A History of Black People as Readers: A Genealogy of Critical Literacy

Classroom Activities

Part One: Intro to Freedom Dreaming

Essential Question: What are freedom dreams and what significance do they hold in society?

These activities will help students to develop their own definition of freedom dreams. In the context of this, when I use the words freedom dreams and freedom dreaming, I am speaking with the concept in mind. Whether using the noun or verb form, the concept remains the same. This may need to be communicated to students for clarity.

Activity One: Demystifying Content

The first classroom activity is the hook to offer students a buy in. By tapping into an issue that is closely related to their experiences as students. We will do a close read of an article for the 2023 Florida State Standards for social studies. In this standard, there is a controversial statement that calls for students to study the life and conditions of people were enslaved, followed by a clarification that it should specifically include that enslaved people learned different skills and trades that benefited them once they were freed. This standard was seen as offensive to the conditions of slavery, suggesting that there were benefits to being enslaved. Some students may have a misconception that might suggest that it is true that they were able to use those skills, but reply with the question, wouldn’t they have these skills if they were at home?

The first classroom activity will build the foundational understanding of freedom dreaming. After analyzing quotes from Robin D.G. Kelley and Tourmaline, students will begin by selecting words and phrases that resonate with them and search for the deeper implications by creating a T-Chart that compares the literal meanings of their selections with the bigger implications they interpret. This will help to demystify challenging texts and to prompt critical thinking.

This activity can be adapted for any classroom setting. For example, this could be approached utilizing the jigsaw method where students analyze one thing as a group. For a class where physical space is a challenge, the T-Chart could be facilitated on a Padlet or another online collaboration board.

At the end of this activity, students should review the chart and reflect on what they noticed. The following are questions that students might consider as they reflect. Were there any words or phrases that came up often? Are there any interpretations you agree and/or disagree with? This could take place through journaling, discussion, or even mental documentation.

Activity Two: Exploring the Call to Imagine

In this activity, students will visit a digital gallery that showcases the freedom dreams that people share. This is done through text, imagery and hyperlinks. It also extends to social media through the Instagram handle @call_to_imagine where people can share their freedom dream to be reposted. Operating through the view that freedom dreams are seeds that are planted & spread, this movement was created with the intention to host an interactive space for marginalized folx to share, reflect, and inspire others. While exploring this website, students will keep a journal of any dreams that resonate or stand out to them, describing what they noticed in terms of the content and the medium of the expression. This journal is an important tool that students can refer to in part 3 when they begin crafting their culminating project. At the end of this activity, students should be invited to exchange their experience with classmates.

Activity Three: Defining Freedom Dreams

This activity can serve as a formative assessment. Students will write their definition of freedom dreaming. This activity also presents space for creativity. In my classroom, we will use a cut out template to decorate and write their definitions. We will then use these definitions to create a bulletin board. This culturally relevant approach highlights student achievement and helps to empower student ownership in a space that was not designed for them, but with them.

Part Two: Dream Analysis

Essential Question: How does deepening our understanding of the past contribute to understanding and navigating through present-day challenges in our communities? 

In this section students will assemble small groups and select a freedom dream to analyze. Before they break into groups, I will model the analysis with the class by exploring the history of Black History Month. My objective is to get students to observe the following:

1. Freedom dreams involve collective action. No one does the work alone.
2. The dream begins with critical analysis of the conditions of reality.
3. Freedom dreams are constantly reimagined and connections can be found throughout history.

After we have done an example analysis together, students will select a freedom dream to analyze. The options that I have prepared feature work of Carter G. Woodson, Marley Dias, The Dyett Hunger Strike, Septima Clark, and Sherman “Dilla” Thomas. Students will present their analysis on a “soap box” as opposed to a traditional presentation, students will be prompted to present as though they are campaigning for their dream on a soap box or in an interview. Additionally, I have pulled examples from my city that feature Black Americans to represent my students, you are invited to reimagine this for your communities.

This website is an example of how I will disseminate information for my students as they engage in their research. You may also use this as a resource: https://sites.google.com/cps.edu/purposefuldreams?usp=sharing

Activity Four (A): Modeling Dream Analysis

In this activity, as a whole group students will analyze the history of Black History Month that was outlined in the content objectives. The way this information is presented can vary depending on your skillset, classroom materials, and technology access. For my classroom, I have created a website and curated online resources for students to use as their starting point. As we research, students will complete an accompanying note catcher to document key take aways.

Activity Four B: Dream Analysis

Continuing with GRR, students should be divided into groups in your preferred method to analyze a one of the case studies and complete the accompanying note catcher. Students will choose a case study after viewing brief overviews, ideally, there would be one group per case.

Activity Five: Advocacy Station

This activity can serve as a formative assessment for Part Two. Students will demonstrate what they learned by advocating for their study through presentation on a “soap box.”

Activity Six: Synthesize

Part Three: A Gallery of Dreams

In this part, students will then engage in deep critical reflection of their realities. We’ve looked at the freedom dreams of others, and now students will practice freedom dreaming, employing their newfound perspectives gained through analysis. Students will be invited to answer these questions:

1. What present-day challenges hold significance to students and how would it look when this challenge is overcome?
2. What actions could be taken to overcome this challenge?

The response to these questions will then be used to practice critical imagination that results in an idea and practical steps that can be taken to achieve this. Students will then create a representation of this dream.

Activity Seven: Guided Journaling

Students will begin to self-reflect on their life experiences to consider what is affecting them so deeply that it inspires purpose. The next step in this activity will be to imagine a world they have solved this issue and create a journal entry. The next entry would be to write down the steps for building toward this vision.

Activity Eight: Choose Your Own Adventure

This activity is in preparation for the Gallery of Dreams. During this time, students should begin designed a presentation about their dream, describing the dream and their action plan. Students can refer back to the journal entries from part one and part two as they brainstorm ideas, or brainstorm with the assistance of a teacher.

Activity Nine: The Gallery of Dreams

This activity can serve as a culminating project for this unit. In my classroom, students will create explore their freedom dreams through interdisciplinary means. We will create a guest list of people to invite contemporary historians in addition to parents and families to visit the gallery.

Bonus Activity

This last activity is a field trip that I am curating for my students. I have planned a field trip that takes students to the important sites from the case studies. While I live in Chicago, someone from a different location could put together a virtual field trip, or reach out for virtual classroom visits.