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The mission of University Academy is to prepare students to succeed in an institution of higher education and to participate as leaders in society.

6801 Holmes Road Kansas City, Missouri 64131 tel. (816)412-5900 fax (816)410-0322

African American History Description: The African American History class is designed to facilitate student leadership and understanding in history from the beginnings in Africa to modern times. As leaders and lifelong learners, students must become proficient and/or advance in their ability to understand the continued struggle for political, educational, and economic equality by African Americans.

Rationale:

University Academy promotes the study of history that is vital to students becoming well prepared to succeed in an institution of higher learning

and to participate in society as leaders with the ability to understand themselves and others, to understand the major contributions Africans and

African Americans have made and continue to make to the world’s history and cultures, and to understand the difference between historical

facts, myths and factual, and real information.

Prerequisite: Course Text/Materials:

African American History History.com Teacher Resources Discovery Education National Geographic

African American History: Curriculum Pacing Guide by objectives

Semester 1: The material in this pacing guide is to be covered each quarter. Methods and strategies used, and the order in which it is covered is up to

the teacher.

First Nine Weeks Second Nine Weeks 1. Journal Writing 2. Daily Current Events 3. Vocabulary Builder: Develop vocabulary though text, using Glossary and

dictionary (pull vocabulary from novel or reading material). 4. Weekly Constructive Responses (use RASP strategy) 5. The Writing Process: with Language Mini Lessons. * (use rubric for scoring) 6. Guided Reading: incorporating flexible grouping, fluency checks, meta-cognitive

strategies, reading strategies (evaluate, fact and opinion, author’s viewpoint, summarize, story structure, predicting outcomes and infer with evidence, monitor and clarify, topic, main idea, and supporting details), graphic organizers, discussion, literary: elements, structures, techniques, text features, etc.

7. Actively participate in Discussion 8. Units:

Unit 1: Beginnings in Africa (1.1 Human Origins and Early Civilizations, 1.2 Great Empires of West Africa, and 1.3

Kingdoms of East and South Africa) Unit 2: Atlantic Slave Trade

(2.1 Slavery Becomes a System, 2.2 The Middle Passage, and 2.3 Africans in the Americas)

Unit 3: African Americans Help Create a New Nation (3.1 Blacks in Colonial America, 3.2 The Revolutionary War Ear, 3.3 Citizenship in the New Nation, and 3.4 African American Culture)

Unit 4: African American in the New Republic (The Slave System In the South, Free African Americans, and African Americans Resist Slavery)

Unit 5: Steps to Freedom (5.1 The Antislavery Movement, The Coming Conflict, and The Civil War-Freedom Won)

Unit 6: Blacks in the Reconstruction Era (6.1 Life After Slavery, 6.2 The Politics of Reconstruction, 6.3 The Emergence of Black Political Leaders, and 6.4 Reconstruction Comes to an End)

1. Journal Writing 2. Daily Current Events 3. Vocabulary Builder: Develop vocabulary though text, using Glossary and

dictionary (pull vocabulary from novel or reading material). 4. Weekly Constructive Responses (use RASP strategy) 5. The Writing Process: (Choose one writing per semester) *(use rubric for

scoring) 6. Guided Reading: (see previous quarters)

7. Apply effective Research Process Units:

Unit 7: Blacks in the Reconstruction Era (7.1 The Jim Crow Era, 7.2 The Progressive Movement, 7.3 African Americans Move West, and 7.4 Black Achievements after Reconstruction)

Unit 8: A New Century and New Opportunities (8.1 The World War I Years, 8.2 Changes in Black Society, and The Harlem Renaissance)

Unit 9: The Great Depression and World War II (9.1 Depression and Recovery, 9.2 African Americans in World War II, and 9.3 Social and Cultural Changes)

Unit 10: First Steps toward Equality (10.1 Battling Segregations, 10.2 The Civil Rights Movement Takes Shape, and 10.3 The Movement Grows)

Unit 11: The Movement Continues (11.1 Victories and Violence, 11.2 Growing Militancy, and 11.3 Arts and Culture in the Civil Rights Era)

Unit 12: A Time of Transition (12.1 Making Political Gains, 12.2 The African Connection, and 12.3 Economic and Social Challenges)

Unit 13: African Americans in Modern America

(13.1 Social and Cultural Life, 13.2 Moving Forward, and 13.3 Looking toward the Future)

Assessments: Unit Tests and Writing Assessments (Constructive Responses and Essays) Assessments: Unit Tests and Writing Assessments: (Research Paper, Constructive

Responses, and/or Essays)

Curriculum Guide: African American History Common Core Standards

Objective #1 : Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Standards: By the end of African American History, students will able to:

Objective/Activity

Resources

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

African American History

Primary Source Handbook

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.



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


Think Pair Share

Questioning

Objective #2: Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.


Objective/Activity

Resources

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.


Vocabu-lit

Dictionary

Word Wall

Analyze how a text uses structure to emphasize key points or advance an explanation or analysis


Graphic Organizers

Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.


Questioning

Think Pair Share

Flexible Reading Group

Curriculum Guide: African American History Common Core Standards

Objective #3 : Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


Objective/Activity

Resources

Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.


Graphic Organizers

Online activity @ classzone.com

Maps

Atlas

Assess the extent to which the reasoning and evidence in a text support the author’s claims. African American History

Graphic Organizers

Compare and contrast treatments of the same topic in several primary and secondary sources



Objective #4 : Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

Standard: By the end of African American History, students will able to:

Objective/Activity Resources

By the end of grade 10, read and comprehend history/social studies texts in the grade 9 text

complexity band independently and proficiently


Jigsaw

Think Pair Share

Flexible Reading Groups

Curriculum Guide: Writing Standards for Literacy in History/Social Studies

Objective #1 : Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Standards: By the end of 10th Grade, students will able to:

Objective/Activity

Resources

1. Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented.

The Writing Process Traits Writing

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.



Objective #2: Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.


Objective/Activity

Resources

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

The Writing Process Traits Writing Peer Editing

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.


Objective #3 : Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.


Objective/Activity

Resources

Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


Draw evidence from informational texts to support analysis reflection, and research. The Writing Process Traits Writing


Objective #4 : Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Standard: By the end of 10th Grade, students will able to:

Objective/Activity

Resources

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Writing and Reading Strategies

Strategies: For: Concept

Constructive Response RASP R: Restate the question in your answer

A: Answer in complete sentences

S: Support your answer with details

P: Pronouns are not allowed

UNWRAP U: Underline the important words

N: Number the parts to the question (to show where kids found answers in the text)

P: Plan out your answer (also for correct sentence structure/grammar)

A: Answer the question

C: Check your work

K: Keep up the great work!

Reading Comprehension Guided Reading Pre-Reading Apply pre-reading strategies to aid comprehension:

a. access prior knowledge

b. preview

c. predict with evidence

d. set a purpose for reading

During Reading During reading, utilize strategies to:

a. determine meaning of unknown words

b. self-monitor comprehension

c. question the text

d. infere. visualize

f. paraphrase

g. summarize

Post Reading Apply post-reading skills to demonstrate comprehension of text:

a. identify and explain the relationship between the main idea and

supporting details

b. make predictions

c. question to clarify

d. reflect

e. draw conclusions

f. analyze

g. paraphrase

h. summarize

Writing and Reading Strategies

Concept Strategy

Decoding FAST

Writing The Writing Process a. Prewriting (Brainstorm) b. Draft (Outline and Write) c. Revising (Improve writing with word choice, etc.) d. Proofreading (Correct) e. Publishing (Finish Product)

Writing Traits Scoring

Rubric

Evaluating Writing a. Content: Well developed details b. Organization: The order and structure move the reader through the text easily. c. Voice: The writer speaks directly to the reader in a way that is individual, compelling

and engaging. d. Word Choice: It means being able to choose just the right words to make the e. Sentence Fluency f. Conventions g. Presentation

Fluency

Vocabulary Vocabu-Lit a. Meaningful learning occurs when learners relate new words to prior knowledge. b. Instruction should provide both definitional and contextual meaning for new words.

c. Learners need multiple exposures to a new word to truly know it. d. Learners are engaged in active learning.

Comprehension Marking the Text a. Number the paragraphs. b. Circle Key Terms, Names of People, Names of Places, and Dates c. Underline an Author’s Claims d. Underline Relevant Information

Comprehension Make Connection Comparisons Compare vs. Contract

Connections connections between:

a. text to text (information and relationships in various fiction

and non-fiction works)

b. text to self (text ideas and own experiences)

c. text to US (text ideas and the US by responding to literature

that reflects a culture and historic time frame)

Marking the Text1

Number the Paragraphs Before you read, take a moment and number the paragraphs in the section you are planning to read. Start with the number one and

continue numbering sequentially until you reach the end of the text or reading assignment. Write the number near the paragraph

indention and circle the number; write it small enough so that you have room to write in the margin. Like page numbers, paragraph

numbers will act as a reference so you can easily refer to specific sections of the text.

Circle Key Terms, Names of People, Names of Places, and Dates In order to identify a key term, consider if the word or phrase is…

repeated

defined by the author

used to explain or represent an idea

used in an original (unique) way

a central concept or idea

relevant to one’s reading purpose

Underline an Author’s Claims A claim is an arguable statement or assertion made by the author. Data, facts, or other backing should support an author’s

assertion.

Consider the following statements:

A claim may appear anywhere in the text (beginning, middle, or end)

A claim may not appear explicitly in the argument, so the reader must infer it

from the evidence presented in the text

Often, an author will make several claims throughout his/ her argument

An author may signal his/her claim, letting you know that this is his/her position

Underline Relevant Information While reading informational texts (i.e., textbooks, reference books, etc.) read carefully to identify information that is relevant to the

reading task. Relevant information might include:

A process Definitions Descriptions Evidence Explanations Data/ statistics

Text Features What are text features? Text features are parts of your textbook that have been created to help you locate and learn information. Text features are used in designing and organizing the pages of your textbook. The title page and table of contents are text features you can find at the beginning of books. Headings, graphics, main idea boxes, and bolded words are some of the text features you will find in the middle of your book. Reference pages like glossaries, indexes, and atlases are some text features you might find at the end of your book. Below is a list of text features. How many can you find in your book?

Why should you look at the text features? Looking at text features will help you know what is most important in a lesson and help you locate information quickly. Looking at the titles in the table of contents or on a page can quickly tell you what information you will learn about. Reference pages such as the glossary can help you find out more about a certain topic or word.

How do you use text features? Knowing which text features to use and when to use them is important. The chart below can help you decide which text features to look at when you want to understand your book better.

title page main idea boxes review questions

headings glossaries index

bolded or highlighted words graphics (pictures, graphs, charts, etc.) atlas

vocabulary boxes table of contents chapter titles

To understand words and vocabulary use:

glossary vocabulary boxes Bolded or highlighted words

To find main ideas and topics use:

table of contents index review questions

headings main idea boxes

To find data or places use:

maps charts

atlas tables

FLEXIBLE GROUPING Instructional Contexts for Teaching Reading

Context Instructional

Components

Texts Instructional Goals

Whole-Class Instruction Interactive Read-Aloud

Phonics, Spelling, and

Language Instruction

Literature: novels, short

stories, poetry, etc.

Build A community of learners Build a collection of shared text Provide age-appropriate reading materials Teach comprehension Teach language skills Develop the ability to talk about text

Small-group Instruction

(heterogeneous groups)

Books Clubs Literature (selected by

students with teacher

guidance)

Provide age-appropriate material Develop the ability to talk about texts Deepen Comprehension

Small-group Instruction

(homogenous)

Guided Reading High-quality fiction and

nonfiction leveled texts

(selected by the teacher with

specific instruction in mind)

Differentiate instruction Teach all aspects of reading explicitly-

comprehension, fluency, vocabulary, and word-solving strategies

Deepen comprehension through discussion of a text that is more challenging than independent level

Develop the ability to talk about texts

Individual Instruction Independent Reading

Conferring

Wide range of texts for

student choice (selected by

students from a classroom

collection)

Differentiate instruction Teach any aspect of reading individually Read a large quantity of fiction and nonfiction

texts Assess reading fluency, accuracy, and

comprehension

EDITING CHART

Symbol Meaning Symbol Meaning

spelling error

capitalize

new paragraph

make lower case letter

not needed

reverse order

insert

run-on sentence

insert a comma

fragment

insert quotation marks

confusing or unclear

insert a period

take out or delete

What Makes a Great Story?

A story is an original narrative made up by the author.

a. Develop a clear plot with a beginning, a middle, and end

b. Introduce the main characters, the setting, and the problem at the beginning.

c. Show how characters deal with problem in the middle of the story.

d. Use color details and meaningful dialogue to make the story real for readers.

e. Tell only the important events. Present them in an order that makes sense.

f. Write a satisfying ending that shows how the story’s problem is resolved.

Sequence

Beginning

Main Event:

Details:

Middle:

Main Event (s):

Details:

Middle:

Main Event (s):

Details:

References

http://webserver.wsd.k12.ca.us/websites/hp_images/692/D3039-Marking%20Texts.%20LeMaster.pdf

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