LITERACY & 5th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 4 Unit Plan

THEME: Culture, Dignity, and Identity CONCEPT: Africa, Us, and the World African Explorers in the Americas Africans as constant travelers, to Africans in the Americas, to Africans and African Americans in the development of the Atlantic world CONTENT TOPIC: Examining African peoples roles in the exploration and development of early North and South Americas through fiction and nonfiction texts UNIT TITLE: Beginning of European Migration
Unit Name: Beginning of European Migration Unit Concepts: Africa, Us, and the World African Explorers in the Americas Examining African peoples roles in the exploration and development of early North and South Americas through fiction and nonfiction texts. Unit Description: Students will engage with analyzing and weighing the credibility of the traditional narrative of Spanish conquistadors. They will examine the conquistador culture, and explore the roles black Africans played in the settlement of the Americas. Key Themes: Culture, Dignity, and Identity Length: 5 weeks

Enduring Understandings

A persons identity is shaped by dynamic interactions between individuals and groups; agency and structure; nature and environment. Knowledge of the past helps us understand the world and make better decisions about the future. Readers and writers draw from textual evidence to analyze, reflect and research. Readers integrate knowledge and ideas by analyzing multiple accounts and viewpoints on the same topic.

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LITERACY & 5th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 4 Unit Plan
Researchers support their findings in writing with strong reasoning and evidence. How does culture and identity influence who we are? How do time, culture and history influence works of art and/or the advancement of science and technology? What can I do to positively impact my community?

Essential Questions

Common Core Standards Primary Secondary

Primary: Standards Assessed RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grade 5 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point*s+). SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when

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LITERACY & 5th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 4 Unit Plan
appropriate to enhance the development of main ideas or themes. Secondary: Standards Addressed RI.5.2, RI.5.3, RI.5.4, RI.5.10, W.5.4, W.5.10, SL.5.1, SL.5.4 Cognitive Skills Reading, Writing, and Citing Textual Evidence Literal and inferential comprehension Synthesize inferential information Synthesizing key details determining main idea(s) Summarizing and sequencing Comparing and contrasting Close reading and analysis Applying qualities of informational/explanatory writing Building Knowledge through Texts Beginning of European Migration Black Conquistadors of the Americas African Influence in Early Colonial Development Diagnostic (Pre-Assessment) *Same as summative assessment with the use of varying informational texts on the related topic. Formative Assessments Student summaries and routine writing Student annotations and notes Small and whole group discussion Constructed response to text-dependent questions Summative Performance Assessment Task 1: Students will gather and use a variety of short informational pieces of text, along with their notes and annotations from this unit, to formulate and organize an explanation based on the ideas and facts gathered around the unit content. Task 2: Students will use the resources from Task 1 to compose a written explanation of the significant African influence of early colonial development, aligning reasons and evidence from Task 1. Texts/ Resources Suggested Resources Extended Texts The Conquistadors: A Very Short Introduction, Matthew Restall

Content

Assessments (D) Diagnostic (F) Formative (S) Summative

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LITERACY & 5th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 4 Unit Plan
They Came Before Columbus: The African Presence in Ancient America, Ivan Van Sertima The African Americans: Many Rivers to Cross, Henry Louis Gates The Narrative of Cabeza de Vaca, Alvar Nunez Cabeza De Vaca Central Africans, Atlantic Creoles, and the Foundation of the Americas, 1585-1660, Linda Heywood and John Thornton Short Texts Articles & Online Resources A Black Conquistador in Mexico, Peter Gerhard The Hispanic American Historical Review, Vol. 58, No. 3, 1978 (451-459) African American Heritage & Ethnography Juan Garrido http://www.nps.gov/ethnography/aah/aaheritage/Spani shAm_furthRdg4.htm Garrido, Juan (c. 1480-c.1550) http://www.blackpast.org/gah/garrido-juan-c-1480-c1550 The Americas: Black Conquistadors - Armed Africans in Early Spanish America http://www.latinamericanstudies.org/colonial/blackconquistadors.pdf African Conquistadors: Juan Garrido, Hernando Cortez and the Conquest of Mexico http://africanus.hubpages.com/hub/BlackConquistadors-Pedro-Garrido-and-the-Conquest-ofMexico African Explorers of Spanish America http://originalpeople.org/black-conquistadors-armedafricans-in-early-spanish-america-1500s/#.UoFuVY47_0s Blacks in Mexico http://www.blueroadrunner.com/blacks.htm Estevanico the Moor: Slave and Explorer http://spanish.about.com/cs/culture/a/estevanico_2.ht m

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LITERACY & 5th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 4 Unit Plan

History of Estevanico http://www.humanities.uci.edu/mclark/HumCore2001/S pring%20Quarter/Estevanico.htm Free Africans in Colonial America http://www.common-place.org/vol-05/no-01/heinegghoff/ Videos The African Americans: Many Rivers to Cross, PBS Documentary Episode 1 The Black Atlantic 1500-1800 http://www.pbs.org/wnet/african-americans-manyrivers-to-cross/video/the-black-atlantic/

Learning Activities

Week 1 Unit Kick-Off

Opening: Close Reading African Conquistadors: Juan Garrido, Hernando Cortez and the Conquest of Mexico Teacher facilitates analytic reading through annotation, a series of text-dependent questions and discussion to understand the concept of ethnological minimalism, and the role it played in under-representing the contributions of Africans to the early development of the North and South Americas. Encourage close reading habits: Reading for general understanding and to annotate the text with margin notes or questions, connections and reactions; circling confusing words, and underlining main ideas and key points. Rereading to determine key details, authors purpose, and to synthesize information through collaborative conversations and text-dependent questions. Reading, discussing and writing from sources. Introduction Teacher will introduce the unit by explaining the topic and content, and its relationship with the year-long theme of culture, dignity and identity. Teacher will share charted Enduring Understandings and

Strategies for Varied Learner Profiles

Read aloud the articles first so that lower-level readers have access to it

Pair higher and lower reading ability students to further support access to the information in texts and articles

Allow students to illustrate ideas or demonstrate content understanding through modified products

Record the articles onto a tape to maximize auditory comprehension abilities of struggling independent

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LITERACY & 5th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 4 Unit Plan
Essential Questions that will drive the unit lessons and learning. Shared Reading/Quote Analysis Teacher will demonstrate and guide students, using modeling and shared practice, to determine the main idea of the text (quote) and explain it in relation to the unit content. -False greatness is unsociable and remote: conscious of its own frailty, it hides, or at least averts its face, and reveals itself only enough to create an illusion and not be recognized as the meanness that it really is. Jean de la Bruyere, French Moralist Work Time: Collaborative Conversations Using 4-5 additional quotes, the teacher will direct small groups of students (each group sharing the same quote) to read and think independently to gather the main idea and relationship it has within the unit content. Teacher will engage with groups as they then discuss their understanding of the quote. Suggested Quote Resources: -Give credit where credit is due. Samuel Adams, American Statesman and Political Philosopher -Every truth passes through three stages before it is recognized. In the first it is ridiculed, in the second it is opposed, in the third it is regarded as self-evident. Arthur Schopenhauer, German Philosopher -To be rooted is perhaps the most important and least recognized need of the human soul. Simone Weil, French Philosopher -By academic freedom I understand the right to search for truth and to publish and teach what one holds to be true. This right implies also a duty: one must not conceal any part of what one has recognized to be true. Albert Einstein, German-American Physicist -To be prosperous is not to be superior, and should form no barrier between men. William Ellery Channing, American Moralist -What gets recognized gets valued. Colleen Wilcox Closing and Assessment: Chalk Talk Protocol Using guiding questions, students will reflect on the text, discussion and unit content, to respond in writing (or any Allow students to dictate their ideas to someone else for writing readers

Allow students to work with a partner to share orally what they plan to write before independent writing

Modify the amount of reading or writing to complete

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LITERACY & 5th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 4 Unit Plan
visual representation) with their own ideas, and to build on/connect with others ideas. Independent Writing Students will write in their journal/notebook in response to the lesson content, experience and understanding gained.

Weeks 2-4 Black Conquistadors in the Americas

Read Aloud and Accountable Talk The Conquistadors: A Very Short Introduction Teacher models analytic reading strategies and facilitates a collaborative discussion to activate/build knowledge of the conquistadors, and guide understanding of their role in the early development of the Americas. Exercise Accountable Talk teacher moves during group discussion: Marking important/valuable points and revealing why. Challenging students by asking what THEY think to explain reasoning. Modeling by showing reasoning or thinking. Recapping a shared understanding in a concise, coherent form.

Close Reading The Americas: Black Conquistadors - Armed Africans in Early Spanish America, p. 171-175 Teacher facilitates analytic reading through a series of text-dependent questions to understand the black experience in Spanish America, and that Africans were a pivotal part of Spanish conquest in the Americas. Encourage close reading habits: Reading for general understanding and to annotate the text with margin notes of questions, connections and reactions; circling confusing words, and underlining main ideas and key points. Rereading to determine key details, authors purpose, and to synthesize information through collaborative conversations and text dependent questions. Reading, discussing and writing from sources.

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LITERACY & 5th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 4 Unit Plan

Shared Reading/Quote Analysis The story of the African-American people is the story of the settlement and growth of America itself, a universal tale that all people should experience, Henry Louis Gates, director of the Hutchins Center for African and African American Research and Harvard University Professor Read Aloud with Accountable Talk The African Americans: Many Rivers to Cross, Henry Louis Gates Introduction Teacher will read aloud the introduction of the text to set the tone and context for the video, establish the purpose for viewing the video connected to the text. Exercise Accountable Talk teacher moves during group discussion: Marking important/valuable points and revealing why. Challenging students by asking what THEY think to explain reasoning. Modeling by showing reasoning or thinking. Recapping a shared understanding in a concise, coherent form. Video Analysis & Note-taking The African Americans: Many Rivers to Cross, PBS Documentary Episode 1 The Black Atlantic 1500-1800
The Black Atlantic explores the truly global experiences that created the African-American people. Beginning a full century before the first documented 20-and-odd slaves who arrived at Jamestown, Virginia, the episode portrays the earliest Africans, both slave and free, who arrived on these shores. The late 18th century saw a global explosion of freedom movements, and The Black Atlantic examines what that Era of Revolutions American, French and Haitian would mean for African Americans and for slavery in America.

Teacher supports students by modeling and directing their use of a 2-column note-taking template at meaning stopping points in the video, capturing information on individuals/events and their significance. Video Discussion & Writing from Sources Teacher leads whole-group and supports partner discussions based on knowledge gained from the video. Suggested prompts

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LITERACY & 5th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 4 Unit Plan
What do you think the creator of the video wanted to teach you? Who were the important people highlighted during this time? What were the important events highlighted during this time? What is the evidence makes you think that? What were the central ideas of the video? Students discuss with a partner and then capture their thoughts through writing a response in their notebooks. Share and discuss with the whole class.

Read Aloud with Accountable Talk Blacks in Mexico Teacher models analytic reading strategies and facilitates a collaborative discussion to identify details and evidence from the text to support the authors argument that the marginalization of Blacks in Mexico actually helped lay the groundwork for modern civil rights. Exercise Accountable Talk teacher moves during group discussion: Marking important/valuable points and revealing why. Challenging students by asking what THEY think to explain reasoning. Modeling by showing reasoning or thinking. Recapping a shared understanding in a concise, coherent form. Collaborative Conversations Facilitate small group discussions to answer (charted) questions: What does the author mean by this? What is he/she trying to say? How do you know this? What makes you think that? What do you think about that? Whats your opinion?

Primary Source Analysis and Discussion Juan Garridos probanza Black Conquistadors - Armed Africans in Early Spanish America Teacher will engage students in analyzing and discussing a primary source through reading the document aloud and facilitating whole and small group discussions with

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LITERACY & 5th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 4 Unit Plan
suggested prompts: What does the author mean by this? What is he/she trying to say? How do you know this? What makes you think that? What do you think about that? Whats your opinion? What is the author trying to explain as his contribution or service? What key events are described? What does this make you think about the events of that time? What impact does this have on today? Independent Writing Encourage students to use the ideas and insight gained through the group analysis and discussion to compose a written response.

Close Reading Black Conquistadors - Armed Africans in Early Spanish America p. 176-181 Teacher will engage students in repeated, analytical reading experiences with the text to understand the significant role Juan Garrido played in the development of the Atlantic World. Encourage close reading habits: Reading for general understanding and to annotate the text with margin notes of questions, connections and reactions; circling confusing words, and underlining main ideas and key points. Rereading to determine key details, authors purpose, and to synthesize information through collaborative conversations and text dependent questions. Reading, discussing and writing from sources. Shared Writing Teacher will engage students in composing and constructing a written explanation of Garridos impact on the development of the Americas, prompting for details and alignment of reasons and evidence.

Read Aloud with Accountable Talk Estevanico the Moor Teacher models analytic reading strategies and facilitate

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LITERACY & 5th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 4 Unit Plan
a collaborative discussion to identify details and evidence from the text to support the authors idea of Estevanicos significance within American history. Exercise Accountable Talk teacher moves during group discussion: Marking important/valuable points and revealing why. Challenging students by asking what THEY think to explain reasoning. Modeling by showing reasoning or thinking. Recapping a shared understanding in a concise, coherent form. Close Reading History of Estevanico Teacher will engage students in repeated, analytical reading experiences with the text to understand the significant role Estevanico played in the development of North America. Encourage close reading habits: Reading for general understanding and to annotate the text with margin notes of questions, connections and reactions; circling confusing words, and underlining main ideas and key points. Rereading to determine key details, authors purpose, and to synthesize information through collaborative conversations and text dependent questions. Reading, discussing and writing from sources.

Week 5 African Influence in Early Colonial Development

Read Aloud with Accountable Talk Central Africans, Atlantic Creoles, and the Foundation of the Americas, 1585-1660 Teacher will model analytical reading strategies, while engaging students in identifying and discussing key details and textual evidence focused toward authors argument, which exposes the shortfalls in historical studies of the relationship between Africa and the Americas. Exercise Accountable Talk teacher moves during group discussion: Marking important/valuable points and revealing why. Challenging students by asking what THEY think to

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LITERACY & 5th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 4 Unit Plan
explain reasoning. Modeling by showing reasoning or thinking. Recapping a shared understanding in a concise, coherent form. Shared Writing Teacher will provide guided instruction to compose a constructed response explaining the authors argument and providing textual evidence used to support the stance taken.

Close Reading Free Africans in Colonial America Teacher facilitates analytic reading through a series of text-dependent questions to uncover the authors purpose for researching the lives of free African Americans before 1820. Encourage close reading habits: Reading for general understanding and to annotate the text with margin notes of questions, connections and reactions; circling confusing words, and underlining main ideas and key points. Rereading to determine key details, authors purpose, and to synthesize information through collaborative conversations and text dependent questions. Reading, discussing and writing from sources.

Weeks 6-7 Research Writing

Teacher delivers mini-lessons and supports students through the use of Gradual Release of Responsibility, to produce an informative essay about a self-chosen individual related to the unit topic, and through the use of previously studied unit texts as mentors. Mini-lessons Generating Ideas for Reports Using a T-Chart to create a list of topics and facts, to teach a reader about each of those topics. Selecting a Topic Using specific questions, or criteria, to choose the best research topic. Seeking and Recording Research Organizing for and recording research as dash

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LITERACY & 5th Grade Interdisciplinary African and African American Studies SOCIAL SCIENCE Quarter 4 Unit Plan
facts. Drafting by Grouping Information and Writing Headings Planning for draft writing by organizing similar facts under headings to help readers find information. Drafting for Interest Adding interesting text features to teach readers. Revising Enhancing quality and adding interest by using organizational patterns and non-fiction text structures. Rereading information to ensure the writing teaches readers new information. Turning headings into questions and rereading writing for the answers. Publishing Making final format and layout decisions with the reader in mind.

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