Lawrence A. Bosc, Social Studies, East Mecklenburg High School
Implementing Common Core Standards (PDF)
Keywords: CIVIL RIGHTS MOVEMENT, AFRICAN AMERICAN ART, LITERATURE, AMERICAN HISTORY, AFRICAN AMERICAN IDENTITY, BLACK POWER
200-word synopsis:
This curriculum unit attempts to explore questions of black identity focusing on the post-WW II civil rights era using primarily literature and music. Each day will begin with a brief historical overview of the time period followed by exercises involving student investigation of short stories, poetry, music, and some visual art. We will discuss the precursors to the civil rights movement, briefly looking at the period from 1900-1945 for two days, and then move into a look at the movement divided into four sections from 1945-1972. We will finish with a day devoted to those initiatives that grew out of the civil rights movement (gay, American Indian, Chicano and women) and a day focusing on the Negritude and anti-apartheid movements. The unit will be organized around the questions listed below.
1) Why was there a need for African-Americans to develop a black identity?
2) What were the different kinds of identities put forward by black artists?
3) How was the identity of African-Americans affected by the milieu in which they lived?
4) What are the things that make up the development of one’s identity?
5) Why is having an identity important?
6) How would you identify yourself?
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