Social Science8th Grade Interdisciplinary African and African American Studies Quarter 4 Launch Lesson

THEME: Culture, Dignity, and Identity

CONCEPT: Africa, Us, and the WorldAfrican American in Post-Reconstruction America: contributions and challenges in the development of the global society.

CONTENT TOPIC: Investigating and researching the role of African Americans in the transformation of America: from Reconstruction to the Civil Rights Movement to the present through fiction and nonfiction texts

UNIT TITLE: The Rise of America in the Modern World

Sample Student OutcomeStatementsStudents will be able to --- with African and African American Studies ConnectionsStudents will be able to --- from Social Science Planning Guides

Argue and/or Explain How both supporters and opponents of the Civil Rights Movement used Cold War logic to support their stances.Investigate and Research How Civil Rights issues affected the UnitedStates image abroad.

Make Connections and Evaluate The impact of the ColdWar onthe developmentof the Civil Rights Movement. Social Studies Literacy Reading Skills Biographies, newspaper, photographs, letters, speeches Document-based Analysis CCSS Literacy Writing Skills Explanatory essay, focusing on argumentCCSS Speaking and Literacy Skills Students will read and analyze short and extended fiction and informational texts. Students will be able to write to texts during and after reading short and extended texts.

Lesson Description: At the height of the Cold War, global competition with the Soviet Union preoccupied the United States and highlighted the situation of African Americans. In the Cold War context, black struggles for freedom were largely denounced as un-American. During the Cold War, the federal government funded both white prosperity and black containment. Yet, African Americans kept on pushing with organized political strategies and social protest movements. In this introductory lesson, students will research the connection between the Cold War and the Civil Rights Movement. Students will read a variety of informational texts including primary and secondary sources that examine the impact of the Cold War on the development of the Civil Rights Movement. Length of Lesson: 1 Day

Enduring Understanding1. Economic systems differ with respect to level of stability, efficiency, freedom, security, and equality.2. Politics: There is a dynamic interaction between power and political structures. 3. Politics: Different political systems structure and distribute power in distinct ways.4. History: Events and actions of the past affect the present and the future.

Essential QuestionsGuiding Essential QuestionsI) How do culture and identity influence who we are? II) How do time, culture and history influence works of art and/or the advancement of science and technology?III) What can I do to positively impact my community?

Common Core Standards ReadingRH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

WritingWHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Speaking and ListeningSL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.SL.8.2 Analyze the purpose of information presented in diverse media and formats(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims.

Cognitive SkillsExecutive functions Plan Flexibility: change direction if not working; adopt multiple approaches Strategy use: ability to reflect on strategy and select appropriate strategy Thinking skills Reasoning about concrete items versus abstract ideas Analyzing/evaluating arguments Developing a logical argument Inductive reasoning: using specific examples/observations and forming a more general principal Deductive reasoning: use stated general premise to reason about specific examples Appreciation: recognition of the value of something

ContentBuilding Knowledge Through Texts Internal and external forces shape power dynamics. Power has shaped the social, cultural, and economic scenarios of race, class, and gender and it continues to shape presently. There are intended and unintended consequences in the use of power in the United States. The struggle for power in America is a competition of ideas and values with multiple perspectives and conclusions.

Assessments

(F) FormativeFormative assessments for this launch lesson consist of: Guided Reading and Guided Writing, frequent checks for accomplishment of group and individual intermediate goals, summaries of select portions of text, and quick-writes in response to short, informational texts.

(S) SummativeResponds to writing prompt

Text/ResourcesShort Texts: Excerpt taken from An Appeal to the World: A Statement of Denial of Human Rights to Minorities in the Case of citizens of Negro Descent in the United States of America and an Appeal to the United Nations for Redress by W.E.B. Du Bois, 1947 Excerpt taken from You and Segregation by Governor Herman Talmadge, 1955 Excerpt from The FBI and Martin Luther King by David J. Garrow, The Atlantic, July 2002 Excerpt from Malcolm Xs speech to African Heads of State, July 17, 1964) Images: Careful, the Walls Have Earshttp://eisenhowercivilrights.blogspot.com/Graphic Organizers: Cartoon Analysis template: http://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdf Document Analysis template:http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf Summarizing: http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf

Learning ActivitiesLesson Procedures1. Begin class by displaying the political cartoon found on page L6 and having students answer the following questions: What happened in Little Rock, Arkansas in 1957? How does the political cartoon portray the event?

2. Using the political cartoon, review the events of the early Civil Rights Movement and to introduce the idea that these domestic events did not take place in a bubble, but were linked to American foreign affairs, specifically with the Soviet Union, its allies, and non-aligned states. Use some of the following questions to facilitate this brief discussion: What issignificance of the splitscene? How does the cartoon portray Americans? How does it portray the rest of the world? How do you think other nations (like the Soviet Union) reacted to the Little Rock crisis? What is the message of the political cartoon? How do you think the Civil Rights Movement affected the Cold War?

3. Mention that the Little Rock Crisis made international headlines, with most foreign newspapers showing great concern about the violent reaction to integration.

4. Document Analysis: Distribute to each student a copy document packet. Point out that this packet contains documents from various individuals during the Cold War, labeled A-D.

5. Explain that one pair within each group will read documents A and B and the other pair will read documents C and D. Ask students to individually read through the two excerpts assigned to them and complete a document analysis worksheet. Circulate around the classroom to help students with their analysis.

6. Once partners have reached a consensus about the answers to the questions posed on the document analysis worksheet, have groups members share information from the excerpts, one excerpt per student, in a round-robin format.

7. In quick-write, ask the students to respond to the following prompt and then share their quick-writes with their group members: Now that you have read documents, state your thoughts about who you thought used the Cold War as a justification for advancing civil rights and who saw the Civil Rights Movement as one organized by Communists.Differentiated Strategies for Varied Learning Profiles(Example) Informational texts will be available in a variety of formats including audio, visual and tactilely. Tasks will have components that allow for students to use visual, oral and tactile as well as kinesthetic skills to express knowledge gained. Students will be able to take ownership of tasks through the use of Choice Boards and Learning Centers Supply the material with the varied amount of print, varied text structures and extensive graphic support based on students instructional levels Use videos to enhance comprehension through auditory and visual modes Allow brief, cooperative brainstorming to activate prior knowledge and make predictions Adjust the complexity, abstractness, type of response necessary, and connections required between topics based on readiness and learning profile Establish clear criteria for success Use wait time before taking student answers If appropriate, give students a chance to talk to partners or write down their answers before responding Provide clear guidelines for group functioning that are taught in advance of group work and consistently reinforced

Examples of possible pacing/mini-lesson topics for cooperative learning Students will reflect and create a list of what creates a good discussion Students will develop and practice skills of listening well (active listening) Students will increase participation through discussions Supply the material with the varied amount of print, varied text structures and extensive graphic support based on students instructional levels Use videos to enhance comprehension through auditory and visual modes Allow brief, cooperative brainstorming to activate prior knowledge and make predictions Adjust the complexity, abstractness, type of response necessary, and connections required between topics based on readiness and learning profile Establish clear criteria for success Use wait time before taking student answers If appropriate, give students a chance to talk to partners or write down their answers before responding Provide clear guidelines for group functioning that are taught in advance of group work and consistently reinforced

Arkansas Democrat-Gazette, September 11, 1957.

Document AW.E.B. Du Bois, An Appeal to the World: A Statement of Denial of Human Rights to Minorities in the Case of citizens of Negro Descent in the United States of America and an Appeal to the United Nations for Redress, 1947.

We appeal to the world to witness that this [racist] attitude of America is far more dangerous to mankind than the Atom bombas long as Great Britain and the United States profess democracy with one hand and deny it to millions with the other, they convince none of their sincerity least of all themselves. Therefore, Peoples of the World, we American Negroes appeal to you; our treatment in America is not merely an internal question of the Unity States. It is a basic problem of humanity; of democracy; of discrimination because of race and color; and as suck it demands your attention and action. No nation is so great that the world can afford to let it continue to be deliberately unjust, cruel and unfair toward its own citizens.

Document BGovernor Herman Talmadge, You and Segregation, 1955. For over a decade now, the American people have been undergoingvicious and dangerous brainwashing [directed by international communists]How many times have you read or heard this: What will the Reds say if we dont do this? or What will Communist newspaper Pravda print about the United States because we do this or that. In some cases we have shaped our national policyThese are the answers I give when asked What will Communists say about the stand Southerners take on racial segregation? or Wouldnt the end of segregation stop Moscow and Pravda from slandering the United States? Who cares what the Communists say! Only one group stands to gain [from]the attacks on the Bill of Rights [i.e. Brown v Board of Education.]the Communist party and its fellow-travelers.

Document CDavid J. Garrow, The FBI and Martin Luther King, The Atlantic, July 2002.The transcripts from the wiretaps on King and his advisers also answer a question that came to preoccupy President Lyndon Johnson just as it had the Kennedy brothers and J. Edgar Hoover: Was Martin Luther King Jr. any kind of Communist sympathizer? Of course notbut the FBI never passed along to Johnson or to anyone else what King said to Bayard Rustin one day in early May of 1965, when the SCLC was tussling with the Student Nonviolent Coordinating Committee over a public statement proclaiming movement unity: "There are things I wanted to say renouncing Communism in theory but they would not go along with it. We wanted to say that it was an alien philosophy contrary to us but they wouldn't go along with it." Instead the FBI continued to distribute utterly misleading reports that declared just the opposite; as one newly released CIA summary from just a few weeks before King's death asserts, "According to the FBI, Dr. King is regarded in Communist circles as 'a genuine Marxist-Leninist who is following the Marxist-Leninist line.'"

Document DMalcolm X to African Heads of State, Addis Ababa, July 17, 1964.Many of you have been led to believe that the much publicized, recently passed civil-rights bill is a sign that America is making a sincere effort to correct the injustices we have suffered there. This propaganda maneuver is part of her deceit and trickery to keep the African nations from condemning her racist practices before the United Nations, as you are now doing as regards the same practices of South Africa.

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