LITERACY & SOCIAL SCIENCE

4th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson

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: Illinois: The Impact of African and African American Pioneers on the Emergence of Illinois: The African and African American influence in the cities UNIT TITLE: U.S. Regional Movement and Culture Quarter: 3 Unit: 3 Week 1 of 5 Day 1
Objective(s): Students will be able to identify important details that support the central idea by analyzing a nonfiction text, taking annotations, and discussing the text with a partner. Materials/Resources/ Texts:   Large class timeline on butcher paper Graphic organizer including the sections: What I Think I Know, Oops(misconceptions), Yes (confirmations), and Questions Short Video on general reconstruction: http://www.history.com/topics/greatmigration/videos#the-failure-ofreconstruction Text copies of Amendments 13, 14, and 15 from http://ourdocuments.gov/doc.php?flash=tr ue&doc=40 http://ourdocuments.gov/doc.php?flash=tr ue&doc=40 http://ourdocuments.gov/doc.php?doc=44 Handouts for Written Response. Include the prompt: Using details and inferences from your notes, describe the ways that life changed because of the 13th, 14th and 15th amendment. Provide text evidence in your response. Teacher created assessment rubric and student friendly rubric to assess standard W.4.1 Post Its or notebooks to take notes and annotations

CCSS Standards: 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. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7-12 Instructional Services

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LITERACY & SOCIAL SCIENCE
Sample Student Outcome Statements

4th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson
Students will be able to --- with African and African American Studies Connections
  Understand the basic ideas of Reconstruction Understand and explain how the 13th, 14th, and 15th amendments changed people’s way of life

Students will be able to --- from Literacy and Social Science Planning Guides
 Identify important details from a movie and text by making annotations.

“I DO IT”

Input & Modeling

Introduce the lesson and activate students' background knowledge. Pass out the graphic organizers to students: We will be continuing our study of how African American history has impacted our lives today. This unit will be focusing on The Great Migration, which was the movement of African Americans from the South to the North. Using your graphic organizer, write down as many facts that you think you know about The Great Migration. Then write down any questions you have about the Great Migration...As we read through different texts and study different locations and methods of dealing with The Great Migration, you will realize that things you thought you knew were either correct or incorrect. This organizer allows you to move your thoughts into different columns as you learn more. You will also be responsible for writing down answers to questions you had. The graphic organizer will be collected at the end of the unit. Review the timeline: Throughout our studies we have been keeping a timeline of major events through African American history in the United States, we will continue to keep this as we explore The Great Migration.

Introduce the video and activate students' background knowledge.  We will be watching a short video that explains Reconstruction, which was the period after the Civil War. As we watch make annotations or tweak your graphic organizer. You will need information and details to help understand and respond to the importance of the 13th, 14th, and 15th amendments.  Watch video: http://www.history.com/topics/great-migration/videos#the-failureof-reconstruction Distribute the text Amendment 13. Demonstrate a close read of the text. Going through making annotations, rereading, and making connections about how people’s way of life changing because of it.

Model finding details and doing a close read
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7-12 Instructional Services

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LITERACY & SOCIAL SCIENCE

4th Grade Interdisciplinary African and African American Studies Quarter 3 Launch Lesson
To understand the central theme, I have read to get the general idea of the text. The text is talking about the abolishment of slavery. I now need to reread to gather key details that support this central idea of the text. I begin by rereading the article again. I then look over my notes from the video, seeing the connection that the since the South would no longer be able to use slavery as a means of free labor, they will need to change the way they use workers.

“YOU DO IT TOGETHER”

Collaborative Learning

Partner work, finding details to support the central idea  With a partner, read the 14th Amendment, thinking aloud with your partner. Make sure to reread the amendment and tie it to your notes from the video. Think and read with the focus, “How will this change people’s ways of life?”

“YOU DO IT ALONE”

Independent Practice

Independent Response, using the details to craft a response  Now that you have gathered key details that support the central idea of Amendment 13 and 14, you will know do the same thing for Amendment 15 on your own. After closely reading and making annotations on Amendment 15, you will then use your response sheet and response the prompt, “How did the 13th, 14th, and 15th Amendments collectively change people’s way of life?” Use details and text evidence from your notes on the amendments and the video.

“CLOSURE of LESSON”

whole group reflection

Closure of Lesson Today we have identified ways that the 13th, 14th, and 15th Amendments changed the lives of many people. We saw photographs and heard historians speak of the impact of these Amendments. Tomorrow we will take a deep look into life in the South after slavery and the changes that were made.

ASSESSMENT
What will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of the objective?

Formative: Examine Student Work  Use a teacher created rubric to
assess the student responses. Students should have made connections across the Amendments and the video, using details and text evidence to identify the central, connected theme.

Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7-12 Instructional Services

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