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Diana Truchanowicz, 2010-08-20
Język angielski, Scenariusze
Konspekt lekcji języka angielskiego: Jim Crow - opowieści w kontekście walki o prawa obywatelskie w USA
1.Temat lekcji: Jim Crow Narratives in the context of the Civil Rights Movement in the USA
(Jim Crow – opowieści w kontekście walki o prawa obywatelskie w USA)
3.Liczba godzin: 2 lekcje 45-minutowe
4.Cele sformułowane przez prowadzącego:
- prezentacja kluczowych wydarzeń historyczno-społecznych oraz wyjaśnienie specyficznej terminologii/słów-kluczy
- kształtowanie świadomości uczniów dot. wpływu w/w wydarzeń na język oraz relacje interkulturowe w przeszłości i obecnie
- rozwój umiejętności słuchania, czytania, mówienia na podstawie autentycznych materiałów źródłowych
5.Metody i formy prac użyte na zajęciach przez prowadzącego:
- słuchanie, czytanie, mówienie
- praca indywidualna i w parach/grupach
- przewidywanie; wyciąganie wniosków
6.Użyte środki i pomoce dydaktyczne:
- fragment z gazety o segregacji rasowej w środkach komunikacji zbiorowej "Jim Crow cars" (źródło: http://dbs.ohiohistory.org/africanam/images/Nwspaper/Gazette/Vol17/num50/01_01/01_01A.gif)
- słowa-klucze (załącznik nr 1)
- słuchanie (załącznik nr 2)
- tekst źródłowy (załącznik nr 3)
- autentyczne nagrania wywiadów z czasów segregacji rasowej 1. Wilhelmina Baldwin, źródło: http://www.pbs.org/wnet/jimcrow/narrative_baldwin.html;
2. Edwilda Isaac, źródło: http://www.pbs.org/wnet/jimcrow/narrative_isaac.html
Jim Crow, źródło: http://web.olivet.edu/gradusers/mmatthiawq/jim%20crow.jpg
1. Ss receive a newspaper article "Jim Crow cars", they are asked to comment on what they think it is about. Additional questions may include: Where and when did that happen? Why do you think it happened?
2. T introduces Ss to the topic of the Civil Rights Movement in the USA. Ss are given Handout No 1 and are asked to match the keywords with the definitions.
3. T distributes Handout No 2 and asks Ss to complete it while listening. A short group discussion may follow.
4. Ss are shown a picture of Jim Crow and are asked to describe it in detail. T asks: Who is it? Is it positive or negative? Why?
5. Ss read both texts from Handout No 3. They are put in groups to discuss what Jim Crow (or “crowism”) meant for Ms Huetteman.
HANDOUT No 1
Match these keywords with their definitions.
2.“Black is Beautiful”
5.Montgomery Bus Boycott
a. state and local laws in the Southern and border states of the United States between 1876 and 1965, which ordered segregation in all public facilities, with a supposedly "separate but equal" status for black Americans and members of other non-white racial groups.
b. a political and social protest campaign started in 1955 in Montgomery, Alabama, intended to oppose the city's policy of racial segregation on its public transit system.
c. term referring to people of Black African ancestry. Prior to the late 1960s, it was accepted as a normal neutral term both by those of African descent as well as non-African blacks.
d. cultural movement which began in the US, beginning in the 1960s. It aims to get rid of the widespread notion in western cultures that black people's natural features such as skin color, facial features and hair are ugly.
e. form of direct action that involves one or more persons nonviolently occupying an area for a protest, often to promote political, social, or economic change. A sit-in is a form of nonviolence.
f. an African American civil rights activist, whom the U.S. Congress later called "the first lady of civil rights", and "the mother of the freedom movement". On December 1, 1955 in Montgomery, Alabama, Parks refused to obey bus driver's order that she give up her seat to make room for a white passenger.
Handout No 1 Key: 1c, 2d, 3a, 4e, 5b, 6f
HANDOUT No 2
I.Edwilda Isaac narrative
1.How many Afro-Americans were at Edwilda's college?
2.What were some of the tales/stories about Afro-Americans?
3.What happened when a girl from Nebraska invited Edwilda for Thanksgiving?
4.What questions were the girls asked?
II.Wilhelmina Baldwin narrative (from 00:31)
curfew - a law that forces people to stay indoors after a particular time at night
run-of-the-mill - not special or outstanding; here: an average black person
popsicle - frozen juice or ice cream on a stick
1.Until what time were ordinary (run-of-the-mill) black people allowed to stay out at night? What about “educated blacks”?
2.What did you have to have if you stayed out beyond 10.30?
3.What if you were beyond your curfew?
4.Wilhelmina tells a story of when she went to a (segregated) theater.
- Where was the main entrance?
- Where did the black people had to go to see a movie?
- Was there anybody downstairs when they would come out of the theater?
- What did the little white boy do when they wanted to come out?
- Complete the dialog between the boy and Wilhelmina:
The boy: “..................... can't come out now 'til all the .................. ................ get out.”
Wilhelmina: “You'd better ..................... .”
- What did Wilhelmina do after she got out of the theater?
- Was she afraid?
Handout No 2 Answers:
Edwilda Isaac narrative
2.Afro-Americans were animal-like
3.People lined up on both sides of the street waiting to see a black person for the first time.
4.About their skin color and why their hair looked different.
Wilhelmina Baldwin narrative (from 00:31)
1.9.30; “educated blacks” 10.30
2.a written statement from the chief of police
3.You'd be fined.
- on the front
- Go upstairs, through a small door
- No one.
- He put his hands across the door and refused to let them pass
- Complete the dialog between the boy and Wilhelmina:
The boy: “Niggers can't come out now 'til all the white people get out.”
Wilhelmina: “You'd better move.”
- She went straight home fearing the consequences of rebuking the little boy.
- Yes, she supposed someone had posted that boy to keep them in until all the white people got out of the theater next door and got off the street.
HANDOUT No 3
Southern Illinois, 1937-1938
The earliest memory (by Susan Huetteman)
It was summer, and I walked with an adult on the storefront walkway past men seated on benches. They were relaxed as they talked and stretched out their legs while leaning back on the bench. There were people walking toward us. I could see there was not going to be room enough for all of us on the walkway. I stepped down into the street to make way for the people.
"You don't get off for them. They get off for you." I remember the cautioning tone of the adult's voice.
"Why?" I asked. I was a preschool child and in my generation children had no priority. I thought I was being polite.
"Because they are coloreds." I returned to the walkway and craned my neck to see the people as they stepped onto the street.
"Don't stare at those dirty people." I felt afraid because, when things are dirty, people get sick with Polio or, even worse, have to vomit in the commode in the middle of the night. I spit. "Don't spit." But, I breathed their air into my mouth! I didn't want to be sick. I'd hold my breath the next time I walked past a colored.
* * *
As my mother and I waited for our train, I saw a water fountain and ran toward it. "Stop!" she called. "You can't drink from that fountain: it is for coloreds." I didn't understand why I couldn't drink from the fountain since it was closer, but I was a child, and in our family it was an adult world with rules for children. I looked at the sign and memorized the new rule on the sign: Coloreds.
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