North by South: From Charleston to Harlem
The Color Purple Unit
By ReBecca Hostler

Overview

In this lesson, students divide into teams and use the northbysouth.kenyon.edu web site to learn about:

• The inequitable and inferior public educational system that placed African Americans at an educational disadvantage.



• Ways African Americans developed uniquely American music genres. Students will also learn how music provided not only a means of expression for African Americans, but also an escape (mentally and/or physically) from forced segregation.



• The reasons completely autonomous black neighborhoods developed and the benefits and drawbacks of these entities.



• The histories of major sects predominately consisting of African Americans. Students will also learn about specific churches that had a great deal of influence within their communities and beyond.



• West African culture by researching, and then actually experiencing aspects of the culture firsthand.



• The many aspects of U.S. culture that are believed to American but actually originated in West Africa.

Objectives

Students will:

• Research different aspects of African-American and West African culture.
• Synthesize the information learned into the context of the novel.
• Present the information learned in oral group format.

Skills Attained

Students will be able to:

• Analyze themes in literature according to their historical context.
• 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

• One week for initial research and presentation development
• One week for presentations and debriefing

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.
• PowerPoint^® software
• Poster board
• Colored pencils/markers

Anticipatory Set

In this activity, students will explore the themes in Chapters 48-81. Therefore, they already should have read Chapters 1-47, researched historical information about the time in which the book is set, and participated in a discussion on the book's content and literary merits.

Now, they will discuss the book itself in discussions and learn about the historical context by using the North by South web site. They then will research related information at the same web site at: http://northbysouth.kenyon.edu/1998/index.htm

Procedures

Day 1

1. Hand students packets of coordinated information (including group research instructions and expectations, rubrics, peer evaluations progress reports and self-assessments, below) and divide them into two research groups: North and South. Then, divide students within each of those groups into the following subgroups: education, art, music, death/religion, and medical practices.



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 48-56 of The Color Purple at home.

Day 2

1. Have students sit with their respective groups and review with each one their expectations, making sure the groups understand that ALL members are responsible for their project. Each subgroup will have its own presentation and will be presenting on that day with the other group's counterpart. (For example, the day that the South's music subgroup presents, the North's music subgroup presents as well.) Hence, each subgroup's presentation should last 20-30 minutes depending on the length of the class session.



2. Give students the entire period for research today.

Day 3

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.

Day 4

1. Give students the entire period for research today.



2. Remind students to continue reading Chapters 48-56 at home.

Day 5

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



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

Days 6-10 (1 day for each subgroup of both North and South to present)

1. You can decide the order in which the groups will present. All groups should have turned in their materials and should be prepared to present.



2. The North and South subgroup for the selected category each make their presentations, which should last 20-30 minutes based on the length of the class session.



3. There should be a question-and-answer session after the presentation.



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



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

Day 11

1. To help students debrief and gather information, have them send representatives from their subgroups to other groups--make sure they keep these groups small--for 15-20 minutes. In this way, they can clarify information presented and focus on similarities and differences.



2. After the small group debriefing, bring together major similarities and differences and points of research that were important to the storyline. You should do this as a large-group discussion for as long as necessary based on class participation and involvement.

Assessment

You can use the peer assessment rubrics, self-assessment sheet, and teacher rubrics in this lesson plan. Use your discretion on the weight of each in the final grade.

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

North by South Group Research and Presentations: Instructions and Expectations
The Color Purple Unit

Your group is responsible for a (teacher fill-in based on class length) 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:

• 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; and
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.

To begin researching, go to the site http://northbysouth.kenyon.edu/1998/edu/home/home.htm and follow the link labeled "Let's explore education in Harlem." While you also may use other search engines or printed materials, be sure you acquaint yourself with the topic on this page.

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.

North by South Group Research and Presentations: Instructions and Expectations

Your group is responsible for a (teacher fill-in based on class length) 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:

• 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; and
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.

To begin researching, go to the site http://northbysouth.kenyon.edu/1998/edu/home/home.htm and follow the link labeled "Let's explore education in Charleston." While you also may use other search engines or printed materials, be sure you acquaint yourself with the topic on this page.

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.

North by South Group Research and Presentations: Instructions and Expectations

Your group is responsible for a (teacher fill-in based on class length) 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:

• 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; and
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.

To begin researching, go to the site http://northbysouth.kenyon.edu/1998/art/pages/harlempage2.htm. While you also may use other search engines or printed materials, be sure you acquaint yourself with the topic on this page.

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.

North by South Group Research and Presentations: Instructions and Expectations

Your group is responsible for a (teacher fill-in based on class length) 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:

• 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; and
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.

To begin researching, go to the site http://northbysouth.kenyon.edu/1998/art/pages/charlestonpage2.htm. While you also may use other search engines or printed materials, be sure you acquaint yourself with the topic on this page.

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.

North by South Group Research and Presentations: Instructions and Expectations

Your group is responsible for a (teacher fill-in based on class length) 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:

• 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; and
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.

To begin researching, go to the site http://northbysouth.kenyon.edu/1998/music/harlem-page/harlem-page.htm. While you also may use other search engines or printed materials, be sure you acquaint yourself with the topic on this page.

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.

North by South Group Research and Presentations: Instructions and Expectations

Your group is responsible for a (teacher fill-in based on class length) 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:

• 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; and
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.

To begin researching, go to the site http://northbysouth.kenyon.edu/1998/music/charleston-page/charleston-home.htm. While you also may use other search engines or printed materials, be sure you acquaint yourself with the topic on this page.

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.

North by South Group Research and Presentations: Instructions and Expectations

Your group is responsible for a (teacher fill-in based on class length) 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:

• 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; and
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.

To begin researching, go to the site http://northbysouth.kenyon.edu/1998/health/introny.htm. While you also may use other search engines or printed materials, be sure you acquaint yourself with the topic on this page.

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.

North by South Group Research and Presentations: Instructions and Expectations

Your group is responsible for a (teacher fill-in based on class length) 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:

• 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; and
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.

To begin researching, go to the site http://northbysouth.kenyon.edu/1998/health/introsc.htm. While you also may use other search engines or printed materials, be sure you acquaint yourself with the topic on this page.

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.

North by South Group Research and Presentations: Instructions and Expectations

Your group is responsible for a (teacher fill-in based on class length) 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:

• 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; and
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.

To begin researching, go to the site http://northbysouth.kenyon.edu/1998/death/nyc.htm. While you also may use other search engines or printed materials, be sure you acquaint yourself with the topic on this page.

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.

North by South Group Research and Presentations: Instructions and Expectations

Your group is responsible for a (teacher fill-in based on class length) 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:

• 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; and
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.

To begin researching, go to the site http://northbysouth.kenyon.edu/1998/death/open.htm. While you also may use other search engines or printed materials, be sure you acquaint yourself with the topic on this page.

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.

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 based on your efforts and responsibility in the "North by South" group work and presentation.

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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