I. Introduction to Race

Synopsis

People have always been aware of differences in physical appearance, religion, and language. However, the idea that human beings belong to biologically distinct races emerged quite recently in world history, in the 1700s. This lesson is intended to help students begin to think about how we categorize and organize people in the world around us. Students will focus on the familiar, schools and textbooks, as they learn about Jane Elliott’s “blue eyes-brown eyes” experiment and survey their own textbooks. The lesson is designed for grades 9-12, although it may be readily adapted by middle school teams, grades 6-8.

National Curriculum Standards

Mid-continent Research for Education and Learning (McREL) has created standards and benchmarks for academic subjects across the curriculum. These can be viewed at http://www.mcrel.org/compendium/browse.asp

This lesson meets Level IV (Grades 9-12) World History Standard 44: Understands the search for community, stability, and peace in an interdependent world--

Benchmark 5: Understands the role of political ideology, religion, and ethnicity in shaping modern governments (e.g., the strengths of democratic institutions and civic culture in different countries and challenges to civil society in democratic states; how successful democratic reform movements have been in challenging authoritarian governments in Africa, Asia, and Latin America; the implications of ethnic, religious, and border conflicts on state-building in the newly independent republics of Africa; significant differences among nationalist movements in Eastern Europe that have developed in the 20th century, how resulting conflicts have been resolved, and the outcomes of these conflicts)

Benchmark 6: Understands the role of ethnicity, cultural identity, and religious beliefs in shaping economic and political conflicts across the globe (e.g., why terrorist movements have proliferated and the extent of their impact on politics and society in various countries; the tensions and contradictions between globalizing trends of the world economy and assertions of traditional cultural identity and distinctiveness, including the challenges to the role of religion in contemporary society; the meaning of jihad and other Islamic beliefs that are relevant to military activity, how these compare to the Geneva Accords, and how such laws and principles apply to terrorist acts)

Time Required

The lesson will require two to three class periods, depending on how long class discussions run, whether some class time is used for teams to organize and begin their survey, the length of team presentations.

Materials Needed

Race: A History Beyond Black and White
School textbooks

The Lesson

Lesson Starter

1. Discuss with students how we categorize strangers:

Safe/unsafe
Friend/foe
Good/bad

2. Read the passages on page 38 about the school cafeteria and page 105 about a transfer student entering a new school. Ask students if the passages seem accurate.

How do groups or cliques form?

What role does brand name clothing or accessories, hair and makeup styles, and gadgets (such as the latest cell phone or car) play in categorizing people?
What role does religion play?

What role do racial or ethnic groups play?

3. Ask whether there they see any acting, as is described on page 191 in the acting black or white passage. (For the New York Times article, visit “How Race Is Lived in America” at http://www.nytimes.com/library/national/race/

Procedures

1. On page 89, the “blue eyes-brown eyes” experiment of Jane Elliott is described. Jane Elliot describes the experiment in detail on her website, http://www.janeelliott.com/ and PBS Frontline broadcast a program about the experiment called “A Class Divided” which is described at http://www.pbs.org/wgbh/pages/frontline/shows/divided/.

Ask students what they think about the experiment and why it seems to work year after year with adults as well as the original students.
Read the passage on page 66 when West Side Story is turned into “YOK.” Discuss whether this is an example of the assertion on page 23, “Whenever human beings have taken a stride forward away from hatred, we have found ways to build new barriers.”

3. On page 189, Dr. Ann Morning’s textbook survey is described. Explain to students that they will form teams of two to four students. Each team will survey one of the textbooks they use in any of the following subjects: biology, sociology, psychology, geography, anthropology, U.S. or world history/culture. They will need to answer the questions in the box below. Each team should use the textbook’s index, not merely to make the graph, but to help them locate appropriate passages and illustrations. (Keywords would include: race, ethnicity, human stocks, human varieties, African Americans, Asians, blacks, Caucasoid, Mongoloid, Negroid, Oriental, white, evolution, heredity, genetics, taxonomy, populations, speciation, racism, ethnocentrism, prejudice.)

Title of textbook:

Class in which textbook is used:

a. Does the textbook define “race” anywhere?

If so, what is the definition and on what page is it located?

b. Does the textbook describe racial differences anywhere?

If so, how are they described and on what page or pages?

c. Is the development of race explained in the textbook?

If so, is it explained as created by society or by biology?

d. Are racial categories used to teach about other topics (such as evolution, disease, behavior) even when race is not the main topic?

If so, what topics?

Provide an example with the page number.

e) Are there passages in your textbook where race is implied, even if it is not openly mentioned?

If so, provide an example with the page number.

f) How is race treated in your textbook’s illustrations, if applicable?

Describe an example with the page number.

g) Count the number of pages listed in the index for each of the following words and present the information in the form of a graph: race, ethnicity, human stocks, human varieties, African Americans, Asians, blacks, Caucasoid, Mongoloid, Negroid, Oriental, white, evolution, heredity, genetics, taxonomy, populations, speciation, racism, ethnocentrism, prejudice

4. Ask each team to present its findings.

5. Discuss whether there is variation in the way different textbooks and different academic subjects treat race. If so, ask students why they think it is treated differently.

Assessment

The textbook survey may be evaluated on a twenty-point scale (which can be

multiplied by five to convert to 100-point scale or for conversion to letter grades)

using the following rubric:

Excellent

Good

Fair

Not

Satisfactory

Work (0)

Research

(10)

(10)

Completes all survey questions

Locates specific examples throughout the entire textbook, including illustrations

Provides page citations and examples where requested

(9-8)

Completes all survey questions

Locates examples in most of the text and illustrations

Generally provides page citations and examples where requested

(7-6)

Completes all survey questions, but may not examine the whole textbook or lacks specific examples and page citations

Thoroughly completes some of the survey questions, but not all.

(5-1)

Does not complete survey, and surveyed questions do not reflect research through the entire textbook.

Page citations and examples are provided sporadically.

(0)

No research

Graph Work

(5)

(5)

Collects all necessary information

Creates a correct, clear, informative and attractive graph

(4)

Collects nearly all necessary information

Creates appealing graph with few errors

(3)

Collects most necessary information

Creates graph that is mainly correct but may lack neatness or precision

(2-1)

Collects some information

Creates graph that has multiple errors, is incomplete, sloppy or disorganized

(0)

No graph

Group

Skills (5)

(5)

Participates in project; shows courtesy and leadership

Contributes to the group but does not monopolize it

(4)

Participates effectively and works cooperatively

(3-2)

Does not work cooperatively, but contributes

(1)

Contributes minimally

(0)

Does not participate or fails to cooperate with group effort

Mid-continent Research for Education and Learning has created standards and benchmarks for language arts, math, science, geography, economics, and history.

This lesson meets Level IV (Grades 9-12) for:

Historical Understanding (3^rd Ed.) Standard 2: Understands the historical perspective

including benchmarks:

2. Analyzes the influences specific ideas and beliefs had on a period of history and

specifies how events might have been different in the absence of those ideas and

beliefs.

Language Arts (4^th Ed.) Standard 4: Gathers and uses information for research purposes including benchmarks:

2. Uses a variety of print and electronic sources to gather information for research

topics (e.g., news sources such as magazines, radio, television, newspapers;

government publications; microfiche; telephone information services; databases;

field studies; speeches; technical documents; periodicals; Internet)

Science (4^th Ed.) Standard 11: Understands the nature of scientific knowledge including benchmarks:

1. Knows ways in which science distinguishes itself from other ways of knowing

and from other bodies of knowledge (e.g., use of empirical standards, logical

arguments, skepticism)

3. Understands how scientific knowledge changes and accumulates over time (e.g., all scientific knowledge is subject to change as new knowledge becomes available; some scientific ideas are incomplete and opportunity exists in these areas for new advances; theories are continually tested, revised, and occasionally discarded)

4. Knows that from time to time, major shifts occur in the scientific view of how the world works, but usually the changes that take place in the body of scientific knowledge are small modifications of prior knowledge

This lesson also meets these Level III (Grades 6-8) standards and benchmarks.

Language Arts (4^th Ed.) Standard 4: Gathers and uses information for research purposes including benchmarks:

4. Uses a variety of resource materials to gather information for research topics (e.g.

magazines, newspapers, dictionaries, schedules, journals, phone directories,

globes, atlases, almanacs)

Science (4^th Ed.) Standard 11: Understands the nature of scientific knowledge including benchmark:

3. Knows that all scientific ideas are tentative and subject to change and

improvement in principle, but for most core ideas in science, there is much experimental and observational confirmation

Assess students on the basis of completion of the worksheet and class discussion.

2-1

Worksheet

Worksheet completed

Answers indicate full comprehension of document and insightful analysis

Worksheet completed

Answers indicate comprehension of document and good analysis

Worksheet completed

General understanding of document and fair analysis

Worksheet incomplete

Problems in understanding document or analysis

No work

Discussion

Participates in discussion contributing insights

Exhibits courtesy

Leads, but does not monopolize the floor

Participates effectively

Exhibits courtesy

Contributes to the discussion

Exhibits courtesy

Contributes minimally

Rude

Does not speak

II. Social Studies

A. Civics/Government

Synopsis

This lesson is intended to help students understand the interrelationship between citizenship, naturalization, and race in American law. Students will begin by looking at what the Constitution, as written in 1787, said about citizenship and naturalization. Then, they will analyze federal laws, court cases, immigration and naturalization documents and additional primary sources created between 1790 and 1965. The lesson is designed for grades 9-12, although it may be readily adapted by middle school teams, grades 6-8.

National Curriculum Standards

This lesson meets McREL Civics Standard 24: Understands the meaning of citizenship in the United States, and knows the requirements for citizenship and naturalization

Level III (grades 6-8), Benchmark 1: Understands that American citizenship is legally recognized full membership in a self-governing community that confers equal rights under the law; is not dependent on inherited, involuntary groupings such as race, gender, or ethnicity; and confers certain rights and privileges (e.g., the right to vote, to hold public office, to serve on juries)

Level IV (grades 9-12), Benchmark 1: Understands the distinction between citizens and noncitizens (aliens) and the process by which aliens may become citizens

Time Required

This lesson will take approximately two class periods.

Materials Needed

The United States Constitution
Race: A History Beyond Black and White
Twelve documents, included in the Historic Source Materials, Civics/Government section, following the lesson plans in this guide are located at: http://marcaronson.com/teachers_guides/

The Lesson

Lesson Starter

1. Direct students to read the four passages originally written into the U.S. Constitution which have a bearing on citizenship: Article I.2.2; I.8.4; Article II.1.5; Article IV.2.1. Ask students:

Who can be a Representative?
Who can be President?
What is naturalization and who makes the decisions about naturalization?
Does the Constitution, as written in 1787, explain how an immigrant can become a naturalized citizen?
According to the Constitution, besides U.S. citizenship, what other citizenship does a person born in the United States have? (State citizenship)
Is it possible to define, accurately, who in 1787 was entitled to be a full citizen, based only on these passages in the Constitution?
What about women, slaves, free ‘persons of color,’ and Native Americans?

2. Discuss as a class who, today, is a full citizen. Who decides? If you are not a full citizen, do you have full rights? Full responsibilities? Full protection of the law?

Procedures

1. Explain that laws have entangled race/racism, citizenship and immigration from the earliest decades of American history. Virginia’s colonial government passed a series of acts that created a system of hereditary, perpetual slavery based on race. In 1662, Virginia passed a law decreeing that “all children born in this colony shall be bond or free only according to the condition of the mother.” Newly baptized slaves could no longer sue for freedom. Separate laws regulating slaves followed and were administered in separate courts. Slaves could not marry, own property, testify in court against a white person, receive a jury trial, carry weapons, travel from the plantation without a signed pass, or strike a white person. Court-ordered punishments for slaves ranged from whipping and mutilation to death. Slaves were considered property, not persons. Finally, in 1705, the Virginia Assembly authorized lifelong slavery saying, “All servants imported and brought into this country, by sea or land ... shall be ... slaves, and as such be here bought and sold notwithstanding a conversion to Christianity.”

2. Once the United States was established, new federal laws ended neither slavery nor racism. Explain to students that they will be examining documents from different eras in U.S. history to understand better the connection between the laws regarding citizenship and racism. The teacher may assign or allow students to select the documents. The Supreme Court opinions in Ozawa and Bhagat Singh Thind are for advanced readers, and they, along with the comments of President Johnson, will require internet access, or a print-out. The documents are:

Naturalization Act of 1790
Fourteenth Amendment
Cunard Line immigrant questionnaire mandated by U.S. Government
Chinese resident application for pre-investigation of status form
Clement and Will Rogers’ enrollment as a Cherokee in 1900
Marcus Garvey’s declaration of intent to apply for citizenship
Ozawa v. United States, 1922 http://caselaw.lp.findlaw.com/cgi-bin/getcase.pl?court=US&vol=260&invol=178
United States v. Bhagat Singh Thind, 1923 http://caselaw.lp.findlaw.com/cgi-bin/getcase.pl?court=US&vol=260&invol=178
1924 Immigration Act
1927 Italian naturalization certificate
1944 Minidoka Japanese American internment camp citizens/non-citizens chart
Comments of President Lyndon B. Johnson signing the Immigration Act of 1965 http://www.lbjlib.utexas.edu/johnson/archives.hom/speeches.hom/651003.asp, and photo of President Johnson making the remarks at the Statue of Liberty

3. Ask students to complete the Written Document Analysis Worksheet (following the Assessment section.)

4. Read Race, focusing on “The Age of Racism.” Then discuss as a class the documents, the answers on the worksheets and the following issues:

When the Act of 1790 limited naturalization to “free white persons” and lasted until 1952. How did the Act reinforce the link between race and skin color? The Congress in 1790 decided not to exclude Catholics and Jews from the category of “free white persons.” How did the Act weaken the link between race and religion?
Who, according to the 14^th Amendment, is a citizen? If a man participated in the rebellion (Civil War) was he a full citizen? If a man committed a crime, could he vote? Could women vote? How did the 15^th, 19^th, and 26^th amendments change citizenship? Did they weaken the link between race and skin color?
Why would the United States government be asking immigrants what their race is, and provide such a lengthy list? Based on this list was race linked to skin color or ethnic groups?
Why would a lawful Chinese resident of the United States need to pre-apply for re-entry permission if he traveled outside of the country? Why was this Chinese man a resident rather than a citizen? What is the Chinese Exclusion Act? Does this legislation weaken or strengthen the link between race and physical appearance?
There is no Constitutional amendment giving Native Americans the vote, so how did they gain that right? What did it mean to be Cherokee by blood? Does skin color matter for tribal membership if it is only decided ‘by blood’? Does this enrollment weaken or strengthen the link between race and inheritance?
Why was a description of physical appearance gathered on the declaration of intent to file for citizenship? Does this requirement weaken or strengthen the link between race and physical appearance?
What was a quota immigrant? A non-quota immigrant? Why were photographs required? How did the quota which favored Northern and Western European countries strengthen the link between place of birth and race?
In the Ozawa case, the Supreme Court denied a Japanese man the right to become a citizen, even though he looked “white” he wasn’t Caucasian; a year later Bhagat Singh Thind, born on the Indian sub-continent and having served in the U.S. Army, was denied citizenship because even though he was Aryan, his skin was dark. How did the Ozawa decision link skin scientific racial categories and citizenship? How did the Bhagat Singh Thind decision link skin color and citizenship? How could the Supreme Court make such contradictory decisions?
Why would a certificate of naturalization have a physical description of the new citizen? After 1922 the wife of a naturalized citizen was not automatically granted citizenship. Why not? How did the quota system strengthen the link between citizenship and place of birth?
How many Japanese-American U.S. citizens were held in Minidoka in 1942? In September 1944? (Multiply the number at the bottom of the bars by the percentage.) Did U.S. citizenship protect these citizens from racism?
How did the Immigration Act of 1965 weaken the link between citizenship and national origin? Between race and citizenship?

Assessment

1. Arrange for a place where an exhibit based on the documents, and possibly supplemental artifacts, could be displayed. It may be as simple as the bulletin board in the class or more dimensional and secure, such as a locking hall display case in the school, school administration building, a local community college or university, or library.

2. Explain to students that they will be pulling together what they have learned about citizenship and race in the individual documents and periods of history by creating a proposal for an exhibit which uses all of the documents and has an introductory sign and individual captions. Students have the option of adding historic prints or photographs to make the display less print-intensive (and artifacts if there is a secure case), but the documents must remain of a size which is legible. Provide the dimensions of the display area. The proposal can be evaluated on a 25-point scale (which may be multiplied by 4 to convert to 100-point scale or for conversion to letter grades) using the following rubric:

Excellent

Good

Fair

Not

Satisfactory

No Work

Historical Research and Accuracy

(10)

(10) Written assignment demonstrates

· Extensive research

· Many details that enhance understanding

· No factual errors

· Synthesizes information insightfully about the relationship between citizenship and race from 1790 through 1965

(9-8) Written assignment demonstrates

· Complete research

· Many details

· No factual errors

· Synthesizes information about the relationship between citizenship and race from 1790 through 1965

(7-5) Written assignment shows

· Some research

· Added information is general

· May contain some errors

· Partial synthesis of information about the relationship between citizenship and race or partial coverage of the 1790-1965 span

(4-1) Written assignment shows

· Little or no research

· Little added information

· Many factual errors

· Does not synthesize information about the relationship between citizenship and race

Technical Writing Skills

(5)

(5) Written assignment has introductory sign and captions which demonstrate excellent

· compositional structure

· sentence structure and variety

· vocabulary use

· grammar, spelling, punctuation

Felicity of style and presentation

(10)

(10) Proposed display

· engages reader/viewer

· shows high originality

· is visually interesting

(9-8) Proposed display is above average in

· engaging reader/viewer

· originality

· visual interest (if applies)

(7-5) Proposed display is adequate in

· holding reader/viewer interest

· originality

· visual interest

(4-1) Proposed display demonstrates attempt to fulfill assignment with little or no success

Written Document Analysis Worksheet

1. TYPE OF DOCUMENT (Check one):

___Newspaper ___Map ___Advertisement

___Letter ___Telegram ___Congressional record

___Patent ___Press Release ___Census report

___Memorandum ___Report ___Other: _____________

2. UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT (check one or more):

___Interesting letterhead ___Notations

___Handwritten ___”RECEIVED” stamp

___Typed ___Other: _____________

___Seals

3. DATE(S) OF DOCUMENT: __________________________________________

4. AUTHOR (OR CREATOR) OF DOCUMENT: ___________________________

POSITION (TITLE): ________________________________________________

5. FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN? ____________

_________________________________________________________________

6. DOCUMENT INFORMATION (There are many possible ways to answer A-E)

A. What does the document say or imply about race, citizenship, immigration or

naturalization?

1. ________________________________________________________

2. ________________________________________________________

3. ________________________________________________________

B. Why do you think this document was written?

C. What evidence in the document helps you to know why it was written? Quote

from the document.

D. List two things the document tells you about attitudes towards race in the

United States at the time it was written.

1. _____________________________________________________________

2. _____________________________________________________________

E. Write a question to the author that is left unanswered by the document:

Adapted from a worksheet developed by the National Archives and Records Administration, Washington, DC 20408

B. United States History

Synopsis

This lesson is intended to help students understand the evolution of the idea of “race,” and the relationship between people of different racial, ethnic, and religious background through the broad sweep of U.S. history. The instructional strategy for this lesson is a jigsaw classroom, a cooperative teaching-learning technique developed in 1971 to reduce racial conflict among students. Students in jigsaw “study groups” will read segments of Race and examine up to sixteen sets of documents related to the theme of race and eras in U.S. history. After meeting in “expert groups” focusing on a set of documents, they will teach what they have learned to their peers. The lesson is designed for grades 9-12, although it may be readily adapted by middle school teams, grades 6-8.

Teacher Advisory

Please review all documents to decide whether they are appropriate for your students. Note that in Sets J and O there images of lynching victims and in Set A graphic images of human sacrifice and cannibalism.
Determine if all the sets are appropriate to the time period and topics covered by your curriculum.
It is recommend that you spread the sixteen units of study chronologically in U.S. history across the school year covering four each quarter, although it is possible to dedicate a two-week thematic period to the topic “Race in the history of the United States.”

National Curriculum Standards

This lesson meets multiple McREL United States History standards including:

Standard 1: Understands the characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450

Level IV (grades 9-12), Benchmark 6: Understands different European perceptions of Native American societies during the years of exploration (e.g., John White’s vs. Theodore deBry’s)

Standard 17: Understands massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity

Level III (grades 7-8), Benchmark 1: Understands the background and experiences of immigrants of the late 19th century (e.g., how the immigrants differed from those of the early 19th century in numbers, motives, origins, ethnicity, religion and language; how Catholic and Jewish immigrants responded to discrimination; attitudes toward immigrants)

Level IV (grades 9-12), Benchmark 3: Understands how scientific theories of race affected society in the late 19th century (e.g., arguments of advocates and opponents, the impact of these theories on public policy)

Standard 20: Understands how Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption

Level IV (grades 9-12), Benchmark 4: Understands how racial and ethnic events influenced American society during the Progressive era (e.g., the movement to restrict immigration; how racial and ethnic conflicts contributed to delayed statehood for New Mexico and Arizona; the impact of new nativism; influences on African, Native, Asian, and Hispanic Americans)

Time Required

This lesson will take ten class periods: one for the introductory lesson, two periods each quarter (one period for “expert groups,” one period for “study groups”), and one period for the culminating assessment.

Materials Needed

Race: A History Beyond Black and White
Dictionary
Documents from the Historic Source Materials, United States History section, listed following the lesson plans in this guide along with the images

The Lesson

Lesson Starter

1. Ask students to take a sheet of paper and list as many meanings for the word “race” as they can think of.

2. If there is a classroom set of dictionaries, have each student turn to the definition of “race” in the dictionary; if not, provide a photocopy or project a transparency or pull up definitions on the computer screen.

3. What sense of the word is defined first in the dictionary? Poll students to determine how many of them included that definition first.

4. Poll students to see how many included the meaning related a grouping of people by physical characteristics, ethnic group, or religion. Next, poll students to determine the position of that definition on their list (first, last, etc.) Explain that, before the Middle Ages (1200-1500) that meaning of “race” did not exist. Yet, at about the time that Europeans were interacting with new people across the globe, during the Age of Exploration and their settlement of the Americas, the new meaning began to emerge. They will be tracing that development over the course of American history.

5. Divide the students into four jigsaw “study groups” of equal size. The “study groups” should be diverse in terms of gender, ability, and background. You may keep the same groups throughout the year or change membership each quarter. Appoint a group leader for each “study group” for each quarter who is a fair but firm leader.

6. Explain to students that, over the course of the year, they will be reading three sections of Race. Make certain that students understand that each individual is responsible for reading the entire assigned section of Race and also for examining part or all of the documents in one of the units.

7. Model the jigsaw strategy using the Introduction to Race:

· Provide each of the four “Study Groups” with a photocopy of the entire Introduction.

· Explain that each member of the “Study Group” will read a different page of the Introduction, as assigned by the group leader.

· Call for the four students, one from each group, who have read the first page to form the “Page One Expert Group.” Do the same for each page.

· Ask the “experts” to discuss the main points on their page. Explain that each expert will go back to the original group and share the main points with group members, so they may want to rehearse what they want to say. Give the “experts” a time limit. Mention that there will be a quiz on the pages covered, so they need to do a good job.

· Send the experts back to their original “Study Groups.” Ask each “page expert” to give their summary of main points on the page to the other group members, in turn. Encourage group members to ask the “expert” questions if they do not understand what the “expert” is talking about; however, give the study groups a time limit.

· Group leaders should monitor time and group interactions so no single member dominates or disrupts, but may need back-up from the teacher.

· When time is up, give the class a quiz on the Introduction, making certain one question comes from each page, for example:

1. Why did the author write this book?

2. What are the four assumptions of race?

3. Why did the question of race seem settled in the 1970s?

4. What does the author mean by “race”?

5. How far back did the author go in time to understand race and racism?

Procedures

1. Provide all four “study groups” with the quarter’s reading assignment and the complete set of documents for the quarter. Divide the documents up in advance for the group leaders so that the load for each student is roughly equal, but that the documents come from only one of the four units, and each “study group” will be able to send a member to the “experts group” for the same documents. Find all document downloads at: http://marcaronson.com/teachers_guides/

· First Quarter

Read: Inventing Race—New Worlds, New Peoples, The Age of Racism (up to “White = Not Red”)

Unit A: Bartolomé De Las Casas, Sepulveda and the Indians (10 documents)

Unit B: Two views of the Indians of North America (3 documents)

Unit C: The African Slave Trade (10 documents)

Unit D: The Founders of the United States and Slavery (3 documents)

· Second Quarter

Read: The Age of Racism (starting from “White = Not Red” up to “The Dark Road”)

Unit E: The Irish and Slavery (3 documents)

Unit F: Slavery, Race and Racism (14 documents)

Unit G: Indian Removal (10 documents)

Unit H: Nativism (10 documents)

· Third Quarter

Read: The Age of Racism (starting from “The Dark Road” to “Africa”)

Unit I: The Civil War and Reconstruction (12 documents)

Unit J: Jim Crow, Lynching, and Racism (11 documents)

Unit K: Immigration, Citizenship, and Race (22 documents)

Unit L: Native Americans and Race (5 documents)

· Fourth Quarter:

Read: The Age of Racism (starting from “Africa” to the end of the section) and Judgment: Race and Racism After the Holocaust

Unit M: Japanese-American Internment (5 documents)

Unit N: The Civil Rights Movement (6 documents)

Unit O: Anti-Semitism and Israel (4 documents)

Unit P: Women (2 documents)

2. Students should independently read the appropriate sections of Race first and then examine their assigned documents. As they do they should think about the following questions that they will be discussing in the “expert group” and which will be the basis of their presentation back to their “study group”:

a) Summarize the main information in each document—what it is about?

b) Who created each document? Were they victims of racial prejudice? If not, are they practicing racial prejudice against others? What is their point of view?

c) How does each document illustrate racial prejudice or resistance to racial prejudice?

d) Does each document illustrate one of the four pillars, or assumptions, of race? If so, what?

e) How does each document fit into what you have read in Race? Into your U.S. history textbook?

3. On the first day of the quarterly discussion, groups should meet with their “study group.” Group leaders should determine if any group members have not completed the assignment and report this to the teacher.

4. Then, document “expert groups” should meet and discuss the documents and the five guiding questions. They have the remainder of the class period to clarify their understanding of the documents, answer the five guiding questions, and prepare their presentation for their “study group.” If all group members are having difficulties with the same document, or have interpretations which do not agree, they should ask the teacher for help.

5. On the second day of the quarterly discussion, members should meet with their “study group.” Each “expert” will present their documents and answer questions, roughly 5-10 minutes per presenting “expert.”

6. Quiz students by asking them to write a paragraph answering the following question:

Based on what you have read and the documents you have examined, take one example of prejudice in American history and explain a) how it contributed, historically, to racism and b) if there were people of courage who resisted that prejudice, and how.

Assessment

1. Students will have a class period, the book Race, and the year’s worth of documents at their disposal to write an essay on the following prompt:

The subtitle to the book, Race, is “the history of an idea, a prejudice, a central strand in western civilization, and in my own life.” Based on what you have read and the documents you have examined, take four examples of prejudice in American history and explain a) how each contributed, historically, to racism and b) if there were people of courage who resisted those prejudices, and how.

2. Student essays may be evaluated on a twenty-point scale (which may be multiplied by five to convert to 100-point scale or for conversion to letter grades) using the following rubric:

Excellent

Good

Fair

Not

10 points

(10) Written assignment shows excellent

· compositional structure

· sentence structure and variety

· vocabulary use

· grammar, spelling, punctuation

C. World History

Synopsis

This lesson is intended to help students understand the evolution of the idea of “race,” and the relationship between people of different racial, ethnic, and religious background through the broad sweep of world history. The instructional strategy for this lesson is a jigsaw classroom, a cooperative teaching-learning technique developed in 1971 to reduce racial conflict among students. Students in jigsaw “study groups” will read segments of Race and examine up to nine sets of documents related to the theme of race and eras in world history. After meeting in “expert groups” focusing on a set of documents, they will teach what they have learned to their peers. The lesson is designed for grades 9-12, although it may be readily adapted by middle school teams, grades 6-8.

Teacher Advisory

Please review all documents to decide whether they are appropriate for your students. Note that there are racist cartoons in Units D and E and Unit H is about the Holocaust.
Determine if all the sets are appropriate to the time period and topics covered by your curriculum.
It is recommend that you spread the nine units of study chronologically in world history across the school year covering up to three quarter, although it is possible to dedicate a two-week thematic period to the topic “Race in World History.”

National Curriculum Standards

This lesson meets multiple McREL World History standards including:

Time Required

Materials Needed

Race: A History Beyond Black and White
Dictionary
Documents from the Historic Source Materials, World History section, listed following the lesson plans in this guide along with the images

The Lesson

Lesson Starter

1. Ask students to take a sheet of paper and list as many meanings for the word “race” as they can think of.

3. What sense of the word is defined first in the dictionary? Poll students to determine how many of them included that definition first.

6. Explain to students that, over the course of the year, they will be reading Race. Make certain that students understand that each individual is responsible for reading the entire assigned section of Race and also for examining part or all of the documents in one of the units.

7. Model the jigsaw strategy using the Introduction to Race:

· Provide each of the four “Study Groups” with a photocopy of the entire Introduction.

· Explain that each member of the “Study Group” will read a different page of the Introduction, as assigned by the group leader.

· Call for the four students, one from each group, who have read the first page to form the “Page One Expert Group.” Do the same for each page.

· Group leaders should monitor time and group interactions so no single member dominates or disrupts, but may need back-up from the teacher.

· When time is up, give the class a quiz on the Introduction, making certain one question comes from each page, for example:

1. Why did the author write this book?

2. What are the four assumptions of race?

3. Why did the question of race seem settled in the 1970s?

4. What does the author mean by “race”?

5. How far back did the author go in time to understand race and racism?

Procedures

1. Provide all four “study groups” with the quarter’s reading assignment and the complete set of documents for the quarter. Divide the documents up in advance for the group leaders so that the load for each student is roughly equal, but that the same groupings of documents are used by all groups so that each “study group” will be able to send a member to the “experts group” for the same documents. (For images and other files download World History.zip at http://marcaronson.com/teachers_guides/ )

· First Quarter

Read: Introduction: Race

Part One: Before Race, The Ancient World

The Road to Race, The Christian Era

Unit A: Antiquity (Sumer, 3 documents; Greece, 6 documents; Rome, 5 documents= total 14 document)

Unit B: Crusades (6 documents)

Unit C: Monstrous Men (7 documents)

· Second Quarter

Read: Inventing Race -- New Worlds, New Peoples

Unit D: Anti-Semitism (20 documents)

Unit E: The Irish (11 documents)

Unit F: Slave Trade and Abolition (10 documents)

· Third Quarter

Read: Part Two: Race, The Beautiful Skull

The Age of Racism

Unit G: Science and Prejudice (11 documents)

Unit H: Holocaust (21 documents)

· Fourth Quarter:

Read: Judgment: Race and Racism After the Holocaust

May Be of Any Race: Race and Racism Today

Unit I: Race and Racism After the Holocaust (15 documents)

a) Summarize the main information in each document—what it is about?

b) Who created each document? Were they victims of racial prejudice? If not, are they practicing racial prejudice against others? What is their point of view?

c) How does each document illustrate racial prejudice or resistance to racial prejudice?

d) Does each document illustrate one of the four pillars, or assumptions, of race? If so, what?

e) How does each document fit into what you have read in Race? Into your world history textbook?

6. Quiz students by asking them to write a paragraph answering the following question:

Based on what you have read and the documents you have examined, take one example of prejudice in world history and explain a) how it contributed, historically, to racism and b) if there were people of courage who resisted that prejudice, and how.

Assessment

1. Students will have a class period, the book Race, and the year’s worth of documents at their disposal to write an essay on the following prompt:

The subtitle to the book, Race, is “the history of an idea, a prejudice, a central strand in western civilization, and in my own life.” Based on what you have read and the documents you have examined, take four examples of prejudice in world history and explain a) how each contributed, historically, to racism and b) if there were people of courage who resisted those prejudices, and how.

2. Student essays may be evaluated on a twenty-point scale (which may be multiplied by five to convert to 100-point scale or for conversion to letter grades) using the following rubric:

Excellent

Good

Fair

Not

10 points

(10) Written assignment shows excellent

· compositional structure

· sentence structure and variety

· vocabulary use

· grammar, spelling, punctuation

III. Arts

A. Language Arts: Literature

Synopsis

This lesson is intended to help students understand the evolution of the idea of race, and racism, through literature. Students will read Race in conjunction with four literature units to be studied over the course of the school year to see how different authors over time and culture have depicted the clash between differing peoples. The lesson is designed for grades 9-12, although it may be readily adapted by middle school teams, grades 6-8.

National Curriculum Standards

This lesson meets the McREL Standards for Language Arts including:

Level IV (Grades 9-12)

Standard 1. Uses the general skills and strategies of the writing process

Benchmark 1: Uses reading skills and strategies to understand a variety of literary texts (e.g., fiction, nonfiction, myths, poems, biographies, autobiographies, science fiction, supernatural tales, satires, parodies, plays, American literature, British literature, world and ancient literature)

Benchmark 12: Writes in response to literature (e.g., suggests an interpretation; recognizes possible ambiguities, nuances, and complexities in a text; interprets passages of a novel in terms of their significance to the novel as a whole; focuses on the theme of a literary work; explains concepts found in literary works; examines literature from several critical perspectives; understands author's stylistic devices and effects created; analyzes use of imagery and language)

Level III (Grades 6-8)

Standard 1. Uses the general skills and strategies of the writing process

Benchmark 2: Knows the defining characteristics of a variety of literary forms and genres (e.g., fairy tales, folk tales, fiction, nonfiction, myths, poems, fables, fantasies, historical fiction, biographies, autobiographies, chapter books)

Time Required

This lesson will take six class periods: one for the introductory lesson, one discussion period each quarter and one period for the culminating assessment.

Materials Needed

Race: A History Beyond Black and White
Documents from the Historic Source Materials, Language Arts: Literature section, listed following the lesson plans in this guide along with the images

The Lesson

Lesson Starter

1. In advance of this lesson, direct students to read the following three sections from Race:

Introduction, “Where do Prejudices Come From? –City Walls”

Part One: Before Race, The Ancient World, “Greek and Barbarian”

The Age of Racism, “Motion”

Also, have students read the following section from The History of Herodotus:

Now these were the nations that took part in this expedition. The Persians, who wore on their heads the soft hat called the tiara, and about their bodies, tunics with sleeves of divers colours, having iron scales upon them like the scales of a fish. Their legs were protected by trousers; and they bore wicker shields for bucklers; their quivers hanging at their backs, and their arms being a short spear, a bow of uncommon size, and arrows of reed. They had likewise daggers suspended from their girdles along their right thighs….

The Cissians were equipped in the Persian fashion, except in one respect:- they wore on their heads, instead of hats, fillets….

The Assyrians went to the war with helmets upon their heads made of brass, and plaited in a strange fashion which it is not easy to describe. They carried shields, lances, and daggers very like the Egyptian; but in addition, they had wooden clubs knotted with iron, and linen corselets….

The Bactrians went to the war wearing a head-dress very like the Median, but armed with bows of cane, after the custom of their country, and with short spears….

The Sacae, or Scyths, were clad in trousers, and had on their heads tall stiff caps rising to a point. They bore the bow of their country and the dagger; besides which they carried the battle-axe, or sagaris….

The Indians wore cotton dresses, and carried bows of cane, and arrows also of cane with iron at the point…

The Arians carried Median bows, but in other respects were equipped like the Bactrians….

The Caspians were clad in cloaks of skin, and carried the cane bow of their country and the scimitar.…

The Sarangians had dyed garments which showed brightly, and buskins which reached to the knee: they bore Median bows, and lances….

The Pactyans wore cloaks of skin, and carried the bow of their country and the dagger….

The Arabians wore the zeira, or long cloak, fastened about them with a girdle; and carried at their right side long bows, which when unstrung bent backwards…

The Ethiopians were clothed in the skins of leopards and lions, and had long bows made of the stem of the palm-leaf, not less than four cubits in length. On these they laid short arrows made of reed, and armed at the tip, not with iron, but with a piece of stone, sharpened to a point, of the kind used in engraving seals. They carried likewise spears, the head of which was the sharpened horn of an antelope; and in addition they had knotted clubs. When they went into battle they painted their bodies, half with chalk, and half with vermilion….

The eastern Ethiopians- for two nations of this name served in the army- were marshalled with the Indians. They differed in nothing from the other Ethiopians, save in their language, and the character of their hair. For the eastern Ethiopians have straight hair, while they of Libya are more woolly-haired than any other people in the world. Their equipment was in most points like that of the Indians; but they wore upon their heads the scalps of horses, with the ears and mane attached; the ears were made to stand upright, and the mane served as a crest. For shields this people made use of the skins of cranes.

The Libyans wore a dress of leather, and carried javelins made hard in the fire. They had for commander Massages, the son of Oarizus.

The Paphlagonians went to the war with plaited helmets upon their heads, and carrying small shields and spears of no great size. They had also javelins and daggers, and wore on their feet the buskin of their country, which reached half way up the shank….

The Mysians wore upon their heads a helmet made after the fashion of their country, and carried a small buckler; they used as javelins staves with one end hardened in the fire….

The Thracians went to the war wearing the skins of foxes upon their heads, and about their bodies tunics, over which was thrown a long cloak of many colours. Their legs and feet were clad in buskins made from the skins of fawns; and they had for arms javelins, with light targes, and short dirks….

2. Show students the images of the Gilgamesh of Mari, Syria; the frieze of the archers from the palace at Susa, Iraq of Persian king Darius I; and the theater program for The Melting Pot. (For images and other files download Art.zip at http://marcaronson.com/teachers_guides/ )

3. Discuss as a class:

Does the depiction of Gilgamesh and the bull and bird monsters seem to support Andrew Sinclair’s argument that The Epic of Gilgamesh is a clash between civilized people and savages? Could the description of Enkidu be easily modified to fit the bull monsters?

Enkidu the brave, as powerful and fierce

As the war god Ninurta. Hair covered his body,

Hair grew thick on his head and hung

Down to his waist, like a woman’s hair.

He roamed all over the wilderness,

Naked, far from the cities of men,

Ate grass with gazelles, and when he was thirsty

He drank clear water from the waterholes,

Kneeling beside the antelope and deer

Compare Herodotus’ description of the nations who participated in Xerxes’ invasion of Greece with the people depicted in the frieze at Susa, Iraq in the palace of King Darius I. What nation do you think the archers in the frieze are from? On what evidence?
The subtitle to The Melting Pot is “The Great American Drama.” What symbols of America are illustrated on the theater program? What is the eagle holding in its talons and what do they represent? In what direction is the eagle facing on this 1916 program?
Does the “melting pot” seem to be a good thing or a bad thing to Israel Zangwill? What is his attitude towards race? Read the finale from Act IV of The Melting Pot and decide:

DAVID

It is the fires of God round His Crucible. There she lies, the great Melting Pot—listen! Can’t you hear the roaring and the bubbling? There gapes her mouth
[He points east]
—the harbour where a thousand mammoth feeders come from the ends of the world to pour in their human freight. Ah, what a stirring and a seething! Celt and Latin, Slav and Teuton, Greek and Syrian, —black and yellow—

VERA
Jew and Gentile—

DAVID
Yes, East and West, and North and South, the palm and the pine, the pole and the equator, the crescent and the cross—how the great Alchemist melts and fuses them with his purging flame! Here shall they all unite to build the Republic of Man and the Kingdom of God. Ah, Vera, what is the glory of Rome and Jerusalem where all nations and races come to worship and look back, compared with the glory of America, where all races and nations come together and look forward!
[He raises his hands in benediction over the shining city.]
Peace, peace, to all ye unborn millions, fated to fill this giant continent—the God of our children give you Peace.
[An instant’s solemn pause. The sunset is swiftly fading, and the vast panorama is suffused with a more restful twilight, to which the many-gleaming lights of the town add the tender poetry of the night. Far back, like a lonely, guiding star, twinkles over the darkening water the torch of the Statue of Liberty. From below comes up the softened sound of voices and instruments joining in "My Country, ‘tis of Thee." The curtain falls slowly.]

Note: There is no truth to the urban legend repeated by Dan Brown in Deception Point that the Great Seal on the carpet of the Oval Office is switched during times of war so that the eagle is facing the arrows. In 1945, President Harry Truman ordered the change in the seal explaining, “In the new Coat of Arms, Seal and Flag, the Eagle not only faces to its right — the direction of honor — but also toward the olive branches of peace which it holds in its right talon. Formerly the eagle faced toward the arrows in its left talon — arrows, symbolic of war.”

Procedures

1. Each quarter, students will read different literary forms in conjunction with Race which illustrate the evolution of the idea of race and racism in western thought.

Unit A: Essay, Poem, Novel

Read all three Literature Selections: The Satyricon (Trimalchio’s Feast), Emma Lazarus’ poem The New Colossus, and The Great Gatsby

Readings from Race:

· Part One: Before Race, The Ancient World, “The Tolerant Empire”

· The Age of Racism—“Beautiful Birth,” “Motion,” and “The White People Are Going to Rule the Country”

Unit B: Science Fiction/Fantasy

Read one of three Literature Selections: Lord of the Rings, The Dark is Rising, or Do Androids Dream of Electric Sheep?

Readings from Race:

· Part One: Before Race, The Ancient World, “Slaves, Hebrews, God”

· The Age of Racism—“Beautiful Birth” and “Mein Kampf”

Unit C: Drama

Read both Literature Selections: Romeo and Juliet and West Side Story

Readings from Race: The Road to Race, “Spain”

Unit D: Autobiography

Read two Literature Selections: Night (or The Diary of Anne Frank, Farewell to Manzanar, or The Color of Water

Readings from Race:

· The Age of Racism—“Holocaust”

· May Be of Any Race: Race and Racism Today, “Roots”

2. In addition to the typical reading and analysis activities for these commonly read and studied pieces of literature, discuss with students the following questions:

Where does this piece of literature fit in the evolution of the idea of race and racism?
How does each author frame the differences between people? Are the differences descriptive? Are different peoples’ characters developed differently?
How does each author present the conflict between different people? Does the author offer any views on how such conflicts should be resolved? What is the author’s attitude towards race and racism?
How does the literary form (drama, poetry, narrative, autobiography) help each author to frame ideas about race and racism? Does one particular form seem better suited than others?
What literary devices do each use in their presentation of ideas about prejudice? Are analogies used? Satire? Irony? Other devices?
What imagery is used?
What advantages does fiction offer an author who wishes to grapple with issues of inequality, conflict and race? What advantages does non-fiction offer an author who wishes to grapple with the same issues?

Assessment

1. As a culminating activity, students will write an essay modeled on the format used in the Elie Wiesel Foundation’s Ethics Essay contest (which is restricted to college students in their junior or senior year.)

The essay format is:

Essays may be written in the formal or informal voice, but most importantly should be in the student’s voice
The essay must analyze four literary works, provide both comparison and contrast, and adhere to treatment of the selected theme
The essay should run between 1,200 to 1,800 words
The essay should be typed in 12-point font, double-spaced with 1-inch margins and the pages numbered

The essay prompt is:

Compare and contrast the treatment by four different authors of literary works of the theme of race, racial issues, and/or conflicts between different people.

2. Student essays may be evaluated on a twenty-point scale (which may be multiplied by five to convert to 100-point scale or for conversion to letter grades) using the following rubric:

Excellent

Good

Fair

Not

Satisfactory

Work

Literary Analysis

10 points

(10) The writer has produced an essay that covers four works and:

· is extremely well thought out and focused on theme

· shows full command of pertinent details during literary analysis

· addresses both similarities and differences between all four works in a well-balanced manner

· shows a highly original and imaginative approach

(9-8) The writer has produced an essay that covers four works and:

· is well thought out and focused on the theme

· shows good command of appropriate details during literary analysis

· addresses both similarities and differences between all four works in a well balanced manner

(7-6) The writer has produced an essay that covers four works and:

· is generally focused on the theme

· shows a general grasp of details during literary analysis

· addresses both similarities and differences between all four works, but not well-balanced

(5-1) The writer has produced an essay that covers less than four works and/or:

· loses focus on the theme

· lacks detail or provides non-related details during literary analysis

· fails to address both similarities and differences between all four works

The writer has not written an essay

Technical Writing Skills

10 points

(10) The essay:

· adheres to format requirements

· has unity of compositional structure

· achieves eloquence through use of vocabulary and sentence structure and variety

· is thoroughly proofread so there are no grammar, spelling, or punctuation errors

(9-8) The essay:

· adheres to format requirements

· has unity of compositional structure

· uses vocabulary, sentence structure and variety to effectively

· is thoroughly proofread so there are no grammar, spelling, or punctuation errors

(7-6) The essay:

· adheres to format requirements

· has a generally unified compositional structure

· uses vocabulary, sentence structure and variety adequately

· has a few grammar, spelling, or punctuation errors

(5-1) The essay:

· does not adhere to format

· lacks compositional structure

· fails to use vocabulary, sentence structure and variety in a clear manner

· has numerous grammar, spelling, or punctuation errors

The writer has not written an essay

B. Language Arts: Media and Communications

Synopsis

This lesson is intended to help students understand the impact of media on racial perception. Students will begin with the impact of the Gutenberg printing press, continue with the use of print media and communications by abolitionists, and conclude with an examination of film and television of the 20^th century. The lesson is designed for grades 9-12, although it may be readily adapted by middle school teams, grades 6-8.

National Curriculum Standards

This lesson meets the McREL Language Arts (4^th Ed.) Standard 10: Understands the characteristics and components of the media including:

Level IV (Grades 9-12) Benchmarks:

1: Understands that media messages have economic, political, social, and aesthetic purposes (e.g., to make money, to gain power or authority over others, to present ideas about how people should think or behave, to experiment with different kinds of symbolic forms or ideas)

10: Understands the influence of media on society as a whole (e.g., influence in shaping various governmental, social, and cultural norms; influence on the democratic process; influence on beliefs, lifestyles, and understanding of relationships and culture; how it shapes viewer's perceptions of reality; the various consequences in society of ideas and images in media)

Level III (Grades 6-8) Benchmark 7: Understands influences on the construction of media messages and images (e.g., the historical period or place in which they were made; laws that govern mass media, such as truth in advertising; the socio-cultural background of the target audience; financial factors such as sponsorship; cause-and-effect relationships between mass media coverage and public opinion trends)

Time Required

This lesson will take two class periods

Materials Needed

Race: A History Beyond Black and White
Images and links from the Historic Source Materials Media and Communications section, listed following the lesson plans in this guide

The Lesson

Lesson Starter

1. Give students one minute, timed, to make a list of places where they have seen printed words since they got up in the morning. Remind them that printed words don’t appear only on newspapers and textbooks, but also on toothpaste tubes, clothing, cereal boxes and billboards (to name a few.)

2. In 2000, when people were putting together their “person of the millennium lists,” Johannes Gutenberg regularly was named number one, even though we are not certain of when he was born and there are no contemporary portraits of the man. He is responsible for the invention of the printing press and the words and information which saturate our world.

3. Direct students to look at the five images in The Printing Revolution: Gutenberg Bible, Engraving of 16^th century printing press, Printing type and tray, Martin Luther pamphlet, and Martin Luther’s hymn, “A Mighty Fortress is Our God.” Ask students to look for evidence about:

· Whether the impact of the printing press was only in printed words, or also printed images, musical notation, and numbers?

· In what areas of knowledge would printing allow ideas to be exchanged?

· Did the ability of people to formulate ideas for themselves contribute to new ideas about religion? Could it lead to conflict?

4. Explain that the printing press also meant that ideas about race and racism could spread more rapidly. Ask students to read from Race

Inventing Race—New Worlds, New Peoples the segment “New Worlds, New Ideas: Protestantism, Freedom, and Prejudice”
The Age of Racism, Two Crises: In America, Who is White? In Europe, What is a Jew? the segment “Sea Change: Race in Europe and America, Irish = Not Black.”

Procedures (For images and other files download Media.zip at http://marcaronson.com/teachers_guides/ )

1. Divide students into eight groups and provide them with the nine images from source materials dealing with Print and the Abolition of Slavery.

2. Give students five minutes to study their document and answer the following questions:

a) In what way is media being used by the abolitionists to advance their ideas in this document?

b) Does the printed word dominate in this document, or graphics, or is it evenly balanced?

c) Is racial equality and tolerance also being advanced by the media used in the document, along with the abolition of slavery?

c) Who do you think was the intended audience for this document?

3. Have each group share their findings with the class.

4. Having examined the impact of the printing press on racial views, ask students to hypothesize what the impact of film and sound, in the form of movies and television, would have been like.

5. Explain that, D.W. Griffith’s 1915 film, Birth of a Nation, showcased the most advanced technologies and film-making techniques of the movie industry of the time, but that it was based on a book by Thomas Dixon, The Clansman, which was virulently racist. Show students the two images from the movie from the source materials. Ask students:

How is the KKK depicted in the two examples?
How is the African American man depicted in the still image from the movie?
Isn’t Aryan something Hitler would say? Could there be a connection?
How would a popular, technically advanced film be able to foster racism?

6. Have students read the remainder of the section from Race called The Age of Racism.

Assessment

1. Give students the list of films and television shows, many of which may be checked out at local libraries or rented. Ask each student to select a film, watch it, and then write a review of no more than 500 words about the film including:

The name of the film and hen the film was made
A one paragraph synopsis of the story
Who directed the film and what the film-maker’s point of view was towards race, racism, and prejudice
An evaluation of how effective the film was in presenting the film-maker’s attitude towards race, racism, and prejudice

2. The student review may be evaluated on a twenty-point scale (which may be multiplied by five to convert to 100-point scale or for conversion to letter grades) using the following rubric:

Excellent

Good

Fair

Not

Satisfactory

Work

Media analysis

10 points

(10) Written assignment demonstrates excellent

· command of facts

· analysis of the film-maker’s attitude toward race

· evaluation of the film’s effectiveness

(9-8) Written assignment demonstrates good

· command of facts

· analysis of the film-maker’s attitude toward race

· evaluation of the film’s effectiveness

(7-6) Written assignment shows

· command of facts

· evaluation of the film’s effectiveness

· lack of clarity or depth in analysis of film-maker’s attitudes towards race

(5-1) Written assignment shows

· student may not have watched entire film

· problems in understanding the film-maker’s attitude towards race

· sentence structure and variety

· vocabulary use

· grammar, spelling, punctuation

(5-1) Written assignment shows inadequate

· compositional structure

· sentence structure and variety

· vocabulary use

· grammar, spelling, punctuation

C. Music

Synopsis

This lesson is intended to help students understand the interrelationship between music and the longing for freedom expressed by victims of racism and prejudice. Students will examine spirituals created and sung by enslaved African Americans, and their transformation into code songs used by the Underground Railroad, and eventually into songs championing Civil Rights in the 1960s. They will also read lyrics and listen to music from other time periods, genres, and ethnic origins, analyzing, comparing and contrasting it to the spirituals. The lesson is designed for grades 9-12, although it may be readily adapted by middle school teams, grades 6-8.

Teacher Advisory

Please be aware of and honor copyright protections on music. Students may read lyrics or listen to .midi files online; many of the websites listed have free downloads to your computer’s hard drive, from which you can create a playlist and burn a CD. In the case of copyrighted performances, normally you may rip songs from CDs that you already own, or download individual songs for a fee, create a playlist of the musical selections in the Historical Source Materials and burn a CD if you are using it strictly for educational purposes. Otherwise, the media center might invest in the CDs, perhaps with help from the PTA or a grant.

National Curriculum Standards

This lesson meets the McREL Music Standard 7: Understands the relationship between music and history and culture.

Level IV (grades 9-12), Benchmarks

2. Knows sources of American music genres (e.g., swing, Broadway musical, blues), the evolution of these genres, and musicians associated with them

3. Knows various roles that musicians perform (e.g., entertainer, teacher, transmitter of cultural tradition) and representative individuals who have functioned in these roles

Level III (grades 6-8), Benchmark 3. Understands the functions music serves, roles of musicians (e.g., lead guitarist in a rock band, composer of jingles for commercials, singer in Peking opera), and conditions under which music is typically performed in various cultures of the world

Time Required

This lesson will take two class periods

Materials Needed

Race: A History Beyond Black and White
Lyrics and music compiled from the Historic Source Materials, Music section, listed following the lesson plans in this guide along with one sheet music image

The Lesson

Lesson Starter

1. Either read the following passage from Dr. Martin Luther King, Jr.’s I Have a Dream speech, or play a segment of video of the speech with this passage:

When we let freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of that old Negro spiritual, “Free at last! Free at last! Thank God almighty, we are free at last!”

2. Ask students if they know the song to which Dr. King was referring, Free at Last. Share with them a sound file, if available, and the lyrics:

Way down yonder in the graveyard walk
I thank God I’m free at last
Me and my Jesus going to meet and talk
I thank God I’m free at last

Chorus: Free at last

Free at last

Thank God Almighty

I’m free at last

On my knees when the light pass’d by
I thank God I’m free at last
Tho’t my soul would rise and fly
I thank God I’m free at last

Repeat Chorus

Some of these mornings, bright and fair
I thank God I’m free at last
Goin’ meet King Jesus in the air
I thank God I'm free at last

Repeat Chorus

If you get there before I do

I thank God we’re free at last

Tell all of my friends I’m comin’ too

I thank God we’re free at last

Repeat Chorus

3. Dr. King referred to this song as an “old negro spiritual.” This song was created by enslaved Africans and African Americans. Ask students:

Thinking about how many of the slaves embraced the Christian religion and also the lyrics, why do you think slaves would create such a song?
Under what circumstances would slave-owners permit such an open song about freedom? (Notice the phrase ‘graveyard walk’ – the setting is a funeral)
Does this song fit into the “call and response” form of music?
How is repetition used in this song? What is emphasized?

4. Often times, spirituals were used as “code songs” by the Underground Railroad, giving the time of day or location where escaping slaves could meet a “conductor” who would guide them to freedom.

What time of day is referred to in Free at Last ?
What specific location is referred to in Free at Last?
What advantages would there be to using a spiritual or hymn as a “code song”?

5. Discuss why Free at Last worked on so many levels during so many eras for people of African heritage who were oppressed by slavery, racism, and prejudice.

Procedures

1. Many spirituals share history as well as musical characteristics with Free at Last.

Although not all spirituals were used as code songs or sung in the Civil Rights era, and We Shall Overcome is a modern song, many share the “call and response” form, repetition of key lyrics, and allusions to freedom and slavery (often through biblical allusions to Moses and the Hebrews in Egypt.) Have students read the sections “Slaves, Hebrews, God” in Part One: Before Race, The Ancient World and Freedom in The Age of Racism.

2. Share the lyrics and music to some or all of the following spirituals with students:

a) Go Down Moses/Let My People Go

b) Deep River

c) Now Let Me Fly

d) Swing Low, Sweet Chariot

e) Wade in the Water

f) Steal Away to Jesus

g) Didn’t My Lord Deliver Daniel?

h) Let Us Break Bread Together

i) We Shall Overcome

j) Marching ‘Round Selma (based on March Down to Jordan)

2. For each song ask:

Thinking about the lyrics, why do you think an oppressed people created this song?
Is there some biblical reference in this song that justifies it being used as a hymn? Could someone oppressing the singers feel threatened by the lyrics?
Does this song fit into the “call and response” form of music?
How is repetition used in this song? What is emphasized?
Is there anything about the wording of the lyrics that suggest it could have been used as a code song?
Is this a song that has characteristics which would have made it a meaningful song during the Civil Rights era in the 20^th century?

3. Spirituals are not the only form to which people’s aspirations for freedom in the face of racial prejudice and discrimination have been put to music. However, music sometimes has been used to advance the idea of racial inequality. Have students listen to or examine lyrics and/or sheet music in conjunction with works directly mentioned in Race or related to issues raised in the book and decide:

What era is this composer from?
What is the composer’s attitude about freedom?
What is the composer’s attitude about equality, racial equality in particular?
How is this music similar to the spirituals? In underlying ideas? In musical form or style?
How is it dissimilar?

Works include:

a) Xerxes by George Frideric Handel

b) Don Giovanni by Wolfgang Amadeus Mozart, especially Act I, Scene V,

“Venite pur avanti” which includes “Viva la liberta!”

c) Fidelio by Ludwig von Beethoven, especially Act I: “The Prisoner’s Chorus”

(O Welche Lust) and Act II: Hail, the Day and Hour of Justice Come (Heil sei

dem Tag)

d) The Ring of the Nibelung by Richard Wagner

e) Die Fire Korbunes (The Fire Victims)—sheet music cover

f) Symphony No. 13, by Dmitiri Shostokovich, “Babi Yar” based on poem by Yvgeny Yevteshenko

g) West Side Story

h) Love City, (encore) Dance to the Music, Music Lover, Higher, I Want to Take You Higher performed at Woodstock by Sly and the Family Stone

i) Hunchback of Notre Dame (Disney musical)

j) Mi Y'maleil? (Who Can Retell?)

Assessment

1. Ask students to write an essay, using the book, Race, and referring to any of the spirituals or other music they have studied, on the following prompt:

To paraphrase the author of Race, “Slavery has been the source of some of the most humane, liberating music in all of human history.” Based on what you have read and the music you have examined, provide four examples which support the idea that oppression can produce liberating music, explaining what the elements are which make them successful.

2. Student essays may be evaluated on a twenty-point scale (which may be multiplied by five to convert to 100-point scale or for conversion to letter grades) using the following rubric:

Excellent

Good

Fair

Not

10 points

(10) Written assignment shows excellent

· compositional structure

· sentence structure and variety

· vocabulary use

· grammar, spelling, punctuation

Alternate Assessments:

1) The student will select a spiritual and score it for a musical instrument.

2) The I Have a Dream speech resembles a spiritual, from the cadence and pitch Dr. King used in his delivery to the “call and response” between Dr. King and the crowd. The student should select a complete passage of the speech, of at least 1 minute duration, and transcribe into the form of musical score the rhythm, pitch, and repetitions of the passage.

3) Students should make a selection from the songs and music they have studied in this unit for performance in conjunction with the Dr. Martin Luther King, Jr. holiday. The performance should run no longer than 40 minutes, including narrative so that it may be performed at a school assembly, either at their school or as a visiting performance at elementary schools. Consider free concerts at other public venues—churches, libraries, mall stages, city hall—as well.

D. Art

Synopsis

This lesson is intended to help students understand the interrelationship between art and attitudes towards race, racism, and prejudice. Students will examine pieces of created over the span of Western Civilization from Mesopotamia to the 20^th century and analyze the artists’ view of race. They will culminate with creating their own artwork on the theme of race. The lesson is designed for grades 9-12, although it may be readily adapted by middle school teams, grades 6-8.

National Curriculum Standards

This lesson meets the McREL Visual Arts Standard 4: Understands the visual arts in relation to history and cultures

Level IV (grades 9-12), Benchmarks:

1. Knows a variety of historical and cultural contexts regarding characteristics and purposes of works of art

2. Knows the function and meaning of specific art objects within varied cultures, times, and places

3. Understands relationships among works of art in terms of history, aesthetics, and culture

Level III (grades 5-8), Benchmark 2, Understands the historical and cultural contexts of a variety of art objects

Time Required

This lesson will take two to three class periods

Materials Needed

Race: A History Beyond Black and White
Images and links from the Historic Source Materials, Art section, listed following the lesson plans in this guide

The Lesson

Lesson Starter

1. Show students the painting by Norman Rockwell, The Problem we all Live With (Ruby Bridges being escorted by Federal marshals to school. Note: The “N” word is visible, almost entirely, on the wall in the background.) This artwork can be viewed at http://www.guggenheim.org/exhibitions/past_exhibitions/rockwell/problem_lg.html and for Ruby Bridges Hall’s account, visit her official website at http://www.rubybridges.org/story.htm.

(For images and other files download Art.zip at http://marcaronson.com/teachers_guides/)

Ask students:

Does this painting attempt to imitate life in a realistic manner or is it abstract?
Where is the artist in relationship to the scene? How does the distance affect the way the audience relates to the scene? How would the impact be different if it were not so close up?
How are humans depicted in this scene? Are they distinct personalities or general impressions? Are they decorative or do they connect with the audience's emotions? Are their proportions realistic or exaggerated?
Is there a sense of movement in this scene? If so, what part does light source, color, form and composition play in creating a rhythm?
Is there a sense of movement in the people? If so, what part does light source, color, form and composition play in creating a rhythm?
Does the artist evoke an emotion or mood with this scene? If so, how?
Are the forms of the composition balanced? Are the colors of the composition balanced?
Is there a repetition of line or shapes in this painting? Are they predictable or irregular?
Is there a background to this painting? How does a background, or lack of background, change the impact of the painting on the audience?
A painting or sketch can document only what the eye can see. What do you think is outside the "frame" of the picture that the artist didn't paint? What sounds might you hear if this image had sound? What odors might you smell? What sensations might you feel?
Does the painting tell a story? Does it capture a dramatic moment?
Does it cause the viewer or audience to participate by taking a second look or creating a narrative of events for themselves?

How do the words in this painting add to its impact?
What does this painting accomplish that a film or photograph might not?
What is the artist, Norman Rockwell, express a point of view about race and racism in this painting?

2. Show students a photograph of Michelangelo’s Moses. Ask them:

Moses led the Hebrew people out of their slavery in Egypt; what leadership qualities does Michelangelo express in this sculpture? How does Michelangelo convey leadership qualities visually?
Does Moses conform to the usual depiction of Old Testament Jewish leaders, i.e. wise, thoughtful, important, inspiring people?
Is there anything unsettling about the way Michelangelo depicts Moses? What does he have on his head? (Explain that a mistranslation of a word from Hebrew into Latin resulted in medieval churchmen believing that Moses had “horns” on his head, as opposed to “rays.”) What do “horns” on a figure usually refer to?
What do you think Michelangelo’s attitude was towards Jewish people, based on the visual evidence in his sculpture of Moses?

3. Show students the picture of the fifth portal mosaic of the Basilica of St. Mark in Venice, Italy, designed by Pietro Vecchia around 1660. Ask students:

What is the expression of the man on the left, in the black hat?
What is the expression of the man in the turban closest to him?
What is the expression of the man in the green cloak?
What is the expression of the other turbaned men in the background?

Explain that, according to the legend, by the year 828, Venetians had grown interested in obtaining the body of St. Mark, since he was the city’s patron saint. It was buried in the Church of St. Mark in Alexandria Egypt. They expressed concern that the Muslim rulers of Egypt would either dismantle the Church of St. Mark in Alexandria, Egypt or convert it to a mosque. Fearing that St. Mark’s remains would be dishonored, two Venetian merchants (labeled Tribun and Rustic in a different mosaic) convinced the priests in Alexandria to send them to Venice. Very secretly, the merchants placed the relics of St. Mark in a chest and covered it with pickled pork and ham, knowing that these meats were considered unclean by Muslims. The Muslim customs authorities were disgusted by the meat and did not look into the chest; the merchants brought St. Mark’s remains to Venice where they were placed in the basilica, and where they remain to this day. Ask students:

Which people are the Muslims in this picture? How can you tell?
What do you think Pietro Vecchia’s attitude was towards believers in Islam, based on the visual evidence in his mosaic about St. Mark’s body?

4. Discuss as a class how artists’ choices can either fight racism or advance it.

Procedures

1. Explain that artists do not merely express points of view about other people in their artwork; they also are judged by their contemporaries about these viewpoints, as well as about their artistic vision and skill. Divide the class into six groups and give each the artwork and associated reading assignment in Race. (Download the file Art.zip at http://marcaronson.com/teachers_guides/

Group	Artwork	Reading Assignment
Ancient Art	1) Gilgamesh 2) Ahkenaten Worshipping the Aten Disk	1) Introduction: Where do prejudices come from? “City Walls” 2) Part One: Before Race, The Ancient World, “Slaves, Hebrews, God”
Greek Art	Set #3 (a-e) of Greek slaves	Part One: Before Race, The Ancient World, “Greek and Barbarian”
Medieval Art A	Set #4 (a-d) of Last Judgments	Part One: Before Race, The Ancient World, “Greeks and Jews”
Medieval Art B	Set #6 (a-e) of European depictions of Jewish people	The Road to Race, “Know Your Enemy I”
Medieval Art C	5a Early Christian Three Magi 5b Albrecht Dürer Adoration of the Magi 10a Monstrous Races map margin and other “Monstrous Races on Maps” links	The Road to Race, “Know Your Enemy I”
Renaissance	7 Veronese Feast in the House of Levi and script of Veronese’s Inquisition trial http://www.efn.org/~acd/Veronese.html	The Road to Race, “Know Your Enemy II”

2. All six groups should read the assigned passage from Race, examine associated pieces of artwork and answer the following question which will be presented to the whole group:

How do the group’s art selections fit into the book Race?
How are the “uncivilized,” “barbarian,” “unsaved” or “heretic” visually depicted in the artwork? Describe in detail.
Is the depiction prejudiced or non-prejudiced? What visual clues help you to decide?

3. Give to the Renaissance/Veronese group the following additional information:

In 1563, the Council of Trent decreed the following rule for sacred images: “In the invocation of saints, the veneration of relics, and the sacred use of images, all superstition shall be removed, all filthy quest for gain eliminated, and all lasciviousness avoided, so that images shall not be painted and adorned with a seductive charm, or the celebration of saints and the visitation of relics be perverted by the people into boisterous festivities and drunkenness, as if the festivals in honor of the saints are to be celebrated with revelry and with no sense of decency.” The group charged with keeping track of artists was the Holy Tribunal, better known as the Inquisition. On July 18, 1573, Paolo Caliari, better known as Veronese, was called before the tribunal to answer for the way he had painted a Last Supper for the Church of Saints Giovanni and Paolo (John and Paul.)

This group will present the trial in the form of a dramatic reading to the class. They should decide on two group members to practice the roles of the inquisitor and artist (complete with a copy of the painting they can point to during the exchange.) Other members will be responsible for presenting the group’s answers to the study questions. They should present the study question answers first, and then the trial dramatization.

4. If possible, schedule the groups to present in the order above, so that the historical chronology is preserved. When the Renaissance group completes its presentation of Veronese before the Inquisition, ask students their reaction to the trial. Discuss whether the Holy Tribunal has merely been replaced today by “political correctness” or the “court of public opinion”? Does the artist have any responsibility not to incite racism, even if it means self-censorship or creating art that promotes a social message, rather than art for art’s sake?

5. As a culminating activity, ask students to create an artwork which reflects their attitude towards race.

Assessment

Student artwork may be evaluated on a twenty-five point scale (which may be multiplied by four to convert to 100-point scale or for conversion to letter grades) using the following rubric:

	5 Excellent	4 Good	3-2 Average	1 Poor	0 No Effort
Related Artwork to Theme of Race	The student solved the problems presented by the assignment in an original, innovative way.	The student solved the problems presented by the assignment.	The student attempted to solve the problems presented by the assignment.	The student did not attempt to solve the problems presented by the assignment.	The student did the minimum or the artwork was never completed.
Design elements	The student planned carefully, showed an awareness of the elements and principles of design; chose color scheme carefully, used space effectively.	The student planned an overall composition, applied the principles of design while using one or more elements effectively; showed an awareness of filling the space adequately.	The student did the assignment adequately, but showed little evidence that an overall composition was planned.	The student’s assignment showed little evidence of any understanding of the elements and principles of art; no evidence of planning.	The student did the minimum or the artwork was never completed.
Creativity	The student explored several choices; tried unusual combinations; made connections to previous knowledge; demonstrated problem solving skills.	The student based the work made decisions after referring to one source; solved problems in a logical way.	The student tried an idea but it lacked originality and personal observation.	The student fulfilled the assignment, but gave no evidence of trying anything unusual.	The student did the minimum or the artwork was never completed.
Effort	The student worked on the project until it was completed; put in an effort far beyond that required; took pride in going well beyond the requirement.	The student worked hard and completed the project.	The student finished the project, but it lacked finish or could have been improved with more effort.	The student chose an easy project and completed it with minimum effort.	The student did not complete the work.
Craftsmanship	The student created a beautiful piece of artwork through patience, skill, and hard work.	The student created a nice piece of artwork that may lack the highest level of skill.	The student created a complete piece of artwork but with some careless flaws.	The student showed little skill or pride in their work.	The artwork is incomplete.

Week and Topic	Reading from Race	Historic images, documents, readings
Week 1: Aristotle and the Ancient Greeks	Part I: Before Race, The Ancient World “Greek and Barbarian”	Hippocrates, Treatise on Airs, Waters, and Places, parts 12 http://classics.mit.edu//Hippocrates/airwatpl.12.12.html and 23 http://classics.mit.edu//Hippocrates/airwatpl.23.23.html
Week 2: Linnaeus	Part II: Race, The Beautiful Skull “Four Pillars and Five Peoples”	2a) Biology photo set: Systema Naturae 2b) Biology photo set: Regnum Animale taxonomy chart
Week 3: Blumenbach and his followers	Part II: Race, The Beautiful Skull “Four Pillars and Five Peoples”	3a) “The Geometer of Race,” Discover Magazine, Vol. 15, No. 11 http://www.discover.com/issues/nov-94/features/thegeometerofrac441/ 3b) Biology photo set: Samuel G. Morton, Crania Americana, 1839 3c) Biology photo set: Nott and Gliddon, Indigenous races of the earth, 1857. 3d) Biology photo set: Felix von Luschan’s Chromatic Scale, developed between 1897 and 1927 3e) Biology photo set: Massachusetts study inspired by Cesare Lombroso
Week 4: Darwin and Galton	The Age of Racism (whole section) (Darwin is featured in “Survival of the Fittest” and Galton in “Beautiful Birth”	Darwin Origin of Species http://www.literature.org/authors/darwin-charles/the-origin-of-species/ 5a) Francis Galton, Geneticist: General information: http://galton.org/ 5b) Biology photo set: Logo from the Second International Congress of Eugenics
Week 5: Crick, Watson, DNA and the Human Genome Project	May Be of Any Race: Race and Racism Today “Roots” “Black is a Way of Acting: Race Today”	6a) Biology photo set: Map of population migration based on mitochondrial population genetics (numbers on color key are millennia before the present) 6b) Biology photo set: Phylogenetic tree based on DNA or protein sequences of populations 6c) Biology photo set: Triangle plot showing average mixture of five North American ethnic groups

Preface

Synopsis

(5)

(4)

(3)

(2-1)

Historical Research and Accuracy

(10) Written assignment demonstrates

(9-8) Written assignment demonstrates

· Many details

· No factual errors

(7-5) Written assignment shows

· May contain some errors

· Partial synthesis of information about the relationship between citizenship and race or partial coverage of the 1790-1965 span

(4-1) Written assignment shows

· Little added information

· Many factual errors

Technical Writing Skills

(5) Written assignment has introductory sign and captions which demonstrate excellent

(4) Written assignment shows good

· vocabulary use

· grammar, spelling, punctuation

(3-2) Written assignment shows adequate

· grammar, spelling, punctuation

(1) Written assignment shows inadequate

· grammar, spelling, punctuation

Historical Comprehension

(10) Written assignment demonstrates excellent historical

(9-8) Written assignment demonstrates good historical

· synthesis of information

· interpretation

(7-6) Written assignment shows fair historical

· synthesis of information

· interpretation

(5-1) Written assignment shows little historical

· synthesis of information

· interpretation

Technical Writing Skills

(10) Written assignment shows excellent

(9-8) Written assignment shows good

· vocabulary use

· grammar, spelling, punctuation

(7-6) Written assignment shows adequate

· grammar, spelling, punctuation

(5-1) Written assignment shows inadequate

· grammar, spelling, punctuation

Historical Comprehension

(10) Written assignment demonstrates excellent historical

(9-8) Written assignment demonstrates good historical

· synthesis of information

· interpretation

(7-6) Written assignment shows fair historical

· synthesis of information

· interpretation

(5-1) Written assignment shows little historical

· synthesis of information

· interpretation

Technical Writing Skills

(10) Written assignment shows excellent

(9-8) Written assignment shows good

· vocabulary use

· grammar, spelling, punctuation

(7-6) Written assignment shows adequate

· grammar, spelling, punctuation

(5-1) Written assignment shows inadequate

· grammar, spelling, punctuation

Literary Analysis

(10) The writer has produced an essay that covers four works and:

(9-8) The writer has produced an essay that covers four works and:

· addresses both similarities and differences between all four works in a well balanced manner

(7-6) The writer has produced an essay that covers four works and:

· addresses both similarities and differences between all four works, but not well-balanced

(5-1) The writer has produced an essay that covers less than four works and/or:

· fails to address both similarities and differences between all four works

Technical Writing Skills

(10) The essay:

(9-8) The essay:

· is thoroughly proofread so there are no grammar, spelling, or punctuation errors

(7-6) The essay:

· has a few grammar, spelling, or punctuation errors