Beruflich Dokumente
Kultur Dokumente
Text Set
[
Emily Mullins
4-29-09
Mullins
Emily Mullins
Text Set
with the canon text To Kill a Mockingbird by Harper Lee, and fin-
ish with the Young Adult Literature novel from this class, Mon
ster by Walter Dean Myers. I decided to focus on themes both nov
portant decisions, standing up for what you believe in, and the
sion.
I thought the best way to go about this unit was to focus
more on the themes than on the time period, looking closely at
plays out in literature, as well as in historical and contempor
ary society. The unit would show multiple facets of the African
American experience from the time period of To Kill a Mockingbird
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Atticus Finch Speech: To begin with, this case should never have
come to trial. The State has not produced one iota of medical
evidence that the crime Tom Robinson is charged with ever took
place. It has relied instead upon the testimony of two witnesses
whose evidence has not only been called into serious question on
cross examination, but has been flatly contradicted by the de
fendant. Now there is circumstantial evidence to indicate that
Mayella Ewell was beaten savagely by someone who led, almost ex
clusively, with his left [hand]. And Tom Robinson now sits before
you, having taken "The Oath" with the only good hand he possesses
his right.
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Now what did she do? She tempted a negro. She was white and
she tempted a negro. She did something that in our society is un-
speakable: She kissed a black man. Not an old uncle, but a
strong, young negro man. No code mattered to her before she broke
it, but it came crashing down on her afterwards.
The witnesses for the State, with the exception of the sher-
iff of Lincoln County, have presented themselves to you gentlemen
-- to this Court -- in the cynical confidence that their testi-
mony would not be doubted; confident that you gentlemen would go
along with them on the assumption, the evil assumption, that all
negroes lie; all negroes are basically immoral beings; all negro
men are not to be trusted around our women, an assumption that
one associates with minds of their caliber, and which is in it-
self, gentlemen, a lie -- which I do not need to point out to
you.
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And so, a quiet, humble, respectable negro, who has had the
unmitigated TEMERITY to feel sorry for a white woman, has had to
put his word against two white peoples. The defendant is not
guilty. But somebody in this courtroom is.
Explanation: I would use this short auditory clip, as well as the
image and written closing argument all together before the stu
dents read the novel by Harper Lee. I think this would be a good
way to get students visually and actively engaged in the story
before they begin reading. Atticus is definitely the moral center
of the novel, as he understands the individual worth of a person
regardless of the color of their skin. He was a wise man, well
beyond the mostly intolerant opinions of the times.
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Finch knew that when he took the case that the justice sys-
tem would not be fair, but he still wanted to fight for the
justice Tom Robinson deserved. This will be able to directly cor-
relate to the novel Monster later on in the unit as Steve Harmon
is directly affected by the racial bias in the American criminal
justice system, a bias that still lingers in the prejudiced minds
of many of the people in our society.
This novel will be used as the “anchor text” as stated above to
kick off a unit on racial issues not only having an impact on
America historically but also contemporarily. This novel depicts
the themes of misunderstanding and prejudice and this unit will
allow students to explore these concepts and the themes that are
related to them. I think this will be a great way to kick off a
unit that will progress linearly through the racially oppressive
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and prejudiced societal, political and cultural events that have
occurred in our histories and the events that are still occurring
now.
Artifact # 3: An essay.
An Overview Essay
By Derrick Ward
The violent, racial confrontations in which mobs of whites
and blacks battled each other in U.S. towns and cities during the
Jim Crow era were triggered by some of the same forces driving
legalized segregation, disfranchisement, and the lynching of
thousands of African Americans. These explosions of urban viol
ence against blacks differed in several ways from the individual
lynchings and systematic terror practiced by organizations, such
as the Ku Klux Klan, in the 1870s. For one thing, the urban ex
plosions were directed less at individuals and more at entire
black communities. They also reflected more the anxieties felt by
lowerclass whites, who feared competition with blacks for hous
ing, employment, and social status as AfricanAmerican newcomers
began moving into urban settings following the Civil War. Also,
although whiteswho felt enraged by some real or imaginary ac
tions by blacksalways started these riots, black victims in
creasingly defended themselves as best they could. Clearly, the
race riots also were backlashes by white Americans who reacted
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time, blacks began moving in evergrowing numbers to urban cen
ters, competing with lowerclass whites for housing and employ
ment, while growing numbers of AfricanAmerican professionals and
officeholders began successfully competing with their white coun
terparts for jobs. With all of these factors in play, white viol
ence erupted in many small towns and villages, and at least ten
four of them in northern citiesescalated into major race riots:
Lake City, North Carolina (1898); Wilmington, North Carolina
(1898); Greenwood County, South Carolina (1898); New Orleans,
Louisiana (1900); New York City, New York (1900); Springfield,
Ohio (1904); Atlanta, Georgia (1906); Greenburg, Indiana (1906);
Brownsville, Texas (1906); and Springfield, Illinois (1908).
The cluster of race riots, the third wave, that broke out
around the World War I period reflected both the demands for
justice by angry African Americans and the increasing competition
between blacks and whites brought on by the war and the black mi
gration to urban areas in the North. In 1915, the new Ku Klux
Klan spread nationwide and signs of more virulent racism ap
peared in popular culturesuch as in the film Birth of A Nation
and in advertisingacross the country. These events fueled the
already uneasy fears of many lowerclass whites about the growing
presence of blacks in their midst. As thousands of young men went
off to war, labor shortages lured larger numbers of black and
white workers into urban centers throughout the nation. Blacks
began moving into previously allwhite neighborhoods, creating
friction between the races. As black servicemen returned from
Europe, they found the old racial hostilities unacceptable after
having fought in a "war to make the world safe for democracy."
These black veterans, in the minds of many whites, had become too
"uppity" overseas and posed a threat to white women as well as
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the social status of all white men. Between 1917 and 1921, an un
precedented outbreak of racial violence swept across the nation.
Over 20 race riots broke out between April and October 1919
alone, a sixmonth period remembered as the "Red Summer."
After the 1921 Tulsa riot and except for the 1935 New York
(Harlem) disturbances, no major racial riots occurred until the
world war era of the 1940s. Many of the same domestic demographic
and social changes affecting blacks and whites that had unfolded
during 1919 accompanied World War II, but this time, on a larger
scale. The competition between increasing numbers of working
class blacks and whites for housing and employment in urban areas
again set the stage for racial conflict. Though the race riots
during the World War II era race were far fewer (only three) than
their World War I precursors, they no less violent. The 1943 De
troit riot, for example, resulted in the deaths of 25 African
Americans and nine whites. The other two riots occurred in New
York City (Harlem) and Columbia, Tennessee, in 1943. Eight years
later, the last major race riot before the 1960s inner city ex
plosions (which most historians view as rebellions rather than
race riots) erupted in Cicero, Illinois (1951).
Although urban race riots in the United States between 1866
1951 were unique episodes rooted in the particular historic situ
ation of each place, they shared certain characteristics. To be
gin with, the whites always prevailed, and the overwhelming ma
jority of those who died and were wounded in all of these incid
ents were blacks. They also tended to break out in clusters dur
ing times of significant socioeconomic, political, and demo
graphic upheaval when racial demographics were altered and exist
ing racial mores and boundaries challenged. Perhaps most import
antly, the riots usually provoked defensive stances by members of
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the black communities who defended themselves and their families
under attack. Seldom did the violence spill over into white
neighborhoods. Finally, the riots greatly strengthened the re
solve of blacks to challenge white supremacy legally, intellectu
ally, and emotionallyproducing greater efforts by organizations
like the NAACP and leaders such as W. E. B. Du Bois, as well as
an outpouring of black cultural manifestations of defiance iden
tified with the "New Negro Movement" of the Harlem Renaissance.
Explanation: I thought this essay could be used as a supplemental
reading when students are studying segregation, and how although
the laws claimed they were for a “separate, but equal” status for
black Americans and members of other nonwhite racial groups,
this was definitely not the case. This essay will allow students
to more fully engage with Jim Crow laws in the form of segrega
tion of public schools, public places and public transportation,
and the segregation of restrooms and restaurants for whites and
blacks. It will hopefully get them interested in the next portion
of the unit, leading them into the Civil Rights and Black Power
Movements and the race riots that occurred during and on either
side of the 1960s.
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Artifact # 4: Martin Luther King Jr. and Malcolm X Speeches.
Martin Luther King, an American clergyman and an activist, was a
prominent leader in the African American civil rights movement. Stu
dents, through Martin Luther King Jr., will also be able to look
closely at the Montgomery Bus Boycott of 1955 and the March on Washing
ton, 1963, to see more clearly how courageous and important taking a
stand was and still is. The March will lead into looking at the infam
ous “I Have a Dream Speech”: http://www.youtube.com/watch?v=PbUtL_0vA
Jk.
I also would like to include a more hiphop infused response to
King’s speech. This song is called, “Let Freedom Ring” by Flocabulary.
Flocabulary.com has more hiphop U.S. History songs teachers could use
when looking at history. http://www.youtube.com/watch?v=3xPqiBd_xIw
Students may appreciate this more because of the large role hip hop
plays in our modern society. Common’s “I Have a Dream” song and video
can also be a great way to get students to look at the Civil Rights
Movement and MLK’s speech.
http://www.youtube.com/watch?v=UKfXFA15rqE&feature=related.
Classes can also compare MLK’s speech to Malcolm X’s speech “By
Any Means Necessary”: http://www.youtube.com/watch?v=WkTnUxLjO2E How
are they different? Did they have any similarities?
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I thought I’d make a fun activity for studentsa “Who Said What?”
quote activity:
In the space provided, write either a MLK for Martin Luther King Jr. or a X for
Malcolm X to distinguish between the two civil rights activists.
If physical death is the price that I must pay to free my white brothers and
sisters from a permanent death of the spirit, then nothing can be more re-
demptive.
_____
I have often reflected upon the new vistas that reading opened to me. I knew
right there in prison that reading had changed forever the course of my life.
As I see it today, the ability to read awoke in me some long dormant craving
to be mentally alive.
_____
I believe in human beings, and that all human beings should be respected as
such, regardless of their color.
_____
We may have all come on different ships, but we're in the same boat now.
_____
I believe in the brotherhood of all men, but I don't believe in wasting brother-
hood on anyone who doesn't want to practice it with me. Brotherhood is a
two-way street.
_____
I refuse to accept the view that mankind is so tragically bound to the starless
midnight of racism and war that the bright daybreak of peace and brother-
hood can never become a reality.
_____
Both men spoke eloquently against inequality among races in America but
with entirely different methods of action. King was guided by Gandhi’s
nonviolent activism, while X’s mantra was “by any means necessary.”
Both served as human rights icons during the times and still do today.
They serve as important people to study and to represent the main
themes of the two main novels, themes of hoping and fighting for equal
ity in a world that was and is still having trouble making it so.
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Artifact # 5: Riots surrounding MLK’s assassination:
According to Jesse Jackson, who was present, King’s last words on the
balcony were to musician Ben Branch, who was scheduled to perform that
night at an event King was attending: “Ben, make sure you play Take my
Hand, Precious Lord in the meeting tonight. Play it real pretty.”
PICTURES OF THE RIOTS AFTER LEARNING OF THE ASSASSINATION:
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Artifact # 6: This is the beginning of an episode of American Dreams,
the TV series: http://www.youtube.com/watch?v=QfFPL8l4eN0 (this is just
part 1/5the rest can be found in related videos. Also, the riot starts
in Part 3). This clip gives insight into the racial incidences that
have been occurring in Philadelphia prior to this episode, which also
includes Meg and Sam being caught out after dark together by police of
ficers. In the entire season finale, racial tensions begin to flare in
North Philly sparking a massive riot while main characters Meg (white)
and Sam (black) are stuck in the new store, also in North Philly, in
the middle of urban chaos. The police try to quell the raging rioters
but police brutality occurs, along with terrible destruction. The ri
oters made it clear they would not disband until the police left the
area. Other aspects of this episode include African American plans for
dissent, the older son joining the Marines, and family bonds.
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I thought using a TV show to depict the themes of the times might
get students interested in not only the Civil Rights Era, but also the
Vietnam Warthe backdrop to the TV show. There is also nothing wrong
with students getting into a quality and historically informative and
engaging show such as American Dreams. I know for sure parents might
appreciate students watching this rather than Gossip Girl or 90210.
Artifact # 7: Taking a deeper look at Martin Luther King Jr. and his
heroic efforts to end segregation and the Jim Crow Laws, leading up to
his senseless death. This YouTube clip (however, there are 8 total)
looks at King and his movement, stemming from Rosa Parks’ courageous
stand, as he tries to lead a movement against Jim Crow laws to abolish
segregation in the deep South in peaceful protest. He was a spokesper
son for people who were denied full access to the American dream,
people who have been struggling for a long time to be free. This clip
is a historical look back at King’s legacy and all the subsequent ac
tions against him. The clips have interviews from historical experts,
excerpts of his speeches, and real clips from the time period. Even
just watching two of the videos will be enough for students to really
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get into the Civil Rights Movement and see just how important it was to
stand up for equality and to stand up against the injustice of an obvi
ously intolerant, prejudiced, and inhumane system. Students will also
be able to see a little bit of MLK in Atticus Finch.
http://www.youtube.com/watch?v=3a2KqN5tDYM
I thought the clip below could also be used as a supplementary
video: The Assassination of Martin Luther King Jr. 40 years later
http://www.youtube.com/watch?v=1qCI3FIEEQ&feature=related
Artifact # 8: Rodney King, police brutality, and the Los Angeles
Riots of May 1992. http://www.youtube.com/watch?v=8jgc6vOjCiE.
The LA riots were triggered by the acquittal of police of
ficers for the brutal beating of Rodney King, who asks “Why can’t
we all just get along?” The news of the acquittal triggered the
Los Angeles riots of 1992. The destruction was extensive: 55 were
killed, over 2,000 injuries, 7,000 fires, 3,100 businesses, and
nearly $1 billion in financial losses. This clip shows the begin
nings of the LA riots:
http://www.youtube.com/watch?v=KYnJiiLGwjY&feature=related.
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This reflects upon the subjects of both To Kill a Mocking
bird and Monster, and the unjust Criminal Justice system that has
long since been a staple of our society. Having both Rodney’s
statements and a news clip from the riots will be a great way for
students to see the destruction and the amount of passion people
had surrounding this movement and the man who stood as its moral
center and mouthpiece.
Artifact # 9: The Beatles’ song “Let it Be” performed in the mu
sical movie “Across the Universe.”
http://www.youtube.com/watch?v=Z4bib4PBqGA. A great film in its
entirety, but I think this clip is most representative of the ra
cial aspects of the 60s the class has discussed so far. They will
get to experience great music which is before their time but
still important and amazing music. Perhaps it will broaden their
horizons. Although the school board and parents might have
trouble with the drug culture, no one can deny the importance of
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understanding the history surrounding the 1960s including but not
limited to Vietnam, Civil Rights, and music.
Another song choice which also resonates with the themes of tol
erance and acceptance, and not having prejudice in our hearts,
but having love for everyone despite our differences is “All You
Need is Love”.
"There's nothing you can do that can't be done. Nothing you can sing that
can't be sung. Nothing you can say but you can learn how to play the game.
It's easy. Nothing you can make that can't be made. No one you can save
that can't be saved. Nothing you can do but you can learn how to be you in
time. It's easy. All you need is love. All you need is love. All you need is love,
love. Love is all you need."
-”All You Need is Love” by The Beatles
Artifact # 10: Bono’s On The Move
In this speech, turned into a book, rock star Bono gets to
the heart of faith and humanity in a world where 6,500 Africans
die each day of AIDS, a preventable, treatable disease. In the
21st century, can we accept that longitude and latitude decide
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whether a child lives or dies? This is Bono’s call to action at
the National Prayer Breakfast in a Republican White House.
For me, this artifact is so important because of the lack of
knowledge about the situation with AIDS and Africa. Nelson Man
dela said, “AIDS is not merely a disease, but an assault on human
dignity. We never anticipated that once we achieved our freedom
we would face another challenge of this magnitude. We cannot win
this fight on our own, and we rely on people like Bono to help us
beat this pandemic.” Bono’s plea for justice, as well as charity,
for those suffering from AIDS in Africa has helped change minds
and hearts, as well as government policy. Getting the knowledge
out there about the voiceless who don’t get a voice. My hope,
along with Bono’s, is that this speech and this knowledge will
inspire the students.
Transcript excerpt:
Well, thank you, thank you Mr. President, First Lady, King Abdul
lah of Jordan, Norm [Coleman], distinguished guests. Please join
me in praying that I don't say something we'll all regret.
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That was for the FCC.
If you're wondering what I'm doing here, at a prayer breakfast,
well so am I. I'm certainly not here as a man of the cloth, un
less that cloth is is leather. I'm certainly not here because
I'm a rock star which leaves only one possible explanation:
I've got a messianic complex. It's true. And anyone who knows me,
it's hardly a revelation.
Well, I'm the first to admit that there's something unnatural,
something even unseemly about rock stars mounting the pulpit and
preaching at presidents and disappearing to their villas in
the South of France. Talk about a fish out of water. It was weird
enough to have Jesse Helms come to a rock show. This is really
weird.
Now, one of the things I love about this country is the separa
tion of Church and State and although I have to say in inviting
me here both Church and State have been separated from something
else completely: their their mind!
Mr. President, are you sure about this? It's very humbling, and I
will try to keep my homily brief. But be warned: I am Irish.
This link contains a full transcript of the speech, an audio and
a video. http://www.americanrhetoric.com/speeches/bononational
prayerbreakfast.htm
Artifact # 11: “Jesus Hopped the ATrain”
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Although I didn’t read the whole play, as I skimmed the text
I found a lot of great, perhaps somewhat inappropriate for a
younger classroom,
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Artifact # 13: Monster, a novel by Walter Dean Myers.
This novel will expand upon the many themes and subjects
covered in the unit thus far including the African American ex
perience, courage and survival, standing up for truth and equal
ity and tolerance. It’s also about making decisions, as Steve
wonders “What decisions do I make? What decisions didn’t I make?”
(Myers 270). This novel can also help classes to discuss turning
points and the events that lead us to where we end up and also
the events that lead us to where we want to be and where we want
to go. It will be interesting for students to read this novel and
to understand just how far we haven’t really come, because even
as our diverse population grows and changes, stereotypes, as well
as racial intolerance and oppression, still exists whether it
lies in an American courtroom, in race riots, or in the AIDS
crisis existing in Africa.
Racism is both a moral and political issue and the govern
ment should make sure every effort to insure that each individual
is allowed his or her “inalienable rights” as outlined in the
Constitution. The greatest need is that of the individual. Until
we as a people learn to see each other through the eyes of God,
we will never see one another without fear and prejudice.
I could bring in a Bible verse to look into how a higher
power believes in equality:
“Then Peter replied, ‘I see very clearly that God doesn’t
show partiality. In every nation he accepts those who fear him
and do what is right.’” (Acts 10:3435)
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