African American Narrative Unit:African American Narrative Unit:

The Civil Rights The Civil Rights ContinuumContinuum

Jay, Laura, Ashley, Vahid, NateJay, Laura, Ashley, Vahid, Nate

RationaleRationaleOften students see civil rights as a historical event, Often students see civil rights as a historical event, irrelevant to the world in which they live. Our focus irrelevant to the world in which they live. Our focus with this unit is to give a better understanding of the with this unit is to give a better understanding of the

continuum of the Civil Rights movement and its cross-continuum of the Civil Rights movement and its cross-cultural implications. Also, rather than spending a cultural implications. Also, rather than spending a

significant amount of time on a few longer texts, we significant amount of time on a few longer texts, we hope to give our students a broader understanding hope to give our students a broader understanding

through various modes and perspectives. through various modes and perspectives.

IntroductionIntroduction Our unit consists of 3 sub-units: Our unit consists of 3 sub-units:

1. African American Slavery1. African American Slavery 2. Pre-Civil Rights2. Pre-Civil Rights 3. Civil Rights3. Civil Rights

We will begin by reading excerpts from We will begin by reading excerpts from The Life of Olaudah EquianoThe Life of Olaudah Equiano, , Incidents in Incidents in the Life of a Slave Girlthe Life of a Slave Girl, and , and Narrative of the Life of Frederick DouglassNarrative of the Life of Frederick Douglass. We will . We will also incorporate other sources into the unit, including: movie clips, pictures, art, also incorporate other sources into the unit, including: movie clips, pictures, art, and various outside texts.and various outside texts.

This second sub-unit will be an exploration of the Post-Slavery/Pre-Civil Rights 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 Era beginning with a WebQuest as our main focus and ending the week with three outside texts, three outside texts, Pudd’nhead WilsonPudd’nhead Wilson, , PassingPassing, , Black No MoreBlack No More..

The Civil Rights sub-unit will primarily focus on The Civil Rights sub-unit will primarily focus on The Autobiography of Malcolm XThe Autobiography of Malcolm X. . We will also incorporate movie clips, pictures, art, speeches, and various outside We will also incorporate movie clips, pictures, art, speeches, and various outside texts as well. texts as well.

Throughout the unit, we will attempt to draw comparisons and connections 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 between the three sub-units and the three main texts, as well as significant current events.current events.

ISBE StandardsISBE StandardsSTATE GOAL 1: Read with understanding and fluency.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 STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas.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 purposesSTATE GOAL 3: Write to communicate for a variety of purposes

A. Use correct grammar, spell ing, punctuation, capitalization and structure.A. Use correct grammar, spell ing, 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.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 A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.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 C. Apply acquired information, concepts and ideas to communicate in a variety of formats.formats.

Week 1: African-American SlaveryWeek 1: African-American Slavery

Goal: Goal:

To introduce students to To introduce students to the history of black the history of black slavery. Explore concept slavery. Explore concept of African-Americans as of African-Americans as property. Explore different property. Explore different aspects of slavery aspects of slavery through first-hand through first-hand accounts in different accounts in different narratives.narratives.

Week 1: African American SlaveryWeek 1: African American Slavery

Day 1: IntroductionDay 1: Introduction K-W-L of African American History (will be K-W-L of African American History (will be

used throughout unit)used throughout unit) Multimodal presentation (Multimodal presentation (Amistad, Amistad, Harlem Harlem

Renaissance, MLK)Renaissance, MLK) Writing Assignment 1: Personal Reflection Writing Assignment 1: Personal Reflection

about any discrimination you, family member, about any discrimination you, family member, or friend has experienced. Collect at end of or friend has experienced. Collect at end of period and save until end of unit.period and save until end of unit.

Week 1: African-American SlaveryWeek 1: African-American Slavery Day 2: Intro to African-American SlaveryDay 2: Intro to African-American Slavery

General overview of three slave narrativesGeneral overview of three slave narratives• Olaudah Equiano, Life of a Slave Girl, Olaudah Equiano, Life of a Slave Girl, and and Frederick DouglasFrederick Douglas

Lit CirclesLit Circles• Divide class into 6 heterogeneous groupsDivide class into 6 heterogeneous groups• Compare/contrast worksheetCompare/contrast worksheet

Compare/Contrast WorksheetCompare/Contrast Worksheet

The Slave ExperienceThe Slave Experience Equiano Jacobs Douglass Equiano Jacobs Douglass

SimilaritiesSimilarities

DifferencesDifferences

Week 1: African American SlaveryWeek 1: African American Slavery

Day 3-4: Continue Lit CircleDay 3-4: Continue Lit Circle Day 5: Day 5:

Hand in worksheetsHand in worksheets Class discussion: Discuss worksheetClass discussion: Discuss worksheet Transition: Read about Malcolm X’s Transition: Read about Malcolm X’s

father/show clip from moviefather/show clip from movie Extra Credit Opportunity! View one of the Extra Credit Opportunity! View one of the

following movies and write one page following movies and write one page response - connecting one text to the movieresponse - connecting one text to the movie• Patriot, Amistad, Glory, Patriot, Amistad, Glory, any other approved movieany other approved movie

Week 2: African-American IdentityWeek 2: African-American Identity

Goal:Goal:

To allow students to To allow students to explore life after explore life after slavery and learn slavery and learn about the concept of about the concept of eugenicseugenics. .

Day 1: Introduction to life after slaveryDay 1: Introduction to life after slavery Texts: Texts: Pudd’nhead WilsonPudd’nhead Wilson, , Passing, Black No MorePassing, Black No More Discuss: Discuss:

• Emancipation ProclamationEmancipation Proclamation• Jim Crow Laws Jim Crow Laws • Excerpts from Malcolm XExcerpts from Malcolm X

Week 2: African-American IdentityWeek 2: African-American Identity

Day 2: Begin WebquestDay 2: Begin Webquest African-American PoetryAfrican-American Poetry

Day 3: Continue WebquestDay 3: Continue Webquest

Week 2: African-American IdentityWeek 2: African-American Identity

Langston Hughes Claude McKay

Day 4: Day 4: Film the presentations of Webquest projectFilm the presentations of Webquest project Begin discussion of “Passing”Begin discussion of “Passing”

Day 5: Day 5: Read excerpts from Read excerpts from Passing, Black No More, Passing, Black No More,

Pudd’nhead WilsonPudd’nhead Wilson DiscussionDiscussion

Homework: Read Homework: Read Malcolm XMalcolm X passage passage about Malcolm X’s motherabout Malcolm X’s mother

Week 2: African-American IdentityWeek 2: African-American Identity

Week 3: Civil Rights MovementWeek 3: Civil Rights Movement

GoalGoal::

To understand the key To understand the key figures and concepts of Civil figures and concepts of Civil Rights Movement. Develop Rights Movement. Develop understanding of the understanding of the progression from slavery to progression from slavery to civil rights and what fueled civil rights and what fueled the Civil Rights movement.the Civil Rights movement.

Day 1: Day 1: Finish “Passing” discussionFinish “Passing” discussion Transition: Transition: Malcolm X, Malcolm X, Civil Civil

RightsRights Day 2: Day 2:

Compare Malcolm X and MLKCompare Malcolm X and MLK• Worksheet with unidentified quotes Worksheet with unidentified quotes

from bothfrom both• Listen to audio of full speechesListen to audio of full speeches

Week 3: African American Identity/Civil Week 3: African American Identity/Civil Rights MovementRights Movement

Martin Luther King, Jr. and Malcolm X: A Common Solution?Martin Luther King, Jr. and Malcolm X: A Common Solution?

Quotes HandoutQuotes Handout  

““I knew that I could never again raise my voice against the violence of the oppressed in theI 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 worldghettos without having first spoken clearly to the greatest purveyor of violence in the world

today – my own government.”today – my own government.”

——King, 1967King, 1967

“ “We can never get civil rights in America until our human rights are first restored. We will We can never get civil rights in America until our human rights are first restored. We will nevernever

be recognized as citizens until we are first recognized as humans.”be recognized as citizens until we are first recognized as humans.”

——Malcolm X, 1964Malcolm X, 1964

"There is a magnificent new militancy within the Negro community all across this nation. And I"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 welcome this as a marvelous development. The Negro of America is saying he's determined toto

be free and he is militant enough to stand up."be free and he is militant enough to stand up."

——King, 1963King, 1963

““You can't separate peace from freedom because no one can be at peace unless he has hisYou can't separate peace from freedom because no one can be at peace unless he has his

freedom.”freedom.”

——Malcolm X, 1965Malcolm X, 1965

””[D]on't let anybody frighten you. We are not afraid of what we are doing... We, the[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 thedisinherited of this land, we who have been oppressed so long, are tired of going through the

long night of captivity.”long night of captivity.”

——King, 1955King, 1955

““I have been convinced that some American whites do want to help cure the rampant racismI have been convinced that some American whites do want to help cure the rampant racism

which is on the path to destroying this country.”which is on the path to destroying this country.”

——Malcolm X, 1964Malcolm X, 1964

Example Quote Worksheet

Week 3: Civil Rights MovementWeek 3: Civil Rights Movement Day 3: Day 3:

Malcolm X -Malcolm X -cerpts (early life)cerpts (early life) Movie clipsMovie clips

Day 4: Day 4: Malcolm X -Malcolm X -cerptscerpts (later life)(later life) Movie ClipsMovie Clips

Day 5:Day 5: Assassinations of Malcolm X, MLK, BhuttoAssassinations of Malcolm X, MLK, Bhutto Ramifications, transition to current eventsRamifications, transition to current events

Optional Weekend viewing of Malcolm X at school. May Optional Weekend viewing of Malcolm X at school. May receive extra credit for one page response to movie.receive extra credit for one page response to movie.

Week 4: Unit ProjectWeek 4: Unit Project Day 1:Day 1:

Transition: Read approved example essays Transition: Read approved example essays from Week 1/Day 1 (anonymous)from Week 1/Day 1 (anonymous)

Assign End of Unit ProjectAssign End of Unit Project• Find an approved current event and tie back to Find an approved current event and tie back to

material covered over entire unitmaterial covered over entire unit• Must present findings in variety of ways Must present findings in variety of ways

Days 2-3:Days 2-3: Work on project in classWork on project in class

Days 4-5:Days 4-5: Present projectPresent project

Throughout this unit, we will make a Throughout this unit, we will make a Word/Concept Wall specific to African-Word/Concept Wall specific to African-American History.American History. Use words such as eugenics, passing, Use words such as eugenics, passing,

mulatto, quadroon, emancipation, etc.mulatto, quadroon, emancipation, etc. K-W-L will be done at the beginning and K-W-L will be done at the beginning and

end of each sub-unit in order to measure end of each sub-unit in order to measure the students’ progress.the students’ progress.

Additional InformationAdditional Information

List of Additional TextsList of Additional Texts

Black No MoreBlack No More - George Schuyler. Using the concept of passing, show - George Schuyler. Using the concept of passing, show students various dimensions of racism and discrimination.students various dimensions of racism and discrimination.

Narrative of the Life of Frederick DouglassNarrative of the Life of Frederick Douglass - Frederick Douglass. - Frederick Douglass. Autobiographical account of slavery and life thereafter.Autobiographical account of slavery and life thereafter.

Puddn’head WilsonPuddn’head Wilson - Mark Twain. Using the concept of eugenics, show - Mark Twain. Using the concept of eugenics, show students various definitions of “African-American” in pre-civil war America.students various definitions of “African-American” in pre-civil war America.

PassingPassing - Nella Larsen. Once again using the concept of passing, show - Nella Larsen. Once again using the concept of passing, show students the struggle for African-Americans to find identity and equality prior students the struggle for African-Americans to find identity and equality prior to the Civil Rights movement. to the Civil Rights movement.

I Have a DreamI Have a Dream - Martin Luther King. A speech promoting civil rights - Martin Luther King. A speech promoting civil rights through the coming together of different races. This will compare and through the coming together of different races. This will compare and contrast with Malcolm X and his philosophy.contrast with Malcolm X and his philosophy.