the bdok deals with classroom uses of black American 10ratUe.

274 Pages·2008·4.19 MB·English

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DOCUMENT RESUME
CS 204 277
ED 158 293
Aiin, KariLa
Stanford, BarbaDa
AUTHOR
'Black Literature fot High School Students.
TITLE__
national Council of Teachers of English, Uibana,
INSTITUTION
Ill.
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PUB 'DATE
NOTE
274p.
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National Councilof Teachers of English, 1111 Kenyon
AVAILABLE PROM
Road, Urbana, Illinois 61801 (Stock.No..0330,6, $4.75.
non-member, $3.,95 member)
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40-$0.83 HC-$14.05 Plus'Postag,.
ERRS' PRICE
African Literature; American Literature; Annotated
BESCRIPTORS
Bibliographies; Autobiographies; Biographies; *Black
Culture; *Black History; *Black Literature; Black
Studies"; Class Activities; EnglishInstruction;
Fiction; Polk Culture; literary Influences; *Literary
Perspective;,Literary Styles; *Literature
Appreciation; *Literature Programs; Mythology;
Secondary Education
ABSTRACT
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An interracial team of:teacherS'" and regional
consultanti worked together_reV#insthisten-syear-old book on the
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teaching of black literature. ne first section discusses black
literature in terms of its discovery, tradition, and affective
aspects; outlines goals and objectives for the course; presents a
historical survey of black American writers; considers junior novels,
short story collections, 'biographies, and, autobiographies (historical
And moitern) by bot black and white writers; an0 presents
supplementary bibliographies. of.black literature. The second part of
.the bdok deals with classroom uses of black American 10ratUe.
Included in" this section-are outlines for two literature 'units on the
bla6k experience; units on slave narratives and autobiography,
poetry), and the short story; ecouise onAfro-American literature;
_and a senior elective course on black literature, for which a
bibliography is included. Also included are suggestions for
bomposition, discussion, role playing, and games. The book contains a
directory.of publishers and author anl title indexes. AMAI)
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Black Literature
for. Hi -h SchooLStudents-
U S DEPARTMENT OP NEALTN.
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EDUCATIONswELFARE
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NATIoNAL onSvivuTE of
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EDUCATION
THIS DOCUMENT HAS SEEN feeono:
OuCE0 Own'', AS RECEIVED FROM
Barbara Dodds. Stanford
THE .PERSON OR CtROANQATIONoinsiN.
ua;
Aviv/0 0 POINTS OF VIEW OR OPINIONS
Utica College of Syracuse University
S T ATEDa O NOT N:I C fSSA So IV;trSENT
EDUCATION POSITION OR POLICY
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Karima Amin
Buffalo.Cify School District, New York
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"PERMISSION v0 REPRODUCE THIS
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MATERIAL HAS BEEN GRANTED BY
,lati ona 1 Council of
Teachers of Enul i sh
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TO THE EDUCATIONAL RESOURCES
INFORMATION CENTgR (ERIC) AND
USERS OF THE ERIC SYSTEM."
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National Council of Teachers of &Dash
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1111 Kenyon 'Road, Urbana, Illinois 61801
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Grateful acknowledgment is made for permiss'ion to reprint several
poems in this book: "The New Integrationist" from Black Pride and
"Black Woman" from Ana Crg:Sereant by Haki.R. Madhubuti (Don
t. Lee), reprinted by permission of the author and 'third World
Press, 7524 South Cottage Grove, Chicago, Illinois 60619. "For Paul
,
Laurence Dunbar". from On These I Stand by Countee Cullen.
Copyright 1925 by Harper & pow, Publishers, Inc.; renewed 1953 by
Ida M. Cullen, Reprinted by permission of the publisher.
NCTE Editorial Board: Evelyn Copeland, Rudine Sims, Donald
Stewart C. Ann Terry, Frank Zidoms, Robert F. Hogan, cvoffieio,
Paul O'Dea, ex officio
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Staff Editor: Diane Allen
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Book Design: Tom Kovacs
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NCTE Stock Numbei 03308
Copyright 0 1978 by the National Council of Teachers of English. All
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rights reserved.
in the United States of America.
Printed,
It is the policy of NCTE in its journals and other publications to
proxide a forum for the open discussion of ideas concerning the
content and the teaching of English and language arts. Publicity
accorded to any particular point of view does not imply endorsement
by the Executive Committee, the Board of Directors, or the member.
ship at large, except in announcements of policy, where such endorse.
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ment is clearly specified.
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Library of Congress Cataloging in Publication Data
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Stanford, Barbara Dodds.
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Black literature for high school students.
Includes bibliographies and indexes.
American literatureAfro-American authors
1.
Study and teacieg (Secondary)
American
2.
literatureAfro-American authorsBiobibliography.
joint author.
Amin, Karima, 1947- IL "Title.
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8108'0896
PS153.N5S7 . 78-16890
ISBN 04141-0330-8
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Priface
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L Black American Literature
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1. -Teaching Black Literature in Today's High Schools
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Barbara Dodds Stanford
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The toiscovere
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Black literature and lbday's Teachers
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Black Literature as a Separate Tridition
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Affective Aspects of Black Literature
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'Goals and ObjeCtives for tiack Literature Courses
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2. A Historical Survey of Black American Writers
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Barbara Dodds Stanford
Pre-Civil War Writers?
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Post-Civil War.Writers
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The Harlem Renaissance
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Past Becomes Present (1930-1950)
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Contemporary Black Writers (1950 -1965)
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The New Black Writers (1965-Present)
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'Anthologies and Criticism of Black Literature
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Adolescent Literature by and about Black People
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Junior Novels by Black Writers
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Short Stoty*Collectiona by Black Writers
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The Black Experience in Junior Novels
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Biography NI Aufeibiography
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Biographies of Historical Figures
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Biographies of Moderns
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.Biography Collections
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5. Supplementary Bibliographies of Black Literature
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A Booklist of Contemporary Afrgn Literature
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A List
and Plays by Black Writers
for the Advanced Student's Supplemented Reading
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The B
Presence on the American Frontier:_
An Annotated Bibliography
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Black Literature of Sports:
Aleciimmended Bibliography
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Recordirigs of Black American Literature
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II. .Classromri Uses of Back American literature
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T!...0 Literature Units on the Black Experience
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Kai.ima Amin
Outline 1: From Africa to America
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Outline2: Eye + Mind + Heart --% Experience
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pibliography
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7. Three Black Literature Units
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Cleveland Public Schools
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Slave Narrative and Aitobiography (5 weeks)
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-Introduction to Poetry (3 weeks)
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Introduction to the Short Story (3 weeks)
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Bibliography
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8: Afro-American -Liieg rature: An Addendum to the
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Course of Study in Literature
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Pittsburgh PuelleZchools
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Black Literature, or a Unit
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on Hunan Relationships: Grade 7
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Black Literature for a Unit on the World
of the Imagination: Grade 8
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Black Literature foi i Unit'
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on Mytli and: Legend: Grade 9
Black Literature for a Unit
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Prose Nonfiction: Grade 0
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Bibliography
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9. 'Black Literature.. A Senior Ilictive
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Course of Study
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Bibliography
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Contents.
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10. Supplementary Activities
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--- Composition- and
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Discussion Motivators
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Ideas for Role-Playing
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A Word about Games
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Directory of INblishere
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' Autior Index
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Title Index
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Prefaee
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Ten years ago, as a White graduate student and a eecondletir
teacher, I wrote a book called Negro Literature' for High° School
Students, one of the NCTE's first books on minority literature, and
for Several years one of its best sellers. With annotations on
approximately 150 books, it was comprehensive, including almost
every literary .work br a black writer or with. a black main
character that was in print at the time. In addition, a depressingly-
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large number of out-of-print.books were inchided, for such classics
. as
Gwendolyn Brooks' The Bean Eaters and Maud Martha, Wit-
Ibiza Derby's Beetiecreek, Ann Petry's The Street, and. Richard
Wright's Eight Men were all unay.. eliable in bdokstores.
Ten years ago- Negro Literature' fog High School Students was
complete had up-todate. The wealth of black literature published
since that time has made a new edition necessary. A new book was
desperately needed to direct teachers to the important new works
now available from black writers. And in addition to new books, a
new perspective was needed. As black literature has become'more-
popular, new insights have emerged from both critics and teachers.
We have now' recognized more honestly the impaetthat cultural
preconceptions have on a person's ability to evaluate and to analyze
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literature objectively. Many Contemporary black writers claim
that'their works are so far froth white traditions that white critics
have no right to evaluate them, and this rejeationis often extended
to white -teachers. When I first heard challenges to a white
teacher's ability to interpret black literature, I was upset and,
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angry, bqt I have since recognized the validity of the statement
that white people do not interpret literature the same way black
.
people 'do. It is now obvious to methat my, reaction to the works of
Imamu Amiri Baraka is -very likely not the same as a black
4
person'areaction, and is probably not the reaction that the author
intended. J am not willing to quit reading and 'reacting and
sharing my reactions, but I am now more eager to compare my
-reactions to those of others and to learn more about bothliteratur
and myself as a result.
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ProJace
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Ten years ago, neither I nor what was then the NCTE Publica-
tions Committee au
ned whether a young white teacher could
-adequritely writel survey of black literature. So little had been
written on the subject that any effort seemed valid. Now, hWever,
we recognize that not only race but ethnic background, age, region
of the country, and size of the community influence a person'sP
feactionrto literature and limit the validity of any single point of
view. A blaik farm girl in Mississippi, a middle-class black
suburbanite fronkNew Jersey, a second-generation Italian immi-
grant from upstate New York, an Anglo-Saxon college- professor's'
daughter, and a Halyaijan of Chinese descent will all react diffei-
ently to the more controversial black writers. Some will identify
with the oppressed, others withthe oppresso The same scene will
appear totally false to one reader, realistic to another, and naively
positive to a third. Because of these differences in perception, this
new edition is a collaborative effort which included the work of a
black and a white author, as.well as suggestions from six con-
sultanti representing different areas of the country, and extensive
review by NCTE editorial staff and Editorial Board. Because
we recognize the way that background and experience tan influ-
ence perceptions, we have included the following information
about .oqrselves.
I (Barbara Stanford) am a white midwestelner :'I have taught in
an all-black school in St. Louis, Missouri; and in an almost all-
white schOplfin Boulder, Colorado. Iarn now teaching in a predomi-
nantly white college in upstate New York.
Karima Amin is a blaCk teacher from Buffal6, New York, who
"teaches in that city. For eight years she has taught English,
including a course in literature by and about black.writers, to both
black and white high school and junior high schoid students.
Black Literature for High School Students contains ten chapters.
Lwrote the Historical Survey of Black° Writers and the Biography
chapters. Karima wrote the-Adolescent Literature chapter and
several teaching units for the classroom uses of black literature
4
section. Each of us contrjbuted material for the supplementary
bibliographies. The introductory chapter contains ideas from both
of us. Both d, us reacted to each other's chapters; however, we did
not try to reach consensus or to disguise our differences` We felt
that it would be instructive for the readeito see the
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our approaChes and impressions.
To deal with different reactions from different parts of the
Country, we invited teachers from all regions to serve as consul-
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-.Preface
tents on the project Six people volunteered to assist: Norma
Register of New-Mexico;-Jaok-Busher of Colorado SpringsrGrace
Larkin of Oneonta, New York; Kay Kasberger and Sanford Phip-
pee o* Syracuse, New York; and B. Joyce Pettigrew of Rock Hill;
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on the teaching ofbiacklitera;
South/ Carolina. Their
ture /are iticluded in Chapter 1, and tlieit. suggeitions About
specific titles were incorporated into the 'other chipterii.
,
we w,orkedon the revision of this book, we were encouraged
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die changes that 'have occurredin the past ten years:, Even
though the collaboration *with .a number of. rAople reelhjred extra
work, We feel that the final product was worth theffort. To some
extent, the'changes in the production ots,thjaarallel the
changes that have occurred in our soeiety.11i e differences among
us in race, region,- and ethnic bacitground are now being recog-0,
nixed and far more voices are Veins heard. The struggle for_
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equality and respect for all Americans is not yet
completed,
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however. Weall sincerely hope that after another ten years another
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revision of this book will be needed, and that it will reflect both the
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appearlthce of many more new writers and additional growth in
our toddy% abilityoth recognize and respect cultural differences.
Barbara ?odds Stanford
Utica College
of Syracuse University
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first, most of us assumed.thit black literature could and
should be taught land interpreted in the same ways as white
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literature. [hi the 1960s] the struggle vas for htegration, ansl both
blacks and whitesivere trying to groVe that we were all the same
'tinder the skin and. that the happy ending was only a few More
freedom marches away. Ten years later, we have been more open_
with ourselves and each other and are realizing thatthe experience
of blacks and' whites in this country is quite different and that the
evils ot three hundred. rare cainot be dissolved in one rousing
chorus of Ve Shall Overcome.'"
Barbara Dodds Stanford
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