Barbara W. Coles Trader
Objective: #1. The student will list at least 25 facts about
Blacks Before the Mayflowe
r: “A History of Black American” written by Lerone Bennett, Jr.
The reference books will be available in the reading room of the author writing this unit. Thus, each student will be given the opportunity to orally discuss his/her data when completing the “notetaking” assignment.
Objective: #2. The student will be given basic vocabulary to identify pronunciation, part of speech, structural analysis and meanings such as:
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portray
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peppy
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cemetery
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visualize
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pictorial
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humanitarian
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chastity
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awesomeness
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paraphernalia
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biographical
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diary(ies)
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rehabilitation
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variety
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promiscuities
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vast
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matriarchy
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textile
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merchandise
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humane
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heirlooms
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conviction
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virtuousness
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valedictorian
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flourishing
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memoir
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sketch
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licensee
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salon
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boutique
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posthumously
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cosmetology
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disciplinarian
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souvenirs
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convalescence
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authentic
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chastity
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novelties
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memorabilia
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autobiography
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journal
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heritage
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saloon
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beautician
Objective #3. The student will recall facts, main ideas and details from the biographies in this unit.
Literal comprehension—The student(s) will do the study skills approach: Survey, question, read, recite, and review/record/write. The steps and techniques are available in my reading room; please contact me if more information is needed.
VI. Weeks #5—9
Objective #1. The student will read to identify the elements of autobiographies.
“Auto” means self. “Biography” means a life history of one person written by another person. Hence, an autobiography is a life history written by the person that the story is portrayed. When a person starts to write her/his autobiography, one chooses those events in her/his life that mean the most the individual.
The individual’s life story has a beginning, middle and an end. It cannot cover everything that happens in a person’s life. The person writes to tell her/his beliefs, feelings, opinions and thoughts. Hence, the individuals is highly encouraged to omit the facts about one’s self that are embarrassing, too personal and not important.
A person usually writes autobiographies to tell about their struggles and success in life. The story can be very inspiring to a reader who can learn that he/she is not to give up so quickly when one seems to be failing. The reader can be encouraged to succeed by continuously trying to obtain his/her goal/s.
Objective: #2. The student will read several bestseller children’s autobiographies.
Objective: #3. The student will write and read his/her autobiographies.
Each student will write what he/she has done in the past which is important and meaningful to one’s self. The writer will express what he/she presently thinks. Who are the interesting people that the writer has met and/or has become to know very well? The instructor will inform each student that he/she will probably be amazed when reading what one has written about himself/herself.
Objective: #1. The student will read to identify the elements of biographies.
The written story of a real person’s life is a “biography.” A biography can and should read like an adventure story. A biography must include certain things that is found in a good story: what happened, where and when did the events happen? The writer of today must tell the facts and not exaggerate with fiction. Years ago, the writer included fiction in a biography; for example, “George Washington chopped down his father’s cherry tree and never told a lie.” The previous statement is not true. Hence, a story should not be dull.
Objective: #2. The student will read several bestseller biographies and Interracial Books for Children.
Objective: #3. The student will write and read his/her biography.
Each student will interview a parent or friend and write a short story. The writer is to record the fact and keep the story interesting. The biography should consist of at least 175300 words in grades 7 and 8.
Tips on Interviewing Follow these tips when you interview someone.
1.
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Bring a pencil and paper so you can take notes.
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2.
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Find a quiet place for the two of you to talk.
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3.
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Be sure the person is comfortable before you get started.
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4.
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Know what you want to talk about before you begin.
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5.
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Give the person plenty of time to answer each question.
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6.
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Write down whatever you think is important.
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7.
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Thank the person for the interview when you are done.
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Objective: #4. The student will recall and think reflectively upon personal and concrete experiences.
a.
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Each student will be assigned
homework
to look at the family photographs, albums, scrapbooks and other family possessions that parents have available to share. The student will record and list the information.
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b.
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Each student will collaborate and share his/her family findings/information with one’ s peers within the classroom.
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c.
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Each student will select a name from the instructor’s box. Each student will find in the
Ebony Magazine
(located in the author’s reading room at Jackie Robinson Middle School) the designated person’s biographical sketch: will design a scrapbook: cut and tape pictures in the book: write a biographical summary. The scrapbooks will be shared with classmates and displayed in the classrooms. The student(s) will be given opportunities to take photographs, develop slides of the buildings and the like addressed in this unit.
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Objective: #5. The student will draw reference and map skills.
a.
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Each student will write and draw a set of directions from Jackie Robinson Middle School to Dixwell Avenue: Webster, Goffe and Sperry Streets: Whalley Avenue, Temple and Orchard Streets, thus the like. The directions will be written and drawn explaining how to locate the specific streets and avenues that are mentioned in this unit:
Insights of American Blacks in New Haven during the 19th and 20th Centuries
. The instructor will emphasize the thinking stage by encouraging the student(s) to apply one’s knowledge and experiences. This activity also provides a study in the various purposes of writing to different audiences.
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b.
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Each student will draw and design a map which relates to the above activity. Secondly, several New Haven maps will be viewed and studied. Thirdly, the U.S.A. and World maps will be used to locate countries, states and cities mentioned in this unit.
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Objective: #6. The student will identify and draw how wellgroomed the black families in New Haven area were many years ago (contrast and compare with today’s fashions).
The instructor will have pictures/snapshots available in the classroom that have been taken within the
AfroAmerican Historical Society
. Thus, student(s) will be encouraged to visit the Society with their parents/relatives. Each student will be encouraged to look at an older member of the family’s pictures. #1. Females’ Clothing—dresses: suits: hats/bonnets: shoes: coats: boots: stockings: undergarments. #2. Males’ Clothing—work clothes: sportswear: shoes and boots: undergarments: suits and the like. #3. Baby Clothes.
c.
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The instructor will take the students on field trips to visit the AfroAmerican Historical Society: the
New Haven Colony Historical Society Museum
(the both are located in New Haven, Connecticut).
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