SOCIAL SCIENCE

7th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan

THEME: Culture, Dignity, and Identity CONCEPT: Africa, US, and the World African Americans in early America; contributions and challenges in the development of the Atlantic world. CONTENT TOPIC: Investigating and researching the contributions and challenges faced by Africans and African Americans in the development of the Atlantic world through fiction and nonfiction texts. UNIT TITLE: Challenges of Expansion
Unit Description: Learners will investigate and analyze the impact of African Americans in the westward expansion of the United States during the latter years of the nineteenth century and early years of the twentieth century. The end of slavery ushered in an era in which African Americans had to adjust to the challenges of demanding full citizenship without equal access to education and employment. Many African Americans did not have marketable skills that would allow them full independence and often became sharecroppers on former slave plantations. However there were many other African Americans eager to face the challenges of a new way of life and joined the westward movement with hopes of a better quality of life for themselves and future generations. Length of Unit: 5 Weeks Enduring Understandings 1. Economics: Economic systems differ with respect to level of stability, efficiency, freedom, security, and equality. (FL) 2. Geography: Geopolitical boundaries are created through conflict and compromise and have implications for political, economic, and social interactions. 3. Politics: Involves competing ideas about the common good and the role of the individual. (C) 4. History: Knowing context deepens our understanding of historical events. Guiding 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? Reading RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.3 Identify key steps in a texts description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). U1

Essential Questions

Common Core Standards

SOCIAL SCIENCE

7th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan

Writing WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Speaking and Listening SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. 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.

Cognitive Skills

Attention needed to develop good group work habits Selective attention: filter out distractions, ignore irrelevant information Sustained attention: focus for long periods of time Executive functions Plan Inhibit irrelevant or automatic responses Flexibility: change direction if not working; adopt multiple approaches Strategy use: ability to reflect on strategy and select appropriate strategy Language skills Listening skills: ability to take in and process auditory information Comprehension: understanding what is read or said Formulation: ability to access and organize information to express it Thinking skills Reasoning about concrete items versus abstract ideas Creativity Inductive reasoning: using specific examples/observations and forming a more general principal Deductive reasoning: use stated general premise to reason about specific examples Application: use knowledge in a new area Appreciation: recognition of value of something Self-reflection: ability to think about oneself in relation to the material

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SOCIAL SCIENCE

7th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan

Content

Building Knowledge Through Texts Provide motivation for the migration of African Americans from the South to the Western territories and states in the late 1800s. Understanding the personal characteristics for those who chose life in the West as cowboys, Exodusters, and Buffalo Soldiers. Describe the economic situation of African Americans in the South and West. Explain the Push/Pull factors of migration movements. Understand the role of racism and racial oppression for African Americans in the American West. Expand on the contributions of African Americans in the military. Assessments Reading anticipation guides Responsive and reflective essays Data record log of facts and information Historical myth questions Group completion of timeline Focused field trip activity guide graphic Push/Pull factors in migration graphic organizer Connection to text written response Connection to self-written response Analysis of primary source written documents Analysis of primary sources drawings and photos Soliloquy on historical narrative Found poem based on historical facts Learners will compose original historical soliloquies and poetry for a historical pageant paying tribute to African-American heroes in the West, including the black women who helped settle the territory. The pageant will also focus on key elements of Specific African Americans, and the unique aspects of the type of western actor cowboy, Exodustor, of Buffalo soldier. The pageant will include a whole class booklet as documentation of the creative and critical learning skills. Extended Reading Clinton Cox: The Forgotten Heroes Buffalo Soldiers Scholastics: 1996, 176 pages.

(F) Formative

(S) Summative

Text/ Resources

Black Cowboys
What is a Cowboy? http://www.encarta.in/people/cowboys.html http://www.history.com/topics/cowboys African American Cowboys http://www.africanaonline.com/2010/08/black-cowboys/ African American Cowboys: The Forgotten Man of the West You Tube: Video U3

SOCIAL SCIENCE

7th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan

http://www.youtube.com/watch?v=JAr2UzErToA Reading with questions http://www.stanford.edu/group/west/cgi-bin/pager.php?id=17 Lesson plans for black cowboys A project of the Bill Lane Center for the American West at Stanford University http://www.stanford.edu/group/west/exploringthewest/units/cowboys.html Potential Guest Speakers: Illinois Black Rodeo Production Company Latting Rodeo http://www.lattingrodeoproductions.com/page2.html Chicago -Broken Arrow Horseback Riding Club http://www.brokenarrowridingclub.org/index.html School Field Trip The Silver Stallion Ranch http://www.thesilverstallionranch.com/

Exodusters
Exodusters http://www.kshs.org/kansapedia/cool-things-exoduster-flier/10198 Nicodemus, Kansas Primary Sources http://www.loc.gov/exhibits/african/afam009.html http://www.loc.gov/exhibits/african/afam010.html Benjamin Singleton http://www.legendsofkansas.com/benjaminsingleton.html Women Exodusters http://www.uky.edu/Libraries/NKAA/subject.php?sub_id=156 Aunt Clara Brown http://www.historycolorado.org/sites/default/files/files/Kids_Students/Bios/Aunt_Cla ra_Brown.pdf http://www.blackpast.org/?q=aaw/brown-clara-1803-1885

Buffalo Soldiers
United States Colored Troops Creation of Colored Troops Primary Source http://www.ourdocuments.gov/doc.php?flash=true&doc=35 US Army African American Soldiers Timeline Buffalo Soldiers http://www.army.mil/africanamericans/timeline.html U4

SOCIAL SCIENCE

7th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan

Buffalo Soldiers Secondary Reading http://www.archives.gov/publications/prologue/2001/spring/buffalo-soldiers.html http://www.descendantsjubileeproject.com/buffalo.html

Lesson Plans
Buffalo Soldiers Lesson Plan/Arizona http://parentseyes.arizona.edu/esteban/activity4.html Buffalo Soldier Lesson Plan/Texas http://education.texashistory.unt.edu/lessons/psa/Buffalo_Soldiers/ Buffalo Soldiers Lesson Plans/ Georgia http://www.savannahtah.com/resources/buffalo-soldiers/buffalo-soldiers-hs-unit.pdf Impact of Buffalo Soldiers: Video http://www.tpwd.state.tx.us/learning/webcasts/courage/buffalosoldier.phtml Women Buffalo Soldier: Cathay Williams Primary Sources http://www.buffalosoldier.net/CathayWilliamsFemaleBuffaloSoldierWithDocuments. htm

How to Write a Soliloquy

http://www.pbs.org/wnet/shakespeare-uncovered/education/talking-to-myselfhamlets-soliloquies-lesson-plan/talking-to-myself-hamlets-soliloquies-videosegments/ http://www-tc.pbs.org/wnet/shakespeareuncovered/files/2013/02/Talking_To_Myself_What_Is_A_Soliloquy_SOAK.pdf

How to Write a Found Poem

Learning Activities http://www.readwritethink.org/parent-afterschool-resources/printouts/writingfound-poem-30231.html Learners will research three groups of African American western pioneers to determine the factors that lead African Americans to seek a new life away from the American South for improved economic and social freedoms. Learners will be given a data recording chart on the first day of the five week unit to record facts for use in the writing of soliloquies and found poems for the pageants. The chart should include the following: demographic data; population data; accomplishment; surprising detail; biographical facts. Charts must include a space for listing the source for the facts. Black Cowboys: Show students a clip of one of the 2013 Black Rodeos in the West and South. Direct students to write down what their first thoughts about the video U5

Week 1

SOCIAL SCIENCE

7th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan

clips. What questions do learners have about African Americans as cowboys? Brainstorm: List characteristics associated with being a cowboy or cowgirl. Have students write the intrapersonal skills of person selecting this occupation. Complete a reading anticipation guide to define the role and objectives of cowboys in the early west. What is a cowboy? http://www.encarta.in/people/cowboys.html Use the information from the reading to inform the learners understanding of the reality of cowboy life. Learners will use the information and identify historical myth versus the reality of cowboy life. Reading Analysis: Historical Myth v. Reality http://www.stanford.edu/group/west/cgi-bin/pager.php?id=131 (lesson plan) http://www.stanford.edu/group/west/cgi-bin/pager.php?id=13 Time travel: Go back in history and explore the role of African Americans in the expansion of the Western portion of the United States. Create a group time line: Provide students with multiple sources on how black became cowboys. Guiding Question: Why do you think that cowboys have historically been portrayed as white? Teacher: Guide learners to complete the data chart. Make sure the learners include the sources. Allow students work in pairs. Week 2 Exodustors African American pioneers. Review the concept of self-determination. Guiding Questions: How did landownership make the difference for Africans in the American West? What were the experiences of African American farmers in these all black farming communities? What led to the dismantling of these all African American towns? Reading Analysis: Learners will complete Push/Pull Factors for Migration for the Exodustors. Learners will focus on the Text Text Connection as well as Text Self Connection for written analysis. Primary source analysis:
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

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SOCIAL SCIENCE

7th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan

Teacher will model the methods for completing the primary source analysis sheets created for written documents, including advertisements as well as drawings and photos. Time Travel: Learners add key events to westward expansion timeline to include Exodustors Case Study: Learners will explain life in Nicodemus, Kansas. Focus on the Edgefield Real Estate and Homestead Association operated by Benjamin Pap Singleton. Learners will discuss the Push/Pull factors that led to the Western Migration. Teacher: Guide learners to complete the data chart. Make sure the learners include the sources. Allow students to work in pairs. Week 3 Buffalo Soldiers United States Colored Troops Readings: Secondary Exploring the Life and History of the "Buffalo Soldiers" - Adapted from Walter Hill pages 3- 5 SOURCE: http://www.savannahtah.com/resources/buffalosoldiers/buffalo-soldiers-hs-unit.pdf Primary Source Analysis: Written Documents William Cathey/ Cathey Williams. Analyze her enlistment papers, discharge papers, and benefit request papers using the document analysis sheet. Primary Source Analysis: Photo & Drawings of Buffalo Soldiers Analyze photos and drawings to show duties of African American soldiers. Time Travel: Learners add key events to westward expansion timeline to include Buffalo Soldiers. Teacher: Guide learners to complete the data chart. Make sure the learners include the sources. Allow students to work in pairs.

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

Supply the material with the varied amount of print, varied text structures and extensive graphic support based on students instructional levels. Use videos to enhance comprehension through auditory and visual modes. Allow brief, cooperative brainstorming to activate prior knowledge and make predictions. Adjust the complexity, abstractness,

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SOCIAL SCIENCE

7th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan

type of response necessary, and connections required between topics. based on readiness and learning profile. Establish clear criteria for success. Use wait time before taking student answers. If appropriate, give students a chance to talk to partners or write down their answers before responding. Provide clear guidelines for group functioning that are taught in advance of group work and consistently reinforced.

Week 4 5

Notable African Americans in the American West Cowboys Nat Love John Ware Bass Reeves Bose Ikard Daniel Wallace William Bill Pickett Henry Harris Exodustors Benjamin Singleton S.A. McClure

Provide extensive, consistent models of literacy, modeling reflection in think-alouds with stress on active reading. Provide concrete examples, organizers, and demonstrations.

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SOCIAL SCIENCE

7th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan

Z. T. Fletcher Jenny Smith Fletcher Henry Williams Reece Switzer Bridget Biddy Mason Aunt Clara Brown Sally Board Eliza Bradshaw Melvina Micheaux Buffalo Soldiers Henry O. Flipper Coronel Allen Allensworth Lt. Col. Charles Young Cathey William Pompey Factor Dr. William H. Waddell Old West Pageant Showcase of creative and critical thinking. Learners will write original historical soliloquies in the voice of an African American westward expansion historic figure. Each narrative will contain a minimum of ten facts discovered during the three week research phase. Learners may add creative elements to assist in bringing the person to life. In teams learners will peer edit and provide constructive feedback for improvement to their peers. Teams will also be responsible for visual aspects, costumes, and music. Learners will create a class book of all of the soliloquies and other written products created during the unit. Learners will serve as editors and select documents for inclusion. The pageant will be performed twice, once for younger students in the school. The second performance will be for parents and community members.

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