Title/Grade Level African-Americans Taking a Stand 6th – 8th Grade Note: This is a sample of what can be done over two weeks. Please use the texts of your choice and feel free to add activities, questions, protocols, graphic organizers, etc.… Teachers are encouraged to introduce students to multiple historical African-American figures, past and present, that took a stand for social justice. Essential Question(s) How has an African American Leader taken a stand for social justice in the United States? CCSS Standard (s): CCSS.ELA-LITERACY.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-LITERACY.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. CCSS.ELA-LITERACY.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. CCSS.ELA-LITERACY.W.7.2.B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-LITERACY.W.7.2.C Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. CCSS.ELA-LITERACY.W.7.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-LITERACY.W.7.5 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.) CCSS.ELA-LITERACY.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. MELD Objective(s) Students will engage in constructive conversation skills in order to Create, Clarify, Fortify, and Negotiate ideas. Students will write an essay that develops a topic, cites evidence, and relevant facts to support an idea. Materials/Resources Visual texts, “Always #LikeAGirl – Keep Playing”- (Extended Version) https://youtu.be/N433aXwj59E “Ibtihaj Muhammad Biography” - http://www.biography.com/people/ibtihaj-muhammad-071416, “Where Olympic fencer Ibtihaj Muhammad Got Her Start” - CBS News - http://www.cbsnews.com/news/where-olympic-fencer-ibtihaj-muhammad-got-her-start/ Frayer model (Advanced Graphic Organizer), Say-Mean-Matter (Advanced Graphic Organizer), Participation and Discussion Protocols, chart paper, constructive conversation skill posters and conversation norm poster, Boxes and Bullets, Opinion Writing graphic organizer. *Please copy and paste links into search engine. Culminating Task Students will write an essay or create a multi-media presentation describing an African-American Leader who has taken a stand for Social Justice? The student’s conclusion will express how they will take a stand for Social Justice in their community. Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 Academic Vocabulary: Motivation: What is your opinion about How has fencing evolved How have others taken a What facts and details Rate your knowledge of some of the stereotypes throughout history? stand in their communities might you share to inform 1. adjudge the term “stereotype.” about girls playing sports? by participating in sports? your audience about 2. bias What might be some Introduce Visual Ibtihaj Muhammad? 3. commit stereotypes you’ve Video: Texts Video: 4. conjecture learned about girls playing Students Watch the video “The History of Fencing” “Where Olympic Fencer Video: 5. decree sports? “Always #LikeAGirl – Keep http://www.fencing.com/ Ibtihaj Muhammad Got Her 6. disrelish Playing”- (Extended NewTFC/Fencing_History. Start.” – CBS News Discussion Protocol: html 7. elect Version) Think-Pair-Share http://www.cbsnews.com/ 8. fencing https://youtu.be/N433aXwj5 Students participate in a news/where-olympic- 9. En Garde Sentence prompts: 9E gallery walk and observe fencer-ibtihaj-muhammad- 10. Hijab I think… the pictures depicting got-her-start/ In the video I observed… “The History of Fencing” 11. Illiberality The teacher reviews the I can infer___ because___ Students participate in 12. mindset Conversation Norms with What makes you think… Constructive Conversations 13. refuse students. http://www.cbsnews.com/ An example of___ to Create, Clarify, Fortify, videos/muslim-olympic- 14. resolve In my opinion ____ and Negotiate ideas about fencer-makes-history/ 15. stereotype I agree… because… the video, “Where Olympic I disagree … because Fencer Ibtihaj Muhammad The teacher models Got Her Start.” – CBS News The Pharaohs invent completing a Boxes and Participation Protocols the mask and Bullets graphic organizer Link: competition to gain facts and details. http://bit.ly/1T5cLrk Students collect evidence The teacher and students Literature from the video to participate co-construct a model essay Introduce 1-2 in constructive about Ibtihaj conversations about their Students read, “Ibtihaj Muhammad using the opinions about the Muhammad ideas and details stereotypes presented in the gathered from students. video. Students cite textual Biography” - evidence and inferences on http://www.biography.co Teachers will lead students post-its. m/people/ibtihaj- in a discussion about how muhammad-071416 From chivalry up to they can take a stand in Discussion Protocols Link: the fine blades their communities. http://bit.ly/1WP5pYx The teacher asks students to create a concluding statement. I will take a stand for social justice by…. The birth of modern because… Sentence prompts: fencing I think… In the video I observed… I can infer___ because___ What makes you think… The teacher and students Complete a “Divided Circle An example of___ work together to extract Map” to develop academic In my opinion ____ main ideas and details on Fencing, an art of vocabulary for the term: I agree… because… the Boxes and Bullets enjoyment stereotype I disagree … because Graphic Organizer in order to begin writing an Discussion Protocol: “Inside – opinion/informative essay Outside Circle” whole group using the Students will practice using “Say, Mean, Matter” the “Create and Fortify,” The teacher and students Ibtihaj Muhammad Graphic Organizer. skills about the video. work together to extract main ideas and details to Students work in small 1. Synonyms and Students choose 1-5 terms to practice creating an groups to complete Clarifying define, describe informative essay whole A visual thinking strategy Words/Phrases characteristics/facts, group using the “Say, allowing them to infer 2. Write your own examples and/or non- Mean, Matter” Graphic and gain meaning from description, examples using the Frayer Organizer and the Opinion the illustrations. explanation, or Model (Graphic Organizer). Writing Advanced Graphic example for Students participate in the Organizer. stereotype. discussion protocol, “Inside – 3. Construct a Outside Circle to share their Academic Vocabulary term Research – Allow students picture or symbol, with 3 or more partners. to select an African- for stereotype. American leader to begin 4. Construct graphic researching. Sample DOK 1, 2, and 3 for stereotype. Questions: Students complete 2 • What do you see in rounds of the “Give One, the pictures? Who Get One,” protocol with are the characters in their Divided Circle Maps the using “Musical Shares” paintings/pictures? Discussion Protocol. Academic Vocabulary • What can you infer 14- Musical Shares Development may be about the pictures? included in homework and • What evidence from This is similar to Give One, can serve as a tool for the illustration Get One. Teacher poses students to increase helped you form your knowledge of unknown question and turns on opinion about…? music. Students terms throughout their move/dance around the research and writing. Students read the article classroom until the music to gain more facts and is turned off. Students details about Ibtihaj discuss the question with Muhammad. The whomever they are closest teacher guides to when the music is students to write main turned off. Teacher ideas, facts and details resumes music and the to the Box and Bullets process continues until they have had enough Graphic Organizer. opportunities to share. Goal: Incorporate music and movement with opportunities to share ideas Uses/activities: Review, accessing prior knowledge, summarizing, clarifying Rate your new knowledge of the term stereotype after activity. The teacher revisits the term stereotype to add new synonyms and ideas gained from the “Give One, Get One” protocol. Review Guidelines, Criteria, and prizes for the AEMP Written Word Essay Contest in honor of African-American History Month. Criteria 6th–12th • Claim is clearly communicated and maintained