School/ Teacher/ Global History /grade 10 /date
ESSENTIAL QUESTION(S) / What can emerge when history, science and culture combine with compassion?AIM / How did Archeologists and Anthropologists contribute to the African Burial Gtoun Ground National Monument?
MOTIVATION / How do cultures show respect to the deceased (people who have died)?
List 3-5 possibilities:
Pair Share followed by Class Share
INSTRUCTIONAL OBJECTIVES / SWBAT…conceptualize the importance of the African Burial Ground National Monument as well as visualize how Archeologists and Anthropologists contributed to its development.
MINI-LESSON / 1. Review Anthropology & Archeology
2. Brief overview of African Burial Ground with accompanying map. (remains discovered during construction – historic site of African Burial Ground, first documented in 1712).
Workshop / In pairs (½ the students) create a list of steps (4-6) you as an archeologist would take and 2-3 questions you would like answered?
In pairs (other ½ of students) create a list of steps you as an anthropologist would take and questions you would like answered?
Class Share
Followed by shared reading of New York Times Article
SUMMARY – ASSESSMENT / 1 paragraph response to the AIM
Pair Share followed by Class Share, discussion of the Essential Question followed by Student questions
DO I NEED TO RETEACH?
MATERIALS / New York City Map
NEWYORKTIMES.COM “Site of African Burial Ground Gets Recognition and Money” by Anthony Ramirez, March 6, 2006
Learning Standards: LS2, LS4, LS5, LS6, LS8, LS10
What will you do for students who complete their work early? Enrichment: What objections might Arch./Anthro. have in working with the remains of the AFBG? How do you think the decision was made to not turn the site into a parking lot? Where might visitors to the AFBG come from? Why do you think they visit the grounds?
What will you do for struggling students? DIFFERENTIATION (ALTERNATE INSTRUCTIONAL STRATEGIES – AIS): Job description handout for Arch./Anthro.when completing workshop. Shorter assessment focusing solely on the career (arch./anthro.) that the student was working on for the workshop.
School/ Teacher/ Global History /grade 10 /date
For all those who were stolen
For all those who were left behind
For all those who are not forgotten.”
AIM / What were the lives like of those buried in the African Burial Ground?
MOTIVATION / Based on what you have learned about the slave trade, what jobs do you think Africans did here in New York? List 3-5 jobs or duties:
Pair Share followed by Class Share
INSTRUCTIONAL OBJECTIVES / SWBAT… imagine the experiences of Africans in early New York City?
MINI-LESSON / Power Point
Followed by student questions
Workshop / (Groups of 3) Based on information from the unit, the lesson and the burial record: fill-in the organizer and then write a biography and draw an artifact on the chart paper for your individual.
Class Share - Groups have the choice of reading the biography or explaining why they chose the particular artifact.
SUMMARY – ASSESSMENT / One paragraph response to the AIM.
Pair Share
DO I NEED TO RETEACH?
MATERIALS / Power point, organizers, burial record sheet, chart paper, markers
Learning Standards: LS2, LS4, LS5, LS6, LS8, LS10
What will you do for students who complete their work early? Enrichment: Students must utilize at least 15 components from the organizer into the biography. Students can also create additional artifacts for the poster or write a elegy.
What will you do for struggling students? DIFFERENTIATION (ALTERNATE INSTRUCTIONAL STRATEGIES – AIS): Students can incorporate a minimum of 7 points from the organizer. Suggestions for an artifact will be provided. AIM response can be 3 sentences.