Activities
Lesson 1: Introducing Black Pride
Warm up: Students should write briefly about something that they once felt was an important part of their identity, but they no longer practice. Why is this something that is no longer part of their identity?
Discuss warm up, either in pairs or as a whole class.
Activity: Read “My First Conk” by Malcolm X from The Autobiography of Malcolm X. The teacher or students can choose the reading mode (aloud, individually, small groups) depending on the class’ preference or ability level. The essay is relatively short, so it is
Discussion: In shared inquiry format, students should discuss the following questions. Depending on the ability of your learners, it may be productive to have students write answers to the questions individually and then share with a partner before moving to whole class discussion.
- What does Malcolm X discover about his identity?
- What is his realization about this specific act and other choices he has made?
- To what extent does this story comment on the larger black experience?
Closure: What did Malcolm X’s essay help you learn about defining one’s identity?
Extension: “My First Conk” is considered a process essay – one in which the steps of a process are detailed as well as the “reason” that the process is important. Students can analyze the structure of Malcolm X’s essay (it is roughly half “process” and half “reason”), then write a process essay that expands on the ideas from their warm up.
Lesson 2: Analysis of Black Arts Movement Poetry
Warm up: Ask students to discuss or write what they already know about the Black Arts or Black Power movement.
Direct Instruction: Depending on students’ background, share key elements in a PowerPoint or handout.
Activity: Divide students into small groups (3-4 students) and assign each group a poem. Suggested poems are:
Amiri Baraka – “Black Art”*
Nikki Giovanni – “Beautiful Black Men”
Gwendolyn Brooks – “Primer for Blacks”
Sonia Sanchez – “blk/rhetoric”
Gil Scott Heron – “The Revolution Will Not Be Televised”
* “Black Art” contains language that some might deem inappropriate for a high school classroom. Consider your curriculum restrictions and community of learners before using this poem.
In each group, students should read the poem several times, then annotate for text features that stand out to them (structure, language, thematic ideas). Using their annotation, each group member should be able to discuss their interpretation of the poem and the features they noticed about it.
The groups should rearrange so that each new group has one representative of each poem. Together, members will share their poem and findings. The group should then attempt to create a master list of features. If time allows, students should share these lists with the class; the teacher can engage the class in a discussion of the impact of certain features and how themes are developed.
Closure: Students should write a brief exit slip conveying what studying the poems taught them about the structure, style and theme of poetry during the Black Arts Movement.
Lesson 3: Debatable podcast
Though not presented in a full analysis within the unit, this podcast has thematic connections to the idea of black people challenging the inclusivity of white, mainstream culture. The podcast profiles Ryan Wash, a queer, black man who participated on his high school and college debate teams. Though Wash is quite successful at Policy debate, he feels alienated by the norms of formal debate, particularly at national tournaments where most of his competitors are white and come from “namebrand, private schools.” He and his college debate partner challenge the debate paradigm by with “performance” style debate, using spoken word, citing poetry, and ultimately arguing more about how debate should be argued rather than the topic itself. They meet with much success, but also backlash from their competitors who assert that their style doesn’t belong in debate. Wash speaks of feeling excluded from debate because its structure preferred many quick arguments that required a lot of research, a style that benefitted schools that had more money and resources (and where students were often white). In his final debate in college, he argues that he is searching for a “home” (and makes reference to The Wiz).55
Students would benefit from listening to the podcast in full – it runs one hour in length, and with guided discussion could be completed in 2-3 class periods. The teacher should frame discussion around the way that Wash and his partner’s style and strategy exemplify qualities of Black Arts Movement writing and how their goal – finding a home, a place where their style is valued – aligns with the movement’s themes.
Lesson 4: Viewing The Wiz and analysis of key scenes
The Wiz is the focus text of this unit. The move is just over two hours long – for maximum value, the class should view the film in sections to discuss aspects of the story, how the adaptation alters the message of the original 1939 film and how the character development and music exemplify, complicate or show influence of the Black Arts Movement. Particularly moving scenes include the opening scene in Harlem, Dorothy’s encounter with her travelling companions, the liberation of Evilene’s sweatshop and her eventual demise, the characters’ encounter with the Wiz and Dorothy’s closing song. The teacher should use the analysis in the Content Objectives section to guide questioning and develop activities.
Lesson 5: Culminating Project – Adapting a story
Students should choose a beloved story (either their own choice or one that is popular in their culture) and write a modern adaptation. Given their study of the Black Arts Movement and The Wiz, students should consider what elements of the story they must change in order to make the story their own. Students can adapt the story to account for race, ethnicity, country of origin, gender roles, religion or simply a change in social setting/situation. To keep this project manageable, students should choose one or two key scenes from the story to rewrite. Depending on resources, students can publish the story in print or online for the class, perform it in class or create a video.
A key element of closure for this activity is asking students to consider how the adaptation changed the theme(s) of the story and how their adaptation pushes against a “mainstream” culture. Students should be encouraged to define their own culture however they see fit, and should avoid attempting to place their adaptation in a culture unfamiliar to them.
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