EDUC 553

1. EDUC 553 Multicultural Literature: African-American Culture, Awards, and Perspectives on Cultural Authenticity

2. Introduction • Teachers include literature in programs in a variety of ways, ranging from: • Teacher-led, whole-class experiences with a teacher-selected book • Teacher-selected books, to independent reading of self-selected books • Each of these patterns of instruction contributes to and is necessary for effective literacy instruction (Hiebert and Colt, 1989) • All bullets in Introduction slides referenced from Hiebert, E., & Colt, J. (1989); Jacobs, J. S. & Tunnell, M. O. (2004); and Yopp, R. H. & Yopp, H. K. (2001). Benedictine University

3. Introduction • Teacher-led, whole-class experiences provide students with: • Guidance needed to become expert readers and • Opportunities to gain alternative points of view • Necessary for building and revising understandings of text • Small student-led group experiences provide students with opportunities to participate and attain social and interpretive authority • In a setting that is safer than a whole-class experience • Individual reading of self-selected books • Respects student interests and choice • Helps students develop the independent reading strategies that underlie lifelong reading Benedictine University

4. Introduction • Teacher responsibilities critical to successful use of literature in the classroom: • Familiarize yourself with a wide variety of children’s literature and keep abreast of newly published works  • Spend time in libraries and bookstores, explore Web sites that provide lists of award-winning literature, review children’s literature • Think about (and experiment with) ways of using literature • Prior to engaging students in a literature experience, you must read the entire book yourself • It is impossible to plan meaningful experiences or respond to students’ explorations without being familiar with the book Benedictine University

5. Introduction • Teacher responsibilities critical to the successful use of literature in the classroom (Cont): • Identify and understand themes in children’s literature • Plan activities for three stages of exploration: • Before… • During… • After • …reading the book • Establish an atmosphere of trust… • Students will honestly communicate their feelings, experiences, and ideas only if there is an atmosphere of trust in the classroom Benedictine University

6. African-American Literature & History “Resisting human tyranny… dedicated to human dignity” (Gates, et. Al. 151) Benedictine University

7. African-American LiteratureTime Periods • Slavery and Freedom (1746-1865) • Reconstruction and New Negro Renaissance (1865- 1877/1918) • Harlem Renaissance (1919-1940) • Realism, Naturalism, Modernism (1940-1960) Benedictine University

8. Before slavery Benedictine University

9. Slavery – What does it mean? Benedictine University

10. Blacks in America:Colonialism, Reason and Revolution, Slavery and Freedom (1746-1865) Benedictine University

11. A Brief History • 1441 - First African slaves imported to Portugal • 1517 - Plantation slavery begins • 1619 - African slaves arrive at the English colony of Jamestown • 1777 - Vermont abolishes slavery • 1793 - Congress passes the first fugitive Slave Act Benedictine University

12. A Brief History • 1807 - Congress outlaws the African Slave trade • 1861 - The Civil War begins • 1863 - Lincoln signs the Emancipation Proclamation • 1865 - Civil War ends • 1866 - Former Confederacy passes “Black Code” laws • State governments in the South enacted laws designed to regulate the lives of the former slaves and were actually revisions of the earlier slave codes Benedictine University

13. A Brief History • 1868 - The 14th Amendment of the Constitution is ratified, guaranteeing equal protection under the law • 1870 - The 15th Amendment of the Constitution is ratified, guaranteeing the right to vote regardless of “race, color, or previous condition of servitude.” • 1896 - Plessy v. Ferguson decision • United States Supreme Court decision upholding the constitutionality of state laws requiring racial segregation in private businesses (particularly railroads), under the doctrine of “separate but equal". Benedictine University

14. Benedictine University

15. African Slave Routes Benedictine University

16. Middle Passage Benedictine University

17. Human Chattel Benedictine University

18. www.yale.edu/glc/harriet/15.htm Benedictine University

19. Consider the following: • How would studying this history in school affect African-American students? • How might African-American students feel about their past? • Would you anticipate reaction to this ‘black history’ would include some negative expression about the white majority’s role in it? • How would you feel as a teacher touching upon some of the issues contained in the African-American past? • How could you use African-American literature to bridge this culture? • Discuss Read Alouds, multicultural unit, literature circle, independent reading, and any other ideas… Benedictine University

20. African-American Literature • Includes both the literature from Africa and the literature from the Americas • Foundation is African folklore • Strong values, beliefs, and themes Norton Chapter 2 Benedictine University

21. African American Literature Issues • From 1827-1967 portrayed as: • Not physically attractive • Musical • Having religious fervor with superstitious beliefs • Being required to select life goals that ‘benefit’ African-American people • Being dependent on white people for whatever good things they could hope to acquire Norton Chapter 2 Benedictine University

22. “The All-White World of Children’s Books” by Nancy Larrick (1965) • Larrick’s research disclosed that there was a lack of books about minorities • Stereotypes were found in the few available books • Many changes in U.S. social life and literature have occurred since this time Norton Chapter 2 Benedictine University

23. Hazel Rochman (1993) • African-American literature is flourishing • Autobiography, poetry, and historical fiction • Complexity in contemporary YA literature • Confront issues of color, class, prejudice and identity • No “band-aids” of self-esteem offered Norton Chapter 2 Benedictine University

24. Nancy Tolson (1998) • African-American children’s literature • Enables African-American children to feel a sense of value and self-pride • Helps white children understand and appreciate the rich culture, history and tradition of African-Americans Norton Chapter 2 Benedictine University

25. Authors • 1920s • Harlem Renaissance • 1940s-1950s • Strong African-American characters • 1960s -1970s • African-American children’s literature • 1990s • Modern African-American voices and values Norton Chapter 2 Benedictine University

26. Harlem Renaissance • The diverse literary expression of the Harlem Renaissance was demonstrated through Langston Hughes’ weaving of the rhythms of African- American music into his poems of ghetto life, as in The Weary Blues (1926) Langston Hughes Library of Congress, Prints & Photographs Division, FSA/OWI Collection, [reproduction number, e.g., LC-USF34-9058-C] Benedictine University

27. Harlem Renaissance • The existence of the large amount of literature from the Renaissance inspired writers such as Ralph Ellison and Richard Wright to pursue literary careers in the late 1930s and 1940s New York, New York. Portrait of RichardWright, poet Library of Congress, Prints & Photographs Division, FSA/OWI Collection, [reproduction number, e.g., LC-USF34-9058-C] Benedictine University

28. Harlem Renaissance • Diversity was also demonstrated through Zora Neale Hurston’s novels such as, Their Eyes Were Watching God (1937). Hurston used life of the rural South to create a study of race and gender in which a woman finds her true identity [Portrait of ZoraNealeHurston] Library of Congress, Prints & Photographs Division, Carl Van Vechten Collection, [reproduction number, e.g., LC-USZ62-54231] Benedictine University

29. Harlem Renaissance • The writers that followed the Harlem Renaissance found that American publishers and the American public were more open to African-American literature than they had been at the beginning of the Twentieth Century • The outpouring of African-American literature in the 1980s and 1990s by such writers as Alice Walker, Toni Morrison, and Spike Lee had its roots in the writing of the Harlem Renaissance Benedictine University

30. Awards • High-quality African-American literature is reflected in books that have won Newbery Medals of Honor Awards and Caldecott Medal or Honor Awards • These lists include authors and illustrators who are African-American and non-African American who write about the African or African-American culture and experience Benedictine University

31. More Awards • Coretta Scott King Award: • One African-American author • One African-American illustrator • Focuses on outstanding inspirational contributions to children’s literature Benedictine University

32. Slave Narratives Benedictine University

33. Characteristics of Slave Narratives • Marked by religious/humanitarian appeals • Emphasize the narrator’s movement from innocence to greater understanding • Serve as propaganda • Detail cruelty of slavery • Contrast slavery with Christian ideals • Portray the narrator as a trickster Chapter 2 pgs. 38 – 41 has an overview Benedictine University

34. Why do you think that publishing slave narratives was an important step in changing attitudes and stereotypes that existed about African Americans? Benedictine University

35. Venture Smith1729-1805 • Royal African lineage • Born free • Enslaved as a boy • Figure of mythic proportions in New England • Bought his and others freedom Benedictine University

36. OlaudahEquiano1745-1797 • Born in Africa • Only account of Africans’ pre-American experience • Kidnapped by African slave traders • Enslaved several times in Africa • Sailor • Bought his own freedom • Converted to Christianity • Abolitionist Benedictine University

37. Phillis Wheatley 1753(?)-1784 • Brought to America as • a child • Well educated by owners • Writings influenced by • the British writers, esp. Alexander Pope • First important poet of African descent in America • Subjects primarily religious Benedictine University

38. David Walker 1785-1830 • Son of a slave father and free black mother • Business owner • Christian • Outspoken abolitionist Benedictine University

39. Maria Stewart 1803-1879 • Born free • Orphaned at 5 • Served as a domestic • First black female political writer/lecturer • Influenced by David Walker Benedictine University

40. Frederick Douglass1818-1895 • Born a slave of mixed race • Escaped slavery • Founded two antislavery journals • Outspoken abolitionist Benedictine University

41. Harriet Jacobs 1813-1897 • Born in NC • Uneventful life until 12 • Pursued by owner** • Became a mistress of a respected citizen*** • Narrative about psychological torments suffered by slaves • Moral degradation suffered by slave women • Questions of authenticity about the narrative*** Benedictine University

42. References http://www.nvcc.edu/home/cicooper/African%20American%20LiteratureUnit1.ppt#256,1,African American Literature http://www.glencoe.com/sec/socialstudies/btt/aahm/presentation/events_civil_rights_move.ppt#264,11,Harlem Renaissance Norton, Chapter 2 Benedictine University