Historical+Non-Fiction

**Historical Fiction** == ==   **Introduction background information of genre:**
 * Historical fiction- The genre of historical fiction in the field of children's literature includes stories that are written to portray a time period or convey information about a specific time.
 * Audience- young adults and anyone interested in researching the history of our country and other parts of the world.
 * Purpose- To educate young adults on the history and contributions of historical figures, eras, events and all people from every walk of life.
 * Conventions- slang, simplicity of instruction, dialogue, written on a high school reading level.
 * Background/historical information- life experiences, internet research, and interviews.

**Books and stories of historical non-fiction that are great for**  **High School:** = = Hampton, Wilborn. **September 11, 2001: Attack on New York City,** Janeczko, Paul B. **Worlds Afire: The Hartford Circus Fire of 1944**. Krakauer, Jon. **Into Thin Air: A Personal Account of the Mt. Everest Disaster,**Kubert, Joe. **Yossel, April 19, 1943: A Story of the Warsaw Ghetto Uprising,** McWhorter, Diane. **A Dream of Freedom: The Civil Rights Movement from 1954 to 1968,** Myers, Walter Dean. **Here in Harlem: Poems in Many Voices**. The hopes, dreams, and disappointments of the iconic African American community are explored in verse and vintage photographs, ** Annotated bibliography ** //**__The following are three examples of times in history where racism and segregation played a major part in our nations woes. These books are fictional stories but have the historical non-fiction element because of the content.__**//

**Gaines, Ernest J. A Lesson Before Dying. Vintage Books: New York, 1997.** This novel by Ernest J. Gaines, a contemporary African-American writer, is a very moving novel. It is the story of Jefferson, a young student living in a Cajun community who is sentenced to death by a white jury and judge. He must prepare to die for a crime he did not commit. The minute complexities offered up by Gaines in this carefully written story bring to mind much greater issues such as racism, death, and spirituality. Ernest J. Gaines puts on his best display of storytelling in this intriguing journey into the human mind and soul.( [|www.gradesaver.com/a-lesson-before-dying/study-guide]) Lily Owen’s mother was accidentally shot and killed when Lily was four. As the novel opens, we learn it was Lily herself who allegedly pulled the trigger. Unconvinced that she could have done such a thing, and believing her abusive father might just be lying to her, Lily runs away from home with her African- American nanny to search for her mother. They follow the only clue Lily has about her mother which is a picture of a Black Madonna with the words, “Tiburon, South Carolina” written on the back. Together Lily and her nanny find the source of this picture – the home of three African-American sisters who run a business selling a brand of honey called Black Madonna. These women take Lily and her nanny in and while living with them, Lily learns the truth about her mother, the meaning and importance of love, lessons on racism in America, and even more about herself. This book is recommended for teens and adults who appreciate unhurried, sensitive stories with much emotion. While males can certainly enjoy the novel, it is a true winner for female audiences. ( [|www.gradesaver.com/the-secret-life-of-bees/study-guide]) This article focuses on the novel Native Son. The author thoroughly explained what happens in the book. She gave a wonderful descriptive summary about the novel. She describes how the book relates to the great depression and the great migration. She describes the main character very well. She describe bigger as a young black man. The writer Averbach gave lots of descriptive details about how she felt about the book. Averbach gave strong details about how some black people strongly disagree about the book, some black critics protested because, according to them, the book was doing exactly what should not be done: showing white people that their prejudices against black men were true. This overview gave me lots of good interesting details about the novel. She talks about people point of view. One interesting detail I enjoyed learning about is how African Americans felt when Richard wrights published this book. I thought every African American would love this book but I guess I was wrong. Another interested detail I learned is that when he wrote the novel, Wright was a communist. I learned a lot by reading this overview. I think Averbach did an excellent job explaining how African American people felt about the novel, The Native Son. This article seems like a reliable source. The facts were well documented. I think she is qualified for this subject. This is a helpful resource. ( [|www.enotes.com/notes-native])
 * Kidd, Sue Monk: A Secret Life of Bees; Historical fiction. **
 * Wright, Richard: A Native Son; Detroit: Gale, 2011. Literature Resources from Gale. Web. **

The following are lesson plans and activities dealing with the non-fiction historical project: **Lesson Plan #1**
 * CCGPS Instructional Activity **
 * Name of Activity: Scavenger Hunt **
 * Created by: Tracy Green **


 * Skills/Concepts for Students:**
 * Students will be able to identify historical figures that coincide with their project they will be creating based on one chosen figure from the 46 on the scavenger hunt sheet. This is an opportunity for students to be introduced to other historical black figures who contributed to this Nation, and then create a writing piece using the information they obtain to complete their assignment.


 * Strategies for Teachers:**
 * PowerPoint will be used to introduce the historical period to the students. The students will conduct a computer scavenger hunt. They will be able to locate the information about the historical period, the people, and their contributions.
 * Students will also ELACC9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
 * ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


 * Sample Instructional Activity:**

//Purpose of Activity:// The current generation (especially African American children) have lost touch with their past, and where they came from. By introducing them to past historical figures, and then having them create a writing piece, will help them understand the value of these people’s contributions and respect them.

//Resources:// Google, ask.com, about.com,

//Activity Steps: Total time: 20-25 minutes//
 * 1) Give students scavenger hunt sheet
 * 2) Give students a netbook
 * 3) Introduce students to the best web sites to find their information
 * 4) Give students a list of things that they will need to look for each figure they research.
 * Students will keep the notes they got from the scavenger hunt to study for a future assessment

List specific vocabulary words/terms students will learn/review
 * Recommended Vocabulary for Teaching and Learning:**
 * Segregation
 * Jim Crow
 * Nigger
 * Civil rights
 * Lynching
 * Racism
 * NAACP
 * SCLC
 * Sit ins
 * Boycotts
 * Black Panther Party

Activity # 1

Scavenger Hunt **This scavenger hunt will have you go on-line to research figures, eras, and associations in history. You must obtain all pertinent information regarding the figures, and be able to recall information in an upcoming assessment. In addition, you will choose one figure to do an essay, or a power point on. Make sure to state all facts about your figure and contributions they have made.**
 * **1. Paul Robeson**
 * 2. W.E.B Dubois**
 * 3. Coretta Scott King**
 * 4. Martin Luther King**
 * 5. Booker T. Washington**
 * 6. Duke Ellington**
 * 7. Grant Morgan**
 * 8. The Harlem Renaissance**
 * 9. Sit In**
 * 10. Jack Johnson**
 * 11. James Weldon Johnson**
 * 12. Langston Hughes**
 * 13. NAACP**
 * 14. Billie Holiday**
 * 15. Cotton club**
 * 16. Lena Horne**
 * 17. Cab Callaway**
 * 18. Lindy Hop**
 * 19. Jackie Robinson**
 * 20. Thurgood Marshall**
 * 21. Malcolm X**
 * 22. Medgar Evers**
 * 23. Leontyne Price**
 * 24. Michael Jackson** || **25. Civil rights Movement**
 * 26. segregation**
 * 27. March on Washington**
 * 28. Ruby Bridges**
 * 29. Muhammad Ali**
 * 30. Wilma Rudolph**
 * 31. Rosa Parks**
 * 32. Michael Jordan**
 * 33. The Temptations**
 * 34. Don Cornelius**
 * 35. Josephine Baker**
 * 36. Nina Simone**
 * 37. Dorothy Dandridge**
 * 38. Oprah Winfrey**
 * 39. Besse Coleman**
 * 40. Alvin Ailey**
 * 41. Dorothy Height**
 * 42. Mae C. Jemison**
 * 43. Etta James**
 * 44. Florence Griffith Joyner**
 * 45. Michelle Obama**
 * 46. Barack Hussein Obama** ||

= Lesson Plan #2 = =** CCGPS Instructional Activity **=
 * Note** **You need to know the following facts for each figure etc.:**
 * **Place of birth, and when born**
 * **Brief background on figure and their beginnings**
 * **Major contributions**
 * **Time of death (if dead) and how they died**
 * Example:**
 * Michael Jackson was born 1958 in Gary Indiana. He busted out on the music scene at the age of 5. He started a group with his four brothers that came to be known as the Jackson 5, and signed with Motown in the 60’s. After going solo in the 70’s Michael found even more success. In 1982 he released the Thriller album which became his most popular album and sold millions of copies. He won a whopping 8 Grammys in one night because of that album. Michael Jackson was set to do a comeback tour in 2009, when tragically he died from an overdose of medication that was administered by his Doctor.**
 * Name of Activity: Power point presentation **
 * Created by: Tracy Green **
 * Lesson Plan #2 **

Students will be able to identify historical figures that coincide with their project they will be creating based on one chosen figure from the 46 on the scavenger hunt sheet. This is an opportunity for students to be introduced to other historical black figures who contributed to this Nation, and then create a writing piece using the information they obtain to complete their assignment.
 * Skills/Concepts for Students:**

Students will be able to identify historical figures that coincide with their project they will be creating based on one chosen figure from the 46 on the scavenger hunt sheet. This is an opportunity for students to be introduced to other historical black figures who contributed to this Nation, and then create a writing piece using the information they obtain to complete their assignment.
 * Strategies for Teachers:**


 * Sample Instructional Activity:**

//Purpose of Activity:// The current generation (especially African American children) have lost touch with their past, and where they came from. By introducing them to past historical figures, and then having them create a writing piece, will help them understand the value of these people’s contributions and respect them.

//Resources:// Google, ask.com, about.com,

//Activity Steps: Total time: 20-25 minutes// Provide step-by-step instructions to teachers for leading this activity.
 * Students will now use what they learned in their scavenger hunt and start on their historical fiction piece.
 * They will use sources found to create their piece.
 * They must include at least 5 of the vocabulary words.
 * Students will either create a power point or write an essay on one historical figure out of the 46
 * Students will be prepared to present their project at a date to be assigned

List specific vocabulary words/terms students will learn/review = =  Activity #2
 * Recommended Vocabulary for Teaching and Learning:**
 * Segregation
 * Jim Crow
 * Nigger
 * Civil rights
 * Lynching
 * Racism
 * NAACP
 * SCLC
 * Sit ins
 * Boycotts
 * Now that students have completed the scavenger hunt, they will choose one figure from the list and create a power point presentation,**
 * the following, is the rubric that the students will use as a guide line for their power point. All students who present their powerpoint presentations in front of the class, will automatically recive 25 points.**
 * Rubric for Power Point Project **

** Contains ** ** 8-10 slides ** ||  ** Power Point ** ** Contains 5-8 slides ** ||  ** Power point contains 3-5 slides **  ||  ** Power points contains less than 3 slides **  || ** 8-10 illustrations ** ||  ** Power point contains 5-8 illustrations **  ||  ** Power point contains 3-5 illustrations **  ||  ** Power point contains less 3 illustrations **  ||
 * ** 25 ** ||  ** 15 **  ||  ** 10 **  ||  ** 5 **  ||  ** 0 **  ||
 * ** Power point contains 10-15 slides ** ||  ** Power point **
 * ** Power point contains more than 10 illustrations ** ||  ** Power point contains **
 * ** Power point contains designs and transitions on every slide ** || ** Power point contains designs and transitions 8-10 ** || ** Power point contains designs and transitions 5-8 ** || ** Power point contains designs and transitions 3-5 ** || ** Power point does not contain designs and **
 * transitions ** ||

= Assessment = = students will watch a powerpoint and answer the questions on the powerpoint. Each slide is set for 30 seconds. At the completion of the 48 slides, the power point will be restarted. Students with IEPS will receive a copy of the power point in hand, eliminate possible frustration and time constraints. =



= **Authors Blurb** =

=Tracy Green, so called writer, born in Gary Indiana, a former Air force brat, former detention officer and police officer, a wife (for the second time), attributes her successes from her novel from her life’s experiences, and her attitude. Winner of the //Most Proofread// award, and award for //Annoying Publishers// the most, Green has inspired her audiences with her two novels; “How to not let your husband know you have a money stash”, and her //Black Women Unite// award winning novel “//I didn’t do it, is a cop out//”. Green continues to write and Travel the world giving talks and inspiring people universally. =  Great research links [|www.aboutfamouspeople.com] [|www.biography.com] [|www.aboutfamouspeople.com] [|www.aawc.com/paa]. [|www.education.com]