Giving a Voice to the Systematically Silenced:

How African Americans have used Art and

Literature to Address Discrimination
Evelyn Payne

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

course in my classroom one day.

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

teachers, use this book and add onto it in the future.

 Works Cited

Angelou, Maya. Still I Rise. 1978. Retrieved from https://www.poets.org/poetsorg/poem/still-i-

rise
Herron, Carolivia, and Joe Cepeda. Nappy Hair. New York: Dragonfly, 1997. Print.
King, Martin Luther. Where do we go from here? A Prophet Forsees the Future, 1967
file:///C:/Users/Evelyn/Downloads/King.Where-do-we-go-from-here%20(1).pdf
Accessed 9 September 2016.
Smedley, Audrey. Race and the Construction of Human Identity. American Anthropologist,
vol. 100, no. 3, 1999 https://canvas.jmu.edu/courses/1473502/files/71074913?
module_item_id=15812896 Accessed 1 September 2016.
 Slavery: 1600s to late 1800s

Secondary Source: Six Womens Slave Narratives

Six Women's Slave Narratives contains stories that embody most of the themes and narratives
found in African-American women's autobiographies from the nineteenth and early twentieth
centuries. Beginning with the first female slave narrative from the Americas, The History of
Mary Prince, a West Indian Slave (1831), the collection includes writings by "Old Elizabeth",
Mattie J. Jackson, Lucy A. Delaney, Kate Drumgoold, and Annie L. Burton.

Description taken from www.walmart.com

 Secondary Source: Voices from Slavery: 100
Authentic Slave Narratives

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.

Description taken from www.barnesandnoble.com

Secondary Source: The Narrative of Bethany Veney

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

Race as a mechanism of social stratification and as a form of human

identity is a recent concept in human history. Historical records show
that neither the idea nor ideologies associated with race existed before
the seventeenth century. In the United States, race became the main form
of human identity, and it has had a tragic effect on low-status "racial"
minorities and on those people who perceive themselves as of "mixed
race." We need to research and understand the consequences of race as
the premier source of human identity. This paper briefly explores how
race became a part of our culture and consciousness and argues that we
must disconnect cultural features of identity from biological traits and
study how "race" eroded and superseded older forms of human identity.
It suggests that "race" ideology is already beginning to disintegrate as a
result of twentieth-century changes, [race, identity, history, ethnicity,
culture]

Description taken from

file:///C:/Users/Evelyn/Downloads/Smedley.Race%20and%20the
%20construction%20of%20human%20identity%20(1).pdf
 Primary Source: Now Let Me Fly: The Story of a
Slave Family

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.

Description taken from www.barnesandnoble.com

 Primary Source: The Underground Railroad for
Kids: From Slavery to Freedom with 21 Activities

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.

Description taken from www.play.google.com

 Primary Source: Henry's Freedom Box: A True
Story from the Underground Railroad

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.

Description from www.scholastic.com

 Primary Source: Life on a Plantation

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

Description from www.goodreads.com

 Primary Source: I, Dred Scott: A Fictional Slave
Narrative Based on the Life and Legal Precedent of
Dred Scott

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.

Description from www.amazon.com

 Activity 1: Read Alouds
In this resource book, I have included multiple childrens books
about slavery. Many of them give the point of view of a young person
experiencing slavery, while others explain a little bit of life at that time. I
think it is important to read these books aloud to the students and let
them interact with the text and each other. Before the read alouds take
place, the teacher should cover the general topic of the book and discuss
why he/she is reading the book. While the read aloud takes place,
children should be encouraged to ask questions and make comments.
After the book is read, students will complete various activities that
require them to take their own knowledge and build upon what they
have learned in the new book. Each book should be left out during the
duration of the lesson to allow the students to go back and look at them
at their leisure.
After Read Aloud Activities:

Draw a picture of your life and draw a picture of the life of

someone mentioned in the book? How are they similar? How are
they different?
Summarize the book to a class partner and discuss what you
thought of the book.
Whole class discussion of the book. Covering likes, dislikes, and
any questions.
Complete a Readers Theater of the book
Create a story board of the book, highlighting important plot points
and drawing pictures for each

Activity 2: Ongoing Reading of I, Dred Scott

 While it is important for students to practice reading, it is also
important for students to watch their teacher model good reading habits.
In order to achieve this, the teacher should read I, Dred Scott out loud
to the whole class. The reading can be spread out over numerous days or
even weeks since it is a longer chapter book. As mentioned above, the
books importance and relevance should be addressed before the reading
begins. Students should also be encouraged to ask questions and make
comments during the reading. After the entire book is finished, students
should complete one of the after read aloud activities from above.

Primary Source: Let My People Go Song

 When Israel was in Egypt's land:
Let my people go,
Oppress'd so hard they could not stand,
Let my People go.

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

Primary Source: Follow the Drinkin Gourd Song

 When the sun goes back
and the first quail calls
Follow the drinking gourd
The old man is a-waitin' for
to carry you to freedom
Follow the drinking gourd

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

The river bed makes a mighty fine road,

Dead trees to show you the way
And it's left foot, peg foot, traveling on
Follow the drinking gourd

The river ends between two hills

Follow the drinking gourd
There's another river on the other side
Follow the drinking gourd

I thought I heard the angels say

Follow the drinking gourd
The stars in the heavens
gonna show you the way
Follow the drinking gourd

Played using https://www.youtube.com/watch?v=pw6N_eTZP2U

Primary Source: Swing Low, Sweet Chariot Song

 Swing low, sweet chariot,
Comin' for to carry me home;
Swing low, sweet chariot,
Comin' for to carry me home.
I looked over Jordan,
And WHAT did I see,
Comin' for to carry me home,
A band of angels comin' after me,
Comin' for to carry me home.
Repeat chorus:
If you get there before I do,
Comin' for to carry me home,
Tell all my friends I'm comin' too,
Comin' for to carry me home.
Played using https://www.youtube.com/watch?v=Thz1zDAytzU

Activity 3: Songs of the Slaves

 For this activity, the students should be introduced to each of the
songs on numerous occasions. Seated in a circle, students should sing
along to the songs and even play instruments in available. After learning
the lyrics, the entire class can have a discussion about what the meaning
of the lyrics is and why these songs were important to those that were
enslaved. Students will then write songs about their own lives. They can
include things such as their hobbies, families, hopes for the future, and
etc. The songs will be shared with the class if the students would like.
LESSON PLAN OUTLINE

JMU Elementary Education Program

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.

A. Cultural Identity, Who am I?

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,
the students will understand that
they are all made up of their
different life experiences, and
that as they get older they are
constantly shaping who they are.
Know The students will know
different fun and interesting facts
about themselves, but also
about their family and the
traditions they participate in.
Do The students will make a
book on which they creatively
answer a set of questions about
who they are, who their family
is, and what they want to do
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

Engage -Introduction of the lesson:

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.

Implementation of the lesson:

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?

How do you think our culture affects who we are?

What do you think the term cultural identity means?

What makes up someones cultural identity?

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.

List of questions for the book:

What country/countries does your family originate from?

What holiday is the most important to you and your family?

Who is in your family? (People and pets)

Where do you live?

Is there any religion you and your family participate in?

What sort of traditions does your family have?

What activities do you enjoy doing with your family?

What makes you happy?

What are some of your fears?

What hobbies do you have?

How old are you?

Who is your role model?

What are some goals for your future?

Where do you want to live when you get older?

Whats your dream job?

Civil Rights Movement: 1954 to
1968
 Primary Source: Racism/Incident at Little Rock by
Alberto Ulloa

Primary Source: Actual Picture during School

Integration

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?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________.

Primary Source: Childrens Rhymes by Langston

Hughes
 By what sends
the white kids
I ain't sent:
I know I can't
be President.
What don't bug
them white kids
sure bugs me:
We know everybody
ain't free.
Lies written down
for white folks
ain't for us a-tall:
Liberty And Justice
Huh! For All?

Primary Source: Justice Let it Stand by LuLu

Westbrook Griffin
 Justice let it stand
Like a wild fire
From Country to Country
Should be a Man's desire.
Let it roll down
In every Town and Valley
Let it be shown on
Stree, Lane and Alley
Let it wipe outevery unkind act,
Putting love firstly
to make an impact.
let it roll down
like a River or Stream
Remembering that Speech
Of Dr. King's "I have a Dream"

Activity 6: Writing Your Own Poem

Every student will receive a copy of both poems. After reading the poems on their
own, the class will gather as a whole to discuss their meanings and importance.
Next, each student will choose a writing prompt and write a poem centered around
The Civil Rights Movement. The poems will be shared with the class.

Possible Prompts:

Write a poem in response to either Faith Ringgold or Langston Hughes. How

does American today compare to American then? Do you agree with what
they said? Did anything they say really connect with you?
Write a poem about the emotions you felt as you read both poems.
Write a poem as if you were an African American child during the Civil
Rights Movement. How do you feel? What do you see? How do other
people treat you?
Write a poem as if you were a Caucasian child during the Civil Rights
Movement. How do you feel? What do you see? How do other people treat
you?
Write about your thoughts on justice and liberty. Today, what liberties do
you have? What does justice and liberty mean to you? How might some
people not fully receive justice and liberty?

Secondary Source: Where Do We Go From Here by

Martin Luther King Jr.
Speech found at https://canvas.jmu.edu/courses/1473502/files/71075041?
module_item_id=15813075
Present Day

Primary Source: Grandpa, Is Everything Black

Bad? by Sandy Lynne Holman
Montsho, a young African-American boy, is concerned: black cats are bad luck,
witches wear black, the bad characters are in black on television, etc. When he
poses the question to his Grandpa, "Is everything black bad?" the man reassures his
grandson that it isn't so and takes him into a special room that looks like an African
kingdom. While beating a drum, he recites a poem that relates their full and rich
cultural background. The book ends with Grandpa saying that "the dark color of
your skin and your African heritage is a good thing, a very good thing indeed."

Description from www.amazon.com

Activity 7: Read Aloud Activity with Grandpa, Is

Everything Black Bad? by Sandy Lynne Holman
 In this resource book, I have included multiple childrens books
about slavery. Many of them give the point of view of a young person
experiencing slavery, while others explain a little bit of life at that time. I
think it is important to read these books aloud to the students and let
them interact with the text and each other. Before the read alouds take
place, the teacher should cover the general topic of the book and discuss
why he/she is reading the book. While the read aloud takes place,
children should be encouraged to ask questions and make comments.
After the book is read, students will complete various activities that
require them to take their own knowledge and build upon what they
have learned in the new book. Each book should be left out during the
duration of the lesson to allow the students to go back and look at them
at their leisure.
After Read Aloud Activities:

For this particular read aloud, it would be beneficial for the

students to compare what they have learned earlier on in the
semester (from lessons from this resource book) with the
information presented in the book. Student should get in groups of
two and discuss the following questions: What about African
American history and culture was mentioned in this book and that
we also talked about in class?

Primary Source: Skin Again by bell hooks

The skin I'm in is just a covering. It cannot tell my story. The skin I'm in is just a
covering. If you want to know who i am You have got to come inside And open
your heart way wide. Celebrating all that makes us unique and different, Skin
Again offers new ways to talk about race and identity. Race matters, but only so
much-what's most important is who we are on the inside. Looking beyond skin,
going straight to the heart, we find in each other the treasures stored down deep.
Learning to cherish those treasures, to be all we imagine ourselves to be, makes us
free. Skin Again celebrates this freedom.

Description from www.amazon.com

Activity 8: Skin Color Activity based on bell hooks

Book
 Skin Color activity: This can be done as a small group or a larger classroom size
group Also great for Brownie Try-it Caring and Sharing (#4 Differences are OK)
with special thanks to Deb Buckingham Part 1 Collect some paint chips from a
paint store in various shades of browns, tans, and offwhites. (Try to get 2 square
chips if you can, it will make Part 2 and 3 work better.) The idea is to get as many
shades as there may be of skin tones. Make sure you get extras so there is lots of
choice for all the children. Get a copy of Skin Again by bell hooks. Print out the
child outline on page two on cardstock for as many children as you have
participating in the activity. You will need scissors, crayons or markers to decorate
the child outline, glue stick. Also, a sheet of black and a sheet of white construction
paper. Part 2 Read the book to the class. Talk about outside looks and inside
feelings. We have made a list of feelings on the blackboard and talk about how
everyone has them regardless of what they look like. Next, put out a sheet of white
construction paper and a sheet of black construction paper. Ask the children: Are
you black or are you white? Most children will respond one way or the other. Now
give the children the paint chips. Children compare the paint chips with the colors
of their own skin in order to find their colors. The neat thing with paint chips is that
they have such cool names and the children get to say things like "My skin is
vanilla cream but yours is applewood". Now compare the paint chips with the
black and white construction paper. Talk about the fact that many people describe
human beings in terms of being black or white or yellow or brown or red but it
appears from looking at the paint chips that all kinds of skin are shades of brown.
Some of them are very light brown and some are very dark. Part 3 Cut the paint
chip the child has selected into a circle and place on the face of the child outline.
Have the child decorate the outline to look like them. Some teachers like to hang
these up as the hands go together and look like they are holding hands.

Activity adapted to fit bell hooks book

Primary Source: Still I Rise by Maya Angelou
You may write me down in history
With your bitter, twisted lies,
You may tread me in the very dirt
But still, like dust, I'll rise.

Does my sassiness upset you?

Why are you beset with gloom?
'Cause I walk like I've got oil wells
Pumping in my living room.

Just like moons and like suns,

With the certainty of tides,
Just like hopes springing high,
Still I'll rise.

Did you want to see me broken?

Bowed head and lowered eyes?
Shoulders falling down like teardrops.
Weakened by my soulful cries.

Does my haughtiness offend you?

Don't you take it awful hard
'Cause I laugh like I've got gold mines
Diggin' in my own back yard.

You may shoot me with your words,

You may cut me with your eyes,
You may kill me with your hatefulness,
But still, like air, I'll rise.

Does my sexiness upset you?

Does it come as a surprise
That I dance like I've got diamonds
At the meeting of my thighs?

Out of the huts of history's shame

I rise
Up from a past that's rooted in pain
 I rise
I'm a black ocean, leaping and wide,
Welling and swelling I bear in the tide.
Leaving behind nights of terror and fear
I rise
Into a daybreak that's wondrously clear
I rise
Bringing the gifts that my ancestors gave,
I am the dream and the hope of the slave.
I rise
I rise
I rise.
Primary Source: One World by Honestly J.T.
Love is not a color,
No hue, neither a race.
All of our blood is the same,
That runs deep within our veins.

If we could lift up each other,

And know that we all care.
If we help our sisters and brothers,
There's a bond that we'll share.
Activity 9: Class Discussion on Still I Rise by Maya
Angelou and One World by Honestly J.T.
For this activity, each student will receive a stanza from either Maya
Angelous poem or Honestly J.T.s. The students will go through each line of their
stanza and break it down. They should look for rhyme, diction, repetition, or any
other poetic devices at work. Each student should also try to find an overall
meaning to their stanza. The class will come together as a whole and each student
will present their stanza. Then the class will look at the poems as a whole and
determine the overall purpose of the writing. This could also be a good time to
compare these poems to the other ones listed in the resource book. The teacher
could cover how the poems may be different, but that the overall theme is still
there and how discrimination is still an issue in society today.
 Primary Source: I Aint Movin by Desree
Love is my passion
Love is my friend
Love is universal
Love never ends

Then why am I faced with so much anger, so much pain?

Why should I hide? Why should I be ashamed?
Time is much too short to be living somebody elses life
I walk with dignity, I step with pride

'Cause I ain't movin' from my face,

From my race, from my history
I ain't movin' from my love,
My peaceful dove, it means too much to me
Loving self can be so hard
Honesty can be demanding
Learn to love yourself,
It's a great, great feeling

When your down baby, I will set you free

I will be your remedy, I will be your tree
A wise man is clever, seldom ever speaks a word
A foolish man keeps talking, never is he heard

Time's too lonely, too lonely without words

Future voices need to be heard
Eyebrows are always older than the beards
Momma said be brave, you've nothing to fear

I ain't movin', I've been here long before

I ain't movin', ''cause I want more
I ain't movin', got my feet on the ground
As far as I'm concerned, love should win the rounds

Played using https://www.youtube.com/watch?v=TONk2fVfwUI

Activity 4: Comparing I Aint Movin by Desree
and the Slave Songs from the beginning of the
resource book
 Primary Source: I Aint Movin by Desree

Now in Dragonfly: a lively, empowering story about Brenda's knotted-

up, twisted, nappy hair and how it got to be that way! Told in the
African-American "call and response" tradition, this story leaps off the
page, along with vibrant illustrations by Joe Cepeda.
Description www.goodreads.com
 Bibliography

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?
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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
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Griffin, LuLu W. Justice Let it Stand. 1969. Retrieved from
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Culture Coop, 1998. Print.
Honestly, J. T. One World. 2013. Retrieved from
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Hughes, Langston. Childrens Rhymes. n.d. Retrieved from
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2005. Print.
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content/uploads/2013/10/Compare-and-Contrast-Graphic-Organizer-1.pdf
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2000. Print.