Voices of Freedom
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Billed as a companion to the public television series EYES ON THE PRIZE, VOICES OF FREEDOM can easily stand on its own. The book is a written transcript of all the interviews that make up the television series, as well as those that were left on the cutting room floor as a result of time constraints.
In the preface, Henry Hampton states that the purpose of the book and the series is to “capture the American civil rights movement in the voices of those who were there, and thereby give ... some idea of the raging torrents that had engulfed America in the fifties, sixties, and seventies and that came to be known as the civil rights and black consciousness movements.” VOICES OF FREEDOM is overwhelmingly successful in achieving its purpose. The book is divided into sections, each centered on a key event in the thirty-year period, such as the Montgomery bus boycott in 1955-1956 or the Detroit riots of 1968. Each section is prefaced by a description of the atmosphere at the time, and a brief biography precedes each interviewee’s statement. Participants recount their experiences with civil rights leaders such as Martin Luther King, Jr., Malcolm X, the Black Panthers, and Stokely Carmichael, and their often-violent encounters with opposition. One of the strongest reactions this book generates is shock, at the level of the brutality and the courage with which people faced that brutality. The hostility generated by the Freedom Rides, for example, seems beyond comprehension; how could the prospect of an African American sitting at the front of the bus induce someone to kill? VOICES OF FREEDOM also brings to light some interesting historical points, such as the initial role of African American World War II veterans, who, having returned from fighting for their country, were no longer willing to accept their second- class status. The book, however, does not claim to be a comprehensive history of the civil rights movement; rather, it styles itself as a “collection of stories ... which illuminate one or more themes of the continuing struggle for freedom.” Included at the back of the book is an excellent bibliography for those interested in pursuing the subject. This book will certainly inspire many to do so. (enotes.com) |
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When I was a Slave
Voices of Freedom & When I was a Slave: assignment
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Required Readings: There are 31 chapters in "Voices of Freedom, as well as a prologue and epilogue. All participants will read the prologue, in addition each chapter starts with a 1-3 page introduction. The introduction introduces the events and interviewees within each chapter; participants should read the chapter introductions and select at least five individuals in Voices of Freedom and read their account of what occurred There are 36 slave accounts in "When I was a Slave" Participants will select a minimum of 5 voices and read their accounts of what occurred.. Lastly when finished participants should read the epilogue of both texts. When finished with their readings participants should follow the instructions below to select multiple 'voices' within EACH text, "Voices of Freedom" and "When I was a Slave" and complete a similarities and differences learning activity comparing the voices from the two eras.. Digital copies of the comparative assignment completed with Voices of Freedom and When I was a Slave are due April 13th
Required Assignment: The ability to break a concept into its similar and dissimilar characteristics allow us to understand (and often solve) complex problems by analyzing them in a simple way. Teachers can either directly present similarities and differences accompanied by deep discussion and inquiry, or simply ask students to identify similarities and differences on their own. Research also notes that graphic forms are a good way to represent similarities and differences. Use Venn diagrams or charts to compare and classify items. Engage students in comparing, classifying, and creating metaphors and analogies.
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SUggested online formats
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This interactive online guide provides a step by step template for writing comparative essays. It provides the prompt and allows the student to save their work when finished.
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This APP helps students make a straightforward Venn Diagram. Students can color code, title and add multiple bubbles. When finished work can be saved online.
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This online program helps students make a straightforward Venn Diagram. Students can color code, title and add multiple bubbles. When finished work can be saved and downloaded as a PDF
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In the classroom and at home, students use Popplet for learning. Used as a mind-map, Popplet helps students think and learn visually. Students can capture facts, thoughts, and images and learn to create relationships between them.
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Creately graphic organizers are visual representations of knowledge, concepts, thoughts, or ideas. They are usually presented in an easy to understand format, such as charts, tables, and graphs.
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Students compose a poem for two voices in the “voice” of the two individuals. Poems are then b read aloud by two students, each assuming one of the voices from the poem. Poems can be written/adapted for more than two Voices
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In their book Classroom Instruction That Works, Robert J. Marzano, Debra J. Pickering, and Jane Pollock present four “forms” of identifying similarities and differences: comparing, classifying, creating metaphors, and creating analogies.For each form, this link has an overview and links to related content and tips for classroom instruction. General links provide information about one or more forms of the strategy.
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Simplify your analysis with a Canva Comparison Chart
Do you need to compare multiple options or make complex decisions simpler? Instead of wading through pages of text why not present your information or data in an easily digestible comparison chart? Choose from one of the professionally designed templates created especially for non-designers, with a user-friendly interface it makes designing as simple as dragging and dropping elements. Just create an account to start designing. |
This site help students write an authentic diary/journal entry about an assigned historical event from the perspective of an individual at the time. Students examine a forged historical entry and an actual entry for evidence of the criteria for an authentic
diary/journal. Students then create a brief biography of an assumed character and write an entry that involves an historical event, as seen through the eyes of this character. |