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Orange Public Schools Africana Studies

Curriculum Guide

OBE Approval Date: December 8, 2015

ORANGE PUBLIC SCHOOLS SCHOOL BOARD MEMBERS

2016-2017President

Cristina Mateo

Vice PresidentE. Lydell Carter

Members:Abdul Shabazz Ashanti, Gloria Fisher, Kyleesha Hill, Jarteau Israel, Jeffrey Wingfield

Superintendent of SchoolsRonald C. Lee

Deputy SuperintendentDr. Paula E. Howard

Director of Curriculum, Instruction, Professional Development, and Data AssessmentDr. Terri Russo

Supervisor of Social Studies and Educational TechnologyLinda Epps

Curriculum WriterClive Binns, Jr.

Revisions

Daneisha Shaw August 2019

Africana Studies

Content Area: Social Studies Grade(s) 9-12Unit Plan Title: Unit 1- Ancient Africa: Society and Civilizations

College and Career Readiness StandardsCRP1. Act as a responsible and contributing citizen and employee.CRP2. Apply appropriate academic and technical skills.CRP4. Communicate clearly and effectively and with reason.CRP5. Consider the environmental, social and economic impacts of decisions.CRP6. Demonstrate creativity and innovation.CRP7. Employ valid and reliable research strategies.CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.

Overview/RationaleThis unit provides students with a historical, geographical, and social perspective of Ancient Africa. From Pre-History to the 1500’s, Ancient African civilizations are analyzed to gain a deeper understanding of their impact on the modern world.

Standard(s)6.2.12.C.6.c Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies.6.2.12.C.6.d Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries.6.2.12.D.6.a Assess the role of increased personal and business electronic communications in creating a “global” culture, and evaluate the impact on traditional cultures and values.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Technology Standard(s)8.2.12.B.4 Investigate a technology used in a given period of history, e.g., stone age, industrial revolution or information age, and identify their impact and how they may have changed to meet human needs and wants.8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

Interdisciplinary Standard(s)NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.RH.9-10.9. Compare and contrast treatments of the same topic, or of various perspectives, in several primary and secondary sources; analyze how they relate in terms of themes and significant historical conceptsNJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

NJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Essential Question(s)1. What is a civilization?2. Why are the ancient African empires important to African American history?3. What are the lasting impacts of the ancient African kingdoms?

Enduring Understandings•The internal African slave trade and the history of slavery in ancient Africa•The differences between European and African slavery•The Great Empires of West Africa (Ghana, Mali, and Songhai)•The development of the smaller states (Mossi, Hausa, Benin, Kongo, Ndongo-Matamba, Great Zimbabwe, the Swahili Coast) that populated Atlantic Africa•The origins of European involvement in Africa•The European motivation for exploration of the New World and the labor demands that this required•The history and culture of Africa are of immense importance to the history of humankind in general and the history and culture of African Americans in particular

In this unit plan, the following 21st Century themes and skills are addressed.

Check all that apply.21 s t Century Themes

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

21 s t Century SkillsX Global Awareness A Creativity and InnovationX Environmental Literacy A Critical Thinking and Problem Solving

Health Literacy A CommunicationX Civic Literacy A CollaborationX Financial, Economic, Business, and

Entrepreneurial LiteracyStudent Learning Targets/Objectives•Assess the significance of the civilization of ancient Egypt, an African civilization, for the history of humankind.•Analyze the differences between African societies featuring elaborate centralized political structures and advanced stages of technology and stateless societies with less advanced technologies and that both have been defined as civilizations.•Research a minimum of three areas of African American cultural life where African survivals exist, culminating in a presentation.AssessmentsFormative:Do Now’s-While looking at a map of Africa, student volunteers will identify what they see, notice, or find interesting.-Identify the climate regions discussed in yesterday’s lesson.-Why is it important to give myself checkpoints when working on a group project?-What makes a presentation exemplary?Exit Tickets -Writing: What criteria must be met for a group of people to be classified as a civilization? Please include what attributes contributes to the development of one’s culture.

-Exit Ticket 3-2-1 (write three things you have learned in today’s lesson, write two things you are still confused about, and write one thing that you still want to learn about today’s topic)-Quiz- please list the different sub regions on the continent of Africa, please list at list three ancient Civilizations last please list at least three bodies of water on the continent of Africa.Summative:Unit Test:- Includes 20 text dependent questions, 2 map activities and 3 short constructed responsesAuthentic:Group Project and Presentation (Assessment #1)Students will be placed in heterogeneous groups to work on the research of the ancient African civilization that are assigned.Pen Pal Letters to Tanzania (Assessment #2)Students will write their first letters of the year to sister school in Tanzania Africa. Students will focus on asking about their communities and everyday life.

Teaching and Learning Actions

Instructional StrategiesCollaborative learning groups, Graphic organizers, Analysis of student work, Nonlinguistic representations, Cooperative learning, Peer teaching/collaboration, Discovery/Inquiry-based learning, Reading study guides, Conferencing, class website (Google Classroom), Targeted feedback , Summarizing and note taking , Modeling, Graphic organizers Homework and practice, Jigsaw, Word wall, Word Banks

MTSS:Special education students’ modifications:-Adhere to all modifications and health concerns stated in each IEP.-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students have the option of learning the curriculum in their comfort level and challenge themselves for growth. -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.-Accommodating Instructional Strategies Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines-Utilize Snap-n-Read and Co-WriterEnglish Language Learners (ELL) students:-Use the Britannica launch pack software; give students the option to change the language of the article to the student’s native language for most articles.- Snap and read Google extension addition. Will read to the student in the language selected.-Vocabulary Spelling City word banks- Use visuals whenever possible to support classroom instruction and classroom activities.-Teacher modeling and written instructions for every assignment

At risk of failure students:-Give students a MENU options allowing students to pick activities based on interest that address the objectives and standards of the unit.-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google Expeditions, Peer Support, one on one instruction-Constant parental contact along with mandatory tutoring appointments.- Academic ContractsGifted and talented students:-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.-Student led classroom instruction also Project Based Learning.

Students with a 504:Adhere to all modifications and health concerns stated in504 plan. Then assess the academics of the student to implement the necessary modifications as described in this document

ActivitiesClassroom activities:

-Jigsaw Activity (each group research the country they were assigned and share the information with other groups via a graphic organizer.- Map Activity (Students label the different geographical areas of Africa (climate, deserts, oceans, rivers, grasslands, mountain ranges etc…) Label the Ancient African early civilizations location (use color pencils to show location on the map and the rise and the fall of an ancient civilization) draw the trading routes in Northern Africa to demonstrate the economic networks in Ancient Africa.- Think-Pair-Share activity on the Ancient Civilizations in Africa.Group Project:Day 1 complete work pages associated with your ancient civilization complete the different areas listed on the worksheet about that Civilization, which will be the information needed for your poster board.Day 2 Use Chrome books to research the culture of the empire to prepare to create a poster board and do an oral presentationDay 3 Put your researched information on your poster board along with pictures and artwork.Day 4/5 (students will present their research and posters to the class about the ancient Civilization they were assigned.Day 5 Activity Discussion (students and teacher will discuss the rich cultures of Africa and connect it to the state of African Americans today

ExperiencesMetropolitan Museum of Art Ancient Africa exhibithttps://www.metmuseum.org/search-results#!/search?q=African%20artGoogle Expedition: See Ms BudhuBedford-Stuyvesant Museum of African Arthttps://www.bedstuymuseum.org/

Resources

Amistad Curriculum: Ancient Africa http://www.njamistadcurriculum.net/history/unit/ancient-africaHolocaust and Genocide Studies: https://www.nj.gov/education/holocaust/curriculum/genslave.pdfMap of AfricaMap of African Empires and Stateless SocietiesPhotograph of the Great Sphinx

Suggested Time Frame: 10 classes

Content Area: Social Studies Grade(s) 9-12Unit Plan Title: Unit 2-Triangular Trade/Middle Passage

College and Career Readiness StandardsCRP1. Act as a responsible and contributing citizen and employee.CRP2. Apply appropriate academic and technical skills.CRP4. Communicate clearly and effectively and with reason.CRP5. Consider the environmental, social and economic impacts of decisions.CRP6. Demonstrate creativity and innovation.CRP7. Employ valid and reliable research strategies.CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.Overview/Rationale

Provide students with the knowledge of the triangular trade and the goods that was involved within the trade routes. Understanding the system of mercantilism will give students a deeper understanding of how slaves from Africa

became an essential part of economics from 1450 to 1750.

Standard(s)6.1.12.C.1.a Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period.6.1.12.A.11.e Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides.

RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

Technology Standard(s)8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.8.2.12.B.3 Analyze ethical and unethical practices around intellectual property rights as influenced by human wants and/or needs.8.2.12.B.2 Evaluate ethical considerations regarding the sustainability of environmental resources that are used for the design, creation and maintenance of a chosen product.8.2.12.A.3 Research and present information on an existing technological product that has been repurposed for a different function.8.1.12.E.1 Produce a position statement about a real-world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

Interdisciplinary Standard(s)NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.RH.9-10.9. Compare and contrast treatments of the same topic, or of various perspectives, in several primary and secondary sources; analyze how they relate in terms of themes and significant historical conceptsNJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.NJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Essential Question(s) What countries were involved in the triangular trade? How was the system of Mercantilism driven by slavery? What are the political, economic and social arguments that support the system of slavery? How was the middle passage a direct link to mass genocide of a race?

Enduring Understandings

The constructs of the African slave trade and how it functioned

The meaning of the "Middle Passage" and what effect this experience had on exported African slaves

when finally, in the New World

The ramifications of the initial phase of European New World expansion in the Caribbean Sea, also known

as the West Indies

Students will be knowledgeable of atrocities, genocide and the Holocaust which have occurred worldwide.





Health Literacy A Communication

X Civic Literacy A CollaborationX Financial, Economic, Business, and

Entrepreneurial LiteracyStudent Learning Targets/Objectives

Compare and contrast the theories that have been offered to explain why Africans rather than some

other group of people were used in the trans-Atlantic slave trade.

Identify the areas of Africa from which slaves were taken and those New World areas where they

were landed.

Assess the implications of the trans-Atlantic slave trade for the African continent.

Deconstruct the reasons why the Middle Passage is considered to have been an extremely inhumane

and horrific experience for the African slaves transported to the New World.

Evaluate and critique the theories that have been offered to explain why Africans rather than some

other group of people were used in the trans-Atlantic slave trade.

Identify and evaluate the areas of Africa from which slaves were taken and those New World areas

where they were landed.

Assess and evaluate the implications of the trans-Atlantic slave trade for the African continent.

Critique the reasons why the Middle Passage is considered to have been an extremely inhumane

and horrific experience for the African slaves transported to the New World.

AssessmentsFormative:Do now ‘s-When you imagine Africa, what do you think it looks like?-Compare and Contrast the United States to the Continent of Africa-So far, what is your personally argument for slavery? Share your thoughts and facts.Exit Tickets-In your opinion what was the greatest resource ever stolen from Africa? Answer in at least one paragraph.-Write a paragraph discussing what the Trans-Atlantic slave trade is and the affect it had on AfricaSummative:-Answer Text dependent questions and Extended Constructive response on Olaudah Equiano

Authentic:-Students will debate the political, economic or social argument of slaveryStudents will be grouped based on their personal beliefs for the reasoning behind slavery and work as a team proving evidence during their debate to prove their stand on the causes of slavery.


Instructional StrategiesCollaborative learning groups, Graphic organizers, Analysis of student work, Nonlinguistic representations, Debates, Cooperative learning, Discovery/Inquiry-based learning, Reading study guides, Conferencing, class website (Google Classroom), Targeted feedback, Peer teaching/collaboration, Summarizing and note taking , Modeling, Graphic organizers Homework and practice, Jigsaw, Word wall, Word Banks


At risk of failure students:-Give students a MENU options allowing students to pick activities based on interest that address the objectives and standards of the unit.-Modified Instructional Strategies, Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google Expeditions, Peer Support, one on one instruction-Constant parental contact along with mandatory tutoring appointments.- Academic ContractsGifted and talented students:-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.-Student led classroom instruction also Project Based Learning.


Activities

Classroom Activities- Map Activity charting the route and goods included in the triangular trade- Evaluate multiple primary sources such as slaves, slave ship owners voyage crew members and priests to get multiple perspectives on the experience of the middle passage.-QFT method on Armistead Middle Passage video clip- Write a compare and contrast paragraph on the different events of genocide that has occurred around the globe to the mass genocide of slaves involved with the middle passage. Classroom Debate ProjectDay 1---- Analyze primary sources on the accounts of the slave trade to discover the motivations of the slave trade (Political, Economic, or Social) in order to prepare for a class debateDay2--- Work with groups to finalize arguments then have an official class debateDay 3--- Write an Argumentative essay using primary sources from class and your own research to argue if the institution of slavery was more Sociably, racially, or economically motivated.

ExperiencesReenactment of the Armistad trial: http://www.njamistadcurriculum.net/history/print_content/content/7091Google Expedition: See Ms Budhu

Museum of the African Diasporahttps://www.moadsf.org/Film- Armistad (the Middle passage scene)

Resources

Amistad Curriculum: Middle Passage: http://www.njamistadcurriculum.net/history/unit/emerginig-atlantic-world

Holocaust and Genocide Studies: Slavery and Genocide https://www.nj.gov/education/holocaust/curriculum/genslave.pdfHolocaust/Genocide Education"WORLD MAP"The Holocaust/Genocide/Massacres/Atrocities

Winthrop D. Jordan– White Over Black: American Attitudes Toward the Negro, 1550-1812

Eric Williams– Capitalism and Slavery

Walter Rodney– How Europe Underdeveloped Africa

Philip D. Curtin– The Atlantic Slave Trade: A Census

Gustuvas Vassa– The Interesting Narrative of the Life of Olaudah Equiano or Gustavus Vassa the African (written by Himself)

James A. Rawley– The Trans-Atlantic Slave Trade: A History

Suggested Time Frame: 7 Days

http://www.njamistadcurriculum.net/history/unit/emerginig-atlantic-world

http://www.njamistadcurriculum.net/history/unit/emerginig-atlantic-world

https://www.moadsf.org/

http://www.njamistadcurriculum.net/history/print_content/content/7091

Content Area: Social Studies Grade(s) 9-12Unit Plan Title: Unit 3-Africans in the New World

Common Core Anchor StandardCRP1. Act as a responsible and contributing citizen and employee.CRP2. Apply appropriate academic and technical skills.CRP3. Attend to personal health and financial well-being.CRP4. Communicate clearly and effectively and with reason.CRP5. Consider the environmental, social and economic impacts of decisions.CRP6. Demonstrate creativity and innovation.CRP7. Employ valid and reliable research strategies.CRP9. Model integrity, ethical leadership and effective managementCRP11. Use technology to enhance productivity

Overview/RationaleProvide students with the knowledge of the lives of Slaves brought to the Americas and the future generations born into the institution of slavery. Students will explore the different dynamics within the system of slavery, such as the interactions between slaves and their owners and later the abolitionist movements. Understanding the political and social aspects of slaves between the years of 1750-1865 can help students to understand how slaves eventually obtained freedom and the conditioning of African Americans today.

Standard(s)

6.1.12.B.1.a Explain how geographic variations (e.g., climate, soil conditions, and other natural resources) impacted economic development in the New World.6.1.12.C.3.b Relate the wealth of natural resources to the economic development of the United States and to the quality of life of individuals.6.1.12.D.3.a Determine how expansion created opportunities for some and hardships for others by considering multiple perspectives.6.1.12.A.5.b Analyze the effectiveness of governmental policies and of actions by groups and individuals to addressdiscrimination against new immigrants, Native Americans, and African Americans.6.1.12.D.2.e Determine the impact of African American leaders and institutions in shaping free Black communities in the North.6.1.12.A.3.h Examine multiple perspectives on slavery and evaluate the claims used to justify the arguments.6.1.12.A.3.i Examine the origins of the antislavery movement and the impact of particular events, such as the Amistad decision, on the movement.

RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Technology Standard(s)8.1.12. B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.8.1.12. F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

Interdisciplinary Standard(s)NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

8.2.12.B.3 Analyze ethical and unethical practices around intellectual property rights as influenced by human wants and/or needs.

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

8.1.12.E.1 Produce a position statement about a real-world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

RH.9-10.9. Compare and contrast treatments of the same topic, or of various perspectives, in several primary and secondary sources; analyze how they relate in terms of themes and significant historical conceptsNJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.NJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Essential Question(s)

What were the Plantation system and the economics for slaves in the North? What role did religion play with aiding the institution of slavery? What were the different forms of resistance did slaves exhibit in the institution of slavery? What were the relationship between slaves on a southern Plantation?


The enslavement of Africans in colonial America, emanating from the arrival in 1619 of twenty slaves in

Jamestown, Virginia, encompassed all the colonies. The scope and nature of slavery in the northern

colonies, however, differed considerably from the institution in the southern colonies, the former

generally being milder than the latter.

The European adaptation of slavery to the mainland of modern-day Latin America

The causal reasons for the development of different slave societies in the Americas

The very complex system of European claims upon North America's vast, unexplored territory

The nature of African servitude before the permanent nature of black slavery was proclaimed by

European masters

The European process of systematically reducing black people into chattel property through a legalization

of inherited, unending, race-based slavery

The abolitionist movement began to infiltrate a variety of American institutions to create a climate for reform and abolishment of slavery




21 s t Century SkillsX Global Awareness A Creativity and Innovation

X Environmental Literacy A Critical Thinking and Problem Solving



Evaluate the main variables that determined the nature of the slave experience.

Evaluate and critique the importance of the Underground Railroad and New Jersey’s place in this network.

Analyze and discuss the problems free antebellum blacks faced in the North and the kinds of

institutions and organizations they established in building a community life.

Assessments FormativeDo Now’s

-What is the difference between indentured servitude and chattel slavery?-Compare and Contrast slavery in North America, South America and the Caribbean.-How was life different in the North for Slaves than the South for slaves?-How did Slavery increase with the invention of the cotton Gin?-Where were some free blacks’ communities located?-What were lives for blacks in the West?-What roles did abolitionists play in fighting to free slaves and what methods did they use?-How did the issue of Slavery help lead to Civil War?

Exit Tickets-Exit Ticket 3-2-1 (write three things you have learned in today’s lesson, write two things you are still confused about, and write one thing that you still want to learn about today’s topic)- Write a paragraph discussing, in your opinion any psychological affects you feel slavery has had on African Americans today.

Summative- Includes 15 multiple choice questions, 1 map activities and 4 short answer responses. (Unit 2 test)

Authentic:Slave resistance skit (assignment 1) Students will create a short family skit to convey the different forms of rebellion that takes place on a slave plantation.Slave rebellion Mini Play (assignment 2) Students will record themselves outside of school in a play that has been written by them of a famous rebellion. Students will then share their play with the class to teach students of about the event.Google Classroom response blogThroughout the unit teacher will put a blog question on Google classroom about different aspects and topics of the unit to get students to think deeper. Students will be required to answer the blog question and comment on two peer’s answers.


Instructional StrategiesCollaborative learning groups, Graphic organizers, Analysis of student work, Nonlinguistic representations, Debates, Cooperative learning, Discovery/Inquiry-based learning, Reading study guides, Conferencing, class website (Google Classroom), Targeted feedback, Peer teaching/collaboration, Summarizing and note taking , Modeling, Graphic organizers Homework and practice, Jigsaw, Word wall, Word Banks

MTSS:Special education students’ modifications:-Adhere to all modifications and health concerns stated in each IEP.-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students have the option of learning the curriculum in their comfort level

and challenge themselves for growth. -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.-Accommodating Instructional Strategies Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines-Utilize Snap-n-Read and Co-WriterEnglish Language Learners (ELL) students:-Use the Britannica launch pack software; give students the option to change the language of the article to the student’s native language for most articles.- Snap and read Google extension addition. Will read to the student in the language selected.-Vocabulary Spelling City word banks- Use visuals whenever possible to support classroom instruction and classroom activities.-Teacher modeling and written instructions for every assignment



ActivitiesCollaborative learning groups, Graphic organizers, Analysis of student work, Nonlinguistic representations, Debates, Cooperative learning, Discovery/Inquiry-based learning, Reading study guides, Conferencing, class website (Google Classroom), Targeted feedback, Peer teaching/collaboration, Summarizing and note taking , Modeling, Graphic organizers, Music and songs, work stations, Homework and practice, Guest Speaker, Jigsaw, Word wall, Word Banks

ExperiencesNational Park Service (Gallery walk of historical cites)https://www.nps.gov/nr/travel/underground/states.htmGoogle Expedition: See Ms BudhuGuest Speaker- From Rutgers University Newark (Africana Studies program)

ResourcesAmistad Curriculum: Africans in the New World: http://www.njamistadcurriculum.net/history/unit/establishment-new-nation

Amistad Curriculum: Africans in the New World: http://www.njamistadcurriculum.net/history/unit/evolution-new-nation-state

Holocaust and Genocide Studies: https://nj.gov/education/holocaust/curriculum/Universal9-12.pdf (292-325) Rwanda Genocide and affects afterwards.

Articles of the United States Constitution Pertaining to Slavery

https://nj.gov/education/holocaust/curriculum/Universal9-12.pdf

http://www.njamistadcurriculum.net/history/unit/evolution-new-nation-state

http://www.njamistadcurriculum.net/history/unit/evolution-new-nation-state

http://www.njamistadcurriculum.net/history/unit/establishment-new-nation

https://www.nps.gov/nr/travel/underground/states.htm

Underground Railroad Routes (PDF)

Underground Railroad Routes in New Jersey, 1860 (PDF)

Solomon Northrup– Twelve Years A Slave Equipment for recording skits and plays.

Suggested Time Frame: 15 Days

Content Area: Social Studies Grade(s) 9-12Unit Plan Title: Unit 4-African Americans in Civil War

Common Core Anchor StandardCRP1. Act as a responsible and contributing citizen and employee.CRP2. Apply appropriate academic and technical skills.CRP4. Communicate clearly and effectively and with reason.CRP5. Consider the environmental, social and economic impacts of decisions.CRP6. Demonstrate creativity and innovation.CRP7. Employ valid and reliable research strategies.CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.CRP11. Use technology to enhance productivity.Overview/Rationale

This Unit will focus on the contributions of African Americans during the Civil W ar. Students will have a deeper understanding on how the time period from 1850- 1865 helped break blacks from bondage and allowed for blacks to improve their status in society slightly to the point in upcoming Eras African Americans can demand fair treatment under the law.

Standard(s)

6.1.12.A.4.a Analyze the ways in which prevailing attitudes, socioeconomic factors, and government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil War.6.1.12.C.4.a Assess the role that economics played in enabling the North and South to wage war.6.1.12.C.4.b Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and South.6.1.12.D.4.a Compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War.6.1.12.D.4.e Analyze the impact of the Civil War and the 14th Amendment on the development of the country and on the relationship between the national and state governments.

RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Technology Standard(s)8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Interdisciplinary Standard(s)NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

8.2.12.D.6 Synthesize data, analyze trends and draw conclusions regarding the effect of a technology on the individual, society, or the environment and publish conclusions.8.2.12.B.3 Analyze ethical and unethical practices around intellectual property rights as influenced by human wants and/or needs.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.RH.9-10.9. Compare and contrast treatments of the same topic, or of various perspectives, in several primary and secondary sources; analyze how they relate in terms of themes and significant historical conceptsNJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.NJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Essential Question(s)1. What were the roles of Black in the Northern States and in the Southern States during the Civil War?2. How were Black soldiers able to enlist in the military and how were they treated?3. What roles did abolitionists play during the Civil war? What impact did abolitionists have in the South?4. How did Jim Crow cripple the advancement in society for African Americans?

Enduring Understandings The Civil War, in which blacks participated in appreciable numbers, brought about the end of slavery

and therefore constitutes a pivotal point in African American history.

As the nation grew West, the addition of states began to change the balance of power in Congress

Although slavery legally ended in 1865, a new form of slavery progressed in America, which stopped

the progress of newly freed slaves.





Health Literacy A CommunicationX Civic Literacy A Collaboration

X Financial, Economic, Business, and Entrepreneurial Literacy

Student Learning Targets/Objectives

Differentiate the main ways in which the Civil War facilitated the emancipation of African Americans.

Analyze the different kinds of military roles blacks performed while serving in the Union forces.

How did Black Participation in the Civil War further bring blacks closer to freedom and involvement in government?

AssessmentsFormative:Do Now’s-How did the issue of slavery help to start the Civil War?

- What did the Emancipation Proclamation do?- How did Civil War set the stage for blacks to start a real fight for equality?

Exit Tickets-In your opinion what should African Americans focus on now being that they are now free, Economics, Politics or education? Please write one paragraph explaining your answer.Summative:

- Complete long Constructed Responses discussing the role of each of these documents: Emancipation Proclamation, War Department General Order 143, and the 15th Amendment. In your response please include an analysis of their impact on African American soldiers.

-Students will identify a historical site (ex: battlefield, church, camp) and create a marker, memorial, or mural, dedicated to the achievements of African American soldiers.Authentic:

-Construct their own political cartoons about the roles of Blacks in the Civil War in comparison on the roles of Blacks in today’s communities. Must be able to explain the message behind their drawings.

- Create a custom data table about the amounts of Blacks that were involved in the Civil War displaying their positions, what side did they represent, and the number of Blacks died during the Civil War.


Instructional StrategiesCollaborative learning groups, Graphic organizers, Analysis of student work, Nonlinguistic representations, Cooperative learning, Discovery/Inquiry-based learning, Reading study guides, Conferencing, class website (Google Classroom), Targeted feedback, Peer teaching/collaboration, Socratic Seminar, Summarizing and note taking , Modeling, Graphic organizers Homework and practice, Jigsaw, Word wall, Word Banks

MTSS:Special education students’ modifications:-Adhere to all modifications and health concerns stated in each IEP.-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students have the option of learning the curriculum in their comfort level

At risk of failure students:-Give students a MENU options allowing students to pick activities based on interest that address the objectives and standards of the unit.-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group

Content Area: Social Studies Grade(s) 9-12Unit Plan Title: Unit 5-African Americans after Civil War

Common Core Anchor StandardCRP1. Act as a responsible and contributing citizen and employee.CRP2. Apply appropriate academic and technical skills.CRP4. Communicate clearly and effectively and with reason.CRP5. Consider the environmental, social and economic impacts of decisions.CRP6. Demonstrate creativity and innovation.CRP7. Employ valid and reliable research strategies.CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.CRP9. Model integrity, ethical leadership and effective management.CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.Overview/Rationale

This Unit will focus on how the lives of African Americas changed after Civil War. Students will have a deeper understanding on how the time period from 1865-1915 allowed lacks to evolve politically, economically and socially through Early Civil Rights leaders and the development of the black community.

Standard(s)6.1A Grade 12 CPI 04.D Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans.6.1A Grade 12 CPI 05.C-Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans.6.1A Grade 12 CPI 06.C -Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessey v. Ferguson) and state and local governmental policies.

RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Technology Standard(s)8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.8.2.12.D.6 Synthesize data, analyze trends and draw conclusions regarding the effect of a technology on the individual, society, or the environment and publish conclusions.8.2.12.B.3 Analyze ethical and unethical practices around intellectual property rights as influenced by human wants and/or needs.

Interdisciplinary Standard(s)NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.RH.9-10.9. Compare and contrast treatments of the same topic, or of various perspectives, in several primary and secondary sources; analyze how they relate in terms of themes and significant historical conceptsNJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.NJSLSA.W5. Develop and strengthen writing as needed by

https://nj.gov/education/holocaust/curriculum/Universal9-12.pdf

http://www.njamistadcurriculum.net/history/unit/civil-war-reconstruction

http://buffalosoldiermuseum.com/who-are-the-buffalo-soldiers/

https://whyy.org/articles/in-south-jersey-a-familiar-fight-to-save-a-historic-african-american-cemetery/

https://www.civilwarinart.org/exhibits/show/emansmeanfreedom/introduction/the-united-states-colored-troo

planning, revising, editing, rewriting, or trying a new approach.NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.NJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Essential Question(s) How are the philosophy and legacy of Booker T. Washington and W.E.B Dubois set the tone for

the different platforms on how Civil Rights would be fought for by African Americans in America

To what extent were African Americans still in bondage even after the passing of the

Reconstruction Amendments?

How does the status imposed on African Americans during this time account for the education

and income gap of African Americans today?

Enduring Understandings Although the emergence of Jim Crowism in the South and numerous acts of violence against blacks explain

why the years between 1878 and 1915 are considered the nadir in American race relations, the modern

black community also begins to take form during these years. Nationally, free blacks and former slaves

come together to expand black institutional life as part of an effort to cope with the rising tide of racism.

During the 1920s southern blacks continued to move to northern industrial centers in massive numbers,

in the process forming the early black ghettos. By 1990 over 90 percent of the African American

population could be found in urban areas, so the rise of these kinds of communities essentially defined

the nature of black life for the remainder of the twentieth century.

Although blacks scored significant gains in their quest for first-class citizenship during this period, they were dissatisfied with the painfully slow pace at which these gains were achieved. Most of these gains were achieved through the time-honored approach of challenging through litigation the legal basis for racial segregation and discrimination.




21 s t Century Skills

X Global Awareness A Creativity and InnovationX Environmental Literacy A Critical Thinking and Problem Solving



Engage in a literary analysis of the play A Raisin in the Sun by analyzing characterization, plot, setting,

figurative language, theme, and symbolism

Distinguish and differentiate the ways in which blacks responded to the harsh conditions of racial

segregation in the South from 1878 to 1915.

Differentiate the approaches used by Booker T. Washington and W.E.B. Dubois in fighting racial injustice.

Interpret Booker T. Washington’s promotion of African American self-advancement through education, the

virtues of hard work, and service to the community.

Illustrate the rise of the black ghettos as a consequence of the Great Migration, including the ghetto-

formation process, and its social, economic, and political consequences.

AssessmentsFormative:Do Now’s- How would you fight for your rights?- Complete the QFT method on the image on page 172 in the textbook. Share questions developed with your group.- What are the different platforms of Booker T. Washington and WEB Dubois on how African Americans should go about obtaining Civil Rights-What are some Jim Crow laws that were passed?-What are some practices used to keep African Americans from voting?

Exit Tickets-How did African Americans start to fight for Civil Rights?- How did the Supreme court case Plessy V. Ferguson legalize segregation in America?-What were the first Civil Rights organizations formed and who were their leaders?-Why were southern leaders determined to keep blacks from voting?Summative:

- Essay question (Write a Comparative essay on the lives of African Americans during this time period to the lives of the fictional characters in the film a Raisin in the Sun. Before to discuss the films use of symbolism in the film to really express the issues plaguing, he African American community during this time period.

Authentic:- Engage in a Socratic Seminar with the topic questions concerning the life of African Americans from 1865-1915. (assignment one)- Develop and construct their own edition of W.E.B. DuBois The Crisis Magazine, the journal of the NAACP (assignment two)


Instructional StrategiesCollaborative learning groups, Graphic organizers, Analysis of student work, Nonlinguistic representations, Cooperative learning, Discovery/Inquiry-based learning, Reading study guides, Conferencing, class website (Google Classroom), Targeted feedback, Peer

Content Area: Social Studies Grade(s) 9-12Unit Plan Title: Unit 6- Harlem Renaissance

College and Career Readiness StandardsCRP1. Act as a responsible and contributing citizen and employee.CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Overview/Rationale

Students will explore and obtain a deeper understanding of the struggle and advancement of African Americans during the Harlem Renaissance (1920’s) through analyzing and evaluating art (music, paintings, murals, poetry sculptures etc) that was created during this time period. Students will then create their own art pieces, inspired by the 1920’s to discuss Black experiences in the present.

Standard(s)6.1A Grade 12 CPI 06.C Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessey v. Ferguson) and state and local governmental policies.6.1.12. D.3.d Analyze the role education played in improving economic opportunities and in the development of responsible citizens.6.1.12. D.8.b Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values.

RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Technology Standard(s)

8.1.12. F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.



8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

Interdisciplinary Standard(s)NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.RH.9-10.9. Compare and contrast treatments of the same topic, or of various perspectives, in several primary and secondary sources; analyze how they relate in terms of themes and significant historical conceptsNJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.NJSLSA.W6. Use technology, including the Internet, to

produce and publish writing and to interact and collaborate with others.NJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Essential Question(s)1. How is conflict expressed in politics and social settings, like schools, neighborhoods, and playgrounds?2. How did African Americans fight for equality on an everyday basis?3. How did the works made during the Harlem Renaissance help push for Civil Rights?4. How did Jazz change society and culture during this time period?

Enduring Understandings During the 1920s southern blacks continued to move to northern industrial centers in massive numbers,

in the process forming the early black ghettos. By 1990 over 90 percent of the African American

population could be found in urban areas, so the rise of these kinds of communities essentially defined

the nature of black life for the remainder of the twentieth century.

The continuing contributions to the arts by African Americans in this era

The growing internationalist views of African American leaders as the community sought a place for

their race in the context of the world

The status of the ongoing struggle for equal civil rights in the workplace







Assess and evaluate the impact of the Harlem Renaissance and identify its major figures in the areas

of literature, music, and art.

Discuss, analyze, and identify several literary terms, including rhyme, rhythm, alliteration, form, free

verse, stream of consciousness, lyricism, and imagery

Apply an in-depth understanding of jazz characteristics such as improvisation, lyricism, rhythm,

and assonance to their own creative work

Analyze the meaning and craft of poetry by Yusef Komunyakaa, Sonia Sanchez, and Langston Hughes

https://www.georgiaencyclopedia.org/articles/history-archaeology/atlanta-compromise-speech

https://www.nps.gov/frdo/index.htm

Discuss and analyze commonalities between jazz music and poetry

AssessmentsFormative:Do Now’s-What kind of music would you saw unites everyone today regardless of age, race and culture?-How can a story be told through art?-Why was Colin Kaepernick taking a knee during the National anthem such a big deal?Exit Tickets--3-2-1 (write three things you have learned in today’s lesson, write two things you are still confused about, and write one thing that you still want to learn about today’s topic)-Draw one issue that you feel can be changed about our school without using any words to tell the class about the change you would like to see implemented.Summative:-Harlem Renaissance summary report on individual research topic. This should cover the basic investigative questions…Who? What? Where? When? Why is this topic/figure considered important? How did this topic/figure contribute to the development in the culture of the 1920’s or the Harlem Renaissance? (Correct, in-text citation of sources is expected. Cutting and pasting will not be tolerated. Information shall be translated into your own words.)Authentic:-Harlem Renaissance Presentation (Assessment #1) Students will work as a group or individually presenting their research on the Harlem Renaissance.-Pen Pal Letters to Tanzania (Assessment #2)Students will answer Pen Pal letters from sister school in Tanzania. Students will then Discuss what they have learned in African American history so far focusing on the experience of Blacks in America and then ask students to reply about the history of Blacks in their country.


Instructional StrategiesCollaborative learning groups, Graphic organizers, Analysis of student work, Nonlinguistic representations, Mastery learning, Cooperative learning, Discovery/Inquiry-based learning, Reading study guides, Conferencing, class website (Google Classroom), Targeted feedback, Student self-assessment, Music and Song, Peer teaching/collaboration, Cooperative learning, Project-based learning, Summarizing and note taking , Modeling, Graphic organizers Homework and practice, Jigsaw, Word wall, Word Banks




ActivitiesClassroom activities:Classroom SpeakeasyHarlem Renaissance Project: Students will work as a group or individually presenting their research on the Harlem Renaissance. Students will also be required to present their original work inspired by their research of a person, event, music or poet that influenced the Era. Students have several options to show their creativity such as, Poetry, Dance, music, Art, political issues, Drama, role playing important figures during the 1920’s, and model structures. Students also can perform their own ideas with prior approval.Day 1 Discuss the politics of the 1920’s and the status of African Americans during this time period.Day 2 Research events and historical figures of this time period. Also research the arts created and inspired by African Americans during this time period. What are the common themes that are being displayed?Day 3 Start working on individual and group performances and submit a rough draft of performance intentDay 4/5Work on presentations via internet, video recording, group rehearsalDay 6 Classroom speak easy. Students must answer a secret question (trivia) about the time period in order to enter the classroom. Students are to be dressed according to the 1920’s or the characters that they will be performing from their research.

ExperiencesClassroom Speakeasy (student presentations all teacher and student created)Google Expedition: See Ms BudhuNAACP Headquartershttps://www.naacp.org/

Resources

Amistad Curriculum: The Blues http://www.njamistadcurriculum.net/history/unit/emergent-modern-america/content/4026/7365Holocaust and Genocide Studies: https://www.nj.gov/education/holocaust/curriculum/genslave.pdfHarlem Renaissance https://www.thirteen.org/wnet/jimcrow/stories_events_harlem.htmlStudents will provide most of the resources for this unit through their research.


Content Area: Social Studies Grade(s) 9-12Unit Plan Title: Unit 7- African Americans during WWI and WWII

College and Career Readiness StandardsCRP1. Act as a responsible and contributing citizen and employee.CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Overview/Rationale

This Unit will focus on how the lives of African Americas changed during WWI and WWII. Students will have a deeper understanding on how the time period from 1914-1945 increased the stage for African Americans to fight for equal rights. Students will obtain a deeper understanding on how African Americans contributed to the victories in war for the United States. Students will also gain deeper understanding of the arguments for equality for African Americans during this time period and beyond.

Standard(s)6.1D GRADE 8 CPI 05.C Examine the roles of women, African Americans, and Native Americans in the Civil War.6.1D GRADE 12 CPI 11.C Explain why women, African Americans, Native Americans, Asian Americans, and other minority groups often expressed a strong sense of nationalism despite the discrimination they experienced in the military and workforce.6.1C Grade 12 CPI 07. Assess the immediate and long-term impact of women and African Americans entering the work force in large numbers during World War I.

RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights

https://www.thirteen.org/wnet/jimcrow/stories_events_harlem.html

http://www.njamistadcurriculum.net/history/unit/emergent-modern-america/content/4026/7365

http://www.njamistadcurriculum.net/history/unit/emergent-modern-america/content/4026/7365

https://www.naacp.org/

gained from specific details to an understanding of the text as a whole.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Technology Standard(s)8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.8.2.12.D.6 Synthesize data, analyze trends and draw conclusions regarding the effect of a technology on the individual, society, or the environment and publish conclusions.


Essential Question(s)1. How did African Americans involvement in WWI and WWII help to political strengthen the fight for equality in

the United States?2. What were the different arguments pertaining African Americans involvement in WWI and WWII in the Black

community?3. What affects did the Great Migration have on the development of the Black culture from the time period

following WWI and WWII all the way to the present?Enduring Understandings

World War I had a tremendous impact on the black American community. Through the demand it created

for black labor in northern industrial cities, it effected the first truly massive movement of blacks out of the

South. Black veterans, their horizons broadened, contributed to the emergence in the 1920s of what was

called the New Negro, a black American more given to assuming a defiant protest mode in challenging

white racism.

World War II, like World War I, had a major impact on black American life. In addition to the military

experience it afforded thousands of blacks, it triggered an exodus of blacks from the South in search of

better opportunities. For the first time, many southern migrants went to the West Coast. Migration helped

African Americans intensify their struggle against racial bigotry and discrimination, to seek the “Four

Freedoms” and wage a “Double V Campaign.”

The nature of African American military service in World War II and the political scene in America during the war and how African Americans were becoming more adept at using their vote for influence and change







• Differentiate the black migration that accompanied World War II to that accompanying World War I.Identify the major economic gains resulting from the employment of African Americans in defense industries during World War II.

Identify and illustrate the major factors that combined to eliminate some aspects of institutional racism in

the postwar period and identify the areas in which desegregation occurred and some of the consequences

for black institutional life.

AssessmentsFormative:Do Now’s- Make some predictions about the contributions of Blacks during WWI and WWII- Should a person that is snot treated fairly as a citizen fight for the country that allow this inequality?- Why did many African Americans sign up for military service?-Exit TicketExplain in two paragraphs, what was different about the African American experience in WWI and WII versus their experience during the Civil War? In the second paragraph explain what was the same about the African American experience in Civil War, WWI and WWII.Summative:- Includes 15 multiple choice questions, 1 map activities and 4 short answer responses. (Unit test)Authentic:Blog Post (Assessment #1) -Students will engage in controversial blog discussion representing the multiple perspectives amongst the black community and their active role in the military. Students will use the conversations from the Blog post to prepare for a Socratic seminar in class on the emergence of the New Negro.Pen Pal Letters to Tanzania (Assessment #2)


Instructional StrategiesCollaborative learning groups, Graphic organizers, Analysis of student work, Nonlinguistic representations, Cooperative learning, Discovery/Inquiry-based learning, Reading study guides, Conferencing, Socratic Seminar, class website (Google Classroom), Targeted feedback, Peer teaching/collaboration, Summarizing and note taking , Modeling, Graphic organizers Homework and practice, Jigsaw, Word wall, Word Banks




ActivitiesClassroom activities: -Complete Graphic organizer on page 200 after reading the chapter. Next create a list debating the argument in the Black community on “Should Blacks support the war efforts in America or not”. Make two columns one titled Pro and the other titled Con.

-Authentic Assessment assignment (Use your graphic organizer from class to help you answer the online Blog post on the topic. Please voice your own thoughts on the topic and corroborate with evidence. Next please comment on two peer’s argument on whether you agree or disagree with their stance on the issue.

-Analyze the primary source document on page 215 and answer the questions discussing the Great Migration. Next read the Literature piece (the Kitchenette) compare the two pieces and discuss amongst your peers if you would have joined the Great Migration to the North or West. Afterwards the class will have a discussion to come up with a consensus on if the Great Migration was beneficial for African Americans or not.Complete the graphic organizer on page 234 after reading the chapter. Next compare and contrast the African American experience during WWI and WWII and then make the determination if there is growth of African American equality during that time period.-Authentic Assessment (Socratic Seminar end of Unit) After learning about the lives of

African Americans during WWI and WWII and the debate on equality in America. Please have a Socratic discussion on how the events during this time period led to the creation of the New Negro following the time period after and the decades following.

ExperiencesNational Park Service (Tuskegee Airman)https://www.nps.gov/tuai/index.htmGoogle Expedition: See Ms BudhuUnited States Holocaust Museumhttps://www.ushmm.org/

Resources

Amistad Curriculum:WW1, WW2, Holocaust http://www.njamistadcurriculum.net/history/unit/new-dealHolocaust and Genocide Studies: https://nj.gov/education/holocaust/downloads/curriculum/holocaust_and_genocide_file1.pdf


Content Area: Social Studies Grade(s) 9-12Unit Plan Title: Unit 8- Civil Rights Movement

College and Career Readiness StandardsCRP1. Act as a responsible and contributing citizen and employee.CRP2. Apply appropriate academic and technical skills.CRP4. Communicate clearly and effectively and with reason.CRP5. Consider the environmental, social and economic impacts of decisions.CRP6. Demonstrate creativity and innovation.CRP7. Employ valid and reliable research strategies.CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.

Overview/RationaleStudents will explore the plight of African Americans during the Civil Rights Era in order to obtain the knowledge of how the actions of a community United over time worked to obtain “equality” through different coordinated protest. Students will obtain a deeper understanding between the years of 1954 -1990 on how different political leaders and groups used various methods sin order to ensure legal equality for United States citizens in America.

Standard(s)6.1D GRADE 12 CPI 13.A-Determine the impetus for the Civil Rights Movement and explain why national governmental actions were needed to ensure civil rights for African Americans.

6.1A Grade 12 CPI 06.C -Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessey v. Ferguson) and state and local governmental policies.

RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

https://nj.gov/education/holocaust/downloads/curriculum/holocaust_and_genocide_file1.pdf

http://www.njamistadcurriculum.net/history/unit/new-deal

https://www.ushmm.org/

https://www.nps.gov/tuai/index.htm

RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Technology Standard(s)8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

8.1.12. F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.



8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.


Essential Question(s)

What were the Historical milestones of the American Civil Rights Movement?

What were the major differences between North and South in the U.S. as applied to the Civil Rights Movement?

What would Americans need to believe, and how would they need to act, in order to achieve Malcolm X's

goal as opposed to King's goal?

Does Malcolm X propose the separate black nation a better or nobler goal than "the beloved community" of

Martin Luther King, Jr.?

Was King's nonviolent resistance to segregation laws, as opposed to working within the bounds of the law

and courts, the best means of securing civil rights for black Americans in the 1960s?


While the direct action nonviolent protest efforts (sit-ins, boycotts, marches) of African Americans

led to the dismantling of the legal base for American racial segregation by 1970, especially in the

South, rioting by blacks, as an expression of dissatisfaction with the conditions they faced,

brought the plight of black urban America to the attention of the nation and spawned the

creation of a variety of social welfare programs to better these conditions.

The idea behind nonviolent direct action as a means to change social realities

The background of the formal American civil rights movement as typified in 1960s Montgomery, Alabama

The 1954-1970 period also witnessed certain key social and economic developments, such as the

shift of the economy into a postindustrial phase, with a concomitant reduction in employment

opportunities for working-class blacks, and the widening of the socioeconomic gap between the

black poor and the black elite.

The recent period of black American history has been characterized by a growing white indifference to the black struggle for social justice and an unprecedented bifurcation of the black community into an expanding middle class, benefiting from the victories of the modern civil rights movement, and an expanding underclass that is plagued with the social ills identified with contemporary urban life.

The artistic output of African Americans in this era and how this output was built upon the civil

rights struggle of the last quarter-century of American history







Analyze and interpret the decline of the Civil Rights Movement between 1970 and 1990,

identifying the contributing factors.

Outline a variety of methods for protest (violent versus Non- violent) Evaluate the causes and consequences of the urban riots of the 1960s. Identify and illustrate the major factors that combined to eliminate some aspects of

institutional racism in the postwar period and identify the areas in which desegregation occurred and some of the consequences for black institutional life.

Interpret and outline the work of the civil rights movement in the South, beginning with the

Montgomery Bus Boycott in 1955 and ending with the assassination of Dr. Martin Luther

King, Jr., in 1968.

Evaluate and discuss Martin Luther King, Jr.'s concept of nonviolent resistance and the role of civil disobedience within it.

Evaluate the merits of the argument on both sides of the debate and decide which view

could best secure civil rights for black Americans.

Illustrate and comprehend why Malcolm X believed black Americans needed a nation

of their own— separate from the United States—to improve themselves.

Articulate the reasons why Malcolm X thought integration was a false hope for blacks in America.

Analyze and evaluate the reasons why Malcolm X disagreed with both the goal and the

method of Martin Luther King, Jr.'s nonviolent protest strategy.

Evaluate the strengths and weaknesses of each activist's argument, and judge which

approach better secures civil rights for black Americans.

AssessmentsFormative:Do Now’s

- What are Civil Rights?- Why is there a need for laws to be in place in order for all citizens in America to be equal?- What does the phrase mean “there are strength in numbers?

Exit Ticket- What were the difference in beliefs on how one should obtain Civil Rights separate the two most prominent

leaders during the Civil Rights movement?- What are some turning point events that happened during the Civil Rights movement and how did this event

cause substantial change during the movement?Summative: - Complete long Constructed Responses discussing the role of each of these documents: letter from a Birmingham jail, I have a dream speech, The Ballot Or The Bullet, Malcom’s X speech on police Brutality and the FBI Vault files concerning Civil Right cases and events. In your response please include an analysis of their impact on the Civil Rights movement in America

Authentic:Civil Rights Research Project: Project consist of two parts. The first part will be research related on the topic chosen by the student during the time period Student must develop a thesis statement to drive the research of their projects. The second will be the presentation portion of the assignment. Students will be given a list of acceptable topics and presentation ideas or they can propose one of their own.


Instructional StrategiesCollaborative learning groups, Graphic organizers, Analysis of student work, Nonlinguistic representations, Mastery learning, Cooperative learning, Discovery/Inquiry-based learning, Reading study guides, Conferencing, class website (Google Classroom), Targeted feedback, Student self-assessment, Music and Song, Peer teaching/collaboration, Cooperative learning, Project-based learning, Summarizing and note taking , Modeling, Graphic organizers Homework and practice, Jigsaw, Word wall, Word Banks

http://www.hartford-hwp.com/archives/45a/065.html




ActivitiesClassroom activities:- listen to Dr. Martin Luther’s King Jr “I have a dream speech and evaluate to what extent has the Civil Rights movement been successful in achieving the goals in said speech.

Group Project/ Individual Civil Rights project:Possible topics: Discrimination in employment, Racial tension over integration/race riots, Racial representation/armed forces, Police Brutality, Cultural integration, the integration of sports/movies, Celebrities advocating for Civil Rights, Segregation/integration of schools, Non-violent vs. violent protest, Sit-ins/boycotts, SNCC/student led-led protest and Armed self-defense/Malcom X

Possible Projects Ideas: Jeopardy game, Song, Online mural, Family Feud, Digital political cartoon, Commercial, Skit, Music video, Digital Children’s Book, Radio Show/ Podcast, etcDay 1/2 Discuss the figures of the Civil Rights Era and explore the Era through video and photography.Day 2/3 Research events and historical figures of this time period through the use of primary sources to obtain a perspective on the differences in strategies on how equality should be obtained.

Day 4/5 Pick a specific topic you would like to do your Civil Rights Project on and begin research that specific topic. Develop a thesis statement to drive your research and create an outline of your topic. Day 5 Start working on individual and group performances and submit a rough draft of performance intent and research outline on topicDay 6/7 Work on presentations via internet, video recording, group rehearsalDay 8/9 Classroom presentations via in person, game, or media.

ExperiencesThe National Great Blacks in Wax Museumhttp://www.greatblacksinwax.org/index.htmlGoogle Expedition: See Ms BudhuNational Civil Rights Museumhttp://www.greatblacksinwax.org/index.html

Student made presentations on figures or Events of the Civil Rights movement

Resources

Amistad Curriculum: Civil Rights http://www.njamistadcurriculum.net/history/unit/era-of-reformHolocaust and Genocide Studies: Civil Rights Movement (The legacy of Genocide) https://www.nj.gov/education/holocaust/curriculum/genslave.pdf

Dr Martin Luther King (letter from a Birmingham Jail) https://kinginstitute.stanford.edu/king-papers/documents/letter-birmingham-jail

Audio recording of Martin Luther King, Jr., "I Have a Dream" (August 28, 1963)

Ballet or a bullet(along with more Malcom X primary sources)

http://www.hartford-hwp.com/archives/45a/index-bda.html

FBI vault files

https://vault.fbi.gov/civil-rights

Suggested Time Frame: 10

Content Area: Social Studies Grade(s) 9-12Unit Plan Title: Unit 9- African Americans in the preset day

College and Career Readiness StandardsCRP1. Act as a responsible and contributing citizen and employee.CRP2. Apply appropriate academic and technical skills.CRP4. Communicate clearly and effectively and with reason.CRP5. Consider the environmental, social and economic impacts of decisions.CRP6. Demonstrate creativity and innovation.

https://vault.fbi.gov/civil-rights

http://www.hartford-hwp.com/archives/45a/index-bda.html

https://kinginstitute.stanford.edu/king-papers/documents/letter-birmingham-jail

http://www.njamistadcurriculum.net/history/unit/era-of-reform

http://www.greatblacksinwax.org/index.html

http://www.greatblacksinwax.org/index.html

CRP7. Employ valid and reliable research strategies.CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.

Overview/Rationale

Standard(s)6.1.12 C.5.C-Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans.6.1.12.D.3.d Analyze the role education played in improving economic opportunities and in the development of responsible citizens.6.1.12.D.3.e Determine the impact of religious and social movements on the development of American culture, literature, and art.6.1.12.C.13.c Evaluate the effectiveness of social legislation that was enacted to end poverty in the 1960s and today by assessing the economic impact on the economy (e.g., inflation, recession, taxation, deficit spending, employment, education).6.1.12.D.13.d Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the counterculture movement.6.1.12.A.14.e Evaluate the effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of public concern.6.1.12.A.14.f Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy.6.1.12.A.14.g Analyze the impact of community groups and state policies that strive to increase the youth vote (i.e., distribution of voter registration forms in high schools).

RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Technology Standard(s)8.2.12.B.4 Investigate a technology used in a given period of history, e.g., stone age, industrial revolution or information age, and identify their impact and how they may have changed to meet human needs and wants.8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

Interdisciplinary Standard(s)NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.RH.9-10.9. Compare and contrast treatments of the same topic, or of various perspectives, in several primary and secondary sources; analyze how they relate in terms of themes and significant historical conceptsNJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.NJSLSA.W5. Develop and strengthen writing as needed by

planning, revising, editing, rewriting, or trying a new approach.NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.NJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Essential Question(s) How is conflict expressed in politics and social settings, like schools, neighborhoods, and playgrounds? Why is Barack Obama's election considered "historic"? What is the Black lives matter movement and how is it relevant to the youth? How does the Executive office set the tone for citizens in America?


The disparity and paradox between poverty and progress for African Americans in the late twentieth century

Legal challenges to civil rights, real or perceived, in the early years of the millennium,

such as the 2000 presidential election, challenges to affirmative action, and demands

for reparations

The impact of continuing social disparities in America along racial lines, such as

healthcare, education, economics, and illegal profiling

The rise and influence of the Hip Hop generation upon American politics The patterns and demographics of African American migration throughout the United States

during the years since the end of World War II

The story behind the election of Barack Obama as the forty-fourth president of the United States







Categorize the reasons why people protest against government policies or laws. Evaluate and assess the most critical problems facing the African American

community today and evaluate the role of racism as the cause of these

problems.

Analyze and discuss the connection between the Civil Rights Movement and the election of

Barack Obama to be President of the United States.

What relationship should citizens have with their local law enforcement in order to promote

change in the community?

AssessmentsFormative:Do Now’s-Name as many current day black politicians that you can think of (NO PHONES)-What are some issues that can be argued that African Americans still need to fight in society today?-Who are some of the Black Activist alive today and what are their thoughts on how to promote change in the Black community?

Exit ticket-Why is it important to participate in the democratic system in America especially as a minority?-Where how do you think this class has helped you with identifying some of your own bias?-What issues do you feel need to still be addressed by the federal government in order to promote change and equality in the 21st century?

Summative: Develop a timeline of the major events in Black History starting from slavery to the present day. Write a page that describes the experience of African Americans in America throughout history. Discuss what changes has been made over time and what has stayed the same.Authentic:Current Event Projects -Students will be required to present a current events article via classroom presentation. This project is done entirely outside of class but is presented to the class via classroom presentation.

Current Event Project requirements.-Students must create two questions that the class should be able to answer after their presentation.-Students must write a one-page summary about their article and provide an online link if they are presenting an online article.- Students must discuss how the issue in the article is a problem that still plagues the African American community.- Students must also discuss how they would address the issue if they were a government official with the power to make a change to fix the issue.-Students should be prepared to answer questions about their topics from their peers. - Students are encouraged to use pictures and videos in their presentations to help the class better understand the topic.

Pen Pal Letters to Tanzania- Final letters for this semester students, please discuss with pen pal students what you have learned about where they are from by having them as a friend this school year. If comfortable give students, your email address to continue to be friends after this course is over.


Instructional StrategiesCollaborative learning groups, Graphic organizers, Analysis of student work, Nonlinguistic representations, Mastery learning, Cooperative learning, Discovery/Inquiry-based learning, Reading study guides, Conferencing, class website (Google Classroom), Targeted feedback, Student self-assessment, Music and Song, Peer teaching/collaboration, Cooperative learning, Project-based learning, Summarizing and note taking , Modeling, Graphic organizers Homework and practice,

Jigsaw, Word wall, Word Banks




ActivitiesClassroom activities:-Engage in a class debate discussing the pros and cons of affirmative action. Have students read the essay “Reparations for Black Americans” and have them debate the pros and cons of this form of relief.

-Show students stereotype-based videos (Black People) on your tube and have students assess their own bias that they may have about different cultures and address in writing how they can make changes with their own biases to promote change

-Have students watch (Central Park five) along with other documentaries with wrongfully accused people of color and evaluate the democratic system in America regarding equality in the justice system.

- Current event classroom presentations and discussions

ExperiencesCNN Presents (Black in AmericaGoogle Expedition: See Ms BudhuFilm (Central Park five)

Student Current Events projects

Resources

Amistad Curriculum: African Americans Today http://www.njamistadcurriculum.net/history/unit/america-faces-centuryHolocaust and Genocide Studies: https://www.nj.gov/education/holocaust/curriculum/genslave.pdf

Rodney King and the Los Angeles riots http://content.time.com/time/specials/2007/0,28757,1614117,00.html


31 njascd

http://content.time.com/time/specials/2007/0,28757,1614117,00.html

http://www.njamistadcurriculum.net/history/unit/america-faces-century

http://www.njamistadcurriculum.net/history/unit/america-faces-century

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