Theme: Segregation, Racism, Discrimination
Target Audience: 8th Grade
Essential Questions: How did segregation affect American life? Is “separate but equal,” truly equal, why or why not? How did Americans combat segregation? Do we see discrimination in our society today?
Content Standards:
Although California History-Social Science Frameworks do not have students specifically exploring the topic of segregation in America until 11th grade, 8th grade standards have students exploring American history around the time of the Civil War. The topic of segregation, along with the Jim Crow laws and “separate but equal” philosophy can be explored during discussion of the conclusion of the Civil War. Slavery had been around since America was first colonized, and even after the abolition of slavery, African-Americans were not considered equal to white people for another century. While this topic is not specifically detailed in the 8th grade history and social science frameworks, texts meet requirements laid out by the CCSS ELA 8th grade standards and might make a good topic of study during Black History Month.
CCSS.ELA-LITERACY.RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
CCSS.ELA-LITERACY.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
CCSS.ELA-LITERACY.RL.8.5
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
CCSS.ELA-LITERACY.RI.8.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
CCSS.ELA-LITERACY.RL.8.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
Target Audience: 8th Grade
Essential Questions: How did segregation affect American life? Is “separate but equal,” truly equal, why or why not? How did Americans combat segregation? Do we see discrimination in our society today?
Content Standards:
Although California History-Social Science Frameworks do not have students specifically exploring the topic of segregation in America until 11th grade, 8th grade standards have students exploring American history around the time of the Civil War. The topic of segregation, along with the Jim Crow laws and “separate but equal” philosophy can be explored during discussion of the conclusion of the Civil War. Slavery had been around since America was first colonized, and even after the abolition of slavery, African-Americans were not considered equal to white people for another century. While this topic is not specifically detailed in the 8th grade history and social science frameworks, texts meet requirements laid out by the CCSS ELA 8th grade standards and might make a good topic of study during Black History Month.
CCSS.ELA-LITERACY.RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
CCSS.ELA-LITERACY.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
CCSS.ELA-LITERACY.RL.8.5
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
CCSS.ELA-LITERACY.RI.8.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
CCSS.ELA-LITERACY.RL.8.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
Anchor Text: Brown Girl Dreaming by Jacqueline Woodson
Format: Nonfiction/Autobiographical (chapter book written in free verse) Lexile: 990L Grade Level: 5.3 Summary: This is an autobiographical text written by Jacqueline Woodson about the years of her early childhood. It starts out with a story about how she got her name from her Daddy and continues until she is in upper elementary school. The text is written in free verse poetry. The lines are short and sweet, and the words are lyrical, rolling off the reader’s tongue. Woodson addresses many aspects of her childhood including her parent’s divorce, several life-changing moves, friendships, racial tension, and her relationship with her siblings. Many of these aspects are relatable to the reader, making it simple for teachers to address a text-to-self connection. This text may be used to teach historical events such as the Civil Rights movement, segregation and racism in America, as well as craft and structure of free verse poetry. |
Supplemental Text: Brown Girl Dreaming by Jacqueline Woodson
Format: Audiobook Lexile: N/A Summary: In addition to the traditional book format, Brown Girl Dreaming the audiobook is recorded by the author herself. Jacqueline Woodson’s voice is soothing and smooth like honey. The way she reads the text is captivating. This audiobook is a great resource for struggling readers who need additional support in ELA assignments. It is especially useful for students who have little experience reading poetry. It may help students better understand the craft and structure of poetry. Students may choose to look at the text while also listening to the audiobook to connect how poetry is written, and how it is meant to be read. The teacher may also ask students to compare and contrast how they read a stanza to themselves versus how Woodson reads it in the recording. |
Supplemental Text: What was the March on Washington? by Kathleen Krull
Format: Nonfiction/Information text Lexile: 900L Summary: This text may be used to build background knowledge of the events in history that were taking place during Woodson’s childhood. The text is filled with factual information, and it is written on a level that will appeal to lower-level readers, who may not be reading on an 8th grade level. It is full of historical information including a map of the route of the March on Washington, Supreme Court cases like Brown vs. Board of Education, Jim Crow Laws, the Ku Klux Klan, and real black and white photographs of protests and marches that took place during the Civil Rights movement. Students may use the text as a platform to research additional marches and peaceful protesting techniques that took place during the Civil Rights movement, some of which Woodson mentions in her autobiography. |
Supplemental Text: Remember the Titans, Written by Gregory Allan Howard & Directed by Boaz Yakin
Format: Movie/Video Lexile: N/A Summary: Remember the Titans is presented by Walt Disney Pictures, rated PG, and is based on the true story of a school’s integration in 1971. More specifically, the movie highlights the integration of black and white football players on the same team. The movie is 1 hour and 53 minutes long, so if time constraints deem necessary, the following clips may be used to portray some of the powerful messages of unity, teamwork, and friendship. The first two clips highlight the hate, fear, and bigotry between the black and white teammates. The final clip shows that color doesn’t matter, relationships do. Students may use this movie to individually research and compare the real people and events that this movie is based off of. Coach Boone’s Gettysburg Speech: youtu.be/uiqdA1B3_Nc Bus Loading Scene: youtu.be/OTXmQEje8GA Hospital Scene with Gary & Julius: youtu.be/WwJWW6UKnIc |
Supplemental Text: The Other Side by Jacqueline Woodson
Format: Picture book Lexile: 490L Summary: This is a picture book written by Jacqueline Woodson, the same author of the anchor text. In this story there is a fence that separates the white side of town from the black side of town. A seemingly unlikely friendship develops between a young white girl and a young black girl. Neither ever crosses the other side of the fence, but the girls do learn to compromise by sitting on top of the fence together. There are many ways this picture book can be used for whole group instruction. Students may look into the symbolism of the fence that separates the white neighborhood from the black neighborhood, as well as the symbolism of the two girls sitting on top of the fence together, as equals. Students may compare and contrast the language Woodson uses in this picture book with the language she uses in her autobiography. Students may also contemplate whether or not this story could be based on an event from Woodson’s childhood. |
Supplemental Text: Stella by Starlight by Sharon M. Draper
Format: Fiction, prose chapter book Lexile: 740L Summary: Sharon M. Draper is the author of several middle-grade novels. Stella by Starlight alternates between chapters written in narrative form and chapters written as journal entries by the main character, Stella. The setting is 1932 Bumblebee, North Carolina. Stella lives in the segregated south where she isn’t allowed to enter certain stores or talk to certain people. But she never felt like she was in danger until the rise of the Ku Klux Klan and acts of hatred invade her community. This is a story about a young girl who is trying to figure out who she is and where she belongs in the world, as well as how to find the courage to be the person she was meant to be in the midst of adversity. A relatable read for many of us. Stella by Starlight would be an excellent read for individuals reading on a lower lexile level than grade level, but its content is challenging. |
Supplemental Text: One Crazy Summer by Rita Williams-Garcia
Format: Fiction, prose chapter book Lexile: 750L Summary: This book is also the recipient of numerous awards. It is a Newbery Honor, National Book Award finalist, and the winner of the Coretta Scott King Award. The story is about three sisters who are sent to spend the summer with their mother, who abandoned them sever years earlier. The summer is 1968, and their mother still wants nothing to do with the girls, so she sends them a summer camp run by the Black Panthers, a revolutionary group. This book may be used for reading group instruction with guided reading questions, or as an extension activity for students interested in performing a research project about the Black Panthers. |
Supplemental Text: The Game of Love and Death by Martha Brockenbrough
Format: Fiction/prose novel Lexile: 710L Summary: This story is written from the point of view of multiple characters, including the personification of Love and Death. At the beginning of the story Love and Death choose two souls by which to gamble. If Love wins, the couple lives in love forever, but if death wins, the soul she chooses must die. In all of their past gambles, Death has always won, but Love is determined to win this match. It will be extremely difficult because the setting is 1937, and a relationship between blacks and whites is considered wrong. Brockenbrough uses multiple character perspectives and a love of music to bring this powerful, emotional story to life. While the lexile is not difficult for 8th grade readers, the content is for a more mature audience. The Game of Love and Death by Martha Brockenbrough would best be used as an extension activity for advanced, or TAG, students. Students may write a chapter of the story from Love or Death’s perspective, or write a piece where another character such as Fate or Jealousy or something else is personified. |
Supplemental Text: Through My Eyes by Ruby Bridges
Format: Nonfiction/Autobiographical (picture book) Lexile: 860L Summary: Through My Eyes is a nonfiction book that gives the account of Ruby Bridges, the first little black girl to attend the all-white school of William Frantz Public School in New Orleans. While Ruby attended class there, she was placed in a classroom by herself with her first grade teacher, Barbara Henry. Both Barbara and Ruby had to be escorted into the school each morning and outside to go home each afternoon by Federal Marshals for protection. Police had to hold back protesters, who had come to yell hateful things at Ruby. Many of the white people boycotted William Frantz that year. This book is full of black and white pictures of the events that took place during Ruby’s year in first grade. Not to be missed in the pages is the bravery Ruby and her family had as they sought equality for themselves and for everyone everywhere. This book is a great resource for any student looking to study Ruby Bridges for some kind of report or summative assignment, such as a Wax Museum. |
Supplemental Text: Jacqueline Woodson Brown Girl Dreaming Author Video, by Penguin Middle School
Format: Video Clip
Link: youtu.be/-2YJPGea94E
Summary: In this video clip, Woodson highlights different aspects of her story, Brown Girl Dreaming. She discusses why she chose to write in free verse, how she thinks her mother and grandmother would feel about her work, and what it is like to live as part of a multiracial, diverse family. It is a short video, but it is full of interesting information. This would make a good tool for students planning to conduct an Author Study on Jacqueline Woodson.
Format: Video Clip
Link: youtu.be/-2YJPGea94E
Summary: In this video clip, Woodson highlights different aspects of her story, Brown Girl Dreaming. She discusses why she chose to write in free verse, how she thinks her mother and grandmother would feel about her work, and what it is like to live as part of a multiracial, diverse family. It is a short video, but it is full of interesting information. This would make a good tool for students planning to conduct an Author Study on Jacqueline Woodson.