Reading Activities (compiled by Beth Karpowitz): |Before Reading | During Reading | After Reading | Before Reading Activities: 1. Karpowitz, Beth. “Ethics, Empathy, and Prejudice: Anticipation Guide.” Adapted from Liz Gleason’s Anticipation Guide. 15 February 2005. This anticipation guide will help students decide on their own and in groups what they think about some of the issues in Black Like Me before they read the novel. Doing this before reading will help them question and think about the text as the read. 2. Hughes, Langston. “Dream Variations.” 1924. The Academy of American Poets. 15 Feb. 2005. <http://www.poets.org/poets/poets.cfm?prmID=84>. This is the poem from which Black Like Me gets its title. It will help introduce the book. It will also give opportunities to some important connections to African-American feelings and culture through Hughes’ poetry. It could also be insightful to read during the book, when Griffin talks about fading away into the night. 3. “Our Roots: NAACP Timeline.” National Associate for the Advancement of Colored People. <http://www.naacp.org/about_history.html.> 17 Feb. 2005. This official NAACP website explains the organization, which is important to know as the class learns about civil rights. The detailed timeline shows when African-Americans obtained different rights and can help students put Black Like Me in perspective. Students will know what rights they had before the book, and can also be used after to show what rights were obtained after the novel. 4. Hearth, Amy Hill. “Two ‘Maiden Ladies’ with Century-old Stories to Tell.” The New York Times 22 Sept. 1991. <http://havingoursay.com/History.htm#NYT>. 20 Feb. 2005. This tells the story of two black women growing up in New York City throughout the twentieth century. They remember before, during, and after the Jim Crowe laws and triumph over their persecutions by obtaining education. The article goes over much of the Civil Rights history in the 1920s, and the students should also be aware that the Deep South wasn’t the only place African-Americans struggled. 5. “Jim Crow Lesson Plans.” The History of Jim Crow. <http://www.jimcrowhistory.org/resources/lessonplans.htm>. 19 Feb. 2005. This website gives ideas for lesson plans for secondary education. It covers the history that students should know before delving into Black Like Me and gives particular attention to the years 1940-1954. The novel has several references to Jim Crow, so students need to be familiar with the term and its implications before reading. 6. Cozzens, Lisa. “After the Civil War: Plessy vs. Ferguson.” African American History. <http://www.watson.org/~lisa/blackhistory/post-civilwar/plessy.html>. 17 Feb. 2005. In order to discuss segregation and the civil rights effects in schools, the students should learn about the important Supreme Court cases. Plessy v. Ferguson establishes the “separate but equal” standard. The novel shows how the separate facilities are never equal, so this could become a key concept for discussion. 7. Cozzens, Lisa. “Earlyy Civil Rights Struggles: Brown v. Board of Education.” African American History. <http://www.watson.org/~lisa/blackhistory/early-civilright/brown.html>. 17 Feb. 2005. This would show the amendment to Plessy v. Ferguson, which took place right before the novel begins. The novel shows that this was not carried out very well in the Deep South, and that the experiences of white and black children were in no way equal even after the law had changed. I plan to teach in Kansas, so this would also bring it closer to home. Students would relate to its effects in the schools as well. 8. King, Martin Luther, Jr. “I Have a Dream.” 28 Aug. 1963. ClassBrain, Inc. 15 Feb. 2005. <http://www.classbrain.com/artteenst/publish/i_have_a_dream_speech.shtml>. This website has Dr. King’s entire “I Have a Dream” speech, which would help give an introduction to the Civil Rights movement, so the students will have a bit of background before they start the novel. This also has a great sound recording of the speech, which would help students hear the power and the need for such a voice in the African-American community. 9. Gibson, Robert A. “The Negro Holocaust: Lynching and Race Riots in the United States, 1880-1950. Yale-New Haven Teachers Institute, 2005. <http://www.yale.edu/ynhti/curriculum/units/1979/2/79.02.04.x.html>. 19 Feb. 2005. This is a well-presented introduction to the struggles of the African-American race, especially in terms of the lynchings and race riots that occurred between the Civil War and the setting of the novel. It is important to give this background so the students know what this race of people have been through so far, and where they stand by 1959 when Griffin does his experiment. The website also gives ideas for lesson plans appropriate for high school students. 10. Bonazzi, Robert and Patrick Lawlor. “John Howard Griffin Papers 1920-1980.” Rare Book and Manuscript Library. Columbia University, Feb. 2003. <http://www.columbia.edu/cu/libraries/indiv/rare/guides/Griffin/index.html>. 20 Feb. 2005. This website has a useful biography of John Howard Griffin and provides documents written throughout his life. His history before writing Black Like Me is important for students to know. His involvement in World War II says a loto about his character. This site also has valuable resources about his involvement trying to get all peoples equal rights throughout his life, not just through the novel. Back to Top During Reading Activities: 1. “United States and Capitals.” Map. 50States.com Pike Street Industries, Inc,. 15 Feb. 2005. <http://www.50states.com/cap.htm>. This map would help track Griffin’s journey through the Deep South. It is important to keep in mind where this story takes place, and this shows the major cities in the area. I also marked on my own copy where Mansfield, TX, New Orlaeans, LA, and Hattiesburg, MS are, so students can see. Montgomery is also key to the civil rights movement, so students should learn where it is as well. 2. “Methoxsalen (Systemic).” MICROMEDEX Thompson Healthcare. Yahoo!Health. 2004. <http://health.yahoo.com/drug/202357/overview>. 22 Feb. 2005. This medical information explains the uses and effects of the drug that Griffin took to darken his skin. It says how the capsules are used with ultraviolet light treatments usually to treat psoriasis or vitiligo, which is a disease where white patches form on the skin. Students might find this interesting when they read that a man just took pills and laid under a light that turned him black. Tolan, Melanie Karaffa. 3. Gleason, Liz. “Perspective.” Adapted slightly by Beth Karpowitz. 18 February 2005. As students read the novel and see how Griffin’s views on life as an African-American change after he lives as an African-American man, a class discussion on perspective and point of view is beneficial. This perspective guide has a quote from To Kill a Mockingbird about understanding after looking at it from another man’s perspective. It allows students to try looking at life from another person or thing’s point of view so they can start to identify with the people in the novel. 4. “Black Like Me.” Virtual Museum Teacher Guide. <http://sdcoe.k12.us/score/blm/blmtg.html>. 16 Feb. 2005. This website shows a few different lesson plans that can be used while teaching the novel. It shows what educational standard requirements the lessons cover, and has four valuable links for assignments. One particularly beneficial lesson includes an original section of the Montgomery City bus codes. It shows how the laws were prejudiced against African-Americans and explains the important role of Rosa Parks in the Civil Rights Movement. During the bus scenes in the novel, teachers could perhaps make students with blue eyes sit in the back and have less privileges to demonstrate the injustice. 5. Robinson, Willie L. “The Lynching of Charles Mack Parker.” <http://www.angelfire.com/wi/Carver/mcppms.html>. 19 Feb. 2005. Black Like Me’s November 14 entry talks about the stir caused by the lynching of Parker and what lynching symbolizes to the African-American community. The death may have been suicide, but the novel focuses on what a black man hanging by a rope means to them. It also shows the injustice of the courts of Mississippi that would not look at evidence that might condemn a white man. 6. Delaney, Robert. “Lynching in America: A History Not Known by Many.” David B. Schwartz Memorial Library: Long Island University, 2000. <http://www.liu.edu/cwis/cwp/library/african/2000/lynching.htm>. 19 Feb. 2005. This website does a great job of explaining the history of lynching and connecting the feelings described in the book with historical events. I also think it is important to have these pictures, though they are a bit graphic, because they show how seemingly normal, kind people were involved. Some smile during the lynching and one photograph shows children in attendance. 7. “Jazz Music.” African Americans. 1997. <http://www.africanamericans.com/JazzMusic.htm.> 18 Feb. 2005. While reading pages 70 and 71, students should learn about jazz music and how it relates to the African-American culture. This website has information about jazz and blues origins and reasons for the creation of the genre. This will only be beneficial to the students if they also listen to blues and jazz audio clips. I was thinking of Louie Armstrong, Miles Davis, and Ella Fitzgerald. 8. Angelou, Maya. “Alone.” Oh Pray My Wings Are Gonna Fit Me Well. 1975. The Academy of American Poets. <http://www.poets.org/poems/poems.cfm?45442B7C000C0701017B>. 20 Feb. 2005. This poem ties in perfectly with how Griffin feels as he tries to fall asleep at the poor African-American families’ home in Mississippi on page 119. He experiences real misery in trying to make it alone. At night in the darkness is where Angelou writes her poem and at night in the darkness is where Griffin always feels the worst. 9. Karpowitz, Beth. “Syllogisms.” Adapted from Files of Liz Gleason. 18 Feb. 2005. This syllogisms guide would not only introduce another term to the students, but show how flawed the reasoning in stereotypes usually is. It would help students identify when people in the novel use reasoning that is not always accurate, as well as identify it in their own lives. 10. Staples, Brent. “Black Men and Public Space.” From files of Liz Gleason. 18 Feb. 2005. This is the beginning of an article written by an African-American man, writing on his observations about women being frightened of him just because of his race and gender. This would help students see that certain stereotypes instill fear in the public in our day, and that some prejudices are still around. It would be useful during the entries in the novel when Griffin is either interacting with white women or during the conversation about not looking at white women in Mississippi. Back to Top After Reading Activities: 1. “Black Like Me.” TIME Magazine 28 Mar. 1960. 15 Feb. 2005 <http://www.time.com/time/archive/preview/0,10987,826167,00.html> This is the article printed in TIME a few months after Griffin’s experience. It shows the first reactions to the story and has pictures of Griffin with both skin tones. The novel references to the article on page 163, so students can read the real article during or after the novel. 2. Palmer, Tim. “Rutledge Photographed ‘Black Like Me.’” The Standard. 13 Aug. 1997. <http://www.baptiststandard.com/1997/8_13/pages/black.html>. 17 Feb. 2005. This article gives a closer look at the man who photographed Griffin both as a black and a white man. It shows the significance of the project by stressing how secretive they had to be to get the pictures. It is also another witness to the fact that the mistreatment Griffin suffered was not unusual for that area. This would be best used at the after reading because the last few entries discuss Griffin’s experiences with the photographer. 3. “Black Like Me.” Richmond Times-Dispatch. 14 Feb. 2005. <http://timesdispatch.com/servlet/Satellite?pagename=RTD/HTMLPage/RTD_HTMLPage&c=HTMLPage&cid=1031780686873&path=%21news%21blackhistory&s=1058750353270>. 20 Feb. 2005. This website has a lot of great links indicating how Griffin fought racism during and after his experience as an African-American. This site also has the best photo galleries of Griffin as both white and black. I would also recommend the “suspended in ugliness” and biographical sections. 4. Black Like Me. Dir. Carl Lerner. Perf. Sorrell Brooke, Roscoe Lee Brown, Al Freeman, Jr. and James Whitmore. Continental Distributing, 1964. <http://movies2.nytimes.com/gst/movies/movie.html?v_id=5893>. 19 Feb. 2005. This movie was created only a few years after Griffin’s experience, so it’s perspective is of the times. Though a little dated and confusingly edited in some parts, this movie would be best used by showing clips of Griffin’s experiences. That way students can put a visual with some experiences, and would at least be interesting to compare to how they imagined the situation as they read the novel. 5. “Ghosts of Mississippi.” Dir. Rob Reiner. Perf. Alec Baldwin, Whoopi Goldberg and James Woods. Columbia Pictures, 1996. Teachwithmovies.org. <http://teachwithmovies.org/guides/ghosts-of-mississippi.html>. 16 Feb. 2005. This movie Ghosts of Mississippi tells the true story of the slain Civil Rights leader Medgar Evers, showing how deep the injustice in the Deep South was. It explains that his murderer was never convicted until the 1990s, and would tie in to racism in our day. It proves how huge the struggle was for the African-American race and gives the students a visual to the Civil Rights movement. It is an opportunity to use movie clips to enhance learning and the website gives ideas for how to use it to effectively teach. 6. Rutledge.Collins, Lois M. “Bigotry is evil, ugly—and we must cure it.” Deseret News 23 Sept. 1999, A23+. This article would be particularly beneficial to students in Utah because it shows how bigotry is still around—in their state—today. The students may tend to think of racism as in the past, especially since the novel takes place in 1959, and this will help bring it closer to home. It is important to read after so they can relate the book to now. 7. Shapiro, Alan. “Affirmative Action and the Courts.” Educators for Social Responsibility Metropolitan Area. <http://www.teachablemoment.org/high/affirmativeaction.html>. 19 Feb. 2005. These lesson plans about affirmative action help bring the ideas discussed in class about African-Americans and opportunity closer to our day. After reading the novel, students should see how they feel about affirmative action. We read in the book that African-Americans need to be given more educational and career opportunities, but they should look at the pros and cons of Affirmative Action. It would also be a great time for the class to involve some debate and discussion. 8. Karpowitz, Beth. “What’s there to understand?” Hypocrisy, Bigotry, and Ignorance. 20 Feb. 2005. This guide will help students apply the terms we have discussed heavily while reading the novel—hypocrisy, bigotry, and ignorance—to their own lives. Though they will be able to easy apply these to the topic of race or the novel, this exercise will help them come up with examples they’ve seen day-to-day. If they can start to recognize these in their own lives, the book will have been more useful than if they can just recognize the roles hypocrisy, bigotry, and ignorance played in the Civil Rights Movement. 9. Mikkelson, Barbara and David P. “Dead Like Me.” Urban Legends References Pages. 2003. <http://www.snopes.com/horrors/freakish/griffin.asp>. 22 Feb. 2005. This dispels the common rumor that Griffin died from the skin treatments he received. It is a good reference to have if any student has ever heard the rumor and questions it. It also has a good biography of his life and what happened to him after writing Black Like Me. 10. Karpowitz, Beth. “Obituary for John Howard Griffin.” 22 Feb. 2005. This obituary writing exercise will help students in two ways. One, it will allow them to write in a different writing style (for a newspaper), and, two, more importantly, they will have to identify how this experience was significant in Griffin’s life and in society. His journey is an interesting one to read about, but students must understand why this is so significant in order to understand the unit, and they must be able to use their own words to explain it.