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African American Narrative Unit: The Civil Rights Continuum Jay, Laura, Ashley, Vahid, Nate
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Rationale Often students see civil rights as a historical event, irrelevant to the world in which they live. Our focus with this unit is to give a better understanding of the continuum of the Civil Rights movement and its cross-cultural implications. Also, rather than spending a significant amount of time on a few longer texts, we hope to give our students a broader understanding through various modes and perspectives.
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Introduction Our unit consists of 3 sub-units: 1. African American Slavery 1. African American Slavery 2. Pre-Civil Rights 2. Pre-Civil Rights 3. Civil Rights 3. Civil Rights We will begin by reading excerpts from The Life of Olaudah Equiano, Incidents in the Life of a Slave Girl, and Narrative of the Life of Frederick Douglass. We will also incorporate other sources into the unit, including: movie clips, pictures, art, and various outside texts. This second sub-unit will be an exploration of the Post-Slavery/Pre-Civil Rights Era beginning with a WebQuest as our main focus and ending the week with three outside texts, Pudd’nhead Wilson, Passing, Black No More. The Civil Rights sub-unit will primarily focus on The Autobiography of Malcolm X. We will also incorporate movie clips, pictures, art, speeches, and various outside texts as well. Throughout the unit, we will attempt to draw comparisons and connections between the three sub-units and the three main texts, as well as significant current events.
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ISBE Standards STATE GOAL 1: Read with understanding and fluency. A. Apply word analysis and vocabulary skills to comprehend selections. A. Apply word analysis and vocabulary skills to comprehend selections. C. Comprehend a broad range of reading materials. C. Comprehend a broad range of reading materials. STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas. B. Read and interpret a variety of literary works. B. Read and interpret a variety of literary works. STATE GOAL 3: Write to communicate for a variety of purposes A. Use correct grammar, spelling, punctuation, capitalization and structure. A. Use correct grammar, spelling, punctuation, capitalization and structure. C. Communicate ideas in writing to accomplish a variety of purposes. C. Communicate ideas in writing to accomplish a variety of purposes. STATE GOAL 4: Listen and speak effectively in a variety of situations. A. Listen effectively in formal and informal situations. A. Listen effectively in formal and informal situations. B. Speak effectively using language appropriate to the situation and audience. B. Speak effectively using language appropriate to the situation and audience. STATE GOAL 5: Use the language arts to acquire, assess and communicate information. STATE GOAL 5: Use the language arts to acquire, assess and communicate information. A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. B. Analyze and evaluate information acquired from various sources. B. Analyze and evaluate information acquired from various sources. C. Apply acquired information, concepts and ideas to communicate in a variety of formats. C. Apply acquired information, concepts and ideas to communicate in a variety of formats.
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Week 1: African-American Slavery Goal: To introduce students to the history of black slavery. Explore concept of African-Americans as property. Explore different aspects of slavery through first-hand accounts in different narratives.
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Week 1: African American Slavery Day 1: Introduction K-W-L of African American History (will be used throughout unit) K-W-L of African American History (will be used throughout unit) Multimodal presentation (Amistad, Harlem Renaissance, MLK) Multimodal presentation (Amistad, Harlem Renaissance, MLK) Writing Assignment 1: Personal Reflection about any discrimination you, family member, or friend has experienced. Collect at end of period and save until end of unit. Writing Assignment 1: Personal Reflection about any discrimination you, family member, or friend has experienced. Collect at end of period and save until end of unit.
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Week 1: African-American Slavery Day 2: Intro to African-American Slavery General overview of three slave narratives General overview of three slave narratives Olaudah Equiano, Life of a Slave Girl, and Frederick DouglasOlaudah Equiano, Life of a Slave Girl, and Frederick Douglas Lit Circles Lit Circles Divide class into 6 heterogeneous groupsDivide class into 6 heterogeneous groups Compare/contrast worksheetCompare/contrast worksheet
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Compare/Contrast Worksheet The Slave Experience Compare/Contrast Worksheet The Slave Experience Equiano Jacobs Douglass Equiano Jacobs Douglass Similarities Differences
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Week 1: African American Slavery Day 3-4: Continue Lit Circle Day 5: Hand in worksheets Hand in worksheets Class discussion: Discuss worksheet Class discussion: Discuss worksheet Transition: Read about Malcolm X’s father/show clip from movie Transition: Read about Malcolm X’s father/show clip from movie Extra Credit Opportunity! View one of the following movies and write one page response - connecting one text to the movie Extra Credit Opportunity! View one of the following movies and write one page response - connecting one text to the movie Patriot, Amistad, Glory, any other approved moviePatriot, Amistad, Glory, any other approved movie
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Week 2: African-American Identity Goal: To allow students to explore life after slavery and learn about the concept of eugenics.
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Day 1: Introduction to life after slavery Texts: Pudd’nhead Wilson, Passing, Black No More Texts: Pudd’nhead Wilson, Passing, Black No More Discuss: Discuss: Emancipation ProclamationEmancipation Proclamation Jim Crow LawsJim Crow Laws Excerpts from Malcolm XExcerpts from Malcolm X Week 2: African-American Identity
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Day 2: Begin Webquest African-American Poetry African-American Poetry Day 3: Continue Webquest Week 2: African-American Identity Langston HughesClaude McKay
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Day 4: Film the presentations of Webquest project Film the presentations of Webquest project Begin discussion of “Passing” Begin discussion of “Passing” Day 5: Read excerpts from Passing, Black No More, Pudd’nhead Wilson Read excerpts from Passing, Black No More, Pudd’nhead Wilson Discussion Discussion Homework: Read Malcolm X passage about Malcolm X’s mother Week 2: African-American Identity
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Week 3: Civil Rights Movement Goal : To understand the key figures and concepts of Civil Rights Movement. Develop understanding of the progression from slavery to civil rights and what fueled the Civil Rights movement.
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Day 1: Finish “Passing” discussion Finish “Passing” discussion Transition: Malcolm X, Civil Rights Transition: Malcolm X, Civil Rights Day 2: Compare Malcolm X and MLK Compare Malcolm X and MLK Worksheet with unidentified quotes from bothWorksheet with unidentified quotes from both Listen to audio of full speechesListen to audio of full speeches Week 3: African American Identity/Civil Rights Movement
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Martin Luther King, Jr. and Malcolm X: A Common Solution? Quotes Handout “I knew that I could never again raise my voice against the violence of the oppressed in the ghettos without having first spoken clearly to the greatest purveyor of violence in the world today – my own government.” —King, 1967 “We can never get civil rights in America until our human rights are first restored. We will never “We can never get civil rights in America until our human rights are first restored. We will never be recognized as citizens until we are first recognized as humans.” —Malcolm X, 1964 "There is a magnificent new militancy within the Negro community all across this nation. And I welcome this as a marvelous development. The Negro of America is saying he's determined to be free and he is militant enough to stand up." —King, 1963 “You can't separate peace from freedom because no one can be at peace unless he has his freedom.” —Malcolm X, 1965 ”[D]on't let anybody frighten you. We are not afraid of what we are doing... We, the disinherited of this land, we who have been oppressed so long, are tired of going through the long night of captivity.” —King, 1955 “I have been convinced that some American whites do want to help cure the rampant racism which is on the path to destroying this country.” —Malcolm X, 1964 Example Quote Worksheet
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Week 3: Civil Rights Movement Day 3: Malcolm X -cerpts (early life) Malcolm X -cerpts (early life) Movie clips Movie clips Day 4: Malcolm X -cerpts (later life) Malcolm X -cerpts (later life) Movie Clips Movie Clips Day 5: Assassinations of Malcolm X, MLK, Bhutto Assassinations of Malcolm X, MLK, Bhutto Ramifications, transition to current events Ramifications, transition to current events Optional Weekend viewing of Malcolm X at school. May receive extra credit for one page response to movie.
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Week 4: Unit Project Day 1: Transition: Read approved example essays from Week 1/Day 1 (anonymous) Transition: Read approved example essays from Week 1/Day 1 (anonymous) Assign End of Unit Project Assign End of Unit Project Find an approved current event and tie back to material covered over entire unitFind an approved current event and tie back to material covered over entire unit Must present findings in variety of waysMust present findings in variety of ways Days 2-3: Work on project in class Work on project in class Days 4-5: Present project Present project
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Throughout this unit, we will make a Word/Concept Wall specific to African- American History. Use words such as eugenics, passing, mulatto, quadroon, emancipation, etc. Use words such as eugenics, passing, mulatto, quadroon, emancipation, etc. K-W-L will be done at the beginning and end of each sub-unit in order to measure the students’ progress. Additional Information
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List of Additional Texts Black No More - George Schuyler. Using the concept of passing, show students various dimensions of racism and discrimination. Narrative of the Life of Frederick Douglass - Frederick Douglass. Autobiographical account of slavery and life thereafter. Puddn’head Wilson - Mark Twain. Using the concept of eugenics, show students various definitions of “African-American” in pre-civil war America. Passing - Nella Larsen. Once again using the concept of passing, show students the struggle for African-Americans to find identity and equality prior to the Civil Rights movement. I Have a Dream - Martin Luther King. A speech promoting civil rights through the coming together of different races. This will compare and contrast with Malcolm X and his philosophy.
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