LITERACY & SOCIAL SCIENCE

Grade 3 Interdisciplinary African and African American Studies Quarter 3 Launc Less!n

T"E#E$ Culture, Dignity, and Identity
CONCE%T$ Africa, Us, and the World – Chicago: African American Influence

From DuSable to Obama - The vibrant African American culture in Chicago changes the face of society, art, and culture CONTENT TO%IC$ Examining the impact African Americans contri!utions to the culture of Chicago and other glo!al cities through fiction and nonfiction texts &NIT TITLE$ Chicago "oday – African American Influence on #odern-Day Chicago $uarter: % Unit: % Wee& ' of ( Day ' CC.. .tandards:
3I1%1%, W1%14, .51%16, .51%17

)!*ecti+e,s-: .tudents /ill engage in
exploring the significance of e+ents related to African American influence on modern-day Chicago0 noting /hen and /here e+ents ta&e place and /ho /as in+ol+ed0 !y gathering, plotting, and discussing &ey details to infer connections !et/een e+ents1
Students 'ill (e a(le t! ))) 'it African and African American Studies C!nnecti!ns

#aterials23esources:
• • • • • From DuSable to Obama: Chicago Metropolis ,+ideoClassroom timeline Indi+idual timelines Classroom map of Chicago 3esponse note!oo&s

Sample Student Outc!me Statements

Students 'ill (e a(le t! ))) fr!m Literacy and S!cial Science %lannin* Guides

.tudents /ill !e a!le to identify and descri!e the relationship !et/een &ey historical e+ents and contri!utions related to African Americans, and their influence on creating modern-day Chicago1

• • •

.tudents /ill !e a!le to use textual e+idence /hen as&ing and ans/ering 8uestions1 .tudents /ill !e a!le to identify the main ideas and details of +isually presented information1 .tudents /ill !e a!le to gather information from print and digital resources and integrate &no/ledge and ideas !y descri!ing logical connections /ithin a text1 .tudents /ill !e a!le to report on a topic using facts and rele+ant details1

+I ,O ITStudent responses should include important events "ith accompanying details, of "hen, "ho and "here, gathered from the movie related to the specific time period of #$#% to present day&

nput ! Modeling

Teac er says and d!es 9Today "e're starting a ne" unit, but it is actually a continuation of "here "e left off "ith our last unit that e(plored the impact that African Americans' had on the culture of our city& )e're e(ploring some similar concepts, but moving to"ard modern*day Chicago, beginning "ith the early #$++s& )e're going to investigate African American contributions to the culture of Chicago, using a multitude of diverse resources,collecting important details, understanding -ey "ords and phrases, determining and supporting the main ideas of these resources and ho" they're related to the influence that African American culture has had on Chicago from #$#% to today& .ou'll then be using all of the information you've gathered, and -no"ledge you've ac/uired, to create and present an informative0e(planatory 5'

Adapted from :arden :ro+e Unified .chool District, )ffice of .econdary Education Department of ;-'6 Instructional .er+ices

LITERACY & SOCIAL SCIENCE

Grade 3 Interdisciplinary African and African American Studies Quarter 3 Launc Less!n
display that identifies a notable African American, and the significance they had on contributing to the culture of Chicago today& .ou'll also "rite an e(planatory piece to accompany your visual display, based on various print and non*print resources you've e(amined over the course of this unit1< +T!day I am *!in* t! teac y!u.(ecause.9)hen adding onto your research of important events in history, it's even sometimes helpful to plot them on a timeline and a map,not only to visually see and understand the significance of the order of the events and "here they tooplace, but to develop an even deeper understanding of the relationships bet"een these people and events, and over time1< 9)e're going to "atch another segment of a familiar video in the same one "e "atched at the start of our last unit that introduced us to the -ey events and their impact dating bac- to Du Sable& This time, though, "e're going to focus on more contemporary individuals and events& )hile you "atch, "ant you to focus on the events that occurred during the more modern*day Chicago, starting around #$#%& Collect the dates, events, people involved and "here they occurred on your timeline to discuss "ith your partner after the video1< 3"ip – =rompt students to refer to and apply good listening and spea&ing norms determined pre+iously /ith the class1 3"he follo/ing model2demonstration occurred during the 5aunch 5esson of $6, Unit 61 If this /as completed /ith your students, it can *ust !e referenced as a reminder to students1 )ther/ise, it should !e executed as follo/s: +/atc me as I.- !r +Let me s !' y!u !' I.94lot different -ey events on a timeline in chronological order& This "ill allo" me to visually see the events "ith their accompanying details in the order they occurred by date, so can ma-e connections bet"een the events of ho" they may have effected each other1<

Student verbal responses during partner discussions should include the spea-ing and listening norms that have been e(plicitly taught and practiced in the classroom, based off of the 1rd grade Common Core Spea-ing and 2istening Standards&

9 am going to use my timeline to plot events that occurred in my life&5 "eacher plots the first date of /hen they /ere !orn, thin&ing aloud including /hom, /hat, and /hen1 "eacher continues to plot e+ents and accompanying &ey details for a fe/ more e+ents, until students get the idea1 +,id y!u n!tice !' I.94lotted the important events in the order they occurred& also made sure to include the -ey details related to the event& included the important people "ho "ere there or influenced the event, "here it too- place, and most importantly "hen it occurred& All of these details, ordered chronologically "ill allo" me to infer connections bet"een events in my life and see ho" one event may have affected another1< Student d!es .tudents /atch the +ideo and gathers &ey details related to +arious people, e+ents 56

Adapted from :arden :ro+e Unified .chool District, )ffice of .econdary Education Department of ;-'6 Instructional .er+ices

LITERACY & SOCIAL SCIENCE

Grade 3 Interdisciplinary African and African American Studies Quarter 3 Launc Less!n
and locations and times they occurred, !y capturing them on their indi+idual timelines1 .tudents /or& /ith partners to discuss their findings and cross chec& their details for ones they may ha+e missed1 .tudent groups /ill share out, during a /hole class discussion, as teacher captures their responses on =ost-it notes1 Teac er d!es "eacher /rites student responses on =ost-it notes, during /hole group share1 3"ip – "eacher may /ant to ha+e a +olunteer student,s- capture the response on =ost-it notes instead1

+/E ,O IT-

6uided nstruction

Teac er says and d!es Using !utcher paper prepared and posted for ongoing "imeline Con+ersations and a class map of Chicago for map con+ersations1 +N!' 'e are *!in* t! try. /e are *!in* t!.94lot the date and details of the events that sho" ho" African Americans have influenced Chicago culture, in chronological order& )e "ill also mar- "here the event too- place on our map1< 9)e are going to use the 4ost*its, "hich "e noted the -ey details of the events on, to plot them on our class timeline& )e "ill also use those same details to mar- the locations on the map& )e may need to refer to the internet or other resources to help us "ith our mar-ings on our map of Chicago1< Student d!es .tudents /ill /or& as a group to plot the temporary =ost-its, from the &ey details they gathered from the mo+ie on the timeline and mar& /here they too& place on the map1 Teac er says 9As "e are e(ploring and researching throughout this unit "e "ill be cross chec-ing, modifying, adding*to, and permanently "riting the events on the timeline and mar-ers on the map,&ma-ing a permanent record of our learning1<

+YO& ,O IT TOGET"ERStudent responses related to the importance of plotting events on a timeline and "here they happened on a map may include: 7 believe plotting events on a timeline and mar-ing them on a

Collaborative 2earning

Teac er says and d!es +N!' y!u are *!in* t! try 'it y!ur partner. Y!u are *!in* t!.9Turn to your partner and discuss "hy you believe manipulating and using a timeline and a map is important to your learning "hen e(ploring and researching ne" content& After you discuss "ith your partner, "e "ill discuss this as a group& Then you "ill capture your thoughts in your response noteboo-1< 3"ip – >ou may /ant to express that /hen explaining /hy using a timeline is important, students might /ant to explain ho/ they specifically use the timeline to help them learn ne/ content1 ?"ip – =rompt students to refer to and apply good listening and spea&ing norms 5%

Adapted from :arden :ro+e Unified .chool District, )ffice of .econdary Education Department of ;-'6 Instructional .er+ices

LITERACY & SOCIAL SCIENCE

Grade 3 Interdisciplinary African and African American Studies Quarter 3 Launc Less!n
determined pre+iously /ith the class1 Student d!es .tudents discuss /ith their partners /hy they !elie+e manipulating and using a timeline and a map is important to their learning /hen exploring and researching ne/ content1 .tudents share and discuss, as a class, some of the &ey points they discussed in their partnerships1 .tudents capture their ideas in /riting, using their 3esponse @ote!oo&s1

map are important to my learning because, • can see the events in the order that they occurred&5 • can infer connections of ho" an event may have affected other events&5 • can see "here events too- place in relation to other place on the map&5 • can thin- about ho" a collection of historical events could influence "hat is happening in that location today&5

+YO& ,O IT ALONE-

ndependent 4ractice

Teac er says and d!es +N!' y!u are *!in* t! *! !ff and try t is !n y!ur !'n. Y!u are *!in* t!.98se the class timeline and map to crosschec- your individual timeline, to ma-e sure you included all the -ey details "e discussed as a group& f you see something you missed, or that needs to be edited, you can modify it& Ma-e sure you reread to ma-e sure everything ma-es sense to you& t does not need to be in complete sentences, it can be "ritten in "ords and phrases, but the important thing to remember is that you need to understand "hat you've "ritten to use this timeline as a reference throughout this unit1< 9)hen you're sure that you have all the details and it ma-es sense to you, reread your timeline one more time all the "ay through& Thin-, 9)hat connections am seeing through all of the events:' and 9)hat ma-es me thin- that:' "ant you to start to push your thin-ing to"ard seeing the patterns and connections, over a longer period of time, bet"een these historical events and significant contributions& These inferences, as "e continue to generate and accumulate them, "ill gro" our understanding of ho" African Americans have played a significant role in helping create the culture of our city1< Student d!es .tudents crosschec& their indi+idual timelines, /ith the class timeline, to ensure that they ha+e included all of the &ey details discussed during the class discussion1 .tudents may use =ost-its to add or modify details1 .tudents reread their timelines, inferring /hat connections they ha+e made, and /hat they notice from the details1
Adapted from :arden :ro+e Unified .chool District, )ffice of .econdary Education Department of ;-'6 Instructional .er+ices

57

LITERACY & SOCIAL SCIENCE

Grade 3 Interdisciplinary African and African American Studies Quarter 3 Launc Less!n
+CLOS&RE !f LESSON"hole group reflection

Student responses "ill include their inferred connections they made and "hat made them thin- that by stating cause and effect scenarios gathered from the -ey details on their timelines&

Teac er says and d!es +T!day and e0eryday ' en 'e are.9;(ploring and researching important events in history, "e can plot them on a timeline and a map so "e can visually see them, to help gro" our understanding of the significance of the order in "hich they occurred, the location in "hich they too- place, to ma-e connections bet"een them and have productive discussions1< 92et's share out some of the connections "e inferred and "hy "e made those inferences "ith the group& These inferences "ill give us a starting point for gro"ing our understanding of the relationship bet"een these historical events, over time1< Student d!es .tudents discuss, as a class, the connections they inferred and /hy they thought so1 3"ip – =rompt students to refer to and apply good listening and spea&ing norms determined pre+iously /ith the class1

ASSESS#ENT
What /ill you as&A When /ill you as& during the lessonA What /ill &ids say or do to demonstrate understanding of the o!*ecti+eA

Bormati+e:
• • • • • .tudent +er!al responses during partner discussions .tudent /ritten responses in note!oo&s .tudent +er!al responses during /hole group discussions .tudent indi+idual timelines Anecdotal records from student discussions

.ummati+e:

.ummati+e assessment /ill happen at the end of the unit, not at the end of the lesson1

Adapted from :arden :ro+e Unified .chool District, )ffice of .econdary Education Department of ;-'6 Instructional .er+ices

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