African American Literature

African American Literature Unit

www.cr.nps.gov/aahistory/ images/sharedhist2b.gif

Themes:

1. Haunting presence of African heritage

2. Pain of lost ancestry

3. Dignity of the human spirit

4. Search for male identity

5. Injustice / racism

6. Horrors of slavery

7. Struggle of the black woman

8. Presence of white suppression

9. Freedom

Literature: The Watsons Go to Birmingham--1963

Literature from African pre slave period to African American present

Slave narratives, poetry, biographical essays, short stories, folk tales, spirituals & work songs, Harlem Renaissance, Civil Rights speeches. Rap

The Gettysburg Address & Oh, Captain, My Captain

Writing Assignment: Letter

10-ER on fairness

Essay: Has America lived up to Dr. King's dream?

Final essay exam

Quizzes / Tests: Quiz on African American literature history

Final essay exam : The Watsons Go to Birmingham

Rubric:

Rubric check off for essay exam

1. Responded correctly to the command word in the question

2. Wrote neatly using blue or black pen

3. Left a margin on both sides of the paper and a two line margin at the bottom.

4. Provided a new, well-developed paragraph for each new idea

5. Re-stated the question in the topic sentence of the first paragraph

6. Provided good topic sentences

7. Provided important support details to fully develop the answer

8. Provided good concluding sentence for each paragraph—avoided “In conclusion”

9. Organized ideas well

10. Used complete sentences ; avoided fragments, run-ons and comma splices

11. Used transition words within each paragraph

12. Used a semi-colon correctly in a compound sentence at least once in the exam

13. Used comma correctly in a compound sentence joined by a simple conjunction

14. Avoided irrelevant or useless information

15. Spelled words correctly

Projects:

MULTIPLE INTELLIGENCE NOVEL PROJECTS

VERBAL / LINGUISTIC

1. Research the history of African Americans in Wisconsin. Write a two page report or give an oral presentation.

2. Write an original story about a family. The protagonist should be your age, and the

conflict should involve the adolescent.

3. Read The Well or The Delany Sisters. Complete a book report in either written,

visual, or oral form.

4. Write a scene from The Watsons Go to Birmingham—1963 in drama form. Present

it live or in video form.

5. Research the NAACP. Write a two page report on the information you collected.

6. Research the importance of Birmingham, AL to the Civil Rights Movement. Write a

two page report.

7. Create a front page for the Birmingham News in 1963 about the bombing of the

Sixteenth Street Baptist Church.

8. Write four original poems with the theme of tolerance.

9. Re-write the ending of the novel

10. Do a dramatic reading of a scene from the story.

LOGICAL / MATH

1. Research the racial/ethnic make-up of Waukesha today and in 1963. Create a graph

showing the population distribution and comparison.

2. Describe four techniques used by crime labs to solve bombings. Explain the

supporting data behind these techniques.

3. Design a “trip-tik” showing the route from Flint, MI to Birmingham, AL. Calculate

mileage, cost, and time. Plan the route for a family trip.

4. Develop a board game based on the main events in the story or the history of the Civil

Rights Movement in America.

VISUAL / SPACIAL

1. Create a 3-D map of the Watson car route from Flint, MI to Birmingham, AL.

2. Illustrate your interpretation of The Watsons Go to Birmingham-1963 in a ten-frame

story board.

3. Create a sketch or 3-D model of “Wool Pooh.”

4. Create a classroom poster for this novel.

5. Create a collage with the theme of tolerance.

6. Design a multicultural logo for the city of Waukesha.

MUSICAL

1. Research the music of the 1960’s and put together a collage of recordings.

2. Write a song about tolerance. Perform for the class or on tape.

3. Put together a slide show about Central Middle School that reflects its multicultural

make-up. Combine the slides with songs that reflect Central’s goal of tolerance.

4. Combine The Battle Hymn of the Republic with Martin Luther King’s speech I Have

a Dream. Create a complimentary poem/song using both.

5. Create the theme song for the movie version of The Watsons Go To Birmingham—

1963.

BODY / KINESTHETIC

1. Build a model of one of the scenes from the novel.

2. Weave a dream catcher and incorporate all the dreams of Martin Luther King that

have become a reality.

3. Create a 3-D model of a memorial for the Washington DC Mall that would be

dedicated to the Africans who were enslaved in this country.

4. Choreograph a dance representing peace and tolerance. Set it to appropriate

music. Present a video.

5. Create a sculpture symbolizing tolerance

INTERPERSONAL

In a cooperative learning group, use the following problem solving model to come up with possible solutions for intolerance today.

1. Identify the problem

2. Brainstorm

3. Prioritize solutions

4. Sell the ideas to others

5. Develop a plan of action

Write a reflection about your group’s work:

what did the group do well?

how could you improve team work?

apply this model to a community situation of intolerance

INTRAPERSONAL

1. What would you do if you were either Byron or Kenny in any major scene in the story.

How would you have reacted? Write a two page response.

2. Create a collage which illustrates your view of tolerance.

3. Have you ever felt not accepted or different? Write a poem or essay about that

feeling.

4. Looking at the members of the Watson family, create a visual representation of the

personalities in that family.

5. Write a letter to the four girls who were the victims of the Birmingham bombing.

Explain to them what we have done as a country to become more tolerant of others.

*PROJECT NOTES

1. If you do any research, you must document your sources.

2. Any oral presentations will receive ten extra credit points.

3. Mark down the due date in your assignment notebook.

4. When you turn in your project, identify it by area and number

5. PUT YOUR NAME ON YOUR PROJECT

Scoring Guides for projects:

Making A Map : Watsons Go to Birmingham

CATEGORY	Advanced Proficient	Proficient	Basic	Minimal
Neatness of Color and Lines	All straight lines are ruler-drawn, all errors have been neatly corrected and all features are colored completely.	All straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely.	Most straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely.	Many lines, corrections of errors, and/or features are not neatly done.
Spelling/Capitalization	95-100% of words on the map are spelled and capitalized correctly.	94-85% of the words on the map are spelled and capitalized correctly.	84-75% of the words on the map are spelled and capitalized correctly.	Less than 75% of the words on the map are spelled and/or capitalized correctly.
Knowledge Gained	When shown a blank base map, the student can rapidly and accurately label at least 10 features including the Mason-Dixon Line	When shown a blank base map, the student can rapidly and accurately label 8-9 features including the Mason-Dixon Line	When shown a blank base map, the student can rapidly and accurately label 6-7 features including the Mason-Dixon Line	When shown a blank base map, the student can rapidly and accurately label fewer than 6 features.
Color Choices	Student always uses color appropriate for features (e.g. blue for water; black for labels, etc.) on map.	Student usually uses color appropriate for features (e.g. blue for water; black for labels, etc.).	Student sometimes uses color appropriate for features (e.g. blue for water; black for labels, etc.).	Student does not use color appropriately.
Labels - Accuracy	At least 90% of the items are labeled and located correctly.	80-89% of the items are labeled and located correctly.	79-70% of the items are labeled and located correctly.	Less than 70% of the items are labeled and located correctly.
Scale	All features on map are drawn to scale and the scale used is clearly indicated on the map.	Most features on map are drawn to scale and the scale used is clearly indicated on the map.	Many features of the map are NOT drawn to scale even though a scale is clearly indicated on the map.	Many features of the map are NOT drawn to scale AND/OR there is no scale marker on the map.
Labels & Features - Neatness	90-100% of the labels/features can be read easily.	89-80% of the labels/features can be read easily.	79-70% of the labels/features can be read easily.	Less than 70% of the labels/features can be read easily.
Map Legend/Key	Legend is easy-to-find and contains a complete set of symbols, including a compass rose.	Legend contains a complete set of symbols, including a compass rose.	Legend contains an almost complete set of symbols, including a compass rose.	Legend is absent or lacks several symbols.
Title	Title tells the purpose/content of the map, is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and is printed at the top of the map.	Title tells the purpose/content of the map and is printed at the top of the map.	Title tells the purpose/content of the map, but is not located at the top of the map.	Purpose/content of the map is not clear from the title.

Making A Poster

CATEGORY	Advanced Proficient	Proficient	Basic	Minimal
Graphics - Originality	Several of the graphics used on the poster reflect an exceptional degree of student creativity in their creation and/or display.	One or two of the graphics used on the poster reflect student creativity in their creation and/or display.	The graphics are made by the student, but are based on the designs or ideas of others.	No graphics made by the student are included.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.	All graphics relate to the topic. Most borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Labels	All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Labels are too small to view OR no important items were labeled.
Required Elements	The poster includes all required elements as well as additional information.	All required elements are included on the poster.	All but 1 of the required elements are included on the poster.	Several required elements were missing.
Knowledge Gained	Student can accurately answer all questions related to facts in the poster and processes used to create the poster.	Student can accurately answer most questions related to facts in the poster and processes used to create the poster.	Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.	Student appears to have insufficient knowledge about the facts or processes used in the poster.
Content - Accuracy	At least 7 accurate facts are displayed on the poster.	5-6 accurate facts are displayed on the poster.	3-4 accurate facts are displayed on the poster.	Less than 3 accurate facts are displayed on the poster.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.
Title	Title can be read from 6 ft. away and is quite creative.	Title can be read from 6 ft. away and describes content well.	Title can be read from 4 ft. away and describes the content well.	The title is too small and/or does not describe the content of the poster well.
Mechanics	Capitalization and punctuation are correct throughout the poster.	There is 1 error in capitalization or punctuation.	There are 2 errors in capitalization or punctuation.	There are more than 2 errors in capitalization or punctuation.
Grammar	There are no grammatical mistakes on the poster.	There is 1 grammatical mistake on the poster.	There are 2 grammatical mistakes on the poster.	There are more than 2 grammatical mistakes on the poster.
Title	Title can be read from 6 ft. away and is quite creative.	Title can be read from 6 ft. away and describes content well.	Title can be read from 4 ft. away and describes the content well.	The title is too small and/or does not describe the content of the poster well.
Quotation	Student used a relevant quotation from the novel or from a civil rights leader to enhance the poster. Quotation was cited correctly.	Student used a quotation from the novel or from a civil rights leader to enhance the poster. Quotation was cited correctly.	Student used a relevant quotation from the novel to enhance the poster. No citation.	No quotation used

Making a brochure

CATEGORY	Advanced Proficient	Proficient	Basic	Minimal
Writing - Organization	Each section in the brochure has a clear beginning, middle, and end.	Almost all sections of the brochure have a clear beginning, middle and end.	Most sections of the brochure have a clear beginning, middle and end.	Less than half of the sections of the brochure have a clear beginning, middle and end.
Writing - Grammar	There are no grammatical mistakes in the brochure.	There are no grammatical mistakes in the brochure after feedback from an adult.	There are 1-2 grammatical mistakes in the brochure even after feedback from an adult.	There are several grammatical mistakes in the brochure even after feedback from an adult.
Spelling & Proofreading	No spelling errors remain after one person other than the typist reads and corrects the brochure.	No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure.	No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure.	Several spelling errors in the brochure.
Writing - Vocabulary	The authors correctly use several new words and define words unfamiliar to the reader.	The authors correctly use a few new words and define words unfamiliar to the reader.	The authors try to use some new vocabulary, but may use 1-2 words incorrectly.	The authors do not incorporate new vocabulary.
Writing - Mechanics	Capitalization and punctuation are correct throughout the brochure.	Capitalization and punctuation are correct throughout the brochure after feedback from an adult.	There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback from an adult.	There are several capitalization or punctuation errors in the brochure even after feedback from an adult.
Content - Accuracy	All facts in the brochure are accurate.	99-90% of the facts in the brochure are accurate.	89-80% of the facts in the brochure are accurate.	Fewer than 80% of the facts in the brochure are accurate.
Attractiveness & Organization	The brochure has exceptionally attractive formatting and well-organized information.	The brochure has attractive formatting and well-organized information.	The brochure has well-organized information.	The brochure's formatting and organization of material are confusing to the reader.
Sources	Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure.	Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure.	Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure.	Sources are not documented accurately or are not kept on many facts and graphics.
Graphics/Pictures	Graphics go well with the text and there is a good mix of text and graphics.	Graphics go well with the text, but there are so many that they distract from the text.	Graphics go well with the text, but there are too few and the brochure seems "text-heavy".	Graphics do not go with the accompanying text or appear to be randomly chosen.
What I learned	Student clearly and insightfully includes all the important information about the16th Street Baptist church bombing	Student includes all the important information about the16th Street Baptist church bombing	Student includes some important information about the16th Street Baptist church bombing	Student does not include important information about the16th Street Baptist church bombing

Making a hyperstudio

CATEGORY	Advanced Proficient	Proficient	Basic	Minimal
Sounds -planning	Careful planning has gone into sounds. All sounds improve the content or "feel" of the presentation.	Some planning has gone into sounds. Most enhance the content or "feel" of the presentation, but 1-2 seem to be added for no real reason. None detract from the overall presentation.	Sounds that are chosen are appropriate for the topic, but some detract from the overall presentation.	Sounds are not appropriate for the presentation.
Originality	Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.	Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.	Presentation shows an attempt at originality and inventiveness on 1-2 cards.	Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.
Text - Font Choice & Formatting	Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.	Font formats have been carefully planned to enhance readability.	Font formatting has been carefully planned to complement the content. It may be a little hard to read.	Font formatting makes it very difficult to read the material.
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings, but no grammatical errors.	Presentation has 1-2 grammatical errors but no misspellings.	Presentation has more than 2 grammatical and/or spelling errors.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.	Most information is organized in a clear, logical way. One card or item of information seems out of place.	Some information is logically sequenced. An occasional card or item of information seems out of place.	There is no clear plan for the organization of information.
Use of Graphics	All graphics are attractive (size and colors) and support the theme/content of the presentation.	A few graphics are not attractive but all support the theme/content of the presentation.	All graphics are attractive but a few do not seem to support the theme/content of the presentation.	Several graphics are unattractive AND detract from the content of the presentation.
Effectiveness	Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.	Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide.	Project is missing more than two key elements. It would make an incomplete study guide.	Project is lacking several key elements and has inaccuracies that make it a poor study guide.

Making a timeline

CATEGORY	Advanced Proficient	Proficient	Basic	Minimal
Fonts and Colors	The use of font styles and colors is consistent and shows a logical pattern. It helps organize the material.	The use of font styles and colors is consistent and shows a logical pattern for the most part. It helps organize the material somewhat.	The use of font styles and colors is consistent, but is not used effectively to organize.	The use of font styles and colors is not consistent OR detracts from the organization.
Graphics	All graphics are effective and balanced with text use.	All graphics are effective, but there appear to be too few or too many.	Some graphics are effective and their use is balanced with text use.	Several graphics are not effective.
Readability	The overall appearance of the timeline is pleasing and easy to read.	The overall appearance of the timeline is somewhat pleasing and easy to read.	The timeline is relatively readable.	The timeline is difficult to read.
Title	The timeline has a creative title that accurately describes the material and is easy to locate.	The timeline has an effective title that accurately describes the material and is easy to locate.	The timeline has a title that is easy to locate.	The title is missing or difficult to locate.
Dates	An accurate, complete date has been included for each event.	An accurate, complete date has been included for almost every event.	An accurate date has been included for almost every event.	Dates are inaccurate and/or missing for several events.
Learning of Content	The student can accurately describe 75% (or more) of the events on the timeline without referring to it and can quickly determine which of two events occurred first.	The student can accurately describe 50% of the events on the timeline without referring to it and can quickly determine which of two events occurred first.	The student can describe any event on the timeline if allowed to refer to it and can determine which of two events occurred first.	The student cannot use the timeline effectively to describe events nor to compare events.
Preparation	The student had notes about all the events and dates s/he wished to include on the timeline before beginning to design the timeline.	The student had notes about almost all the events and dates s/he wished to include on the timeline before beginning to design the timeline.	The student had notes about most (~75%) of the events and dates s/he wished to include on the timeline before beginning to design the timeline.	The student had not prepared adequate notes before beginning to design the timeline.
Time Use	Classroom time was used to work on the project. Conversations were not disruptive and focused on the work.	Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work.	Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work.	Student did not use classroom time to work on the project and/or was highly disruptive.
Resources	The timeline contained at least 8-10 events related to the topic being studied.	The timeline contained at least 6-7 events related to the topic being studied.	The timeline contained at least 5 events related to the topic being studied.	The timeline contained fewer than 5 events.

Making a newspaper

CATEGORY	Advanced Proficient	Proficient	Basic	Minimal
Knowledge Gained	All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.	All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.	Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.	Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper.
Spelling and Proofreading	No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	Several spelling or grammar errors remain in the final copy of the newspaper.
Articles - Purpose	90-100% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.	85-89% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.	75-84% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.	Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.
Articles - Supporting Details	The details in the articles are clear, effective, and vivid 80-100% of the time.	The details in the articles are clear and pertinent 90-100% of the time.	The details in the articles are clear and pertinent 75-89% of the time.	The details in more than 25% of the articles are neither clear nor pertinent.
Graphics	Graphics are in focus, are well cropped and are clearly related to the articles they accompany.	Graphics are in focus and are clearly related to the articles they accompany.	80-100% of the graphics are clearly related to the articles they accompany.	More than 20% of the graphics are not clearly related to the articles OR no graphics were used.
Who, What, When, Where & How	All articles adequately address the 5 W's (who, what, when, where and how).	90-99% of the articles adequately address the 5 W's (who, what, when, where and how).	75-89% of the articles adequately address the 5 W's (who, what, when, where and how).	Less than 75% of the articles adequately address the 5 W's (who, what, when, where, and how).
Requirements	All of the required content was present.	Almost all the required content was present.	At least 75% of the required content was present.	Less than 75% of the required content was present.
Articles - Interest	The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers.	The articles contain facts, figures, and/or word choices that make the articles interesting to readers.	The article contains some facts or figures but is marginally interesting to read.	The article does not contain facts or figures that might make it interesting to read.
Use of Primary Sources	Reading of primary source material was thorough.	Reading of primary source material was fairly thorough.	Reading of primary source material was incomplete.	Reading of primary source material was not done.

6 Trait Writing Model Writing Project

CATEGORY	Advanced Proficient	Proficient	Basic	Minimal
Word Choice	Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced.	Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone.	Writer uses words that communicate clearly, but the writing lacks variety, punch or flair.	Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or clichés may be present and detract from the meaning.
Introduction (Organization)	The introduction is inviting, states the main topic and previews the structure of the paper.	The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.	The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.	There is no clear introduction of the main topic or structure of the paper.
Sequencing (Organization)	Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.	Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.	Some details are not in a logical or expected order, and this distracts the reader.	Many details are not in a logical or expected order. There is little sense that the writing is organized.
Transitions (Organization)	A variety of thoughtful transitions are used. They clearly show how ideas are connected.	Transitions clearly show how ideas are connected, but there is little variety.	Some transitions work well; but connections between other ideas are fuzzy.	The transitions between ideas are unclear or nonexistent.
Accuracy of Facts (Content)	All supportive facts are reported accurately.	Almost all supportive facts are reported accurately.	Most supportive facts are reported accurately.	NO facts are reported OR most are inaccurately reported.
Adding Personality (Voice)	The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own."	The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic.	The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic.	The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else.
Support for Topic (Content)	Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.	Supporting details and information are relevant, but one key issue or portion of the story line is unsupported.	Supporting details and information are relevant, but several key issues or portions of the story line are unsupported.	Supporting details and information are typically unclear or not related to the topic.
Focus on Topic (Content)	There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.	Main idea is clear but the supporting information is general.	Main idea is somewhat clear but there is a need for more supporting information.	The main idea is not clear. There is a seemingly random collection of information.

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Resources:

Word Choice