![]() ![]() What makes Dana unfit for the past? What qualities will make it even more difficult to fit in here?.Why does Butler use it? What does it mean when Dana refers to herself in such language (48)? Draw attention to the Civil Rights Movement and Second Wave Feminism.Why is it significant that this text takes place in 1976, features slavery and is told from the perspective of a woman of color? How does the historical context help us to understand Dana a bit more?. ![]() Why does Butler start with this prologue? What do we already learn about Dana and Kevin from it?.Keep these charts and hand them back to them when we refill out the chart later in the book. Then I write the character names on the board and we fill out descriptions, making sure to point to textual moments where we learn these characteristics. [Stephanie Grossnickle-Batterton, Sample Lesson PlansĪfter giving them some beginning discussion questions (1-3), they fill out a T-Chart in groups: on one side, list characteristics, and on the other, list textual evidence. This usually opens up a fruitful discussion of the characters’ subject position (including their race) and how events do/do not affect them accordingly. I also have them track the main characters’ reactions to the events and discuss how these characters do or do not change. Here is a PowerPoint I have used for the discussion of neo-slave narratives: Kindred – Slave Narrative Then I talk about the genres of neo-slave narratives, as well as science fiction and fantasy. I introduce them to the idea of a slave narrative, having them read an excerpt from Frederick Douglass’s narrative. I have spent some time with students discussing genre and the way that Octavia Butler blends certain genres and forms. Then they can share their findings with the class. They can research important events, race relations, roles of women, standards of etiquette. Have students do some research on 18–the two historical settings of the novel. Classroom Strategies Pre-Reading Activity The middle sections can be slightly boring, so make sure to do some more hands-on exercises. A warning: it does not lend itself easily to close reading (in my opinion), but assignments based on characterization or historical context work very well. On the last day, I pair it with the introduction to The New Jim Crow and/or the documentary 13 th. I find that they trust me more easily and they learn how to communicate with one another more effectively. After teaching it for the third time, I am VERY bored, but they respond so well to it that I find myself continuing to use it. While it's not challenging by any means, the text does force them to talk about uncomfortable subjects-violence, slavery, race, sexual assault, suicide-and offers a good introduction to ground rules for further controversial subjects. I find that students are intrigued by the premise and enjoy speaking (sometimes yelling) about the characters. I typically begin the semester with a few short readings and then go directly into Kindred. ![]()
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