SOCIAL SCIENCE

6th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan

!E"E# Culture, Dignity, and Identity CONCEP # Everything Out of Africa The impact and legacies of Early African peoples, cultures, and kingdoms CON EN OPIC# Investigating and researching the ancient kingdoms of Africa, their intellectual influences and relationships to the development of a global culture through fiction and nonfiction texts. UNI I LE# he African !pread of Ideas across "orth Africa and Europe

Unit $escripti%n# !tudents #ill read a variety of informational texts, including primary, secondary, and tertiary sources that pertain to the themes of cultural identity and the relationship of Africa and Africans African to the dramatic spread of ideas, art, science, art, religion and culture in the $editerranean #orld. In this in%uiry&based unit students #ill examine the role of religion in Africa and the African's influence on Europe and the #orld through the spread of ideas. (y reading $edieval African and European accounts, students #ill see that out of conflict came great advancements in civili)ation. !tudents #ill also be able to compare and contrast African religions and religious thought. Len&th %f Unit* + ,eeks .. !ist%ry# Events and actions of the past affect the present and the future. Enduring /. Identity# 0lobal societies create varied cultural perspectives, -nderstandings contributions, and challenges. 1. Ge%&raphy# $ovement and migration of people and ideas affect the past, present, and future. Guidin& Essential Questi%ns# Essential I3 4o# do culture and identity influence #ho #e are5 2uestions II3 4o# do time, culture and history influence #orks of art and6or the advancement of science and technology5 III3 ,hat can I do to positively impact my community5 Common Core 'eadin& !tandards '!(6)*(+( Cite specific textual evidence to support analysis of primary and secondary sources. '!(6)*(,( Determine the central ideas or information of a primary or secondary source7 provide an accurate summary of the source distinct from prior kno#ledge or opinions. -ritin& -!S (6)*(.( Conduct short research pro8ects to ans#er a %uestion 9including a self&generated %uestion3, dra#ing on several sources and generating additional related, focused %uestions that allo# for multiple avenues of exploration. -!S (6)*(*( 0ather relevant information from multiple print and digital sources, using search terms effectively7 assess the credibility and accuracy of each source7 and %uote or paraphrase the data and

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SOCIAL SCIENCE

6th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
conclusions of others #hile avoiding plagiarism and follo#ing a standard format for citation. -!S (6)*(/( Dra# evidence from informational texts to support analysis reflection, and research. Spea0in& and Listenin& SL(6(+( Engage effectively in a range of collaborative discussions 9one& on&one, in groups, and teacher&led3 #ith diverse partners on grade : topics, texts, and issues, building on others' ideas and expressing their o#n clearly. SL(6(,( Interpret information presented in diverse media and formats 9e.g., visually, %uantitatively, orally3 and explain ho# it contributes to a topic, text, or issue under study. SL(6(1( ;resent claims and findings, se%uencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes7 use appropriate eye contact, ade%uate volume, and clear pronunciation. SL(6(2( Include multimedia components 9e.g., graphics, images, music, sound3 and visual displays in presentations to clarify claims to clarify information.

Cognitive !kills

E3ecuti4e functi%ns ;lan <lexibility* change direction if not #orking7 adopt multiple approaches !trategy use* ability to reflect on strategy and select appropriate strategy hin0in& s0ills =easoning about concrete items versus abstract ideas Analy)ing6evaluating arguments Developing a logical argument Inductive reasoning* using specific examples6observations and forming a more general principal Deductive reasoning* use stated general premise to reason about specific examples Appreciation* recognition of the value of something

Content

5uildin& 6n%7led&e hr%u&h e3ts African interaction and influence on the $editerranean #orld #as common and #ell kno#n Africans #ere depicted #ith pride and dignity in 0reek, =oman and Egyptian art he greatness of a culture can be measured in various #ays Africa had an immense impact on the #orld's many cultures both -/

SOCIAL SCIENCE

6th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
directly and indirectly Assessments <ormative assessments for this unit consist of* 0uided =eading and 0uided ,riting, anecdotal notes, group meeting minutes, fre%uent checks for accomplishment of group and individual intermediate goals, reflections after each group meeting, summaries of select portions of text, exit slips, and expository #riting samples in response to short, informational texts and the accomplishment of several stand&alone pro8ects #hich #ill be a component of the final summative assessment. (ased various texts, students #ill create a play, story, book, #eb&page, ;o#er;oint, ;re)i, video or other presentation depicting ancient 0reek, =oman or $editerranean history #hich address the role of Africans in the development of the $editerranean #orld. Each team #ill be responsible for presenting both oral and visual pro8ects.

9<3 <ormative

9!3 !ummative

9!3 !ummative ext6 =esources

III( 'es%urces he hree <aiths > Abraham http*66exhibitions.nypl.org6threefaiths6explore&themes6abraham he hree <aiths > ?udaism http*66exhibitions.nypl.org6threefaiths6node61: he hree <aiths > Christianity http*66exhibitions.nypl.org6threefaiths6node61@ he hree <aiths > Islam http*66exhibitions.nypl.org6threefaiths6node61A ?e#ish Image of Abraham and Isaac http*66exhibitions.nypl.org6threefaiths6node6AA5nrefBCDEkeyB. Christian Image of Abraham and Isaac http*66digitalgallery.nypl.org enter C/@..A into the search box Islamic Image of Ibrahim and Isma'il http*66exhibitions.nypl.org6threefaiths6node61F5nrefBCDEkeyBD hree <aiths imeline http*66exhibitions.nypl.org6threefaiths6resources6timeline <amily and Educator 0uide http*66exhibitions.nypl.org6threefaiths6resources6family&and& educator&guide Classroom =esource ;acket http*66exhibitions.nypl.org6threefaiths6node6FC !uggested =eading http*66exhibitions.nypl.org6threefaiths6resources6suggested&reading -1

SOCIAL SCIENCE

6th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
((C =eligions > Abraham http*66###.bbc.co.uk6religion6religions68udaism6history6abrahamG..shtml Hfindoutmore ((C =eligions http*66###.bbc.co.uk6religion6religions6 Document Analysis template 9image3* 9http*66###.archives.gov6education6lessons6#orksheets6photoGanalysis G#orksheet.pdf3 <rayer $odel* http*66###.long#ood.edu6staff68onescd6pro8ects6educ+1D6aboxley6pdffile s6/.pdf

0raphic Organi)ers*

!ummari)ing* 9http*66teacher.scholastic.com6reading6bestpractices6vocabulary6pdf6srGa llgo.pdf3 !pread of Ideas .3 he study of the intellectual thought of the $uslims and their effect on Christianity, on Africa, and subse%uently Africa and Islam on Europe. a3 rade and the !pread of Islam in Africa http*66###.metmuseum.org6toah6hd6tsis6hdGtsis.htm /3 Development of formali)ed education out of Africa 9universities and libraries3 a3 imbuktu i3 imbuktu & city of legends http*66ne#s.bbc.co.uk6/6hi6africa6.F..1/..stm ii3 Ieo Africanus* Description of imbuktu from The Description of Africa 9.+/:3 http*66###.fordham.edu6halsall6med6leoGafri.asp iii3 Important !ites* he -niversity of imbuktu http*66insideislam.#isc.edu6/D./6D16important&sites&the&university&of& timbuktu6 iv3 !aladin* a (enevolent $an, =espected by both $uslims and Christians (y <aysal (urhan http*66###.islamic&study.org6saladinGsalahuGad& deen.htm v3 he Crusades in Egypt http*66###.touregypt.net6featurestories6crusades.htm vi3 !aladin http*66###.thenationofislam.org6!aladin.html vii3 !aladin, !tory of a 4ero http*66###.saudiaramco#orld.com6issue6.F@DD16saladin& story.of.a.hero.htm viii3 !aladin akes ?erusalem <rom he Christians http*66history& #orld.org6saladinGtakesG8erusalem.htm ix3 Ibn !ina http*66###.muslimphilosophy.com6sina6art6ibnJ/D!ina& =E;.htm x3 !t. homas A%uinas and Islamic Influence by Ijaz Ahmad http*66callingchristians.com6/D.16D/6/16st&thomas&a%uinas&and& -C

SOCIAL SCIENCE

6th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
islamic&influence6 b3 $oors in Andalusia, i3 A virtual #alking tour of Alhambra http*66###.saudiaramco#orld.com6issue6/DD:DC6alhambra6default.ht m c3 Islam, the $oors and education i3 4istorical Evidence =egarding the Iibraries of $uslim !pain http*66everything/.com6title64istoricalKEvidenceK=egardingKtheKIibr ariesKofK$uslimK!pain ii3 Islam !pain and the history of technology 4istory of echnology http*66###.engr.s8su.edu6pabacker6history6islam.htm b3 he impact that African society had on Europe a3 he Impact of Islamic Civili)ation and Culture in Europe During the Crusades http*66idosi.org6#8ihc6#8ihc/913./6@.pdf Lion Of ali! The "ajj of ansa usa by David schan), http*66###.academia.edu6.+F1+D16IionGOfG$aliG heG4a88GofG$ansaG $usa 9Lou can do#nload the story for free after signing up for Academia.edu #hich is also free and re%uires no obligation of any kind3 Marious readings from http*66exploringafrica.matrix.msu.edu6students6curriculum6 A Christian6$oslem Debate Of he ./th Century http*66###.fordham.edu6halsall6source6christ&muslim&debate.asp A !hort 4istory of !pain and ;ortugal 9Iast paragraph of chapter 1 and all of chapter C3 http*66aero& comlab.stanford.edu68ameson6#orldGhistory6AG!hortG4istoryGofG!pain GandG;ortugal.pdf $edieval !ourcebook* Ibn Abd&el&4akem* he Islamic Con%uest of !pain http*66###.fordham.edu6halsall6source6con%spain.asp $edieval !ourcebook* Al $aggari* arikNs Address to 4is !oldiers, @.. CE, from he (reath of ;erfumes http*66###.fordham.edu6halsall6source6@.. arik..asp $edieval !ourcebook* he ;oetry of the !panish $oors, !elections http*66###.fordham.edu6halsall6source6moorishpoetry.asp Christian $artyrs in $uslim !pain http*66libro.uca.edu6martyrs6martyrs.htm 9 A complete book that can be used for research3 olerance and the =e&Con%uest of Islamic !pain !ebastian $Onster. #osmographiae uni$ersalis lib% &I% 9(asel* .++C3. and oorish Architecture ?uan Alvare) de Colmenar. Annales d'Espagne et de (ortugal% 9Amsterdam* .@C.3. http*66###.bro#n.edu6<acilities6?ohnGCarterG(ro#nGIibrary6islamic6pag es6spain.html

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SOCIAL SCIENCE

6th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
(eautiful $oorish Architecture http*66###.corearchitect.co.uk6beautiful& moorish&architecture6 $oorish Architecture http*66education.nationalgeographic.com6education6media6moorish&art65 arGaB.

If you #ant to learn more about the rich diversity of religious traditions in the #orld, you should check these #eb&sites* http*66###.bbc.co.uk6religion6religions6index.shtml http*66###.omsakthi.org6religions.html o learn more about the Coptic Church you can visit the follo#ing #ebsites* http*66courses.#ashington.edu6disisme6Our J/DEncyclopaedia6CC@FA<AE&E1F<&CC:D&A/:(&1<+D//C<CC+C.html http*66###.pitts.emory.edu6Archives6text6rgDD+.html http*66###.pbs.org6ne#shour6indepthGcoverage6africa6nigeria6religion.ht ml Drinking the ,ord of 0od* Expressions of <aith and ,ell&(eing in #o ,est African Communities http*66museum.msu.edu65%Bnode6@1 <or more information about Aksum you can connect to the follo#ing #ebsites* http*66###.bu.edu6remotesensing6research6completed6us&ethiopia& planning6gallery6 http*66###.fordham.edu6halsall6ancient6nubia..html <or more information on !anteria and Modou, visit these #ebsites* http*66###/.#ebster.edu6Pcorbetre6haiti6voodoo6overvie#.htm http*66lima.osu.edu6academics6#riting6,inning,orks6first4aitian J/DMoodo.htm http*66academics.smcvt.edu6africanart6Qatie6Qatie J/D$6religionGofGtheGorishas.htm Africa* Islam and Indigenous =eligions http*66###.afrika#orld.net6afrel6islam& afritradition.htm Can the African Christian ;roblem Ever (e =esolved5 by =ev. Dr ;rince Conteh http*66archived.oikoumene.org6en6programmes6interreligiousdialogue6current& dialogue6maga)ine6no&CF&8uly&/DD@6can&the&african&christian&problem&ever&be& resolved&rev&dr&prince&conteh.html o learn more about the artist and this art tradition, please visit this #ebsite* https*66###.h&net.org6Petoc6 $aps $ap =eligions in Africa, http*66/D./books.lardbucket.org6books6regional&geography&of&the&#orld& globali)ation&people&and& places6sectionG.D6dcaC:cC+.+DACaA/a+.cc1DaAd:Dca.A.8pg !pread of Islam in Africa http*66###.maps.com6refGmap.aspx5

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SOCIAL SCIENCE

6th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
pidB..1F1

Iearning Activities

eacher #ill meet daily #ith each group to instruct students on specific reading6researching strategies and the skills students #ill need to comprehend the texts for this unit and to complete their assigned tasks. Student Gr%ups #ill conduct discussions, #rite routinely, and report findings discovered through their research groups. eacher explains procedures for participating #ithin their group activities. eacher can use 8fishbowl strategy to demonstrate ho# small groups conduct discussions around texts. 9!I.:..3 eacher assigns groups based on varying learning styles and ability levels, paying extra attention to ensure #ell balanced groups. 9!I.:..3 eacher provides brief book talk of each extended text and ensures students are comprehending texts. 9=4.:.A...,=4.:.A.C.3 eacher models ho# to take Cornell notes #hile reading a text. As they're reading the text, students practice close reading 9and other strategies learned during mini&lessons3 to search for and record elements that are essential in identifying their topic6person9s3 uni%ue characteristics and contributions. 9=4.:.A..., =4.:.A./., =4.:.A.F.3 !tudents meet /&1 times per #eek in their groups and use their notes to anchor their discussions and to develop their plans for their final pro8ect. !tudents #rite reflections follo#ing each group meeting. 9!I.:..., !I.:./.3 -sing the Essential 2uestions as a guide, students #rite summaries of select portions of their selected texts. 9,4! .:&A./., ,4! . :&A.A3 !tudents share the content from their literature circle text #ith the #hole class, so that all students are familiar #ith the diverse texts. 9!I:.C3 $ini&lessons6Activities for eaching ,riting to Develop and Convey -nderstanding, Cite Evidence, and to !tudy and Apply Ianguage Conventions. 9,4! .:&A.@., ,4! .:&A.A.3 eacher revie#s guidelines and rubric for ;erformance Assessment* 0roups #ill present a multimedia presentation on their individual colonial topic accompanied by an individual essay, or alternative #ritten product that communicates ho# African Americans responded to issues brought about #ith the #riting of the Declaration of Independence, the concept of personal freedom and liberty as envisioned by free and enslaved African Americans as opposed to the legal and economic freedoms envisioned by the ,hite Colonists. 9=4.:&A.@, =4.:&A.A, ,4! .:&A.@., ,4! .:&A.A., ,4! .:&A.F., !I.:.C., !I.:.+.3 eacher #ill return to the shorter informational texts, as #ell as images 9such as photos3, to model ho# to construct the different parts of an informative6explanatory piece, including ho# to introduce a topic, ho#

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SOCIAL SCIENCE

6th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
to organi)e the parts of the essay, ho# to use textual evidence to support the essay, #hat other types of evidence should be used as support, ho# to use transitions, etc. 9=4.:&A..., =4.:&A.+., =4.:&A.@.3 !tudents #ill use select informational texts, as #ell as images that they've gathered, to practice composing each part of the informative6explanatory essay. 9,4! .:&A.A3 !tudents #ill spend time gathering evidence for the ;erformance Assessment, #hich includes using their notes to list specific evidence from their group readings that can be used for their pro8ect. !tudents #ill also record evidence from the short informational texts that #ere read in and outside of class. 9=4.:&A.@., ,4! .:&A.A.3 !tudents #ill be engaged in the #riting process, including brainstorming, gathering evidence, drafting, revising, and editing. eacher #ill confer #ith students through independent or guided #riting conferences. 9,4! .:&A.C3
Differentiated Strategies for Varied Learning Profiles Informational texts #ill be available in a variety of formats including audio, visual and tactilely. asks #ill have components that allo# for students to use visual, oral and tactile as #ell as kinesthetic skills to express kno#ledge gained. !tudents #ill be able to take o#nership of tasks through the use of RChoice (oardsS and RIearning Centers.S !upply the material #ith

,eek .

!tudents #ill be introduced to the three Abrahamic religions to obtain anin&depth background kno#ledge to better understand the upcoming units. he second and third #eeks #ill contain readings and discussions of the spread of Islam into Africa leading to the crusades. !tudents #ill read and consider different perspectives concerning the crusades. E.g. Christians thought they #ere liberating the 4oly Iand, $uslims regarded the Crusaders as invaders. !tudents #ill read about !aladin an African !ultan #ho became loved and respected by $uslims, ?e#s and Christians and his rivalry and friendship #ith Qing =ichard the Iionheart.

,eek /&1

,eek C &+

!tudents #ill #ork in group to research and study $oorish !pain. hrough internet sources and create a

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SOCIAL SCIENCE

6th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan
presentation on one or more aspects of the $oor's influence in !pain. E.g. Art, Architecture, $usic, =eligion, ;olitics, Clothing, education, literature, etc. ell the students that they #ill #ork in small groups creating a presentation Divide the class into groups of four or five members in each group, Direct each group to select a chairperson, a recorder, and a #riter. It should be understood that #hile all members of the group #ill be re%uired to do something, certain members of the group #ill have additional responsibilities. he chairperson is responsible for coordinating the overall efforts of the group and making sure that the group accomplishes its tasks #ithin the allotted times. he recorder is to collect all #ritings completed by the members of the group and the #riter is responsible for the final copy of the group's story or stories. he #riter does not do all the re#riting himself or herself, but he or she can delegate re#riting assignments to the other members of the group. he teacher can then assign a particular topic to each group or let the group select the topic of their choice he last t#o days are for sharing pro8ects.
the varied amount of print, varied text structures and extensive graphic support based on students' instructional levels. -se videos to enhance comprehensio n through auditory and visual modes. Allo# brief, cooperative brainstorming to activate prior kno#ledge and make predictions.

;erspectives and =eligion in the Crusades $uslim ;erspective on the Crusades http*66atheism.about.com6od6crusades6a6crusadesvie#sG/.htm )#ontinued from (age *+ $ost histories of the Crusades tend to focus on the Crusaders themselves and the perspectives of European Christians seeking con%uest and plunder in the 4oly Iand. (ut #hat about the $uslims #hose lands #ere invaded and cities sacked5 ,hat did they think about these religious armies marching out of Europe5 o be honest, they didnNt even kno# that there #as something to be concerned about at first. he Crusades might have elicited a great deal of excitement back home, but it #asnNt even until modern times that Arabic developed a term for the phenomenon* al& 4urub al&!alibiyya, T,ars of the Cross.T ,hen the first European armies hit !yria, $uslims there naturally thought that this #as an attack from the (y)antines and called the invaders =um, or =omans.

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SOCIAL SCIENCE

6th Grade Interdisciplinary African and African American Studies Quarter 3 Unit Plan

Eventually they reali)ed that they #ere facing a completely ne# foe, but they still didnNt recogni)e that they #ere being attacked by 8oint European forces. <rench commanders and <rench knights tended to be at the forefront of the fighting in the <irst Crusade, so $uslims in the region simply referred to the Crusaders as <ranks no matter #hat their actual nationality. As far as the $uslims #ere concerned, this #as simply another stage in <rankish imperialism that had been experienced in !pain, "orth Africa, and !icily. It #as probably not until after permanent kingdoms #ere established in the 4oly Iand and regular reinforcements from Europe began arriving that $uslim leaders began to understand that this #as not =ome reasserting itself or <rankish imperialism anymore. "o, they #ere facing an entirely ne# phenomenon in their relations #ith Christendom & one #hich re%uired a ne# response. hat response #as the attempt to create greater unity and a common sense of purpose among $uslims like they had experienced during the earliest years of their expansion. ?ust as European victories #ere often attributable to high morale and a sense of common religious purpose, $uslims #ere able to effectively retaliate #hen they stopped bickering among themselves so much. he first leader to begin this process #as "ur al& Din, and his successor, !alah al&Din 9!aladin3, is remembered even today by both Europeans and $uslims for both his military skills and his strong character. Despite the efforts of leaders such as these, for the most part $uslims remained divided and, at times, even indifferent to the European threat. Occasionally religious fervor took hold and inspired people to participate in campaigns against the Crusaders, but much of the time people #ho didnNt live around the 4oly Iand simply didnNt #orry about it & and even those #ho did sometimes signed treaties #ith Crusader leaders against rival $uslim kingdoms. As disorgani)ed as they #ere, though, the Europeans #ere usually far #orse. In the end, the Crusaders didnNt leave much impact. $uslim art, architecture, and literature are almost entirely untouched by the extended contact #ith European Christians. $uslims didnNt feel that they had much of anything to learn from the barbarians #ho came out of the north, so it #as a very rare scholar to took the time to find out #hat the Christians thought or did.

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