Freedom's Song-100 Years of African American Struggle and Triumph: A Curriculum for Middle and High School Students

By Cheesman, Elaine; Williams, Rhonda et al. | Black History Bulletin, Summer-Fall 2006 | Go to article overview

Freedom's Song-100 Years of African American Struggle and Triumph: A Curriculum for Middle and High School Students


Cheesman, Elaine, Williams, Rhonda, Armentrout, Julie, Fisher, Clint, Black History Bulletin


Freedom's Song--100 Years of African American Struggle and Triumph is a middle and high school curriculum expounding on the "African American Experience" for each decade of the 20th century (see Table 1). Activities introduce a culturally responsive way to reflect on historical events. This curriculum develops students' awareness in looking at the world from a broader perspective than can be afforded only through students' culturally encapsulated eyes. Offering a variety of activities, this curriculum addresses many of the National Council for Social Studies' Expectations of Excellence: Curriculum Standards for Social Studies.

These activities offer students experiential opportunities to develop a deeper understanding of cultural differences than could be gained from a lecture or other presentation about cultural differences. Development of programs, activities, and problem-solving initiatives creates a richer environment in which students experience the context of real life. Providing this context also helps students to overcome inequities and correct misconceptions. As teachers look for ways to infuse cultural responsiveness, the collaboration between researchers and educators can elicit some excellent learning experiences for students. Each lesson plan also offers suggestions for differentiating instruction in ways that offer exciting variations for regular and exceptional learners and their teachers.

The 10 lesson plans on African American history in the last century follow a similar structure of presentation. For example, each lesson begins with a comprehensive narrative that describes the significance of the particular decade's topic. Following is a list of history standards relevant to the lesson plan. The final piece within each lesson plan is an activity that allows students to engage directly in the topic of focus. For example, in Decade One, The Niagara Movement (1900-1910), students are asked to research information regarding the cultural norms and lifestyles of people from various walks of life during the early-20th century. The information students discover is presented to the entire class. Students are asked to consider the following information when doing their research: (a) Civil liberties already afforded them prior to the meeting; (b) Communication styles of both male and females in this ethnicity; (c) Employability of both males and females in this ethnicity; (d) Gender interaction; (e) Education availability of both males and females in this ethnicity; (f) Family responsibilities and interactions of both males and females in this ethnicity; (g) Availability to the Armed Forces of both males and females in this ethnicity; and (h) Religious involvement of both males and females in this ethnicity. The essence of this activity is to help students develop a better awareness about civil liberties for all Americans.

Decade Two, African Americans in World War I (1910-1920), focuses on the decision to allow African Americans to fight in World War I. At the time, this was a heated political issue. Many whites did not want African Americans to be allowed to enlist in the war, and many did not support the idea of African American soldiers being a higher rank than white soldiers. The activity outlined in this lesson plan allows students to research the issues and to be involved in a simulated political process. This activity also addressed the more current issue of allowing Muslim Americans to enlist in the Armed Services in the current political climate. The simulated political debate requires research skills, historical and political awareness, and development of mediation skills. After completion of the activity, debriefing what occurred during the activity allows students to reflect on the emotional impact and intensity of how the group worked together. Infusing the emotionally charged events of World War I with the intensity of today's events regarding the war in Iraq helps students learn from the past as well as integrate appropriate decision-making in the current events of today. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Freedom's Song-100 Years of African American Struggle and Triumph: A Curriculum for Middle and High School Students
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.