Unit/Chapter Title: Unit 8: Learning X and 20th Century African American History Course

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Unit/Chapter Design

Unit/Chapter Title: Unit 8: Learning X and 20th Century African American History

Course: African American History

Unit Length: 5 weeks-Unit 9

Date Created: Q4 4/4

IL/ACT Goals/Standards: IL standards: 1, 14, 16, 17,18 act

Unit Overview

Unit Components

Marcus Garvey, Chapters 1-4 of The Autobiography of Malcolm X

Marcus Garvey

The Autobiography of Malcolm X-Forward

The Autobiography of Malcolm X –Chapter 1

The Autobiography of Malcolm X – Chapter 2

The Autobiography of Malcolm X – Chapters 3 and 4






•Early Child hood

•Coming to America

•Love life

•political life


•Black nationalism

•legacy of Garvey


•Atallah Shabazz

•Ossie Davis

•Commemorative Stamp


•By Any Means Necessary

•Alex Haley



•African Diaspora

•Marcus Garvey

•Earl and Louise Little

•White Supremacy


•Omaha, Nebraska

•Malcolm Little

•The Little Family

•Garvey’s UNIA

•Racial discrimination

•Racial Pride


•Domestic Violence


•KKK/Black Legions

•Mental Illness

•Social Welfare agency

•Dissolution of family

•The Great Depression

•Antwone Fisher – the movie

•Work keys

•Mason, Michigan


•Detention Center

•Racial Discrimination


•The Swerlins

•Mr. Williams

•Mr. Ostrowski

•Use of the word nigger

•Detention Center

•Joe Louis

We Wear The Mask

•Work keys

•Juvenile Delinquency






•Roseland Ballroom

•Interracial relations

•World War II

•Black Entertainers

•Crispus Attucks

•Work keys

Learner/Performance Objectives: The student will . . . Assessments/Evidence (Placement and Frequency)

Marcus Garvey:

1.Discuss Racial Discrimination

2.Examine life and legacy of Marcus Garvey

3. Determine role FBI played in hindering the movement

4.Compare Garvey to other leaders during his time

The Forward:

•Explain why this book is titled an autobiography and not a biography

•Analyze, “By any means necessary.”

•Explain why Malcolm’s parents were followers of Marcus Garvey

•Discuss why some readers claim the foreword is biased

•Determine why Malcolm was chosen for a commemorative stamp

Chapter 1:

•Explain the effects of the Great Depression on the Little family

•Analyze characters

•Determine/discuss several themes from the chapter

•Explain how Garvey’s UNIA influenced Malcolm’s parents

•Examine the factors that made Malcolm’s life a nightmare

•Compare/contrast Malcolm Little to Antwone Fisher

Chapter 2 Mascot

Analyze the poem We wear the Mask and apply it to chapter 2.

•Explain how racism led to Malcolm’s dropping out of school

•Determine why chapter 2 is titled, Mascot.

•Analyze major characters

•Determine/discuss several themes from the chapter

•Predict what might have happened had Malcolm graduated from high school

•trace the origin of the word nigger

Chapter 3 and 4 Homeboy and Laura

•Define and give examples of juvenile delinquency

•identify the people who had negative influences on Malcolm-explain

•Explain how the theme of defiance is depicted in these chapters

•Discuss Malcolm’s beliefs on interracial relationships

•Compare Laura to Sophie

•Determine if Malcolm is to blame for Laura’s demise

•Describe the typical evening at the various nightclubs young Malcolm frequented

•Explain how Malcolm and other Blacks were affected by WWII

Selected response (e.g., multiple choice, matching, true/false)

essays, multiple choice exams, true or false questions, reading passages,

Constructed response (e.g., fill-in-the-blank, short answer, label, graphic)

Open response, reflection, short answer, 5 paragraph essays, graphs, charts, maps, word banks

Product (e.g., essay, model, project)

students will work on various projects: both independently and in groups/partner

Performance (e.g., speech, recital, demonstration)

students will present information, will be given exams, quizzes

Process (e.g., conferences, observations, logs)

phone logs, weekly quizzes, notebook check, homework collection, exit slip collection

Student Self-Assessment: notebook checks, homework charts



•text book, lcd projector, overhead, post ups, copies of, autobiography book,

•computer lab

Select/Create WIC-R Strategies





  1. Expressive

  2. Expository

  3. Functional

  4. Persuasive

  5. Argumentation

  6. Literary Response

  7. Research

  8. Summary

  1. investigating relevant issues

  2. exploring intriguing situations, nature, the unusual or extreme

  3. understanding self

  4. aesthetics (i.e., nature of beauty, art, creativity)

  5. problem solving

  6. inventing

  7. decision making

  8. persuading

  9. entertaining

  10. creating products and presentations

  1. paraphrase and listen attentively to one another.

  2. elaborate and build upon ideas and each others' contributions.

  3. clarify or expand a proposition.

  4. make use of specific and accurate knowledge.

  5. provide evidence for claims and arguments.

  6. identify the knowledge that may not be available yet which is needed to address an issue.

  7. synthesize several sources of information.

  8. construct explanations.

  9. formulate conjectures and hypotheses.

  10. challenge the quality of each other's evidence and reasoning.

  11. create/invent something together

  12. teach each other

  13. Think—Pair—Share

  14. Go-arounds

  1. Main Idea

  2. Significant Details

  3. Sequential/Order Relationships

  4. Comparison Relationships

  5. Cause and Effect Relationships

  6. Understanding and Using Words

  7. Generalizations and Drawing Conclusions

  8. Problem-Solution Relationships

  9. Author’s Purpose and Techniques

  10. Interpreting Instructions

Adaptations/Accommodations/Differentiation Corrective and Enrichment Activities/Practices/Strategies

Select/Create Possible Modifications

Vary what students will learn and the materials that represent the content.


Vary the activities through which students make sense of key ideas using essential skills.


Vary how students demonstrate and extend what they understand and can do as a result of a span of learning.

Learning Environment

Vary the classroom conditions that set the climate, expectations for learning, and physical conditions.

Select/Create Correctives


•alternative textbooks

•alternative materials


•study guides

•academic games (crossword puzzles, simulations)

•small group study sessions

•individual tutoring

•learning centers and laboratories

•technology-assisted instruction (e.g., Podcasts, computers, video)

Select/Create Enrichments/Extensions

•tutoring peers

•developing practice exercises

•developing related media materials

•completing special projects, experiments

•developing games, problems, and contests

•using advanced computer-assisted lessons

•locating background materials for future or current topics

•developing additional formative assessments

•planning to teach a mini-unit

•creating bulletin boards and displays

•applying knowledge to a new situation

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