May 13, 2002

BIRMINGHAM BLUES
Exploring the History of the American Civil Rights Struggle Through Poetry

Grades:  6-8,9-12

Subjects:  American History, Civics, Language Arts

Related New York Times Article
"In One Last Trial, Alabama Faces Old Wound, By RICK BRAGG", May 13, 2002

Overview of Lesson Plan:: In this lesson, students investigate racial inequality and prejudice in American history through the words of Langston Hughes, an American black poet.

SUGGESTED TIME ALLOWANCE:   1 hour

OBJECTIVES:
Students will:

  1. Define and describe universal and personal descriptions of the United States.
  2. Examine how a current court case has reopened the issue of racial prejudice by reading and discussing the article "In One Last Trial, Alabama Faces Old Wound."
  3. Examine how racial prejudice is an historical and ongoing issue by reading and discussing Langston Hughes' poem "Let America Be America Again;" in groups, rewrite the verses in their own words, and research the history behind the segregation of blacks in the United States.
  4. Develop and share thoughtful collages and presentations for their peers inspired by the words of Langston Hughes.

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. WARM-UP/DO NOW: Students respond to the following prompt in their journals (written on the board prior to class): "Fold a page of your journal in half lengthwise. In one column, list five words that represent the founding principles and philosophies of the United States of America. In the other column, list five words that describe what the United States means to you. Look at the two lists. How do these two lists compare?" After a few minutes, allow students to share their responses, and discuss the differences and similarities between several of the students' entries. Then discuss the following questions: "Why are there differences between your two lists? Do you consider any of these principles and philosophies too idealistic? Why or why not? How are the ideas you have about America shaped by your local culture?"
  2. As a class, read and discuss the article "In One Last Trial, Alabama Faces Old Wound," focusing on the following questions:
    1. What happened on Sunday, September 15, 1963 in Birmingham, Alabama?
    2. What is still uncertain about the incident?
    3. How did local Klansmen respond to this incident, according to the article?
    4. Who is Bob Frank Cherry?
    5. According to the article, what does this trial signify to the people of Alabama?
    6. Why do experts of the civil rights movement think this trial is important?
    7. What happened to Robert E. Chambliss, Thomas E.Blanton and Herman Frank Cash?
    8. What does Sarah Collins Rudolph think about Mr. Cherry's trial?
    9. Why won't Mr. Cherry's trial bring closure to the 1963 incident?
    10. How will defense lawyers portray Mr. Cherry, according to the article?
    11. What are some opinions surrounding Mr. Cherry's innocence?
    12. How will prosecutors portray Mr. Cherry?
    13. What angers some older black people in Birmingham about this drawn out trial, according to the article?
    14. What were some fears the black people of Birmingham had in the 1960s?
    15. What had the church been used for three months prior to the bombing?
    16. Who tried to derail the investigation? What did these men do?
    17. What role did the Ku Klux Klan play in Alabama's racial violence during the 1960s?
    18. How do white residents of Birmingham feel about the trial, according to the article?
  3. As a class, read and assist students in a general understanding of the poem "Let America be America Again" by Langston Hughes.

    Next, divide the class into six groups. Each group will be assigned two verses of the poem (Assign the sentences in parenthesis near the beginning of the poem to the verse that proceeds it; assign the questions that begin with "Say, who are you ..." to the verse following it). Ask each group to explain what their verses mean by rewriting them in their own words. In addition, ask them to research and include examples of historical incidents or cultural artifacts that support what Mr. Hughes is saying.

    Explain to students that they will be using their understanding of the poem, and their supporting research, to create mixed media collages to illustrate the literal and historical meanings behind the poetry. In preparation for this assignment, members in each group should agree on how they will divide up their two assigned verses into phrases for each individual. Each person will then collect collage materials that represent the ideas and images found in this part of the poem.
  4. WRAP-UP/HOMEWORK: Ask students to collect or create the materials for their mixed media collage -- photos, illustrations, articles, symbols, etc. In addition, ask groups to prepare a short oral presentation explaining their collage. In a future class, allow students to assemble their collages by pasting the assigned two verses in the center of a piece of poster board or construction paper, then surrounding the verses with their own drawings, photos, illustrations, newspaper clippings, symbols, etc. Allow groups to present their collages to the class, and display their work (posted in order of the poem) to share with their school community and increase awareness about racial prejudice.

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated on written journal entries, participation in class and group discussions, thoughtful explanation and research into the history of black segregation, and thoughtful completion and presentation of collages inspired by Mr. Hughes' poem.

VOCABULARY:
klavern, dynamite, suspect, supremacist, closure, feeble, dementia, testimony, crusade, botch, memorandum, atonement

EXTENSION ACTIVITIES:

  1. What is your philosophy for dealing with painful events? Write a response to the following statement, made by Alpha Robertson, the mother of Carole Robertson, one of the girls who died in the church bombing: "You can't waste a life hating people because all they do is live their life, laughing, doing more evil." Compare your philosophy to Ms. Robertson's.
  2. Create a timeline of the American civil rights movement in Birmingham, Alabama. Include important events, people and court cases.
  3. Create a website or pocket guide for an historic tour of the civil rights movement in Birmingham, Alabama. Include mentions of the important buildings, monuments, museums and exhibits that played a role in this struggle.
  4. Choose three poems by American black poets. Write an analytical essay exploring how the poetry expresses the emotions of slavery, segregation, and prejudice in American history. Use facts from the article, your research and the poems in the essay.
  5. Read a book that deals with the prejudice and inequalities between blacks and whites in the United States, such as: "Invisible Man" by Ralph Ellison, "Black Boy" by Richard Wright, "I Know Why the Caged Bird Sings" by Maya Angelou, and "Ain't I a Woman" by bell hooks. Write a book review for the local newspaper.

INTERDISCIPLINARY CONNECTIONS:
Fine Arts- Research the history of the case discussed in the article "Alabama Faces Old Wound in One Last Trial," then create a dramatic presentation (play, monologue or song) representing the issues, problems and concerns raised during the 39 years since the bombing of the church in 1963.

Global Studies

Media Studies- Compare a film on civil rights movement with your prior knowledge and facts from the article. Write an essay explaining what you learned, and how the events of the film compare to your life today. Choose films such as: "Four Little Girls" (HBO) "Boycott" (HBO) "Africans in America" (PBS).

Copyright 2002
The New York Times Company

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