{"id":50,"date":"2015-04-21T12:16:50","date_gmt":"2015-04-21T17:16:50","guid":{"rendered":"https:\/\/my.vanderbilt.edu\/zora\/?page_id=50"},"modified":"2015-04-22T18:15:05","modified_gmt":"2015-04-22T23:15:05","slug":"eyes_were_watching","status":"publish","type":"page","link":"https:\/\/my.vanderbilt.edu\/zora\/lesson_plan\/eyes_were_watching\/","title":{"rendered":"Teaching the African Diaspora with Their Eyes Were Watching God: Students Researching Through Fieldwork and Fiction"},"content":{"rendered":"

Teaching the African Diaspora with Their Eyes Were Watching God<\/em>: Students Researching Through Fieldwork and Fiction<\/strong><\/p>\n

<\/strong>Lesson Guide Overview<\/strong><\/p>\n

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Grade levels:<\/strong> 10th-12th Grade\u00a0Subject areas: Language\u00a0Arts\/English\/Literature<\/p>\n

Interdisciplinary Connections<\/strong>: This Lesson Plan is an extension or framework plan for discussion Their Eyes Were Watching<\/em> God by Zora Neale Hurston. It could be modified to discuss any chapter\/portion of the novel or to discuss chapters from Tell My Horse<\/em> in a social studies class that is studying the Caribbean. \u00a0It connects with Geography, Human Geography, Sociology, and World History as well.<\/p>\n

Key words: <\/strong>global competency, research skills, Zora Neale Hurston, close reading, annotating, dual-entry journal, Latin America, race and racism, gender, spirituality, Haiti, Jamaica, the U.S. South<\/p>\n

Summary<\/strong><\/p>\n

This lesson plan can be used either as an extension plan or a general plan for a discussion of Their Eyes Were Watching God in a High School English\/Literature\/Language Arts Class. It can be modified to discuss other works, and for use in social studies classrooms, in conjunction with CLAS\u2019 lesson plan on the documentary Poto Mitan.\u00a0\u00a0In this lesson, students will briefly learn about Zora Neale Hurston\u2019s work as a social scientist who studied folklore and culture in the black diaspora across the U.S. and Latin America. Students will discuss the major questions Hurston addressed in her research on the African Diaspora, and how they might have impacted her while writing Their Eyes Were Watching God during a research trip in Haiti. They will then use this framework to develop a research question about folklore, experience, and culture that they will trace through the novel. A special focus on gender, race, and spirituality is a suggestion, but teachers can amend this to whichever themes in the text they\u2019d like to highlight, making it easy applicable to multiple approaches to the text. This activity will stimulate a close reading of the text and a research and evidence-based approach to discussing the novel. It will also urge students to see social science and literature as connected, and to connect insights and questions about the human experience from literature to the study of cultures in the U.S. and beyond.<\/p>\n

Lesson Plan:<\/strong>Teaching the African Diaspora with Their Eyes Were Watching God:<\/em> Students Researching Through Fieldwork and Fiction<\/a><\/p>\n

PowerPoint: <\/strong>PPT Zora Neale Hurston Teaching Diaspora Through Fieldwork and Fiction<\/a><\/p>\n

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Zora Neale Hurston's Research in the Americas<\/p><\/div>\n

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Teaching the African Diaspora with Their Eyes Were Watching God: Students Researching Through Fieldwork and Fiction Lesson Guide Overview Grade levels: 10th-12th Grade\u00a0Subject areas: Language\u00a0Arts\/English\/Literature Interdisciplinary Connections: This Lesson Plan is an extension or framework plan for discussion Their Eyes … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":1487,"featured_media":0,"parent":2,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-50","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/my.vanderbilt.edu\/zora\/wp-json\/wp\/v2\/pages\/50","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/my.vanderbilt.edu\/zora\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/my.vanderbilt.edu\/zora\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/my.vanderbilt.edu\/zora\/wp-json\/wp\/v2\/users\/1487"}],"replies":[{"embeddable":true,"href":"https:\/\/my.vanderbilt.edu\/zora\/wp-json\/wp\/v2\/comments?post=50"}],"version-history":[{"count":13,"href":"https:\/\/my.vanderbilt.edu\/zora\/wp-json\/wp\/v2\/pages\/50\/revisions"}],"predecessor-version":[{"id":92,"href":"https:\/\/my.vanderbilt.edu\/zora\/wp-json\/wp\/v2\/pages\/50\/revisions\/92"}],"up":[{"embeddable":true,"href":"https:\/\/my.vanderbilt.edu\/zora\/wp-json\/wp\/v2\/pages\/2"}],"wp:attachment":[{"href":"https:\/\/my.vanderbilt.edu\/zora\/wp-json\/wp\/v2\/media?parent=50"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}