American Literature Unit 7

Reading and Writing Workshop

Unit 7: African American Literature and Voices of Protest
Key Texts:

• Native Son by Richard Wright
• The Souls of Black Folk by W.E.B. Du Bois
• Poetry by Langston Hughes and Maya Angelou

Common Core Standards:

• CCSS.ELA-LITERACY.RL.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature.
• CCSS.ELA-LITERACY.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Unit Overview: This unit focuses on the development of African American literature and its crucial role in the social and political movements that have sought to challenge racial injustice. Through the study of works from the Harlem Renaissance, the Civil Rights Movement, and contemporary African American writers, students will engage with literature that has given voice to the experiences and struggles of Black Americans. The unit explores how these voices of protest have shaped societal discourse and contributed to the ongoing fight for racial equality and justice.
Unit Goals:

• Analyze how African American literature reflects cultural experiences and perspectives.
• Understand the historical, social, and political contexts in which these works were created.
• Explore the role of literature as a form of protest against racial injustice.
• Develop skills to analyze literary techniques such as symbolism, imagery, and tone in protest literature.
• Engage in reflective and research-based writing to support literary analysis and draw connections between texts.

Unit Structure:

1. Introduction to African American Literature:
   • Define African American literature and explore its historical roots, from slave narratives to contemporary works.
   • Discuss key themes: racial injustice, identity, resilience, and resistance.
   • Introduce the Harlem Renaissance and its significance in shaping African American cultural and literary movements.
2. Lesson 1: Native Son by Richard Wright
   • Focus: The psychological and societal factors that shape Bigger Thomas, the protagonist.
   • Themes: Racism, oppression, and the cycle of violence in a racially segregated society.
   • Activities: Character analysis, discussing the role of environment and race in shaping identity.
   • Writing Assignment: Analyze how Wright portrays the impact of systemic racism on the individual in Native Son.
3. Lesson 2: The Souls of Black Folk by W.E.B. Du Bois
   • Focus: Du Bois' theory of the "double consciousness" and the experience of being Black in America.
   • Themes: Racial inequality, the complexities of African American identity, the importance of education and self-determination.
   • Activities: Read and discuss key passages, particularly Du Bois' reflections on the role of the African American intellectual and the veil of racial discrimination.
   • Writing Assignment: Discuss Du Bois' concept of double consciousness and how it applies to contemporary issues of race.
4. Lesson 3: Poetry by Langston Hughes
   • Focus: Hughes’ poetry as a form of protest and expression of Black pride.
   • Themes: The Harlem Renaissance, Black identity, hope, and resistance against racial oppression.
   • Activities: Analyze specific poems such as "I, Too" and "The Negro Speaks of Rivers" for themes of racial pride and resistance.
   • Writing Assignment: Write an essay analyzing how Hughes' poetry gives voice to the African American experience and challenges racial norms.
5. Lesson 4: Poetry by Maya Angelou
   • Focus: Angelou's use of poetry to empower and uplift the Black community.
   • Themes: Self-respect, overcoming adversity, pride, and resilience in the face of oppression.
   • Activities: Analyze "Still I Rise" and "Phenomenal Woman" to discuss themes of empowerment and protest.
   • Writing Assignment: Explore how Angelou’s poems represent a strong, unapologetic voice against racial and gender oppression.
6. Conclusion and Reflection:
   • Review the key themes discussed throughout the unit.
   • Reflect on how African American literature has contributed to the fight for justice and equality.
   • Group Discussion: How do the voices of protest in African American literature resonate today? Are there contemporary writers whose work continues this tradition?
   • Final Project: Research paper or presentation connecting themes from the unit to modern-day issues of racial injustice.

Assessment:

• Literary analysis essays
• Class discussions and participation
• Final research project on contemporary African American literature and its role in protest movements

This unit will give students a deep understanding of how African American writers have used their work as a form of protest and a vehicle for social change. It will challenge students to think critically about race, identity, and the ongoing fight for equality in America.

​The following activities include AI tools that enhance student engagement, provide data-driven insights, and facilitate personalized learning. 

1. AI-Assisted Character Analysis:

• Objective: Deepen understanding of the main character in Native Son (Bigger Thomas) by using AI to analyze the character’s psychology, actions, and motivations.
• Activity:
  • Students will input key quotes or passages from Native Son into an AI tool to analyze the character of Bigger Thomas, focusing on themes like internal conflict and the impact of systemic racism.
  • The AI will provide interpretations, identifying possible psychological influences, motivations, and conflicts within the character.
  • Students will then compare AI-generated insights with their own analysis and discuss any discrepancies.
• Outcome: Students will refine their character analysis skills by using AI as a supplemental tool to support their thinking and engage in critical discussions.

2. AI Poetry Generator for Theme Exploration:

• Objective: Use AI to generate poetry inspired by themes in Langston Hughes and Maya Angelou’s works, then analyze the generated text.
• Activity:
  • Students will input key themes from Hughes’ and Angelou’s poetry (e.g., hope, resistance, identity) into an AI poetry generator.
  • After generating poetry, students will analyze the AI-created work to identify how it represents those themes and compare it to the themes in the original works.
  • Students will write a reflection on the similarities and differences between their interpretations of the themes and the AI-generated text.
• Outcome: This activity will help students connect AI creativity with literary themes, while also developing analytical and interpretive skills.

3. AI-Assisted Research on W.E.B. Du Bois’ Ideas:

• Objective: Use AI to deepen understanding of W.E.B. Du Bois’ ideas of double consciousness and racial inequality.
• Activity:
  • Students will input questions into an AI tool about Du Bois’ theories, such as “What is double consciousness?” and “How does Du Bois explain the veil of racial discrimination?”
  • The AI will provide detailed summaries of these concepts based on both primary and secondary sources.
  • Students will use the AI responses to supplement their own readings of The Souls of Black Folk and write a short essay comparing their personal understanding of Du Bois’ theories to the AI’s explanations.
• Outcome: Students will enhance their research skills by using AI as a resource for gathering information and clarifying difficult concepts.

4. Virtual Poetry Performance with AI:

• Objective: Engage with the emotional and performative aspects of poetry through AI-assisted virtual performance.
• Activity:
  • Students will select a poem by Langston Hughes or Maya Angelou and input it into an AI-powered voice synthesizer or text-to-speech program.
  • The AI will read the poem aloud, with emphasis on tone, pacing, and emotion.
  • Students will then perform the poem themselves, reflecting on how AI interpreted the tone and how their live performance may differ in terms of emotional delivery.
  • After the performance, students will discuss the impact of spoken word on the meaning of the poem and how AI can influence literary interpretation.
• Outcome: This activity encourages students to think about how the spoken word can alter the meaning of a poem and to compare their interpretations to AI-generated renditions.

5. AI-Generated Historical Context Mapping:

• Objective: Use AI to create a timeline of historical events related to racial injustice, as depicted in the works of African American writers.
• Activity:
  • Students will input key events from the civil rights movement, the Harlem Renaissance, and major milestones in African American history into an AI tool designed to generate visual timelines or maps.
  • Using the timeline, students will then analyze how these events are reflected in the works of Richard Wright, W.E.B. Du Bois, Langston Hughes, and Maya Angelou.
  • Students will write a reflection on how the historical context influences the themes of protest and resistance in African American literature.
• Outcome: Students will gain a deeper understanding of how history shaped the literature they are studying and use AI as a tool to visually organize and contextualize information.

6. AI-Driven Literary Comparison:

• Objective: Compare and contrast themes of racial injustice in Native Son, The Souls of Black Folk, and poetry by Langston Hughes and Maya Angelou with the help of AI.
• Activity:
  • Students will input thematic questions (e.g., "How do Wright and Du Bois portray systemic racism?") into an AI analysis tool.
  • The AI will generate responses highlighting similarities and differences in how each text addresses themes of racial injustice, identity, and resistance.
  • Students will then create a Venn diagram comparing the texts and write an analytical essay discussing how these authors contribute to the literary tradition of protest.
• Outcome: This activity helps students synthesize information from multiple texts and encourages them to think critically about the role of literature in addressing social issues.

These AI-integrated activities will provide students with new ways to interact with literature, engage in deeper analysis, and expand their research and creative thinking skills.