J. Tweten
City of Angels School
Last Updated 1-19-15
Independent Study
Los Angeles Unified School District
African American Literature Course # ____________
Student’s Instructional Guide
Textbook: African American Literature, copyright 1994 by Globe Fearon; ISBN: 08359-0610-8
Assignment 1 - from Unit 1: Nonfiction
My Dungeon Shook by James Baldwin
The Long Shadow of Little Rock by Elizabeth Eckford
CCR anchor standards for Grades 11 and 12: RI6. Determine an author’s point of view or purpose in a
text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
CCR anchor standards for Grades 11 and 12: W4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
First Readings:
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Read Dear Student on page 1.
Read Nonfiction of the African Americans on pages 2 and 3.
Read Introduction and My Dungeon Shook on pages 4-10.
First Writings:
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Answer questions 1, 2 and 3 under the heading, After You Read, on page 11.
Answer the questions under the heading, What Do You Think? on page 11.
Create one paragraph answering all the questions under the heading, Experiencing
Nonfiction, on page 11.
CCR anchor standards for Grades 11 and 12: RI3: Analyze a complex set of ideas or sequence of events
and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Second Readings:
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Read Introduction and The Long Shadow of Little Rock on pages 12-16.
Second Writings:
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Answer questions 1, 2 and 3 under the heading, After You Read, on page 17.
Answer the questions under the heading, What Do You Think? on page 17.
Create three paragraphs answering all the questions under the heading,
Experiencing Nonfiction, on page 17.
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J. Tweten
Last Updated 1-19-15
Assignment 2 - from Unit 1: Nonfiction, and Unit 2: Fiction
Waiting for Malcolm by Ja A. Jahannes
Sweet Summer by Bebe Moore Campbell
CCR anchor standards for Grades 11 and 12: RI3: Analyze a complex set of ideas or sequence of events
and explain how specific individuals, ideas, or events interact and develop over the course of the text.
CCR anchor standards for Grades 11 and 12: L3. Apply knowledge of language to understand how
language functions in different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply
an understanding of syntax to the study of complex texts when reading.
First Readings:
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Read Introduction and Waiting for Malcolm on pages 18-25.
First Writings:
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Answer questions 1, 2 and 3 under the heading, After You Read, on page 26.
Answer the questions under the heading, What Do You Think? on page 26.
Under the heading, Experiencing Nonfiction, on page 26, create an essay that tells
about an incident in which someone’s words had an important effect on you.
Follow the directions given under the heading. (2 pages)
CCR anchor standards for Grades 11 and 12: RI2. Determine two or more central ideas of a text and
analyze their development over the course of the text, including how they interact and build on one another to
provide a complex analysis; provide an objective summary of the text.
Second Readings:
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Read Introduction and Sweet Summer on pages 27-36.
Second Writings:
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Answer questions 1, 2 and 3 under the heading, After You Read, on page 37.
Answer the questions under the heading, What Do You Think? on page 37.
Create three paragraphs answering all the questions under the heading,
Experiencing Fiction, on page 37.
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J. Tweten
Last Updated 1-19-15
Assignment 3 - from Unit 2: Fiction
The Boy Who Painted Christ Black by John Henrik Clarke
Raymond’s Run by Toni Cade Bambara
CCR anchor standards for Grades 11 and 12: RL5. Analyze how an author’s choices concerning how to
structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
First Readings:
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Read Fiction of the African Americans on pages 40-41.
Read Introduction and The Boy Who Painted Christ Black on pages 42-50.
First Writings:
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Answer questions 1, 2 and 3 under the heading, After You Read, on page 51.
Answer the questions under the heading, What Do You Think? on page 51.
Under the heading, Experiencing Fiction, on page 51, create a short story in
which the character is in conflict with society. Follow the directions given under
the heading. (3 pages maximum)
Artistic Response:
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On pages 48 and 49, a boy painted a portrait of Christ as an African man. Have
you ever wanted to re-paint a portrait in a different way? On a sheet of paper,
draw, paint or create a portrait of a famous person – but paint it as you would like
to see it.
Create one paragraph explaining why your artistic portrait seems appropriate to
you and why it serves to make an important artistic, intellectual or philosophical
statement.
CCR anchor standards for Grades 11 and 12: RL6. Analyze a case in which grasping point of view
requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,
or understatement).
CCR anchor standards for Grades 11 and 12: W3. Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Second Readings:
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Read Introduction and Raymond’s Run on pages 52-63.
Second Writings:
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Answer questions 1, 2 and 3 under the heading, After You Read, on page 64.
Answer the questions under the heading, What Do You Think? on page 64.
Under the heading, Experiencing Fiction, on page 64, create a short scene in
which the main character defends himself or herself, or a friend. Write the scene
in first-person narrative. Follow the directions given under the heading. (3 pages
maximum)
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J. Tweten
Last Updated 1-19-15
Assignment 4 - from Unit 2: Fiction
Roll of Thunder, Hear My Cry by Mildred D. Taylor
This Strange New Feeling by Julius Lester
CCR anchor standards for Grades 11 and 12: RL3. Analyze the impact of the author’s choices regarding
how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered,
how the characters/archetypes are introduced and developed).
First Readings:
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Read Introduction and Roll of Thunder, Hear My Cry on pages 65-72.
First Writings:
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Answer questions 1, 2 and 3 under the heading, After You Read, on page 73.
Answer the questions under the heading, What Do You Think? on page 73.
Under the heading, Experiencing Fiction, on page 73, create a short scene that
depicts the situation from the point of view of Cassie, Stacey, David Logan or
Mary Logan. Follow the directions given under the heading.
CCR anchor standards for Grades 11 and 12: RL1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
CCR anchor standards for Grades 11 and 12: W3. Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance,
establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
Second Readings:
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Read Introduction and This Strange New Feeling on pages 74-82.
Second Writings:
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Answer questions 1, 2 and 3 under the heading, After You Read, on page 83.
Answer the questions under the heading, What Do You Think? on page 83.
Under the heading, Experiencing Fiction, on page 83, create a short story, using
your own experience or that of someone you know, in which the main character
reaches a new understanding about someone else. Follow the directions given
under the heading. Use third person point of view, as well as dialog, while
answering the question posed under the heading. (2 pages)
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J. Tweten
Last Updated 1-19-15
Assignment 5 - from Unit 3: Poetry, Section 1
Nikki-Rosa by Nikki Giovanni
listen children by Lucille Clifton
Another Mountain by Abiodun Oyewole
On the Pulse of Morning by Maya Angelou
CCR anchor standards for Grades 11 and 12: RL4. Determine the meaning of words and phrases as they
are used in the text, including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including words with multiple meanings or language that is particularly fresh,
engaging, or beautiful.
CCR anchor standards for Grades 11 and 12: W3. Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details, and well-structured event sequences.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
Readings:
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Read Poetry of the African Americans on pages 86-87.
Read Introduction and Nikki-Rosa on pages 88-90.
Read listen children on page 91.
Read Another Mountain on page 92.
Read On the Pulse of Morning on pages 93-96.
Writings:
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Answer questions 1, 2 and 3 under the heading, After You Read, on page 97.
Answer the questions under the heading, What Do You Think? on page 97.
Under the heading, Experiencing Poetry, on page 89, create a poem that reveals
an experience which in some way helped make you stronger. Use metaphors to
develop the theme.
Use a thesaurus to assist you in selecting expressive or meaningful word choices.
(150-200 words)
CCR anchor standards for Grades 11 and 12: SL4. Present information, findings, and supporting
evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and
distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and style are appropriate
to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate
volume, and clear pronunciation.
Theatrical Response:
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Practice reading your poem aloud by yourself.
Practice using different amounts of volume, intensity and breathing (or verbal
phrasing) to create interesting dynamics during your reading.
Read your poem to your older family member (if still living) using the
performance practices you have rehearsed, as well as to your teacher.
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J. Tweten
Last Updated 1-19-15
Assignment 6 - from Unit 3: Poetry, Section 2
#4 by Doughtry Long
Knoxville, Tennessee by Nikki Giovanni
Ka ‘Ba by Amiri Baraka
Who Can Be Born Black by Mari Evans
CCR anchor standards for Grades 11 and 12: RL2. Determine two or more themes or central ideas of a
text and analyze their development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text.
CCR anchor standards for Grades 11 and 12: W5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Readings:
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Read Introduction and #4 on pages 98-99.
Read Knoxville, Tennessee on page 100.
Read Ka ‘Ba on page 101.
Read Who Can Be Born Black on page 102.
First Writings:
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Answer questions 1, 2 and 3 under the heading, After You Read, on page 103.
Answer the questions under the heading, What Do You Think? on page 103.
CCR anchor standards for Grades 11 and 12: W3. Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details, and well-structured event sequences.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
Second Writings:
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Answer the question under the heading, Optional Activity: What would you
celebrate from your own cultural heritage?
Dance/Creative Movement Response:
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Create (choreograph) a short dance, or short creative movement phrase, that
shows or celebrates ancient African cultures that used “masks and dances and
swelling chants.” Try to incorporate the shapes of the dancer figures on page 87.
Practice your movements or your dance by yourself. Use different amounts of
speed, space and energy (or repetitive movements) to create interesting dynamics
during your dancing or movement phrase.
Demonstrate your dance or movement phrase (your choreography) to a family
member or a friend using the performance practices you have rehearsed.
Demonstrate your choreography to your teacher.
Page 6
J. Tweten
Last Updated 1-19-15
Assignment 7 - from Unit 4: Drama
Escape to Freedom by Ossie Davis
CCR anchor standards for Grades 11 and 12: RL3. Analyze the impact of the author’s choices regarding
how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered,
how the characters/archetypes are introduced and developed).
CCR anchor standards for Grades 11 and 12: W5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Reading:
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Read Drama of the African Americans on pages 106-107.
Read Introduction and Escape to Freedom on pages 108-148.
Writing:
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Answer questions 1, 2 and 3 under the heading, After You Read, on page 149.
Answer the questions under the heading, What Do You Think? on page 149.
Under the heading, Experiencing Drama on page 149, create a short scene in
which one character takes personal risks to help others. Follow the directions
under the heading. (2 pages)
Page 7
J. Tweten
Last Updated 1-19-15
Assignment 8 – Final Project
CCR anchor standards for Grades 11 and 12: W3. Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Your Final Project may be selected from two choices.
• You may choose to do one of the Focus on Writing essays which are at the end of
the Units.
• Or, you may choose to do an Artistic Response from one of the artistic reflection
genres (types of visual and/or performing arts). Below is a listing of projects
from which to choose. Select one.
Your Final Project is due in one week’s time, and it must serve as a summary of the
Independent Study self-learning experiences which you have gained from the coursework
in this African American Literature course.
Focus on Writing
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Select one of the units and do the Focus on Writing exercises to finalize your
experiences with African American Literature. It may be:
o Unit 1 – Nonfiction: Write an autobiographical account, an essay
describing an important personal experience, or interview a friend or
relative about his or her background.
o Unit 2 – Fiction: Write a short story about an experience in your life or
something you have learned from your heritage.
o Unit 3: Poetry: Write a poem about a close friend, a personal
achievement, a historical event, a social issue, a favorite hobby, or a
different topic of your choice.
o Unit 4: Drama: Write a dramatic scene about a family gathering, a
historical event, or a different topic of your choice.
Artistic Response (Visual and Performing Arts):
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Create an Artistic Response to finalize your experiences with African American
literature. It may be:
o An Artistic Response drawing, painting or a collage that shows a central
idea.
o A Theatrical Response poem, story outline, short play or performed
reading which has a central theme.
o A Dance/Creative Movement Response which demonstrates a central idea
using space, time and energy.
o A Musical Response which creates lyrics and forms them into a song or
musical interlude which demonstrates a central idea.
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