IAAAS_Literacy+SocialScience_Grade3_Q4_Unit.docx
Literacy & Social Science 3rd Grade Interdisciplinary
African and African American Studies Quarter 4 Unit Plan
THEME: Culture, Dignity, and Identity
CONCEPT: Africa, Us, and the World Chicago: African American
InfluenceFrom DuSable to Obama - The vibrant African American
culture in Chicago changes the face of society, art, and
culture
CONTENT TOPIC: Examining the impact African Americans
contributions to the culture of Chicago and other global cities
through fiction and nonfiction texts
UNIT TITLE: Chicago and Cities from Around the World
Unit Topic: The impact of African and African Americans on the
culture of Chicago and other cities from around the world
Unit Description: Students will examine a variety of
informational texts and digital resources to investigate the impact
that African and African Americans have had on Chicago and other
global cities. Selections will highlight how communities continue
to support and celebrate their cultural identity. Students will
read and gather important information to support ongoing research.
Students will also respond to and compare several shorter
informational texts and digital resources on the same topics.
Students will also apply their research skills to digital resources
by using the internet as a means to access information across
resources. By the end of the unit, students will have read and
gathered important information from a variety of informational
resources, supporting their preparation for an informational report
and infographic to share their knowledge and understandings with
others.
Key Themes: The vibrant African American culture and how it has
impacted the face of society, art, and culture in Chicago and other
global cities.
Length: 5 weeks
Enduring Understandings Politics involves competing ideas about
the common good and the role of the individual. A citys
geographical features affect how its people live and interact with
others in the world. Chicago is a leading center of culture and
diversity. Readers use textual evidence when asking and answering
questions. Readers describe the relationship between a series of
historical events, using language that pertains to time, sequence,
and cause/effect. Readers compare and contrast the most important
points and key details presented in two texts on the same topic.
Writers gather information from print and digital sources, take
brief notes on sources and sort evidence into provided categories
Writers inform and explain through written texts to examine a topic
and convey ideas and information clearly.
Essential Questions
How does culture and identity influence who we are? How do time,
culture and history influence works of arts and/or the advancement
of science and technology? What can I do to positively impact my
community?
Common Core State StandardsPrimary SecondaryPrimary: Standards
Assessed CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.CCSS.ELA-Literacy.RI.3.3 Describe
the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text,
using language that pertains to time, sequence, and
cause/effect.CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most
important points and key details presented in two texts on the same
topicCCSS.ELA Literacy.W.3.8 Recall information from experiences or
gather information from print and digital resources; take brief
notes on sources and sort evidence into provided categoriesCCSS.ELA
Literacy.SL3.4 Report on a topic or text, tell a story, or recount
an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
Secondary: Standards Addressed RI.3.2, RI.3.3, RI.3.4, RI.3.5,
RI.3.7, RI.3.10, W.3.1, W.3.2, W.3.4, W.3.7, W.3.10, SL.3.1,
SL.3.3
Cognitive SkillsReading, Writing, and Citing Textual Evidence
Literal and inferential comprehension Synthesize inferential
information Summarizing and sequencing Comparing and contrasting
Close reading and analysis Applying qualities of
informative/explanatory writing (e.g., development, elaboration,
organization, focus, and conventions)
ContentBuilding knowledge through African American influence on
modern day Chicagos identity from around the world Community
context Celebrating community character Arts and cultural
programming Identity
Assessments(D) Diagnostic(F) Formative(S) Summative Diagnostic
(Pre-Assessment) *Same as summative assessment with the use of
varying informational texts on the related topic.
Formative AssessmentsCollaborative conversationsStudent
summariesStudent annotations and notesStudent small and whole group
discussionStudent written responses to texts
Summative Performance Assessment Task 1:
As they read across texts, students should gather key details
through annotation and provided graphic organizers. Based on the
text evidence collected through their reading, students will
compare and contrast the most important points and key details
presented across the two texts on the same topic to describe the
relationship between African and African American art and culture
and its influence on Chicago or another city.
Task 2:
After task 1 is completed, students use the notes they took on
their text resources to gather their information and sort their
evidence into the provided categories; community context
characteristics, celebrating community character, and art and
cultural programming, to describe the relationship between African
and African American art and culture and its impact on Chicago or
another city. Students must include a topic introduction supported
by information, developed and elaborated facts, details, and
definitions, while connecting ideas within categories of
information through the use of linking words, and a concluding
statement or section.
Anchor TextsHow Arts and Cultural Strategies Create, Reinforce,
and Enhance Sense of
Placehttps://www.planning.org/research/arts/briefingpapers/character.htm
Texts and Other Resources:Margaret Burroughs: Co-founder of
DuSable Museum and Prominent
Artisthttp://articles.chicagotribune.com/2010-11-21/features/ct-met-burroughs-obit-1122-20101121_1_bronzeville-faheem-majeed-artistic-talent
New Cultural Plan a Nice Wish List, But City Should Focus on
Must-Haveshttp://articles.chicagotribune.com/2012-10-19/entertainment/ct-ae-1021-culture-plan-analysis-reich-20121019_1_town-halls-cultural-affairs-ideas
Artist Hale Woodruff Chicago Tonight WTTW
(video)http://chicagotonight.wttw.com/2013/04/16/artist-hale-woodruff
James King Interview Chicago
Tribunehttp://articles.chicagotribune.com/2013-02-21/entertainment/ct-ott-0222-james-king-local-sounds-20130221_1_hip-hop-electronic-music-lucky-dube
Muntu Dance Theater of Chicagohttp://www.muntu.com/
Chicago International Film
Festivalhttp://www.chicagofilmfestival.com/news/display_news.php?article=spotlight_africa_program_to_offer_a_spectacular_showcase_of_new_voices
Activities Tell The Story Of African
Culturehttp://articles.chicagotribune.com/1989-02-03/entertainment/8903020534_1_spirituals-african-connection-black-history-month
How Black Gentrifiers Have Affected the Perception of Chicago
Neighborhoodshttp://m.theatlanticcities.com/neighborhoods/2012/12/how-black-gentrifiers-have-affected-perception-chicagos-changing-neighborhoods/4233/
Artist Hale Woodruff Chicago Tonight WTTW
(text)http://chicagotonight.wttw.com/2013/04/16/artist-hale-woodruff
African Art: Legacy of Power And
Passionhttp://articles.chicagotribune.com/1992-02-16/news/9201150499_1_african-art-picasso-western-art
Chicago Honorary Street
Nameshttp://nealrozendaal.com/2013/02/17/chicago-honorary-street-names/
2013: Made in Chicago World Class Jazz: Jazz Institute of
Chicagohttp://www.jazzinchicago.org/presents/made-chicago/made-chicago-world-class-jazz
City of Chicago Cultural 2012 Executive
Summaryhttp://www.cityofchicago.org/content/dam/city/depts/dca/Cultural%20Plan/CCP2012FinalExecSumm.pdf
Chicago Cultural Plan
(Infographic)http://www.cityofchicago.org/content/dam/city/depts/dca/Cultural%20Plan/infographic.pdf
New Cultural Plan a Nice Wish List, But City Should Focus on
Must-Haveshttp://articles.chicagotribune.com/2012-10-19/entertainment/ct-ae-1021-culture-plan-analysis-reich-20121019_1_town-halls-cultural-affairs-ideas
How Cities Use ParksFor Arts and Cultural
Programminghttp://www.planning.org/cityparks/briefingpapers/pdf/artsandculture.pdf
Websites for investigation:http://www.culturaldata.org/
Learning Performance Outcomes/ ActivitiesWeek 1Kickoff: How Arts
and Cultural Strategies Create, Reinforce, and Enhance a Sense of
Identity for a City/Community
Teacher engages students in an introduction and a building of
foundational knowledge related to the relationship between a
city/communitys identity to art and culture by fostering such
learning activities
Anchor Text/Resource:How Arts and Cultural Strategies Create,
Reinforce, and Enhance Sense of Place (p.1-2, stop before Keypoint
#1)https://www.planning.org/research/arts/briefingpapers/character.htm
Whole Group: Close Reading of one section of the article to
introduce the topic of cultural identity by gathering key details
that describe the relationship between art and culture to a
city/communitys identity. Annotate by circling key words and
underlining key phrases related to the purpose for reading.
Identifying the central idea by synthesizing the key details
gathered during Close Reading Students engage in gathering key
details of the next 2 paragraphs supporting the central idea with
support from the teacher.
Collaborative Learning: Students work with partners to reread
the details listed in the inventory of community/citys identity.
Students research to complete the inventory for 3-5 of the items
prompted in the table and how they impact a city or communitys
identity. (Provide each student an individual chart like the one
provided below.)
Community Context CategoriesExamples in ChicagoHow it impacts
Chicagos Identity
ex) population/demographic information
languages spoken
Independent Practice: Students work independently, selecting one
item from their chart and write more details how that one
particular aspect affect the identity in Chicago by writing an
opinion piece to the following prompt:Write an opinion piece
stating whether or not the item you selected from your chart has
had effects on the identity in Chicago and why or why not. Whole
Group and Small Groups:Text/Resource:Margaret Burroughs: Co-founder
of DuSable Museum and Prominent
Artisthttp://articles.chicagotribune.com/2010-11-21/features/ct-met-burroughs-obit-1122-20101121_1_bronzeville-faheem-majeed-artistic-talent
Project article and actively engage students in a shared close read
to identify and categorize the key details (important facts) that
describe the role that Margaret Burroughs had in supporting and
celebrating the impact that African and African Americans have had
on Chicago. Introduce and discuss with students the three
categories of information that they will be reading for: Community
Context Categories (which they just discussed), Examples of a
Communitys Character, and Examples of what a Arts and Cultural
Program consists of) Prompt students to volunteer suggestions of
key words to circle and key phrases to underline to compare and
contrast the most important points and key details in the article
related to the topic. Students work in small groups and categorize
the most important points and key details from the article that are
closely related to the 3 following Categories; How Margaret
Burroughs (MB) impacted Community Context Characteristics , How MB
impacted Community Character, and How MB impacted Arts and Cultural
Programming. Students can be provided with the following note
taking guide:Examples of how Margaret Burroughs contributed to
Chicagos:
Context Characteristics:
Community Character:
Arts and Cultural Programming:
Strategies for Varied Learner Profiles Work in small groups to
practice listening and speaking skills needed to develop academic
language in the context of learning critical concepts.
Use graphic organizers to chunk pieces of content knowledge and
information to
Provide daily opportunities for discourse and use visual aids to
boost academic language and engage students in learning activities
which build content and language knowledge in a natural
context.
Facilitate deeper understanding of the selection of a text by
asking the student to connect something in the text to their lives.
If students see themselves in the theme or character of the text
they will be more inclined to engage in discussions about the text
they read.
Access visual representations of texts to support explicit
connect to the elements of culture. Provide text in an alternate
print format.
Learning Performance Outcomes/ ActivitiesWeek 2-3African and
African American Influences on the identity of Chicago Teacher
engages students in understanding and articulating the importance
of the categories that define a communitys context, researching
Chicagos community context, and identifying the impact the African
and African American influences have had by fostering such learning
activities
Anchor Text/Resource:How Arts and Cultural Strategies Create,
Reinforce, and Enhance Sense of Place (Keypoint #1 p. 2-5 stop
before Keypoint
#2)https://www.planning.org/research/arts/briefingpapers/character.htm
Whole Group (model and actively engage):First Reading: Close
read to describe the cause and effect relationship between the
elements that create a communitys context and understanding how it
impacts a communitys identity by gathering key details from the
section of the text. Annotate by circling key words and underlining
key phrases related to the elements that create communitys context
and the purpose of knowing the information. Using the annotated
findings, compare and contrast the most important points and key
details to summarize the purpose or relationship of knowing the
elements that create a communitys context. Volunteers share their
conclusions from their findings with the class.Second Reading:
Close read to identify what categories to consider when conducting
an artistic and cultural inventory of a city/community by gathering
key details from the text. Annotate by circling key words and
underlining key phrases to compare and contrast the most important
points and key details to conduct an artistic and cultural
inventory of a city/community. Group and eliminate categories that
show similarities or do not relate to the objective of using this
list of components to drive the research of African and African
Americans impact on Chicagos community and other global
communities. Introduce students to the Class Anchor Chart that will
be posted throughout the unit. Inform students that as they are
learning about these critical components to a communitys identity
they will be completing it together. Remind students that they will
return to this chart later in the unit. Community Context
CategoriesCelebrating Community Character Arts and Cultural
Programming Options
*Sample List Suggestions for Community Context
Categories:-population and demographic information-local social and
architectural history-language spoken-food culture-unique
customs-public spaces-temporary markets-patterns, colors, and
materials of buildings-streets, buildings, and community
signage-art forms-special places-local educational institutions-art
institutions-galleries-religious organizations or places of
worship-informal gathering spaces-sports or recreational clubs or
teams specific to an ethnic or cultural community-social or
cultural clubs-restaurants-stores-arts and cultural
venues-nonprofit organizations -festivals or parades -major
honorary institutions or parks
Collaborative Learning (partnerships): Student partnerships are
assigned to 1 to 3 categories to research (students may choose to
pick more than 3 if they wish and time allows). Students conduct an
internet search to conduct an artistic and cultural inventory for
Chicagos community context today. Students use a number of the
categories from the class list to focus their research to gather
key details (important information) related to the African and
African American impact on Chicago (across multiple internet
resources). *Tip prompt students to use their categories as a
keyword in their Google searches (example art institutions with an
African influence in Chicago) Students gather their findings on a
note-taking template organizing their thinking.
Students can be provided with the following note taking
guide:Sample Headings for Note-Taking TemplateCommunity Context
CategoryWebsiteAfrican and African American Influence on
Chicago
Whole Group:Texts/Resources:Artist Hale Woodruff Chicago Tonight
WTTW
(video)http://chicagotonight.wttw.com/2013/04/16/artist-hale-woodruff
Teacher provides students with the discussion prompt for after the
video. While you are watching, focus on the most important points
and key details supporting African and African Americans from
around the world and their influences on Chicagos art and culture
Students closely watch the video. Teacher facilitates a discussion
focusing on the provided prompt using grade appropriate speaking
and listening standards.
Collaborative Learning (partnerships):Texts/Resources:James King
Interview Chicago
Tribunehttp://articles.chicagotribune.com/2013-02-21/entertainment/ct-ott-0222-james-king-local-sounds-20130221_1_hip-hop-electronic-music-lucky-dubeMuntu
Dance Theater of Chicagohttp://www.muntu.com/Chicago International
Film
Festivalhttp://www.chicagofilmfestival.com/news/display_news.php?article=spotlight_africa_program_to_offer_a_spectacular_showcase_of_new_voicesActivities
Tell The Story Of African
Culturehttp://articles.chicagotribune.com/1989-02-03/entertainment/8903020534_1_spirituals-african-connection-black-history-monthHow
Black Gentrifiers Have Affected the Perception of Chicago
Neighborhoodshttp://m.theatlanticcities.com/neighborhoods/2012/12/how-black-gentrifiers-have-affected-perception-chicagos-changing-neighborhoods/4233/Artist
Hale Woodruff Chicago Tonight
WTTWhttp://chicagotonight.wttw.com/2013/04/16/artist-hale-woodruffAfrican
Art: Legacy of Power And
Passionhttp://articles.chicagotribune.com/1992-02-16/news/9201150499_1_african-art-picasso-western-artChicago
Honorary Street
Nameshttp://nealrozendaal.com/2013/02/17/chicago-honorary-street-names/2013:
Made in Chicago World Class Jazz: Jazz Institute of
Chicagohttp://www.jazzinchicago.org/presents/made-chicago/made-chicago-world-class-jazz
Students pick two articles, from the provided articles, of their
choice.First Reading: Students read closely and annotate by
circling key words and underlining key phrases to synthesize their
findings determining the main idea of the each article.Second
Reading: Students closely read the text a second time, this time
focusing on the most important points and key details related to
the African and African American impact on Chicago while
annotating. Students use their findings, across texts (articles),
to describe the relationship between the identified African and
African American influences on Chicagos art and culture and overall
identity by categorizing their findings under one or more of the
community context categories identified in the class list on their
note taking template.
Learning Performance Outcomes/ ActivitiesWeek 4Chicagos
Commitment to Celebrating the African and African American
Influences on the Communitys CharacterTeacher engages students in
analyzing Chicagos commitment to the reinforcement and enhancement
of its identity in relation to the African and African American
influences from around the world by fostering such learning
activities
Anchor Text/Resource:How Arts and Cultural Strategies Create,
Reinforce, and Enhance Sense of Place (Keypoint #2 p.5-6, stop
before Keypoint
#3)https://www.planning.org/research/arts/briefingpapers/character.htm
Whole Group (model and actively engage):First Reading: Close
read to describe what community character is, how it is reinforced,
and why it is important to a communitys identity by gathering key
details from the section of the text. Annotate to collect important
information by circling key words and underlining key phrases in
the section of the text.
Second Reading: Reread closely to explain the urban elements
that make up a communitys character by gathering key details from
the section of the text. Annotate to collect important information
by circling key words and underling key phrases in the section of
the text. Group and eliminate urban elements that show similarities
or do not relate to the objective of using this list of components
to drive the research of Chicagos urban elements related to the
impact of African and African American influences from around the
world. Ask students to return to the Class Anchor Chart that was
posted. Ask students to share what according to the article are
urban elements that create and ultimately celebrate a communitys
character.
Community Context CategoriesCelebrating Community CharacterArts
and Cultural Programming Options
Sample List Suggestions Community Character Urban
Elements:-buildings-public spaces-residences-commercial
government-institutional buildings-street cross-sections-street
furniture and graphics-public places-ceremonial buildings-street
markets and fairs-food-language-personalities
Whole Group (model and actively engage):Text/Resource:City of
Chicago Cultural 2012 Executive
Summaryhttp://www.cityofchicago.org/content/dam/city/depts/dca/Cultural%20Plan/CCP2012FinalExecSumm.pdfFirst
Reading: Close read to describe the relationship between Chicagos
plan to create, reinforce, and enhance its cultural identity based
on African and African American influences by gathering key details
from the text. Annotate to collect important information by
circling key words and underling key phrases in the different
sections of the text.
Second Reading: Reread closely, focusing and annotating
important facts and key details that determine the relationship
between Chicagos cultural plan and the strategies to support a city
or communities identity as suggested in the anchor text
article.Using the provided note-taking template, compare the
gathered information and place it in the correct category in the
table.
Students can be provided with the following note taking
guide:Actions from Chicagos Cultural Plan(include key
details)Category or Element African & African American
Influence
Collaborative Learning (partnerships):Text/Resource:Chicago
Cultural Plan
(Infographic)http://www.cityofchicago.org/content/dam/city/depts/dca/Cultural%20Plan/infographic.pdfFirst
Reading: Close Read to describe the relationship between Chicagos
plan to create, reinforce, and enhance its cultural identity based
on African and African American influences by gathering key details
from the infographic. Annotate to collect important information by
circling key images and symbols and underling key words and phrases
in the different features of the infographic. Synthesize the key
details and features in order to determine the central idea of the
infographic. Synthesize multiple features central ideas to describe
and explain the main idea of the infographic.
Second Reading: Reread closely, focusing on and annotating key
details indicating the relationship between Chicagos cultural plan
and the strategies to support a city or communities identity
suggested in the anchor text article. Using the already started
note-taking template, compare the gathered information and place it
in the correct category in the table.Students may return to the
previously provided template to share their new learning.
Independent Learning:New Cultural Plan a Nice Wish List, But
City Should Focus on
Must-Haveshttp://articles.chicagotribune.com/2012-10-19/entertainment/ct-ae-1021-culture-plan-analysis-reich-20121019_1_town-halls-cultural-affairs-ideas
Annotate to capture questions, important information, and reactions
while reading the article. Students should respond to the provided
prompt after reading the article. Do you believe the items
mentioned in the article should be completed sooner than later? If
so, which ones and why? If not, why not?
Learning Performance Outcomes/ ActivitiesWeek 5African American
and Africans impact on Chicagos Arts and Cultural Programming
Teacher engages students in analyzing African and African Americans
and their impact on Chicagos arts and cultural programming by
fostering such learning activities
Anchor Text/Resource:How Arts and Cultural Strategies Create,
Reinforce, and Enhance Sense of Place (Keypoint #4,
p.10-11)https://www.planning.org/research/arts/briefingpapers/character.htm
Whole Group (model and actively engage):First Reading: Close
read to describe what arts and cultural programing is and why it is
important to a communitys identity by gathering key details from
the section of the text. Annotate to collect important information
by circling key words and underlining key phrases in the section of
the text.Second Reading: Reread closely to explain how arts and
cultural programming is important to a communitys identity by
gathering key details from the section of the text. Annotate to
collect important information by circling key words and underling
key phrases in the section of the text. Find examples of arts and
cultural programming options from the text. Ask students to return
to the Class Anchor Chart that was posted. Ask students to share
how the article describes how arts and cultural programming
contribute and ultimately celebrate a communitys character.
Community Context CategoriesCelebrating Community Character Arts
and Cultural Programming Options
Suggested List Items for Arts and Cultural Programming
Options:-festivals-events-performances-interactive
classes-interactive workshops-other activities
Collaborative Learning (partnerships): Student partnerships are
assigned to 1 to 3 options from their list to research (students
may choose to pick more than 3 if they wish and time allows).
Students conduct an internet search to explore the arts and
cultural programming options for Chicago that have African and
African American influences, across multiple internet
resources.*Tip prompt students to use their categories as a keyword
in their Google searches (example cultural events Chicago) Students
gather their findings on a note-taking template organizing their
thinking.
Independent Learning:Texts/Resources:How Cities Use ParksFor
Arts and Cultural
Programminghttp://www.planning.org/cityparks/briefingpapers/pdf/artsandculture.pdf
Annotate to capture questions, important information, and reactions
while reading the article. Students should respond to the provided
prompt after reading the article. Do you believe parks are a
valuable resource for arts and cultural programming? What from the
article makes you think that? How does Chicago use its parks for
arts and cultural programming? What ways could we adopt from other
cities to make our parks a bigger part of Chicagos cultural
programming?
Teacher engages students in showcasing their findings from their
research focusing on the African and African American influence on
Chicago by fostering such learning activities
Students will use their findings captured on their note-taking
templates and annotations on their resources of gathered
information from print and digital resources to demonstrate their
understanding of the subject under investigation and report on
their findings to the class. Students will write an
informative/explanatory essay to examine the African and African
American influence on Chicagos identity making sure to include: An
introduction to the topic and related information A developed topic
through facts, definitions, and details Use of linking words and
phrases to connect ideas within categories of information A
conclusion statement or section Students will develop an
infographic that pairs with their informative/explanatory text to
further support the facts and key details referenced in their
writing through images, symbols, and features. Students will report
on the topic with appropriate facts and relevant and descriptive
details by sharing their info graphics with the class. Students
should be instructed to speak clearly and at an understandable
pace.
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