4th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan

THEME: Culture, Dignity, and Identity CONCEPT: Africa, Us, and the World - Illinois: The impact of African Americans on the emergence of our state From Jean Baptiste Pointe DuSable to A. Phillip Randolph and Pullman Porters to Barack Obama’s trail to the presidency CONTENT TOPIC: Examining the African American influence on Illinois and in the Midwest through fiction and nonfiction texts UNIT TITLE: History of Illinois-Me, Myself and Others
Unit Description: Students will read selections that highlight the relationship between the African culture, their state, and their identity. Students will also read and respond to several shorter informational texts on the same topic. By the end of the unit, students will have read a variety of literature and informational texts, and they will reference those texts to communicate their understanding of how the African culture influences our community and our own identity through the creation of an opinion piece. Key Themes: Individual Development and Identity Length: 5 weeks Enduring Understandings  People study political, economic, and social patterns to reveal continuity and change over time.  People use maps to navigate the world in its past and present states.  A person’s culture is a way of life of a group of people who share similar beliefs, values, and customs.  Readers use textual evidence when asking and answering questions.  Readers integrate knowledge and ideas by describing logical connections within a text.  Writers support their point of view and opinion on topics or texts by providing strong reasons. Guiding Essential Questions: I. How do culture and identify 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? Other Essential Questions: I. How do events in the past affect the present?

Essential Questions



4th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan
Primary: Standards Assessed CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Secondary: Standards Addressed RI.4.3, RI.4.4, RI.4.5, RI4.7, RI.4.10, W.4.2, W.4.4, W.4.7, W.4.10, SL.4.1, SL.4.2, SL.4.4

Common Core State Standards Primary  Secondary 



4th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan
Reading, Writing, and Citing Textual Evidence Literal and inferential comprehension Synthesize inferential information Summarizing and sequencing Comparing and contrasting Close reading and analysis Applying qualities of persuasive writing (e.g., structure, elaboration, point of view, stance {stance}, significance) Building Knowledge through Texts History of Illinois     Fight to keep slavery out of IL Illinois and the Abolitionist Movement African-Americans in the early Chicago labor movement Early Black Communities in IL: Evanston, Brooklyn, and New Philadelphia

Cognitive Skills


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

Diagnostic (Pre-Assessment) *Same as summative assessment with the use of varying informational texts on the related topic. Formative Assessments Student summaries Student annotations and notes Student small and whole group discussion Student written responses to texts Summative Performance Assessment Task 1: As they read across texts, students should gather key details through annotation and provided graphic organizers that explicitly relate to different abolitionists in Illinois and their impact on African-American life in Illinois. Based on the text evidence collected through their reading, students will form an opinion about which abolitionist had the greatest impact on African-American life in Illinois. Task 2: After task 1 is completed, the teacher will tell the students that they are going to craft an opinion piece on a previously covered abolitionist, who they believe had the greatest impact on African-American life in Illinois. Their writing should include all the components of an opinion piece as outlined in Writing Standard 4.1 and include the research they gathered in Task 1. Anchor Texts Fighting Slavery In Chicago by Tom Campbell (printouts pg. 14)

Texts/ Resources



4th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan


Dr. Volney Dyer: Abolitionist

Elijah Lovejoy: Mob attacking Gilman's Warehouse:

Websites: Illinois Black Code 

John and Mary Jones: Early Black Community Websites  



4th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan

Department of Labor: 

Video:  Illinois: Discover the Pride Inside, Distributed by Illinois Department of Commerce and Community Affairs Bureau of Tourism-45 minutes Traces the Underground Railroad through Illinois and the role Illinois played in abolition. Field Trips  Randolph Museum- African American Labor



4th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan
Part 1: Fight to keep slavery out of Illinois and the Abolitionist Movement  Introduce a timeline and how they work. Begin keeping a large timeline to track events as they are covered. Define abolitionist. Create a graphic organizer including the following 4 sections: What I think I know about Illinois and slavery, “oops,” “yes,” and questions I have. As students learn more they can move their thoughts to the “oops” or “yes” column depending on the evidence they find.  Dr. Volney Dyer: Text: Use page 14 in Fighting Slavery in Chicago - Written Response to Text: Using details and inferences from the text, in what ways did the "Anti-Slavery Society" help to keep slavery out of Illinois and Chicago?  Elijah Paris Lovejoy: give students background knowledge on Lovejoy by taking information from Fighting Slavery in Chicago, by Tom Campbell page 18 Text: "Examine then every community where it exists, it presses like a night-mare on the body politic. Or, like the vampire, it slowly and imperceptibly sucks away the life-blood of society, leaving it faint and disheartened to stagger along the road to improvement." Written Response to Text: In the quote, Lovejoy compared slavery to a vampire, using details and inferences from the text, how does this quote demonstrate Lovejoy's feelings toward slavery?  Show the image of the Mob attacking Gilman's Warehouse. Explain to students that this is where a press for creating papers was housed. Have students discuss with a partner what they see and what impact this would have on abolitionists.  Have copies of pages 20-22 from Fighting Slavery in Chicago by Tom Campbell. Have students create a miniature time-line chronicling the events of Lovejoy's life starting from July 8, 1837 until his death.  Written Response to Text: Elijah Lovejoy made the choice to stay in Alton with his family and defend his press, although he had considered moving away. Using information from the text and your timeline, explain whether or not Lovejoy made the best choice.  Strategies for Varied Learner Profiles  Work in small groups to practice listening and speaking skills needed to develop academic language in the context of learning critical concepts.

Learning Performance Outcomes/ Activities

The use of graphic organizers to chunk pieces of content knowledge and information to manipulate in the new languages (use of cognates for example). Gives the varied learner reasons to use language for real purposes. Classroom discourse and the use of visual aids to use academic language to engage in learning activities which builds content and language knowledge in a natural context.

Facilitate the selection of a text by asking the student to connect something in the text to their lives. If the students see themselves in the theme or character of the text they will be more inclined to engage in discussions about the text they read. Access visual representations of texts, when necessary, to support explicit connects to the elements of culture. Can provide text in an alternate print format.

Explain to students that Congress passed The Fugitive Slave Act, which made harboring slaves illegal. The Anti-Slavery Society then responded to this and decided that: 1. The Free States, which IL was one, are not bound by the Constitution to deliver up fugitives from slavery. 2. All laws enforcing and sustaining slaver are nugatory as contrary to divine law. The Anti-Slavery Society went after the "Black Codes," which were



4th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan
laws passed by Illinois Legislature limiting the rights of blacks. Print out the materials for the summarized "Black Codes" and scenario cards from the website and complete the activity.

John and Mary Jones: Use the lessons found at

Response: Using information that has been gathered in previous lessons, use text evidence and inferences to create a narrative in which you are an African-American living in the time of "Black Code" in Illinois, in which you detail how your circumstances are connected to your character traits.

Response: Using information that has been gathered in previous lessons, use text evidence and inferences to create a narrative in which you write a letter to an African-American living in the time of "Black Code" and explain how things have changed as a result of the events of that time. Make sure to use clear comparisons between present day and the time of "Black Code." Part 2: Three: African-Americans in the early Chicago labor movement  Pullman Porters: Long hours, low-pay job. Using the text from the website below, have students read it and prepare for their visit to the museum. They should create questions that they will answer as they visit through the museum. Print the text from,7,1,1,41

Visit the A. Philip Randolph Museum in Chicago. While students are there have them take notes on how Randolph helped the African-American Labor Movement.

WWI, Use the text from to discuss the impact of WWI on African American labor. (Section of text begins with World War I reduced and ends with, the Supreme Court found the law unconstitutional.)

 

Text Response: Using details and inferences from the text, describe the steps that led to the eight-hour workday. Text: African American Labor in the 70s, provided below Text Response: Using details and inferences from the past few lessons and current text, explain how the work that A. Philip



4th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan
Randolph did in the past for unions and working African Americans affected working African Americans in the 1970s and today. Part 3: Early Black Communities in Illinois  Use the Early African American Communities in Illinois texts provided below to create a graphic organizer to help synthesize information on the three towns. As a class, discuss what made these towns special and different from other towns. Use this information to make headings for the graphic organizers. Have students work in small groups or pairs, using new and familiar texts from a variety of sources focusing on one town at a time. This research will be used for the following text responses. Text Response: In your opinion, which city had the biggest impact on acceptance of African Americans in Illinois and why? Use your graphic organizer, explicit details, and inferences from the text to support your answer. Text Response: Pretend you are an African American in the 1800s. Uses details and inferences from the text and your organizer, explain which community you would choose to have your family settle in and why.



4th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan

Text for African American Labor in the 70s
National black organizations and labor unions worked together to develop several federally funded programs, including the Recruitment and Training Program (Workers Defense League), the Labor Education and Advancement Program (Urban League), and the Human Resources Development Institute (AFL-CIO). These programs brought blacks into apprenticeship programs in the 1970s, giving some workers long-awaited upward mobility toward more highly skilled and better-paying jobs.

Text for Early African American Communities in Illinois
Evanston Text: Cook County, 12 miles N of the Loop. On the shore of Lake Michigan just north of Chicago, the area that is now Evanston was home to Potawatomis until the 1830s, when they were moved west to Iowa. During the 1840s the area became thinly settled by farmers from upstate New York and elsewhere in the eastern United States and by German-speaking immigrants from the region where today the Netherlands, Belgium, Luxembourg, and Germany converge. On August 11, 1853, the embryonic Northwestern University purchased and surveyed more than three hundred acres of swampy land, which is now central Evanston. Northwestern held its first Evanston classes two years later. Two other educational institutions also opened that year: the Garrett Biblical Institute and the Northwestern Female College. Incorporated as a village in 1863, the town (named in honor of John Evans, a central founder of Northwestern) grew slowly through the 1860s. The Chicago Fire of 1871 led thousands of well-to-do Chicagoans, fearing another fire, to build homes in Evanston. To meet their needs an influx of servants and tradesmen swelled Evanston's population. The village of North Evanston merged with Evanston in 1874, and in 1892, residents of South Evanston voted to join with Evanston. Evanston's African American community, which predated the Civil War, also grew. Most African Americans were employed as domestic servants or manual laborers until the opening of light manufacturing on Evanston's west side, which drew its workforce both from African Americans and Polish immigrants. During the first two decades of the twentieth century a building boom of large apartments was stimulated by rapid transit access to Chicago’s Loop. In the 1920s a real-estate boom led to the development of northwest Evanston as a wealthy enclave. By the 1940s Evanston had become the home of numerous national organizations and nationally known firms. By the 1960s Evanston's African American population had become largely concentrated in the city's west and south-central neighborhoods. Immigrants from Haiti and Jamaica began arriving in sizeable numbers, as did a large number of former residents of Chicago's Hyde Park neighborhood. Growing racial tensions led to conscious efforts to ensure racial balance in the Evanston Public Schools. The opening of the Old Orchard Shopping Center in adjacent Skokie in the early 1960s drained vitality from Evanston's central business district. Many retail shops were replaced by restaurants, making Evanston one of metropolitan Chicago's premier dining centers, a development anticipated in 1972 when the city dropped a ban on the sale of alcoholic beverages that had its antecedents in an 1855 temperance amendment to Northwestern's charter. Town-gown conflicts had surfaced periodically since 1874 because of the tax exemption that was granted to the university by the Illinois State Legislature in 1855. In the late 1990s, high property taxes and high rents threatened to diminish Evanston's long-standing attraction for middle-class residents. A joint Northwestern-Evanston Research



4th Grade Interdisciplinary African and African American Studies Quarter 1 Unit Plan

Park failed to fulfill its promises of new jobs and renewed economic vitality. Despite these and other less formidable problems, Evanston remained at the turn of the twenty-first century one of Chicago's most stable and attractive suburbs.

Brooklyn Text: Brooklyn was established across the Mississippi River from St. Louis, Missouri, as a settlement of free and enslaved African Americans fighting against and escaping bondage. An anti-slavery activist named "Mother" Priscilla Baltimore encouraged eleven families of free and enslaved African Americans to depart the area of St. Louis and establish this community in 1829. While it grew as a community of both African Americans and European Americans through the 19th century, by the time of its incorporation in 1873 Brooklyn's population consisted largely of African-American residents engaged as artisans, craftspeople, merchants, farmers, laborers, and their families (Cha-Jua 2000: 31-32). Brooklyn's population grew through the 19th century, with approximately 200 African-American residents in the 1840s and 1850s. By the time of the 1880 census Brooklyn was home to 371 African-American and 203 European-American residents (2000: 45, 85). As a town dominated by such proportions of African American residents, it was the first Black town in America to be incorporated under a state legal system. New Philadelphia Text: Frank McWorter, a free African American, founded New Philadelphia in 1836. McWorter was born in 1777 in Union County, South Carolina. His mother, Juda, was born in West Africa, and after being abducted into slavery, was purchased by a Scotch-Irish plantation operator in South Carolina named George McWhorter. George moved his operations to Pulaski County, Kentucky in 1795. Frank was so industrious he convinced George to permit him to stay on and run the Kentucky farm operations when George decided to move again, this time to Tennessee. Frank married Lucy, an enslaved African American living on a neighboring farm in Kentucky, in 1799. While in Kentucky during the War of 1812, he started a saltpeter mining and production operation in his free time, and succeeded in accumulating earnings through that work and by taking on wagepaying tasks for other neighboring farms in his spare time. With those earnings, Frank purchased freedom for Lucy in 1817 (for $800) and himself in 1819 (also for $800). In time, he succeeded in purchasing freedom for a total of sixteen members of his family, with a total expenditure of approximately $14,000 -- the equivalent of over $300,000 in today's currency. Shortly after gaining his freedom, Frank also began to invest his earnings by purchasing land in a largely undeveloped area of Pike County, Illinois, situated in a region of hill country between the Mississippi and Illinois Rivers. He and his family moved to Pike County in 1830. Frank recorded his legal name as McWorter, subdivided and sold tracts of the land he had purchased there, and then platted and legally registered the town of New Philadelphia. He and his family developed their own farmstead in the area to the north of this new town, raising crops and livestock, among other endeavors. New Philadelphia was the first town established by a free African American before the Civil War, and it likely served as a stopping place for the "Underground Railroad" of enslaved African Americans who were fleeing northward from the oppression of southern plantations. The site of New Philadelphia was located in Hadley Township, not far from the Mississippi River valley to the west and the Illinois River valley to the east. At the time it was founded, proposed construction of an Illinois-Michigan canal had helped spur the establishment of a number of towns, including New Philadelphia and the town of Barry a few miles away. New Philadelphia developed as a town at a crossroads in this agricultural area through the 1860s, with an active roadway carrying agricultural products and other goods to the Mississippi River, 20 miles to the west. The community also grew within a region torn by racial strife, with clashing factions of pro-slavery and abolitionist interests in Hannibal, Quincy, Jacksonville, and Alton. The town size grew to approximately 160 people, 29 households, and several craftspeople and merchants by 1865. Frank had witnessed that growth until his death in 1854 at the age of 77 years, while Lucy lived to 99 years of age, raising their family until her death in 1870