There is a literature link to the mock segregation component of this unit. As a read aloud experience, students will experience
The Story of Ruby Bridges by Robert Coles,
a story of the first African American child to attend an all white elementary school. I have selected this story as opposed to the story of Elizabeth Eckford and the Little Rock Nine because my students are first graders and would probably relate more to the former story.
Students will respond to literature through Writer’s Workshop. They will be given 20-30 minutes of free-writing time in response to the story (pre-emergent and emergent readers may use pictures as well). Each student will have the chance to share creations (poems, stories, drawings), during Author’s Chair. Author’s Chair is an actual chair in which a student who is sharing his work sits. During Author’s Chair, students give the person complete attention. The student in Author’s Chair receives feedback on his work from peers in the form of a P(praise), Q(question), or S(suggestion).
The premise behind the PQS is it allows each student to feel confident about his creation. Students are empowered to explain, elaborate on, or even defend their work. Students are required to employ good listening skills and respect classmates by displaying the discipline to listen while others speak. Students are also given the opportunity to demonstrate that the writing of their work was indeed a process.
All final products will be displayed in the classroom.
It is the goal of this component of the unit to promote a clear understanding of Jim Crow laws. An integral literature link to this goal is the poetry of Langston Hughes.
Langston Hughes is one of the most controversial names in the history of American poetry. He is among the most eloquent American poets to have sung about the wounds cased by injustice (Jim Crow Laws). For many readers, Langston Hughes’ poems are lyrical beauty beyond issues such as race and justice. The poems that will be studied are: MERRY GO ROUND, DREAM VARIATIONS, MY PEOPLE, and THE DREAM KEEPER. Among many writers, it is believed that childhood memories contribute to the writing process. Children write about what is alive and vital and real for them and their writing becomes the curriculum.
The instructor should help students write a memory list or draw pictures of things that they consider beautiful. For visual learners, provide an ample amount of magazines and other media where students can cut and paste beautiful things. Give students who are willing, time to share their word or picture memory lists with the class.
At this time introduce Langston Hughes and read aloud the poem
My People.
You can even distribute a copy of the poem. Ask children to respond to the poem by writing their own. Encourage them to incorporate the words or ideals that they had previously generated.
Read aloud the poem,
Merry Go Round.
Ask children if they have ever felt out of place or dejected. Encourage students to engage in a class discussion. Again, allow time for a written or artistic response from students. Students can share their poetry with the whole class during Author’s Chair. Display work around the classroom.
For each of the Langston Hughes poems, allow students sufficient time to respond in writing or drawings. Be sure to facilitate the link of the aforementioned poems to Jim Crow, African American pride, anger, despair, and hope.
Other readings that serve as extensions to the mock segregation:
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1. STELLALUNA by Janell Cannon: an allegory about acceptance, adjustment, and assimilation.
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2. PASS IT ON: AFRICAN AMERICAN POETRY FOR CHILDREN: a collection of poems for the young reader.
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3. AMAZING GRACE by Mary Hoffman: a story about an African American girl’s rise to become anything in which she aspires
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4. HONEY I LOVE AND OTHER POEMS by Eloise Greenfield: a collection of poems about relationships and self
Poems by Langston Hughes
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MERRY-GO-ROUND: colored child at a carnival
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Where is the Jim Crow section
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On this merry-go-round,
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Mister, cause I want to ride?
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Down South where I come from
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White and colored
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Can’t sit side by side.
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Down South on the train
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There’s a Jim Crow car.
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On the bus we’re put in the back—
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But there ain’t no back
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To a merry-go-round!
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Where’s the horse
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For a kid that’s black?
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MY PEOPLE
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The night is beautiful,
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So the faces of my people.
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The stars are beautiful,
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So the eyes of my people.
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Beautiful, also, is the sun.
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Beautiful, also, are the souls of my people.
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DREAM VARIATIONS
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To fling my arms wide
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In some place of the sun,
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To whirl and to dance,
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Til the white day is done.
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Then rest at cool evening
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Beneath a tall tree
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While night comes on gently,
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Dark like me—
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That is my dream!
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To fling my arms wide
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In the face of the sun,
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Dance! Whirl! Whirl!
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Till the quick day is done.
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Rest at pale evening . . .
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A tall, slim tree . . .
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Night coming tenderly
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Black like me.
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THE DREAM KEEPER
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Bring me all of your dreams,
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You dreamers,
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Bring me all of your
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Heart melodies
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That I may wrap them
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In a blue cloud-cloth
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Away from the too-rough fingers
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Of the world.
