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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