SOCIAL SCIENCE6th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

THEME: Culture, Dignity, and IdentityCONCEPT: Africa, US, and the World

CONTENT TOPIC: Africa’s history as a world economic power is seldom presented at the middle or high school level. This simulation helps students discard the notion that African people were primitive and isolated from the outside world by showing how kingdoms and city-states in Eastern and Central Africa were involved in the vast and profitable Indian Ocean trade network.

UNIT TITLE: African Global Interactions with Asia

Unit Description: Students will read a variety of informational texts, including primary, secondary, and tertiary sources that pertain to the themes of cultural identity and the relationship of Africa and African Americans to Asia and will look at the African Diaspora through the lens of the movements eastward. In this inquiry-based unit students will examine the role of trade in Africa and the African’s influence on Asia and the world through trade. By reading Medieval African and Asian accounts, students will see that out of conflict came great advancements in civilization. Students will also be able to compare and contrast African religions and religious thought.

Length of Unit: 5 WeeksEnduring Understandings

History: Knowledge of the past helps us understand the world and make better decisions about the future.Geography: Climate and natural resources affect the way people live and work. Identity: Culture is a way of life of a group of people who share similar beliefs, values, and customs.

Essential Questions Guiding Essential Questions: I) 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

Reading

RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.

RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH 6-8.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

RH 6-8.4 Determine the meaning of words and phrases as they are used in a

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SOCIAL SCIENCE6th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

text, including vocabulary describing political, social, or economic aspects of history/social studies.

Writing

WHST 6-8.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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.

WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.

Speaking and Listening

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes;use appropriate eye contact, adequate volume, and clear pronunciation.

SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify claims to clarify information.

Cognitive Skills Executive 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

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SOCIAL SCIENCE6th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

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 Assessments

(F) Formative Formative assessments for this unit consist of: Guided Reading and Guided Writing, anecdotal notes, group meeting minutes, frequent checks for accomplishment of group and individual intermediate goals, reflections after each group meeting, summaries of select portions of text, exit slips, and expository writing samples in response to short, informational texts and the accomplishment of several stand-alone projects which will be a component of the final summative assessment.

(S) Summative Based various texts, students will create a play, story, book, web-page, PowerPoint, Prezi, video or other presentation depicting ancient Asian history which address the role of Africans in the development of the Indian Ocean world. Each team will be responsible for presenting both oral and visual projects.

Text/Resources

Resources

1) Bombay Africans Parts one and two a) http://www.rgs.org/NR/rdonlyres/E1A3CC2B-2772-4BE2-B239-

9A772B830FAF/0/F5Whowerethebombayafricans.pdf b) http://www.rgs.org/NR/rdonlyres/BB971FAB-1832-40D6-B53F-

A528CB877D6B/0/BombayAfricansPartOne.pdf c) http://www.rgs.org/NR/rdonlyres/831B3822-2330-4773-8B53-

A2E3328D2FBD/0/BombayAfricansPartTwo.pdf 2) African Presence in Asia

a) RaceandHistory.com i) http://raceandhistory.com/selfnews/printnews.cgi?

newsid1101952209,16732,.shtml 3) Fei Xin's Account of Mogadishu and Brava

a) http://domin.dom.edu/faculty/dperry/hist270silk/calendar/zhenghe/ feihsin.htm

4) Africa: Islam and Indigenous Religions a) http://www.afrikaworld.net/afrel/islam-afritradition.htm

5) Can the African Christian Problem Ever Be Resolved? by Rev. Dr Prince Conteh a) http://archived.oikoumene.org/en/programmes/interreligiousdialogue/

current-dialogue/magazine/no-49-july-2007/can-the-african-christian-problem-ever-be-resolved-rev-dr-prince-conteh.html

6) To learn more about the artist and this art tradition, please visit this website: a) https://www.h-net.org/~etoc/

7) Maps a) http://domin.dom.edu/faculty/dperry/hist270silk/calendar/zhenghe/

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SOCIAL SCIENCE6th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

tradesw.htm 8) Map Religions in Africa

a) http://2012books.lardbucket.org/books/regional-geography-of-the-world- globalization-people-and-places/section_10/dca46c4515084a82a51cc30a8d60ca18.jpg

9) Spread of Islam in Africa a) http://www.maps.com/ref_map.aspx?pid=11393

10) African Diaspora in the Indian Ocean a) http://exhibitions.nypl.org/africansindianocean/index2.php b) http://exhibitions.nypl.org/africansindianocean/essay-south-asia.php

Learning Activities Teacher will meet daily with each group to instruct students on specific

reading/researching strategies and the skills students will need to comprehend the texts for this unit and to complete their assigned tasks.

Student Groups will conduct discussions, write routinely, and report findings discovered through their research groups.

Teacher explains procedures for participating within their group activities. Teacher can use “fishbowl” strategy to demonstrate how small groups conduct discussions around texts. (SL.6.1)

Teacher assigns groups based on varying learning styles and ability levels, paying extra attention to ensure well balanced groups. (SL.6.1)

Teacher provides brief “book talk” of each extended text and ensures students are comprehending texts. (RH.6.8.1.,RH.6.8.4.)

Teacher models how to take Cornell notes while reading a text. As they’re reading the text, students practice close reading (and other strategies learned during mini-lessons) to search for and record elements that are essential in identifying their topic/person(s) unique characteristics and contributions. (RH.6.8.1., RH.6.8.2., RH.6.8.9.)

Students meet 2-3 times per week in their groups and use their notes to anchor their discussions and to develop their plans for their final project. Students write reflections following each group meeting. (SL.6.1., SL.6.2.)

Using the Essential Questions as a guide, students write summaries of select portions of their selected texts. (WHST.6-8.2., WHST. 6-8.8)

Students share the content from their literature circle text with the whole class, so that all students are familiar with the diverse texts. (SL6.4)

Mini-lessons/Activities for Teaching Writing to Develop and Convey Understanding, Cite Evidence, and to Study and Apply Language Conventions. (WHST.6-8.7., WHST.6-8.8.)

Teacher reviews guidelines and rubric for Performance Assessment: Groups will present a multimedia presentation on their individual perspective toward African involvement in the Indian Ocean and Asia. (RH.6-8.7, RH.6-

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SOCIAL SCIENCE6th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

8.8, WHST.6-8.7., WHST.6-8.8., WHST.6-8.9., SL.6.4., SL.6.5.) Teacher will return to the shorter informational texts, as well as images (such

as photos), to model how to construct the different parts of an informative/explanatory piece, including how to introduce a topic, how to organize the parts of the essay, how to use textual evidence to support the essay, what other types of evidence should be used as support, how to use transitions, etc. (RH.6-8.1., RH.6-8.5., RH.6-8.7.)

Students will use select informational texts, as well as images that they’ve gathered, to practice composing each part of the informative/explanatory essay. (WHST.6-8.8)

Students will spend time gathering evidence for the Performance Assessment, which includes using their notes to list specific evidence from their group readings that can be used for their project. Students will also record evidence from the short informational texts that were read in and outside of class. (RH.6-8.7., WHST.6-8.8.)

Students will be engaged in the writing process, including brainstorming, gathering evidence, drafting, revising, and editing. Teacher will confer with students through independent or guided writing conferences. (WHST.6-8.4)

Week 1 Students will be introduced to the African trade in the Indian Ocean. (See Launch Lesson)

Differentiated Strategies for Varied Learning Profiles

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

Week 2-3 The second and third weeks will contain readings and discussions of the various forms of culture, economic and political exchanges which took place between Ancient and Medieval Africa and Asia. Students will read and consider different perspectives concerning these exchanges.

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SOCIAL SCIENCE6th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

Centers.”Week 4 -5 Students will work in groups to research and study African

exchanges in Asia. Through internet sources create a presentation on one or more aspects of the Africa’s influence in Asia. E.g. Art, Architecture, Music, Religion, Politics, Clothing, education, literature, etc.

Tell the students that they will work in small groups creating a presentation.

Divide the class into groups of four or five members in each group. Direct each group to select a chairperson, a recorder, and a writer. It should be understood that while all members of the group will be required to do something, certain members of the group will have additional responsibilities. The chairperson is responsible for coordinating the overall efforts of the group and making sure that the group accomplishes its tasks within the allotted times. The recorder is to collect all writings completed by the members of the group and the writer is responsible for the final copy of the group’s story or stories. The writer does not do all the rewriting himself or herself, but he or she can delegate rewriting assignments to the other members of the group. The teacher can then assign a particular topic to each group or let the group select the topic of their choice.

The last two days are for sharing projects.

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.

Sample Visual ResourcesU6

SOCIAL SCIENCE6th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

Map by Michael Siegel, Rutgers Cartography 2010

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SOCIAL SCIENCE6th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

Map by Michael Siegel, Rutgers Cartography 2010

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SOCIAL SCIENCE6th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

Map by Michael Siegel, Rutgers Cartography 2010

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SOCIAL SCIENCE6th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

Porters at a Wedding Procession: 832915Picture Collection, Mid-Manhattan Library, The New York Public Library. In the 18th century, Africans from the East Coast and Madagascar were transported to the Makran coast in Pakistan, and to Gujarat (India). Some were then sent to serve Indian and European elites in the north and east as far away as Bengal.i

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SOCIAL SCIENCE6th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

African Traders in the Indian Ocean in 1237 A.C.E., Al-Maqamat, folio 119v. 1237. Author: Abū-Muhammad al-Qāsim ibn Alī al Harīrī al-Basrī. Illuminator: Yahya ben Mahmud al-Wasiti. Bibliothèque nationale de France. As early as the fifth century Arabs brought Africans to southern Iraq to work their date plantations and salt marshes. During the late ninth century Africans took up arms against the Abbassid slaveholders, taking over several cities. They organized their own state, which had its own standing army, and even minted coins. This 1237 illustration is the work of the Iraqi illuminator Yahya ben Mahmud al-Wasiti.ii

i New York Public Library , http://exhibitions.nypl.org/africansindianocean/images.php

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SOCIAL SCIENCE6th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

Al-Maqamat, folio 105. Author: al-Qāsim ibn Alī al Harīrī al-Basrī. Illuminator: Yahya ben Mahmud al-Wasiti. Bibliothèque nationale de France. In 1021, an enslaved Ethiopian, Najah, seized power in the city of Zabit. This image represents the slave market at Zabi—at the time the capital of Yemen—in 1237. The illustration is part of “Al-Maqamat” (Assemblies), a genre of rhymed prose narrative. Both the author and the illuminator of this work were born in Iraq.iii

iii Ibid

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SOCIAL SCIENCE6th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

Zanjis Fighting, 12_40 Mughal, India, c. 1580-1585. Abu Tahir Tarasusi, Darabname Or. 4615, f. 29b. British Library. This miniature painting in India comes from the Persian story of Darab fighting the Zanjis (Africans).iv

ii ibid

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SOCIAL SCIENCE6th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

A giraffe brought from Somalia in the twelfth year of Yongle (AD 1415).v

iv ibid

v Picture came from Wikipedia, http://en.wikipedia.org/wiki/Africa%E2%80%93China_relations

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SOCIAL SCIENCE6th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

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