Unit Overview

Welcome to my unit on Black Nationalism. For the purposes of this assignment, this is a 3 day unit, altough I plan to extend it to at least a 5 day unit.This unit is designed to inform teachers and students of another aspect of the Civil Rights Movement. I felt that this was so vital because there are a number of misconceptions and stereotypes that accompany Black Nationalism, and specifically Marcus Garvey, Malcolm X, and the Blacks Panthers. Teachers, we can do our small part by educating our students and therefore not perpetuating the ignorance that usually attends Black History -all we can do is plant the seed.

The unit goals are as follows:
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

Unit Summaries

I have provided 3 lessons and 3 reading strategies that I found to be extremely helpful. The first lesson is on Marcus Garvey and the emergence of the Black Nationalist Movement beginning in the 1920s. This lesson features a great reading strategy entitled "RAFT" where your students will will be assigned a writer, audience, etc.according to their reading and learning ability.At the conclusion of the first lesson students will understand the concept of Garveyism and explain its implications and they will also be able to explain how Marcus Garvey came to be the father of Black Nationalism. They will understand Garvey's philosophy toward white society and will be able to add the terms: black nationalism, Zionistto their vocabulary bank.

In the second lesson, students will analyze one of Malcolm X's most famous speeches, "The Ballot or the Bullet." This lesson is accompanied by avery powerful reading strategy called "Save the Last Word." that will teach students to identify passages that include literary elements or a technique, specified by you, the teaher.A more important element of this reading strategy is that it requires students to choose and defend their choice. At the conclusion of Lesson 2, students will be able to
identify what Malcolm X viewed as the most prevalent question in Black America in his time and describe at least three solutions to the problem in Black America. Students will also be able to discuss the meaning of the title of his speech and much more. The term ballot will be adding to their vocabulary bank.

For the purposes of this assignment, the final lesson concludes with the Black Panther Party. Students will read the text chapter entitled "Why We Are Not Racist," excerpted from Seize the Time. Students will be able to identify passages in the text that support why the Black Panther Party should not be considered racist and categorize and process information learned in text through the use of KWL . Students will also define the terms white supremacists and exploitation.

Differentiation: Note to teachers: each lesson is differentiated in either the process, product, or the content. There are 3 groups that are included: Group 1 is below average, Group 2 is average, and Group 3 is above average. Differentiation is always evident by an (*) that will appear by the text.