-
Unit 2
Civil Right
Heroes
Ⅰ
.
Teaching Plan
Objectives
Students will be able to:
1.
understand the
main idea (early civil-rights struggles in the US,
esp. the Underground Railroad);
2.
3.
learn to use
library resources and other resources for
information;
4.
grasp the key language points and
grammatical structures in the text;
5.
conduct a
series of reading, listening, speaking and writing
activities related to the theme of the
unit.
Pedagogical methods
Principles:
stimulating,
motivating, facilitating, enabling
Task
–
based:
reading,
writing,
discussing,
practicing,
commenting,
criticizing,
evaluating,
recreating,
investigating, searching for resources, case
studying, presenting
and demonstrating,
deducting, inducting, etc.
(
Time
allotment
1
st
period
^
2
nd
period
3
rd
period
4
th
period
#
5
th
period
Pre-
reading
(Cloze
B);
While-reading
(natural division,
Part I-Part III)
While-reading
(continued)
Theme-Related
Language
Learning
Tasks
Pre-reading
Post-reading;
Check on
Ss’
home
reading (Text
B)
~
Pre-reading tasks
1.
T asks Ss the following
questions on the recording: (5 minutes)
—
What
are
the
special
contributions
of
Abraham,
John
and
Martin
to
the
Americans
(They
all
advocated black civil
rights.)
—
How did they
die (They were all assassinated.)
2.
Knowledge of American
geography (10 minutes)
1)
T brings a map
of the USA to class, hangs it in the front of the
classroom.
2)
T explains that the USA was divided
after the Abolition Act
(
废除黑奴制法案
): the Northern
States supported it, while the Southern
States disapproved of it.
3)
T circles out
the Southern States (Alabama, Arkansas, Florida,
Georgia, Louisiana, Mississippi,
North
Carolina,
South
Carolina,
Tennessee,
Texas,
and
Virginia)
and
the
Deep
South
states
(Alabama, Florida, Georgia, Louisiana,
Mississippi, South Carolina and eastern Texas) on
the map.
4)
^
5)
Ss scan the text to find out all place
names (Dresden Ontario, Ripley Ohio, Ohio River,
Kentucky,
North Carolina, New Port
Indiana, Maryland, Cincinnati, Buffalo ., Niagara
River) and locate them
on the map. T
may invite Ss t
o come up to the map and
trace the Hensons’
escape route ., the
last section of the text) on
it.
3.
Knowledge
of Christianity (10 minutes)
1)
T explains
that, for historical reasons, many black slaves
believed in Christianity, like Uncle Tom in
Uncle Tom’s Ca
bin.
Therefore, in black writings there are
frequent references to Christianity.
2)
T
writes
down
the
following
vocabulary
items
on
the
blackboard:
the
Creator,
an
African-American Moses, Quaker, Bible,
Methodist minister
, Bethlehem,
salvation.
3)
Ss
self-study
their
meanings
by
reading
the
New
Words
and
Expressions
and
Proper
Names
sections following the text.
4)
T checks Ss’
understanding and, if necessary, gives further
guidance (see
Text
Analysis
).
4.
Out-of-class research projects: T
guides Ss through Writing Strategy, then tells
them to form groups
to research into
the discussion questions in Part IV: Theme-Related
Language Learning Tasks by using
library resources, the Internet and
other resources. Each group member may focus on
only one
discussion question. They will
share findings in a later class. (9
minutes)
5.
Ss do Cloze B to get a better
understanding of the Underground Railroad. (15
minutes)
<
While-reading
tasks
1.
Ss scan the text to see if there is any
natural division between parts of the text. (There
is a blank line
between each part.) (2
minutes)
2.
T
explains
the
key
language
points
in
Part
I
and
gives
Ss
practice
(see
Language
Study
).
(10
minutes)
3.
Ss
sum
up
the
main
idea
of
this
part
(see
Text
Organization
Exercise
1
),
then
identify
the
sentence
which
connects
this
part
with
the
following
parts,
(last
sentence
in
Para
5
—“
I
was
intent on telling their
stories.”)
(3 minutes)
4.
T explains the key language points in
Part II and gives Ss practice (see
Language Study
). (15
minutes)
5.
Ss sum up the main idea of this part
(see
Text Organization Exercise 2).
(3 minutes)
6.
T explains the
key language points in Part III and gives Ss
practice (see
Language
Study
). (15 minutes)
7.
@
8.
Ss sum up the
main idea of this part (see
Text
Organization Exercise 2
). (3
minutes)
9.
T explains the key language points in
Part IV and gives Ss practice (see
Language Study
). (15
minutes)
10.
Ss sum up the main idea of this part
(see
Text Organization Exercise
2
).
(3
minutes)
11.
T makes Ss realize that the
last three parts are all “stories” supporting
Part I.
(2
minutes)
12.
T draws Ss’ attention to the two
different usages of “but” in the text—“There was
room for all
but
two” and
“Josiah Henson is but one name on a long list.” Ss
then do after
-text Exercise II, Words
with Multiple Meanings. (15
minutes)
Post-
reading tasks
1.
1) Ss form groups to discuss the
following questions:
—
·
—
Among so many
participants of the Underground Railroad, why were
John Parker
, Levi Coffin and
Henson chosen as their representatives
Who do they each represent
—
We learn about
Henson in Part I, then why is his story delayed
until the last part
—
Why does the
author sometimes quote directly from characters in
the stories
？
—
(The answers to
these questions are discussed below in
Text Analysis
.)
2) Some Ss group report discussion
results to class (see
Text
Analysis
). (20 minutes)
2.
T guides Ss
through some after-text exercises. (20
minutes)
3.
T checks on Ss’ home reading (Text
B).
(3 minutes)
4.
Ss do Part IV:
Theme-Related Language Learning Tasks by drawing
on their out-of-class research
project.
(1 period)
5.
T asks Ss to prepare the next unit: (2
minutes)
1)
@
2)
do the pre-reading task;
3)
preview Text
A.
Ⅱ
.Text Analysis
When we learn a foreign language, we
must also learn the culture of the speakers of
that langu-
age.
T
ext A in this unit is a
good case in point. Readers need some basic
knowledge of Christianity. Some
terms
in
this
text
are
markedly
Christian,
like
“Methodist
Minister”
,
“Bible”
,
“Quaker”
.
Others
refer
to
characters or places from Biblical
stories, such as Moses who led the Jewish people
out of slavery in Egypt,
or Bethlehem, a holy city for
Christians.
The
author
tells
three
stories
about
the
Underground
Railroad
and
the
early
Black
civil
rights
movement. The three
stories are chosen because they are representative
of all participants in
this
movement: John Parker is a freed slave
who later turned into a courageous “conductor”;
Levi Coffin
is a
brave white
“conductor”; Josiah Henson is a slave who
struggled his way to freedom with the
help of
the Underground
Railroad.
We learn about the
name of Josiah Henson at the beginning of the
text, yet his full story is not told
until the last part. In this way the
author achieves coherence of text.
Direct
speech
is
more
convincing
than
indirect
speech, especially
when
it
comes
to
expressing
personal
beliefs.
For example,
the
text
quotes
Levi
Coffin
saying
“The
Bible,
in
bidding
us
to
feed
the
hungry
and clothe the naked, said nothing about
color
.”
、
On other
occasions, direct speech makes a story more vivid.
For example, in the John Parker story,
characters spoke short sentences to
stress the urgency of the situation. For another
example, Josiah
Henson threw himself to
the ground and shouted to astonished onlookers:
“Oh, no! Don’t you know I’m
free!” His
joy affects us all.
Ⅲ
. Cultural Notes
1.
Freedom and
rights:
Freedom of the individual is
considered one of the essential features of
western
civilization, which is itself
sometimes called the Free World. This freedom is
often expressed in terms
of rights to
do certain things or to be treated in a particular
way. When a person does something that
others
think
strange,
British
and
American
people
will
often
say,
“It’s
a
free
country,”
meaning
that
although they disagree with the choice
they recognize the other
person’s right
to make it.
Americans
someti
mes
call
the
US
the
“land
of
the
free”,
a
phrase
taken
from
its
national
anthem.
British
people
have
always
strongly
defended
their
freedom.
Fear
that
they
will
lose
the
freedom
to
decide
their own future is behind many people’s lack of
enthusiasm for Euro
pean
unity
.
In Britain
and the US the most basic rights include freedom
of expression ( = freedom to say or write
anything),
freedom
of
choice
(=freedom
to
make
decisions
about
your
own
life)
and
freedom
of
worship (=freedom to practice any
religion).
2. the civil
rights movement:
(in the US) the
national campaign by African-Americans for equal
rights,
especially
in
the
1950s
and
1960s.
The
campaign
included
boycotts
(
=
refusals
to
buy
particular
products), the
actions of freedom riders, and in 1963 a march to
Washington led by Martin Luther King.
It succeeded in causing the
introduction of bussing and affirmative action.
The Civil Rights Act of 1964
and the
Voting Rights Act of 1965 were also introduced as
a result of the civil rights movement, which
has helped to change the attitudes of
many white Americans.
3. the
Civil Rights Act of 1964:
the US law
that forced the southern states to allow African-
Americans to
enter restaurants, hotels, etc. which
had been reserved for white people only and to end
the practice of
having separate areas
for black and white people in theatres, train
stations, buses, etc. The act was
mostly
the
result
of
the
civil
rights
movement
and
was
strongly
supported
by
President
Lyndon
Johnson. It was followed the next year
by the Voting Rights Act.
》
4.
Uncle Tom’s Cabin:
a novel
(1852) by the US writer Harriet Beecher Stowe
which increased support for
the
movement to free slaves. It is about a kind slave
called T
om who is badly treated and
finally killed by
Simon Legree.
T
om’s daugh
ter Little Eva
also dies, and another well-known character in the
novel is the
slave child Topsy. The
name Uncle Tom is sometimes used as an insult to
describe an African-American
who has
too much respect for white people.
5.
the
Underground Railroad:
a secret system
used in the US before the Civil War for helping
thousands
of slaves to escape to the
free northern states or Canada. The slaves were
called
“passengers”
, the
people who helped them were
“conductors”
, and the slaves hid in
“stations”
(safe houses) along the
way.
6.
Slavery:
Slavery played a
particularly important role in the history of the
US.
The first slaves were
taken to North America from Africa by the Dutch in
1619. By the time
of
the
American Revolution (1775) there were
500 000 slaves, mostly in the South. After the
Revolution the
northern
states
made
slavery
illegal
but
the
South
needed
cheap
labor
for
the
cotton
plantations.
Gradually the South’s economy became
dependent on slaves and by 1860, the
year before the Civil War
,
there were about 4 million
slaves.
Conflict
between
the
North
and
the
South
increased,
and
it
became
clear
that
supporters
and
opponents of slavery could not continue
to be part of the same country. In 1861 the slave
states left the US
and formed their own
government. This was the beginning of the Civil
War
.
After the
North won the Civil War and brought the southern
states back into the US, slavery was ended.
But little changed for former slaves.
Some moved to the North but there were not enough
jobs there and
many
suffered
prejudice
from
Whites.
Those
that
stayed
in
the
South
often
worked
on
the
plantations
where they had
been slaves. They were paid for their work, but
had to buy food and clothes. Many had to
stay there trying to pay off debts
which became larger each
year
.
7.
Bill
Clinton
(1946-
):
the
42
nd
US
President,
elected
in
1992
and
1996.
He
is
a
Democrat
and
was
previously
the
governor
of
Arkansas.
The
US
economy
improved
under
Clinton,
and
the
North
American
Free
Trade
Agreement
has
been
signed.
His
successes
in
helping
to
achieve
world peace
include
the
Camp
David
Agreement
for
the
Near
East
and
the
Dayton
Agreement
to
end
the
war
in
Bosnia and
Herzegovina. His wife Hillary (1947- ) tried
without success to
improve the US
health
system.
In
1998
President
Clinton
admitted
that
he
had
had
a
sexual
relationship
with
Monica
Lewinsky, a junior
member of the White House staff, after denying it
earlier
. He was impeached for lying
under oath and obstructing justice, but
the Senate judged him not guilty.
8.
Quaker:
any member of the Society of Friends, a
religious group established in England in the
1650s by
George Fox. They were
originally called Quakers because members were
thought to
“quake” or shake
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