Objective(s) of Unit:

• Students will evaluate their “place and space” in Philadelphia through personal narrative and artistic expression
• Students will examine the historical legacy of WEB DuBois, the Seventh Ward and Black Heterogeneity in Philadelphia
• Students will investigate the source of crime in the city IOT create solutions to gun violence by means of a research-based choice board

Introduction and Rationale

At this current time, I teach 11th and 12th grade at Overbrook High School in West Philadelphia. Based on the 2022-2023 Student Enrollment and Demographics, there are 389 students that attend Overbrook High with 70% of students residing within the catchment area.^[1] There are 25% of students who have an IEP, and 1% of students who are English language learners.^[2]The ELA data for Keystone standardized testing reflects that 15% of students scored proficient.^[3]Numbers and stats aside, for the past two years I have had the displeasure of traversing from my home in North Philadelphia to West Philadelphia for my morning and afternoon commute; to arrive early and leave late. Many of my students live around the corner of the school and yet arrive invariably late. However, inconvenience aside, I have had a life defining experience teaching at Overbrook High School.

Throughout the years I have talked to my students about Philadelphia, there is a certain amount of pride that reminds me of Carl Sandsburg’s poem “Chicago”– that is, Philadelphia is a city “with big shoulders”. Running against the grain of our needs, wishes, and time, is the looming shadow of the city that many outsiders (such as myself, I am from New Jersey) are desperate to claim the city as our own but during our weakest hours, completely willing to live in ignorance to avoid the sight of its unsavory underbelly or to be crushed by it. There’s a saying that I often say to students, organizers, and friends in moments of deep cynicism and bitterness, “It feels like God cannot let you have it good in Philadelphia for too long”.

However, this city is our responsibility. When creating this curriculum unit, I was incredibly overwhelmed with how I was going to connect the distancing (yet, esteemed) history of WEB DuBois with my students’ ever-shortening attention economy. Before I wrote this curriculum unit, I reached out to students about what they would like to learn about as a “special topic” for the upcoming year. To be frank, a decent amount of students were unsure as to how to approach the question but a good amount of students have expressed interest in gun violence. For the past few years I have taught at Overbrook High School, many Seniors choose gun violence as a topic that they deeply research for the Senior projects. However, the need for real, tangible solutions deepened from my students during the first half of the school year,  when four students were shot on the corner of Overbrook High School right before Thanksgiving break^[4]. This curriculum unit demanded a strong amount of flexibility when aiming to center my students’ needs in the face of a social problem that seems to be endemic and almost cultural. However, this curriculum unit will serve as an example for other educators who serve students who are stationed in traumatizing environments and who at times, have to navigate insouciant attitudes when it comes to social change.

There are a good amount of personal connections I have with this content of this curriculum unit. DuBois was only 28 years old when he came to Philadelphia to study Black Philadelphians, which was my age when I started to engage with The Philadelphian Negro. After living here for four years, I have seen how much the city has changed since COVID and the impact it had on many institutional pillars that many Black Philadelphians relied upon and the struggle to re-engage in these institutions. This change hearkens to Michael Anderson’s comments about DuBois’ peculiar assessment of Black Philadelphians’ survival post Civil War when he said, “DuBois’ argument was that the problems of Black Philadelphians stemmed largely from their  past condition of servitude as they tried to negotiate an effective place in an highly competitive industrial urban setting”.^[5]

The struggle for Black Philadelphians to find a place in their own city holds true today. Recently, the Philadelphia Inquirer wrote a sympathetic article detailing the reality that many Philadelphian teenagers do not have many public places to spend their time–a relief in the midst of anti-black news propaganda centering Black teenagers as participating in a series of  “sabbath dances” throughout the year whether it is carjackings, murder, or a caravan of unruly teenagers at the Fashion District and South Philadelphia Carnival. ^[6] With that being acknowledged, it is a terrible and overt irony that the Seventh Ward also happens to be foundational to the famous South Street, where many Black teenagers are under increased surveillance. During DuBois’ time, nearly one third of residents were Black; now it is largely home to white, upper middle class communities.^[7] It would not be extreme to make the inference that most of the social problems that plagues the city are centered around the question of what to do with Black teenagers in the city.  While the question may be short sighted and racist, the goal of this unit is to help students understand how Black Philadelphians migrated from the South and co-existed with many Old Phildelphians who made this city their home. Home is hard to define in the personal lives of many of my students; also, politically, in a settler-colonial state, it may feel inappropriate to claim a land that is defined by Native genocide. Nevertheless, Black Philadelphians define the contour of the future of the city and through understanding, exploration and curiosity, I hope that students will be inspired to never take the city for granted. After all, DuBois wrote, “After the war and emancipation  great hopes were entertained by the Negroes for rapid advancement, and nowhere did they seem better founded than in Philadelphia.”^”[8].

^[1] School District of Philadelphia. “School Profiles.” School Profiles, https://schoolprofiles.philasd.org/overbrookhs/demographics. Accessed 23 June 2023.

^[2] Ibid.

^[3] Ibid.

^[4] Paul , John, and Alyana Gomez . “Four Students Shot near Philadelphia’s Overbrook High School: Police.” 6abc Philadelphia, November 24, 2022. https://6abc.com/overbrook-high-school-shooting-students-shot-philadelphia-police/12485459/.

^[5] B., Du Bois W E, Isabel Eaton, and Elijah Anderson. “Introduction.” Essay. In The Philadelphia Negro, xix. New York, NY: Cosimo, 2007.

^[6] File, Nate. “Where Is a Philadelphia Teenager Supposed to Hang Out?” https://www.inquirer.com, April 13, 2023. https://www.inquirer.com/news/public-spaces-teenagers-parks-and-recreation-free-library-20230413.html.

^[7] Katz, Michael B., and Thomas J. Sugrue. “The Context of the Philadelphia Negro.” Essay. In W.E.B. Dubois, Race, and the City: The Philadelphia Negro and Its Legacy, 5. Philadelphia: University of Pennsylvania Press, 1988.

^[8] B., Du Bois W E, and Isabel Eaton. “Influx of the Freedmen, 1870.” Essay. In The Philadelphia Negro, 39. New York, NY: Cosimo, 2007.

Many of the issues that her family endures are due to racial and class divisions turned to the extreme, and this unit on the Seventh Ward will serve as a supplement and not as a diversion of the main story.  Both communities are defined by segregation and it will be my responsibility to “dig the bones of the past” to give highlight to the imminent future that Butler imagined. The ethos of Social Darwinism that pervaded Butler’s novel (and Lauren’s staunch rebellion against the ideology) and the Scientific Charity Movement that was the cornerstone of DuBois’ work in the Seventh Ward are more complementary than they are disparate. This unit will initially have students take earnest consideration of “place and space” in Robledo, California as portrayed in Parable of the Sower and of Philadelphia past and present. The conceptual framework that will conjoin the worlds together of DuBois and Butler is Dr. Gholdy Muhammad’s Five Learning Pursuits.^[1] Dr. Muhammad’s Five Pursuits are based on the principles of:

• Identity: “How will your teaching help students learn more about themselves and/or others?”
• Skills: “What skills and content will you be teaching?”
• Intellectualism: “What will your students become smarter about?”
• Criticality: “How will you engage your thinking about power, equity, and anti-oppression in the text, in society, and in the world?”
• Joy: “What is to love and be joyful about in this lesson?”

^[1]Neal, Derek. “12 Questions to Ask When Designing Culturally and Historically Responsive Curriculum.” AMLE, April 19, 2021. https://www.amle.org/12-questions-to-ask-when-designing-culturally-and-historically-responsive-curriculum/

These pursuits will be supported by the following teaching strategies:

1. Flipped Classroom– Due to the demands of instructional pacing, it would be unfeasible for me to teach information about DuBois and The Philadelphia Negro in a traditional way while following the instructional schedule of Parable of the Sower.  Students will be introduced to cursory information of DuBois and The Philadelphia Negro during the very beginning of the unit, however, much of the information of the Seventh Ward and DuBois’ biography will be conducted through videos and articles. Students will be responsible for assignments regarding DuBois’ biography through a research assignment. This loosely aligns with the conceptual understanding of the unit of “Education is an important tool to improve ourselves and our communities”; however, this is more aligned with the skill of independent learning and encouraging students to become reflective learners.
2. Anticipation Guide and City Life Box- The anticipation guide will serve as a prerequisite for understanding and engaging with the Big Ideas presented in the unit. Following answering the survey- type questions presented in the anticipation guide, students will be expected to explain their choices in five to ten sentences. Furthermore, students will engage in a class discussion about why they chose to agree or disagree with the anticipatory statement and engage with the perspectives of their classmates. Following the discussion, students will be expected to create a “city life box”, that is, a box of five to seven items that remind them of their neighborhood or the city of Philadelphia and to put them in a shoebox for a “Show and Tell” assignment. Through the city life box, students will have the agency to choose items and tell a story about why these items are important to the identity of their chosen place and open further discussion about how it relates to their personal sense of belonging. This is in alignment to Dr. Muhammad’s principle of identity.
3. Comprehension Strategy (Jigsaw)- Students will engage with the readings, “The Power of Place and Space” by Robert D. Sack, “Urgency, Focus and Sacrifice” (a chapter excerpt in Disintegration) by Eugene Robinson, “black philly after the philadelphia negro” by marcus anthony hunter, “The Negro in Philadelphia”, excerpted from The Philadelphia Negro, by W.E.B. DuBois (pages 10-15), and “W.E.B. Du Bois and Black Heterogeneity: How The Philadelphia Negro Shaped American Sociology”by marcus anthony hunter (pages 224-230). Through the Jigsaw, students will be tasked with answering questions as provided in their “Understanding Key Issues in Philadelphia” worksheet and then facilitating learning through means of a class presentation of their article. The class presentation will be facilitated by roles such as “The Questioner” (the one who is charged for fielding class questions), “The Summarizer” (the one who is charged with summarizing the content in the article), “The Clarifier” (the one who is charged with answering class questions), and “The Predictor” (the one who is charged with making predictions about the social consequences or implications for each article)^[1]. Through this assignment, students will be charged to examine the conceptual understanding for the unit, which is for students to understand that “respecting environments also ensures that communities have adequate resources to meet their needs and many of their wants”.  Furthermore, this aligns with the Five Pursuits as it encourages students to build skills and intellectualism through comprehension.
4. Artistic Expression (Triptych)- Students will engage with the landscape presented in the Parable of the Sower and The Seventh Ward in The Philadelphia Negro and reflect on their own neighborhood in order to engage with the concept of space directly. Students will be tasked with drawing the community that the Olimina’s lived in, their own neighborhood map, and recreate the Seventh Ward map. Students will then be tasked with reflecting on the similarities and differences of their neighborhood, Olimina’s neighborhood and the Seventh Ward through a poem. This aligns with the enduring understanding of the unit, that “Poetry can be a way to empower formerly oppressed people or groups; by closely reading a lot of different poetry, readers are able to access multiple levels of meaning and perspective.” Furthermore, this aligns with the Five Pursuits as it fosters joy and criticality.

^[1] “The 4 Steps of Reciprocal Teaching & How to Use Them in Your Classroom.” The 4 Steps of Reciprocal Teaching & How To Use Them in Your Classroom | Prodigy Education. Accessed June 23, 2023. https://www.prodigygame.com/main-en/blog/reciprocal-teaching/.

This unit is created to support six 84 minute classes over the course of six weeks in A/B block scheduling. Due to the flipped classroom structure, it is expected that students will work on this unit inside and outside of the classroom.

Lesson 1: Understanding the Power of Place and Space (Day 1)

CCCS (Common Core Curriculum Standard): CCSS.ELA-LITERACY.RI.11-12.1  CCSS.ELA-LITERACY.W.11-12.4, CCSS.ELA-LITERACY.SL.11-12.1

Dr. Gholdy Muhammad’s Five Learning Pursuits Addressed: Identity

Objective(s): Students will be able to discuss their viewpoints on major themes that will appear in the text IOT to make personal connections with the setting of POTS and the city of Philadelphia by an anticipation guide

Materials: 

• Powerpoint Presentation
• Individualized Google Document for student writing
• Parable of the Sower by Octavia Butler

Time: 85 minutes

Classroom Set-Up:  Students could work in rows, however, in my personal classroom set-up, students are in groups of six.  Students may modify seating to work with pairs as they see necessary.

Lesson Structure:

• Do Now (15 minutes): Students will mark whether they agree or disagree to each statement on an anticipation guide. After finishing the anticipation guide, students will be expected to explain their choices in five to ten sentences.

1. Agree or Disagree: When there is a disaster and limited resources, we should prioritize certain lives over others.
2. Agree or Disagree: It is our collective responsibility as a society to build a better future.
3. Agree or Disagree: Climate change will necessitate humans having to establish societies on other planets.
4. Agree or Disagree: Segregation is a major issue that still exists in today’s society
5. Agree or Disagree: Oppressed people who have been ignored by society have the responsibility to free themselves
6. Agree or Disagree: People who have different abilities should view their ‘disability’ as a strength instead of a weakness.

• Guided Practice (20 minutes): After the anticipation guide, the instructor will review the major ideas and background information of Parable of the Sower. The instructor will also provide cursory information on WEB DuBois and The Philadelphia Negro and it’s connection to some of the major ideas present in The Parable of the Sower. The instructor will also co-create a classroom covenant with their students during classroom discussion  in order to facilitate and encourage student thinking.
• Group Discussion (25 minutes): Students will participate in a class discussion of the anticipation guide. The instructor will read a statement and instruct students to go to the left side of the classroom if they agree or go to the right side of the classroom if they disagree with the statement. Students from each side will be expected to share the reason why they either agree or disagree with the statement. The Instructor will have discretion on how many students to choose to discuss their standpoint.
• Direct Instruction (10 minutes): After the group discussion, the Instructor will give directions on the City Life Box.

*Rubric will be in appendix

• Exit Ticket (15 minutes): In a pair and share assignment, students will reflect on the class discussion. They will write down one idea that changed their perspective or challenged their ideas in five to ten sentences.

Lesson 2: Understanding the Power of Place and Space (Day 2)

Materials: 

• Powerpoint Presentation
• “City Life Box” Homework Assignment
• “City Life Box” Rubric

Time: 85 minutes

Classroom Set-Up:  Students could work in rows, however, in my personal classroom set-up, students are in groups of six.  Students may modify seating to work with pairs as they see necessary.

Lesson Structure:

• Do Now (15 minutes): Students will read Amiri Baraka’s “History as Process” poem and answer comprehension questions.
• Direct Instruction (5 minutes): Instructor will review classroom discussion guidelines before students present their boxes to the class. Instructor will review the rubric with students.
• Class Discussion (50 minutes): Students will share their City Life Box project with the class and explain the significance of the items chosen for the assignment. Students will have two minutes to explain their City Life Box.
• Exit Ticket (10 minutes): Students will respond to the following question on their Google Document: “Which item from your classmates do you think is the most representative of Philadelphia? Which item from your classmates would you feel upset about if it was completely erased from the world tomorrow?”

Lesson 3: Understanding the Difference–W.E.B. DuBois, Black Heterogeneity and the Seventh Ward (Day 1)

 Materials: 

• Powerpoint Presentation
• Individualized Google Document for student writing
• Parable of the Sower by Octavia Butler

Time: 85 minutes

Classroom Set-Up: Students could work in rows, however, in my personal classroom set-up, students are in groups of six.  Students may modify seating to work with pairs as they see necessary.

Lesson Structure:

• Do Now (15 minutes): Students will respond to the following question, “Where do you see destruction in Philadelphia?” on their Google document. Students will be tasked to use critical vocabulary words in order to complete their assignment. Students will then share their thoughts with the classroom.
• Guided Practice (35 minutes): The instructor will have students reflect on the first seven chapters of Parable of the Sower and reflect on the professions that those in Lauren’s community had. Students will examine which people had issues gaining resources and the people in Lauren’s community who leveraged their resources to their profit. After discussion, the instructor will define the word “heterogeneity” for students to show the differing identities, habits, and cultures that existed in Robledo. Afterwards, the instructor will facilitate class collaboration in order to come up with adjectives to describe the physical condition of Lauren’s community. The instructor will draw parallels between the “space” of Robledo with the Seventh Ward in Philadelphia.
• Independent Practice (35 minutes): Students will watch a documentary called “ A Legacy of Courage: W.E.B. DuBois and The Philadelphia Negro”. The students will take notes on essential facts that are present in the video.

Lesson 4: Understanding the Difference–W.E.B. DuBois, Black Heterogeneity and the Seventh Ward (Day 2)

Materials: 

• Individualized Google Document for student writing
• Article 1: “Urgency, Focus and Sacrifice”, excerpted from Disintegration, by Eugene Robinson (pages 201-205)
• Article 2: “The Power of Place and Space” by Robert D. Sack
• Article 3: “W.E.B. Du Bois and Black Heterogeneity: How The Philadelphia Negro Shaped American Sociology”by marcus anthony hunter (pages 224-230)
• Article 4: “black philly after the philadelphia negro” by marcus anthony hunter
• Article 5: “The Negro in Philadelphia”, excerpted from The Philadelphia Negro, by W.E.B. DuBois (pages 10-15)

Time: 85 minutes

Classroom Set-Up:  Students are to work in groups of six. Students may adjust their seating to adjust to their learning needs as much as necessary.

Lesson Structure:

• Direct Instruction (10 minutes): The instructor will review the five articles that each group will have. In my personal classroom, there are five tables of six students. Therefore, there will be six articles and readings that each table will be responsible for. Students will self-assign roles when annotating and navigating the article, however, in order to facilitate classroom discussion, students will be given roles as mentioned before.
• Guided Instruction (35 minutes): Students will be expected to read the assigned article and work through the Google Document provided.
• Class Presentation (25 minutes): After guided instruction, students will present their findings to the class. Five minutes will be allotted for each group.
• Exit Ticket (15 minutes): Students will respond to the following question on their Google Document: “Write down one quote from your reading that changed your perspective on the physical or historical space of Philadelphia. What assumption did you make about the city that you didn’t have before? Please answer this question in five to ten sentences.”

Lesson 5: Understanding the Difference–W.E.B. DuBois, Black Heterogeneity and the Seventh Ward (Day 3)

 Materials: 

• Individualized Google Document for student writing
• Construction Paper
• Crayons
• Pencils
• Glue
• Magazines

Time: 85 minutes

Classroom Set-Up:  Students are to work in groups of six. Students may adjust their seating to adjust to their learning needs as much as necessary.

Lesson Structure:

• Direct Instruction (5 minutes): The instructor will review the directions for the Triptych with the students. Students are to draw three environments– the environment that exists in Parable of the Sower, the Seventh Ward as described by DuBois as well as their own neighborhood. Students will have the choice to either create a poem that connects these three disparate environments together. Alternatively, in the name of student choice, students can also write a short story of the daily lives of three characters surviving their respective environments.
• Independent Practice (60 minutes): Students will work on their assignments individually.
• Class Presentation (20 minutes): After guided instruction, students will present their completed work to the class.

Lesson 6: Crime Then and Now: DuBois, Crime and Solutions to Gun Violence in the City of Philadelphia

 Materials: 

• Powerpoint Presentation
• Individualized Google Document for student writing
• The Philadelphia Negro by WEB DuBois

Time: 85 minutes

Classroom Set-Up:  Students could work in rows, however, in my personal classroom set-up, students are in groups of six.  Students may modify seating to work with pairs as they see necessary.

Lesson Structure:

• Do Now (15 minutes): Students will respond to the following prompt in five to seven sentences: “What do you believe is the cause of crime in Philadelphia? Do you believe that Philly teenagers are judged unfairly for the crime in Philadelphia?” After allotting ten minutes for students to answer the question, and allow five minutes for discussion.
• Guided Practice (10 minutes): Instructor will review the Seventh Ward online visualization and review the classes that make up the area.^[1] Students will then make inferences about what social life may have looked like in the Ward in the late 1800’s.
• Independent Practice (30 minutes): Students will be expected to complete double entry notes on “The Negro Criminal” in The Philadelphia Negro (pages 235-240). Students will share thoughts and reflections with a partner
• Project: Students will do a choice board of the history of crime in Philadelphia and come up with a solutions to combat gun violence in Philadelphia

^[1]“Contributing an Historic Preservation Perspective to the Mapping the Du …” Race and Class in DuBois’ The Seventh Ward . Accessed June 8, 2023. http://www.dubois-theward.org/wp-content/uploads/2012/06/Rossetti_HistoricPreservation_3D.pdf.

Lesson 1 (Day 1): Anticipation Guide 

Parable of the Sower Anticipation Guide

OBJ: Students will be able to discuss their viewpoints on major themes that will come up in the text IOT to make personal connections with the setting of the text with the city of Philadelphia

Standard(s): CCSS.ELA-LITERACY.RI.11-12.1  CCSS.ELA-LITERACY.W.11-12.4, CCSS.ELA-LITERACY.SL.11-12.1,

Anticipation Guide: Read the following statements and check the box if you agree or disagree with the statement.

Lesson 2: Do Now– “History as Process” by Amiri Baraka Literary Notes

Today’s Objective

Students will be able to discuss their viewpoints on major themes that will come up in the text IOT to make personal connections with the setting of the text with the city of Philadelphia 

Refer to the prompts and tasks on the right as you annotate and review the poem.

Re-read the poem. Why do you think the author juxtaposes their words in this poem?  How does this affect the message?  Make your inferences below:

Reflect on your City Life Box. How do you think that the items in your box created history for other people? Does your attitude about history mirror or differ from the attitude of the poet? Why? Please answer this question in five to ten complete sentences.

Lesson 3: Understanding the Difference–W.E.B. DuBois, Black Heterogeneity and the Seventh Ward (Day 1)

Understanding Key Issues in Philadelphia

Day 1

Do Now:  Where do you see destruction in Philadelphia? Write a descriptive paragraph that uses figurative language (imagery, descriptive language, describe what you see.  This may include your community, neighborhood or school.

Use one of the following words in your paragraph: oppression, democracy, exploitation, mental health, culture, empower

Guided Practice: Please consult the first ten chapters of Parable of the Sower and cite textual evidence to complete the following charts for Part I and II.

Part I (Characters): Pick three characters from the book with three separate class identities in the first ten chapters of the novel. Please cite textual evidence.

Part II (Environment/”Space” of Robledo): Please choose three adjectives to describe Robledo in order to participate in our class web. Please cite textual evidence.

Independent Practice (Documentary): While watching the video, write down three three things that you learned about DuBois, the society that DuBois lived in, and the history of the Seventh Ward.

Video: https://vimeo.com/22239485

Three facts about Dubois…

Three facts about DuBois’ society

Three facts about the Seventh Ward

Day 2

Guided Instruction: Jigsaw Practice

Directions: Work in groups in order to complete the worksheet provided in your station.  Everyone is expected to annotate the article, identify key vocabulary words in the article (on the sticky note) and to then transfer the notes in the bolded box on chart paper. You will share your results with the class.

My Name:

Group Name: 

STEP ONE: Take notes on your own article. Become an expert!

STEP TWO: In each of these boxes, please take notes on what you learn from your Teaching Group. Please label the boxes with the title and author of the article:

STEP THREE: Reflection

Two new learnings:

One question you still have about this topic:

Lesson 6: DuBois, Crime and Solutions to Gun Violence in the City of Philadelphia

“The Negro Criminal” in The Philadelphia Negro (pages 235-240)

Directions: Please read the allotted pages and write three to five sentences recording your reactions, thoughts, and reflections to the quote.

Anti-Gun Violence Philadelphia Choice Board

Directions: To earn a complete grade for this assignment, please choose two of the following options. If you have any questions, feel free to reach out to your instructor.

Anti-Gun Violence Philadelphia Choice Board Rubric^[1]

^[1] Rubric for choice board project – cabarrus county schools. Accessed June 21, 2023. https://www.cabarrus.k12.nc.us/site/handlers/filedownload.ashx?moduleinstanceid=56553&dataid=102755&FileName=Choice%20Board%20Rubric.

Bibliography

“The 4 Steps of Reciprocal Teaching & How to Use Them in Your Classroom.” The 4 Steps of Reciprocal Teaching & How To Use Them in Your Classroom | Prodigy Education. Accessed June 23, 2023. https://www.prodigygame.com/main-en/blog/reciprocal-teaching/.

B., Du Bois W E, and Isabel Eaton. “Influx of the Freedmen, 1870.” Essay. In The Philadelphia Negro, 39. New York, NY: Cosimo, 2007.

B., Du Bois W E, Isabel Eaton, and Elijah Anderson. “Introduction.” Essay. In The Philadelphia Negro, xix. New York, NY: Cosimo, 2007.

Baraka, Amiri. “History as Process.” Poetry Foundation. Accessed June 11, 2023. https://www.poetryfoundation.org/poetrymagazine/browse?contentId=29930.

“Contributing an Historic Preservation Perspective to the Mapping the Du …” Race and Class in DuBois’ The Seventh Ward . Accessed June 8, 2023. http://www.dubois-theward.org/wp-content/uploads/2012/06/Rossetti_HistoricPreservation_3D.pdf.

File, Nate. “Where Is a Philadelphia Teenager Supposed to Hang Out?” https://www.inquirer.com, April 13, 2023. https://www.inquirer.com/news/public-spaces-teenagers-parks-and-recreation-free-library-20230413.html.

Katz, Michael B., and Thomas J. Sugrue. “The Context of the Philadelphia Negro.” Essay. In W.E.B. Dubois, Race, and the City: The Philadelphia Negro and Its Legacy, 5. Philadelphia: University of Pennsylvania Press, 1988.

Legacy of Courage: W.E.B. Du Bois and The Philadelphia Negro. Vimeo, 2022. https://vimeo.com/22239485.

Neal, Derek. “12 Questions to Ask When Designing Culturally and Historically Responsive Curriculum.” AMLE, April 19, 2021. https://www.amle.org/12-questions-to-ask-when-designing-culturally-and-historically-responsive-curriculum/.

Paul , John, and Alyana Gomez . “Four Students Shot near Philadelphia’s Overbrook High School: Police.” 6abc Philadelphia, November 24, 2022. https://6abc.com/overbrook-high-school-shooting-students-shot-philadelphia-police/12485459/.

Rubric for choice board project – cabarrus county schools. Accessed June 21, 2023. https://www.cabarrus.k12.nc.us/site/handlers/filedownload.ashx?moduleinstanceid=56553&dataid=102755&FileName=Choice%20Board%20Rubric.pdf.

School District of Philadelphia. “School Profiles.” School Profiles, https://schoolprofiles.philasd.org/overbrookhs/demographics. Accessed June 21, 2023.

Annotated Bibliography

B., Du Bois W E, and Isabel Eaton. “The Negro Criminal.” Essay. In The Philadelphia Negro, 235–40. New York, NY: Cosimo, 2007. This chapter excerpt is used to support the history of Black criminality in Philadelphia and beyond. This particular reading is pretty dense and can be hard to navigate so the scaffold of the Double Entry Notes is used to support student comprehension and engagement with the text. A timeline may be beneficial for this particular reading.

B., Du Bois W E, and Isabel Eaton. “The Negro in Philadelphia.” Essay. In The Philadelphia Negro, 10–15. New York, NY: Cosimo, 2007. This chapter excerpt is used in the Jigsaw activity. It will help students understand the history of Black people in Philadelphia and help demystify the assumptions of the “free and liberal North”. This article is used to foreground the concept of “place” and “space” as DuBois serially accounts for the evolution of Black rights and bondage post Civil War.

Hunter, Marcus Anthony. “Black Philly after the Philadelphia Negro.” Contexts 13, no. 1 (2014): 26–31. https://doi.org/10.1177/1536504214522005. This article is apart of the Jigsaw activity and it helps students understand Philadelphia in context of other big cities. Hunter’s article is shorter and not very overwhelming, and it the perfect length for a high school student.

Hunter, Marcus Anthony. “W.E.B. Du Bois and Black Heterogeneity: How the Philadelphia Negro Shaped American Sociology.” The American Sociologist 46, no. 2 (2014): 224–30. https://doi.org/10.1007/s12108-014-9249-2. This article was used for the Jigsaw activity. it is important that under these page numbers, students will be focused on DuBoisian Heterogeneity and Black Heterogeneity. These concepts are to help extend students’ understanding that Black people are not a monolith and have differing class and social identities helps define them as a polity. Furthermore, this reading helps extend student understanding of how DuBois pushed the boundaries of sociological knowledge from a “static” and “removed” science to a science where application is necessary for it to survive.

Robinson, Eugene. “Urgency, Focus and Sacrifice.” Essay. In Disintegration: The Splintering of Black America, 201–5. New York: Anchor Books, a division of Random House, Inc, 2011. This excerpt is used for the Jigsaw activity. This article centers Elijah Anderson who is famed for his introduction of the Philadelphia Negro. Robinson uses Anderson as a nexus to highlight the social contradictions of Black American social life as well as intramural social expectations. This article will support students’ understanding that social norms help inform the “place”.

Sack, Robert D. “The Power of Place and Space.” Geographical Review 83, no. 3 (1993): 326. https://doi.org/10.2307/215735. This article is used in order to support the Jigsaw activity. This article will help reify and deepen students’ understanding of “place” and “space”.