I. Plot summary Black like me, written by John Howard Griffin speaks about the way the Negros (as they say in the book) were treated in the late 50’s. John H. Griffin was a journalist, a white journalist working for the black-owned magazine Sepia. One day, he decided to cross the line that separated black people and white people. He took medications that darkened his skin and became brown.
Booker T. Washington was born in 1856; he was an American educator, founder of Tuskegee University, and an author during the late nineteenth to early twentieth century. Mr. Washington represented black leaders who were born into slavery; he basically spoke on behalf of blacks living in the South. In 1895, Mr. Washington had written one of his most famous speeches in Atlanta, GA “The Atlanta Exposition Address”, which I have read while in American Literature class earlier this semester. This speech addressed both white and black audiences. He believed black people during the post-reconstruction era should be recognize through their education, crafts, and industrial skills, while still living a traditional lifestyle of being segregated.
Booker T. Washington was born on April 5, 1856 in Franklin County, Virginia. Booker was born into slavery in a hut. Washington being born out of slavery a self educated man until he would attend Hampton Normal and Agricultural Institute in Virginia. Booker T. Washington would see things different and bring an approach that would manipulate the masses of whites. Washington’s views on "racial progress" were that offered black acquiescence in disenfranchisement and social segregation if whites would back the idea of black progress in education, agriculture, and economics.
This is the story, penned by Glenn Stewart, of Historian Elizabeth Stewart’s 10-year journey to produce the only existing scholarly account of Pinckney Benton Stewart Pinchback, the first African American governor in American history, and a much-maligned historical figure. Glenn’s personal insights into Elizabeth Stewart’s ‘quest’ rely upon the fact that she was his mother. The article below is drawn from the introduction to Mrs. Stewart’s soon-to-be-released book. “Louisiana Adonis”* The Post Reconstruction Career of Pinckney Benton Stewart Pinchback Elizabeth L. Stewart MA, MLS (1930-2002) *"Where's Pinchback? We hear of Douglas, Langston, Elliott, Greener...and a host of small fry, but not a word from the Louisiana Adonis.
In addition, describe how the author developed and changed this character from the beginning to the end of this story. Include a hand drawn or computer generated picture of that character. Your essay and picture will be mounted onto construction paper provided by your teacher. You will use good spelling and grammar as you write your character sketch. Your essay will have five paragraphs.
The Emancipation Proclamation issued on 1863 may have given some 4 million slaves their freedom, but the process of rebuilding The Jim Crow laws were racial segregation laws enacted after the Reconstruction period in Southern United States, at state and local levels, and which continued in force until 1965, which mandated de jure racial segregation in all public facilities in Southern states of the former Confederacy, with, starting in 1890, a "separate but equal" status for African Americans. The South during the Reconstruction period introduced a new set of significant challenges. Jacksonian Democracy refers to the legal political philosophy of United States President Andrew Jackson and his supporters. Jackson's policies followed in the footsteps of
After this, the National Association for the Advancement of Coloured People decided to encourage integration by sending nine Africa-American students to attend Central High when it opened for the school year of 1957. There were many consequences of this event. Governor Orville Faubus attempted to stop the students from entering and as a result of this, President Eisenhower sent National troops to make sure they could attend the school and eventually graduate. Jim Crow laws were enacted between 1876 and 1965. They ruled that Blacks had separate but equal facilities as Whites.
Pre-assessment/Prior knowledge: How will you learn what the students already know about the topic? How will this inform instruction? I met with students last week to see what chapter and were they are at in their book clubs. I have also read their books so I can compare and see what the students already know. I can ask questions about what happened prior in the story and what happened since we last met.
The key objective for your students is to make connections among the various texts, notice the rhetorical conventions used by specific genres to explore similar questions, and then use similar rhetorical devices while writing an essay about their own perceptions of how life should be valued. During this sequence your students will read each of the following texts: • William Shakespeare, “Hamlet’s Soliloquy” from Hamlet, Prince of Denmark • Lance Armstrong, excerpt from Chapter One of It’s Not About the Bike: My Journey Back to Life • Amanda Ripley, “What Is a Life Worth?” from Time magazine • “The Human Life Value Calculator,” an online resource from the Life Institute (http://www.life-line.org) Note: The activities for students provided in the Student Version for this module are copied here in the Teacher Version for your convenience. The shaded areas
The 1800s, an era of racial prejudice and discrimination, concentrated itself prominently in the southern states. Southern societies lived by the “one-drop rule” where “a person who looks white but has a ‘drop’ of black ‘blood’ is labeled black” (Peel par. 15). In “Desiree’s Baby,” this strict rule allows Armand Aubigny to betray his family when he discovers their black heritage (but, in reality, Aubigny has the black heritage). With the era of discrimination as a setting, Kate Chopin (the author), uses characterization of Armand Aubigny, parallel characters, and irony in “Desiree’s Baby” to convey the theme of how racial prejudice in any form will result in negative outcomes such as broken families.