Anchor Text:
The Hate U Give by Angie Thomas. Lexile: HL590L Reading complexity is rated much lower (3rd grade) than the recommended target age for this book (14+ years old). Text has profuse profanity throughout and sex scenes.
Audience:
12th grade, Health Education, History-Social Science, Common Core State Standards
Set Purpose
The purpose of this text set is to explore the themes of identity, racism and family as experienced by African Americans in America in the 21st Century.
Standards:
CDE H/SS 12.3.2, 12.5.2, 12.5.4, 12.8
CCSS RL 12.1-6
CDE HE 1.2.S, 1.7.S, 1.9.S, 2.4.S, 5.3.S, 7.2.S, 7.3.S, 7.4.S, 7.5.S, 1.2.M, 1.4.M, 1.5.M, 1.9 M, 7.4.M, 8.3.M
Text Set:
1. ANCHOR TEXT: The Hate U Give
Thomas, A. (2017). The Hate U Give. New York, NY: Balzer + Bray.
Annotation:
Realistic fiction follows life of 16-year old Starr who navigates between two worlds, her life as a student in an upper class white private high school and her life as a teenager living in a poor all black neighborhood. She witnesses the fatal shooting of her unarmed, black best friend at the hands of a white police officer who is not prosecuted which then spurs riots.
Will tie to themes of the identity piece of this unit by considering Starr’s feeling that she must act one way in front of her school friends and another in the “hood” in front of family and friends. Will tie to theme of racism by examining the ways white people treat black people differently through interpersonal relations, the media, and by law enforcement. Will tie to the theme of family by examining a variety of family structures including two-parent households, broken families, gang relations, and both supportive and abusive familial relationships.
Text could be used as an independent whole class read.
2. Ted Talk: How Students of Color Confront Double Life Imposter Syndrome
Simmons, D. (2015, November). Deena Simmons: How students of color confront double life imposter syndrome [Video file]. Retrieved from https://www.ted.com/talks/dena_simmons_how_students_of_color_confront_impostor_syndrome
Annotation:
Presentation by woman who grew up in the ghetto of the Bronx then went to private white high school boarding school discusses feeling of living a double life that haunts her as an adult today.
Will tie to identity theme by considering real experience of black child managing herself in both a white world and a black world.
Video could be presented to whole class followed by group discussion.
3. Article: Learning How To Code-Switch: Humbling, But Necessary
Deggans, E. (2013, April 13). Learning how to code-switch: Humbling, but necessary [Web log comment]. Retrieved from
http://www.npr.org/sections/codeswitch/2013/04/10/176234171/learning-how-to-code-switch-humbling-but-necessary
Annotation:
Black man describes experience of growing up in an all black neighborhood and going to school in an all white area. Deggans describes how he changes the type of grammar he uses based on the company and situation.
Will tie to identity theme by providing explanation and examples of a black man who grew up learning how to code-switch as Starr is experiencing in her life.
After class reads article, teacher could brainstorm and document on whiteboard, when other students have experienced code switching and what those circumstances were.
4. Interview: Tupac Shakur
[Hip-Hop Universe]. (2016, October 5). 2PAC BET 1994 INTERVIEW REMASTERED & 432 HZ [Video file]. Retrieved from https://www.youtube.com/watch?v=HWNwvBrUUGQ.
Annotation:
Interview of rapper Tupac Shakur, who was an inspiration to author, Angie Thomas, for his activism through music. Shakur mentions his thoughts on life and the prejudices experienced by black people. Shakur is also seen “code-switching” during interview and apologizes for language.
Will tie to identity theme and Starr’s growing sense of two versions of herself.
After class has viewed interview, partner students to discuss why Angie Thomas (author of The Hate U Give) may have been influenced by the rapper. Also could have students note where Tupac code-switches during the interview and discuss why the rapper may have felt he needed to do so. Regroup the class to have group discussion regarding findings.
5. Essay: "The Veil" and "Double Consciousness"
“The Veil” and “Double Consciousness” [Review of the book The Souls of Black Folk W. E. B. DuBois]. Retrieved from http://xroads.virginia.edu/~ug03/souls/defpg.html.
Annotation:
Essay summarizing the 1903 work by W.E.B DuBois, In the Souls of Black Folk which first coins the phrase “double-consciousness” to reference the way black people move in and out of two different identities, one in front of white people and the other in front of blacks.
Will tie to theme of identity and Starr’s growing awareness that she conducts herself differently in front of black people and white people.
Whole class could read the essay followed by a discussion of what it might feel like to know you should act differently in front of different groups of people rather than being your true self. Ask students if there any instances in their lives where they act differently depending on the audience.
6. TV Episode: The Fresh Prince of Bel-Air
Anderson, G. (Editor). (1990, September 10). The Fresh Prince Project [Television series episode]. In W. Phillips (Producer), The Fresh Prince of Bel-Air. Hollywood, CA: Hollywood Center Studios.
Annotation:
First episode of Starr’s favorite TV show contains many code-switching examples.
Will tie into identity theme and Starr’s experience living in the ghetto and going to school in an all-white upper class suburb.
Whole class could view episode. Follow viewing with role playing with code-switching.. After role playing, discuss what it felt like to talk or act a certain way because of your audience.
7. Poem: Bent English
Robinson, F. (2017). Bent English. Retrieved from https://www.poetrysoup.com/poems/read/ebonics.
Annotation:
Poem written using ebonics that recognizes African American identity and the selected ability to code-switch and use proper English when necessary.
Will tie into Starr’s and other characters’ use of ghetto slang by choice throughout novel.
After class read poem. Have students write their own poem using ebonics or other slang dialect (southern, midwest, pidgin, etc.). Have students take turns reading their poems and discuss the dialect and the meaning of the words chosen.
8. Interview: Angie Thomas
Allessi, A. (Interviewer) & Thomas, A. (Interviewee). (2017). Angie Thomas and The Hate U Give. Retrieved from https://soundcloud.com/harperaudiopresents/thug.
Annotation:
Angie Thomas explains her inspiration and experience writing the novel. Thomas mentions her life as black girl who went to a white college on the other side of town and how she also had to change who she was depending on where she was just like Starr did.
Will tie to theme of identity and code-switching.
After class watches the interview, hold a class discussion about what the experience of a white girl going to an all-black neighborhood and school might be like and whether she might feel she should code-switch in order to fit in with the community.
The Hate U Give by Angie Thomas. Lexile: HL590L Reading complexity is rated much lower (3rd grade) than the recommended target age for this book (14+ years old). Text has profuse profanity throughout and sex scenes.
Audience:
12th grade, Health Education, History-Social Science, Common Core State Standards
Set Purpose
The purpose of this text set is to explore the themes of identity, racism and family as experienced by African Americans in America in the 21st Century.
Standards:
CDE H/SS 12.3.2, 12.5.2, 12.5.4, 12.8
CCSS RL 12.1-6
CDE HE 1.2.S, 1.7.S, 1.9.S, 2.4.S, 5.3.S, 7.2.S, 7.3.S, 7.4.S, 7.5.S, 1.2.M, 1.4.M, 1.5.M, 1.9 M, 7.4.M, 8.3.M
Text Set:
1. ANCHOR TEXT: The Hate U Give
Thomas, A. (2017). The Hate U Give. New York, NY: Balzer + Bray.
Annotation:
Realistic fiction follows life of 16-year old Starr who navigates between two worlds, her life as a student in an upper class white private high school and her life as a teenager living in a poor all black neighborhood. She witnesses the fatal shooting of her unarmed, black best friend at the hands of a white police officer who is not prosecuted which then spurs riots.
Will tie to themes of the identity piece of this unit by considering Starr’s feeling that she must act one way in front of her school friends and another in the “hood” in front of family and friends. Will tie to theme of racism by examining the ways white people treat black people differently through interpersonal relations, the media, and by law enforcement. Will tie to the theme of family by examining a variety of family structures including two-parent households, broken families, gang relations, and both supportive and abusive familial relationships.
Text could be used as an independent whole class read.
2. Ted Talk: How Students of Color Confront Double Life Imposter Syndrome
Simmons, D. (2015, November). Deena Simmons: How students of color confront double life imposter syndrome [Video file]. Retrieved from https://www.ted.com/talks/dena_simmons_how_students_of_color_confront_impostor_syndrome
Annotation:
Presentation by woman who grew up in the ghetto of the Bronx then went to private white high school boarding school discusses feeling of living a double life that haunts her as an adult today.
Will tie to identity theme by considering real experience of black child managing herself in both a white world and a black world.
Video could be presented to whole class followed by group discussion.
3. Article: Learning How To Code-Switch: Humbling, But Necessary
Deggans, E. (2013, April 13). Learning how to code-switch: Humbling, but necessary [Web log comment]. Retrieved from
http://www.npr.org/sections/codeswitch/2013/04/10/176234171/learning-how-to-code-switch-humbling-but-necessary
Annotation:
Black man describes experience of growing up in an all black neighborhood and going to school in an all white area. Deggans describes how he changes the type of grammar he uses based on the company and situation.
Will tie to identity theme by providing explanation and examples of a black man who grew up learning how to code-switch as Starr is experiencing in her life.
After class reads article, teacher could brainstorm and document on whiteboard, when other students have experienced code switching and what those circumstances were.
4. Interview: Tupac Shakur
[Hip-Hop Universe]. (2016, October 5). 2PAC BET 1994 INTERVIEW REMASTERED & 432 HZ [Video file]. Retrieved from https://www.youtube.com/watch?v=HWNwvBrUUGQ.
Annotation:
Interview of rapper Tupac Shakur, who was an inspiration to author, Angie Thomas, for his activism through music. Shakur mentions his thoughts on life and the prejudices experienced by black people. Shakur is also seen “code-switching” during interview and apologizes for language.
Will tie to identity theme and Starr’s growing sense of two versions of herself.
After class has viewed interview, partner students to discuss why Angie Thomas (author of The Hate U Give) may have been influenced by the rapper. Also could have students note where Tupac code-switches during the interview and discuss why the rapper may have felt he needed to do so. Regroup the class to have group discussion regarding findings.
5. Essay: "The Veil" and "Double Consciousness"
“The Veil” and “Double Consciousness” [Review of the book The Souls of Black Folk W. E. B. DuBois]. Retrieved from http://xroads.virginia.edu/~ug03/souls/defpg.html.
Annotation:
Essay summarizing the 1903 work by W.E.B DuBois, In the Souls of Black Folk which first coins the phrase “double-consciousness” to reference the way black people move in and out of two different identities, one in front of white people and the other in front of blacks.
Will tie to theme of identity and Starr’s growing awareness that she conducts herself differently in front of black people and white people.
Whole class could read the essay followed by a discussion of what it might feel like to know you should act differently in front of different groups of people rather than being your true self. Ask students if there any instances in their lives where they act differently depending on the audience.
6. TV Episode: The Fresh Prince of Bel-Air
Anderson, G. (Editor). (1990, September 10). The Fresh Prince Project [Television series episode]. In W. Phillips (Producer), The Fresh Prince of Bel-Air. Hollywood, CA: Hollywood Center Studios.
Annotation:
First episode of Starr’s favorite TV show contains many code-switching examples.
Will tie into identity theme and Starr’s experience living in the ghetto and going to school in an all-white upper class suburb.
Whole class could view episode. Follow viewing with role playing with code-switching.. After role playing, discuss what it felt like to talk or act a certain way because of your audience.
7. Poem: Bent English
Robinson, F. (2017). Bent English. Retrieved from https://www.poetrysoup.com/poems/read/ebonics.
Annotation:
Poem written using ebonics that recognizes African American identity and the selected ability to code-switch and use proper English when necessary.
Will tie into Starr’s and other characters’ use of ghetto slang by choice throughout novel.
After class read poem. Have students write their own poem using ebonics or other slang dialect (southern, midwest, pidgin, etc.). Have students take turns reading their poems and discuss the dialect and the meaning of the words chosen.
8. Interview: Angie Thomas
Allessi, A. (Interviewer) & Thomas, A. (Interviewee). (2017). Angie Thomas and The Hate U Give. Retrieved from https://soundcloud.com/harperaudiopresents/thug.
Annotation:
Angie Thomas explains her inspiration and experience writing the novel. Thomas mentions her life as black girl who went to a white college on the other side of town and how she also had to change who she was depending on where she was just like Starr did.
Will tie to theme of identity and code-switching.
After class watches the interview, hold a class discussion about what the experience of a white girl going to an all-black neighborhood and school might be like and whether she might feel she should code-switch in order to fit in with the community.