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BLACK COWBOYS - Teacher Page
 
Project Description
Students will research the history of Black Cowboys and define their impact and significance in American society.  Classroom tools will include our present textbooks, Internet access to the topic, and a collection of materials selected by students from various libraries.

 

 
 
Project Goals
 
Essential Question:
  • What role did the Black Cowboy play in the building of America and how does that impact continue today?
 
Specific Questions:
  • Was the Black Cowboy overlooked as a historical figure in America?
  • What was life like for the Black Cowboy?
  • Can you discuss some of the most notable Black Cowboys and their historical roles?  
 
Illinois and CPS Learning Standards
 

State goal

CAS letter

CFS number

1

A

1 - 5
 

C

1 - 5

STATE GOAL 1:

READ WITH UNDERSTANDING AND FLUENCY.

CAS A.

Adjust strategies and reading rates according to the nature and purpose of a text to be informed, to perform a task, and to gain literary experience.

CFS

  • Analyze key statements and related generalizations that comprise an author's development of an argument or defense of a claim.
  • Skim and scan a work to:
  • Detect major visual patterns and schematic structures.
  • Locate information quickly.
  • Clarify meaning using purposeful strategies:
    • Rereading.
    • Note taking.
    • Outlining.
    • Summarizing.

Synthesize information from fiction and nonfiction writings.

Restate or summarize information.

Relate new information to prior knowledge and experience.

Extend ideas and present original elaboration.

Make connections to related topics or information.

Make predictions and draw conclusions.

Infer the main idea from supporting details.

Read aloud with expression (e.g., irony, sarcasm, humor).

 

CAS C.

Read a variety of selections about a specific subject or by a single author, and identify and interpret major concepts and ideas.

CFS

Analyze text structure to discern recurrent patterns presented by an author:

  • Key ideas
  • Principals
  • Generalizations

Analyze an author's word choice to discern its impact upon the overall impression of the work on the reader.

Draw inferences about the effect of an author's selection and use of details.

Compare and contrast major themes in prose fiction and dramatic literature and trace their development.

Describe and assess how an author presents and defends a controlling idea or thesis.

 

Unit Prerequisites:  

  • Students need the following:

  • A knowledge of the role of cowboys in society

  • A knowledge of how to research via the Internet

  • Research skills
Performance Tasks:  

Access:   

  • Search for information on the Internet relating to the role of the Black Cowboy in the United States 

  • Investigate the importance of your search

  • Examine the types of jobs and duties held by the cowboy

  • Explore the possibilities of success created for the Black Cowboy 

 

Interpret:    

  • Analyze the information found in your Internet search and categorize it as important, most important, or extremely important

  • Combine your search information about the Black Cowboy with your assigned group

  • Prioritize and evaluate your findings and share them with other members of the group

 

Produce:    

  • Design a time line and formulate a hypothesis about the information you will be presenting to your fellow classmates 

 

Communicate: 

  • Describe the results of your search and describe the positive and negative findings you chose to present as a basis for your research

 

Evaluate:     

  • Evaluate your research and describe how society can improve upon its representation of the Black Cowboy in our early history

 
 Performance Assessment Plan: 

Standard

Assessment Tool

Reading  1A, 1 - 5

 Rubric

               1C, 1 - 5

Task

 

 

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