Title James Baldwin�s �Going to Meet the Man�: Exploring Racism in Literature Overview Middle school students in this American literature course will explore Baldwin�s short story and their personal reactions to the literature. This examination is part of a larger study of American and African American literature, which might include Zora Neale Hurston�s Their Eyes Were Watching God, the poetry of Langston Hughes, Mark Twain�s Huckleberry Finn, or Harper Lee�s To Kill a Mockingbird. Goals 1. To introduce students to James Baldwin and 20th century African American literature. 2. To allow students to explore the complex racial and social concerns raised in Baldwin�s short story, and to better understand how racism can manifest itself in students� lives. 3. To compare Baldwin�s writing to the works of other African American writers, thereby allowing students to gain a wider appreciation for the literary works, and the times within which they were written. Materials/Resources Needed Baldwin�s �Going to Meet the Man,� paper, and pencil/pen Activities/Procedures Assign �Going to Meet the Man� and ask students to write a journal-entry on their personal reactions to the text. Did it alarm them? Did it infuriate them? (Keep the author�s identity secret until after students have read the story.) Begin the class by reading particularly strong passages out loud to the class, and then gauging reaction to the story. Explore the themes of racism and violence in the story, and the character of Jesse. What can we learn about the author by simply looking at the text? Then, touch upon Baldwin�s background. (See attached) Break students into smaller literary circles and have them touch upon a variety of issues: Did any of the students think a white author wrote the story? What does the racial terrorism portrayed in Baldwin�s story say about America? How does he keep control in the face of such atrocities? Do any students know someone like Jesse, and what does it say about how far we really haven�t come with regard to tolerance and compassion? Get back into a full class discussion and let each group respond. This can serve as a one-day activity in a larger unit dedicated to 20th century African American literature, ranging from W.E.B. DuBois to Toni Morrison. Accommodation This lesson can succeed with a wide variety of learning levels and styles. Reader Response allows each to student to interact with the text in his or her own personal way. Hearing disabled students can get great satisfaction out of journaling, while vision impaired students will be able to hear my reading of selected passages and then join the rest of the class in discussion. Extensions Another option might be to offer this piece in a Civil Rights framework, that is compare and contrast it with writings from Martin Luther King Jr., Malcolm X, or literature from the Black Panther organization (Stokely Carmichael, et. al.). There are so many opportunities to coordinate English lessons with history/social studies teachers, so that students can more fully explore issues like racism, radicalism, or violence in modern America. Another very intriguing option is to call the Kalamazoo chapter of the NAACP and ask for their recommendation on a local resident who was active in the Civil Rights movement. Invite this person to class to share his/her insights. Assessment Students will have achieved the goals of this lesson plan by completing a journal entry (C/NC), showing interest in the material, and participating in classroom discussions. I believe students will be strongly interested in the material as it touches upon issues that are so personal to some of them. At the end of the unit, I might provide students with a survey to see if they approved of the unit, what they liked, or what could be done better �next time.� |
| "Going to Meet the Man" Lesson Plan |