Celebrating Black History Month

Teaching Guide/Student Worksheets

This guide supports the use of the profiles Celebrating Black History Month. It offers vocabulary words from the text and several short answer questions based on the content of each profile. In some cases, references to related websites are included with additional materials about the person or their pursuits. Lastly, the guide includes two or three activities per profile called “Newspaper Tie-ins.” These activities suggest how to bring the lessons of these historical figures into the present, to make their lives relevant and apply the lessons to today’s news. These graphic organizers were created for students in grades 4-8 and can be narrowed or expanded to accommodate the needs of each instructor’s class. Feel free to modify these activities or create your own.

Any questions contact Mary at [email protected] or call 518-449-1667

Common Core State Standards Chart Anchor Anchor Anchor Anchor Standards for Standards for Lesson Standards Standards for Standards for History/Social Speaking and for Reading Writing Language Studies Listening Jones 1, 4, 9 1, 7, 9 4 1, 4, 9

Talbert 1, 6 2, 4, 8 1, 3, 4 3 1, 2, 6

Johnson 2, 8, 9 3, 4, 7 1, 2, 6 4, 7, 8

Haley 1, 3, 7 1, 4, 5, 7 2, 3, 4, 6 1, 2 5, 6, 8

Teachers, use this chart as quick reference to find a lesson and the corresponding Common Core State Standards (CCSS). For more detailed information on the CCSS and the specific focus for instruction for each year go online to http://engageny.org/common-core/ or http://www.corestandards.org/the-standards

Name______

John W. Jones

Vocabulary – write a brief definition of the following words or phrases:

Confederate ______fugitive ______

Fugitive Slave Law (Act) ______

______regiment ______

Underground Railroad ______

______

Read the profile of John W. Jones. Then answer the following questions.

1. How did John Jones escape from slavery and get to Elmira? ______2. How many people did Jones help into freedom? ______3. About how old was John Jones when he learned how to read? ______4. Where did Jones work during the Civil War? What did he do? ______5. How did Jones show respect for the Confederate soldiers and their families? ______6. Why was reading important to John Jones’ job during the war? ______

Newspaper Tie-ins:  John Jones treated his enemies with dignity. Look for articles in recent editions of the newspaper (print or electronic) that illustrate someone or a group of people treating those that oppose them with simple human decency.  After escaping slavery through the Underground Railroad, Jones helped many others do the same. Look through the newspaper for articles about people fighting for their freedom. Compare and contrast them with the American slaves of the past. Use the chart on the next page to organize your thoughts.

Name______

African American Slaves Person or Group from Today’s News

Both groups are fighting for freedom.

Who is trying to help? Who is trying to help?

How are they trying to help? How are they trying to help?

Why are they trying to help? Why are they trying to help?

How are these two groups the same?

How are they different?

Assessment question: What was the most interesting thing you learned while doing this lesson?

Name______

Mary Burnett Talbert

Vocabulary – write a brief definition of the following words and phrases: dedicated ______progressive ______realtor ______showcase ______social circle ______

Read the profile of Mary B. Talbert. Then answer the following questions.

1. What two schools did Mary Burnett Talbert attend as a young woman? Where was each located? ______2. What job(s) did Mary have following her education? ______3. After she was married why wasn’t Mary Talbert a teacher in Buffalo? ______4. What organizations did Mary Talbert become involved in? ______5. Why was Mary involved with all these groups? ______

Related website: http://www.aaregistry.org/historic_events/view/educator-and-activist-mary-burnett- talbert - African American Registry

Newspaper Tie-ins:  Look through several editions of the newspaper, print or online, for stories about how an ordinary citizen made a difference in their community. Compare one of these stories to Ms. Talbert’s work.  Look through several editions of the local newspaper and read the editorials. These articles state an opinion on a given topic. In the news, what concerns you? Write an editorial persuading others to work together to solve something that you believe is wrong. Back up your opinion with facts. Use the following chart to help organize your thoughts before writing your OpEd.

Name______

As a class, develop an essential question. List reasons citizens and leaders give for answering “yes” or “no” to the question. After studying the issue thoroughly, have each classmate write and draw conclusions. Each student should write his/her own answer to the question.

Essential Question: (Example: Should the driving public switch to electric automobiles?) Reasons yes: Reasons no:

Conclusions:

Follow up: What more do you want to know about the topic? Where can you go for more information?

Assessment: Write a sentence or two about something you learned studying about Mary B. Talbert.

This activity was originally developed for Communities and Connections curriculum guide for the NAA Foundation by Dr. Sandra Cook

Name______

Henry Johnson

Vocabulary – write a brief definition of the following words: ammunition ______bayonet ______boulevards ______consecutive ______cope ______posthumously ______

Read the profile of Henry Johnson. Then answer the following questions.

1. What job did Henry Johnson leave to join the Army? ______2. Why did Henry Johnson and the 369th fight under French command? ______3. True or false: Johnson was the first American soldier to earn the French Croix de Guerre. ______4. Name at least two of the nicknames given to the soldiers of the 369th Infantry Regiment. ______5. About how many years after his heroic battle was Henry Johnson finally recognized by the United States with the Distinguished Service Cross? ______

Related website: http://www.pbs.org/opb/historydetectives/investigation/our-colored-heroes/ - PBS History Detectives – Investigations: Our Colored Heroes

Newspaper Tie-ins:  Read several obituaries in today’s newspaper. Write an obituary for Henry Johnson.  Look through several newspapers and examine any political cartoons you find. Based on Henry Johnson’s profile, develop your own political cartoon set either in Henry Johnson’s era or today.  Imagine you’re a reporter on the frontline with the 369th Regiment. Write a news brief that summarizes the attack of May 14, 1918. Find facts in the Henry Johnson feature and through resources online. Use the chart on the next page to organize the Who, What, When, Where, Why and How information you find before writing your short news article.

Name______

Directions: Write a story about the attack in present tense, as if it has just taken place. Answer the key questions. Who?

What?

When?

Where?

Why?

How?

Assessment question: What one thing you learned today surprised you?

Name______

Alex Haley

Vocabulary – write a brief definition of the following words and phrases:

ancestors ______

archaeologists ______

genealogical ______

hieroglyphics ______

niche ______

Rosetta Stone ______

______

Read the profile of Alex Haley. Then answer the following questions.

1. How did Alex first hear about his ancestors? ______2. When he dropped out of college what did Alex Haley do? How old was he when he did this? ______3. When did Alex truly begin his literary career? About how old was he then? ______4. What famous African-American leader did Alex interview and write about? ______5. What book is Alex Haley best known for? Hint: He won a Pulitzer Prize for it. ______

Related website: http://usgenweb.org/about/index.shtml - The USGenWeb Project consists of a group of volunteers working together to provide Internet websites for genealogical research in every county and every state of the United States. The Project is non-commercial and fully committed to free access for everyone.

Newspaper Tie-ins:  Research your ancestry as far back as you can. Create your family tree to share with the class.  Mr. Haley started his writing career as a journalist and interviewer. Select an adult who you look up to and interview him/her. Find out what experiences he/she had in their life which he/she is proud of. What challenges did he/she work to overcome? What advice does he/she have for your class? Be prepared to share your report with the class. Use the chart on the next page to help conduct your interview.

Name______

Conducting the Interview Interviewee’s name (the person you are interviewing) ______Interviewee’s address (Street, City, State) ______What is something you’ve done that you are proud of? (Describe the accomplishment providing at least three details) ______What challenges did you face? ______How did you overcome barriers or obstacles and deal or face challenges? ______Do you have any advice to the students in my class? ______Assessment question: What did you enjoy most about this learning activity?

Series Exercises:

1. Select any two African Americans and compare and contrast their lives and accomplishments.

2. Create a crossword puzzle using key vocabulary words from each profile. Consider use the crossword puzzle student interactive tool available free online at www.readwritethink.org/files/resources/interactives/crossword/

3. Write an obituary notice for each.

4. Write a classified ad for each profile. The classified could be a help wanted ad, an item for sale ad, or perhaps a lost and found notice. Use your imagination and have fun!

5. Write a journal entry from each personality’s perspective regarding the challenge(s) each faced during his/her lifetime.

6. Using various sources, including the Internet, try to find primary documents relating to each woman.

7. Some of these famous people’s homes may now be museums or have been designated historical landmarks. Research these online. What more can you find out about any of African Americans that you didn’t already know from his/her profile?

8. Check your library for an autobiography or biography about one of these people and read an extensive account of his/her life. Write a book report using appropriate organizational strategies and make an oral presentation to the class.

Answer Key: John W. Jones: 1. He escaped using the Underground Railroad. 2. about 800 people 3. He was about 27 years old (1844 minus1817) 4. He worked at a prison camp, Camp Chemung, and dug graves for Confederate soldiers who died while in prison. 5. Jones kept careful records of each soldier and marked each grave site. 6. If Jones didn’t know how to read he would not have been able to keep good records of the buried Confederate soldiers.

Mary Burnett Talbert: 1. She attended both Oberlin College in Ohio and Buffalo University in New York. 2. She was a teacher, assistant principal, principal, realtor and Buffalo city clerk. 3. Married women weren’t allowed to work in Buffalo’s public schools. 4. Phyllis Wheatley Club, National Association of Colored Women (NACW), National Association for the Advancement of Colored People (NAACP), and the International Conference of Women (ICW). 5. She believed that people working together could improve the rights of individuals – especially blacks, women and children.

Henry Johnson: 1. A baggage handler 2. France needed fresh soldiers; American commanders put them, as part of the 93rd Division, under French command. 3. True 4. Any two of these: Men of Bronze, Black Rattlers, Harlem Hellfighters 5. about 85 years, (2003 minus 1918)

Alex Haley: 1. His grandmother told him stories about their ancestors. 2. He joined the Coast Guard at about 18 years old. 3. 1959, about 38 years old (1959 minus 1921) 4. Malcolm X 5. Roots

Additional online resources: http://www.africanamericanhistorymonth.gov/index.html - African American History Month resources created by government agencies including Library of Congress, National Archives and Records Administration, National Park Service and more. http://new.civiced.org/resources/curriculum/black-history-month - The Center for Civic Education - The School Violence Prevention Demonstration Program presents educators with lesson plans that explore the use of nonviolence in history, paying particular attention to the civil rights movement and African American history. http://www.nea.org/tools/lessons/black-history-month.htm - National Education Association, Black History Month website

Name______

A Study Guide* Working in groups of no more than five, choose and study carefully a newspaper story about someone or a group of people working to make your community a better place for everyone to live. Answer the questions below based on details from the chosen story.

1. Remembering (retrieve) Who committed the action? ______What is the action? ______When did the action take place? ______Where did the action take place? ______2. Understanding (summarize) Retell or give the main idea. ______3. Applying (carry out) Why is (the specific event)______significant? ______4. Analyzing (compare) How does (the problem in the story) ______compare with another problem ______? ______5. Evaluating (judge) Do you agree with a viewpoint offered by someone in the story or the opinion expressed by the person writing the opinion ______? What do you think? ______6. Creating (plan) Devise an action plan to solve the problem and present your plan to a group of students, parents, school and/or community officials? ______(*Bloom’s Taxonomy revised)

Name______Levels of Thinking and Reasoning* From your newspaper, choose a story about diversity in your community that interests and/or involves you and is likely to appeal to other students in your class. Ask a question on each level and have a classmate read the story and answer the questions. Also, ask for a critique of the questions.

Headline: ______Author: ______Newspaper: ______Date: ______

Create

Evaluate

Analyze

Apply

Understand

Remember

Follow-up: Did the story appeal to your classmate? Did your classmate offer complete answers to the questions? Did your classmate recommend any changes to the questions?

(*Bloom’s Taxonomy revised)

Name______Venn Diagram

Directions: Compare one person from the Celebrating Black History Month profiles with someone in the news who is working to improve the community.

Follow-Up: What character trait do they share?

Name______

KLW Chart

Directions: Before you read fill out the KNOW column with what you already know about the topic. As you read fill in what you’ve LEARNED in the center column. After you have finished reading fill in the WANT column with what you want to know more about.

KNOW LEARN WANT TO KNOW

Follow-Up: Conduct research to answer your questions.

Name______

Cause and Effect Directions: Select one of more news stories that focus on issues of equality and justice. Identify causes and effects.

Cause Effect

Follow-Up: Which effects represent positive and which, negative results for the people involved?