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Exploring
Race & Racism
through Barack Obama's Speech
by
Jinnie Spiegler
Objective:
The
objective of this lesson is to study Barack Obama's March 18,
2008, speech and to use it as a springboard to discuss race in
the context of history and personal background; feelings such
as anger, disappointment and hope; the impact of culture, class,
and age on race; segregation, the economy, and our hope for the
future.
1.
Introduction/Background
Senator
Barack Obama delivered a speech entitled "A More Perfect
Union" in Philadelphia on March 18, 2008. He delivered this
speech in response to criticism of his association with his long-time
pastor and spiritual advisor, Reverend Jeremiah Wright. Reverend
Wright has been criticized for some controversial remarks he made
while giving his sermons at the Trinity United Church of Christ
in Chicago. Some have deemed those statements anti-American and
anti-white. Some maintained that Senator Obama didn't distance
himself enough from Reverend Wright and his so-called "hate
speech." Senator
Obama responded to the controversy with this speech.
Ask students: Who is Barack Obama? What do you know about him?
Why did he make this speech, and why now? Has anyone already seen
it or read it?
2. Read or view the speech
Watch the entire speech on video or read aloud Obama's speech.
Links to the video and transcript are provided below. You may
also have the students read silently if that is preferable.
A video
of the speech can before found here: http://www.youtube.com/watch?v=eN_Su8ywLwk
The
text of the speech can be found here:
http://www.nytimes.com/2008/03/18/us/politics/18text-obama.html?bl&ex=1205985600&en=159a0f4776d53b1c&ei=5087%0A
3.
Feelings Web
After watching or reading the speech, explore the students’
feelings about it.
Write
“feelings about the speech” and draw a circle around
it. Ask the students how the speech made them feel. Record their
words on a semantic web. Write "feelings about the speech"
and draw a circle around it. After watching and/or reading the
speech, ask students how the speech made them feel. Record their
words on a semantic web, connecting the words to the circle with
lines. (Words might include such emotions as angry,
embarrassed, proud, confused, relieved, nervous sad, or happy.)
Discuss:
What do you notice about the words? Are they mostly positive,
negative, or mixed? Were a lot of feelings generated?
4.
Micro-Lab
Break students into groups of four. Explain that they will be
doing a micro-lab, which is a structured way to talk in small
groups so that everyone gets a chance to speak and listen. Explain
that you will ask a question and the students should take turns
one at a time and respond to each question. Each student will
have one minute to respond to each question. When the minute is
up, the teacher will call "time," which will let them
know to move onto the next question. After everyone has responded
to the first question, the next question will be asked. There
should be no cross-talking or interrupting.
Small-group
questions:
1.
After reading or hearing the speech, did you learn any new information?
Did you have any new insight or see a new perspective? If so what
was it?
2.
In Obama's speech, what did you agree with and what resonated
with you?
3. What did you disagree with or find difficult to hear?
4.
Have you had any similar experiences as Obama? If so, what
are they?
Reconvene the whole class and ask for volunteers to share what
they said in the micro-lab. Remind students that they should only
share what they said in the micro-lab and not what someone else
said.
Large
group questions:
1. What do you think Barack Obama's background and family
might have to do with his perspective on race?
2. What is the role of anger in looking at race and racism?
What do the different races have in common when it comes to anger?
What are constructive and destructive uses of anger?
3. What other issues does Obama raise in addition to race
and racism? Are these issues interconnected? If so, how?
4.
How does Obama connect history (such as the creation of the
Constitution and slavery) to modern history (such as segregation
and the civil rights movement) and to current day racism and issues
such as affirmative action?
5. What does Obama say about how different generations
view race issues?
6.
How do you think Obama has come to the understanding of race,
racism, and race relations that he has?
7.
What stance is Obama taking on his relationship with Reverend
Wright, and why do you think he has taken that stance?
8.
If you could ask Obama one question, what would it be?
5. Further Questions for Discussion and/or Research
Have students brainstorm a list of questions for further discussion
and research. Use these questions for research papers and further
discussion when time allows.
Closing
Do
a go-round, with each student saying one word or phrase that describes
a thought or feeling coming out of this activity.
This
lesson was written for TeachableMoment.Org, a project of Morningside
Center for Teaching Social Responsibility. We
welcome
your comments. Please email us at: info@morningsidecenter.org.
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