Students read and analyzed an essay by Ida B. Wells "History Is A Weapon: Lynch Law". They added this information to their retrieval chart on "Black Codes."
The class than used maps color coded to data on lynchings of both whites and blacks to analyze Wells' arguments.
The class then received a handout of prompts; learning targets; and scoring guides for the unit summative assessment. The class discussed Kindred in light of these prompts.
Students should read the essay by Crossley about Kindred (page 265) for next class.
The essay is due December 1st or December 2nd depending on which day students have class.
The class than used maps color coded to data on lynchings of both whites and blacks to analyze Wells' arguments.
The class then received a handout of prompts; learning targets; and scoring guides for the unit summative assessment. The class discussed Kindred in light of these prompts.
Students should read the essay by Crossley about Kindred (page 265) for next class.
The essay is due December 1st or December 2nd depending on which day students have class.
Living
in the USA
Kindred
/ Reconstruction Summative Assessment
“You
probably needed to come for the same reason I did. … To try to understand. To touch solid evidence that those people
existed. To reassure yourself that
you’re sane.” Epilogue
Learning
Objectives:
|
HS.6. Analyze ideas critical to the
understanding of history, including, but not limited to: populism,
progressivism, isolationism, imperialism, communism, environmentalism,
liberalism, fundamentalism, racism, ageism, classism, conservatism, cultural
diversity, feminism, and sustainability.
HS.11. Gather and analyze historical
information, including contradictory data, from a variety of primary and
secondary sources, including sources located on the Internet, to support or
reject hypotheses.
|
Common
Core Reading, Writing:
|
11-12.RH.9
Integrate information from diverse sources, both primary and
secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
11-12.WHST.2
Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical
processes.
|
Choose from one of
the prompts below on which to write an expository essay.
Prompt
1:
|
In the
introduction to Kindred, Robert Crossley writes, “(The) African –
American community always patches itself together, drawing from common
suffering, common anger, a common strength.
It is the white characters in the novel who seem odd, isolated,
pathetic, alien, problematic.” (xiii – xiv)
Based
on this observation, how do you assess Reconstruction? What was done after the Civil War to help
the African-American community “patch itself together”? Has America ultimately alienated itself through
the failures of Reconstruction?
|
Prompt
2:
|
Kindred is largely set in the antebellum
period. Reconstruction deals with the
period of time after the war (1865 – 1877).
Compare the ways in which institutional racism was preserved after
Reconstruction ended drawing examples from both Kindred and what you have learned.
|
Prompt
3:
|
In the
Fall (sec. 3) Butler writes, “The boy was literally growing up as I watched – growing
up because I watched and because I helped to keep him safe. I was the worst possible guardian for him –
a black to watch over him in a society that considered blacks subhuman, a
woman to watch over him in a society that considered women perennial
children. I would have all I could do
to look after myself. But I would help
him as best I could. And I would try
to keep friendship with him, maybe plant a few ideas in his mind that would
help both me and the people who would be his slaves in the years to
come. I might even be making things
easier for Alice.” Later, in The Fight (sec. 16), Dana (in an
internal monologue) says, “He (Kevin) didn’t understand the kind of relationship
Rufus and I had – how dependent we were on each other. Rufus understood, though.”
Kindred is a story about race in America –
where we have been and where we are now.
Using these characters as symbols, what is Butler suggesting to
readers about the complicated nature of race and power in America and
the establishment and perpetuation of institutional racism in the 19th
century and the present?
|
Prompt
4:
|
In The
Fire (sec. 6), Kevin says, “Look, your ancestors survived that era – survived it
with fewer advantages than you have.
You’re no less than they are.”
To which Dana responds, “In a way, I am … Strength. Endurance.
To survive, my ancestors had to put up with more than I ever could. Much more.”
Later,
in The Rope (sec. 2), Dana says, “If I have to seem to be his property, if I
have to accept limits on my freedom for Rufus’ sake, then he also has to
accept limits – no his behavior toward me.
He has to leave me enough control of my own life to make living look
better to me than killing and dying.” Kevin replies saying, “If your black
ancestors had felt that way, you wouldn’t be here.”
Dana
concludes, “I
told you when all this started that I didn’t have their endurance. I still don’t. Some of them will go on struggling to
survive, no matter what. I’m not like
that.”
Dana
demonstrates she has the strength to go on, while Alice does not. In what ways are this dialogue – and the
events of “the Rope” – symbolic of the African-American experience during
Reconstruction?
|
Prompt
5:
|
What
lessons or connections do YOU make about the state of race relations in
America as shown in Kindred and as
instituted after Reconstruction? Consider
the way in which Butler mirrors characters and events from past and present
in Kindred, and how these
characters / events are related to Reconstruction and its failures OR
successes.
|
|
SCORE
|
Target
|
|
4
|
□ Organizes, analyzes and evaluates
information from more than 3 sources.
□ Describes various perspectives on an
event / issue and the explains the reasoning behind them
□ Reaches an informed and supported
conclusion.
□ Integrates and evaluates multiple
sources of information in order to address the question.
□ Provides a concluding statement that follows
from and supports the information or explanation provided
□ Demonstrates an understanding of
nuance and complexity of the topic
□ Reasoning and evidence used in
support of ideas is clear
|
|
3
|
Long-Term Learning Target:
I can
write an expository essay that uses textual evidence to support my claims.
|
|
2
|
Supporting Targets:
□ Elements
of expository writing are missing
□ Ideas require extensive inferences by
reader
□ lack
of effective organizing structure
|
|
1
|
□ Ideas
are extremely limited or simply unclear
□ Attempts
at development that are minimal or non-existent
□ limited skill in
using conventions
|
|
Exceeds
(4)
|
Meets
(3)
|
Does
Not Meet (2 or 1)
|
|
|
|
|
|
|
|
· Supporting
details are relevant
· Some
connections / insights
· Organization
is predictable
|
|
|
|
|
|
|
|
No comments:
Post a Comment