Lesson Title: Hook Activity: Lesson One, Day One
Time Frame: 1 Day, 50 minute period
Unit Title: The Black Experience: 1920s-1940s
Grade Level: 10th and 11th
Subject: Language Arts
Submitted by: Alsandyra Essien
Language Arts Goal Two: Students will be able to read and understand
literature representative of various societies, eras, and ideas.
B.M.2.A.4c: Students will describe relationships between
the author’s style, literary form (e.g. short stories, novels, drama, fables,
biographies, documentaries, poetry,essays) and intended effect on the reader.
B.M.2.A.4d: Students will
describe the influence of the author’s language structure and word choice to
convey the author’s viewpoint.
Social Studies Goal 16: Understand events, trends, individuals and
movements shaping the
Learning Standard A. Apply the skills of historical analysis and
interpretation.
B.M.16B.4. Identify political ideas that have dominated
Materials:
Black Trivia game
questions written by Edward Beasley, Ph.D.
Trivia 3
Computer
Projector
Score
sheets
Markers
Play Money
Preparation:
The day before,
divide students into teams of five. Each
team will have two contestants, one scorekeeper, one time keeper, and one
questioner. These roles will alternate
so that each student has an opportunity to function in each role. The day before, the students will be told
that the next day’s class period will be devoted to playing a trivia game.
Methods:
1. Seat the teams in groups arranged in a
circle.
2. A set of
Black Trivia questions will be given to each group questioner.
Each round will last eight minutes.
3. The teacher will circulate
around the room to observe and keep the
students
focused.
4. Five dollars in play money, redeemable in
small prizes, will be awarded
for each correct answer.
5. After each student has had an opportunity to
compete, and the money and
prizes have been awarded, the teacher will ask the students to
analyze
their successes and failures in answering
the questions. They will then be
asked to formulate reasons why they either
knew or did not know
answers to the questions. Each team will
then be asked to share its ideas
about its
degree of awareness of Black history with the entire class.
Evaluation/Assessment
Students will be told to
write a journal reflection on the significance of being aware of the history
and accomplishments of all groups who
call the United States their home.