teaching african american history - … african american history 3 standards history † understands...

T E A C H I N G G U I D E

TEACHING

AfricanAmericanHistoryfor Primary Grades

3rd Grade Reading Level

T E A C H I N G A F R I C A N A M E R I C A N H I S T O R Y2

Copyright © 2000 by Lerner Publications Company

All rights reserved. International copyright secured. Student pages may be reproduced by the classroom teacher for classroom use only, not forcommercial resale. No other part of this teaching guide may bereproduced, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, orotherwise—without the prior written permission of Lerner PublicationsCompany, except for the inclusion of brief quotations in anacknowledged review.

LernerClassroom A division of Lerner Publishing Group241 First Avenue NorthMinneapolis, MN 55401 U.S.A.

Website address: www.lernerclassroom.com

Manufactured in the United States of America1 2 3 4 5 6 — JR — 05 04 03 02 01 00

Table of ContentsStandards 3

Multiple Intelligences Utilized 3

Why Teach Nonfiction Skills? 4

Guided Reading 5

Lesson 1 Dream Mobiles 6

Lesson 2 Predicting the Outcome 7

Lesson 3 Story Problem 8

Lesson 4 Character Traits 9

Lesson 5 Matrix 10

Additional Resources 11

Evaluation Sheets 12–16

Student Worksheets 17–21

331LC PMS Red 1925U

Books in the African AmericanHistory for Primary Grades seriesinclude:

Allen Jay and the UndergroundRailroad

Aunt Clara Brown: OfficialPioneer

The Canning SeasonCracking the Wall: The Struggles

of the Little Rock NineGeorge Washington CarverJesse OwensMartin Luther King DayWilma Rudolph

T E A C H I N G A F R I C A N A M E R I C A N H I S T O R Y 3

StandardsHistory • Understands family life now and in the past, and family life in various places long

ago.• Understands how democratic values came to be and how they have been

exemplified by people, events, and symbols.• Understands the causes and nature of movements of large groups of people into and

within the United States, now and long ago.

Thinking and • Understands and applies the basic principles of presenting an argument.Reasoning • Effectively uses mental processes that are based on identifying similarities and

differences.• Applies basic troubleshooting and problem-solving techniques.

Writing • Demonstrates competence in the general skills and strategies of the writing process.• Demonstrates competence in the stylistic and rhetorical aspects of writing.• Uses grammatical and mechanical conventions in written compositions.• Gathers and uses information for research purposes.

Reading • Demonstrates competence in the general skills and strategies of the reading process.• Demonstrates competence in the general skills and strategies for reading a variety of

literary texts.

Listening and • Demonstrates competence in speaking and listening as tools for learning.Speaking

Art • Understands connections among the various art forms and other disciplines.• Understands the characteristics and merits of one’s own artwork and the artwork of

others.

Multiple Intelligences Utilized• linguistic, spatial, intrapersonal, and interpersonal


WHAT aspects of nonfiction andits use can be introduced to fluent readers? • chapters• subheadings and layers of subdivision• captions• sidebars• timelines• simple charts and graphs• pronunciation guides • identification of main ideas and supporting

information• analysis using thesis statements, supporting

statements, and summaries• fact vs. opinion• use of prior knowledge to help understand new

information• skimming and scanning• note taking• outlining• maps• diagrams• table of contents• glossary• index• The idea that nonfiction exists in all disciplines: fine

arts, geography, health, history, language arts,mathematics, science, social studies, and more.

• The idea that nonfiction exists in many forms:biographies, cookbooks, dictionaries, textbooks,newspaper articles, diaries, and more.

WHY teach nonfiction skills?• As students grow from beginning readers to fluent

readers, it is vital that they continue to learn andappreciate how nonfiction can be useful to them.

• Increased exposure to nonfiction not only helpsstudents acquire research skills, it can also awakenand broaden a child’s interest in a variety of topicsacross the curriculum.

• To use nonfiction effectively, students must gain afirm understanding of the different types,components, and organizational patterns ofnonfiction.

• The more experience students have reading a varietyof nonfiction texts, the better able they will be togather, synthesize, and summarize new information.

A Nonfiction Book:What Every Child Should Know• book title• name of author• name of photographer and/or illustrator• photographs and/or illustrations• captions• page numbers• graphic aids:

boldfaceitalicssection headingsboxeslistshighlighted text


Guided Reading

Before Reading• Select four to six students for the group based on

instructional needs and interests.• Select and preview text.• Decide what the students will need help with.• Choose a reading skill or strategy to focus on.

Book Introduction• Allow students to preview the text.• Set the purpose for reading.• Assess prior knowledge.• Make connections.• Discuss plot, setting, title, or author.• Make predictions.• Talk about the pictures.• Introduce challenging vocabulary, language structure,

or concepts.• Discuss reading strategies.

How to Read a Nonfiction Book• Where do you start reading?• What do you do when you get to a picture or a

caption?• What do you do when you get to a word you do not

know?• How do you read the table of contents, index, and

glossary?

Student Reading• Students read independently to themselves.• Teacher observes and helps struggling students as

needed.

Group Discussion• Discuss and clarify understanding.• Share favorite parts.

Mini-Lesson• Phonics• Spelling• Vocabulary• Word study• Reading strategies

Student Response• Read again.• Read with a partner.• Take home to share.• Reading response projects and extension activities.

Read(teacher)

• Read Martin Luther King Day.• Read excerpts from Martin Luther King, Jr.’s “I Have a

Dream” speech (or show the video).

Model(class, teacher)

• Restate and discuss Dr. King’s dreams.• Have these dreams been fulfilled? Why or why not?

Practice(student)

• Create a Dream Mobile.• Step 1 – On the tagboard strip, write “I Have a

Dream” and decorate. Staple ends of strip togetherto form a circle.

• Step 2 – Fold drawing or construction paper intofour sections. Cut sections apart. Label the firstsection “I have a dream for myself.” Label thesecond section “I have a dream for my family.” Labelthe third section “I have a dream for my community.”Label the fourth section “I have a dream for myworld.” Students should write about their dreams oneach section and illustrate it on the back.

• Step 3 – Punch holes in the top of each section andattach string. Attach each section to the tagboardcircle so that they are evenly spaced.

• Step 4 – Attach string to the top of the circle tohang.

*Discourage materialistic dreams such as toys or gifts.Encourage students to use Martin Luther King, Jr.’sdreams as a model.

Discuss(class)

• Share mobiles and dreams.• Are the dreams realistic? Why or why not?

Evaluate(teacher)

• Assess the mobiles using Dream Mobile Assessment p. 14.


Lesson 1Dream MobilesPurpose: Students will write about and illustratetheir dreams based on Dr. Martin Luther King, Jr.’s “I Have a Dream” speech.

Objectives• Recall prior knowledge about Martin Luther King, Jr.• Restate Dr. King’s dreams.• Determine whether Dr. King’s dreams have been

fulfilled.• Identify students’ own dreams.• Construct a mobile displaying students’ dreams.• Judge whether dreams are realistic.

Activity Procedures

Prepare(teacher)

• Find a video or written copy of Dr. King’s “I Have aDream” speech.

• Collect supplies.• Copy Dream Mobile Assessment p. 14 for each

student.

Pretest(class)

• Ask students what they know about Martin LutherKing, Jr. and Martin Luther King Day. List responsesfor the class to see.

Materials• Martin Luther KingDay

• copy of Dr. King’s “I Have a Dream”speech or video ofthe speech

• strips of tagboardmeasuringapproximately 3 1⁄2” x 17”

• white drawing orconstruction paper

• string• crayons, coloredpencils, or markers

• stapler• hole punch• Dream MobileAssessment p. 14

Read(teacher)

• Read aloud the first two to three pages of the bookintroduced to the class.

Model(teacher)

• Demonstrate how to predict a story outcome.• After reading the beginning of the book to the class,

make a prediction about what might happen next.• Support your prediction with what you have learned

about the characters or information about theproblem in the story.

• Continue to read the story until you reveal theaccuracy of your prediction.

Practice(student)

• Students read the first four to five pages of theirbook or continue reading four to five more pages inthe book the teacher started.

• Using Predicting the Outcome p. 17, students predictthe ending to the book and support their predictionwith details from the book.

• Students continue to read their book to check theirpredictions.

Discuss(class, small groups)

• Were your predictions correct?• What clues did you use?• If you were not correct, why do you think you

predicted what you did?

Evaluate(teacher)

• Continue to predict outcomes throughout otherreadings.

• Student responses should be logical and indicate anexcellent understanding of the character and story.


Lesson 2Predicting theOutcomePurpose: Students will draw upon theirunderstanding of characters and events in a story topredict how it will end.

Objectives• Describe the cover of a book.• Predict the outcome of a story.• Express reasons why a specific prediction was made.• Distinguish which clues in a story can help to make a

prediction.• Collect important information from a story.• Assess the accuracy of a prediction.

Activity Procedures

Prepare(teacher)

• Copy Predicting the Outcome p. 17 for eachstudent.

Pretest(class)

• Introduce one of the books from the AfricanAmerican History for Primary Grades series.

• Talk about the title and the illustrations on the coverand back cover.

• What might the book be about? How can you tell?

Materials• African AmericanHistory for PrimaryGrades series

• Predicting theOutcome p. 17

• pencil

Read(student, small group)

• Read one of the biographies from the AfricanAmerican History for Primary Grades series.

Model(teacher)

• Use a story familiar to the class to demonstrate howto do the activity.

• Using Story Problem Planning Sheet p. 18, encouragethe class to help you identify the most importantproblem in the story, why it is an important problem,and how the problem was solved.

• Show students how to take the information fromStory Problem Planning Sheet p. 18 and write aboutit on Story Problem p. 19.

• Reread what you wrote on Story Problem p. 19 tomake sure it is complete.

Practice(student)

• Students find the most important problem in theirstory, why it is important, and how it was solved.Students should record their ideas on Story ProblemPlanning Sheet p. 18.

• On Story Problem p. 19, students should write aboutthe problem and how it was solved.

• Encourage students to imagine they are explainingthe story to someone who has not read it.

Discuss(partner)

• Have students read their story problem to a partner.• Encourage partners to give compliments and

suggestions to make the writing complete.

Evaluate(teacher)

• Use Story Problem Assessment p. 15 to evaluateplanning sheets and writings.

• Extension Activity: Use the above activity forcreative writing. Have students plan and write abouta problem in their own lives instead of in a book.


Lesson 3Story ProblemPurpose: Students will demonstrate their readingcomprehension by identifying an important problemin a story and describing its solution.

Objectives• Recall stories with problems.• Describe problems in stories and their solutions.• Determine the most important problem in a new

story.• Explain why the problem was important.• Compose a written response describing the problem

and its solution.• Recommend suggestions for improvement.

Activity Procedures

Prepare(teacher)

• Copy Story Problem Planning Sheet p. 18, StoryProblem p. 19, and Story Problem Assessment p. 15 for each student.

Pretest(teacher)

• Tell students that they are going to read a storyabout a person with a problem. Discuss other storiesthe class has read that have problems in them.

• Remind students that as they read, they need to findthe most important problem in the story. They willbe writing about it when they are finished reading.


• Story ProblemPlanning Sheet p. 18

• Story Problem p. 19• Story ProblemAssessment p. 15

• pencil

• Tell students that they are going be creatingcharacter trait posters. As they read their book fromthe African American History for Primary Gradesseries, students should look for words or quotes thatdescribe the main character’s traits.

Read(student)

• Read one book from the African American Historyfor Primary Grades series.

• On Character Traits p. 20, students should recordwords and quotes that describe the main character.

Model(teacher)

• Demonstrate how to make a character trait poster.Place a large piece of butcher paper on the floor andask a student volunteer to lie on it. Trace their body.

• Cut out body.• Tell students that they are to decorate the body to

look like the main character in their book.

Practice(small group)

• Assign students to groups of three or four. Allstudents in the same group should have read thesame book.

• As a group, students create one poster of the maincharacter from their book.

• On or around the poster, students write or paste thecharacter trait words and quotes they collected.

Discuss(class)

• Student groups introduce their character to the class.• Groups should discuss the words and quotes that they

used on their poster.

Evaluate(student)

• Have students complete Character Trait Self-Evaluation p. 16.


Lesson 4Character TraitsPurpose: Students will create a life-size posteranalyzing the characteristics of an African American inhistory.

Objectives• Define “character trait.”• Identify some character traits.• Produce a list of character traits of a biography

subject.• Analyze a main character and list his/her character

traits.• Create a poster of a famous African American in

history.• Evaluate how well students worked in their group.

Activity Procedures

Prepare(teacher)

• Copy Character Traits p. 20 and Character Trait Self-Evaluation p. 16 for each student.

Pretest(class)

• What are character traits? Discuss personality traitsand physical traits.

• Can you tell what kind of person someone is bysomething they say? Ask for examples.


• Character Traits p. 20

• butcher paper• crayons or markers• scissors• Character Trait Self-Evaluation p. 16

• pencil

Model(teacher)

• Show students the matrix.• Ask students which categories might have information

to include on the matrix. List these categories alongthe top of the matrix. (For example: Growing Up,Family, Years Lived, Problems Faced, Goals andDreams, etc.)

• Demonstrate how to fill in the matrix. Choose asquare to use as a demonstration. Fill the squarewith words, phrases, or pictures.

Read(student)

• Read one book from the African American Historyfor Primary Grades series.

Practice(student)

• As students read, they may go to the matrix and addnew information they have found. Remind them toonly add new information that is not already writtenon the matrix.

• As students read, they may think of a new categoryto add to the matrix.

Discuss(class)

• Look at the matrix and summarize the lives of eachfamous African American. Look for similarities anddifferences.

Evaluate(class)

• If you could go back in time to when the person youread about lived, would you? Why or why not?

Example Matrix:


Lesson 5MatrixPurpose: Students will compare the lives of famousAfrican Americans in history.

Objectives• List famous African Americans in history.• Identify common themes or categories.• Determine what information should fit in each

category.• Compare and contrast the lives of African Americans

in history.• Assemble information into a Matrix Diagram.• Assess whether they would like to live at the same

time as the African Americans they read about.

Activity Procedures

Prepare(teacher)

• Place a very large piece of butcher paper on a wall.Make sure it is low enough for students to write on.Draw lines on the paper to create a matrix. (Seeexample matrix below.) Make sure squares are largeenough for several students to write information inthem.

• Along the left side of the paper, list the names of theAfrican Americans your class has read about.

Pretest(class)

• How are the lives of the African Americans we havebeen studying similar?

• How are their lives different from each other?


• butcher paper• markers

Early Problems Goals andLife Family Faced Dreams

Allen Jay

Clara Brown

Jesse Owens

Martin LutherKing, Jr.


O’Neill, Laurie A. Little Rock: The Desegregation ofCentral High. Brookfield, CT: Millbrook Press,1994.

Ringgold, Faith. If a Bus Could Talk: The Story of RosaParks. New York: Simon & Schuster Children’s,1999.

Swain, Gwenyth. Civil Rights Pioneer: A Story aboutMary Church Terrell. Minneapolis: CarolrhodaBooks, 1999.

Weidt, Maryann N. Revolutionary Poet: A Story aboutPhillis Wheatley. Minneapolis: CarolrhodaBooks, 1997.

Winter, Jeanette. Follow the Drinking Gourd. NewYork: Alfred A. Knopf, 1992.

WebsitesAFRO-Americ@’s Black History Museum: Kid’s Zone

<http://www.afroam.org/children/children.html>This site includes games, brainteasers, myths andfables, and “Discover Africa.”

CNN’s Guide to Black History Month <http://www.cnn.com/EVENTS/black_history/index.html>One of the most comprehensive collections onthe Web!

The Encyclopædia Britannica Guide to Black History <http://blackhistory.eb.com/index2.html>Encyclopædia Britannica celebrates BlackHistory Month in the United States with thiscomprehensive site that goes all the way back tothe 1600s. Includes biographies, audio/video, abibliography, and a student study guide.

Multicultural Pavilion: Teacher’s Corner<http://curry.edschool.virginia.edu/go/multicultural/teachers.html>Special features, tools, activities, links, and on-line archives help teach multicultural issues.

Smithsonian: African American History and Culture<http://www.si.edu/resource/faq/nmah/afroam.htm>This site includes a children’s reading list.

Teaching African-American History <http://socialstudies.com/c/@cJArzVx7u7bXg/Pages/blackhistory.html>Concrete lesson plans for teaching importantfigures in Black History. Reviews of supplementalcurriculum materials that can be ordered on-line.Annotated links to other important BlackHistory websites.

Additional ResourcesBooks Adler, David A. A Picture Book of Martin Luther King,

Jr. New York: Holiday House, Inc., 1991. Amper, Thomas. Booker T. Washington. Minneapolis:

Carolrhoda Books, 1998.Bray, Rosemary L. Martin Luther King. New York:

William Morrow & Co., 1996.Feelings, Tom. Tommy Traveler in the World of Black

History. New York: Writers & Readers Publishing,Inc., 1993.

Ferris, Jeri. Go Free or Die: A Story about HarrietTubman. Minneapolis: Carolrhoda Books, 1988.

Ferris, Jeri. Walking the Road to Freedom: A Storyabout Sojourner Truth. Minneapolis: CarolrhodaBooks, 1988.

Ferris, Jeri. What Are You Figuring Now?: A Story aboutBenjamin Banneker. Minneapolis: CarolrhodaBooks, 1988.

Ferris, Jeri Chase. With Open Arms: A Story aboutBiddy Mason. Minneapolis: Carolrhoda Books,1999.

Hopkinson, Deborah. Sweet Clara and the FreedomQuilt. New York: Alfred A. Knopf, 1995.

King, Martin Luther Jr. I Have a Dream. New York:Scholastic, Inc., 1997.

Krull, Kathleen. Wilma Unlimited: How WilmaRudolph Became the World’s Fastest Woman.Orlando, FL: Harcourt Brace & Company, 2000.

Lawrence, Jacob. The Great Migration: An AmericanStory. New York: HarperCollins Children’sBooks, 1995.

Levine, Ellen. . . . If You Traveled On the UndergroundRailroad. New York: Scholastic, Inc., 1988.

Lewin, Hugh. Jafta. Minneapolis: Carolrhoda Books,1983.

Mcloone, Margo. George Washington Carver: APhoto-Illustrated Biography. Minneapolis:Capstone Press, 1997.

Mitchell, Barbara. A Pocketful of Goobers: A Storyabout George Washington Carver. Minneapolis:Carolrhoda Books, 1991.

Mitchell, Barbara. Raggin’: A Story about Scott Joplin.Minneapolis: Carolrhoda Books, 1987.

Monk, Isabell. Hope. Minneapolis: CarolrhodaBooks, 1999.

12

Teaching African American History

Oral Reading Miscue Record Sheet

NameDateTitle and Pages

M = Meaning. Student used a substitution that made sense in the context.S = Sentence Structure. Student changed the sentence structure.V = Visual. Student used a substitution that looked like the initial word.A = Addition. Student added a new word to the sentence or repeated a word.

Directions: • Copy the section of the book you would like the student to read.• As the student reads, circle the word or words the student reads incorrectly.• Write above each circled word what the student said.• When the student is done reading the section, score whether the miscues would be

marked as M, S, V, or A.

Strategies used: ______________________________________________________________

Comprehension: ______________________________________________________________

Fluency:____________________________________________________________________

Needs to learn: ______________________________________________________________

13


Language Arts Skills Checklist

Mastered Developing Needs Improvement

A B C D FSkills

Name

➤

➤

14


Dream Mobile Assessment

Student__________________________________________________________

Key Elements:

• Each section accurately reflects dreams for the student, their family, theircommunity, and their world.

• Dreams reflect empathy toward others and an understanding of Dr. King’sdreams for all people.

• Mobile shows art that is colorful and detailed.

Scoring:

4 – ExcellentAll elements are well developed.

3 – SatisfactoryAll elements are adequately developed.

2 – BeginningOnly one or two elements are adequately developed.

1 – Needs ImprovementNo elements are adequately developed.

Comments:

15


Story Problem Assessment

Student__________________________________________________________

Score Criteria

3 - The written response is complete.- It shows a good understanding of the story and the

problem.- Reasoning is supported by details from the story.- Details are accurate.

2 - The written response is adequate.- It shows a fair understanding of the story and the problem.- Reasoning includes some details.- Some details are accurate. Some are inaccurate or

unrelated.

1 - The written response is not complete.- It shows a minimal understanding of the story and the

problem.- Includes random details and irrelevant information.

0 - There is little or no response.- It shows a misunderstanding of the story and the problem.- Details are inaccurate and/or irrelevant.

16


Character Trait Self-Evaluation

Name__________________________________ Date ____________________

Name of Main Character ____________________________________________

1. What part of the Character Trait Poster did you do?

2. What did you do well?

3. What part of the project could you have done better?

4. What did you learn?

5. What did you like best about this project?

17


Predicting the Outcome

Name__________________________________ Date ____________________

Title of Book ____________________________________________________

Directions: Read the first four to five pages of a book. Think about thecharacter and what has happened to him or her so far. Predict, or guess, howthe book will end. Write your thoughts below.

Describe the main character:

Tell what has happened in the book so far:

Make your prediction for the book ending:

Explain why you made that prediction:

18


Story Problem Planning Sheet

Name__________________________________ Date ____________________

Title ____________________________________________________________

The most important problem in this story was . . .

It was an important problem because . . .

The problem was solved when . . .

19


Story Problem

Name__________________________________ Date ____________________

Title ____________________________________________________________

Directions: Write about an important problem in the story. Explain whyit is important and how it was solved.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

20


Character Traits

Name__________________________________ Date ____________________

Directions: As you read, write down words and things the character saysthat describes his/her personality and appearance.

Name of Main Character ____________________________________________

21


Word Search

Name

Date

22


23


Notes

A division of Lerner Publishing GroupLerner Publications • Carolrhoda Books • Runestone Press • LernerSports • First Avenue Editions • LernerClassroom

Editorial, Production, and Sales and Marketing • 241 First Avenue North, Minneapolis, MN 55401 U.S.A.Customer Service, Shipping, and Administration • 1251 Washington Avenue North, Minneapolis, MN 55401 U.S.A.

612-332-3344 • 800-328-4929 • FAX 612-332-7615 • www.lernerclassroom.com

Additional books and teachingguides available in the following

subject areas:

Social Studies

Science

Reading/Literacy

Mathematics

teaching african american history - … african american history 3 standards history † understands...

Documents