SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 2 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 Influence on the !editerranean "orld

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 African influence on the development of !editerranean art and culture. In this in%uiry&based unit students $ill examine the debate concerning the Afro&asiatic roots of classical civili'ation by exploring the follo$ing %uestion( Was Greek culture stolen from Africa? his debate $ill generate provocative discussions on the African contribution to )reek culture.

Len&th %f Unit( * "eeks Enduring +nderstandin gs Essential /uestions

,. !ist%ry# Events and actions of the past affect the present and the future. -. Identity# )lobal societies create varied cultural perspectives, contributions, and challenges. .. Ge%&raphy# !ovement and migration of people and ideas affect the past, present, and future. Guidin& Essential Questi%ns# I0 1o$ do culture and identity influence $ho $e are2 II0 1o$ do time, culture and history influence $orks of art and3or the advancement of science and technology2 III0 "hat can I do to positively impact my community2 'eadin& '!(9)*+(*( Cite specific textual evidence to support analysis of primary and secondary sources. '!(9)*+(2( Determine the central ideas or information of a primary or secondary source4 provide an accurate summary of the source distinct from prior kno$ledge or opinions. ,ritin& ,!S (9)*+(-( Conduct short research pro5ects to ans$er a %uestion 6including a self&generated %uestion0, dra$ing on several sources and generating additional related, focused %uestions that allo$ for multiple avenues of exploration. ,!S (9)*+(.( )ather relevant information from multiple print and digital sources, using search terms effectively4 assess the credibility and accuracy of each source4 and %uote or paraphrase the data and conclusions of others $hile avoiding plagiarism and follo$ing a standard format for citation. ,!S (9)*+(9( Dra$ evidence from informational texts to support analysis reflection, and research.

Common Core #tandards

+,

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan
Spea/in& and Listenin& SL(9)*+(*( Engage effectively in a range of collaborative discussions 6one&on&one, in groups, and teacher&led0 $ith diverse partners on grade 7 topics, texts, and issues, building on others8 ideas and expressing their o$n clearly. SL(9)*+(2( Interpret information presented in diverse media and formats 6e.g., visually, %uantitatively, orally0 and explain ho$ it contributes to a topic, text, or issue under study. SL(9)*+(0( 9resent claims and findings, se%uencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes4 use appropriate eye contact, ade%uate volume, and clear pronunciation. SL(9)*+(1( Include multimedia components 6e.g., graphics, images, music, sound0 and visual displays in presentations to clarify claims to clarify information.

Cognitive #kills

E2ecuti3e functi%ns 9lan :lexibility( change direction if not $orking4 adopt multiple approaches #trategy use( ability to reflect on strategy and select appropriate strategy hin/in& s/ills ;easoning about concrete items versus abstract ideas Analy'ing3evaluating arguments Developing a logical argument Inductive reasoning( using specific examples3observations 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

4uildin& 5n%6led&e hr%u&h e2ts <lack Athena Debate( he three models of history referred to by !artin <ernal 6,. Ancient !odel4 -. Aryan !odel4 .. =e$ Ancient !odel0 Academic debates surrounding Afrocentrism, racism, and Euro&centrism he greatness of a culture can be measured in various $ays Africa had an immense impact on the $orld8s many cultures both directly and indirectly

Assessments 6:0 :ormative

:ormative assessments for this unit consist of( )uided ;eading and )uided "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 pro5ects $hich $ill be a component of the final summative assessment. <ased on arguments raised from the texts Black Athena 6<ernal0 and Not Out of Africa 6>efko$it'0, students $ill engage in a class debate using a standard debate protocol based on the follo$ing proposition( Was Greek Culture tolen from Africa? Each team $ill be responsible for presenting both oral and visual arguments. Oral arguments $ill be reflected in a topical debate outline and visual arguments can take on the form of a 9o$er9oint, video, 9re'i or any other form of presentation that has been cleared $ith the teacher.

6#0 #ummative

+-

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan

ext3 ;esources

After hearing the arguments for both sides, each student $ithin each team $ill turn in an essay $ith a minimum of * paragraphs $hich address the %uestion ?"ho should be credited for the development of ancient )reek culture2@ Extended ext( Classical Africa by !olefi Asante #hort exts( Excerpts taken from article Not Out of Africa! Was Greek Culture tolen form Africa? 6Dr. !ary >efko$it'0( http(33$$$.historyplace.com3pointsofvie$3not& out.htm Excerpts taken from article "ace in Anti#uity! Truly Out of Africa 6Dt. !olefi Aete Asante0( http(33$$$.asante.net3articles3,B3race&in&anti%uity&truly&out&of& africa3 Excerpts taken from article Contro$ersies in %istory! Black Athena( http(33controversialhistory.blogspot.com3-C,C3C*3black&athena& debate.htmlD.+e,=9%Dpi-C Excerpts taken from Black Athena by !artin <ernal Excerpts taken from Black Athena Writes Back! &artin Bernal "esponds to %is Critics by !artin <ernal and David Chioni !oore 6Editor0 Excerpts taken from Not Out of Africa! %o' (Afrocentrism Became an E)cuse to Teach A*out %istory by !artin <ernal Excerpts taken from Not Out of Africa "e$isited! %o' Eurocentrism Became an E)cuse to Teach %istory as &yth by Aylmer Eon :leischer Excerpts taken from Afrocentrism! &ythical +asts and ,magined %omes by #tephen 1o$e Excerpts taken from The Case against Afrocentrism by unde Adeleke Excerpts taken from The Afrocentric ,dea by !olefi Asante Excerpts taken from African +resence in Early Europe by Ivan Ean #ertima Excerpts taken from Egypt vs. )reece and the American Academy by !olefi Aete Asante Excerpts taken from he Ancient <lack Civili'ations of Asia by Dr. Clyde "inters Excerpts taken from he African Origin of Civili'ation( !yth or ;eality by Cheikh Anta Diop and !ercer Cook 6Editor0 Images( Cretan <ull Cult http(33-.bp.blogspot.com3FG/GkHyod<bI3#& 5tI$1EDkI3AAAAAAAAA#c3b5CAkkE$yA/3s,7CC3CretanJ<ull.5peg Egyptian )od&!in http(33K.bp.blogspot.com3&& rHE$D=F'lc3+;g>kEfKchI3AAAAAAAAAAG3AGfEO7BH)%C3s.-C3godJminJ-.5 pg Egyptian )od&9an http(33thanasis.com3panCC*r.5pg <lack 9haraohs http(33s.ngm.com3-CCL3C-3black&pharaohs3img3black&pharaohs&hdr&7,*.5pg !ulticultural Egypt D, http(33$$$.catchpenny.org3images3r.tiles.gif

+.

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan
!aps( !ulticultural Egypt Dhttp(33asiapacificuniverse.com3pkm3AL,.5pg !ulticultural Egypt D. http(33$$$.saveyourheritage.com3images3#eti.5pg

Interacti3e map %f Africa http(33artnet$eb.com3guggenheim3africa3africamap.html Se3eral maps %f Africa http(33etc.usf.edu3maps3galleries3africa3complete3index.php

"ebsites( he <rooklyn !useum http(33$$$.brooklynmuseum.org3exhibitions3egyptFreborn3 !anchester !useum http(33emu.man.ac.uk3mmcustom3Egypt/uery.php he Oriental institute http(33oi.uchicago.edu3museum3collections3pa3breasted3 :ilm( <lack Athena is a full&length documentary found on Gou ube that discusses the basic arguments raised in !artin <ernal8s book. http(33$$$.youtube.com3$atch2vMA>N&GKF./!s <lack Athena Debates is a ,* part Gou ube series that includes arguments raised by notable academics on this topic such as Dr. Clarke, Dr. !artin <ernal, Dr. !ary >efko$it', and Dr. )uy ;ogers http(33$$$.youtube.com3$atch2vMlmKp'EGBntAOlistM9>N-KC7LD7EALN-.CN

Community 9artners( Oriental Institute http(33oi.uchicago.edu3museum3 :ield !useum of =atural 1istory Africa http#77fieldmuseum(%r&7e2pl%re7%ur) c%llecti%ns7africa)c%llecti%ns =ational 1ellenic !useum http#77666(nati%nalhellenicmuseum(%r&7

>earning Activities

eacher $ill meet daily $ith each group to instruct students on specific reading3researching 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. 6#>.B&,C.,0 eacher assigns groups based on varying learning styles and ability levels, paying extra attention to ensure $ell balanced groups. 6#>.B&,C.,0 eacher provides brief book talk of each extended text and ensures students are comprehending texts. 6;1.B&,C.,.,;1.B&,C.K.0 eacher models ho$ to take Cornell notes $hile reading a text. As they8re

+K

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan
reading the text, students practice close reading 6and other strategies learned during mini&lessons0 to search for and record elements that are essential in identifying their topic3person6s0 uni%ue characteristics and contributions. 6;1.B&,C.,, ;1.B&,C.-, ;1.B&,C.B.0 #tudents meet -&. times per $eek in their groups and use their notes to anchor their discussions and to develop their plans for their final pro5ect. #tudents $rite reflections follo$ing each group meeting. 6#>.B&,C.,., #>.B& ,C.-.0 +sing the Essential /uestions as a guide, students $rite summaries of select portions of their selected texts. 6"1# .B&,C&.-, "1# . 7&L.L0 #tudents share the content from their literature circle text $ith the $hole class, so that all students are familiar $ith the diverse texts. 6#>7.K0 !ini&lessons3Activities for eaching "riting to Develop and Convey +nderstanding, Cite Evidence, and to #tudy and Apply >anguage Conventions. 6"1# .B&,C&.N, "1# .B&,C&.L.0 eacher revie$s guidelines and rubric for 9erformance Assessment( )roups $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 -eclaration of ,ndependence, 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. 6;1.B&,C&L.N, ;1.B&,C&L.L, "1# .B&,C&.N., "1# .B&,C&.L., "1# .B&,C&.B., #>.B&,C.K., #>.B&,C.*.0 eacher $ill return to the shorter informational texts, as $ell as images 6such as photos0, to model ho$ to construct the different parts of an informative3explanatory piece, including ho$ to introduce a topic, ho$ 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. 6;1.B&,C&L.,., ;1.B&,C&L.*., ;1.B&,C&L.N.0 #tudents $ill use select informational texts, as $ell as images that they8ve gathered, to practice composing each part of the informative3explanatory essay. 6"1# .B&,C&.L0 #tudents $ill spend time gathering evidence for the 9erformance Assessment, $hich includes using their notes to list specific evidence from their group readings that can be used for their pro5ect. #tudents $ill also record evidence from the short informational texts that $ere read in and outside of class. 6;1.B&,C&L.N., "1# .B&,C&.L.0 #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. 6"1# .B&,C&.K0 o begin this unit teacher $ill share $ith students that scholars have debated about the African influence on the development of !editerranean art and culture and much of their discussions have centered on $ho should be credited for the development of ancient )reek culture. $o scholars, in particular, !artin <ernal and !ary >efko$it' have debated this issue, and from their debates, arguments about racism, Afrocentrism, and Eurocentrism have emerged. !artin <ernal 6professor at Cornell +niversity0 asserted that 1ellenic 6or )reek0 culture $as derived partly from Africa and Asia. !ary >efko$it' 6professor at "ellesley College0 asserts that this Afrocentric perspective regarding $ho should be credited for )reek culture, since this theory involves a radical departure from $hat the experts have professed, evidence to defend this position must be provided.

"eek ,

+*

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan

eacher shares $ith students the summative assessment task by stating the follo$ing( We 'ill learn a lot o$er the ne)t fe' 'eeks regarding this de*ate. /ou 'ill *e e)pected to analy0e se$eral primary and secondary sources, synthesi0e 'hat you 'ill learn a*out 'ho should *e credited for de$elopment of the &editerranean culture. /ou 'ill *e gi$en three 123minute sessions spread out o$er the ne)t fe' 'eeks to de$elop an argument addressing the #uestion, (Was Greek Culture tolen from Africa?4 making specific reference to the sources pro$ided in class and those you 'ill ha$e to disco$er. /ou must use e$idence from the sources. 5urther, you are to present your argument *oth in 'ritten form and orally. To communicate your ideas, you 'ill also *e e)pected to de$elop an appropriate technological component that supports your presentation in an academic manner. >earning Activities( >esson ,( eacher $ill pro5ect the follo$ing image( !ulticultural Egypt D, http(33$$$.catchpenny.org3images3r.tiles.gif and have students to do a close analysis of this image using the document analysis template. 9rovided 6http(33$$$.archives.gov3education3lessons3$orksheets3photoFanalysisF$orks heet.pdf0. Allo$ time for students to share their responses. Introduce academic vocabulary related to topic terms( Afrocentrism, racism, and Eurocentrism using the :rayer !odel. o access a version of the :rayer !odel go to the follo$ing link( http(33$$$.long$ood.edu3staff35onescd3pro5ects3educ*.C3aboxley3pdffiles3-.pdf o increase students8 understandings of these three terms, select t$o %uotes from 9rofessors <ernal8s book, Black Athena, and one from !ary >efko$it'8s book, Not Out of Africa. he %uotes selected should allo$ students an opportunity to identify examples of Afrocentrism, racism, and Eurocentrism. 1ave students read the t$o %uotes and $rite a brief explanation on ho$ these %uotes provide examples of the three terms. #ee the chart belo$( Afr%centrism Qu%te * 'acism Eur%centrism

Qu%te 2

>esson -( 1ave students to vie$ either the full&length documentary or short clips from the documentary, Black Athena, found on Gou ube 6http(33$$$.youtube.com3$atch2

+7

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan
vMA>N&GKF./!s0. "hile students are vie$ing the document have them record the main arguments raised in the documentary using the #ummari'ing graphic organi'er 6http(33teacher.scholastic.com3reading3bestpractices3vocabulary3pdf3srFallgo.pdf0

"eek -

"eek t$o $ill focus on helping students to learn more about six classical African civili'ation that flourished long before the )reeks and ;omans( Aemet, =ubia, Axum, )hana, !ali, and #onghay #tudents $ill engage in a variety of close reading strategies for the extended text Classical Africa by !olefi Asante in order to dra$ on oral as $ell as $ritten histories about the diverse cultures, languages, and societies of an Africa never before explored from this perspective. As an option, there is an activity book that acts as a companion source for this book $ritten by !olefi Asante titled Acti$ity Book for Classical Africa 6I#<=( ,*7-*7BC,*4 I#<=&,.( BNL,*7-*7BC,.0 >earning Activities( >esson ,( +sing a map of Africa, have students identify the location of each ancient African civili'ation( Aemet, =ubia, Axum, )hana, !ali and #onghay. )o to the follo$ing links to access maps of Africa 6Interacti3e map %f Africa# http(33artnet$eb.com3guggenheim3africa3africamap.html 9 Se3eral maps %f Africa# http(33etc.usf.edu3maps3galleries3africa3complete3index.php : eacher could also have a $all si'e version of the map of Africa $ith the African civili'ations posted on it. As students read the book, have students locate images that depicts main points raised in the book and post them on the $all map. >esson -( As students read have students engage in a variety of close read strategies. #ee links belo$ for suggestions( While /ou "ead! trategies for Close "eading( http(33$$$.esc.edu3online&$riting& center3resources3critical&reading&$riting3general& reading3strategies&for&close&reading3 Thinking Notes! https(33$$$.teachingchannel.org3videos3student& annotated&reading&strategy 5i$e Close "eading trategies to upport the Common Core! http(33iteachicoachiblog.blogspot.com3-C,-3C73five& simple&close&reading&strategies.html

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.

"eek .

his $eek, students $ill $ork on identifying the basic arguments raised on both sides of the debate, Black Athena 6<ernal0 and Not Out of Africa 6>efko$it'0. o assists students $ith identifying main arguments, teacher should provide a documents packet that includes excerpts taken from the list of short text listed in the ext3;esources section of this unit plan. >esson ,# eacher $ill model reading a text to identify ten key $ords to create a summary. eacher $ill model synthesi'ing

#upply the material $ith the varied amount of print, varied text structures and extensive graphic

+N

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan
information by using key $ords important to the sub5ect and direct students to do the same for each article that is included in the documents packet provided. #tudents $ill use the summaries in order to develop arguments for both sides of the debate. >esson -( +sing the summary statements taken from the documents found in the packet students $ill complete a &chart 6http(33$$$.$orksheet$orks.com3miscellanea3graphic& organi'ers3tchart.html0 to respond to the follo$ing %uestion( Was Greek Culture tolen from Africa? On one side of the chart, the students $ill include arguments raised for the 9ros side 6Black Athena, <ernal0 and the Cons side 6Not Out of Africa, >efko$it'0. support based on students8 instructional levels. +se videos to enhance comprehensio n through auditory and visual modes. Allo$ brief, cooperative brainstorming to activate prior kno$ledge and make predictions. Ad5ust the complexity, abstractness, type of response necessary, and connections re%uired bet$een topics based on readiness and learning profile. Establish clear criteria for success. 9rovide clear guidelines for group functioning that are taught in advance of group $ork and consistently reinforced.

"eek K & *

:or these t$o $eeks the class $ill prepare for a classroom debate. he class should be divided into to halves 6one half $ill argue for the pros side and the other for the cons side0.

9rovide extensive, consistent models of literacy,

+L

SOCIAL SCIENCE

9th Grade Interdisciplinary African and African American Studies Quarter 2 Unit Plan
#tudents $ill spend the t$o $eeks engaging in the follo$ing( #tudents $ill be allo$ed in class time to conduct additional research based on the $ebsites provided in the ext3;esource section, develop an outline for the side of the argument that they $ere assigned to, draft arguments, revise their argument and complete the final technology product. #tudents must each $rite their argument, but must also orally present the final product using the appropriate technological support, i.e. video, 9o$er9oint, 9re'i, slide sho$ or through digital storytelling. !ore or less time can be afforded according to teacher discretion. he teacher may also present resources in digital format or through audiobooks to ensure that all students have access. Only the final product $ill be evaluated as part of this assessment 6as indicated by the standards above0. 9lace the student directions on the board for all students to read and then read them aloud to the students. ake time to ans$er clarifying %uestions posed by the students. modeling reflection in think& alouds $ith stress on active reading 9rovide concrete examples, organi'ers, and demonstrations

+B