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From African to African American: the Creolization of African Culture
From African to African American: The Creolization of African Culture Melvin A. Obey Community Services So long So far away Is Africa Not even memories alive Save those that songs Beat back into the blood... Beat out of blood with words sad-sung In strange un-Negro tongue So long So far away Is Africa -Langston Hughes, Free in a White Society INTRODUCTION When I started working in HISD’s Community Services my first assignment was working with inner city students that came to us straight from TYC (Texas Youth Commission). Many of these young secondary students had committed serious crimes, but at that time they were not treated as adults in the courts. Teaching these young students was a rewarding and enriching experience. You really had to be up close and personal with these students when dealing with emotional problems that would arise each day. Problems of anguish, sadness, low self-esteem, disappointment, loneliness, and of not being wanted or loved, were always present. The teacher had to administer to all of these needs, and in so doing got to know and understand the students. Each personality had to be addressed individually. Many of these students came from one parent homes, where the parent had to work and the student went unsupervised most of the time. In many instances, students were the victims of circumstances beyond their control, the problems of their homes and communities spilled over into academics. The teachers have to do all they can to advise and console, without getting involved to the extent that they lose their effectiveness. -
Publishing Blackness: Textual Constructions of Race Since 1850
0/-*/&4637&: *ODPMMBCPSBUJPOXJUI6OHMVFJU XFIBWFTFUVQBTVSWFZ POMZUFORVFTUJPOT UP MFBSONPSFBCPVUIPXPQFOBDDFTTFCPPLTBSFEJTDPWFSFEBOEVTFE 8FSFBMMZWBMVFZPVSQBSUJDJQBUJPOQMFBTFUBLFQBSU $-*$,)&3& "OFMFDUSPOJDWFSTJPOPGUIJTCPPLJTGSFFMZBWBJMBCMF UIBOLTUP UIFTVQQPSUPGMJCSBSJFTXPSLJOHXJUI,OPXMFEHF6OMBUDIFE ,6JTBDPMMBCPSBUJWFJOJUJBUJWFEFTJHOFEUPNBLFIJHIRVBMJUZ CPPLT0QFO"DDFTTGPSUIFQVCMJDHPPE publishing blackness publishing blackness Textual Constructions of Race Since 1850 George Hutchinson and John K. Young, editors The University of Michigan Press Ann Arbor Copyright © by the University of Michigan 2013 All rights reserved This book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and except by reviewers for the public press), without written permission from the publisher. Published in the United States of America by The University of Michigan Press Manufactured in the United States of America c Printed on acid- free paper 2016 2015 2014 2013 4 3 2 1 A CIP catalog record for this book is available from the British Library. Library of Congress Cataloging- in- Publication Data Publishing blackness : textual constructions of race since 1850 / George Hutchinson and John Young, editiors. pages cm — (Editorial theory and literary criticism) Includes bibliographical references and index. ISBN 978- 0- 472- 11863- 2 (hardback) — ISBN (invalid) 978- 0- 472- 02892- 4 (e- book) 1. American literature— African American authors— History and criticism— Theory, etc. 2. Criticism, Textual. 3. American literature— African American authors— Publishing— History. 4. Literature publishing— Political aspects— United States— History. 5. African Americans— Intellectual life. 6. African Americans in literature. I. Hutchinson, George, 1953– editor of compilation. II. Young, John K. (John Kevin), 1968– editor of compilation PS153.N5P83 2012 810.9'896073— dc23 2012042607 acknowledgments Publishing Blackness has passed through several potential versions before settling in its current form. -
Reflections on the Slave Trade and Impact on Latin American Culture
Unit Title: Reflections on the Slave Trade and Impact on Latin American Culture Author: Colleen Devine Atlanta Charter Middle School 6th grade Humanities 2-week unit Unit Summary: In this mini-unit, students will research and teach each other about European conquest and colonization in Latin America. They will learn about and reflect on the trans- Atlantic slave trade. They will analyze primary source documents from the slave trade by conducting research using the online Slave Voyages Database, reading slave narratives and viewing primary source paintings and photographs. They will reflect on the influence of African culture in Latin America as a result of the slave trade. Finally, they will write a slave perspective narrative, applying their knowledge of all of the above. Established Goals: Georgia Performance Standards: GA SS6H1: The student will describe the impact of European contact on Latin America. a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma, Pizarro, and Atahualpa. b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse. GA SS6H2: The student will describe the influence of African slavery on the development of the Americas. Enduring Understandings: Students will be able to describe the impact of European contact on Latin America. Students will be able to define the African slave trade and describe the impact it had on Latin America. Students will reflect on the experiences of slaves in the trans-Atlantic slave trade. -
The House Nigger in Black American Literature Black American Literature
UNIVERSITY OF NAIROBI \ 4 / The House Nigger in Black Amer/ican Literature A Thesis presented in partial fulfillment of the requirements for the degree of MASTERS OF ARTS in Literature by Margeretta wa Gacheru NOVEMBER, 1985 This Thesis has been submitted for examination .. with our approval as supervisors: - • ,ees> r . Signed: { ^ \ r' c°v Dr Kimani Gecau5 VSS*vN S igned: Dr. Henry Indangasi UNIVERSITY OF NAIROBI LIBRARY This dissertation is my original work and has not been submitted for a degree in any other University. This dissertation has been submitted for examination with my approval as University supervisors: Signed: ■f-* DR. KIMANI GECAU Signed: DR. HENRY INDANGASI LIST O F CONTENTS Page Acknowledgements ... (iv) Abstract (v) 1 Introduction 2. The House Nigger in Black American Literature Black American Literature ... ... 18 3. Ralph Ellison: The Case of a Good House Nigger 77 4. Invisible Man: A House Nigger Masterpiece. 102 5. Conclusion ... 139 6. Footnotes 7. Bibliography ACKNOWLEDGEMENTS I would like to express my deepest gratitude to Dr. Kimani Gecau for his consistent concern for the progress of this dissertation, for all the hours of provocative, progressive and constructive discussion, and for his patience as well as his alacrity so often displayed while this work was still in embryo (and when at times it looked like it would be a still birth). I am also most appreciative of the efforts of Dean Micere Mugo whose combined strengths of administrative aptitude and academic excellence have been something of a shining light to me in the long night of this thesis' preparation. -
Voices from the Transatlantic Slave Trade
Voices from the Trans-Atlantic Slave Trade Overview In this lesson, students will gain an understanding of the history of the African slave trade, the Trans-Atlantic slave trade, and the development of slavery in America through discussing historical facts, art work, and excerpts from the book Copper Sun. Students will focus on the humanization of those enslaved by completing a project in which they assume the persona of an African forced into slavery and recreate a personal journal kept by the enslaved. Grades 7-8 Essential Questions • What was lifelike for the individual human beings before they were forced into slavery? • What were the causes and effects of the Trans-Atlantic slave trade? • What was the Triangle Trade Route and how did it affect the continents involved? • What was the experience of enslaved Africans during the Middle Passage? • What were the experiences of individuals who were enslaved? What was the effect of enslavement on their livelihood and culture? • How did slavery develop in the southern colonies, particularly in North and South Carolina? • In what ways did slavery impact the foundations of America? Materials • Voices of the Trans-Atlantic Slave Trade Power Point, available in the Database of K-12 Resources (in PDF format) o To view this PDF as a projectable presentation, save the file, click “View” in the top menu bar of the file, and select “Full Screen Mode” o To request an editable PPT version of this presentation, send a request to [email protected] • Copper Sun, a novel by Sharon Draper (either one copy for reading aloud, or multiple copies for students to read individually or in partners) • Heart shapes for cutting and distributing to students, attached • Journals from the Trans-Atlantic Slave Trade Assignment Sheet, attached Duration 60-90 minutes (depends upon amount of student discussion; time can be split over two class periods) Procedure Day 1 The Humanness of those Enslaved 1. -
Never Give Up! Ama’S Journey to Freedom on the Underground Railroad
Never Give Up! Ama’s Journey to Freedom on the Underground Railroad Multicultural Curriculum Grades 5 - 10 by Kesa Kivel © 2012 The curriculum for the Never Give Up! film may be used and reproduced for free for not- for-profit, educational purposes. Commercial usage is not permitted. Kesa welcomes questions and comments on the film and curriculum. Contact her at www.nevergiveupfilm.org. Table of Contents Contemporary Issues/Objectives page 3 Key Terms page 4 Pre-Viewing Suggestions page 5 Post-Viewing Questions (Film-Related) page 6 Post-Viewing Questions (Topic-Related) page 7 Art and Writing Options Handout page 8 Creating An Underground page 9 Railroad Project Consensus Guidelines Introduction page 10 Consensus Guidelines Handout page 11 Safety and Respect Guidelines page 12 Selected Resources pages 13, 14 Film and Curriculum Evaluation page 15 2 NEVER GIVE UP! Ama’s Journey to Freedom on the Underground Railroad CONTEMPORARY ISSUES — In the Never Give Up! Film 1) Slavery is a topic that often makes students uncomfortable because of the difficult nature of the subject matter. African American and white students may feel particularly uneasy because there’s often a narrow representation of each race as either victim or oppressor. 2) It can be difficult for students to understand slavery’s brutal effect on people through textbook study alone. 3) Students may not have reflected on the gender-specific ways in which enslaved people were treated. 4) The interracial, collaborative nature of the Underground Railroad is not always highlighted. OBJECTIVES • Students will learn powerful, inspiring everyday ways in which enslaved people, including enslaved young people, courageously resisted slavery. -
Complete List of Oprah's Book Club Books
Complete List of Oprah’s Book Club Books 2020 American Dirt by Jeanine Cummins Hidden Valley Road: Inside the Mind of an American Family by Robert Kolker Deacon King Kong by James McBride 2019 The Water Dancer by Ta-Nehisi Coates Waterford does not own, can request Olive, Again by Elizabeth Strout from another library 2018 An American Marriage by Tayari Jones The Sun Does Shine by Anthony Ray Hinton Becoming by Michelle Obama 2017 Behold the Dreamers by Imbolo Mbue 2016 The Underground Railroad by Colson Whitehead Love Warrior: A Memoir by Glennon Doyle Martin 2015 Ruby by Cynthia Bond 2014 The Invention of Wings by Sue Monk Kidd (announced in 2013, published in 2014) 2012 – “Oprah’s Book Club 2.0,” post-Oprah Winfrey Show club launched Wild: From Lost to Found on the Pacific Crest Trail by Cheryl Strayed The Twelve Tribes of Hattie by Ayana Mathis 2010 Freedom by Jonathan Franzen A Tale of Two Cities and Great Expectations by Charles Dickens 2009 Say You're One of Them by Uwem Akpan 2008 A New Earth: Awakening to Your Life’s Purpose by Eckhart Tolle The Story of Edgar Sawtelle by David Wroblewski 2007 The Measure of a Man by Sidney Poitier The Road by Cormac McCarthy Middlesex by Jeffrey Eugenides Love in the Time of Cholera by Gabriel García Márquez The Pillars of the Earth by Ken Follett 2006 Night by Elie Wiesel 2005 A Million Little Pieces by James Frey As I Lay Dying, The Sound and the Fury, and Light in August by William Faulkner 2004 One Hundred Years of Solitude by Gabriel García Márquez The Heart Is a Lonely Hunter by Carson McCullers Anna Karenina by Leo Tolstoy The Good Earth by Pearl S. -
Custom Book List
Custom Book List School: Your District Name Goes Here MANAGEMENT BOOK AUTHOR LEXILE® POINTS WORD COUNT 'Tis The Season Martin, Ann M. 890 10 40,955 'Twas A Dark And Stormy Night Murray, Jennifer 830 4 4,224 ...Or Not? Mandabach, Brian 840 23 98,676 1 Zany Zoo Degman, Lori 860 1 415 10 Best Love Poems, The Hanson, Sharon 840 6 8,332 10 Coolest Dance Crazes, The Swartz, Larry 870 6 7,660 10 For Dinner Bogart, Jo Ellen 820 1 328 10 Greatest Accidental Inventi Booth, Jack 900 6 8,449 10 Greatest American President Scholastic 840 6 7,306 10 Mightiest Conquerors, The Koh, Frederick 900 6 8,034 10 Most Amazing Adaptations In Scholastic 900 6 8,409 10 Most Decisive Battles, The Downey, Glen 870 6 8,293 10 Most Defining Moments Of Th Junyk, Myra 890 6 8,477 10 Most Ingenious Fictional De Clemens, Micki 870 6 8,687 10 Most Memorable TV Moments, Downey, Glen 900 6 8,912 10 Most Remarkable Writers, Th Downey, Glen 860 6 9,321 10 Most Revolutionary Songs, T Cameron, Andrea 890 6 10,282 10 Most Tragic Romances, The Harper, Sue 860 6 9,052 10 Most Wondrous Ancient Sites Scholastic 900 6 9,022 10 P.M. Question, The De Goldi, Kate 830 18 72,103 10 Smartest Animals, The Downey, Glen 900 6 8,148 1000 Facts About Space Beasant, Pam 870 4 10,145 1000 Facts About The Earth Butterfield, Moira 850 6 11,721 1000 Questions And Answers Tames, Richard 890 9 38,950 101 Dalmatians, The Smith, Dodie 830 12 44,767 1777: A Year Of Decision Arnold, James R. -
Oprah Winfrey's Book Club Selections
BOOK NERD ALERT: OPRAH WINFREY’S BOOK CLUB SELECTIONS Books by Marilynn Robinson o Gilead o Home o Jack o Lila “Caste: The Origins of Our Discontents” by Isabel Wilkerson “Deacon King Kong” by James McBride “Hidden Valley Road: Inside the Mind of an American Family” by Robert Kolker “American Dirt” by Jeanine Cummins “Olive, Again” by Elizabeth Strout “The Water Dancer” by Ta-Nehisi Coates “Becoming” by Michelle Obama “The Sun Does Shine” by Anthony Ray Hinton “An American Marriage” by Tayari Jones Behold the Dreamers” by Imbolo Mbue “Love Warrier” by Glennon Doyle Melton “The Underground Railroad” by Colson Whitehead “Ruby” by Cynthia Bond “The Invention of Wings” by Sue Monk Kidd “The Twelve Tribes of Hattie” by Ayana Mathis “Wild” by Cheryl Strayed “A Tale of Two Cities” by Charles Dickens “Great Expectations” by Charlies Dickens “Freedom” by Jonathan Franzen “Say You’re One of Them” by Uwem Akpan “The Story of Edgar Sawtelle” by David Wroblewski “A New Earth” by Eckhart Tolle “The Pillars of the Earth” by Kenn Follett “Love in the Time of Cholera” by Gabriel Garcia Marquez “Middlesex” by Jeffery Eugenides “The Road” by Cormac McCarthy “The Measure of a Man” by Sidney Poitier “Night” by Elie Wiesel “A Million Little Pieces” by James Frey “Light in August” by William Faulkner www.booknerdalert.com Last updated: 10/27/2020 “The Sound and the Fury” by William Faulkner “As I Lay Dying” by William Faulkner “The Good Earth” by Pearl S. Buck “Anna Karenina” by Leo Tolstoy “The Heart is a Lonely Hunter” -
HISTORICAL FICTION: Jackson MS Library the Era of the War Between the States May 2013
HISTORICAL FICTION: Jackson MS Library The Era of the War Between the States May 2013 Check the online catalogs at your school and public libraries to find these titles. Armstrong, Jennifer The Dreams of Mairhe Mehan In a rich tapestry of dreams, legend, and the pivotal events of the American Civil War, this haunting novel portrays a family of Irish immigrants fighting to find its identity in the New World while a nation struggles to be born anew out of the carnage of war. Avi Iron Thunder: The Battle Between the Monitor & the Merrimac Tom's job as an assistant to Captain John Ericsson, the inventor of the Monitor, makes him a target of Confederate spies. Bartoletti, Susan Campbell No Man’s Land: a Young Soldier’s Story Because he had been unable to fight off the gator that injured his father, 14-year-old Thrasher joins the Confederate Army hoping to prove his manhood. Beatty, Patricia Charley Skedaddle During the Civil War, a twelve-year-old Bowery Boy from New York City joins the Union Army as a drummer, deserts during a battle in Virginia, and encounters a hostile old mountain woman. Beatty, Patricia Jayhawker Elija ``Lije'' Tulley eagerly joins the band of men recruited by abolitionist John Brown to be Jayhawkers, Kansans who cross into neighboring Missouri to steal away slaves and help them to freedom. The historical figures who populate the story are well portrayed as flesh-and-blood characters, not just names out of a history book. There is one glaring error in the text; Lincoln's Emancipation Proclamation of 1863 did not free all slaves in the United States, as the story says, but only those in states in rebellion against the Union. -
Insiituticn Pub Date Edrs Price Descriptors Abstract
DOCUMENT RESUME ED 035 991 24 EA 002 768 TITLE AFRO-AMERICAN INSTRUCTIONAL CURRICULUM LABORATORY. INSIITUTICN MICHIGAN-CHIO REGIONAL EDUCATIONAL LAB., INC. DETROIT, MICH. SPONS AGENCY OFFICE CF EDUCATION (DHEW), WASHINGTON, D.C. BUREAU OF RESEARCH., REPORT NO MOREL-693-3M BUREAU NO BR-6-1465 PUB DATE JUL 69 CONTRACT OEC-,3-7-061465-3071 NCTE 44P. EDRS PRICE ED.RS PRICE MF-$0.25 HC-$2.30 DESCRIPTORS *AFRICAN AMERICAN STUDIES, *ANNOTATED BIBLIOGRAPHIES, AUDIOVISUAL AIDS, BIBLIOGRAPHIC CITATIONS, *BIBLIOGRAPHIC COUPLING, CULTURAL EDUCATION, *CURRICULUM GUIDES, INSTRUCTIONAL MATERIALS, *INSTRUCTIONAL PROGRAM DIVISIONS, INTERMEDIATE GRADES, JUNIOR HIGH SCHOOLS, LESSON PLANS, NEGRO CULTURE, NEGRO HISTORY, NEGRO LITERATURE, PRIMARY GRADES, RESOURCE GUIDES, SENIOR HIGH SCHOOLS ABSTRACT THIS DOCUMENT WAS DEVELOPED AS A RESOURCE GUIDE FOR IhE SELECTION OF AFRC-AMEEICAN CURRICULUM MATERIALS FOR GRADES K-12. THE MAJOR SECTION IS AN ANNOTATED BIBLIOGRAPHY THAT INCLUDES 282 CITATIONS, MCST OF WHICH HAVE BEEN COPYRIGHTED SINCE 1960. A REPRINT SERIES IS ALSO INCLUDED THAT LISTS 44 ANNOTATED CITATIONS ON THE OLDER LITERATURE. A NOTABLE FEATURE IS THAT EACH SELECTION HAS BEEN PUT INTO A RECOMMENDED GRADE LEVEL AND EACH GRADE LEVEL IS FURTHER SUBDIVIDED UNDER BIOGRAPHY, FICTION, POETRY, OR REFERENCE. A SEPARATE SECTION RECOMPILES THE CITATIONS UNDER A GRADED INDEX, INCLUDING 50 TITLES RECOMMENDED FOR ADULTS. TWO SHORT SECTIONS ARE DEVOTED TO AUDIOVISUAL MATERIALS. THE FINAL SECTION CONTAINS ACTUAL LESSON OUTLINES CN' SOUTHERN AFRICA FCR GRADES 6 AND 7, AND ON WESTERN AFRICA, ESPECIALLY GHANA AND NIGERIA, FCR GRADES 8 AND 9. (LN) AFRO-AMERICAN o INSTRUCTIONAL W U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION CURRICULUM THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY ASRECEIVED FROM THE LABORATORY PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIALOFFICE OF EDUCATION POSITION OR POLICY. -
Slavery on Their Minds: Representing the Institution in Children's Picture Books
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses August 2015 Slavery on Their Minds: Representing the Institution in Children's Picture Books Raphael E. Rogers University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the African American Studies Commons, Art Education Commons, Curriculum and Instruction Commons, and the Elementary Education and Teaching Commons Recommended Citation Rogers, Raphael E., "Slavery on Their Minds: Representing the Institution in Children's Picture Books" (2015). Doctoral Dissertations. 396. https://doi.org/10.7275/6956840.0 https://scholarworks.umass.edu/dissertations_2/396 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Slavery on Their Minds: Representing the Institution in Children’s Picture Books A Dissertation Presented by RAPHAEL E. ROGERS Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirement for the degree of DOCTOR OF EDUCATION May 2015 College of Education © Copyright by Raphael E. Rogers 2015 All Rights Reserved Slavery on Their Minds: Representing the Institution in Children’s Picture Books A Dissertation Presented by RAPHAEL E. ROGERS Approved as to style and content by: _______________________________ Maria José Botelho, Chairperson _______________________________ Denise K. Ives, Member _______________________________ William Moebius, Member ______________________________ Christine B. McCormick, Dean College of Education \ DEDICATION This dissertation is dedicated to my family and ancestors.