IAAAS SocialScience Grade8 Q1Lesson

SOCIAL SCIENCE8th Grade Interdisciplinary African and African American Studies Quarter 1 Launch Lesson

THEME: Culture, Dignity, and IdentityCONCEPT: Africa, US, and the WorldAfrican Americans in Post-Reconstruction America: Contributions and challenges in the development of the global society

CONTENT TOPIC: Investigating and researching the role of African Americans in the transformation of America: from Reconstruction to the Civil Rights Movement to the present through fiction and nonfiction texts

UNIT TITLE: Progress at What Cost

Launch Lesson: Key to Progress

Time Frame: Six Days

Unit Description: Students will be able to analyze, interpret, and synthesis the major inventions and societal contributions of African Americans from Reconstruction to the present. Reconstruction was not only a time for America to mend its ways but also a time for African Americans to demonstrate they have the prowess to be an integral part of society. This was especially seen in the contributions African American men and women showed in science and engineering. Through a thorough investigation of influential African Americans, students will gain an understanding of what it took to face adversity and achieve against harsh barriers. African American chemists, biologists, inventors, engineers, and mathematicians have contributed in both large and small ways that can be overlooked when chronicling the history of science and technology.

The Progressive Movement was a time of great advancement in American when it came to social reform and political activism. Unfortunately, the Progressive Movement tented to shy away from the plight of African-Americans. African-Americans were faced with consistent racism in the form of segregation in public spaces, lynching’s, exclusion from all forms of politics, and had very little access to quality healthcare, education and housing

Throughout this unit students will examine these issues and the courageous African Americans who took a stand to not only make their lives better but also the lives of millions of Americans they directly and indirectly affected.

Length of Unit: 5 Weeks

Enduring Understandings

1. History: Knowledge of the past helps us understand the world and helps us make better decisions for the future.

2. Identity: Identity is cultivated over long periods of time through shared experiences, beliefs, and culture.

3. Politics: Political beliefs are informed through personal experiences and perspectives.

Essential Questions

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

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advancement of science and technology?III) What can I do to positively impact my community?

Common Core StandardsPrimary Reading

RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

Writing

WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Speaking and Listening

SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented

SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

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http://www.corestandards.org/ELA-Literacy/SL/8/2/

http://www.corestandards.org/ELA-Literacy/SL/8/1/d/

http://www.corestandards.org/ELA-Literacy/SL/8/1/a/

http://www.corestandards.org/ELA-Literacy/WHST/6-8/8/

http://www.corestandards.org/ELA-Literacy/WHST/6-8/7/

http://www.corestandards.org/ELA-Literacy/WHST/6-8/2/a/

http://www.corestandards.org/ELA-Literacy/WHST/6-8/1/b/

http://www.corestandards.org/ELA-Literacy/RH/6-8/8/





SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Cognitive Skills

Task Analysis Identify the exact information the problem presents. Identify the types of information needed in order to solve the problem. Create a clear hypothesis, a specific question, and/or a clear understanding of

what is needed in order to answer the question.

Information Seeking Strategies Identify possible sources of information. Evaluate each source to determine which are best.

Locate, Access, and Use of Information Find individual resources such as books, magazines, reference materials, and

Web sites. Find information within each source through the use of tables of contents,

indexes, and other resource-specific tools. Engage each source (read, view or listen) and extract specific information from it

through the application of note taking, highlighting, and summarizing.

Synthesis Make a decision, create a product, or formulate an answer. Answer the specific question that was created when initially engaging in the

problem-solving process.

Evaluation Evaluate not only final product but how well the information problem-solving

task was preformed.

Content Building Knowledge Through Texts Elements of cultural identity include language, religion, clothing, race, shared

experiences and socio/economic customs. Internal and external forces shape people ideas and thoughts Societal contributions arise out of necessity. Triumph over adversity is the inspiration behind numerous African

American achievements. Economic and political factors are a driving force behind local, state, and

national decisions. Impeccable organization and a strong will are paramount to getting ones point

across. Nonviolent protests are the pinnacle to achieving ones goal of change and

reform. Strength in numbers is vital to any cause.

AssessmentsFormative Formative assessments for this unit consist of: Guided Reading and Writing, anecdotal

notes, annotation of texts, peer group evaluation, frequent checks for understanding,

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student reflections, summaries of select portions of text, exit slips, and writing samples in response to informational texts.

Summative Students will present in groups of two (2), multimedia presentation on their four (4) African American inventors; accompanying this will be an essay, or alternative written product that communicates the African American inventors, what they invented, why they invented it, its significance at the time it was invented, its significance to today, and what life would be like without the invention. Students will then examine the obstacles and achievements of the Reconstruction Era to those of the Progressive Era through a song, story, poem, or visual presentation.

Text/Resources

African American InventorsExtensive list of inventors from the University of California Irvine that profiles African American men and women who have contributed to the advancement of science and engineering. This link contains the names of the inventors and a direct link to the individual inventor. (Have students choose their inventors from this list.)https://webfiles.uci.edu/mcbrown/display/faces.html

Good overall site over African American Inventorshttp://african-americaninventors.org/index.php

Chicago based African American educational research company that provide both video and written bio’s of prominent African Americanshttp://www.thehistorymakers.com/

Inventors: Great achievements in science and technology in ancient Africa By Sydella BlatchMathematics: http://www.pps.k12.or.us/files/curriculum/be-af-ma.pdf

Science and Technology http://www.pps.k12.or.us/files/curriculum/be-af-sc.pdf African American influence on science and technology

Progressive MovementThe debate during the progressive movement was the best way to achieve racial equality. This link looks at the views of Booker T. Washington and W.E.B. Du Boishttp://sheg.stanford.edu/booker-t-washington-dubois

African American Women and the Progress Movementhttp://www.nwhm.org/online-exhibits/progressiveera/introprogressive.html

Library of Congress list of African American individualshttp://www.loc.gov/rr/program/bib/afam/afam-1900.html

Writings of W.E.B. Du Bois http://teachingamericanhistory.org/library/dubois/

The Tactical Life of Booker T. Washington http://www.skidmore.edu/~mstokes/227/BTW.html

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http://www.skidmore.edu/~mstokes/227/BTW.html

http://teachingamericanhistory.org/library/dubois/

http://www.loc.gov/rr/program/bib/afam/afam-1900.html

http://www.nwhm.org/online-exhibits/progressiveera/introprogressive.html

http://sheg.stanford.edu/booker-t-washington-dubois

http://www.pps.k12.or.us/files/curriculum/be-af-sc.pdf

http://www.thehistorymakers.com/

http://african-americaninventors.org/index.php

https://webfiles.uci.edu/mcbrown/display/faces.html


Booker T. Washington http://www.americaslibrary.gov/jb/progress/jb_progress_btwash_1.html

Jack Johnson Rebel of the Progressive erahttp://www.pbs.org/unforgivableblackness/rebel/

Equality and Social ActionProvides lessons, videos, primary sources, and many other classroom resources for classroom teachers. All items are free.http://www.tolerance.org/

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http://www.tolerance.org/

http://www.pbs.org/unforgivableblackness/rebel/

http://www.americaslibrary.gov/jb/progress/jb_progress_btwash_1.html


Learning Activities

Using the Essential Questions as a guide, students write summaries of select portions of their selected texts.

Students do periodic share out session where they discuss with the class what they have found, what is working, and what they are having trouble with.

Mini-lessons/Activities for Teaching Writing to Develop and Convey Understanding, Cite Evidence, and to Study and Apply Language Conventions.

Teacher reviews guidelines and rubric for Performance Assessment:

Groups of two (2) will present a multimedia presentation on their four (4) African American inventors. This will be accompanied by an individual essay, or alternative written product that communicates the African American inventors, what they invented, why it was invented, its significance at the time it was invented, its significance to today, and what life would be like without the invention.

Teacher utilize shorter informational texts, as well as images (such as photos), to model how to construct the different parts of an informative/explanatory piece, including how to introduce a topic, how to organize the parts of the essay, how to use textual evidence to support the essay, what other types of evidence should be used as support, how to use transitions, etc.

Students will use select informational texts, as well as images that they’ve gathered, to practice composing each part of the informative/explanatory essay.

Students will spend time gathering evidence for the performance assessment, which includes using their notes to list specific evidence from their group readings that can be used for their project. Students will also record evidence from the short informational texts that were read in and outside of class.

Students will be engaged in the writing process, including brainstorming, gathering evidence, drafting, revising, and editing. Teacher will confer with students through independent or guided writing conferences.

Differentiated Strategies for Varied Learning Profiles

Groups 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.

Texts 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 assignment with drawings, self-originated video, PowerPoint, oral demonstration or any other approved method of transmitting the knowledge they have obtained and synthesized through this project.

Students will be encouraged to use graphic organizers and visual aids to support the understanding of key concepts.

Allow for ample formative assessments and revisions to ensure that all students have an excellent opportunity to

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experience real academic success.

Days 1-2 The teacher will introduce the lesson by telling a brief story about a little known African-American scientist, the teacher chooses the scientist. It is the teacher’s discretion on how they want to convey the scientist. Utilize a display board, LCD projector, primary/secondary source, or any other modality that works in your environment. Time should be spent discussing the importance of scientific discovery and invention to everyday life and society. This should be coupled with the primary focus question:

What they invented Why they invented it Its significance at the time it was invented Its significance to today What life would be like without the invention

Following the example have students complete the primary questions using an example they relate to i.e. (McDonalds, television, electricity, or the automobile). Provide the students with several different examples to choose from. This should be done without any other materials. It should be easy enough for students to answer the five (5) focus questions without resources.

Once the students complete their example have them discuss with their neighbor. This is done so the teacher can see how students are grasping and answering the primary focus questions. Clarify any misconceptions and have a few students report out to the whole class.

From here the teacher will instruct students on how to Read Like a Historian and write an Expository Essay. Provide students with brief notes on this and have a discussion. http://owl.english.purdue.edu/owl/resource/685/02/

After demonstrating how to do this provide students with a primary source article for them to utilize these methods.

Following the article, again, have students work with their neighbor to converse about what they read and their process for Reading Like a Historian.

Are Primary Objectives Completed?Understanding of Primary Focus QuestionUnderstanding of Reading Like a Historian

At this point teacher should introduce Cornell Note. Model Cornell Notes on the board and/or in small groups. Provide students with an engaging article that is clear and


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 to express knowledge gained.

Students will be able to take ownership of tasks through the use of “Choice Boards” and “Learning Centers.”

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easy to understand. Recommended site:

Note: Reading Like a Historian & Cornell Notes is a work in progress. By know means will a student grasp how to complete the process the first time around. The idea here is exposure, constant utilization, and reaffirmation throughout the course of the year. Like most things students become better at it over time.

With student understanding the Primary Focus Questions, Reading Like a Historian, and Cornell Notes transition them into properly utilizing the Internet.

For this lesson, the teacher can take the students to a computer lap or complete it as a whole class using a LCD projector. Conduct a class discussion about research and the Internet; using the following focus questions:

Where do you go to find information for a research report?

How does the Internet differ from other sources of information?

What is your favorite place to find information and why?

Explain to students that over the course of this next lesson they will be learning more effective ways to do research using the Internet.

Guide the class in creating a Venn diagram to compare the Internet with more traditional information sources. Write students’ responses on the board and discuss.

Note: Another alternative would be to have students work with partners or in small groups to generate a list of similarities and differences between various typed of research material.

Explain to students that they will be learning about different types of search engines available on the Internet, and about efficient ways to search for information and narrow down their search.

Go over Wading Through the Web PowerPoint presentation. http://www.readwritethink.org/lesson_images/lesson983/presentation.ppt

Begin by reviewing with students the ways in which the Internet differs from more traditional information

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sources. For this make sure the notes that were generated during the previous discussion are prominently displayed.

Explain to students that they will be viewing a presentation that will walk them through the process of researching on the Internet, and that this presentation is meant to serve as a jumping off point for their own research on African American influence and contributions to American progress. Remind students to have this topic in mind as they listen to the presentation.

Pass out copies of the Wading Through the Web Student Handout (sheet at the end of this packet). If you are able to, have the students view the presentation on their own, otherwise go through the PowerPoint as a class. These slides introduce different types of search engines and demonstrate how to search "smarter" on the Internet. If you have chosen to show the presentation to the class on an LCD projector, you can discuss each slide as you go. Make sure students understand how to move through the presentation and navigate to the linked websites. Circulate and monitor to be sure students are staying on task and completing the handout as they go along.

When students have finished, discuss what they learned during the presentation. Use the following questions to guide the discussion:

Which search engine did you find most helpful and why? What about the other online resources? Which ones do you think you might use in the future? What was the most surprising thing you learned? What was the most helpful thing you learned?

If students are still having trouble grasping searching the Internet continue to review the PowerPoint with them till all questions are answered.

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Days 3-4 Grouping and Research

At the start of class review the focus questions for the research What they invented Why they invented it Its significance at the time it was invented Its significance to today What life would be like without the invention

Once this is clear have students break into groups of two (2) and explain to them they will be researching four (4) different prominent African Americans based on the above focus questions.

Once students are grouped handout the project description and rubric forms (sheets at the end of this packet). Fully explain this to the students and have them examine it. Clear up questions and make sure students completely understand the project.

Provide students with a group roles template. Have students assign roles within the group and conference with students to make sure roles were assigned equally.

At this point handout list of prominent African American inventors and have students examine and choose their four (4). Clarify questions and go around checking off chosen inventors.

Provide students with the research handout (sheet at the end of this packet), and transition students into computer lab to begin research. As students progress in creating their presentations have a whole class check in. For this students will discuss how they are doing, what is working, what’s not, and areas of need. This should be student lead with the teacher acting as the moderator.



Tasks will have components that allow for students to use visual, oral and tactile as well as kinesthetic skills to express knowledge gained.


Days 5-6 Once research is complete have students start compiling their notes for their presentation. Make sure they are paying attention to the focus questions:

What they invented Why they invented it Its significance at the time it was invented Its significance to today What life would be like without the invention

Hold rough draft conferences with groups to check for understanding and make sure students are following their



Tasks will have

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assigned roles. This is a vital check in to verify understanding and make sure students comprehend the importance of completing their assigned task..

As students progress in creating their presentations have another whole class check in, where students discuss how they are doing, what’s working, what’s not, and areas of need.

Start/continue/complete writing expository essay over inventors. This should be accompanied by student teacher conference. (Formative Assessment)

Group presentation and reflection (Formative Assessment).

components that allow for students to use visual, oral and tactile as well as kinesthetic skills to express knowledge gained.


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Examples of Resources

Wading Through the Web Student HandoutComplete the worksheet below as you move through the PowerPoint presentation.

1. Can you think of any other ways the Internet and other texts are different? The same?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. After looking at the first two to three sites on Google, how helpful do you think the information is?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How is the information in Yahoo! different from the information you found in Google?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. How might a metasearch engine like CactiSearch be more helpful than a regular search engine?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. List the categories from Vivisimo that you might use to write a report about the life and accomplishments of Vasco da Gama.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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6. How does the information you get from Brainboost differ from the information you got on other search engines? What else do you notice on the left hand side?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. How might KartOO be more helpful than other sites? What makes it unique?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. How would you explain the benefits of using an Advanced Search to someone who had never tried it before?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. What would you type into the search box if you wanted to find out about the Vasco da Gama Church?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. What would you type into the search box if you wanted to find out about Vasco da Gama or any other Portuguese explorers?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. Fill in the following information for the website linked on the PowerPoint

(Historic Figures: Vasco da Gama: http://www.bbc.co.uk/history/historic_figures/gama_vasco_da.shtml)

Author: _____________________________________________ Title: ______________________________________________ Web address: ________________________________________ Copyright date: _______________________________________ Date found: __________________________________________

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African American Inventor Rubric

Teacher name: Class Period: ___________

Student Name ______________________________ Date: _________________

CATEGORY Excellent Good Satisfactory Needs Improvement

Peer

Evaluation

Teacher

Scoring

Requirements All requirements are met and exceeded.

All requirements are met.

One requirement was not completely met.

More than one requirement was not completely met.

Content Covers topic in-depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Sources Source information collected for all graphics, facts and quotes. All documented in desired format.

Source information collected for all graphics, facts and quotes. Most documented in desired format.

Source information collected for graphics, facts and quotes, but not documented in desired format.

Very little or no source information was collected.

Organization Content is well organized using headings or bulleted lists

Uses headings or bulleted lists to organize, but the overall

Content is logically organized for the most part.

There was no clear or logical organizational structure, just

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to group related material.

organization of topics appears flawed.

lots of facts.

Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Mechanics No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Oral Presentation

Interesting, well-rehearsed with smooth delivery that holds audience attention.

Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.

Delivery not smooth, but able to hold audience attention most of the time.

Delivery not smooth and audience attention lost.

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African American Inventor

You are to create a PowerPoint presentation, poster board, or display board presentation that contains four (4) prominent African American Inventors.

You must get approval from the teacher before making the final selection as to whom you want to include in your presentation.

Criteria for Scrapbook Must have 4 African American Scientists and Inventors Must have a photo Answer the focus questions:

o What they invented o Why they invented ito Its significance at the time it was inventedo Its significance to todayo What life would be like without the invention

You may include other graphics Must have at least two (2) slides per scientist Must include a title slide, first slide, with the following information:

o Titleo Your name and date

Must be neatly done. Remember that visually pleasing is important and too many graphics or sound effects distract from the presentation.

Each student must present the slides they created in their group. Student will not receive a grade if a presentation is not done.

Due date

This project is due __________________

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African-American Inventor – Research

African American Inventor____________________ Born: _____________ Died: _________

Accomplishments: _____________________________________________________________

_____________________________________________________________________________________

_______________________________________________________________________

What they invented: ____________________________________________________________

_____________________________________________________________________________________

_______________________________________________________________________

Why they invented it: ___________________________________________________________

_____________________________________________________________________________________

_______________________________________________________________________

Its significance at the time it was invented:_________________________________________

_____________________________________________________________________________________

_______________________________________________________________________

Its significance to today: ________________________________________________________

_____________________________________________________________________________________

_______________________________________________________________________

What life would be like without the invention: ______________________________________

_____________________________________________________________________________________

_______________________________________________________________________

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Documents

IAAAS SocialScience Grade8 Q1Lesson