Overview

This group lesson acquaints students to gender relations in the early 20th century in the American South and West Africa, both settings in the novel. Students may need between five and nine class periods to research, prepare, and present this activity, which they can do while they read the novel outside of class time.

Objectives

Students will:

• Analyze the information they read in The Color Purple.
• Research various aspects of gender relations.
• Read and analyze both primary and secondary sources to learn more about the topic.
• Orally present what they've learned to the class.

Skills Attained

Students will be able to:

• Analyze gender relations in the early to mid-20th century in the United States and Africa.
• Use primary and secondary sources when conducting research.
• Work collaboratively in a group to plan, develop, and orally deliver a research presentation.
• Present information logically and clearly.

Time Required

Approximately five, 45-60 minute class periods.

Materials Needed

• Group title sheet with instructions/expectations sheets
• Rubrics for evaluating presentations (blank and w/ expectations)
• Peer evaluations
• Self-assessment
• Action plan
• Progress report
• Internet access
• Access to books, journals, periodicals, etc.
• PowerPointŪ software
• Poster board
• Colored pencils/markers

The Lesson

Anticipatory Set

On this first day, make sure you hand out packets of coordinated information to students and include the following items stapled together:

1. Title sheet with instructions/expectations for each group.
   
   
2. Copy of the rubric with information filled in (so that students will know how you are grading them.)
   
   
3. A blank copy of each of the following:
   
   
   • Peer evaluation form
   • Progress report form
   • Action plan
   • Self-assessment

   Then, inform students that each group should turn in one of the following items at the designated time:

   
   
   • Action plan
   • Progress report

   Also, tell them that each person should turn in the following items after completing the presentation:

   
   
   • Peer evaluation
   • Self-assessment

Procedures

Day One

1. Divide the class into their research groups.



2. Designate planning time during which students should be organizing their groups and presentations. Each group should turn in an action plan, making sure every student in the group has at least one designated responsibility, to you before the end of the period. If student groups make any changes to their plans, they should record and report them in the final information packet.



3. Once students have discussed their strategies and turned in an action plan, have them begin their research using the Internet, books, periodicals, etc.



4. Remind students to continue reading Chapters 1-47 of The Color Purple at home.

Day Two

1. Seat students with their respective groups and review with each one their expectations, making sure the groups understand that ALL members are responsible for their project. For example: Although the "art department" may not actually be working on the PowerPoint presentation or poster board yet because the research is not finished, they should still be helping with the research, looking for clip-art, planning the PowerPoint, or doing whatever the group needs them to do.



2. Give students the entire period for research today.

Day Three

1. Have student groups thoroughly evaluate their progress--taking ten to 15 minutes--and report this on the progress report to the teacher. Students also should have their action plans with comments to be sure that they are addressing everything they have planned.



2. Collect and read the reports to evaluate the groups' progress and facilitate their efforts if possible.



3. Have students work in their groups for the remainder of the class.



4. Remind students to continue reading Chapters 1-47 at home.

Day Four

1. Remind students that this is the last day to do research, artwork, etc., during class.



2. Give them the entire period to finish research and any PowerPoint presentations, posters, etc.

Day Five

1. Give students the first 15-20 minutes of the period to meet with their group and tie up any loose ends before the presentations start.



2. Have the first group give its presentation for 15-20 minutes.



3. Hold a classroom question-and-answer session after the presentation.



4. Present the group with glow-and-grow feedback.



5. Remind students to continue reading Chapters 1-47 at home.

Day Six

1. Give students five minutes to meet with their groups. The first group can be receiving their rubrics and evaluations while the other two groups are working.



2. Continue with the group presentations, each one lasting 15-20 minutes.



3. Hold a classroom question-and-answer session after each presentation.



4. Present the groups with glow and grow feedback after they present.



5. Remind students to continue reading Chapters 1-47 at home.

Assessment

You can use a combination of the peer and teacher assessments, already included in the lesson, for this activity.

This lesson was written by ReBecca Hostler, a teacher at Centennial High School in Roswell, Georgia.

Gender Relations in the American South during the Jim Crow era
The Color Purple Unit

Gender Relations During Segregation/Imperialism Projects and Presentations: Instructions and Expectations

Your group is responsible for a 15-20 minute presentation on the above topic. Expect a question-and-answer session after the presentation. You will have several days to research and plan your presentation. Before you begin your research, please look through this packet to familiarize yourself with its contents. You should have one of each of the following things:

• Title sheet with instructions/expectations for each group.



• Copy of the rubric with information filled in (so that you will know your teacher's expectations).



• A blank copy of each of the following:


1. Peer evaluation form
2. Progress report form
3. Action plan
4. Self-assessment

Please fill in the action plan now, as your group must turn one in to the teacher before you may begin your research and development.

Later, your teacher will ask you to assess your progress and re-examine your goals; at that time, your group should turn in one copy of the Progress Report to the teacher.

After your group makes its presentation, every group member must turn in a completed copy of both their peer evaluation and their self-assessment.

You will receive a copy of your completed presentation rubric from the teacher after your presentation.

Gender Relations in West Africa during Imperialism
The Color Purple Unit

Gender Relations During Segregation/Imperialism Projects and Presentations: Instructions and Expectations

Your group is responsible for a 15-20 minute presentation on the above topic. Expect a question-and-answer session after the presentation. You will have several days to research and plan your presentation. Before you begin your research, please look through this packet to familiarize yourself with its contents. You should have one of each of the following things:

• Title sheet with instructions/expectations for each group.



• Copy of the rubric with information filled in (so that you will know your teacher's expectations).



• A blank copy of each of the following:


1. Peer evaluation form
2. Progress report form
3. Action plan
4. Self-assessment

Please fill in the action plan now, as your group must turn one in to the teacher before you may begin your research and development.

Later, your teacher will ask you to assess your progress and re-examine your goals; at that time, your group should turn in one copy of the Progress Report to the teacher.

After your group makes its presentation, every group member must turn in a completed copy of both their peer evaluation and their self-assessment.

You will receive a copy of your completed presentation rubric from the teacher after your presentation.

Sexual Abuse of African-American women during the Jim Crow era
The Color Purple Unit

Gender Relations During Segregation/Imperialism Projects and Presentations: Instructions and Expectations

Your group is responsible for a 15-20 minute presentation on the above topic. Expect a question-and-answer session after the presentation. You will have several days to research and plan your presentation. Before you begin your research, please look through this packet to familiarize yourself with its contents. You should have one of each of the following things:

• Title sheet with instructions/expectations for each group.



• Copy of the rubric with information filled in (so that you will know your teacher's expectations).



• A blank copy of each of the following:


1. Peer evaluation form
2. Progress report form
3. Action plan
4. Self-assessment

Please fill in the action plan now, as your group must turn one in to the teacher before you may begin your research and development.

Later, your teacher will ask you to assess your progress and re-examine your goals; at that time, your group should turn in one copy of the Progress Report to the teacher.

After your group makes its presentation, every group member must turn in a completed copy of both their peer evaluation and their self-assessment.

You will receive a copy of your completed presentation rubric from the teacher after your presentation.

Presentation Grading Rubric

Delivery	Excellent	Good	Needs Improvement
1 .Speaks clearly and distinctly.	Clear and correct speech	Slightly unclear speech, volume too low/high	Unclear; often cannot be heard
2. Presents information in an interesting and logical sequence.	Information interesting, easy to follow	Interestinginformation, unclear format	illogical sequence; hard to follow
3. Uses visual media creatively.	Variety of relevant visuals; neat	Adequate visuals; some effort	Minimal effort
4. Makes eye contact	Often	Makes effort	Rarely
5. Listens to questions and responds accurately.	Responds to questions accurately	Responds to questions, but gives incomplete answers	Gives incomplete answers, does not respond to questions
6. Displays a sense of humor	Displays appropriate sense of humor	Shows some humor	Inappropriate or little or no humor
7. Stands straight, facing the audience.	Good posture, face to audience	Looks away, slouches	Slouches, sways, turns back to audience
8. Uses appropriate movements, without fidgeting.	Appropriate, not fidgeting	Mostly appropriate	Fidgeting or inappropriate movement
Content
9. Covers the topic in the allotted time.	Well	Adequately	Inadequately
10. Uses details appropriately.	Relevant and important information	Leaves out some important information	Inadequate or irrelevant information
Comments:   Overall rating:

Date: _____________________________

Peer Evaluation Form
The Color Purple Unit

Complete the following assessment based on your group members' performance in this activity.

******************************************
This information is confidential and will not be shared with the members of your group.
Please be honest when evaluating each person's work.
******************************************
Group member name: _____________________

What was this person's role in the group?

_______________________________________________________________

Did he/she fulfill their responsibilities? ________

Explain. _______________________________________________________________

On a scale of 1 to 10 (1 = low, 10 = high), how would you rate this person's performance within this group? ________

Why? _______________________________________________________________

******************************************
Group member name: _____________________________________________________

What was this person's role in the group? ________________________

Did he/she fulfill their responsibilities? ________

Explain._______________________________________________________________

On a scale of 1 to 10 (1 = low, 10 = high), how would you rate this person's performance within this group? ________

Why? _______________________________________________________________

******************************************
Group member name: _____________________________________________________

What was this person's role in the group? _____________________________________________________________________________________________

Did he/she fulfill their responsibilities? Explain.___________________________________________________________________________________

On a scale of 1 to 10 (1 = low, 10 = high), how would you rate this person's performance within this group? ________

Why? ________________________________________________________________________________________

******************************************
Group # and name: ______________________________

Date: __________________________________________

Date: __________________________________________

Action Plan
The Color Purple Unit

Complete the following action plan with your group before you begin your research and development.

Tasks and Stages	Who is responsible for this task?	Preliminary Date	Necessary Materials
Preparation:
Research:
Progress:
Presentation:

Date: __________________________________________

Progress Report
The Color Purple Unit

Complete this report based on your group's action plan and the tasks group members have subsequently completed.

Tasks and Stages	Developments	Revised Due Date
Preparation:
Research:
Progress:
Presentation:

Date: __________________________________________

Self-Assessment
The Color Purple Unit

Complete the following based on your efforts and responsibility in the Gender Relations presentations.

1. Imagine that someone from another school asked you about your project. How would you describe what you did?



2. What steps did YOU take to get the project done?



3. Do you feel good about the results of your research and presentation? Why or why not?



4. How did you divide the work?



5. Did the group work well together? Discuss in detail.



6. Are there any things that you would do differently if you did the project again? Please explain.



7. What advice would you give to a student planning a project similar to yours?

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