Engl

Lesson Plan: The Souls of Black Folk

Rationale:

I chose W.E.B. Du Bois’s The Souls of Black Folk because it personally resonated with me and I find it to be an important piece of literature that should be taught to others. The idea of double consciousness and the veil are things that have appeared within my lifetime. Unlike Du Bois’s feelings of having “no desire to tear down that veil,” I have many times wished that the veil was torn down or didn’t exist at all. This feeling was the strongest in my predominantly white high school and therefore is the reason that I picked 10th grade students as my audience. I thought that middle school may be too young of an age bracket to present this material. Due to this, I decided that 10th graders would be better able to appreciate this material as they have had a year to solidify relationships and initial feelings of their place among others. In addition, 10th graders are still at an impressionable age, where they are open to new experiences and ideas about the world around them. For many, they are or have already been experiencing double-consciousness of their own kind, regardless of their race. During this time, gender and sexual orientation can be reasons for living a double-conscious lifestyle. W.E.B. Du Bois eloquently shows the struggle of the Negro in the early 1900s and with his in-depth presentation and intriguing words, one cannot help but find commonality. Du Bois’s progressive way of thinking is enticing and relevant in 2018, which can be helpful to the youth of today.

Within the lesson, I decided to include a vocabulary sheet with definitions assuming that many 10th graders may have not been exposed to some of the words used within the text or simply not know the correct definition in context. For example, some may think the word “drawers” is referring to furniture and thereby misunderstand the point of the sentence. Knowing the correct

definitions will encourage better understanding and flow of the text. I decided to have each student come prepared with a chosen sentence or passage to encourage their own engagement with the reading before class even begins. I timed the reading of the Forethought and Chapter 1 and it can be completed within 30 minutes, so this should be a doable homework assignment before class. For the class activity, the student will break up into groups of no more than four to create their own definitions of double-consciousness, the veil, and double aims, based on their understanding of Du Bois’s writing. These terms are important as one causes the other. Students will obtain a greater understanding of the early twentieth century “Negro plight” when putting these terms into their own words and referencing the text. As time allows, students will think of present-day examples of these concepts. They will plan and prepare to present these contemporary connections to the class during the next class period.

Audience:

10th grade high school students

Introduction:

This lesson plan will focus on the literary work by W.E.B. Du Bois, The Souls of Black Folk. In this series of essays, W.E.B. Du Bois stressed the importance of progressive thought, political inclusion and higher education for blacks during the turn of the 20th century. Much thought is put into conveying the idea of “double-consciousness,” “the veil,” and the “double aims.”

Objectives:

Students will learn about the social and cultural issues surrounding Reconstruction and the Post- Reconstruction years. Students will explore and ultimately be able to define the themes presented

in the text: The Veil and Double-Consciousness. Students will be able to apply their definition, using evidence from the text, to life issues and topics of that time period. Students will practice their thinking and speaking skills by engaging in an opinion-driven conversation.

Materials

· ➢  Text: The Souls of Black Folk by W.E.B. Du Bois, Forethought, and Chapter 1: “Of Our Spiritual Strivings”

· ➢  Vocabulary Overview Sheet

· ➢  Index Cards

· ➢  Video: The (re)birth of the double consciousness (https://youtu.be/PsyCMyqAfMQ). To be viewed the last 12 minutes of class if there is enough time.

Assignment (to be completed before class):

Read “The Forethought” and “Chapter 1” of The Souls of Black Folk. Come to class with a sentence or brief passage that seems important or meaningful.

Students will be given a vocabulary sheet with definitions and each word will be reviewed before reading excerpts from the text. Clarifying definitions will help students to better understand ideas and sentences within the text without having to guess or assume what Du Bois is trying to communicate. Many of these terms are no longer used or less used in modern day.

Present-Day Connections

Activities: Vocabulary Overview Sheet

As time permits, students will discuss contemporary examples of Du Bois’s concepts. For homework, they will prepare to present these ideas in groups during the next class period.

Lesson:

Vocabulary Overview Sheet

Artisan – a person who is skilled at making things by hand Hewers – those who shape (something) by cutting with a sharp tool (such as an ax) Drawers – those who bring, take or pull out, as from a receptacle or source Horde – a large group; a mass or crowd

Quackery – the practice or methods of a person who pretends to have skill, knowledge, or professional qualifications he or she does not possess

Demagogy – the character of a person, especially an orator or political leader, who gains power and popularity by arousing the emotions, passions, and prejudices of the people

Savant – a person of profound or extensive learning; learned scholar

Innate – existing in one from birth; inborn Invoking – calling for with earnest desire; praying for Paradox – something (such as a situation) that is made up of two opposite things and that seems impossible but is actually true or possible

Allotted Time: 10 minutes

Group Reading of Excerpts

Beginning with the closest student to the right of the class, each student will take a turn reading their brief pre-selected excerpts from the text out loud. Each student will say one sentence explaining why they chose that excerpt as important or meaningful. I will keep track of these excerpts on the board, making note of repeated passages.

Allotted Time: 10 minutes

The Forethought

In “The Forethought,” Du Bois makes first reference of “The Veil.” He refers to the “two worlds within and without the Veil.” The word “Veil” is used many times throughout the first chapter, symbolizing the color-line that oppressed newly freed slaves during that era. Students will highlight in the text, each time they see the word Veil, Mask, Self-consciousness, and Double- consciousness.

Chapter 1 Activity

In Chapter 1, Du Bois presents the idea of “double-consciousness” by writing, “It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity.” The sentence sets the tone for the remaining ideas within the series of essays, whether referred to as second-sight, two souls, two thoughts, twoness, or two unreconciled strivings. At the conclusion of the reading, students will break up into group of 4 or fewer. Each group will work together in developing their definition of “The Veil,” “Double Consciousness,” or “Double Aims.” Definitions will be written by each individual in the group on their own index cards. Each group will present their definitions. Teacher leads conversation on differences among definitions and why groups made the choices they did. Students may question other groups. All answers should reference the text. Acceptable answers should be close to the following:

➢ The Veil is the invisible color line between blacks and whites throughout history. ➢ Double-consciousness is the sense of seeing yourself as one thing and then being aware

of how others may think, view or feel about you.

➢ Double aims refers to the mental state where one part of the Negro wants to further his education and financial well-being to a level where he will be “accepted”; there is conflict with the other part that feels he should be helping others of his community.

Allotted Time: 30 minutes

Present-Day Connections Activity

In groups, students will begin to think about how the concepts Du Bois discussed are still relevant and present in today’s society. They will be encouraged to consider social issues, pop culture, various forms of entertainment media, etc. The goal will be for them to create group presentations that they can share with the other students during the next class period. If they do not finish this preparation during class, they will need to do so for homework.

Allotted Time: 13-25 minutes

Video

If time remains after the other assignments are completed, we will view “The (re)birth of the double consciousness” (https://youtu.be/PsyCMyqAfMQ) video. If there is not enough class time, it can be moved to the following class period, to be shown after student group presentations.

Allotted Time: 12 minutes

Assessment:

Index cards will be collected after presented to the class and marked towards the class assignment grade. Grade will be based on individually developed definitions and their relation to

text ideas and concepts. Participation in group reading is mandatory and will count towards participation grade.

References

Du Bois, W.E.B. The Souls of Black Folk: Essays and Sketches. Chicago: A.C. McClurg & Co., 1903.

Lesson Plan: The Souls of Black Folk

Rationale:

I chose W.E.B. Du Bois’s The Souls of Black Folk because it personally resonated with me and I find it to be an important piece of literature that should be taught to others. The idea of double consciousness and the veil are things that have appeared within my lifetime. Unlike Du Bois’s feelings of having “no desire to tear down that veil,” I have many times wished that the veil was torn down or didn’t exist at all. This feeling was the strongest in my predominantly white high school and therefore is the reason that I picked 10th grade students as my audience. I thought that middle school may be too young of an age bracket to present this material. Due to this, I decided that 10th graders would be better able to appreciate this material as they have had a year to solidify relationships and initial feelings of their place among others. In addition, 10th graders are still at an impressionable age, where they are open to new experiences and ideas about the world around them. For many, they are or have already been experiencing double-consciousness of their own kind, regardless of their race. During this time, gender and sexual orientation can be reasons for living a double-conscious lifestyle. W.E.B. Du Bois eloquently shows the struggle of the Negro in the early 1900s and with his in-depth presentation and intriguing words, one cannot help but find commonality. Du Bois’s progressive way of thinking is enticing and relevant in 2018, which can be helpful to the youth of today.

Within the lesson, I decided to include a vocabulary sheet with definitions assuming that many 10th graders may have not been exposed to some of the words used within the text or simply not know the correct definition in context. For example, some may think the word “drawers” is referring to furniture and thereby misunderstand the point of the sentence. Knowing the correct

definitions will encourage better understanding and flow of the text. I decided to have each student come prepared with a chosen sentence or passage to encourage their own engagement with the reading before class even begins. I timed the reading of the Forethought and Chapter 1 and it can be completed within 30 minutes, so this should be a doable homework assignment before class. For the class activity, the student will break up into groups of no more than four to create their own definitions of double-consciousness, the veil, and double aims, based on their understanding of Du Bois’s writing. These terms are important as one causes the other. Students will obtain a greater understanding of the early twentieth century “Negro plight” when putting these terms into their own words and referencing the text. As time allows, students will think of present-day examples of these concepts. They will plan and prepare to present these contemporary connections to the class during the next class period.

Audience:

10th grade high school students

Introduction:

This lesson plan will focus on the literary work by W.E.B. Du Bois, The Souls of Black Folk. In this series of essays, W.E.B. Du Bois stressed the importance of progressive thought, political inclusion and higher education for blacks during the turn of the 20th century. Much thought is put into conveying the idea of “double-consciousness,” “the veil,” and the “double aims.”

Objectives:

Students will learn about the social and cultural issues surrounding Reconstruction and the Post- Reconstruction years. Students will explore and ultimately be able to define the themes presented

in the text: The Veil and Double-Consciousness. Students will be able to apply their definition, using evidence from the text, to life issues and topics of that time period. Students will practice their thinking and speaking skills by engaging in an opinion-driven conversation.

Materials

· ➢  Text: The Souls of Black Folk by W.E.B. Du Bois, Forethought, and Chapter 1: “Of Our Spiritual Strivings”

· ➢  Vocabulary Overview Sheet

· ➢  Index Cards

· ➢  Video: The (re)birth of the double consciousness (https://youtu.be/PsyCMyqAfMQ). To be viewed the last 12 minutes of class if there is enough time.

Assignment (to be completed before class):

Read “The Forethought” and “Chapter 1” of The Souls of Black Folk. Come to class with a sentence or brief passage that seems important or meaningful.

Students will be given a vocabulary sheet with definitions and each word will be reviewed before reading excerpts from the text. Clarifying definitions will help students to better understand ideas and sentences within the text without having to guess or assume what Du Bois is trying to communicate. Many of these terms are no longer used or less used in modern day.

Present-Day Connections

Activities: Vocabulary Overview Sheet

As time permits, students will discuss contemporary examples of Du Bois’s concepts. For homework, they will prepare to present these ideas in groups during the next class period.

Lesson:

Vocabulary Overview Sheet

Artisan – a person who is skilled at making things by hand Hewers – those who shape (something) by cutting with a sharp tool (such as an ax) Drawers – those who bring, take or pull out, as from a receptacle or source Horde – a large group; a mass or crowd

Quackery – the practice or methods of a person who pretends to have skill, knowledge, or professional qualifications he or she does not possess

Demagogy – the character of a person, especially an orator or political leader, who gains power and popularity by arousing the emotions, passions, and prejudices of the people

Savant – a person of profound or extensive learning; learned scholar

Innate – existing in one from birth; inborn Invoking – calling for with earnest desire; praying for Paradox – something (such as a situation) that is made up of two opposite things and that seems impossible but is actually true or possible

Allotted Time: 10 minutes

Group Reading of Excerpts

Beginning with the closest student to the right of the class, each student will take a turn reading their brief pre-selected excerpts from the text out loud. Each student will say one sentence explaining why they chose that excerpt as important or meaningful. I will keep track of these excerpts on the board, making note of repeated passages.

Allotted Time: 10 minutes

The Forethought

In “The Forethought,” Du Bois makes first reference of “The Veil.” He refers to the “two worlds within and without the Veil.” The word “Veil” is used many times throughout the first chapter, symbolizing the color-line that oppressed newly freed slaves during that era. Students will highlight in the text, each time they see the word Veil, Mask, Self-consciousness, and Double- consciousness.

Chapter 1 Activity

In Chapter 1, Du Bois presents the idea of “double-consciousness” by writing, “It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity.” The sentence sets the tone for the remaining ideas within the series of essays, whether referred to as second-sight, two souls, two thoughts, twoness, or two unreconciled strivings. At the conclusion of the reading, students will break up into group of 4 or fewer. Each group will work together in developing their definition of “The Veil,” “Double Consciousness,” or “Double Aims.” Definitions will be written by each individual in the group on their own index cards. Each group will present their definitions. Teacher leads conversation on differences among definitions and why groups made the choices they did. Students may question other groups. All answers should reference the text. Acceptable answers should be close to the following:

➢ The Veil is the invisible color line between blacks and whites throughout history. ➢ Double-consciousness is the sense of seeing yourself as one thing and then being aware

of how others may think, view or feel about you.

➢ Double aims refers to the mental state where one part of the Negro wants to further his education and financial well-being to a level where he will be “accepted”; there is conflict with the other part that feels he should be helping others of his community.

Allotted Time: 30 minutes

Present-Day Connections Activity

In groups, students will begin to think about how the concepts Du Bois discussed are still relevant and present in today’s society. They will be encouraged to consider social issues, pop culture, various forms of entertainment media, etc. The goal will be for them to create group presentations that they can share with the other students during the next class period. If they do not finish this preparation during class, they will need to do so for homework.

Allotted Time: 13-25 minutes

Video

If time remains after the other assignments are completed, we will view “The (re)birth of the double consciousness” (https://youtu.be/PsyCMyqAfMQ) video. If there is not enough class time, it can be moved to the following class period, to be shown after student group presentations.

Allotted Time: 12 minutes

Assessment:

Index cards will be collected after presented to the class and marked towards the class assignment grade. Grade will be based on individually developed definitions and their relation to

text ideas and concepts. Participation in group reading is mandatory and will count towards participation grade.

References

Du Bois, W.E.B. The Souls of Black Folk: Essays and Sketches. Chicago: A.C. McClurg & Co., 1903.