Lesson Plan: Teaching The Talk – Race in America

The Hate U Give by Angie Thomas

Objectives

1. Objectives

   By the end of this unit, students will:

   1. Understand the concept of “The Talk” and its role in Black families.
   2. Analyze how systemic racism and societal bias create the need for conversations like “The Talk.”
   3. Reflect on personal and societal responsibility in addressing racial inequities.
   4. Develop critical thinking and discussion skills around sensitive topics related to race, policing, and identity.

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Structure and Activities

Introduction to “The Talk”

1. Warm-Up Reflection (SEL Component):
   • Journal prompt: “What is a piece of advice you’ve been given to stay safe in public? Why do you think this advice was given to you?”
   • Share responses in small groups, focusing on differences in experiences based on identity and context.
2. Background and Context:
   • Watch The Talk – Race in America (https://youtu.be/coryt8IZ-DE).
   • And the one from Grey’s Anatomy
   • Facilitate a class discussion:
     • What stood out to you about the families’ experiences in the video?
     • Why do these families feel the need to have “The Talk”?
     • How does “The Talk” reflect systemic issues in our society?

 

• • Comprehension Questions

    1. What is “The Talk,” and why is it a common practice in many Black families?
    2. What specific advice do parents give during “The Talk,” and how is it meant to protect their children?
    3. How does the video describe the emotional impact of “The Talk” on both parents and children?
    4. What examples of systemic issues, such as police brutality or racial profiling, are mentioned in the video as reasons for “The Talk”?

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    Analytical Questions

    5. What role does historical and cultural context play in the development of “The Talk” as a necessity in Black communities?
    6. How do stereotypes and societal biases contribute to the need for “The Talk”?
    7. How might “The Talk” influence a child’s perception of their identity, authority figures, and society as a whole?
    8. What emotions are conveyed in the video, and how do these emotions reflect both the challenges and the resilience of the families involved?

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    Discussion and Critical Thinking Questions

    9. What is your reaction to the experiences shared in the video? How do they compare to conversations in your own family or community?
    10. What societal changes might help make “The Talk” unnecessary in the future?
    11. Do you think “The Talk” places too much responsibility on individuals to navigate systemic injustice, or is it an essential strategy for self-protection? Why?
    12. How can schools, communities, and law enforcement work to address the issues that “The Talk” seeks to mitigate?

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    Connection to Broader Themes

    13. How does “The Talk” highlight broader systemic problems, such as racial inequities and policing practices?
    14. What parallels can be drawn between the stories in the video and the messages of social movements like Black Lives Matter?
    15. How might allies or people from different racial backgrounds better understand and support families who feel the need to have “The Talk”?

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    Exploring the Themes of “The Talk”

    1. Jigsaw Research Activity:
       • Divide students into groups, assigning each group a topic related to “The Talk” for deeper exploration:
         • History and origins of “The Talk” in Black communities
         • The impact of police brutality on Black families
         • Media portrayals of racial stereotypes and their consequences
         • Legal and societal reforms aimed at reducing racial profiling
       • Groups research their topic and present findings to the class using visual aids or digital presentations.
    2. Fishbowl Discussion:
       • Inner circle discusses questions like:
         • What emotions do parents express when giving “The Talk”?
         • How might “The Talk” impact a child’s perception of themselves and society?
         • What role do stereotypes play in perpetuating the need for “The Talk”?
       • Outer circle observes and takes notes, then switches roles to participate in the discussion.

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    1. Introduction to the Black Lives Matter Movement:
       • Watch The Rise of Black Lives Matter (https://youtu.be/YG8GjlLbbvs).
       • Discuss the origins, goals, and impact of the BLM movement, connecting it to the themes in The Talk.
       • Provide time for students to research the official BLM website (https://blacklivesmatter.com) in small groups to learn about its guiding principles and major initiatives.

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  • Discuss why such conversations are necessary, tying it to Khalil’s experience in the novel.

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Deepening Understanding Through Research and Collaboration

1. Jigsaw Research Groups:
   • Topics:
     • Double consciousness and code-switching
     • The history and impact of police brutality
     • Media portrayals of race and bias
     • Activism and social movements
   • Scaffold research with curated resources (e.g., articles, videos, timelines).
   • Each group creates a digital or physical presentation to teach the class.
2. Fishbowl Discussions:
   • Assign key questions like:
     • How does Starr’s dual identity affect her relationships?
     • What is the role of family in activism?
     • How is Khalil portrayed by different groups in the novel?
   • Set norms for active listening, respectful disagreement, and critical thinking.

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Engaging with the Text Creatively

1. Character Analysis Posters (Visual Learning):
   • Assign each group a character (e.g., Starr, Maverick, Lisa, Khalil, Hailey).
   • Include quotes, personality traits, challenges, motivations, and relationships.
   • Display the posters for a gallery walk and peer review.
2. Mock Trials or Debates:
   • Debate the justification of certain characters’ actions (e.g., Officer One-Fifteen, Starr’s activism, Hailey’s bias).
   • Assign roles like prosecutor, defense attorney, witnesses, and jury.
   • Focus on evidence from the text and researched social issues.

 

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Final Assessment Options

Students choose one final project to demonstrate their learning:

1. Analytical Essay:
   • Topics: Starr’s dual identity, the role of activism, media bias, or family as a support system.
   • Scaffold writing with brainstorming sessions, thesis workshops, and peer editing.
2. Creative Response:
   • Write and perform a spoken word poem or monologue inspired by a character or theme.
3. Advocacy Project:
   • Develop a real-world proposal or awareness campaign addressing issues in the novel.

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Essay Questions