Procedure
I. Readiness
a. Motivation: “Today we will examine
of the most well known Black militant groups of the late 60s and
early 70s, the Black Panthers. Before going any further, I would
like to take out your journals and direct your attention to the
screen (put pictures on a transparency one at a time or have them
ready in a Power Point presentation). Look at the pictures and write
down what the first thing that comes to mind (show students the
picture). There should be no talking at this time because I really
want you all to concentrate and focus. What words describe what
you see? How do you feel when you see these pictures? What is happening
in the pictures? Just take a few minute to reflect and we will share
after you have had time to reflect (give students about 5 minutes
to reflect individually and quietly). Now that you have had an opportunity
to reflect, let’s share.
Expected student responses: They have guns, they look upset and
ready to make a change, they are dressed in all black, and they
do not like the police.
b. Tapping and Developing Background:
“Does anyone think they know anything about the Black Panther
Party? Do not worry about being wrong because, right now - we are
just talking about what we think we know. I will give you an example:
I think that I know that the Black Panther Party was formed in the
late 60s. Now you try" [The KWL chart should be copied on the
board or posted on a large sheet of paper on the wall. Teacher will
begin to fill out the KWL chart’s first column: “What
I Think I Know”. Allow students to raise their hand one at
time to share what they think they KNOW about the Black Panther
Party to participate in a large open class discussion. Teacher will
record student responses in the first column of the KWL chart, “What
I think I KNOW”].
Students share assumptions
“What is it that we think we know about the Black Panther
Party?"
Expected student responses: they did not like the police, they
wore leather jackets and black berets, they did not like white people,
etc.
“Some of the statements made are very true and others are
stereotypes. By the conclusion of the lesson, you all will be able
to distinguish between what is a fact and what is a stereotype or
false information. Throughout the lesson, we will address and confirm
or deny what you think you know about the Black Panther Party. Now
I am interested in finding out what it is that you all what to learn
about the Black Panther Party by the conclusion of the today’s
lesson. You may want to find out why they carried guns." [Teacher
will begin to fill out the second column of the chart entitled “What
I WANT to Learn.” (Call on students one at a time and have
them share what they want to have learned by the conclusion of the
lesson).
Expected student responses: I want to know why they carried
guns. I want to know why the Panthers didn't like the police.
These are all very good inquiries and by the conclusion of the
lesson today, we should be able to answer your questions. Let's
get started.
“What you are going to be reading today is a chapter out of
a book entitled Seize the Time. The book was written by
Bobby Seale, the co-founder of the Black Panther Party while a political
prisoner from 1969-1970. Huey Newton and Bobby Seale founded the
Black Panther Party for Self Defense (later shortened to Black Panther
Party) in October of 1966. Newton and Seale advocated for black
self defense and a leveling of political, economic, and social playing
fields in the United States. The two were inspired by Malcolm X,
who we talked about yesterday, taking a militant stand against police
brutality in the Black community by “any means necessary".
The Panthers also believed in a united Black community and ran programs
that help support the less fortunate. These included free health
care, reading programs, and free breakfast programs for children.
Their approach was a bit different than the nonviolent approach
that had been used throughout the Civil Rights Movement. “Black
Power!” was their party slogan and they wore black leather
jackets and black berets which terrified the federal government.
The FBI immediately began to take drastic measures to eliminate
what they deemed as a threat to the security of the nation.
c. Concept Development: “Before
we dive into the reading, there are just a few vocabulary words
that may be new to some of you. We need to discuss them so that
reading comprehension will come easier. 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 white supremacist. 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: someone who thinks that they are
better than others.
“Thank you for your sketch. Now we will open our books to
page 70, paragraph 1 for a context clue.”
Sentence: “The Black Panther Party would not stoop to the
low, scurvy level of a Klu Klux Klansman, a white supremacist, or
the so-called “patriotic” white organizations, which
hate black people because of the color of their skin."
“Someone share with the class what clues the context gave
us in the reading. What did the reading tell us a white supremacist
was?”
Expected pair answer: Someone who hates people because
of the color of their skin.
“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 white supremacist:
is a person who believes that white people are racially better than
others and should dominate society. How does everyone feel about
this definition? Great, now that we know the dictionary's definition
everyone should copy that definition in their journals and title
it class definition.
“Our next word will be exploitation. Work with your partner
to sketch a definition [to take advantage of something]. Very good,
let’s turn to page 70, paragraph 4 to see if there are any
context clues available.
Sentence: “But right now we have the problem of a ruling-class
system that perpetuates racism and uses racism as a key to maintain
its…exploitation.”
“Record the context clue in your journal under the heading
entitled context clue. Someone share with the class what clues the
context gave us in the reading [racism]. I will now show you a final
definition in which you will entitle class definition: The act of
wrongfully using someone or something to your greatest possible
advantage”
d. Purpose-for-Reading: Today you will
be reading to be informed. You are going to read to find out whether
these are true statements or false rumors about the Black Panther
Party.
II. Silent Reading: Stuents read the text chapter
to complete graphic organizer, independently and silently. Teacher
will circulate and assist any student that may be having difficulties.
"Remember that good readers often must do some rereading if
they do not understand what they read."
III. Discussion: "Before we
debrief, I would like you to turn to your neighbor and tell one of
the most important points that you took away from the reading. Don't
be afraid to turn back to the text if you need to. Each of you should
get a turn."
Students take turns sharing one intersting fact
that they took away from the text chapter.
"Let's regroup. We are going to begin to fill
out the the third and final column in our KWL chart entitled "What
I Learned." [*Group 1 needs to record on
their chart simply what it is that they learned. Group 2 should have
the page numbers that the information came from in the book. Group
3 should have the page number and 2 direct quotes of the specific
information that they learned]. I want you to raise your hands one
at a time to share one thing that you learned. You may have learned
that the reason that they carried guns was because California state
law allowed for this and it was indeed a party of self defense. Someone
please share what they learned."
Call on students one at a time and allow them
to share one thing that they learned.
Expected student responses: The Black Panther
Party is not a racist organization, they use guns in self-defense
only, they don't consider their struggle a race struggle but a class
struggle.
"Very good. Now what we need to do is categorize
what you learned so that it we can better process all of this information.
What we are going to do is all of the information that we learned
about people, we are going to entitle it "People." What
we learned about their party platform, we will call it "Party
Information." We will also create other categories for major
events and dates. Now that we have shared what it is that we have
learned and we have put it into categories that make it easier to
understand, we are going to prepare your worksheet to be handed in.
Make sure that your name is on the top of the page and hand them in."
IV. Rereading: The title of the
chapter is "Why We Are Not Racist." We want to make sure
that we have answered that question. I want you all to do a quick
look-back to see if we can find supporting evidence as to why the
Black Panther Party should not be considered racist. First, does everyone
understand what a racist is? [someone who doesn't like someone
based on the color of their skin] Good, now do a quick look-back.
Give students approximately 2 minutes for a look-back.
"Take a few minutes to share with a neighbor
where the text supports this claim."
Allow students to share. There will be no entire
class discussion.
V. Follow-Up: What you are going
to be doing for your homework is writing about how the text supports
why the Black Panther Party should not be considered racist (*Group
1 will be required to write to come up with 2 example, Group 2 will
be required to write 3 examples, and Group 3 will be required to come
up with 5 examples). You will find specific quotes and text examples
that support this claim. I will share one example with you that everyone
can use in his or her homework.
Example: The Black Panther Party should not be considered racist because…
1. Page 69, paragraph 1: “Minister of Defense, Huey P. Newton,
has taught us to understand that we have to oppose all kinds of racism.”
Your homework will be due at the beginning of class tomorrow.
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