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 Influence From 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

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

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?

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
Primary: 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 topic CCSS.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 categories CCSS.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

Common Core State Standards Primary Secondary

Cognitive Skills

Content

Reading, 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) Building knowledge through African American influence on modern day Chicagos identity from around the world Community context Celebrating community character Arts and cultural programming Identity Diagnostic (Pre-Assessment) *Same as summative assessment with the use of varying informational texts on the related topic. Formative Assessments Collaborative conversations Student summaries Student annotations and notes

Assessments (D) Diagnostic (F) Formative (S) Summative

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
Student small and whole group discussion Student 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.

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

Anchor Texts How Arts and Cultural Strategies Create, Reinforce, and Enhance Sense of Place https://www.planning.org/research/arts/briefingpapers/charac ter.htm Texts and Other Resources: Margaret Burroughs: Co-founder of DuSable Museum and Prominent Artist http://articles.chicagotribune.com/2010-11-21/features/ct-metburroughs-obit-1122-20101121_1_bronzeville-faheem-majeedartistic-talent New Cultural Plan a Nice Wish List, But City Should Focus on Must-Haves http://articles.chicagotribune.com/2012-1019/entertainment/ct-ae-1021-culture-plan-analysis-reich20121019_1_town-halls-cultural-affairs-ideas Artist Hale Woodruff Chicago Tonight WTTW (video) http://chicagotonight.wttw.com/2013/04/16/artist-halewoodruff James King Interview Chicago Tribune http://articles.chicagotribune.com/2013-0221/entertainment/ct-ott-0222-james-king-local-sounds20130221_1_hip-hop-electronic-music-lucky-dube Muntu Dance Theater of Chicago http://www.muntu.com/ Chicago International Film Festival http://www.chicagofilmfestival.com/news/display_news.php?ar ticle=spotlight_africa_program_to_offer_a_spectacular_showcas e_of_new_voices Activities Tell The Story Of African Culture http://articles.chicagotribune.com/1989-0203/entertainment/8903020534_1_spirituals-african-connectionblack-history-month U5

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
How Black Gentrifiers Have Affected the Perception of Chicago Neighborhoods http://m.theatlanticcities.com/neighborhoods/2012/12/howblack-gentrifiers-have-affected-perception-chicagos-changingneighborhoods/4233/ Artist Hale Woodruff Chicago Tonight WTTW (text) http://chicagotonight.wttw.com/2013/04/16/artist-halewoodruff African Art: Legacy of Power And Passion http://articles.chicagotribune.com/1992-0216/news/9201150499_1_african-art-picasso-western-art Chicago Honorary Street Names http://nealrozendaal.com/2013/02/17/chicago-honorary-streetnames/ 2013: Made in Chicago World Class Jazz: Jazz Institute of Chicago http://www.jazzinchicago.org/presents/made-chicago/madechicago-world-class-jazz City of Chicago Cultural 2012 Executive Summary http://www.cityofchicago.org/content/dam/city/depts/dca/Cul tural%20Plan/CCP2012FinalExecSumm.pdf Chicago Cultural Plan (Infographic) http://www.cityofchicago.org/content/dam/city/depts/dca/Cul tural%20Plan/infographic.pdf New Cultural Plan a Nice Wish List, But City Should Focus on Must-Haves http://articles.chicagotribune.com/2012-1019/entertainment/ct-ae-1021-culture-plan-analysis-reich20121019_1_town-halls-cultural-affairs-ideas How Cities Use ParksFor Arts and Cultural Programming http://www.planning.org/cityparks/briefingpapers/pdf/artsandc ulture.pdf Websites for investigation: http://www.culturaldata.org/ U6

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
Kickoff: How Arts and Cultural Strategies Create, Reinforce, and Strategies for Varied Learner Enhance a Sense of Identity for a City/Community Profiles Teacher engages students in an introduction and a building of Work in small foundational knowledge related to the relationship between a groups to city/communitys identity to art and culture by fostering such practice learning activities listening and speaking skills Anchor Text/Resource: needed to How Arts and Cultural Strategies Create, Reinforce, and Enhance develop Sense of Place (p.1-2, stop before Keypoint #1) academic https://www.planning.org/research/arts/briefingpapers/charac language in ter.htm the context of learning Whole Group: critical Close Reading of one section of the article to introduce the concepts. topic of cultural identity by gathering key details that describe the relationship between art and culture to a city/communitys Use graphic identity. organizers to Annotate by circling key words and underlining key phrases chunk pieces related to the purpose for reading. of content Identifying the central idea by synthesizing the key details knowledge and gathered during Close Reading information to Students engage in gathering key details of the next 2 paragraphs supporting the central idea with support from the Provide daily teacher. opportunities for discourse Collaborative Learning: and use visual Students work with partners to reread the details listed in the aids to boost inventory of community/citys identity. academic Students research to complete the inventory for 3-5 of the language and items prompted in the table and how they impact a city or engage communitys identity. (Provide each student an individual chart students in like the one provided below.) learning activities which build Community Examples in How it content and Context Categories Chicago impacts language Chicagos knowledge in a Identity natural context. U7

Learning Performance Outcomes/ Activities Week 1

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
ex) population/demog raphic information

Facilitate deeper understanding of the languages spoken selection of a text by asking the student to connect something in the text to Independent Practice: their lives. If Students work independently, selecting one item from their students see chart and write more details how that one particular aspect themselves in affect the identity in Chicago by writing an opinion piece to the the theme or following prompt: character of Write an opinion piece stating whether or not the item you the text they selected from your chart has had effects on the identity in will be more Chicago and why or why not. inclined to Whole Group and Small Groups: engage in Text/Resource: discussions Margaret Burroughs: Co-founder of DuSable Museum and about the text Prominent Artist they read. http://articles.chicagotribune.com/2010-11-21/features/ct-metburroughs-obit-1122-20101121_1_bronzeville-faheem-majeed- Access visual representation artistic-talent s of texts to Project article and actively engage students in a shared close support read to identify and categorize the key details (important facts) explicit that describe the role that Margaret Burroughs had in connect to the supporting and celebrating the impact that African and African elements of Americans have had on Chicago. culture. Introduce and discuss with students the three categories of Provide text in information that they will be reading for: Community Context an alternate Categories (which they just discussed), Examples of a print format. 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 U8

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
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:

Learning Performance Outcomes/ Activities Week 2-3

African 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/charac ter.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. U9

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

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 Categories Celebrating 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 U10

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
-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 Template Community Website African and U11

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
Context Category African American Influence on Chicago

Whole Group: Texts/Resources: Artist Hale Woodruff Chicago Tonight WTTW (video) http://chicagotonight.wttw.com/2013/04/16/artist-halewoodruff 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 Tribune http://articles.chicagotribune.com/2013-0221/entertainment/ct-ott-0222-james-king-local-soundsU12

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
20130221_1_hip-hop-electronic-music-lucky-dube Muntu Dance Theater of Chicago http://www.muntu.com/ Chicago International Film Festival http://www.chicagofilmfestival.com/news/display_news.php?ar ticle=spotlight_africa_program_to_offer_a_spectacular_showcas e_of_new_voices Activities Tell The Story Of African Culture http://articles.chicagotribune.com/1989-0203/entertainment/8903020534_1_spirituals-african-connectionblack-history-month How Black Gentrifiers Have Affected the Perception of Chicago Neighborhoods http://m.theatlanticcities.com/neighborhoods/2012/12/howblack-gentrifiers-have-affected-perception-chicagos-changingneighborhoods/4233/ Artist Hale Woodruff Chicago Tonight WTTW http://chicagotonight.wttw.com/2013/04/16/artist-halewoodruff African Art: Legacy of Power And Passion http://articles.chicagotribune.com/1992-0216/news/9201150499_1_african-art-picasso-western-art Chicago Honorary Street Names http://nealrozendaal.com/2013/02/17/chicago-honorary-streetnames/ 2013: Made in Chicago World Class Jazz: Jazz Institute of Chicago http://www.jazzinchicago.org/presents/made-chicago/madechicago-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 U13

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
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/ Activities Week 4

Chicagos Commitment to Celebrating the African and African American Influences on the Communitys Character Teacher 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/charac ter.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 U14

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
urban elements that create and ultimately celebrate a communitys character. Community Context Categories Celebrating Community Character Arts 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 Summary http://www.cityofchicago.org/content/dam/city/depts/dca/Cul tural%20Plan/CCP2012FinalExecSumm.pdf First 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. U15

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

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/Cul tural%20Plan/infographic.pdf First 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 U16

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

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-Haves http://articles.chicagotribune.com/2012-1019/entertainment/ct-ae-1021-culture-plan-analysis-reich20121019_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. o 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?

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
African 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/charac ter.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 Categories Celebrating Community Character Arts and Cultural Programming Options

Learning Performance Outcomes/ Activities Week 5

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

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 Programming http://www.planning.org/cityparks/briefingpapers/pdf/artsandc ulture.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?

o o o

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3rd Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
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. o 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 o 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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