Upload
globalteacher
View
219
Download
0
Embed Size (px)
Citation preview
8/3/2019 Pages From African American History
1/5
AfricanAmericanHistoryACompleteUnitPlan
SeanWebster
8/3/2019 Pages From African American History
2/5
Page2of168
Social Studies Black History Unit Overview
Black History Unit Plan Overview
This Black History Unit covers topics in African American History from Early African
Kingdoms to African Americans in the United States today. The purpose of this unit is to help
students understand the cultural and intellectual contributions Africans made in shaping what we
know today as the United States of America.
Students will explore the workings of early West African Kingdoms. Students will gain insight
into the brutally harsh Trans Atlantic slave trade as well as the legacy left to American society as
this trade developed into a deeply held racial prejudice in North America. Students will explore
the efforts taken to break the ties that held blacks in slavery in the United States, and consider the
effects and results of these efforts then and today.
Topics presented in this unit include:
o Early Africans and Slaveryo Africans in Early North Americao Slavery, The Underground Railroad, and Civil Rightso African Americans: Reconstruction and Beyondo 19th and 20th Century Lynching of African Americanso Civil Rights (Movement, Leaders, Protests, Military, Separate but NOT Equal,
Affirmative Action, Court Cases)
Besides Homework and other assignments students will set-up and use a blog; participate in a
class debate; and complete an oral history unit assignment - recording an oral history about a
personal experience connected with the role of African Americans in the United States.
Students will also complete a Unit Test to assess their understanding of the topics presented inthe Unit.
8/3/2019 Pages From African American History
3/5
Page3of168
Social Studies Black History - Assessment Breakdown
Assessment Weight Type Total Mark Type Total
IWA Journaling DP 1Homework 10
IWA Journaling DP 6Homework 10
IWA Persuasive Essay DP 8Homework 10
IWA Journaling DP 12Homework 10 Homework 40
SGA Interviewing DP 2Class Work 8
IWA Journaling DP 3Class Work 8
IWA Summaries DP 4Class Work 8
IWA News Article DP 7Class Work 8
Worksheet Reconstruction
DP 8 Class Work 8
IWA Commentary DP 10Class Work 8
IWA Journaling DP 11 Class Work 8
IWA Short Answers DP 13Class Work 8
IWA Summary Document
DP 14 Class Work 8 Class Work 72
Class Debate DP 17 or DP 18Class Debate 40 Class Debate 40
Oral History Unit
Assignment DP 19
Unit Assignment 10 Unit Assignment 10
Unit Test DP 20 Test 115 Test 115
Total Assessment277
8/3/2019 Pages From African American History
4/5
Page4of168
Writing Rubric Writing Assignments in the Unit
Therubricprovidesascoringdescriptionforeachscorepoint.
10PointsThewritingisfocusedonthetopic,hasalogicalorganizedpattern(includingabeginning,middle,
conclusion,andtransitionaldevices),andhasampledevelopmentofthesupportingideas.Thepaper
demonstratesasenseofcompletenessorwholeness.Thewritingdemonstratesamaturecommandoflanguage
includingprecisioninwordchoice.Subject/verbagreementandverbandnounformsaregenerallycorrect.With
fewexceptions,thesentencesarecomplete,exceptwhenfragmentsareusedpurposefully.Varioussentence
structuresareused.
8PointsThewritingisfocusedonthetopicwithadequatedevelopmentofthesupportingideas.Thereisan
organizationalpattern,althoughafewlapsesmayoccur.Thepaperdemonstratesasenseofcompletenessor
wholeness.Wordchoiceisadequatebutmaylackprecision.Mostsentencesarecomplete,althoughafew
fragmentsmayoccur.Theremaybeoccasionalerrorsinsubject/verbagreementandinstandardformsofverbs
andnouns,butnotenoughtoimpedecommunication.Theconventionsofpunctuation,capitalization,andspelling
aregenerallyfollowed.Varioussentencestructuredareused.
6PointsThewritingisgenerallyfocusedonthetopic,althoughitmaycontainsomeextraneousorlooselyrelatedinformation.Anorganizationalpatternisevident,althoughlapsesmayoccur.Thepaperdemonstratesasenseof
completenessorwholeness.Insomeareasoftheresponse,thesupportingideasmaycontainspecificsanddetails,
whileinotherareas,thesupportingideasmaynotbedeveloped.Wordchoiceisgenerallyadequate.Knowledgeof
theconventionsofpunctuationandcapitalizationisdemonstrated,andcommonlyusedwordsareusuallyspelled
correctly.Therehasbeenanattempttouseavarietyofsentencestructures,althoughmostaresimple
constructions.
4PointsThewritingisgenerallyfocusedonthetopic,althoughitmaycontainsomeextraneousorlooselyrelated
information.Althoughanorganizationpatternhasbeenattemptedandsometransitionaldeviceshavebeenused,
lapsesmayoccur.Thepapermaylackasenseofcompletenessorwholeness.Someofthesupportingideasmay
notbedevelopedwithspecificsanddetails.Wordchoiceisadequatebutlimited,predictable,andoccasionally
vague.Knowledgeoftheconventionsofpunctuationandcapitalizationisdemonstrated,andcommonlyused
wordsareusuallyspelledcorrectly.Therehasbeenanattempttouseavarietyofsentencestructures,although
mostaresimpleconstructions.
2PointsThewritingmaybeslightlyrelatedtothetopicormayofferlittlerelevantinformationandfewsupporting
ideasorexamples.Thewritingthatisrelevanttothetopicexhibitslittleevidenceofanorganizationalpatternor
useoftransitionaldevises.Developmentfthesupportingideasmaybeinadequateorillogical.Wordchoicemay
belimitedorimmature.Frequenterrorsmayoccursinbasicpunctuationandcapitalization,andcommonlyused
wordsmaybefrequentlymisspelled.Thesentencestructuremaybelimitedtosimpleconstructions.
1PointThewritingmayonlyminimallyaddressthetopicbecausethereislittle,ifany,developmentofsupporting
ideas,andunrelatedinformationmaybeincluded.Thewritingthatisrelevanttothetopicdoesnotexhibitand
organizationalpattern;few,ifany,transitionaldevicesareusedtosignalmovementinthetext.Supportingideas
maybesparse,andtheyareusuallyprovidedthroughlist,clichs,andlimitedorimmaturewordchoice.Frequent
errorsinspelling,capitalization,punctuation,andsentencesstructuremayimpedecommunication.Thesentence
structuremaybelimitedtosimpleconstructions.
8/3/2019 Pages From African American History
5/5
Page5of168
NOPoints,because
Theresponseisnotrelatedtowhatthepromptrequestedthestudenttodo; Theresponseissimplyarewordingoftheprompt; Theresponseisacopyofapublishedwork; Thestudentrefusedtowrite; Theresponseiswritteninaforeignlanguage; Theresponseisillegible; Theresponseisincomprehensible(wordsarearrangedinsuchawaythatnomeaningisconveyed); Theresponsecontainsaninsufficientamountofwritingtodetermineifthestudentwasattemptingto
addresstheprompt;or
Thewritingisblank.(adaptedfromhttp://fcat.fldoe.org)