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IDLS 400
12/13/16
This is my first time ever creating a resource book. Although it was not an easy task, I
can see how having books like these stowed away and ready to use could be extremely helpful
for teachers. Having lesson plans and activities all complied and organized around a central
theme can make it so much simpler for teachers to conduct different learning units in the
classroom. I also enjoyed taking all of what I have learned in this class, putting it into words, and
making it applicable to my future career. I did not realize how much we had covered in this class
until I sat down to create this resource book. I had so many ideas and themes I wanted to fit in
that I found it hard to organize it all in a comprehensive way. There was definitely no shortage of
inspiration I felt when creating this book. Although I know that I could have gone on for so much
longer and included so many more books and works of art, I feel as if this resource book is a
good example of my takeaways from this course and how I plan to use what I learned in this
The topic of this resource book is how African Americans have used art and literature
during slavery, the Civil Rights Movement, and present day to bring awareness to the
discrimination going on in society. I choose to do these three moments in history to show that
racial discrimination is still an issue today. I also wanted to highlight the fact that the past history
of groups, such as African Americans, affects their future today and how they are connected. I
am hoping that students who complete lessons from this resource book learn how to be active
and aware members of society. This resource book should help open their eyes and get them to
question society and why it works the way it does. I also want this resource book to show young
children that it is okay to recognize skin color. One of the biggest misconceptions I came into
college with, and held until about my junior year, was that we should be color blind. I always
thought the best stance on discrimination was to ignore skin color to show that it didnt matter.
This class, and others, have shown me that to ignore skin color is to undermine an entire
cultures history and struggles. I also want these lessons to encourage young children to use art
and literature as a way to express how they feel. Students should feel comfortable displaying
their emotions in a wide variety of art forms. They should also recognize that artists make very
deliberate choices when creating their pieces. After completing lessons in this resource book,
student should be able to look at a work of art and question why the author is writing about this
subject, why they choose those colors, and how could this tie into the past. Another lesson this
resource book addresses is for children to discover and appreciate their own cultural identity. A
few of the lessons in the book promote the idea that everyone has a rich culture to be proud of. If
nothing else, I want this resource to help raise socially conscious and accepting individuals.
The argument that this resource book is trying to make is that music, poetry, art, and
literature are strong outlets for emotional expression and how they have historically been used to
bring to light racial discrimination from the past and how it is still a part of our present day
society. Its easier to recognize racism in the past, but it should be the role of teachers to show
students how it is still a part of our society today. Art and literature have been used by African
Americans all throughout history to address racism, starting with slave songs and eventually
moving into famous speeches and works of art. Choosing the time span that I did I believe shows
how these problems have not been resolved, but how they have adapted along with society. By
analyzing paintings, songs, and literature from the past and the present, young students can
become more educated on African American history and the systematic oppression that they face.
This argument aligns nicely with some of the themes we covered in class.
One overall theme we covered this semester was how African American cultural identity
is a product of the past and the present. I believe this resource book is a good representation of
Stuart Halls definition of cultural identity. This is the idea that there are many similarities and
differences that make up who we are, and that our cultural identity is constantly changing based
on the past and the present. Comparing works of art from slavery, the Civil Rights Movement,
and the present will help the students to see the similarities that exist over this long span of time.
As stated above, a few of the lessons in this resource book have the children explore their own
cultural identity and talk about how it is unique to them. I also believe that this book is a good
example of Prsence Africaine, which is again by Stuart Hall. Many of the activities included
have the students compare poems and songs from the present with those in the past. Comparing
and contrasting these works of art can show how African culture is still alive and fused into
everyday lives. A third concept from class that I covered is white supremacy, specifically the idea
that African Americans have systematically been denied equal opportunities. Most people would
agree that inequalities based on race are part of our nations history; but that a lot of people today
think those inequalities no longer exist or are not as prevalent. By compiling a large and diverse
amount of sources dealing with first hand discrimination, this resource book can show students
that white supremacy is still an issue and that racism still exists.
Since I decided to cover art and literature, I felt the need to compile a wide range of
sources for the students to look at. These include paintings, songs, poems, speeches, videos, and
pictures. I wanted to get a wide range of media for the students to look at. It is important for
children to realize that art can be a wonderful outlet for emotions and feelings, and that they can
take a piece of art and analyze it to determine its meaning. Another reason I decided to choose so
many different forms of art is because they touch on a multitude of subjects that students will
cover while they are in school. Reading and writing poetry, looking at paintings, and singing
songs all build upon core subjects in school; such as reading and writing. I also choose materials
and activities that would be interactive for the students. If possible, I tried to include videos
along with songs so students could watch and listen. Teachers could also have the students sit in
circles, pass out instruments, and have the students actually perform the songs. Interactive
lessons that are hands on and creative will be more memorable than a simple worksheet would
be. One issue I experienced while collecting materials was finding ones that were age
appropriate. Third grade students cannot read actual slave narratives or look at poems with
inappropriate language in them. Any materials I found that I thought would beneficial to the
lessons, but not age or grade level appropriate, I included as a secondary source for the teachers.
A handful of the secondary sources included in the resource book come from our class.
One of them is Race and the Construction of Human Identity by Audrey Smedley. This article
gave a really good history of how slavery and the idea of race began. A teacher reading this
before starting the lessons can help prepare him or her for any questions the students may have.
Slavery and race can be hard topics to grasp and describe to younger students, so the teacher
should have a good amount of background knowledge to call upon. Another secondary material
used from class in this resource book is Where Do We Go From Here by Martin Luther King Jr. I
believe that speeches are forms of art, and they are also a really good way to show what issues in
society exist at that time and how they call for a change. This particular speech shows that even
though society was working on fixing the racial inequalities in place, there was and still is room
for improvement. Two of our class readings I was able to fit into my resource book as primary
sources. One of those is Still I Rise by Maya Angelou. This poem is an amazing example of
the discrimination that exists and overcoming it. The final source I used from class was Nappy
Hair by Carolivia Herron. I like that this childrens book touched on African American history
and slavery, while at the same time promoted pride in ones differences and heritage.
Since I picked such a broad subject, I easily could have gone on and added plenty more
materials and made the resource book even bigger. What is great about this particular book is
there is constantly room to grow. In the future, I could add on to it or have other teachers add
their own ideas and materials. Overall, I believe that the sources, activities, and lesson plans I
included in this resource book are a really good base for an entire lesson on African Americans
use of literature and art to call for equality. I look forward to seeing how I, and possibly other
In the late 1930s, the Federal Writers' Project of the Works Progress Administration embarked
upon a project to interview 100 former American slaves. The result of that unique undertaking is
this collection of authentic firsthand accounts documenting the lives of men and women once
held in bondage in the antebellum South.
In candid, often blunt narratives, elderly former slaves recall what it was like to wake before
sunrise and work until dark, enduring whippings, branding, and separations from ones spouse
and children, suffer the horrors of slave auctions and countless other indignities, and finally to
witness the arrival of Northern troops and experience the first days of ambiguous freedom.
This is a slave narrative of the life of Bethany Veney. This book outlines the struggles and
everyday occurrences that Bethany Veney endured during her time in slavery.
Secondary Source: Race and the Construction of
Human Identity by Audrey Smedley
A young girl describes how she once heard the sound of warning drums in Africa signaling the
coming of horror. Kidnapped, made to march while chained, and taken to America to be sold at
an auction, she undergoes the brutalities of slavery in this tale of a strong-willed girl who lives in
harsh surroundings.
The heroic struggles of the thousands of slaves who sought freedom through the Underground
Railroad are vividly portrayed in this powerful activity book, as are the abolitionists, free blacks,
and former slaves who helped them along the way. The text includes 80 compelling firsthand
narratives from escaped slaves and abolitionists and 30 biographies of "passengers,"
"conductors," and "stationmasters," such as Harriet Tubman, William Still, and Levi and
Catherine Coffin. Interactive activities that teach readers how to navigate by the North Star, write
and decode a secret message, and build a simple lantern bring the period to life. A time line,
reading list, glossary, and listing of web sites for further exploration complete this activity
book. The Underground Railroad for Kids is an inspiring story of brave people compelled to act
in the face of injustice, risking their livelihoods, their families, and their lives in the name of
freedom.
Henry "Box" Brown doesn't know how old he is. Nobody keeps records of slaves' birthdays. All
the time he dreams about freedom, but that dream seems farther away than ever when he is torn
from his family and put to work in a warehouse. Henry grows up and marries, but he is again
devastated when his family is sold at the slave market. Then one day, as he lifts a crate at the
warehouse, he knows exactly what he must do: He will mail himself to the North. After an
arduous journey in the crate, Henry finally has a birthday, his first day of freedom.
Bobbie Kalman's acclaimed Historic Communities Series provides a close-up view of how
people lived more than two hundred years ago. Colorful photos, many taken by Bobbie Kalman
herself at restored historic villages across the country, help support the fascinating information.
Children will have fun learning about:
-- early homes and the settler community
-- what people wore and the crafts they made
-- how settlers made their living
-- how they spent their leisure time
-- the values, customs, and traditions of the early settlersThe era of the southern plantation was a
time when many wealthy "planters" lived in grand style next door to their slaves who helped
them achieve it. Life on a Plantation introduces children to the daily routine of a plantation
detailing:
-- life in the "Big House" and in the slave quarters
-- work in the cotton, rice, and tobacco fields
-- customs and traditions of both black and white communities
-- how the slaves helped support each other and pass along African American traditions
Born into slavery in Virginia in the late 1700s, Dred Scott had little to look forward to in life.
But he was fortunate in two ways: His first owner was fairly kind to him, and he grew up with
his owner's children, forming friendships that he would come to depend on years later. For on
April 6, 1846, Dred Scott and his wife, Harriett -- their ownership having changed hands several
times during adulthood -- took the dangerous and courageous step to sue for their freedom,
entering into legal battles that would last for eleven years. During this time Dred Scott would
need all the help and support he could get -- from folks in the community all the way back to the
people with whom he had been raised.
With a foreword by Dred Scott's great-grandson, Shelia P. Moses' stunning story chronicles Dred
Scott's experiences as a slave, as a plaintiff in one of the most important legal cases in American
history, and -- at last -- as a free man.
Refrain:
Go down, Moses,
Way down in Egypt's land,
Tell old Pharaoh,
Let my people go.
Played using https://www.youtube.com/watch?v=8JNCS27rtQ8
Chorus
Follow the drinking gourd,
follow the drinking gourd
For the old man is a-waitin'
to carry you to freedom
Follow the drinking gourd
Evelyn Payne
3rd Grade
Lesson plan on cultural identity
This lesson will take place over the course of a week to allow for the students to gather information
from their families.
B. CONTEXT OF LESSON
This lesson was created in order to align with a subject that has been covered in IDLS
400. I chose the subject of cultural identity, specifically Stuart Halls idea that there are
many similarities and differences that make up who we are. We are constantly changing,
and in the process of being and becoming.
C. LEARNING OBJECTIVES
Understand In a broad context, Know The students will know Do The students will make a
the students will understand that different fun and interesting facts book on which they creatively
they are all made up of their about themselves, but also answer a set of questions about
different life experiences, and about their family and the who they are, who their family
that as they get older they are traditions they participate in. is, and what they want to do
constantly shaping who they are. when they get older.
D. ASSESSING LEARNING
To indicate that every student has achieved these learning objectives, they will present
their books to the entire class. There will also be an open class discussion about the
project after all the books have been read.
E. MATERIALS NEEDED
White paper
Colored construction paper
Ribbon
Crayons, markers, colored pencil, regular pencils
Scissors
F. PROCEDURE
Preparation of the learning environment:
All of the art supplies will be laid out around the room and within reach of the students
The title of the book is Cultural Identity, Who am I?, so I want to address both of those
words. The lesson will begin with the words Culture and Identity written on the board. As a class, we
will define both terms. Example definitions of both terms are included below in case the students need
help defining them. Then I will read my own cultural identity book to the entire class. I will creatively
answer all of the questions that the students are required to, and make a colorful book out of them. I will
then tell the class that they are going to make their own. I will also let them know that they will be
sharing their books with their classmates. The students will be encouraged to answer each question
creatively; examples include drawing pictures, telling a story, writing a song, bringing in family photos,
etc.
Students will receive 15 white pages of paper with various questions at the bottom.
They will spend the next week, an hour or so each day, answering the questions. Students will be
encouraged to take the project home and get their families involved. Once they have finished, each page
will be hole punched and tied together with ribbon.
Closure:
Once every student has completed their books, the entire class will gather on the
carpet to share. If a student says something that other classmates agree or also experience, they will
raise both hands. If a student says something that is foreign to the other classmates and the classmates
would like to know more about that subject, the students will put their hands on their heads. The
teacher will keep a running list of the students responses for inspiration for future lessons. After every
book has been shared, the class will have an open discussion about their books and how our past and
future creates our cultural identity. Questions during this open discussion will include
What did you all learn about yourself, your families, and your classmates during this project?
Did you find out any new information about your family?
What do you think will happen to your cultural identity as you get older?
Do you think the past affects someones cultural identity as well as the future?
Definition of culture: Knowledge, belief, art, morals, law, custom and any other aspects and habits
acquired by a member of a certain society.
Definition of identity: The fact of being who and what a person is.
G. DIFFERENTIATION AND WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL
YOU DO ABOUT IT?
One important differentiation or issue that could be experienced would be if a student
did not feel comfortable sharing their book. In that case, the student will be encouraged
to share only with the teacher at a separate time. If the student still does not feel
comfortable, they will not be required to share at all. Also, I feel like I need to be
prepared to redirect and lead the open discussion at the end of the lesson. Though it is
important that the children express their ideas and have an open conversation, they are
going to need a guide to keep them on track. They most likely may have never heard of
the term cultural identity, so it is my role to guide them to the definition. I have included
some definitions and example questions above so that I am prepared to take over the
discussion if need be.
http://31.media.tumblr.com/e695cce247e6d84906d816201e44acc0/tumblr_n78cindEPe1rrfy5uo2
_400.png
Primary Source: The American People Series #8:
The In Crowd by Faith Ringgold
Activity 4: Comparing Paintings and Pictures from
The Integration of Little Rock Central High School
Activity 5: Worksheet on The American People Series
#8: The In Crowd by Faith Ringgold
Name: ________________________________
Date: ______________
1. Describe the painting. What colors are used? Who are the subjects? How is race
depicted?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________________________.
2. Why do you think there are more Caucasians then there are African Americans?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________________________.
3. What do you think is the significance of the Caucasian men on top and the African
American men on the bottom? What is the significance of the mouth of an African
American mans mouth being covered?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
4. Why do you think no women are in the painting?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________.
Possible Prompts:
Andrews, William L. Six Women's Slave Narratives. New York: Oxford UP, 1988. Print.
Angelou, Maya. Still I Rise. 1978. Retrieved from https://www.poets.org/poetsorg/poem/still-i-
rise
Armstrong, Louis. Go Down Moses. 1958. YouTube. Web. 5 Dec. 2016.
https://www.youtube.com/watch?v=8JNCS27rtQ8
Carson, Mary Kay. The Underground Railroad for Kids: From Slavery to Freedom with 21
Activities. Chicago: Chicago Review, 2005. Print.
Clarin, Melanie. Follow the Drinking Gourd. Sing An American Story. Lisa Garbern, 2012.
YouTube. Web. 5 Dec. 2016. <https://www.youtube.com/watch?
v=pw6N_eTZP2U>.
Des'ree. I Ain't Movin' Des'ree, 1994. YouTube. Web. 5 Dec. 2016.
https://www.youtube.com/watch?v=TONk2fVfwUI
EMK Press. Skin Color Activity. PDF. Retrieved from http://www.emkpress.com/pdffiles/skin
%20color%20activity.pdf
Griffin, LuLu W. Justice Let it Stand. 1969. Retrieved from
http://www.crmvet.org/poetry/pgriffin.htm#plulujlis
Herron, Carolivia, and Joe Cepeda. Nappy Hair. New York: Dragonfly, 1997. Print.
Holman, Sandy Lynne., and Lela Kometiani. Grandpa, Is Everything Black Bad? Davis, CA:
Culture Coop, 1998. Print.
Honestly, J. T. One World. 2013. Retrieved from
http://www.poetrysoup.com/poems/best/racism
Hooks, Bell, and Christopher Raschka. Skin Again. New York: Hyperion for Children, 2004.
Print.
Hughes, Langston. Childrens Rhymes. n.d. Retrieved from
http://www.crmvet.org/poetry/fhughes.htm
James, Etta. Swing Low, Sweet Chatiot. 2002. YouTube. Web. 5 Dec. 2016.
https://www.youtube.com/watch?v=Thz1zDAytzU
Johnson, Dolores. Now Let Me Fly: The Story of a Slave Family. New York: Macmillan, 1993.
Print.
Kalman, Bobbie. Life on a Plantation. New York: Crabtree Pub., 1997. Print.
Levine, Ellen. Henry's Freedom Box: A True Story from the Underground Railroad. New York:
Scholastic, 2007. Print.
Moses, Shelia P., and Bonnie Christensen. I, Dred Scott: A Fictional Slave Narrative Based on
the Life and Legal Precedent of Dred Scott. New York: Margaret K. McElderry,
2005. Print.
Ringgold, Faith. The American People Series #8: The In Crowd. 1964. Web. 3 Dec. 2016.
http://www.faithringgold.com/ringgold/d62.htm
Ulloa, Domingo. Racism/Incident at Little Rock. 1957. Art for a Change. Mark Vallen. Web. 2
Dec. 2016. http://art-for-a-change.com/blog/2012/01/review-four-los-angeles-
exhibits.html
Van de Vall, Tim. Compare and Contrast Graphic Organizer. Dutch Renaissance Press, 2013.
Retrieved from http://www.timvandevall.com/wp-
content/uploads/2013/10/Compare-and-Contrast-Graphic-Organizer-1.pdf
Yetman, Norman R. Voices from Slavery: 100 Authentic Slave Narratives. Mineola, NY: Dover,
2000. Print.