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SOCIAL SCIENCE

10th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson
Students ill !e a!le to """ ith African and African American Studies Connections Students ill !e a!le to """ from Social Science #lannin$ Guides
CCSS iteracy, Spea!ing, and istening S!ills Compare and contrast treatments of the same topic in several primary sources. Cite specific textual evidence to support analysis of primary sources, attending to such features as the date and origin of the information. "rite informative#explanatory texts, including the narration of historical events, scientific procedures# experiments, or technical processes. Collaborate with peers to set rules for collegial discussions and decision$ma!ing %e.g., informal consensus, ta!ing votes on !ey issues, presentation of alternate views&, and setting clear goals and deadlines.

Student Outcome Statements

Students will be able to Define the American Dream, or ideal, and explain how it is obtained and changed over time. Analyze the struggle of African Americans to realize American ideals as represented in texts, art, songs, and literature. Discuss how the definition and appreciation for the American Dream been impacted by historical events. Explain what systems have played a role in the process. Explain how and why African Americans were denied access to the American Dream. Describe the efforts of African Americans to ensure they benefited from the ideals expressed in the American Dream.

Launch Lesson% Defining American 'deals &ime 'rame% (ive days Lesson (escription) Students will wor! collaboratively to determine a definition of American ideals, relying on prior !nowledge of previous units. *hey will analyze varying definitions of American ideals and discuss how they benefit or are of detriment to different groups and how groups wor!ed to ensure they benefitted from the ideals expressed in the texts explored. Students will +read li!e a detective, and gain a clear understanding of various definitions of the American Dream and how it has changed over time. *hrough reading and analyzing original texts, students will be able to describe, draw logical inferences, and demonstrate these s!ills by writing a succinct summary of the texts. Enduring -nderstandin gs )istory* .nowledge of the past helps us understand the world and ma!e better decisions about the future. Identity% 'dentity is cultivated over long periods of time through shared experiences, beliefs and culture. #olitics) /olitical 0eliefs are informed through personal experiences and perspectives. Guidin$ Essential Questions%

Essential

SOCIAL SCIENCE
2uestions

10th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson
'& 3ow do culture and identity influence who we are4 ''& 3ow do time, culture and history influence wor!s of art and#or the advancement of science and technology4 '''& "hat can ' do to positively impact my community4 Common Core Standards

/rimary

+eadin$ +)*,"10*- Analyze how a text uses structure to emphasize !ey points or advance an explanation or analysis. +)*,"10*. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. +)*,"10*, Compare and contrast treatments of the same topic in several primary and secondary sources. /ritin$ /)S&*,"10*0 a. 'ntroduce a topic and organize ideas, concepts, and information to ma!e important connections and distinctions5 include formatting %e.g., headings&, graphics %e.g., figures, tables&, and multimedia when useful to aiding comprehension. /)S& ,"10*, Draw evidence from informational texts to support analysis, reflection, and research. Spea1in$ and Listenin$ SL*,"10*1c /ropel conversations by posing and responding to 6uestions that relate the current discussion to broader themes or larger ideas5 actively incorporate others into the discussion5 and clarify, verify, or challenge ideas and conclusions. SL*,"10*2 /resent information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and tas!. SL*,"10*. Adapt speech to a variety of contexts and tas!s, demonstrating command of formal English when indicated or appropriate.

Cognitive S!ills

Attention needed to de3elop $ood $roup or1 ha!its Selective attention) filter out distractions, ignore irrelevant information Sustained attention) focus for long periods of time Divided attention) focus on more than one thing E4ecuti3e functions /lan (lexibility) change direction if not wor!ing5 adopt multiple approaches

SOCIAL SCIENCE

10th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson
Strategy use) ability to reflect on strategy and select appropriate strategy

Content

Diagnostic

(ormative Summative

*ext# 8esources

&hin1in$ s1ills 8easoning about concrete items versus abstract ideas Creativity Analyzing#evaluating arguments Developing a logical argument 'nductive reasoning) using specific examples#observations and forming a more general principal Deductive reasoning) use stated general premise to reason about specific examples 8esponding to novelty) ability to react appropriately in a novel situation Self$reflection) ability to thin! about oneself in relation to the material 5uildin$ 6no led$e &hrou$h &e4ts Analyze varying definitions of +American ideals, and how they benefit or are of detriment to different groups Explain how groups wor! to ensure they benefit from ideals expressed in the City upon a Hill, Constitution, Declaration of Independence Analyze the impact of African Americans on Americans through art, literature, and music Assessments Students will participate in collaborative discussions about American ideals, how it can be defined in a variety of ways. Students will share out their findings both verbally and in an exit slip at the end of class. Students will also read a variety of texts and complete summary organizers. *eacher chec!s for understanding by reading student responses, observing their interaction with one another, through whole class discussion, and exit tic!ets. *he summative assessment is a group pro9ect, in which each group is assigned a particular era in American 3istory, charged with defining and presenting the American Dream during that era and analyzing the struggle of African Americans to realize those American ideals. *here is also an individual creative assessment) students will create a +Creative /ortfolio,, integrating music, art, and literature analysis. A 8elief ine in ouisville .entuc!y, :ohn "inthrop;s +City on a 3ill, :ohn (. .ennedy;s +City -pon a 3ill, Speech. Address before the <assachusetts =eneral Court of the Commonwealth of <assachusetts 8onald 8eagan;s (arewell Address to the >ation /arm"up% Class will begin with the +See *hin! "onder, routine, which encourages students to ma!e careful observations and thoughtful interpretations about an image or ob9ect. *he intent is to stimulate curiosity for the new unit and ma!e connections to previous learning. During the first step, +seeing,, students will be instructed to avoid interpretation. *he teacher will as! them to write a list of what they see and they will share with a partner via a thin!$pair$share. Differentiated Strategies for Varied Learning Profiles Allow brief, cooperative brainstorming to activate prior !nowledge and

Learnin$ Acti3ities Days 1$7

SOCIAL SCIENCE

10th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson
ma!e predictions =ive students a chance to tal! to partners or write down their answers before responding =roups 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. *exts 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 assignments with drawings, self$ originated video, /ower/oint, oral demonstration or any other approved method of transmitting the !nowledge they have obtained and synthesized through this pro9ect. Students will be encouraged to use graphic organizers and visual aids to B

*he next step, +thin!ing,, is to move to interpreting. *he teacher will as!) what do you thin! these visuals mean4 "hat else is going on here4 *he final step, +wonder, is to as! broader 6uestions that push beyond interpretation. *he final step ensures that students have had time to ta!e in new information through careful observation, thin! about and synthesize the information, and then identify additional wonderings. *he teacher pro9ects the image +A 8elief ine in ouisville .entuc!y., *he image has a billboard with a happy, healthy, well$dressed white family behind a line of African American people standing in a line for a soup !itchen. *he billboard states) +Theres No Way Like the American Way., After moving from the seeing to thin!ing stage, students should discuss the 9uxtaposition and ironic nature of the photo with regards to -.S. 3istory. Students should ma!e connections to previous learning, such the ideas expressed in the Declaration of 'ndependence, where *homas :efferson writes, +all men are created e6ual,. *he routine serves as entry point to the unit in which students will explore the meaning of the American Dream and whether or not it is achievable %for all groups, or some4&. 7. After the S*" routine, the teacher will prompt students) +"hat is your definition of the American dream4 Describe some examples of people you !now, have heard about, or have read about that have dreamed an American dream., *he teacher instructs students to write their own definition of the American Dream, then wor! with a partner to get one definition between the two. After that, the partners 9oin another partnership for a +*al!, *hin!, @pen Exchange, and 0uild, discussion %protocol attached&. *his conversation pattern guides students in the exchange, reflection on, and building of ideas. Students change roles so that everyone has a chance to be the Spea!er, with one minute of reflection time after each spea!er presents. After everyone had a chance to be spea!er, the teacher will instruct students to have an +@pen Exchange,, where students tal! together to exchange ideas about what has been learned from each other. During +@pen, Exchange A 0uild,, the teacher will act as a facilitator, prompting the groups about different types of responses they can ma!e) connecting ideas, elaborating on the ideas of others, commenting on what others have said, and so on. *he teacher should not actively participate, but rather observe and

SOCIAL SCIENCE

10th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson
support the understanding of !ey concepts. *eacher prompts include several sentence stems, which help ma!e the transfer from graphic organizer to writing explicit. Sentence stems also provides a scaffold for students to use and internalize academic language in useful context. *as!s will have components that allow for students to use visual, oral and tactile as well as !inesthetic s!ills to express !nowledge gained. *eacher will be available to students for any needed clarifications as they wor! and will recognize that groups may need additional time as the lesson progresses to read information posted by prior recorders. -se wait time before ta!ing student answers Supply the material with the varied amount of print, varied text structures and extensive graphic support based on students; D

encourage students to as! tough 6uestions, listen attentively to the answers, push bac! when they did not agreeCbut doing so respectfully, and ma!ing sure each person;s voice was honored in the process. ?. (urthermore, to highlight the notion of building understanding in a collaborative way, the teacher will invite students to add their thoughts, ideas, 6uestions, and wonderings on the topic to the sheet of butcher;s paper posted in the classroom. <ar!ers will be placed with each group and students will be encouraged to move freely about the room. *his %+Chal! tal!,& is a tool for ma!ing students; thin!ing visible and the sheet will be placed where students have access to it over the next few wee!s to enable them to revisit ideas and add to them if desired. B. (inally, the class wraps up with a whole group sharing of ideas and 6uestions raised by their discussions. Each group shares their definition of the American Dream. *he teacher models the writing process by ta!ing ideas and !ey words from each group;s definition and writing a summary, or class definition, of the American Dream. *his should be a whole$class discussion$and$negotiation process. *he goal of the whole$class discussion is for the students to come to consensus on the definition of the American Dream. 0y the end of class, students will have a class definition of the American Dream to be used throughout the unit. (ay &hree 1. *he teacher opens up class with the class definition of American Dream and explains that over the next few wee!s, students will be interpreting the treatment of the American Dream in music, literature, and art, and discuss how and why African Americans were denied access to the American Dream and how, with dignity and perseverance, they obtained rights. *he teacher explains that for the rest of the wee!, students will be as!ed to +read li!e a detective, and gain a clear understanding of various definitions of the American Dream and how it has changed over time. *hrough reading and analyzing original texts, students will !now what is explicitly stated, draw logical

Day ?

SOCIAL SCIENCE

10th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson
instructional levels. Ad9ust the complexity, abstractness, type of response necessary, and connections re6uired between topics based on readiness and learning profile Establish clear criteria for success

inferences, and demonstrate these s!ills by writing a succinct summary and then restating that summary in the student;s own words. *he following procedure, adapted from the ilder Lehrman Institute of American History, can be followed for a close reading of the following texts) o o o :ohn "inthrop;s +City -pon a 3ill, speech :ohn (. .ennedy;s +City -pon a 3ill, Speech, Address before the <assachusetts =eneral Court of the Commonwealth of <assachusetts 8onald 8eagan;s (arewell Address to the >ation

!It is at the teachers discretion if he or she "ants to perform the close readin#s in class or assi#n the speeches as home"ork assi#nments.$ 1. 'nform students that they will be further exploring the meaning of the American Dream by reading and understanding speeches across historical eras and then state, in their own words, what the rhetor said. Students will be as!ed to layer the American Dream theme over the previous themes, as they relate to African Americans, explored in class and discusses the connections and patterns and flow and trends that exist when loo!ing at multiple themes at once. 7. Distribute the reading to all students and instruct them to read and annotate it by using selective underlining. >ext, the teacher +share reads, a selection with the students, demonstrating the reading process, reading strategies and comprehension strategies. *his techni6ue will support struggling readers as well as English anguage earners %E &. ?. (ollowing the shared reading, the teacher explains that the class will be analyzing the text by selecting ten !ey words. *he teacher explains that !ey words or phrases identify the main points from the text. *he teacher as!s) "hat are the crucial details %words and phrases, avoiding connector words, such as +and, and +but,& necessary for supporting the main ideas4 Days B$D B. *he teacher surveys the class to find out what the most popular choices were for the !ey words and E

SOCIAL SCIENCE

10th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson

!eeps a tally on the board. -sing the agreed upon !ey words, the teacher instructs students to write a sentence that restates or summarizes what was stated in the speech. *his should be a whole$class discussion$and$negotiation process. *he final step is for students write a summary sentence in their own words, no longer relying on the author;s words. (ays 'our and 'i3e (or the next two lessons, explain that many politicians have alluded to "inthrop;s sermon and ideal of the +City on a 3ill., 'n class, listen to :ohn (. .ennedy;s +City -pon a 3ill, Speech. Address before the <assachusetts =eneral Court of the Commonwealth of <assachusetts A watch 8onald 8eagan;s farewell speech. *he close reading from the previous lesson can be repeated. Students are instructed to follow along with the text of the speech, highlighting references to the American Dream or the +City on a 3ill, idea. (ollowing the close reading of the speeches, the teacher should utilize the +*al!, *hin!, @pen Exchange, and 0uild, discussion protocol to encourage exploration of the following 6uestions) "hat is the idea of the American Dream in this speech4 3ow does this idea of the American Dream compare with "inthrop;s4 "hat principles from "inthrop;s speech did .ennedy and 8eagan adopt for their own administration4 3ow realistic are these dreams4 *hin! about the historical record. "ere all groups able to access the American Dream4

%or sample units and lessons that tar#et key skills as outlined in the Common Core &tate &tandards, Teachin# Literacy throu#h History courses and resources and C'&s CC&& Literacy 'D &upport (odules are helpful resources. E4amples of +esources

See"&hin1"/onder 7Attachment A8
As! students to ma!e an observation about an ob9ect F it could be an artwor!, image, artifact or topic

SOCIAL SCIENCE

10th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson

F and follow up with what they thin! might be going on or what they thin! this observation might be. Encourage students to bac! up their interpretation with reasons. As! students to thin! about what this ma!es them wonder about the ob9ect or topic. *he routine wor!s best when a student responds by using the three stems together at the same time, i.e., +' seeH, ' thin!H, ' wonder H. + 3owever, you may find that students begin by using one stem at a time, and that you need to scaffold each response with a follow up 6uestion for the next stem. *he routine wor!s well in a group discussion but in some cases you may want to as! students to try the routine individually on paper or in their heads before sharing out as a class. Student responses to the routine can be written down and recorded so that a class chart of observations, interpretations and wonderings are listed for all to see and return to during the course of study.

/hat do you see9 /hat do you thin1 a!out that9 /hat does it ma1e you
http)##www.visiblethin!ingpz.org#

onder9

&al1: &hin1: Open E4chan$e ; 5uild +oles% Spea1er F completes a tas! such as answering a 6uestion or sharing wor! or an idea. Listeners F focus their attention on the spea!er, ma!e sure to physically hear, see! to understand what the spea!er is saying, do not thin! about how to respond, and listen with a positive outloo! to what is being shared. &ime 6eeper F can be the teacher or one person for the entire group or one of the listeners in each group can also be a time$!eeper. Important! Whene)er a participants task is to listen then the participant cannot talk. Get +eady 1. (orm groups of four. 7. Determine roles. Everyone will complete each role, so determine who will be the spea!er first. ?. *he person going first as the spea!er points to the person who will be the second spea!er, so we !now how sharing will move from one person to the next.

SOCIAL SCIENCE
Steps%

10th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson

1. Share% Spea!er) describes a 6uestion, idea, or response to a reading. isteners listen without interrupting. >o one but the spea!er tal!s during this time period. 'f the spea!er finishes before the time is up, then the group remains silent and uses the extra time to thin!. 7. &hin1% Everyone ta!es time to thin! about what they heard. During thin! time participants may 9ot down 6uestions, record connections, patterns, and surprises, and ta!e notes. ?. Question% Each listener as!s clarifying 6uestions to better understand what they heard. Spea!er answers the 6uestions. All refrain from evaluating or commenting. B. &hin1% Everyone is silent and thin!s. D. +epeat steps 1 < 2 %changing roles so that everyone has a chance to be the Spea!er& E. Open E4chan$e ; 5uild F tal! together to exchange ideas about what has been learned from each other and this process. Consider 6uestions or puzzles that came up and tal! about patterns that emerged. G. (e!rief the con3ersation process% 3ow did this go for you4 "hat wor!ed well %pluses&, and what was difficult4 "hy4 3ow might your conversations have been different without the structure4 "hat would we want to !eep in mind for next time4 ist pluses F things that we should keep doing and wishes F things that we might start doing.

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