Author:
Kerry Guiliano
Subject:
Information Science, Social Science
Material Type:
Module
Level:
Middle School
Tags:
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
English

Education Standards

Exploring the Roots of Today's #BLM Movement: Slavery in Colonial America

Exploring the Roots of Today's #BLM Movement: Slavery in Colonial America

Overview

This unit integrates collaboration on a research-based teaching unit, but not entirely based on what's available in the library. The librarian and teacher are involved in co-planning, co-teaching, and co-assessing this unit of study. Each person brings their own expertise to the table and they are seen as equals. The librarian is also able to effectively teach the students how to evaluate the resources that the libguide provides them, using other selected resources as non-examples for comparison's sake.

School Library Lesson Plan Template

Library Media Specialist: Kerry Guiliano                

School: Smith Elementary School

Content Area/Grade Level: 5th grade                

Teacher/Instructional Partner: Rachel Cwiek

Date: 9/10/2020

Class Periods/Times/Remote/Virtual Space: Face to Face with the option of Virtual if necessary

 

LESSON TITLE

Exploring the Roots of Today's #BLM Movement: Slavery in Colonial America


COLLABORATION CONTINUUM

Check the appropriate box to indicate which model of collaboration this partnership would fall in based on Montiel- Overall’s (2005) model adapted from Loertscher’s (1982, 1988, 2000) Taxonomy. Explain your choice in the space provided below.

 

Model A: Coordination

Model B: Cooperation/Partnerships

Model C: Integrated Instruction

Model D: Integrated Curriculum

This unit integrates collaboration on a research-based teaching unit, but not entirely based on what's available in the library. The librarian and teacher are involved in co-planning, co-teaching, and co-assessing this unit of study. Each person brings their own expertise to the table and they are seen as equals. The librarian is also able to effectively teach the students how to evaluate the resources that the libguide provides them, using other selected resources as non-examples for comparison's sake.

 

Also indicate schedule/context that this collaboration would fall in:

Fixed

Flexible

Combination

Individualized Instruction

Stand-alone lesson

Lesson in a unit

Multiple lesson unit

REMOTE LIBRARY CONTEXT

* Refer to this SLJ webinar to describe your ideas, tools and strategies to deliver your lesson, or aspects of the unit plan to connect with students remotely (e.g. virtual tours, twitter chats, Instagram lives, virtual author chats, escape rooms, etc). Provide links to resources and digital tools you use.

While we are planning our lesson to be a F2F, we understand that there is a need to plan for a virtual experience should we be forced to teach in an online environment. The majority of our experiences will already be in a blended environment, and we will be able to easily transition to online learning.

We will house all of our materials in Google Classroom and build our LibGuide to be the source during the inquiry learning process. We will use Google Meet to connect with our students for the lesson, and then will use breakout rooms to each meet with groups of students during the research process.

Flipgrid & Padlet will both be used to brainstorm ideas and reflect. (see Teacher resources for links to these materials)

LEARNING TARGETS

*Refer to AASL Standards for Learners Framework and the Useful Verbs on p. 271 of the National Library Standards to craft learning targets that are aligned with the Standards you identify below.

AASL Standards Alignment:

Indicator # :

Lesson Objective:

Shared Foundation: COLLABORATE: Work effectively with others to broaden perspectives and work toward common goals.

3.3 Domain/Competency: SHARE

3.1.2 Learners work productively with others to solve problems by: 2. Involving diverse perspectives in their own inquiry process.

Shared Foundation: ENGAGE: Demonstrate safe, legal and ethical creating and sharing of knowledge products independently while engaging in a community of practice and an interconnected world.

6.1 Domain/Competency: THINK

6.1.3: Learners responsibly, ethically, and legally share new information with a global community by: Evaluating information for accuracy, validity, social and cultural context, and appropriateness for need.

Shared Foundation: ENGAGE: Demonstrate safe, legal and ethical creating and sharing of knowledge products independently while engaging in a community of practice and an interconnected world.

6.3 Domain/Competency: SHARE

6.3.2: Learners responsibly, ethically, and legally share new information with a global community by: Disseminating new knowledge through means appropriate for the intended audience.

 

Students will be able to (new learning/specific skill aligned to AASL Indicator - WHAT) by (student activity - HOW) in order to(evidence of learning to be measured - WHY)

 

The students will utilize technology by responding to the text The Undefeated by Kwame Alexander in order to make connections between the text and current events.

The students will conduct research on a chosen topic by working collaboratively with the school librarian and classroom teacher in order to understand the correlation between slavery in the past and the current BLM movement.

STANDARDS ALIGNMENT

AASL Standards for Learners: *Use format - Shared Foundation.Domain.Competency#

Common Core State Standards: *Use only if closely aligned to this lesson.

 

See Above.

Grade 5 SS Standards in Michigan: U2.2 European Slave Trade and Slavery in Colonial America. Analyze the development of the slave system in the Americas and its impact.

U2.2.2 Describe the lives of enslaved Africans and free Africans, including fugitive and escaped slaves in the American colonies.

MULTICULTURAL ANCHOR TEXT

*Refer to the Suggested Multicultural Resources for Children & Young Adult Librarians section of the course syllabus section to help identify a multicultural text (enabling texts and counterstories) to anchor your unit/lesson.

Below, list the full bibliographic information for the multicultural text(s) that will anchor your unit and list any related resources ( e.g. websites, blogs, webinars, author chats, etc) that correspond to this choice of text. Indicate where you located this text and if there is a free/ and or e-version available to students.

Alexander, K. (2019). The Undefeated.  Boston, MA: Versify, Houghton Mifflin Harcourt.

 

From TitleWave:

Publisher: Versify, Houghton Mifflin Harcourt

Publication Date: April 2, 2019

Format: Hardcover

Dewey: 811

Classifications: Nonfiction

Description: 1 volume (unpaged): color illustrations; 28 x 29 cm

Tracings: Nelson, Kadir, Illustrator

ISBN-10: 1-32878-096-1

ISBN-13: 978-1-32878-096-6

CCCN: 2018-035030

Follett Numbers: 1155YS4

Interest Level: K-3

Reading Level: 2.5

ATOS Book Level: 2.6

AR Interest Level: LG

AR Points: 5

AR Quiz: 502169EN

 

ESPN, “The Undefeated”: This One is For Us

BookTrust, Kwame Alexander reading “The Undefeated

Kwame Alexander Full Interview

Kwame Alexander on Literacy

Kwame Alexander TedTalk, “The Power of Yes

Kwame Alexander, “Meet the Author”

Kadir Nelson Podcast interview with NPR

OVERVIEW

 

Essential Question(s): What effect does Colonial Slavery have on the Black Lives Matter movement of today?

Enduring Understanding(s): Slavery in Colonial America is one of the foundations of systemic racism in the United States.

Content Curriculum Connection(s): Language Arts & Social Studies

Time Frame: Four 60-minute lessons

 

CULMINATING EVENT

*If this lesson is part of an extended learning/research experience, provide the context for this lesson and explain how students will apply their learning to the final product.

 

This lesson is just one part of an overall unit, where the students are asked to use their knowledge of slavery in Colonial America in order to process the current situation of racism in our world today, especially when it comes to the Black Lives Matter movement. This would be the first of four lessons. Before this unit begins, the students would have already learned about life in Colonial America and what the realities of slaves, slave owners, and free citizens were. They will take that prior knowledge and mesh it with the reality of race relations today, in order to create some type of end product (Link to: Final Project Choice Board). The students will work in groups of three to choose what that end product might be. Students can use technology or physical materials for this product. Examples include diaries, timelines, videos, presentations, graphics/artwork, etc. The possibilities are endless.

ASSESSMENT /INQUIRY PROCESS

• Refer to the rubric development tools website to help create a rubric for one or more assignments in this lesson/unit

 

Product: Students will be participating in both a Flipgrid activity and exit tickets to showcase their takeaways during the research process during this lesson. For the closure of the unit/multiple lessons, student groups will select potential projects/products to show their learning/connection on a choice board.

 

Link to: Final Project Choice Board

 

Process: (if applicable, refer to a research/inquiry model) We will be using the Alberta Inquiry Research Model as part of this unit. During the introduction, we will use “I do, We Do, You Do” when creating search terms and preparing for research. This will be a method we utilize throughout our collaborative teaching experience. We will also have several exemplar projects from previous years available for students to view for their final project. In the presentation component, the students will begin to research their chosen topic independently. The classroom teacher will be able to explain the steps of the inquiry model, as well as ensure that the students focus their research around the grade-level standards and the librarian will be able to focus their instruction on explaining the steps of the inquiry model, along with navigating and critiquing digital tools with the groups. The steps in the Alberta Inquiry Model are Planning, Retrieving, Processing, Creating, Sharing, and Evaluating. There is also a Reflecting component involved in all aspects of this process. The steps are fluid and students are free to move back and forth among them as they need to.

 

 

Student Self-Questioning: In the first phase of the Alberta Inquiry Research Model, students begin to plan their inquiry research through generating ideas of different search terms. During this phase, the school librarian will model a sample of self-questioning as she generates the search terms.

 

For example:

“What do I already know about Colonial Slavery?”

“What connections can I already make about how Colonial Slavery connects to the Black Lives Matter movement?”

“What are some of the most important concepts to keep in mind when considering Colonial Slavery and the Black Lives Matter movement/race relations in today’s world?”

“What are the keywords that I can think of when it comes to Colonial Slavery?”

“What are the keywords that I can think of that relate to the Black Lives Matter movement?” “Which keywords might work for search terms?”

“How can I edit keywords to make them suited for searching?”

 

We will then do this process of questioning together. Finally, the students will continue this process as a small group of three for their inquiry research, filling out the guided research document we have created for them.

 

 

INSTRUCTIONAL PLAN

TEACHER RESOURCES

Websites:

LibGuide with resources (hosts all resources)

Link to ESPN’s “The Undefeated” by Kwame Alexander

Link to: Mr. Alexander’s Read Aloud from Book Trust

Padlet link: https://padlet.com/kerryguiliano/cqy5yvnl9dpgy63d

Link to Flipgrid Account & board set up: https://flipgrid.com/cwiek9102020

Google Classroom account & lesson set up (Join Classroom with code: 53uzufu)

Devices:

1:1 devices for each student (Chromebook cart)

 

Book:

Alexander, K. (2019). The Undefeated.  Boston, MA: Versify, Houghton Mifflin Harcourt.

 

Paper/Consumables:

Printed (consumable) to walk students through the Alberta Inquiry Model

Link to: Student Inquiry Research Guide

**Handwriting notes is much more effective than typing on a computer.

Students could choose to handwrite in the provided document or use sticky notes, note cards, et al. to organize information.**

Link to: Presentation Rubric

Link to: Final Project Choice Board

 

STUDENT RESOURCES

Websites:

LibGuide with resources (hosts all resources)

  • See all Search Engines on LibGuide

Padlet link: https://padlet.com/kerryguiliano/cqy5yvnl9dpgy63d

Link to Flipgrid Account & board set up: https://flipgrid.com/cwiek9102020

Google Classroom account & lesson set up (Join Classroom with code: 53uzufu)

Purdue Online Writing Lab link for citation assistance: https://owl.purdue.edu/owl/research_and_citation/resources.html

Devices:

1:1 devices for each student (Chromebook cart)

 

Book:

Alexander, K. (2019). The Undefeated.  Boston, MA: Versify, Houghton Mifflin Harcourt.

 

Paper/Consumables:

Printed (consumable) to walk through the Alberta Inquiry Model step by step

Link to: Student Inquiry Research Guide

**Handwriting notes is much more effective than typing on a computer.

Students could choose to handwrite in the provided document or use sticky notes, note cards, et al. to organize information.**

Link to: Presentation Rubric

Link to: Final Project Choice Board

 

INSTRUCTION/ACTIVITIES

 TopicTimeNotes
Engagement/ MotivationIntroduction/Hook5 minutesKwame Alexander’s The Undefeated on ESPN
Activating Prior Knowledge/ConnectionFormative AssessmentFree Write/Draw or anonymous Padlet5 minutes“What was a powerful image that resonated with you from the video clip?”“Discuss something that you have read/seen lately involving BLM.”“What was Kwame Alexander's objective in creating this text?”
Direct instruction & Modeling/guided practiceTeacher-Created Groups of 315 minutesSchool Librarian: Introduction to the Alberta Inquiry Research Model
  • Students brainstorm search terms to use
Independent practiceResearch20 minutesStudents use pre-selected search engines with brainstormed search terms above to research
Sharing and reflectingFormative AssessmentFlipgrid Feedback10 minutesStudents take 10 minutes to reflect on the research process and identify two key pieces of information they’ve uncovered
Sharing and reflectingFormative AssessmentExit Ticket5 minutesUsing three sticky notes per group, students brainstorm for essential questions/thesis topics they may want to use moving forward.  

 

Kumasi, Kafi (2020) Adapted from Baltimore County Public Schools - Library Media Programs 2019