan (9-12)
How to Apply Social Studies Skills to the Study of U.S. Imperialism of Latin America European Imperialism of Africa Stage three of writing (Revising)
Analyze how identities change over time in the western hemisphere Evaluate U.S. foreign policy of imperialism Trace European imperialism of Africa from the Berlin Conference Analyze the resistance movements employed by people in the Caribbean, the Philippines and in Africa
8.1 B4 8.2 C4
Prentice Hall pp. 511-520 Module: Lessons in Africana Studies (Extensions of African Culture) Module: Dimensions in Africana Studies (Cheikh Anta Diop) Instructors Resource CD-ROM, Transparencies (T91), Living WordsCD-ROM: Track 21 Writing Plan (9-12)
How to Apply Social Studies Skills to the Study of Building New Communities: Issues of Class Education, Religion, Music and Sports Labor, Business and Professionals Booker T. Washington and W.E.B. Dubois Stage four of writing (Editing)
Identify the ways African-Americans built new communities Engage in historical research by studying the works of W.E.B. DuBois Research the ways African-Americans educated themselves, built churches and other institutions Learn about the early Negro baseball teams Analyze the role of Booker T. Washington and W.E.B. DuBois during the Progressive Movement Practice historical research by addressing a question Examine the role of the Black Women's Club Movement and how Black Women defined the issues of African-Americans
8.1 B4 8.1 D4
Prentice Hall pp. 499-501,505-511, 528-532, 521-527, 502-504, 541-549 Module: Dimensions in Africana Studies (Class)
Instructors Resource CD-ROM, Transparencies (T88-T91, T93), Timelines: T92A, T92B),Documents 15-1 through 15-5, Living Words-CDROM: Tracks 18-22 and Tracks 23-25, 28 Writing Plan (9-12)
How to Research information about: Early 20th century organizations, leaders and ideologies created by African-Americans Historiography Challenge: The issue of gender and the role of Black women Final Stage of writing (Publishing)
8.1 D4
Prentice Hall pp. 550-560 Module Lesson: Dimensions in Africana Studies (Gender) Instructors Resource CD-ROM, Transparencies (T88-T91, T93), Timelines: T92A, T92B), Documents 15-1 through 15-5, Living Words-CDROM: Tracks 18-22 and Tracks 23-25, 28
10
PLANNING AND SCHEDULING TIMELINE AFRICAN-AMERICAN HISTORY FOURTH SIX WEEK CYCLE
Big Idea(s): The importance of primary and secondary sources in interpreting how Africans identified themselves during this period.
WEEKS DATES
Jan. 22 to Jan. 25 4 days Fall Block Nov. 19 to Nov. 21
Idea(s) for Investigation History and Purpose of Historical Black Colleges and Universities www.infoplease.com/ipa/A0872606.html Applied Skills Leadership
Construct an assessment that measure students ability to analyze a political cartoon for point of view. 1. Provide students with a political cartoon from this period. Teach and assess the following steps: 2. Identify the symbols used in the cartoon (a heart is commonly used symbol for love) 3. Analyze the meaning of the symbols and words (students should be able to use what they already know about the historical period) 4. Interpret the cartoon (determine what the cartoonist is saying and compare his/her frame of reference with the opinions of others).
Create a book of political cartoons that illustrates their position about Reconstruction. Multimedia Project
Jan. 28 to Feb. 1 5 days
Idea(s) for Investigation Reconstruction www.pbs.org/wgbh/amex/reconstruction Applied Skills Understand Diversity
Create an open-ended response that helps to express problems clearly. What difficulty were the newly freed African Americans facing? What actions did they take? Who else may have been affected by this problem?
Write a one page essay responding to the promises and failures of reconstruction. Portfolio Building
Feb. 4 to Feb. 8 5 days
Idea(s) for Investigation Exodusters www.pbs.org/weta/thewest/program/epis odes/seven/theexodust.htm Applied Skills Lifelong Learning/Self Directed
The Southern Homestead Act in 1866 attempted to: reunite former slaves with family members that had been sold away provide land for the freedmen return newly freed African-Americans to the south help newly freed African-Americans settle in Canada
Have students read and analyze the Homestead Act. Objective Assessment
Spring Block Apr. 28 to May 2
Idea(s) for Investigation African American Inventors www.pbs.org/wgbh/theymadeamerica/ filmmore/fr.html Applied Skills Creativity/Innovation
Create an assessment that measures students understanding of key vocabulary terms for this period. Identify the following: disenfranchisement, terrorism, segregation.
Use key terminology for the unit and write a short essay using those terms. Reviewing Key Terms
Feb. 19 to Feb. 22
Fall Block Dec. 3 to Dec. 7
Idea(s) for Investigation W.E.B. Dubois www.pbs.org/wgbh/pages/frontline/show s/race/etc/road.html Applied Skills Leadership
Construct an assessment that measure students ability to construct a response. How does the life of an African-American in the north compare to that of an African-American in the south during this period?
Have students interview two or more relatives who migrated from different cities, states, or countries. Family History Project
5 days
Spring Block May 5 to May 9
Idea(s) for Investigation African Migration in the Western Hemisphere www.inmotionaame.org Applied Skills Understand Diversity
Practice Research Skills: Question, Acquire, Outline, Organize, Synthesize, Evaluate Synthesizing requires students to combine information and ideas from more than one source. For example, synthesizing the history of Reconstruction would involve studying and collecting sources such as photographs, interviews and articles from this period.
Have students research the history and purpose of each Historical Black College and University. Stage 4: Synthesis Preparation for Research Paper/Project
11
FIFTH SIX WEEK CYCLE AFRICAN-AMERICAN HISTORY PLANNING AND SCHEDULING TIMELINE
MATHEMATICS GRADE 8
FRAMING QUESTION: HOW DID AFRICAN-AMERICANS MAKE SENSE OF AND PARTICIPATE IN INTERNATONAL MOVEMENTS (1905-TO PRESENT)?
During this cycle, the goal of my teaching is that students will learn about the social, political and cultural movements for liberation initiated by Africans in the Diaspora.

Reinforce Social Studies Skills Tools for Reading/Writing Critical Thinking Skills Interdisciplinary Connections Migrations and Movements Revisit the Niagara Movement of 1905 Profile: Monroe Trotter Dyer Bill Racial Violence (Atlanta, Springfield, East St. Louis, Houston) The Great Migration How to Apply Social Studies Skills to the Study of Politics and the Military African-American Soldiers Racism and the Birth of A Nation Profile: Oscar Micheaux 19th Amendment and Black Women Profile: African-American women from this time period Stage one of writing (Prewriting) How to Apply Social Studies Skills to the Study of Social Structures: Capitalism and Racism Profile: Claude McKay Red Summer (1919) Black Wall Street (Tulsa ) Rosewood Stage two of writing (Writing)

Analyze the Dyer Bill Evaluate the impact of racial violence during this period Profile the life and work of Monroe Trotter Analyze the migration patterns of AfricanAmericans and Afro-Caribbeans from the Caribbean

Prentice Hall pp. 549,551, 567-573, 575-582 Module : Lessons in Africana Studies (Status of AfricansSpanish America) Instructors Resource CD-ROM, Transparencies (T94, T95, T96), Timelines: T98A/B,Living WordsCD-ROM: Tracks 24, Documents: 16-2 through 16-6 Writing Plan (9-12)
8.1 B5 8.1 D5
Analyze the affect of American politics on African-Americans in the military Evaluate the role of American Cinema in reinforcing stereotypes Evaluate the contributions of Oscar Micheaux to American cinema Create a graph that shows the number of lynchings from 1905-to present Debate the different issues around suffrage for White women and suffrage for Black women
8.1 A5 8.1 C5
Prentice Hall pp. 561-566, 592593, 556 Instructors Resource CD-ROM, Transparencies (T94, T95, T96), Timelines: T98A/B, Living WordsCD-ROM: Tracks 24 Documents: 16-2 through 16-6
Profile the life and work of Claude McKay Analyze and recite the poem If We Must Die Define Red Summer and its impact on race relations during the 1920's Research the history of Black Wall Street Define domestic terrorism as it applies to the bombing of Tulsa Oklahoma and Rosewood
8.1 B5 8.1 D5
Prentice Hall pp. 608, 571-574 Instructors Resource CD-ROM, Transparencies (T101), Timelines: T102A/B, Documents 17-1 Living Words-CD-ROM: Track 30 Writing Plan (9-12)
How to Apply Social Studies Skills to the Study of Alaine Locke and The New Negro Movement Harlem Renaissance Stage three of writing (Revising)
Analyze terms such as the New Negro and Harlem Renaissance Define the New Negro Movement Evaluate what historians write about Harlem Renaissance Learn the impact of the arts, literature and jazz during this period
8.1 B5 8.2 D5
Prentice Hall pp. 511-520, 606-616 Instructors Resource CD-ROM, Transparencies (T97, T98, T99, T100), Timelines: T102A/B, Documents 17-4 through 17-7 Living Words-CD-ROM: Track 26-29 Writing Plan (9-12)
How to Apply Social Studies Skills to the Study of Garveyism and Pan Africanism A. Philip Randolph and Uniting Black Workers The Negro League and American Sports Stage four of writing (Editing)
Define the ideologies of Garveyism and Pan Africanism Analyze the Black Workers and early Black Labor Unions Evaluate the Negro League and its importance to African-American Community Life
8.1C5 8.1 D5
Prentice Hall pp. 596-600, 601, 602-605, 616-18 Instructors Resource CD-ROM, Transparencies (T100), Documents 17-2 through 17-5 Writing Plan (9-12)
How to Research information about: Black Protest, the Great Depression and the New Deal (1929-1941) Historiography Challenge: Science and Racism: Tuskegee Experiment Law and Racism: Scottsboro Case Final Stage of writing (Publishing)
Practice historical research by synthesizing the affect the Great Depression had on AfricanAmerican life Evaluate the use of science in promoting racism, e.g. Tuskegee Experiment Conduct a case study on the Scottsboro Case
8.1 D5
Prentice Hall pp. 631-662 Instructors Resource CD-ROM, Transparencies (T105,, T106, T107), Timelines: T104A/B and T108A/B), Documents 18-1 through 15-5
12
PLANNING AND SCHEDULING TIMELINE AFRICAN-AMERICAN HISTORY FIFTH SIX WEEK CYCLE
Big Idea(s): How do African-Americans use culture to inform social, political and international movements?
WEEKS DATES
Mar. 3 to Mar. 7 5 days
Idea(s) for Investigation Scottsboro Case www.pbs.org/wgbh/amex/scottsboro
Construct an assessment that measures student's ability to analyze excerpts from a letter. Have students read and analyze the letters of those who migrated from the South to the North.
Have students write a letter to someone as if they were living in this time period. Portfolio Building
Idea(s) for Investigation African Migration throughout the Western Hemisphere www.inmotionaame.org
Create an Multiple Choice assessment. What political party did Blacks generally support in the early twentieth century? a. Republicans b. Populists c. Democrats d. Blacks were split among many parties
Analyze a chart showing the voting patterns of AfricanAmericans during this period. Document-Based Assessment 3
Idea(s) for Investigation The impact of Jim Crow www.pbs.org/wnet/jimcrow
Create an open-ended assessment that allows students to express problems clearly. How did Blacks respond to the racial violence?
Have students read and analyze the Dyer Bill. Critical Analysis
Mar. 31 to Apr. 4 5 days
Idea(s) for Investigation The History of the Blues www.pbs.org/theblues
Create an assessment that measures students understanding of key vocabulary terms for this period. Identify the following terms: Red Scares, New Negro, Renaissance, Pan-Africanism
Have students write a poem for one of the individuals being studied. Portfolio Building
Apr. 7 to Apr. 11 5 days
Fall Block Jan. 2 to Jan. 5
Idea(s) for Investigation The History of Jazz www.pbs.org/jazz
Construct an assessment that measures students ability to construct a response. What was the attitude of most labor unions towards Black workers during the 1920's?
Research contemporary labor unions in the city of Philadelphia Making Contemporary Connections
Apr. 14 to Apr. 18 5 days
Idea(s) for Investigation Artists of the Harlem Renaissance www.pbs.org/jazz/classroom/ visualize.htm
Require students to begin writing their research paper. Stage 5: Evaluate in Writing Writing a Research Paper
13
SIXTH SIX WEEK CYCLE AFRICAN-AMERICAN HISTORY PLANNING AND SCHEDULING TIMELINE
MATHEMATICS GRADE 8
FRAMING QUESTION: HOW DOES OUR STUDY OF THE AFRICANA (AFRICAN-AMERICAN) EXPERIENCE HELP US REEXAMINE HOW WE LEARN HISTORY AND RESHAPE OUR VIEW OF CONTEMPORARY HUMANITY? During this cycle, the goal of my teaching is that students will learn to reflect on what they have learned to ask further questions and address contemporary questions about human history in general and about the Africana experience in particular.

Reinforce Social Studies Skills Tools for Reading/Writing Critical Thinking Skills Interdisciplinary Connections National and International Events of 1930's and 1940's Black Culture Profiles: Louis Armstrong and Billie Holiday Black Art and Literature

Identify and analyze the national and international events of the 1930's and 1940's Profile the lives of individuals such as Arna Bontemps, Louis Armstrong, Paul Robeson and Billy Holiday Practice chronological thinking skills by creating timelines, graphs, collages, etc.) Compare and contrast the national and international movements for social justice

Prentice Hall pp. 671-675, 681683, 683-687, 573, 688-992 Instructors Resource CD-ROM Transparencies (T105-T107) Timelines: T104A/B and T108A/B Documents: 18-1 through 18-5 Writing Plan (9-12)
8.1 A6 8.1 B6 8.1 C6 (8.1 A5) (8.1 B5)

8.1 A6 (8.1D5)
How to Apply Social Studies Skills to the Study of Profiles: Jesse Owens and Joe Johnson Jackie Robinson and the ending of the Negro League The Role of the Black Church The Rise of the Nation of Islam Profiles: Father Divine and Father Paul Washington Stage one of writing (Prewriting) How to Apply Social Studies Skills to the Study of National and International Events of the 1940's and 1950's World War II The Road To Brown Lynching of Emmet Till The Rise of Communism Stage two of writing (Writing) How to Apply Social Studies Skills to the Study of The Freedom Movement Montgomery Bus Boycott Profiles: Claudette Colvin, Rosa Parks and Ella Baker Little Rock Nine Sit-ins and Freedom Rides The March on Washington The Civil Rights Act of 1964 Voting Rights Act 1965 Stage three of writing (Revising) How to Apply Social Studies Skills to the Study of Black Nationalism and Internationalism (1960's1980's) Profiles: Tommie Smith, John Carlos and Stokely Carmichael The Black Panther Party Great Society and Vietnam Profile: Muhammad Ali MLK Life and Legacy Black Arts and Black Studies Spotlight Philadelphia School District Black Politics and Affirmative Action How to Research information about: Africans in the New Millennium: Africans in Brazil Africa Immigration to Philadelphia Final Stage of writing (Publishing)
Profile the lives of Jesse Owens and Joe Johnson Evaluate the decision to integrate baseball and the ending of the Negro League Analyze the role of the Black Church and the Rise of the Nation of Islam Evaluate the importance of the movements led by Father Divine and Father Paul Washington Analyze the experiences of World War II veterans Trace the road to the Brown decision Learn about the lynching of Emmett Till Analyze Americans fear of communism and its impact on the Civil Rights activism Learn about the non-African-Americans who assisted Africans in the Diaspora in social movements for freedom and independence

8.1 A6 8.1 B6 8.1 C6
Prentice Hall pp. 693-695,696-698 Instructors Resource CD-ROM, Transparencies (T109),Timelines: T110A/B,Living Words-CD-ROM: Tracks 32-39
Module: Dimensions in Africana Studies (Gender) Prentice Hall pp. 707-724, 747753, 754-755 Instructors Resource CD-ROM, Timelines: (T111A/B and T112 A/B), Documents 20-1 through 20-8 Living Words-CD-ROM: Track 35 and 36 Writing Plan (9-12) Prentice Hall pp. 756-761, 762, 764-767, 768-776, 778-784 Instructors Resource CD-ROM, Timelines: T1113A/B, T114A/B, T115A/B), Documents 21-1 through 21-7, Living WordsCD-ROM: Track 37 Writing Plan (9-12)
Analyze historical and contemporary speeches Evaluate the strategies employed by various groups at different times for mobilizing large groups of people to march Define The Freedom Movement Evaluate the different methodologies of those involved in the Civil Rights Movement Evaluate the impact of the Civil Rights Act and the Voting Rights Act
8.1 A6 8.1 B6 8.1 C6 8.1 D6

8.1 A6 8.1 B6 8.1 C6 8.1 D6
Analyze how the United States government used its local, state and federal agencies to respond to these movements Analyze the ideology of Black Nationalism and Black Internationalism Identify the strategies employed by the Black Panther Party Analyze Lyndon B. Johnsons policy the Great Society Learn the history of the struggle for Black Studies Evaluate the political activism of the Black Arts Movement Evaluate Black Politics from 1980's to the present Analyze contemporary relationships between African-Americans and Africans in the Diaspora Evaluate the contributions people make to humanity
Prentice Hall pp. 792-798, 799802, 602-605, 803-813, 814-816, 817-824, 825-836, 842-876 Instructors Resource CD-ROM, Transparencies (T1118A/B T119/A/B), Documents 22-1 through 22-8 Living Words CD-Rom Track 40-45 Writing Plan (9-12)
8.1 A6 8.1 B6 8.1 C6 8.1 D6
Module: Lessons in Africana Studies (Case Study of Brazil) Module: Lessons in Africana Studies (Constitutional Status) Prentice Hall pp 66 Instructors Resource CD-ROM, Transparencies (T120-T122, Timelines: T121A/B, T123 A/B, T124 A/B), Documents 23-1 through 23-6, Living Words: 44 and 46
14
PLANNING AND SCHEDULING TIMELINE AFRICAN-AMERICAN HISTORY SIXTH SIX WEEK CYCLE
Big Idea(s): How has the study of history and the Africana experience changed the way we view the story of humanity?
WEEKS DATES
Apr. 21 to May 2 9 days
Idea(s) for Investigation The Activism of Paul Robeson www.pbs.org/wnet/americanmasters/ database/robeson_p.html Applied Skill Ethics/Social Responsibility
Construct an assessment that measures students ability to analyze excerpts from a letter.
Have students write a letter to someone as if they were living during this period. Portfolio Building
May 5 to May 16 9 days
Spring Block June 2 to June 10
Idea(s) for Investigation History of the Negro Leagues www.negroleaguebaseball.com Applied Skill Creativity/Innovation
Create a Multiple Choice assessment. What political party do Blacks generally support in the 21st century? a. Republicans b. Populists c. Democrats d. Candidates running on the Independent ticket
Analyze a chart showing the voting patterns of African Americans during this period. Document-Based Assessment
May 19 to May 30 8 days
Idea(s) for Investigation Brown vs. Board of Education www.pbs.org/wnet/jimcrow/stories_ events_brown.html Applied Skill Leadership
Create an open-ended assessment that allows students to express problems clearly. How did Blacks respond to segregation in education during this period?
Have students read and analyze documents around the Brown vs. the Board of Education Case. Document-Based Assessment
June 2 to June 6 5 days
Idea(s) for Investigation Student Movements during this period www.pbs.org/wnet/aaworld/timeline/ civil_01.html Applied Skill Ethics/Social Responsibility
Create an assessment that measures students understanding of key vocabulary terms for this period.
Have students write a poem for one of the individuals being studied and present the poem to the class. Oral Pressentation
Fall Block Jan. 28 to Feb. 1
Idea(s) for Investigation Black Arts Movement www.pbs.org/wnet/foolingwithwords/ main_video.html Applied Skill Creative/Innovation
Construct an assessment that measures students' ability to construct a response. What is the attitude of some African-Americans towards U.S. Citizenship?
Require students to survey African-Americans of different age groups about the issue of citizenship. Making Contemporary Connections
Idea(s) for Investigation African American Studies in Philadelphia www.phila.k12.pa.us Applied Skill Leadership
Practice Presentation Skills
Require students to present their research paper to the class. Final Stage: Presentation
15

Black History Template - Teaching Year at A Glance

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Black History Template - Teaching Year at A Glance

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T H E

African-American History 2007-2008 Year at a Glance

UNIT 1 TOPIC SEPTEMBER 10 - COCTOBER 26

SECOND SIX WEEK CYCLE TRADITIONAL SCHEDULE

UNIT 2 TOPIC OCTOBER 29 - DECEMBER 7

THIRD SIX WEEK CYCLE TRADITIONAL SCHEDULE

UNIT 3 TOPIC DECEMBER 10 - JANUARY 18

FOURTH SIX WEEK CYCLE TRADITIONAL SCHEDULE

UNIT 4 TOPIC JANUARY 21 - FEBRUARY 29

FIFTH SIX WEEK CYCLE TRADITIONAL SCHEDULE

UNIT 5 TOPIC MARCH 3 - APRIL 18

SIXTH SIX WEEK CYCLECYCLE TRADITIONAL SCHEDULE

UNIT 6 TOPIC APRIL 21 - JUNE 19

TEACHING OBJECTIVE: WHAT I WILL TEACH

CONTENT/PERFORMANCE DESCRIPTOR(S): TEACHING TO PROFICIENCY

TEXTUAL REFERENCES OTHER RESOURCES

8.1 CI pp. 22-23

Other Standards 5.1 A 2.5 B

8.1 BI pp. 20-21 8.1 AI pp. 18-19

Other Standards 7.1 A 8.4 B 3.3 D

8.1 AI pp. 18-19

Other Standards 7.3 A

8.1 D I pp. 24-25

Other Standards 8.4 B

8.1 D I pp. 24-25

Other Standards 8.4 B

Reflect/Research/Rethink How to create a research question Final Stage of writing (Publishing)

Create further questions to research Write a personal Essay

SAMPLE ASSESSMENT ITEMS

Traditional Sept. 10 to Sept. 21 8 days

Fall Block Sept. 10 to Sept 17

Spring Block Feb. 4 to Feb. 8

Sept. 24 to Sept. 28 5 days

Fall Block Sept. 17 to Sept 21

Oct. 1 to Oct. 5 5 days

Spring Block Feb. 11 to Feb. 15

Oct. 9 to Oct. 12 4 days

Fall Block Sept. 24 to Sept. 28

Oct. 15 to Oct. 19 5 days

Spring Block Feb. 19 to Feb. 22

Oct. 22 to Oct. 26 5 days

Fall Block Oct. 1 to Oct. 5 Spring Block Feb. 25 to Feb. 29 Part 1 of 2

Practice Research Skills: Question, Acquire, Outline, Organize, Synthesize, Evaluate

TEACHING OBJECTIVE: WHAT I WILL TEACH

CONTENT/PERFORMANCE DESCRIPTOR(S): TEACHING TO PROFICIENCY

TEXTUAL REFERENCES OTHER RESOURCES

Other Standards 8.3B 2.5B

Other Standards 2.5B 8.4C 6.1A

Other Standards 8.4B 6.1A 4.4B

Other Standards 8.3B 8.3D 2.5B 3.8B

Other Standards 8.3B 8.3D 3.8B

Other Standards 8.3D

SUPPORTS FOR 21ST CENTURY LEARNING

SAMPLE ASSESSMENT ITEMS

PROJECT PORTFOLIO ALTERNATIVE ASSESSMENT

Nov. 5 to Nov. 9 4 days

Spring Block Feb. 25 to Mar. 5

Nov. 12 to Nov. 16 4 days

Fall Block Oct. 15 to Oct. 19

Idea(s) for Investigation Haitian Revolution

Applied Skills Leadership

Nov. 19 to Nov. 23 3 days

Spring Block Mar. 6 to Mar. 14