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6th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson

THEME: Culture, Dignity, and Identity CONCEPT: Everything Out of AfricaThe impact and legacies of Early African peoples, cultures, and kingdomsCONTENT TOPIC: Investigating and researching the ancient kingdoms of Africa, their intellectual influences and relationships to the development of a global culture through fiction and nonfiction texts.UNIT TITLE: The African Spread of Ideas across North Africa and Europe

Sample Student Outcome Statements*

Students will be able to --- with African and African American Studies

Connections

Students will be able to --- from Social Science Planning Guides

Argue and/or explain … o The merits of Medieval African

Kingdoms with respect to their influence on the culture, politics and socioeconomic aspects of the Mediterranean world

Research, analyze to write … o An informative essay

Make connections and understand … o both the relationship and

relevance between the Medieval kingdoms and African American identity today

Investigate and Research …

o How African Religions led to the development of the Mediterranean World.

o how Internal and external forces shape identity

o How the greatness of a culture can be measured in various ways

o How Africa had an immense impact on the world’s many cultures both directly and indirectly

Social Studies Literacy Reading Skills …o Folktales and Legends, Biographies, Maps o Document Based Analysis

CCSS Literacy Writing Skills … o Explanatory essay, focusing on Argument

CCSS Speaking and Listening Skills … o Focusing on presentation and/or debates

utilizing speaking skills and technology to support an argument or explanation based on information gathered through inquiry

Launch Lesson: The Thee Abrahamic Religions

Time Frame: 7 days

Unit Description:

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6th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson

Background: To understand the role of religion in Africa, students must first gain an understanding of what the three Abrahamic Faiths, Judaism, Christianity and Islam have in common. All three faiths are monotheistic [believe in one God]; maintain a tradition of revelation; and believe their scriptural texts are inspired by God. These three faith traditions can trace their roots to a system of belief first practiced by Abraham. Students will identify their existing knowledge about the Three Faiths, examine how Abraham’s story is depicted in the Three Faiths Exhibition and discover the shared roots of Judaism, Christianity and Islam

Students will be able to demonstrate how three major religions have had a profound effect on culture and civilization. Students will also be able to compare and contrast the characteristics of the five major religions and locate their geographic influence on a map. These religions are found worldwide, but their followers tend to be concentrated in certain geographic areas.

Students will research and learn the basic concepts, facts, and traditions of three major religions of the world. 2. Students will be asked to evaluate the effect that religions have had on history, the major similarities and differences between religions, and will determine the geographic distribution of the major religions by identifying them on a map. 3. Students will discuss in presentations that three distinct religions evolved from the ideas of monotheism by 610 CE (Common Era), with Judaism, Christianity and Islam deriving from monotheism. 4. Students will observe that each religion is active in Africa and that the African religions have had a great impact on the world..

To understand the role of religion in Africa, students must first gain an understanding of what the three Abrahamic Faiths, Judaism, Christianity and Islam have in common. All three faiths are monotheistic [believe in one God]; maintain a tradition of revelation; and believe their scriptural texts are inspired by God. These three faith traditions can trace their roots to a system of belief first practiced by Abraham. Students will identify their existing knowledge about the Three Faiths, examine how Abraham’s story is depicted in the Three Faiths Exhibition and discover the shared roots of Judaism, Christianity and Islam

II. OVERVIEW

A. Concept Objectives

1. Develop an understanding of the similarities and differences between the three religions.

2. Develop an understanding of the relationship between the religions to include areas of conflict and compromise.

Enduring Understandings

1. History: Events and actions of the past affect the present and the future.2. Identity: Global societies create varied cultural perspectives, contributions, and challenges.3. Geography: Movement and migration of people and ideas affect the past, present, and future.

Essential Questions

Guiding Essential Questions: I) How do 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?

Common Core Standards

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6th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson

Primary RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Cognitive Skills 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 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 Appreciation: recognition of the value of something

Content Building Knowledge Through Texts African interaction and influence on the Mediterranean world was common and well

known Africans were depicted with pride and dignity in Greek, Roman and Egyptian art The greatness of a culture can be measured in various ways Africa had an immense impact on the world’s many cultures both directly and indirectly

Assessments

Formative Students will share out their findings both verbally and in a quick write exit slip at the end of class.

Text/Resources

Resources

Jewish Image of Abraham and Isaac http://exhibitions.nypl.org/threefaiths/node/88?nref=40&key=1

Christian Image of Abraham and Isaac http://digitalgallery.nypl.org enter 427118 into the search box

Islamic Image of Ibrahim and Isma’il http://exhibitions.nypl.org/threefaiths/node/39?nref=40&key=0

The Three Faiths – Abraham http://exhibitions.nypl.org/threefaiths/explore-themes/abraham

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The Three Faiths – Judaism http://exhibitions.nypl.org/threefaiths/node/36

The Three Faiths – Christianity http://exhibitions.nypl.org/threefaiths/node/37

The Three Faiths – Islam http://exhibitions.nypl.org/threefaiths/node/38

Three Faiths Timeline http://exhibitions.nypl.org/threefaiths/resources/timeline

Family and Educator Guide http://exhibitions.nypl.org/threefaiths/resources/family-and-educator-guide

Classroom Resource Packet http://exhibitions.nypl.org/threefaiths/node/94

Suggested Reading http://exhibitions.nypl.org/threefaiths/resources/suggested-reading

For more information about Abraham visit:

BBC Religions – Abraham http://www.bbc.co.uk/religion/religions/judaism/history/abraham_1.shtml#findoutmore

For general information about world religions visit:

BBC Religions http://www.bbc.co.uk/religion/religions/

Hebrew Bible (The Tanakh) http://exhibitions.nypl.org/threefaiths/node/19?nref=36&key=0

More Jewish illuminated manuscript images available http://digitalgallery.nypl.org/nypldigital/dgkeysearchresult.cfm?parent_id=243662

Christian Renaissance Manuscript http://exhibitions.nypl.org/threefaiths/node/74?nref=37&key=8

More Christian illuminated manuscript images available http://digitalgallery.nypl.org/nypldigital/dgkeysearchresult.cfm?parent_id=185732

“Written Portrait” of the Prophet Muhamad http://digitalgallery.nypl.org/nypldigital/dgkeysearchresult.cfm?keyword=koran

More Islamic illuminated manuscript images available http://exhibitions.nypl.org/threefaiths/explore-themes/muhammad http://exhibitions.nypl.org/threefaiths/node/38 http://digitalgallery.nypl.org enter 1693024 into the search box http://digitalgallery.nypl.org enter 1693025 into the search box

The Three Faiths – The Scriptures (background information) http://exhibitions.nypl.org/threefaiths/explore-themes/scriptures

The Three Faiths Scriptorium – Pens, Paint-making, and Illumination (video)

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http://www.nypl.org/audiovideo/2-pens-paintmaking-illumination

The Three Faiths Scriptorium – Writing (video) http://www.nypl.org/audiovideo/3-writing

Graphic Organizers:

Document Analysis template (image): (http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf)

Frayer Model: http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/pdffiles/2.pdf

Summarizing: (http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf)

Learning Activities

Learning activity 1:

Teacher will meet daily with each group to instruct students on specific reading/researching strategies and the skills students will need to comprehend the texts for this unit and to complete their assigned tasks.

Student Groups will conduct discussions, write routinely, and report findings discovered through their research groups.

Teacher explains procedures for participating within their group activities. Teacher can use “fishbowl” strategy to demonstrate how small groups conduct discussions around texts. (SL.6.1)

Teacher assigns groups based on varying learning styles and ability levels, paying extra attention to ensure well balanced groups. (SL.6.1)

Teacher provides brief “book talk” of each extended text and ensures students are comprehending texts. (RH.6.8.1.,RH.6.8.4.)

Teacher models how to take Cornell notes while reading a text. As they’re reading the text, students practice close reading (and other strategies learned during mini-lessons) to search for and record elements that are essential in identifying their topic/person(s) unique characteristics and contributions. (RH.6.8.1., RH.6.8.2., RH.6.8.9.)

Students meet 2-3 times per week in their groups and use their notes to anchor their discussions and to develop their plans for their final project.

Differentiated Strategies for Varied Learning Profiles

(Example)

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.

Students will be able to take ownership of tasks through the use of “Choice Boards” and “Learning Centers

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6th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson

Students write reflections following each group meeting. (SL.6.1., SL.6.2.)

Using the Essential Questions as a guide, students write summaries of select portions of their selected texts. (WHST.6-8.2., WHST. 6-8.8)

Students share the content from their reading circle text with the whole class, so that all students are familiar with the diverse texts. (SL6.4)

Mini-lessons/Activities for Teaching Writing to Develop and Convey Understanding, Cite Evidence, and to Study and Apply Language Conventions. (WHST.6-8.7., WHST.6-8.8.)

Teacher reviews guidelines and rubric for Performance Assessment: Groups will present a multimedia presentation on their individual colonial topic accompanied by an individual essay, or alternative written product that communicates how African Americans responded to issues brought about with the writing of the Declaration of Independence, the concept of personal freedom and liberty as envisioned by free and enslaved African Americans as opposed to the legal and economic freedoms envisioned by the White Colonists. (RH.6-8.7, RH.6-8.8, WHST.6-8.7., WHST.6-8.8., WHST.6-8.9., SL.6.4., SL.6.5.)

Teacher will return to the shorter informational texts, as well as images (such as photos), to model how to construct the different parts of an informative/explanatory piece, including how to introduce a topic, how to organize the parts of the essay, how to use textual evidence to support the essay, what other types of evidence should be used as support, how to use transitions, etc. (RH.6-8.1., RH.6-8.5., RH.6-8.7.)

Students will use select informational texts, as well as images that they’ve gathered, to practice composing each part of the informative/explanatory essay. (WHST.6-8.8)

Students will spend time gathering evidence for the Performance Assessment, which includes using their notes to list specific evidence from their group readings that can be used for their project. Students will also record evidence from the short informational texts that were read in and outside of class. (RH.6-8.7., WHST.6-8.8.)

Students will be engaged in the writing process,

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including brainstorming, gathering evidence, drafting, revising, and editing. Teacher will confer with students through independent or guided writing conferences. (WHST.6-8.4)

Day 1 Procedure:

Warm-Up Activity: Three Faiths Web

1. Begin the pre-visit activity by brainstorming what students already know about Islam, Christianity and Judaism. Create a word web on the board to help students organize their thoughts. For example:

2. Ask students to share their thoughts. As they share their ideas, fill in the blank circles and add more bubbles. Based on your student population, you may have students who are more familiar with one of the faith traditions than some of the others. If students struggle with generating ideas, ask what they know about holidays, foods, and customs of the three religions. If students begin introducing negative stereotypes or wrong information, use it as an opportunity for a teachable moment. The sharing must be centered around the positive qualities of each religion and not on erroneous or fallacious information of a pejorative nature.

Supply the material with the varied amount of print, varied text structures and extensive graphic support based on students’ instructional levels

Use videos to enhance comprehension through auditory and visual modes

Allow brief, cooperative brainstorming to activate prior knowledge and make predictions

Adjust the complexity, abstractness, type of response necessary, and connections required between topics based on readiness and learning profile

Establish clear criteria for success

Use wait time before taking student answers

If appropriate, give students a chance to talk to partners or write down their answers before responding

Provide clear guidelines for group functioning that are taught in advance of group work and consistently reinforced

Examples of possible pacing/mini-lesson topics for cooperative learning

Students will reflect and L7

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Judaism

ChristianityIslam

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6th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson

3. Once you have a solid number of ideas generated. Ask students:

a. What similarities do you notice? (Potential Responses: All three religions believe in one God, All three have sacred sites, etc.)

b. What other religions do you know about?

c. Why do you think these three religions are studied together, versus one of the other religions you mentioned?

Activity 1: Abraham

1. Explain to students that today they will discover one of the ways these three religions are related. Specifically, they will learn about Abraham as a historical figure and compare and contrast how Abraham is depicted in these three faith traditions.

2. Tell students they will begin by reading an article about Abraham and the Three Faiths. They will use the Graphic Organizer1 (Appendix 1) document to help them take notes and organize their information.

(Note: It may be helpful to project the Graphic Organizer (Appendix 1) for the whole class to see. Students may find it easier to copy into their notebooks than trying to fill in spaces on a hand out.)

3. Break students into smaller groups (three-four per group) and have them collaborate while taking notes.

4. After students have taken notes, regroup and ask

create a list of what creates a good discussion.

Students will develop and practice skills of listening well (active listening).

Students will increase participation through discussions

1 Graphic organizer can be modified to accommodate diverse learners.L8

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the following questions to generate a discussion about Abraham and the Three Faiths:

a. Who was Abraham?

b. What was unique about Abraham’s religious beliefs?

c. What can we learn about the nature of trust and faith from Abraham’s story?

d. In what ways has Abraham’s story affected the modern world?

e. What did you learn about The Three Faiths?

f. How are they related?

(Note: This line of questioning is to help students understand that Abraham’s belief in one God was a revolutionary idea. Everyone else believed in multiple gods, Abraham’s shift to monotheism changed the world and the repercussions of this belief system are evident to the present day.)

Days 2-3 Activity 2: Abrahamic Images

1. Ask students if they know the story about Abraham and Isaac. Allow students to share what they know. (Note: This will be a good opportunity to have students from different faith traditions, Judaism, Christianity and Islam, share what they know about the story)

2. Explain to students they will look at images of the story of Abraham and Isaac from the Jewish and Christian traditions, Ibrahim and Isma’il from the Islamic tradition.

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3. Project one image at a time. Allow students one minute to look closely at the image.

a. Image 1 – Jewish Image of Abraham and Isaac

i. What do you see in this image?ii. Can you tell me more about what

you see?iii. What more can we find in this

image?

b. Image 2 - Christian Image of Abraham and Isaac

i. How is this image similar to the first?

ii. How is it different?iii. What do you notice about the

people in this image?

c. Image 3 – Islamic Image of Ibrahim and Isma’il

i. How is this image similar to the first two?

ii. How is it different from the other two we’ve looked at?

iii. How can you tell it’s similar to the story about Abraham and Isaac?

4. While looking at the images, also highlight the artistry of the script and the decorative borders. Let students know they will have an opportunity to see more examples of manuscripts in the exhibition. Some of the texts they will see are over a thousand years old!

Wrap Up Activity: Abrahamic Images

1. Return to the Graphic Organizer (Appendix 1) and have students fill in the “Questions I have” boxes.

2. Reflection questions. These can be used as

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potential writing prompts or as a journal activity:a. Why is Abraham important to these three

religions?

b. How are the Three Faiths alike?

c. How are the Three Faiths different?

d. What artistry did you notice in the images?

Wrap up and answer any remaining student questions

Examples of Resources

Resources are embedded throughout the lessonAttach all resources that will be used

THE THREE FAITHS

BACKGROUND INFORMATION2

(Appendix 2)

ABRAHAM

Abraham lived about 3,700 years ago in the Middle East. He was a shepherd who traveled from place to place caring

for his flock of animals. How is it possible that a shepherd who lived 3,000 years ago changed the world? He did it with

an idea. One that was unusual for the period. Abraham placed his faith in a single God at a time when people all over

the world believed in many different gods. The story of Abraham’s faith and obedience explains why he is honored by

three major world religions today. Judaism, Christianity, and Islam are all able to trace their roots back to Abraham.

For Jews, Abraham is the first of the Patriarchs, a direct ancestor of the “Children of Israel” in the Hebrew Bible and of

the Jewish People to the present day. Christians trace the family tree of Jesus back to Abraham through both Mary and 2 Adapted from the text about Abraham, Judaism, Christianity and Islam on the Three Faiths website:

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Joseph, while Muslims trace the ancestry of the Prophet Muhammad through Abraham’s (Ibrahim in Arabic) eldest son,

Ishmael (Isma’il in Arabic).

JUDAISM

Judaism, the oldest of the three Abrahamic faiths, traces its birth to ca. 2000-1500 BCE (Before the Common Era), when

Abraham made a covenant with God. Abraham introduced the belief in one true God (monotheism) and serves as the

predecessor for Judaism, Christianity, and Islam. For Jews, Abraham is the first of the Patriarchs, a direct ancestor of the

Jewish People to the present day. Moses, who is believed to have lived in the 13th–12th centuries BCE and is

considered the great lawgiver, received the Torah — the collection of divine commandments and regulations — from

God on Mount Sinai. The Hebrew Bible (Tanakh) is the sacred text in Judaism. One of the most outstanding examples of

the Hebrew Bible in Three Faiths is the Library’s monumental two-volume calligraphic Tanakh known as the Xanten

Bible (1294 CE), which appears in both the "Highlights" and "The Scriptures" sections of the exhibition.

CHRISTIANITY

Christianity dates from the first century CE (Common Era), when the faith was formed after the death of Jesus (ca. 33

CE). Christians believe this Jewish preacher from Nazareth was the Messiah. The New Testament accounts of his

miraculous birth, the numerous miracles he performed, and his crucifixion by the Romans and subsequent resurrection

further demonstrated to his followers Jesus' divine status as the Son of God. The sacred text in Christianity is the

Christian Bible, both the Old Testament (the Hebrew Bible) and the New Testament. The oldest Christian Bible on view

in Three Faiths is the Harkness Gospels (before 917); it is the earliest Western manuscript housed in The New York

Public Library. Other interesting Christian texts include Martin Luther's translation of the New Testament into German

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(1522) and Up-Biblum God (Eliot Indian Bible), in Massachusett, the language of the native peoples who lived near the

Massachusetts Bay Colony (1663), not to mention the Library’s famed Gutenberg Bible (1455), the first to come to the

United States, in 1847.

ISLAM

Islam, the youngest of the three Abrahamic faiths, was established in the 6th century CE by Muhammad. Muslims

believe that the Prophet Muhammad received God's message through the angel Gabriel. Muhammad is revered as the

Messenger of God and as the final Prophet. Islam's sacred text is the Qur'an ("Recitation" in Arabic), which contains the

messages revealed to Muhammad over a 22-year period. Two of the oldest examples of the Qur'an in Three Faiths,

from the 9th century and written on vellum (parchment made from calfskin), are also among the most beautiful,

featuring colorful and intricate decoration. The ancient scribal practice of writing sacred texts by hand flourished far

longer in Islam than it did in Judaism or Christianity, both of which embraced the advent of printing in the West in the

mid-15th century. The printed Qur'an became popular only in the early 20th century.

SCRIPTURES

Jews, Christians, and Muslims all possess a book they regard as the Word of God. That Word — and the way it has been

written, copied, and illustrated over the centuries — is the basis of Three Faiths exhibition. These sacred Scriptures are

the most widely spread and influential texts ever recorded. The manuscripts, books and scrolls on display in the Three

Faiths exhibition, demonstrate how Abraham’s decision to place his faith in a single God, thousands of years ago,

impacts the world today.

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