IAAAS LiteracySocialScience Grade5 Q3Lesson

LITERACY & SOCIAL SCIENCE

Grade 5 Interdisciplinary African and African American Studies

Quarter 3 Launch Lesson

THEME: Culture, Dignity, and IdentityCONCEPT: Africa, Us, and the World-African Explorers in the Americas Africans as constant travelers, to Africans in the Americas, to Africans and African Americans in the development of the Atlantic worldCONTENT TOPIC: Examining African peoples’ roles in the exploration and development of early North and South Americas through fiction and nonfiction textsUNIT TITLE: Development of the Americas (North, South, and Central)

Quarter: 3 Unit: 1Week 1 of 5Day 1

Objective(s): Students will be able to critically analyze different perspectives related to a similar topic by synthesizing key details in order to identify the central idea.

Materials/Resources: History as an account vs. event graphic Response notebooks Charted quotes and questions Chart paper Projector & Speakers

CCSS Standards: RI.5.9, W.5.8, SL.5.1

Sample Student Outcome Statements

Students will be able to --- with African and African American Studies Connections

Students will be able to --- from Literacy and Social Science Planning Guides

Students will be able to understand that history is told from various and differing perspectives; examine African peoples’ roles in the discovery of America through fiction and nonfiction texts; summarizing them and explaining the key details that lead to the main idea/s.

Readers use textual evidence when asking and answering questions.

Readers integrate knowledge and ideas by describing logical connections within a text.

Readers synthesize key details to determine multiple main ideas of a text in order to summarize.

GRADUAL RELEASE I Do, We Do, You Do Together, You Do Alone

1. Teacher says and does – I Do“Today we will start a new unit where we will engage with the controversial question, Who really discovered America, and does it even matter? In this unit, we will examine many different theories of America’s discovery, starting with the traditional story that we know about Christopher Columbus. After revealing our background knowledge of Columbus, we’ll spend significant amounts of time analyzing texts that support ideas that other cultures and groups of people were in America, some long before Columbus. Your culminating project from this unit will be a group research project about one of those theories other than that of Columbus. You’ll also write an independent opinion essay supporting which theory you believe provides the most compelling evidence of America’s discovery.

2. Teacher says and does – You Do“I want you to think about what you know about the story of America’s discovery and Christopher Columbus. Take a few minutes to jot down what you know.”Allow students to write for 2-3 minutes before prompting with the next questions.“Now that you’ve captured what you know about Christopher Columbus and his story of

Adapted from Garden Grove Unified School District, Office of Secondary EducationDepartment of 7-12 Instructional Services

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America’s discovery, I want you to write about how you know that. What is your evidence to support this knowledge you have?”Allow students to write for 2-3 more minutes before transitioning into the next lesson segment.

3. Teacher says and does – I DoDisplay the History as an event vs. History as an account representation by Bob Bain:

“Take a look at this graphic. This is a visual representation made by a historian, Bob Bain, representing how history works. There are two important concepts in play here… History-as-Event H(ev) & History-as-Account H(ac).”Engage students in discussing the meaning of “account” and “event,” then relating it to history and understanding the past.“In order for history to be understood as an event…something that actually happened…there must be evidence to support it. This is a very different idea than history as an account, which is more like a story of what happened.”

4. Teacher says and does – We Do “Let me show you what I mean.”Engage students in comparing their experience with an event, with other accounts of the same event (shared class experience, or created experience).

“Last week we had an emergency evacuation. Does everybody remember that? I want a few of you to tell me your version of that account. What happened?”Allow 2-3 volunteers to share their experience of the event.

“Now, let’s take a look at these charted questions and discuss them as a group.”Engage students in a discussion of the various accounts with the following (charted) questions: How were the accounts related to the event? Did the accounts capture the full event? Is it possible for accounts to capture events fully? How did the accounts differ? Did they use different facts or sources? Different pictures? Different language? Did the accounts identify different turning points or significant events?


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Are there other possible accounts of the event? Did the accounts serve different purposes? How do people studying/experiencing the same event create different accounts? Can one account be better than another? How can we know which one is true?

5. Teacher says and does – You Do It Together“Listen as I read this quote from Chimamanda Ngozi Adichie, an African storyteller and author.” When we reject a single story, when we realize that there is never a single story about any place, we regain a kind of paradise.

“In your quads, I want you to think about what this person was saying about a “single story.” Think about how many versions of the account we just heard about the evacuation last week. Why would we reject, or hold onto a single story? As you’re having your group discussions, reference the charted questions to move your conversation about this quote along.”Facilitate small group discussions to answer (charted) questions: What does the author mean by this? What is he/she trying to say? How do you know this? What makes you think that? What do you think about that? What’s your opinion?

Lead a whole group discussion to compare/contrast the ideas of history told through multiple accounts, versus a “single story”.Exercise Accountable Talk teacher moves during group discussion: Marking important/valuable points and revealing why Challenging students by asking what THEY think to explain reasoning Modeling by showing reasoning or thinking Recapping a shared understanding in a concise, coherent form

“CLOSURE of LESSON” reflection

6. Teacher says and doesDisplay charted quote:

“Good readers construct meaning from text just as skilled historical thinkers construct understanding of the past (not “truth”) from the evidence left by past events.” Bob Bain

“This quote by Bob Bain, the same man who created the graphic that we looked at in the beginning of this lesson, is challenging us to understand the past, our history, by looking at the evidence left by past events.”

Close the lesson by listening to an audio-clip of Peter Winn of Tufts University discussing the relationships between perspective, memory and historical “truth”. “Before we close this lesson, I want you to listen closely to a brief audio clip describing the relationship between perspective, memory and historical “truth”. Jot notes in your Reader’s Notebooks, and afterward I’m going to ask you to free-write some thoughts about today’s lesson and our upcoming unit.”Allow students time to reflect on today’s lesson and the upcoming unit, and record their thinking in their Reader’s Notebooks.


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ASSESSMENTWhat will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of the objective?

Formative: Student written responses Student oral responses Student notes Anecdotal records taken off of student

discussions

Summative: Summative assessment will happen at the end of the unit, not at

the end of the lesson.


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Documents

IAAAS LiteracySocialScience Grade5 Q3Lesson