iaaas socialscience grade7 q2unit

Social Science7th Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan

THEME: Culture, Dignity, and Identity

CONCEPT: Africa, Us, and the World

African Americans in early America: contributions and challenges in the development in the Atlantic world

CONTENT TOPIC: Investigating and researching contributions and challenges faced by Africans and African Americans in the development of the Atlantic world through fiction and nonfiction texts

UNIT TITLE: African Americans in the Era of Independence

Unit Description: Students will be able to investigate and analyze the complex issues facing African Americans during the American Revolution and to face the real world decision of What would you do? The American Revolution was not only the American colonies fight to gain their independence from England but the African-Americans largest slave revolt. There was an inherent contradiction in the whites of the 13 colonies decrying their lack of freedom and liberty from a tyrannical England while enslaving African Americans at the same time. This contradiction has its roots in the white concept of liberation as opposed to that of the African Americans. To white Americans the war meant freedom and liberty in a political-economic sense rather than in the sense of personal freedom from bondage for enslaved Americans of African descent.

The white fight for freedom gave African Americans the perfect opportunity to cast their own bid for freedom. They increased the number of freedom suits and petitions to the state legislatures. Individual slaves could bring up their own freedom suits, but in order to free many slaves at once they had to get together and form a petition. The inconsistency between the ideals of the Revolution and the institution of slavery fueled the African American movement for freedom. When the English made the offer to free any African American who joined the British army, thousands made the decision to escape enslavement and fight against the Americans.

Length of Unit: 5 weeks

Enduring Understandings1. 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.

Essential QuestionsGuiding 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 StandardsReading

RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.

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.

WritingWHST.6-8.7.Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

WHST.6-8.8.Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

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

Speaking and ListeningSL.7.1.Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly.SL.7.2.Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.SL.7.4.Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.SL.7.5.Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Cognitive SkillsAttention 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

ContentBuilding Knowledge Through Texts Elements of cultural identity include language, religion, clothing, race, shared experiences and socio/economic customs.

Internal and external forces shape identity.

The cultural clashes and the issue of race during the Colonial Period still plague the United States today.

Our society still reflects the cultural tensions that existed between African Americans and White Americans in the Northern, Middle and Southern colonies of the 17th and 18th centuries. Language has meaning and can be used to unite and to divide people and cultures.

Assessments

(F) FormativeFormative assessments for this unit consist of: Guided Reading and Guided Writing, anecdotal notes, group meeting minutes, 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 several stand-alone projects which will be a component of the final summative assessment.

(S) SummativeGroups will present a multimedia presentation on their individual colonial American topic and person(s) who represent specific aspects of that issue, accompanied by an individual essay, or an alternative written product that communicates how the issue and person(s) affected the development of early America and African Americans (in particular) both positively and negatively.

Text/Resources1) African Americans in the revolutionary war, why fight for the Patriots, why fight for the British Websites:

a) Black Loyalists: http://blackloyalist.com/canadiandigitalcollection/story/our_story.htm

i) Rebellion: http://blackloyalist.com/canadiandigitalcollection/story/revolution/rebellion.htmii) Escape and Bondage: http://blackloyalist.com/canadiandigitalcollection/story/revolution/escape.htmiii) Lord Dunmores Proclamation: http://blackloyalist.com/canadiandigitalcollection/story/revolution/dunmore.htmiv) The Ethiopian Regiment: http://blackloyalist.com/canadiandigitalcollection/story/revolution/ethiopia.htm

v) The Philipsburg Proclamation: http://blackloyalist.com/canadiandigitalcollection/story/revolution/philipsburg.htm

vi) The Black Pioneers: http://blackloyalist.com/canadiandigitalcollection/story/revolution/pioneers.htm

b) Black Patriots: i) Free primary source e-book - The Colored Patriots of the American Revolution, With Sketches of Several Distinguished Colored Persons:To Which Is Added a Brief Survey of the ConditionAnd Prospects of Colored Americans: http://docsouth.unc.edu/neh/nell/nell.htmlc) African Americans in the Revolution Resource Kit: http://www.pbs.org/wgbh/aia/part2/index.html

i) Applicable Contents

ii) III. Declarations of Independence: (1) A. People & Events

(a) Crispus Attucks http://www.pbs.org/wgbh/aia/part2/2p24.html

(i) Portrait of Crispus Attucks in Boston Massacre http://www.pbs.org/wgbh/aia/part2/2h3147.html

(b) Prince Hall http://www.pbs.org/wgbh/aia/part2/2p37.html

(c) The Boston Massacre http://www.pbs.org/wgbh/aia/part2/2p25.html

(2) B. Historical Documents

(a) "Of the Natural Rights of Colonists" http://www.pbs.org/wgbh/aia/part2/2h18.html

(b) "The Bloody Massacre... http://www.pbs.org/wgbh/aia/part2/2h83.html

(3) C. Modern Voices

(a) David Blight on the Declaration of Independence and morality http://www.pbs.org/wgbh/aia/part2/2i1600.html

(b) Colin Powell on the Declaration of Independence and how it applied to black people http://www.pbs.org/wgbh/aia/part2/2i1601.html

(c) Colin Powell on the spirit of liberty http://www.pbs.org/wgbh/aia/part2/2i1608.html

2) African Americans Crucial to the freedom and independence of the new America.

a) Crispus Attucks, http://www.pbs.org/wgbh/aia/part2/2p24.html

i) Crispus Attucks biography, http://www.biography.com/people/crispus-attucks-9191864

ii) The Murder of Crispus Attucks, http://www.loc.gov/exhibits/treasures/trr046.html

iii) Crispus Attucks alias Michael Johnson, http://www.crispusattucksmuseum.org/document-crispus-attucks/ iv) Crispus Attucks - Runaway Slave and Boston Masacre Victim http://ancestorsinthenews.blogspot.com/2010/09/crispus-attucks-runaway-slave-and.html

b) Peter Salem, http://www.celebrateboston.com/biography/peter-salem.htm

i) Peter Salem Biography http://www.anb.org/articles/06/06-00893.html

ii) Unrecognized Revolutionaries http://unrecognizedrevolutionaries.blogspot.com/2013/04/peter-salem.html

iii) Peter Salem at the Battle of Bunker Hill , Boston, 1775 http://hitchcock.itc.virginia.edu/Slavery/details.php?categorynum=15&categoryName=Military%20Activities%20and%20U.S.%20Civil%20War&theRecord=26&recordCount=27

c) 1st Rhode Island Regiment http://www.blackpast.org/?q=aah/first-rhode-island-regiment ,

i) The 1st Rhode Island Regiment of the Continental Line http://www.americanrevolution.org/firstri.htmlii) IV. The Revolutionary War (1) A. People & Events

(a) Black Revolutionary seamen http://www.pbs.org/wgbh/aia/part2/2p51.html

(b) Free Black Patriots http://www.pbs.org/wgbh/aia/part2/2p53.html

(c) Maroons in the Revolutionary Period http://www.pbs.org/wgbh/aia/part2/2p50.html

(2) B. Historical Documents

(a) Proclamation of Earl of Dunmore http://www.pbs.org/wgbh/aia/part2/2h42.html

(b) Battle of Cowpens http://www.pbs.org/wgbh/aia/part2/2h46.html

(c) Boston King's memories of the evacuation from New York http://www.pbs.org/wgbh/aia/part2/2h1584.html

(d) British pass issued to black Loyalist http://www.pbs.org/wgbh/aia/part2/2h57.html

(e) The Book of Negroes http://www.pbs.org/wgbh/aia/part2/2h58.html

(3) C. Modern Voices

(a) Colin Powell on blacks fighting during the Revolutionary War http://www.pbs.org/wgbh/aia/part2/2i1610.html

(b) Fath Ruffins on blacks' reaction to Dunmore's Proclamation http://www.pbs.org/wgbh/aia/part2/2i1615.html

(c) Betty Wood on blacks fighting in the American Revolution http://www.pbs.org/wgbh/aia/part2/2i1611.html

(d) Peter Wood on black men during the Revolutionary War http://www.pbs.org/wgbh/aia/part2/2i1614.html

(e) Betty Wood on Dumore's Proclamation and the fear of slave rebellion

(f) Peter Wood on Dunmore's Proclamation's effect on the war http://www.pbs.org/wgbh/aia/part2/2i1618.html

(g) Betty Wood on the significance of Dunmore's Proclamation http://www.pbs.org/wgbh/aia/part2/2i1623.html

3) Notable Colonial African Americans a) Phillis Wheatlys free Google e-book Memoir and Poems of Phillis Wheatley: A Native African and a Slave,By Phillis Wheatley, Margaretta Matilda Odell http://books.google.com/books?id=W2M7AAAAYAAJ&printsec=frontcover&dq=the+writings+of+phillis+wheatley&hl=en&sa=X&ei=VOW5Ub3bA9CMqQH6koEg&ved=0CC4Q6AEwAA#v=onepage&q=the%20writings%20of%20phillis%20wheatley&f=falseb) Agrippa Hull http://www.pbs.org/wgbh/aia/part2/2p13.html , http://www.pbs.org/wgbh/aia/part2/2h74.html

Learning ActivitiesTeacher 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.7.1)

Teacher assigns groups based on varying learning styles and ability levels paying extra attention to ensure well balanced groups. (SL.7.1)

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

Teacher models how to take Cornell notes while reading a text. As theyre 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. Students write reflections following each group meeting. (SL.7.1., SL.7.2.)

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 literature circle text with the whole class, so that all students are familiar with the diverse texts. (SL7.4)

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.7.4, SL.7.5)

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

Texts should either be modified for varying reading levels or available in digital audio form to either augment the reading or be used in lieu of the selected text.

Students who are developmentally challenged in writing will be allowed to augment their written assignment with drawings, self-originated 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.

Allow for ample formative assessments and revisions to ensure that all students have an excellent opportunity to experience real academic success.

Week 1Debate Introduction Teacher will introduce the unit by asking the question: If the American Colonists declared their independence from England in the name of liberty and freedom and still maintained a system that kept people of African descent enslaved (denying them of both liberty and freedom), why would those people of African descent help the colonists in their struggle? This question should really be considered especially since the English were offering enslaved people freedom if they joined the British Army to fight against the colonists. Take time for a brief discussion and explain that over the next few weeks students will be investigating the complex history of early American race relations and the development of a unique and resilient African American Identity. The first lesson to assess the students readiness for research and to hook them with a controversial issue is a Debate addressing the following: What Would You Do? African Americans and The American Revolution There will be petition after petition [during the Revolutionary era] to the Massachusetts Colonial Assembly and then later to the Continental Congress. Petitions [were] sent by African slaves themselves saying that we are demanding that you give us the same kind of freedom that you are demanding from England.

John Hope Franklin, Historian

How revolutionary was the American Revolution? This lesson uses a variety of primary and secondary sources to explore the revolutionary rhetoric of White British American colonists as well as the narratives of both Patriot and loyalist African Americans, and how the rhetoric of the period affected the lives of enslaved and free blacks. As American colonists invoke the language of liberty to press for economic freedom from British rule, African Americans, both enslaved and free, use the same language to fight for freedom from chattel slavery and the repressive laws.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.

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

Week 2Research Group Development/Reading Writing Workshops

Explain the final performance assessment and Participation Pie.

Explain rubrics/hand out rubrics.

Assign groups according to varied learning preferences.

Hold the first group-organizing meeting to assign roles including leader/teacher interface representative and recorder/secretary to keep track of each meeting and each students progress through the project.

Discuss the concept of historical context and read background information concerning the need for approval before finding a colony in America. (Exit slip: formative assessment)

Discuss the needs of African American colonists both enslaved and free and the differing concepts of liberty. Teacher will begin mentoring Cornell note taking by modeling Cornell Notes on the board and in the small group setting.

Students will begin reading and taking notes to use as evidence in their final Performance Assessment.

Teacher will instruct students on how to Read Like an Historian and elements of writing expository essays. http://owl.english.purdue.edu/owl/resource/685/02/

Students will meet with their groups and continue researching their topic and person(s).

Midweek is group share out and reflection (formative assessment). Continued research, discussion and writing instruction.Differentiated Strategies for Varied Learning Profiles




Week 3Research and Development

Group Problem Solving/Initial Preparations for Performance Assessments.

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.

Students will complete first draft of individual essay portion of the Performance Assessment.

Students will peer review first drafts and edit/revise their essays prior to second draft.

Students will complete second draft of individual essay.

By this time students should have a clear understanding of their assigned cultural group and their motivations for independence from England.

Differentiated Strategies for Varied Learning Profiles




Week 4Presentations

Group and Individual Performance Assessment Final Stage Development Teacher will monitor group and individual progress towards completion of the group project for the final Performance Assessment.

Students will perform one last peer review of individual expository essays. Teacher will meet with each student to assess their performance to date and to address any areas of possible deficiency and offer multiple pathways to accomplish the tasks at hand.

Students will finalize their Group Projects for the final Performance. Students will finalize their individual essay for the final Performance Task and hand it in to the teacher on Friday.





Week 5Presentations, Assessments, Reflection Teacher will hand back graded essays with opportunity for students to revise for a better grade if needed.

Students will present their findings and completed projects via multimedia or some other approved method of presentation including oral, theatric, written, video, or etc.

Thursday: Students will conduct a Socratic round table based on the question Is modern America a reflection of the four folk groups from 17th century England? Friday: Student Self-Assessment and Participation Pie (available at http://www.socialstudiesforkids.com/articles/ushistory/13coloniesschool.htm) Homework over the weekend: Students will write a two-page reflection and critique of the finished project to be emailed to the teacher by Monday morning.



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