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Class Description: This unit is designed for 11th grade high school required American History course. Students are of heterogeneous ability levels- below, average, and above average.Students have previously studied the Civil Rights Movement in America in the 1950s and the 1960s and this lesson will introduce the movements’ transition to Black Nationalism rhetoric. This is the first of a three-day unit on Black Nationalism.

Unit Goals: At the conclusion of the unit, students will be able to:
1. provide an accurate definition and the main purpose of black nationalism
2. understand the necessity of the black nationalist movement when nonviolent rhetoric prevalent
3. identify key players in the Black Nationalist movement
4. identify key organizations and schools of thought that evolved out of the black nationalist movement

Lesson Objectives: Students will:
1. understand the concept of Garveyism and explain its implications
2. define the terms: Zionism
3. understand Garvey's philosophy toward white society

2. view vocabulary journals; class discussion
3. class discussion; graphic organizer

Macrostructure Thinking for Reading: Narrative Components: Character, significant events

I. Readiness
i. Motivation: “We are going to begin today’s lesson with journal writing. First I would like for you to quietly take out your journals and when you are ready, we will begin (make sure that students are focused, quiet and ready to go). Today during journal time you are going to write about something that you take great pride in, something that you are proud to be a part of, something that you are passionate about, or something that you believe in very strongly. Some of you may want to write about your country, or your culture or ethnicity. Some of you may take great pride in being a Christian or Muslim or a Jew. Whatever it is I want you to take a couple of minutes, right now, and quietly think to yourself. I would like everyone to do a mental pre-write. Predict what it is that you will be writing about (give students 1-2 minutes at the most to do a mental pre-write). Now that you have thought about it, let’s begin writing (Give students 10 minutes to write in their journals. Inform the students when they have 5 minute remaining)”.

b. Tapping and Developing Background: “For those that feel comfortable, please raise your hand one at time and share with the class one thing that you believe very strongly in and take great pride in."

Expected students responses: I love my country, I have very strong faith in God, I love my culture (Encourage students to go into detail and explain their feelings).

“All of these are great responses and it leads me right to what we are going to be talking about today. We are going to begin talking about a group of people who took great pride in their culture and heritage. The topic of discussion and reading today is Black Nationalism. From what we just wrote about in our journal I am sure that some of you have gathered from the context of our conversation a pretty good idea of what Black Nationalism is. Black Nationalism is a concept that believed that blacks must unite, gain power, and liberate themselves. This was a huge deal in the 1920s because Blacks could actually take pride in being black. Up until this revolutionary idea, being black was thought to be shameful and indefinitely a disadvantage. This movement gave blacks a sense of cultural identity and pride. There are many forms and degrees of Black Nationalism. More radical forms call for the need for the cultural, political, and economic separation of African Americans from white society. Today we will be doing some reading about the creator of this concept, Marcus Garvey, the inventor of this concept. Born in St. Ann's Bay, Jamaica, on August 17, 1887, Marcus Garvey was the youngest of 11 children. Garvey moved to Kingston at the age of 14, found work in a printshop, and became acquainted with the wretched living conditions of the working class. He soon became involved in social reform. Leaving the island to earn money to finance his projects, he visited Central and South America, where he came to see evidence that everywhere, blacks were experiencing great hardships. In 1914 Garvey organized the Universal Negro Improvement Association and the African Communities League. In 1920 the organization held its first convention in New York.That evening, before a crowd of 25,000, Garvey outlined his plan to build an African nation-state. In New York City his ideas interest thousands and they enrolled in the UNIA. He began publishing the newspaper The Negro World and toured the United States preaching black nationalism to popular audiences. The association peaked its attence at over 1,100 branches in more than 40 countries. Most of these branches were located in the United States, but there were, however, offices in several Caribbean countries, Cuba, Panama, Costa Rica, Ecuador, Venezuela, Ghana, Sierra Leone, Liberia, Namibia and South Africa. He also launched an all Black Star Shipping Line. I just wanted to give you all a little background inforamtion before we dive into the reading. Before we begin reading, we need to develop a couple of concepts to enhance your vocabulary."

"Take out you vocabulary journal and find your vocabulary partner [partners should be paired one student who is at an independent reading level with one student who is at an instructional reading level. Partners should be changed at least two times in a semester]. The first word that we will look at is Zionist. Everyone turn to your partner and see if you can come up with a sketch definition. Everyone needs to write down their sketch definition in their vocabulary notebook and make sure that you title it "sketch"" [Call on a vocabulary pair to share their sketch].

Expected pair answer: something that has to do with religion

“Thank you for your sketch. Now we will open our books to page 267, paragraph 1 for a context clue.”

Sentence: “Garveism has been dubbed Black Zionism, but if he Jews are God's chosen people, then Africans are God's favored people."

“Someone share with the class what clues the context gave us in the reading. What did the reading tell us a Zionism was?”

Expected pair answer: God's chosen people

“Does anyone want to add or subtract anything from the sketch that was previously shared?” [Allow students to revise the sketch if needed]. “Everyone needs to record any new information that they received from the context clues in their journal and title it context clue. [You will discuss a final definition and show it on the overhead] “The definition of the Zionism is a Jewish movement that arose in the late 19th century in response to growing anti-Semitism and sought to reestablish a Jewish homeland in Palestine, however in this context it is a movement in response to discrimination against Blacks to reestablish a home in Africa. Does everyone understand this definition in this context? Great, now that we know the dictionary's definition everyone should copy that definition in their journals and title it class definition. Now we are ready to start our reading. Please open your books to Chapter 8 [Teacher should hand out graphic organizers according to assigned group number] and we will start reading now.

II. Silent Reading: Students read chapter silently and complete graphic organizer. I circulate to assist students who might be having difficulty with the graphic organizers, clueing them to sections they may need to reread to locate correct answers. Give students about 15 minutes, I interrupt them after 5 minutes to ask them if they have used their new vocabulary word in the responses on their graphic organizers. Let students know when they have 2 minutes to go until class discussion.

III. Discussion: Place blank transparency of graphic organizer on overhead projector.Ask for student responses and record on the graphic organizer. Ask students for elaboration, as needed. Instruct students to add any information or revise their own graphic organizers, if needed. Point out the new vocabulary words learned as students contribute responses using the new term.

IV. Rereading: ''What I want you to do now is take a quick reread to see if you have any additional questions over the chapter that we just read before we begin the next activity [Allow students about 2 minutes to skim the reading and answer any questions that the students may have. After answering all questions, if there are any, begin the follow-up]

V. Follow-Up: Hand out RAFT Worksheet. Students will be assigned a role of the writer, an audience, a format, and a topic according to their group number. Group 1 will be Marcus Garvey writing a diary entry about 1 day in his life. Group 2 will be Marcus Garvey writing a letter to Black people encouraging them to join the Black Nationalist Movement. Group 3 will be writing to organizations and agencies to get funding for his shipping line and other ventures. " Your essay should be 1-2 pages double spaced, typed. I want to encourage you all to be very creative. You can have the rest of the time to get started working on this assignment and what you don't get completed will be due at the start of class tomorrow."