Unit of Study Template

Spring Semester 2015

ED449e and ED 475
Faye Waanders
Discipline to be covered in the unit of study: Black History Month
Grade Level: 4th Grade
Unit theme: Black History Month
Big Idea: Acceptance
Desired Results
Established Goals
New Jersey Core Content Standards
Students will be able to:

6.1.4.A.3 Determine how fairness, equality, and the common good

have influenced new laws and policies over time at the local and national levels
of United States government.
6.1.4.A.9 Compare and contrast responses of individuals and groups, past and
present, to violations of fundamental rights (e.g., fairness, civil rights, human
rights).
6.1.4.A.10 Describe how the actions of Dr. Martin Luther King, Jr., and other
civil rights leaders served as catalysts for social change and inspired social
activism in subsequent generations.
W.2.2 Write informative/explanatory texts in which they introduce a topic, use
facts and definitions to develop points, and provide a concluding statement or
section.
W.2.8 Recall information from experiences or gather information from provided
sources to answer a question.
W.2.5 With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
SL.2.1.A Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion).
SL.2.1.B Build on others' talk in conversations by linking their comments to
the remarks of others.
SL.2.1.C Ask for clarification and further explanation as needed about the
topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
SL.2.3 Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a
topic or issue.

Understandings
Essential Questions:
Students will understand that
-there are fundamental values of democracy,
1. What do we mean by
the common good, liberty, justice, equality
segregation?
and individual dignity that exist in our
2. Why did segregation
United States Constitution
exist in the United
rules of law can serve to support order and
States?
protect individual rights
3. Why did slavery exist in
throughout United States history certain
the United States?
4.
What were the Jim Crow
groups of people have been denied their
laws? How did they
basic fundamental rights
become enacted?
throughout United States history brave men
5. How did slavery result in
and women have fought hard to eliminate
racial prejudice?
injustice
6. What was the
segregation has caused racial issues in the
Emancipation
United States
Proclamation? What did
in the United States slavery was the
this mean?
precursor to segregation and racial prejudice
7. What do we mean by the
Civil Rights movement?
8. What important laws
influenced the Civil
Rights Movement?
9. Who were important
African Americans who
impacted the United
States today?
Students will know:
1. The following African Americans and why they
are important in history.
Martin Luther King Jr.
Ruby Bridges
Harriet Tubman
Sojourner Truth
Benjamin Banneker
Frederick Douglass
Rosa Parks
Coretta Scott King
Ray Charles
Willie Mays
Jackie Robinson
Jim Brown

Students will be able to:

Identify African
Americans throughout
history and their
importance.
Recognize that African
Americans had an impact
on rights, sports, music,
and inventions that exist
today.
Recall important events
that took place in the
United States.
Make and label a
timeline with events that

Colin Powell
Michael Jordan
Jerry Rice
Nat Turner
George Washington Carver
Thurgood Marshall
2. Important civil rights events that took place in
the United States:
a. President Truman signs an Executive Order
stating equality of treatment and opportunity
for all persons in the armed services
b. Supreme Court declares segregation in
schools unconstitutional in Brown vs. Board
of Education
c. Rosa Parks refuses to give up her seat at the
front of a colored section bus
d. President Eisenhower sends troops to
intervene on students blocked from school,
known as Little Rock Nine
e. Martin Luther King is arrested for
protesting in Birmingham, Al
f. Martin Luther King gives I Have a Dream
speech
g. Civil Rights Act passed in 1964
h. Historical Supreme court decisions that
influenced the Civil Rights Movement and
addressed the justice and equality.
i. Important federal laws and court decisions.

occurred throughout
black history.
Define the underground
railroad and understand
its importance.

3. A timeline explaining events throughout African

American history.
4. The importance of the Underground Railroad.
Stage 2----Assessment Evidence
Performance Assessment :
Wax Museum Project- Due______
This project will be based on research of an African
Americans contributions to history. You can create
a brochure, create a timeline, make a diorama, or
design a poster to go with your written work.
Step 1: Discuss the assignment with a family
member
Step 2: Look at the list on the back to see who you
are assigned to research.

Other Assessment Evidence:

Formative assessments

Teacher observations

Daily homework
assignments

Read Alouds

Step 3: Begin to gather and review information.

You can use many different resources including the
internet and the school/public library.
Step 4: Complete the Basic Information Form and
hand it in on _____. (You will need this form to
write a paragraph speech in class that will be
memorized and recited at our wax museum.)
Step 5: Take down notes. You can use foursquare
notes or index cards to write down your notes. Be
sure to write the information in your own words.
Do not copy word for word from the source.
Step 6: Write an outline, and then begin your
rough draft. It should be 1 page long.
Step 7: Review your first draft with an adult and
work on the final copy. Make all the necessary
changes and add information if it is needed.
Remember to read over your work out loud so you
can self correct your errors. Be sure your writing is
neat or type it on a computer.

Reading Groups

Scholastic News
Class discussions

Small group discussions

Writing assignments

Teacher observations
during question and
answers sessions

Summative Assessment

Performance assessment
rubric

Unit test

Step 8: Complete your brochure, timeline, diorama,

or poster. Be creative!
Step 9: Come to school dressed as the person on
_____. You can also bring in props, or anything
related to the person.
*Students will hand in a check-in sheet once a week
to let the teacher know where they are in their
project. The following questions will be on the
check-in sheet:
1. Where I am, in my wax museum project:
2. Questions I have at this time:
3. What is going well with my project:
4. What isn't going well with my project:
Daily Objectives for Ten Lessons
Day 1
Learning: Students will learn about slavery

Behavior: by analyzing slave songs and their hidden meanings in heterogeneous

groups
Condition: after watching a BrainPop video on Harriet Tubman.
Day 2
Learning: Students will learn about the path of the Underground Railroad
Behavior: by making decisions as they follow Harriet Tubman escaping a slave owner
on an interactive online activity
Condition: after reading about escape stories of slaves.
Day 3
Learning: Students will learn about the freeing of slaves in the United States
Behavior: by doing a jigsaw activity
Condition: after reading the Emancipation Proclamation and viewing it through the
different lens of the classes of people.
Day 4
Learning: Students will learn about the transition of the abolishment of slavery to Jim
Crow laws and how they affected African Americans in society
Behavior: by completing a worksheet on segregation
Condition: after discussing Plessy vs. Ferguson case.
Day 5
Learning: Students will understand the emotions of African Americans
Behavior: by writing a short story on How you would have felt if you were a slave?
Condition: after a continuing the topic discussion of segregation.
Day 6
Learning: Students will be learn about the Harlem Renaissance
Behavior: by identifying styles and musicians associated with the Harlem Renaissance
and recording it on a graphic organizer
Condition: after listening to audio clips of jazz music.
Day 7
Learning: Students will learn about Martin Luther King and civil rights protesting
Behavior: by creating a time capsule of dreams for their future
Condition: after reading/listening to Martin Luther Kings I Have a Dream speech.
Day 8
Learning: Students will learn about the stories of four African Americans who made
history
Behavior: by answering questions individually
Condition: after doing a close read Great Americans from ReadWorks.
Day 9
Learning: Students will learn about African American athletes

Behavior: by answering questions in small groups

Condition: after watching a video on biographies.
Day 10
Learning: Students will be able to reflect on African American inventors and how they
impacted society today
Behavior: by completing a mini poster with a partner
Condition: after watching BrainPop videos on African American inventors.
Technological Applications Applied to Unit of Study
https://www.brainpop.com
http://teacher.scholastic.com/activities/bhistory/underground_railroad/
Slave Songs- http://www.pbs.org/wnet/slavery/experience/education/feature.html
Harlem Renaissance Music- https://www.youtube.com/watch?v=o9Pz1yLDDM8
http://www.teachertube.com/video/i-have-a-dream-speech-20916
http://www.readworks.org
Rubric
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this cell or attach it to the final document.