Lesson Overview:
This lesson was written to compliment and enhance the Scholastic Book, Color Me Dark and subsequent production staged and produced by the Kennedy Center. This lesson also stands individually and may be taught without referencing the book or the play.
This lesson will study the history of The Brownies’ Book, a children’s magazine published by the NAACP from 1920 to 1921. Students will explore the magazine’s role in the civil rights movement, and will then work collectively to create a class magazine based on an issue that is important to them.
Length of Lesson:
Seven to nine 45-minute class periods
Notes:
This lesson is particularly suitable for grades 5-6.
Instructional Objectives:
Students will:
- understand the history and origin of The Brownies’ Book magazine and its relevance to African-American families during the time of its publication.
- learn that publications are an important means to communicate ideas and purpose, opinions, and factual information.
- learn that the right to freely express one’s beliefs in writing is protected by the First Amendment.
- learn how to develop a sense of purpose in their writing.
- learn the stages of publication by working collaboratively to create a class magazine.
- incorporate elements of design to create a unique magazine cover.
Supplies:
- Assorted children’s/young adults’ magazines (Suggested Titles: National Geographic Kids, Sports Illustrated for Kids, Highlights, Nickelodeon)
- Computer with Internet access
- Construction paper
- Crayons
- Drawing paper
- Glue
- Loose-leaf paper
- Markers
- Newspapers
- Paint
- Paintbrushes
- Pastels
- Pens, pencils
- Scissors
Instructional Plan:
The Purpose of Magazines
Display samples of children’s magazines. Show students the different parts
of a magazine. Identify the table of contents, articles, letters, interviews,
advertisements, covers, games, puzzles, cartoons, and editorial page.
Ask students why they think these magazines were produced. What is the reason for or purpose of the magazine?
State that magazines have a long history of being used to communicate opinions and ideas. The editor has the intention of informing and/or persuading the magazine’s readers. That is also part of the magazine’s purpose.
Explain to students that the right to express one’s beliefs in writing
is protected by the First Amendment. (The full text of the First Ammendment
is here. This site for teacher use only.)
Ask students whether they like the magazines. Why or why not? Have students identify their favorite magazine and explain why. Log responses on a graph.
The Brownies’ Book
Introduce The Brownies’ Book magazine. Describe its origin. Give the students an overview of the experiences of African-American families in the early 1900s. (See Historical Note, p. 189, Color Me Dark, Patricia D. McKissack, and/or PBS'onlinearticle on the Great Migration.)
Share with the students excerpts from The Brownies’ Book, available on the Web site of Dr. Dawn Bennet-Alexander. First, read aloud the poem“Winter Sweetness.”· Ask students what visual image the poem creates. Have students identify what other senses are incorporated in this poem (taste). Ask them to discuss the mood that this poem generates.
Next, read aloud the poem "Kindergarten Babies." Ask students how the poet describes the children in “Kindergarten Babies” (e.g., No hair, crinkled hair, straight hair, curls….Red child, yellow child,
black child, white….).
Ask students to read and interpret the excerpt “United, make…..man, tall.” Elicit from the children an understanding that those lines are the poet’s expression of her wish for unity among all types of people regardless of skin color and religious/cultural differences. Ask the students
how these poems support the purpose of The Brownies’ Book magazine.
Finally, read the students excerpts from the letters to the editor, also available on the Web site of Dr. Dawn Bennet-Alexander. Ask students why these letters were written. Encourage them to react to the letters. Ask them to describe their feelings about the letters. Elicit from students an understanding of how the letters validate the importance of the magazine. Explain that part of the purpose of the magazine was to provide information that addressed the needs of parents and children in the African-American community.
Show students the photo, Children in the Silent Protest Parade, 1917, published in The Brownies’ Book. Tell the students about the history of the protest, during which African-Americans in New York City protested
against violent race riots in East St. Louis, Illinois.
Ask students to examine the photo carefully. Have students identify and describe the subject of the photograph. Encourage them to respond to the photo and express their opinions by posing the following questions: What’s the first thing you notice in this photo? Is this like any parade you’ve ever seen? How
is it the same or different? Have students explain why this photo is important.
Ask the students if they could all agree on every topic all of the time. State that their opinions, however varied, are valuable and should be respected. Reiterate to students that the expression of their opinions is their right as U.S. citizens as stated in the First Amendment.
Producing a Magazine
Tell students that, in the spirit of The Brownies’ Book, they are going to publish a class magazine on something that they care about. (You may wish to give them a few sample ideas, such as recycling, building a community recreation center, or a school dress code.)
Divide students into groups to brainstorm possible ideas for a class magazine. Have students vote on a theme/purpose of something about which they feel strongly. Explain to students how to discuss and respect opposing views on a topic.
Develop a table of contents with students. List with students what they saw in the sample magazines in the first part of this lesson (e.g., the cover, articles, letters, interviews, advertisements, games/puzzles, and cartoons). Working from a table of contents, assign articles. Identify those students who would like to contribute art or photos as well. Students can work in teams to write their articles and to review each other’s work. Groups will work both in and out of class to compile their magazine submissions.
Organize groups to meet periodically as an entire class to share their progress on their articles and artwork and to conduct a peer review/evaluation. Once students have completed the peer editing process, have them input their articles and artwork on a computer, if possible. Compile the magazine articles in the order established by the table of contents. Emphasize that the artwork on the magazine cover will have to represent the magazine’s contents.
Discuss with students the different staff positions that make up a magazine: writer, editor, artist, art direction, copyeditor, and proofreader. Explain the responsibility of each position. Have students recount their experience in creating their own magazine and how it is similar to or different from publishing
an actual magazine.
The Importance of the Magazine Cover
Show samples of children’s magazines again with the titles obscured. Focus on the cover image. Ask students what they see. Do they like the cover? Why or why not? Would it make them want to read or buy the magazine?
Show students a
cover of The Brownies’ Book. Open a discussion by raising the following questions: What is happening on the cover? What message is being given to the viewers? How does the cover relate to the month of publication? Compare and contrast The Brownies’ Book cover with current magazine covers.
Ask students why the cover is so important. Make sure students understand that the cover is the viewer’s first impression of the magazine, and that it needs to quickly capture readers’ curiosity and interest.
Brainstorm with students for ideas for a dynamic cover for their magazine. Encourage students to express bold and unique ideas incorporating multi-media possibilities. For example, the cover could be a montage that includes their original illustrations, photos, newspaper clippings, and computer graphics.
Preview these sites for grade-appropriate content on Principles of Design:
Allocate time for students to view the sites, or simply share some of the information with them. Encourage students to incorporate these principles into the creation of their magazine cover.
Using the entire class’ contributions, have the group responsible for artwork design a magazine cover. Have students add the cover to the magazine. If possible, pages should be laminated and bound. Ideally, the magazine should be mass-produced for distribution to the entire class, with one copy going to
the school archives.
Assessment:
Use the accompanying Assessment Rubric
Extensions:
None
Sources:
Print:
- McKissack, Patricia D. Color Me Dark. New York: Scholastic Inc., 2000
Web:
Authors:
-
Scholastic Inc.
New York, NY
