Cultural Text Set
By Jana Brubaker
Anchor Text: Brown Girl Dreaming by Jacqueline Woodson
Audience: 8th Grade
Topic: Civil Rights in the 1950s and 60s
Central Question: How did the Civil Rights Movement change America?
By Jana Brubaker
Anchor Text: Brown Girl Dreaming by Jacqueline Woodson
Audience: 8th Grade
Topic: Civil Rights in the 1950s and 60s
Central Question: How did the Civil Rights Movement change America?
Standards:
Anchor Standard For Reading 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Anchor Standard For Reading 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Grade 8, Reading Standard 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.
Grade 8, Reading Informational Texts, Standard 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.
Rationale:
While the Lexile Level for College and Career Readiness suggest this level of text for a lower grade level (7th), and could even be used to challenge 6th graders, I think that the subject matter of the book would work well for 8th grade students. At this grade level, the students are studying American history and deal with issues of slavery and Jim Crowe laws towards the end of the year. To make it a little more challenging, I have brought in a more challenging text (Malcolm X speech) and some short stories.
Anchor Standard For Reading 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Anchor Standard For Reading 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Grade 8, Reading Standard 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.
Grade 8, Reading Informational Texts, Standard 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.
Rationale:
While the Lexile Level for College and Career Readiness suggest this level of text for a lower grade level (7th), and could even be used to challenge 6th graders, I think that the subject matter of the book would work well for 8th grade students. At this grade level, the students are studying American history and deal with issues of slavery and Jim Crowe laws towards the end of the year. To make it a little more challenging, I have brought in a more challenging text (Malcolm X speech) and some short stories.
Influential People
Biography.com Editors. (2017, June 29). Martin Luther King Jr.: Minister, Civil Rights Activist (1929-1968). Retrieved from: https://www.biography.com/people/martin-luther-king-jr-9365086
Most students know who Martin Luther King Jr. is, but how many of them have read a biography about his life? Many students probably do not know how he became a prominent figure in the Civil Rights Movement or who influenced his ideas for peaceful protests. This article, by Biography.com, gives us a glimpse into the events that led to Martin’s becoming the leader and figurehead for the Civil Rights Movement. It also includes some fascinating videos on his life. Students can read this independently, in groups/pairs, or with the guidance of the teacher. One of the videos could serve as a hook to capture student interest. His connection to the Montgomery Bus Boycott also provides a great jumping point from Woodson's text.
Most students know who Martin Luther King Jr. is, but how many of them have read a biography about his life? Many students probably do not know how he became a prominent figure in the Civil Rights Movement or who influenced his ideas for peaceful protests. This article, by Biography.com, gives us a glimpse into the events that led to Martin’s becoming the leader and figurehead for the Civil Rights Movement. It also includes some fascinating videos on his life. Students can read this independently, in groups/pairs, or with the guidance of the teacher. One of the videos could serve as a hook to capture student interest. His connection to the Montgomery Bus Boycott also provides a great jumping point from Woodson's text.
Adler, Margot. (2009, March 15). Before Rosa Parks, there was Claudette Colvin. Retrieved from:
https://www.npr.org/2009/03/15/101719889/before-rosa-parks-there-was-claudette-colvin
Most students know the story of Rosa Parks, but they probably do not know that there were others who preceded her. This particular student refused to give up her seat just nine months before Parks did, and was arrested. In this article, NPR interviews Claudette about her experience and how she was inspired to make such a bold decision. It also includes an excerpt of an interview from a book written about her. As a classroom activity, students can read the article independently, in pairs, or in groups. A potential hook for this activity could be asking the class if they know who the first person was to boycott a bus. Many of them will probably think of Rosa Parks. After reviewing Rosa Parks story, jump into this article. Then, make connections to Brown Girl Dreaming by asking what they think the different members of Woodson's family would do in this situation: her mother, her grandmother, her grandfather?
https://www.npr.org/2009/03/15/101719889/before-rosa-parks-there-was-claudette-colvin
Most students know the story of Rosa Parks, but they probably do not know that there were others who preceded her. This particular student refused to give up her seat just nine months before Parks did, and was arrested. In this article, NPR interviews Claudette about her experience and how she was inspired to make such a bold decision. It also includes an excerpt of an interview from a book written about her. As a classroom activity, students can read the article independently, in pairs, or in groups. A potential hook for this activity could be asking the class if they know who the first person was to boycott a bus. Many of them will probably think of Rosa Parks. After reviewing Rosa Parks story, jump into this article. Then, make connections to Brown Girl Dreaming by asking what they think the different members of Woodson's family would do in this situation: her mother, her grandmother, her grandfather?
Malcolm X. (1964, April 12). The Ballot or the Bullet. Retrieved from: http://americanradioworks.publicradio.org/features/blackspeech/mx.html
Students need to see that there were different approaches to fighting for equality in the Civil Rights Movement. While people like Martin Luther King Jr., Claudette Colvin, and Rosa Parks preferred peaceful resistance and nonviolence, Malcolm X preferred a less peaceful and more violent one. “The Ballet or the Bullet” became a popular phrase from this speech. While the speech might be long (perhaps a little too long for 8th graders), a teacher could modify by choosing significant portions, or starting in the middle (where the audio file starts) and listening to that particular section. The students can also get a feel for the tone of the speech, and hear the audience’s responses. This will definitely be a teacher-led activity, but students could make comparisons to previous approaches in pairs, or groups. A potential hook for this activity could include the teacher having the class complete a KWL chart on what they know so far about the Civil Rights Movement, what they want to learn, and what they have learned (afterwards). This is a great jumping point for the section in Brown Girl Dreaming when Woodson's uncle becomes Muslim, and she begins watching speakers who promote Black Power.
Students need to see that there were different approaches to fighting for equality in the Civil Rights Movement. While people like Martin Luther King Jr., Claudette Colvin, and Rosa Parks preferred peaceful resistance and nonviolence, Malcolm X preferred a less peaceful and more violent one. “The Ballet or the Bullet” became a popular phrase from this speech. While the speech might be long (perhaps a little too long for 8th graders), a teacher could modify by choosing significant portions, or starting in the middle (where the audio file starts) and listening to that particular section. The students can also get a feel for the tone of the speech, and hear the audience’s responses. This will definitely be a teacher-led activity, but students could make comparisons to previous approaches in pairs, or groups. A potential hook for this activity could include the teacher having the class complete a KWL chart on what they know so far about the Civil Rights Movement, what they want to learn, and what they have learned (afterwards). This is a great jumping point for the section in Brown Girl Dreaming when Woodson's uncle becomes Muslim, and she begins watching speakers who promote Black Power.
Podcast/Media
Smith, Stephen. (2007, August 30). Radio Fights Jim Crow. Civil Rights: Voices of a Movement. American RadioWorks.
While any of the podcasts in this series would be great for this topic, I thought it would be interesting to explore the role of the media in aiding the Civil Rights Movement. Since radio was a strong medium in the 1930s through the 1960s, as well as a culturally unifying force, I think this would be a great podcast to learn about this topic. Depending on what the students do with this activity, it could be teacher-led, independent work, or done in pairs/groups. The student's interest could be captured by asking them about the available media of the time period, and how they think it influenced American culture. It also makes a great discussion for Brown Girl Dreaming, particularly the section where we see the media's influence on Woodson and her friend Maria. A teacher could also discuss what type of medium Woodson chose to fight inequality and why she chose that medium.
While any of the podcasts in this series would be great for this topic, I thought it would be interesting to explore the role of the media in aiding the Civil Rights Movement. Since radio was a strong medium in the 1930s through the 1960s, as well as a culturally unifying force, I think this would be a great podcast to learn about this topic. Depending on what the students do with this activity, it could be teacher-led, independent work, or done in pairs/groups. The student's interest could be captured by asking them about the available media of the time period, and how they think it influenced American culture. It also makes a great discussion for Brown Girl Dreaming, particularly the section where we see the media's influence on Woodson and her friend Maria. A teacher could also discuss what type of medium Woodson chose to fight inequality and why she chose that medium.
Music
Various Artists. Civil Rights: Voices of a Movement. Songs: We shall overcome, Wade in the water, Oh freedom, If you miss me from the back of the bus, Get on board children. American RadioWorks.
These are some great songs that capture the spirit of the Civil Rights Movement. It would be a great activity for students to listen to the words and music of the songs and discuss their meanings, and how they shaped the spirit of the Civil Rights Movement. They could do this activity independently, or in groups and present their findings. Music certainly has the power to capture student interest. I think it is important to listen to the Christian spiritual songs as well, and think about how the activists adopted those metaphors for their movement. They could also compare the messages to any of the music they listen to today.
These are some great songs that capture the spirit of the Civil Rights Movement. It would be a great activity for students to listen to the words and music of the songs and discuss their meanings, and how they shaped the spirit of the Civil Rights Movement. They could do this activity independently, or in groups and present their findings. Music certainly has the power to capture student interest. I think it is important to listen to the Christian spiritual songs as well, and think about how the activists adopted those metaphors for their movement. They could also compare the messages to any of the music they listen to today.
Literature
Whitt, M.E. (Ed). (2006). Short stories of the Civil Rights Movement: An anthology. Athens, GA: University of Georgia Press. There are many great stories that could be used to get students thinking about the Civil Rights Movement in this anthology. While this resource could be curated by the teacher, I would recommend the following stories: Neighbors, by Diane Oliver, The Marchers, by Henry Dumas, and Marching through Boston, by John Updike. The stories are written at various levels so, depending on the story, they may need to be teacher-led, or could be read independently, or in pairs/groups. A potential hook for the stories could be showing the students pictures of segregated schools, or playing a video about segregation or the boycotts. Students could compare the experiences in these stories with those in Woodson's memoir.
Artwork
Jones-Hogu, B. (1971). Unite. Collection of National Museum of African American History and Culture. Retrieved from: http://africanamericanart.si.edu/items/show/31
This piece of artwork from the Civil Rights era, would be great to discuss with students. The students could discuss the colors used, the stance and gestures of the people, the angles, and the repetition of the words. The website I found it on also offers some questions and background to the work. Artwork is a great way to capture student interests. They are naturally drawn to visuals, so I think a teacher could print a color copy of the work and hang it in an obvious place so that the students can see it when they walk in.
This piece of artwork from the Civil Rights era, would be great to discuss with students. The students could discuss the colors used, the stance and gestures of the people, the angles, and the repetition of the words. The website I found it on also offers some questions and background to the work. Artwork is a great way to capture student interests. They are naturally drawn to visuals, so I think a teacher could print a color copy of the work and hang it in an obvious place so that the students can see it when they walk in.
Smith, Vincent. (1968). Do-Rag Brother. Retrieved from: http://www.artnet.com/artists/vincent-d-smith/do-rag-brother-Hlqe-zRKyIpiS5-P05n8XA2
Another piece of art that may stand in contrast to the previous, with its depiction of the more difficult side of the Civil Rights Movement. I think that this piece would interest students, and would hang a color copy of it on the wall before students enter the class. The could discuss the meaning of the graffiti on the wall, the use of color, the faces of the figures, and come up with a story about what is happening. It would also be fascinating to look at a biography of the artist, who went from living as a homeless man to becoming an artist.
Another piece of art that may stand in contrast to the previous, with its depiction of the more difficult side of the Civil Rights Movement. I think that this piece would interest students, and would hang a color copy of it on the wall before students enter the class. The could discuss the meaning of the graffiti on the wall, the use of color, the faces of the figures, and come up with a story about what is happening. It would also be fascinating to look at a biography of the artist, who went from living as a homeless man to becoming an artist.