Alex Haley Teacher Resources
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Students study the life of Malcolm X. In this autobiography lesson, students read The Autobiography of Malcolm X, investigate and evaluate the time period of his life, and write an essay based on their reflections pertaining to his identity.
Fifth graders research topics related to slavery. They visit area museums, and the Arkansas Arts Council presents cultural experiences. They discuss and internalize the plight of people sold into slavery.
Pupils are introduced to the characteristics of an autobiography. For each author, they research their life and works and discuss why it reflects different time periods of African-Americans. In groups, they brainstorm characteristics of a character and the setting they are going to use in writing their fictional autobiography. To end the lesson plan, they share their writings with the class.
Students identify racial stereotypes in advertisements from the past and survey their sources and implications. They compare advertisements from the past with those of today using similar approaches and create an original advertisement and subject it to the same analysis.
Students examine the time period of the Harlem Renaissance. In groups, they compare and contrast the type of art before and after the movement along with the state of society at the time. After reading a book on the topic of their choice, they answer comprehension questions and research a topic using the internet for their final project.
Eighth graders read Eloise Greenfield's novella, 'Sister'. They write their personal responses quickly, foregoing concern about usage, spelling, and punctuation at this point. They write about their day, or may write about any other topic of interest to them.
Young scholars conduct research about the Civil War and the slavery movement. They examine primary and secondary resources. The use of the internet and web slides are resources made available for students to make cognitive connections.
Practice the art of compare and contrast with this quick mini-lesson. First, learners compare and contrast fantasy and fable with a Venn diagram. Then, they use the same diagram type to compare Alex Haley and Ernest Hemingway. Consider also showing them a different way they can compare and contrast without using a Venn diagram.
Students engage in a lesson that is concerned with the concept of West African Art. They conduct research using a variety of resources. They focus upon the history, geography, economics, and political systems. The information is used to create class presentations or have class discussion.
Third graders study Cinco de Mayo as a patriotic Mexican Holiday. First, they work in pairs to write about and illustrate one thing they do on the Fourth of July. They listen to a reading about Cinco de Mayo before writing about and illustrating things that occur on Cinco de Mayo. Finally, they compare the two holidays and participate in a Cinco de Mayo celebration.
Students read, analyze, critique and study the novels, "The Name You Once Gave Me," by Mike Phillips and "The Dying Wish," by Courttia Newland. They evaluate an extract from each novel and consider how a theme can provide a framework for thinking about a book.
In this tense consistency worksheet, students are asked to read a passage where some of the verbs have been omitted. Students must determine the correct tense of the verb necessary to complete the sentence correctly.
Sixth graders work on developing language skills by listening and speaking. For this listening and speaking lesson set, 6th graders use Phil Mendez's, The Black Snowman, to work on oral language, concepts of print, fluency, spelling, vocabulary, comprehension and writing. They study vocabulary and print concepts in this two to three week unit.
Middle schoolers explore the many ways African and African-American slaves resisted their enslavement in the Americas with special emphasis on the slave songs and maroon societies of slaves.
Young scholars practice reading and review holiday vocabulary. They review and orally practice using comparatives and superlatives.
Students read about the literacy experiences of people from various multicultural backgrounds. They explore and identify the ways in which reading empowered the people studied.
Students practice writing a response to a famous quote. In this writing lesson, students copy and respond to the given quotes. There are 183 quotes in this lesson.
Students study folktales and other stories from West Africa. By hearing and reading these stories they explore many new cultural and religious beliefs, such as spirits inhabiting nature and possessing special powers. Once the students become familiar with these, they go to the gallery with some knowledge and background of the culture that created the works of art.
Tenth graders read "Beloved" by Toni Morrison. In groups, they research the life and works of Morrison and read a speech by Sojouner Truth. Using the novel, they discuss the experiences of slaves and the effect of slavery on their families. They share their journal entries as they read the novel to end the instructional activity.
Students, after reading Black Like Me, choose a topic from a list to further a comparative study within historical context.