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SOCIAL SCIENCE

10th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan

THEME: Culture, Dignity, and Identity CONCEPT: Africa, US, and the World Resiliency, Leadership, and Innovations: Exploring and appreciating the African American presence and contributions to the evolution of the American identity CONTENT TOPIC: Analyzing and researching the African American influence on the evolution of the American identity and the quest for all Americans to realize the American ideals of liberty, justice and equality through fiction and nonfiction texts UNIT TITLE: Defining and Interrogating American Ideals
Unit Description: By the end of this unit students will be able to understand and analyze that although we are a nation of admirable ideals we have often struggled to live up to those ideals. In particular, students will analyze the struggle of African Americans to realize the fruits of the American ideals as represented in texts, art, songs, and literature. Using a series of activities to engage the students with their own ideas about what the American ideal means and the historical data that helps explain the ideals America exhibits today, students will investigate the present, the past, and look to the future with regard to who we are as a nation. The lessons span activities that have students analyzing imagery and song, reading non-fiction literary works, analyzing data, engaging in collaborative discussions and writing argumentative text. The goal is for students to question how it is we came to have this identity and how and why African Americans were denied access to the American Dream and how, with dignity and perseverance, they worked to ensure they benefited from the ideals expressed. Length of Unit: 5 weeks Enduring Understandings 1. History: Knowledge of the past helps us understand the world and make better decisions about the future. 2. Identity: Identity is cultivated over long periods of time through shared experiences, beliefs and culture. 3. Politics: Political beliefs are informed through personal experiences and perspectives. Guiding Essential Questions: I) How does culture and identity influence who we are? II) How do time, culture and history influence works of art and/or the advancement of science and technology? III) What can I do to positively impact my community? Reading RH.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RH.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RH.9-10.4 Determine the meaning of words and phrases as they are used in the U1

Essential Questions

Common Core Standards

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10th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RH.9-10.5 Analyze how an authors choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. Writing WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking and Listening SL.9-10.1b Work with peers to set rules for collegial discussions and decisionmaking (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. U2

SOCIAL SCIENCE

10th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Cognitive Skills

Attention needed to develop good group work habits Selective attention: (filter out distractions, ignore irrelevant information) Sustained attention: (focus for long periods of time) Divided attention: (focus on more than one thing) Executive functions Plan Flexibility: change direction if not working; adopt multiple approaches Strategy use: ability to reflect on strategy and select appropriate strategy Thinking skills Reasoning about concrete items versus abstract ideas Creativity Analyzing/evaluating arguments Developing a logical argument Inductive reasoning: using specific examples/observations and forming a more general principal Deductive reasoning: use stated general premise to reason about specific examples Hypothesis testing: test ideas through experience or manipulation of variables Appreciation: recognition of the value of something Responding to novelty: ability to react appropriately in a novel situation Self-reflection: ability to think about oneself in relation to the material

Content

Building Knowledge Through Texts/ Learning Objectives After completing the lessons in this unit, students will be able to: Explain the roots of the idea of the American Dream. Discuss the vision of the American Dream and how it has changed over time. Interpret the treatment of the American Dream in music, literature, and art. Explain why African Americans were denied access to the American Dream and how they worked to ensure they benefited from the ideals expressed. Create an original piece of music, art, or literature that reflects the American Dream.

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SOCIAL SCIENCE

10th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
Assessments

(F) Formative

(S) Summative

Text/ Resources

Formative assessments for this unit consist of: Guided Reading and Guided Writing, anecdotal notes, frequent checks for accomplishment of group and individual intermediate goals, reflections after each group meeting, summaries of select portions of text, exit slips, and expository writing samples in response to short, informational texts and the accomplishment of a stand-alone project which will be a component of the final summative assessment. The summative assessment is a group project, in which each group is assigned a particular era in American History, charged with defining and presenting the American Dream during that era and analyzing the struggle of African Americans to realize those American ideals. There is also an individual creative assessment: students will create a Creative Portfolio, integrating music, art, and literature analysis. A Relief Line in Louisville Kentucky John Winthrops City on a Hill John F. Kennedys City Upon a Hill Speech. Address before the Massachusetts General Court of the Commonwealth of Massachusetts Ronald Reagans Farewell Address to the Nation Martin Luther King Jr.s Letter from a Birmingham Jail Evidence and Arguments: Multiple Ways of Experiencing a Text lesson on Kings Letter from a Birmingham Jail from The Teaching Channel Coming to America by Neil Diamond Aint No Stopping Us Now by McFadden and Whitehead Lets Clean Up the Ghetto by Philadelphia International All Stars Frontline: The Two Nations of Black America 1997 analysis of census data Work to Live, Earn to Multiply African American entrepreneurs from 1600-the present Childe Harold's Pilgrimage poem by the poet Byron about the rise and fall of humanity Thomas Cole The Course of the Empire paintings: 1. The Course of the Empire Savage State 2. The Course of the Empire Pastoral State 3. The Course of the Empire Consummation of the Empire 4. The Course of the Empire Destruction 5. The Course of the Empire Desolation A Dream Deferred by Langston Hughes Comes the Colored Hour by Langston Hughes Ballad of Birmingham by Dudley Randall The Harlem Renaissance: Black American Traditions by Patricia Flynn Black Chicago Renaissance A. Philip Randolphs Attempt at Equal Economic Opportunity: A Case Study from the September 2013 (Volume 77, Number 4)

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SOCIAL SCIENCE

10th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
Explore Teaching Literacy through History courses and resources from the Gilder Lehrman Institute of American History CPS CCSS Literacy PD Support Modules link. New York Times lesson (I Dreamed a Dream in a Time Gone By) The Journal of John Winthrop, 16301649, edited by Dunn, Savage, and Yaendle Morgan, Edmund S. The Puritan Dilemma: The Story of John Winthrop (Library of American Biography) Big Apple History - Langston Hughes: http://pbskids.org/bigapplehistory/arts/topic10.html Langston Hughes and His Poetry: http://www.loc.gov/rr/program/journey/hughes.html Veterans of the Civil Rights Movement - Poetry: http://www.crmvet.org/poetry/poemhome.htm Note-taking and annotation technique http://www.literacyta.com/literacy-skills/marking-text https://www.teachingchannel.org/videos/student-annotated-readingstrategy http://region1rttt.ncdpi.wikispaces.net/file/view/ReadingStrategies.mat acognativemarkers.pdf Making Thinking Visible Routines http://www.visiblethinkingpz.org/ Guiding Questions What is the American Dream? How has the vision of the American Dream manifested in literature, music, and art? How has the American Dream changed over time? How has the definition and appreciation for the American Dream been impacted by historical events? What systems have played a role in the process? How and why were African Americans denied access to the American Dream? What did various African Americans do to ensure they benefited from the ideals expressed in the American Dream? Students will work collaboratively to determine a definition of American ideals, relying on prior knowledge of previous units. They will analyze varying definitions of American ideals and discuss how they benefit or are of detriment to different groups and how groups worked to ensure they benefitted from the ideals expressed in the texts explored. Students will U5

Additional Teacher Resources

Learning Activities Week One

SOCIAL SCIENCE

10th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
read like a detective and gain a clear understanding of various definitions of the American Dream and how it has changed over time. Through reading and analyzing original texts, students will be able to describe, draw logical inferences, and demonstrate these skills by writing a succinct summary of the texts. Please see the Launch Lesson for complete lesson activities for Week One

Week 2

For the next week, students will engage in Common Core lessons where students: Develop their thinking through multiple experiences Practice expressing ideas verbally and in writing Learn how to use evidence to back up arguments

Differentiated Strategies for Varied Learning Profiles Informational texts will be available in a variety of formats including audio, visual and tactilely. Tasks will have components that allow for students to use visual, oral and tactile as well as kinesthetic skills to express knowledge gained. Groups will be mixed to reflect different learning profiles with care to ensure that each group has a wide range of learning profiles and ability levels. Students who are developmentally challenged in writing will be allowed to augment their U6

The essential question for the next lesson is: How can a writer craft her or his language to develop a main idea and reach an audience? Working collaboratively in groups to analyze Martin Luther King Jr.s Letter from a Birmingham Jail and explore its central idea, students will present their findings to their class, engaging in a class-wide Socratic Seminar discussion. Finally, students will produce argumentative writing in which they consider the ideas that King wrote about and link them to the unit question: how and why were African Americans denied access to the American Dream and how, with dignity and perseverance, did they obtained rights? The lesson can be accessed from The Teaching Channel: Evidence and Arguments: Multiple Ways of Experiencing a Text

SOCIAL SCIENCE

10th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
written assignment with drawings, selforiginated video, PowerPoint, oral demonstration or any other approved method of transmitting the knowledge they have obtained and synthesized through this project. Students will be encouraged to use graphic organizers and visual aids to support the understanding of key concepts.

Weeks 3-4

Students will focus on interpreting the treatment of the American Dream in poetry and song, as well as discuss how and why African Americans were denied access to the American Dream and how, through creative expression and entrepreneurship, they obtained increased rights. Art Analysis In this lesson, students will analyze a series of paintings by Thomas Cole titled The Course of the Empire. The teacher will begin the lesson sharing the following text by the poet Lord Byron about the rise and fall of humanity: There is the moral of all human tales; This but the same rehearsal of the past First Freedom, and then Glory: when that fails Wealth, vice, corruption The teacher will explain that the Cole paintings were based on those lines from Byrons poem. In small groups, or through a Brainstorm Carousel (protocol

Differentiated Strategies for Varied Learning Profiles

Informational texts will be available in a variety of formats including audio, visual and tactilely. Tasks will have components that allow for students to use visual, oral and tactile as well as kinesthetic skills to express knowledge gained. The Brainstorm Carousel prompts are designed for students to move U7

SOCIAL SCIENCE

10th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
used in the previous unit), students examine the paintings in the series, noticing the imagery, themes and making connections to the unit. Before class, the teacher will have set up stations around the room and created appropriate groups and roles to meet students unique learning needs. The images will be posted on large sheets of paper around the room. Students will be encouraged to integrate the themes of the paintings to analyze the struggle of African Americans to realize the fruits of the American ideals. Questions to consider: What is the manifestation of the American Dream in the work? Do you think that they are an appropriate metaphor for the rise and fall of America? If so, what stage do you think America is in? Following the Brainstorm Carousel, the teacher collects a short Connect-Extend-Challenge exit ticket (used previously in Quarter 3) at the end of the lesson, summarizing what students learned. Poetry Analysis First, place Langston Hughess A Dream Deferred poem in historical context for students (published in 1951). Read Langston Hughess poem A Dream Deferred. Questions to consider: What happened after the poem was published that seems a fulfillment of Hughes idea? Do you agree that a dream deferred can be a disaster? What does timing have to do with dreams? Further analyze the struggle of African Americans to realize the fruits of the American ideals through Poetry of Struggle. You can focus on poetry from and influenced by the Civil Rights Movement, with emphasis on Maya Angelou, Gwendolyn Brooks, Sonia Sanchez, Alice Walker, Michael Harper, Amir Baraka, and Abiodun Oyewole. The following are poems by some of these writers that students can analyze to determine how they reflect the Civil Rights Movement. For example, to what to people of color aspire, how are African Americans treated, the U8 up Blooms hierarchy. It also allows students at different levels to be challenged by the material. The prompts include several sentence stems, which help make the transfer from graphic organizer to writing explicit. Sentence stems also provides a scaffold for students to use and internalize academic language in useful context. Use videos to enhance comprehension through auditory and visual modes Adjust the complexity, abstractness, type of response necessary, and connections required between topics based on readiness and learning profile Use wait time before taking student answers

SOCIAL SCIENCE

10th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
status of the United States with regard to equality, pride and protest, how individuals effected change, etc.

Comes the Colored Hour by Langston Hughes Ballad of Birmingham by Dudley Randall

Students should also be encouraged to explore the impact of African Americans on American culture through their activism in the Harlem/Chicago Renaissance. The teacher can use the following resources: The Harlem Renaissance: Black American Traditions by Patricia Flynn Black Chicago Renaissance

Song Analysis First, the teacher plays Neil Diamonds Coming to America. The teacher asks: What is the idea of the American Dream in Diamonds song? How does Diamonds version of the American Dream differ from the ones promoted by Winthrop, Kennedy, King, and Reagan? What is missing in Diamonds version? What is missing in the other versions? Next, the teacher distributes the lyrics and plays Aint No Stopping Us Now by McFadden and Whitehead (1979) and Lets Clean Up the Ghetto by Philadelphia International All Stars (1977). Students are instructed to draw comparisons to the songs (both employ narratives of aspiration and determination in the face of obstacles). The teacher places the songs in historical context, explaining that Aint No Stopping Us Now was released two years after Lets Clean Up the Ghetto by Philadelphia International All Stars. Lets Clean Up the Ghetto, a song that details the problems with crime, poor sanitation and other social ills, the chorus calls on listeners to clean it up, clean it up, because the ghetto is our home. Wealthier African Americans are reminded of their responsibility to those they left behind: All of you brothers who live on the main line/you lived in the ghetto once upon a time. U9

SOCIAL SCIENCE

10th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan

The teacher should explain that during the years when these songs were released, the common perception was that civil rights agitation, anti-poverty and affirmative action policies had improved the status of the black middle class. Next the class explores documents and data to support this thesis. Examples of documents for analysis: examining the numbers of black elected officials at the local level and in Congress, analyzing the success of black media through such publications as Essence, Ebony, Black Enterprise, and providing specific evidence of African American aspirants earning college degrees, climbing corporate ladders. Furthermore, the teacher should also share a 1997 analysis of census data by statistics researcher AJ Robinson reveals that the real movement among African Americans from the 1970s wasnt from poverty into the middle class. Rather, a segment of middle-class blacks were able to move into the upper class. Additionally, the following resources are useful for examining the impact of African American Entrepreneurs: Work to Live, Earn to Multiply African American entrepreneurs from 1600-the present The teacher can play a clip from Frontlines The Two Nations of Black America, which provides further evidence that real wages for all Americans stagnated after 1973 and as the Clean Up the Ghetto song documents. The teacher can connect this to the lyrics from Lets Clean Up the Ghetto (Lord have mercy, we were movin on up) and Aint No Stopping Us Now (Theres been so many things thats held us down/But now it looks like things are finally coming around) and ask students if this was claim was true. Following an examination of the evidence, students can have a Fishbowl Discussion; similar to the Socratic Seminar they conducted earlier in the unit. Extension: The teacher can draw connections to songs produced by singers today. One example is Drakes song Successful, which was produced in 2006, in the middle of the economic crisis that has been compared U10

SOCIAL SCIENCE

10th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
to the Great Depression. The song is fraught with ambivalence and alienation, but the singer expresses faith in his ability to overcome economic obstacles.

Weeks 4-5

For the summative assessment, students work in collaborative groups, all assigned a particular era in American History, charged with defining the American Dream during that era and analyzing the struggle of African Americans to realize those American ideals. The teacher should first model this process using A. Philip Randolphs March on Washington as a case study. The lesson A. Philip Randolphs Attempt at Equal Economic Opportunity: A Case Study from the September 2013 (Volume 77, Number 4) Social Education issue explores what effect, if any, the Federal Employment Practice Committee had on the Civil Rights Movement. It serves as useful practice in continuing to examine primary source evidence to formulate and defend an argument. The lesson could take 2-3 days. Following the case study examination, in groups, students will identify African Americans that were influential in their assigned era. As a group, the students will define the major events of the time and draw conclusions about the overall influence of the events on the individuals and systems. They will explain how and why they were denied rights and how, with dignity and perseverance, they obtained rights. The overall focus will be on which groups were realizing the dream and which were not. In addition, the group should draw conclusions as to why or why not certain groups were not accessing the wealth and stability of their fellow Americans. The product can take whatever form the group chooses to properly illustrate all the components. A contract for the expected outcomes and individual responsibilities will be filled out before work will begin on the project. This process makes students reconsider the definition as well as thoroughly examine the historical record. This New York Times lesson (I Dreamed a Dream in a

Differentiated Strategies for Varied Learning Profiles

Groups should be mixed to reflect different learning profiles with care to ensure that each group has a wide range of learning profiles and ability levels. Teacher will be available to students for any needed clarifications as they work and will recognize that groups may need additional time as the lesson progresses to read information posted by prior recorders. Allow brief, cooperative brainstorming to activate prior knowledge and make predictions Give students a chance to talk to partners or write down their answers before responding Adjust the complexity, abstractness, type of response U11

SOCIAL SCIENCE

10th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
Time Gone By) offers articles from the archives that discuss the American dream as it relates to different time periods. The lesson examines the following questions, as well as offers directions for students to create a comprehensive mind map illustrating their findings: Do students think that the American dream is specific to the United States in some way? If so, how and why? Why does the American dream have such a prominent place in our nations self-identity? Do people often see the American dream realized? Why or why not? The teacher will meet extensively with each individual group to assess progress and proffer both advice and guidance to address any deficiencies in research group productivity. In addition, students will conduct peer review of drafts and edit/revise their projects. necessary, and connections required between topics based on readiness and learning profile Establish clear criteria for success Informational texts will be available in a variety of formats including audio, visual and tactilely. Tasks will have components that allow for students to use visual, oral and tactile as well as kinesthetic skills to express knowledge gained.

Week 5

Presentations, Individual Creative Assessment, and Reflection Students will present their findings and completed projects via multimedia or some other approved method of presentation including oral, theatric, written, video, or etc. Students will complete a Self-Assessment and Participation Pie The individual assessment for the unit will be a creative portfolio, which should include the following elements: Soundtrack Select at least three songs that portray some idea of the American Dream. Write one paragraph about each song, explaining the lyrics connection to the American Dream. Art Select an image (painting, photograph, drawing) that reflects a manifestation of the American Dream. In a

Differentiated Strategies for Varied Learning Profiles

Tasks will have components that allow for students to use visual, oral and tactile as well as kinesthetic skills to express knowledge gained. Students will be able to take ownership of tasks through the use of Choice Boards and Learning Centers. U12

SOCIAL SCIENCE

10th Grade Interdisciplinary African And African American Studies Quarter 3 Unit Plan
well-organized paragraph, explain the connection between the image you selected and one of the images discussed in this lesson. Literature Select a piece of literature (poem, essay, short story, or novel) that explores the idea of the American Dream in some way. In an essay of at least 500 words, describe how the work exemplifies the struggle of obtaining the American Dream. Create Using one of the three genres above (music, art, literature), create a version of the American Dream. You may write a song, draw a picture, create a collage, paint a painting, write a poem, or any other medium you chose. The work should be clearly connected to the ideas in the lesson, and should be of sufficient quality that it is clear to the viewer or reader that you dedicated both thought and time to its production.

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