Voices of Identity

Lesson Overview

• Unit: Voices of Identity: Du Bois vs. Washington
• Lesson Title: Introduction to the Debate & Du Bois’ Double Consciousness
• Duration: 60 minutes
• Class Size: 10 students
• Year Group: Year 11
• Curriculum Link:
  • Subject: English Language & Literature (ELA)
  • UK National Curriculum Alignment:
    • Reading: Critically analysing 19th and 20th century non-fiction texts
    • Writing: Expressing complex ideas with clarity and cohesion
    • Speaking & Listening: Engaging in structured debate and discussion

Learning Objectives

By the end of this lesson, students will:

1. Understand W. E. B. Du Bois’ concept of double consciousness from Of Spiritual Strivings.
2. Analyse how Du Bois structures his argument and conveys a sense of divided identity in his writing.
3. Evaluate how identity can be shaped by societal expectations through discussion and creative expression.
4. Synthesise their learning by producing a brief podcast discussion exploring Du Bois’ key message.

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Lesson Structure

1. Starter Activity: Quickwrite (10 minutes)

• Purpose: Introduce the theme of identity and internal conflict.
• Instructions:
  • Display the following prompt on the board:

    “Have you ever felt like you had to act differently in different situations? How do you reconcile multiple parts of your identity?”

  • Students will write independently for 5 minutes, capturing thoughts, emotions, and experiences related to the theme.
  • Invite two volunteers to share their thoughts (optional).
  • Facilitate a brief discussion on personal identity and society’s expectations.

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2. Mini-Lesson: Du Bois’ Argument Structure (15 minutes)

• Aim: Guide students in dissecting Du Bois’ argument in Of Spiritual Strivings.
• Strategy: Teacher-led, interactive breakdown of key ideas.
• Activities:

  1. Contextual Overview (5 min):

     • Introduce W. E. B. Du Bois and his role in the early 20th-century civil rights movement.
     • Discuss the historical context of racial identity in post-Reconstruction America.

  2. Key Text Analysis (10 min):

     • Distribute annotated extracts from Of Spiritual Strivings.
     • Focus on two key passages, analysing literary devices:
       • Metaphor of the "veil"
       • Definition and explanation of "double consciousness"
     • Use Socratic questioning to prompt critical thinking (e.g., "Why does Du Bois describe this as a ‘second sight’? How does his argument build towards a resolution?").

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3. Paired Podcast Discussion (25 minutes)

• Objective: Encourage students to synthesise their understanding in a creative, structured format.
• Activity Overview:
  • Students pair up and record a 3-minute podcast snippet discussing the question:

    “How does Du Bois’ idea of double consciousness apply to identity conflicts today?”

  • Guiding structure for discussion:
    • Minute 1: Summary of Du Bois’ argument (each student contributes a key takeaway).
    • Minute 2: Personal or modern-day connections (e.g., social media personas, cultural identity, code-switching).
    • Minute 3: Key takeaway—Why does double consciousness matter today?
  • Pairs use voice notes on school tablets or phones (audio only, no video).

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4. Exit Ticket & Reflection (10 minutes)

• Outcome: Ensure students can articulate Du Bois’ key message succinctly.
• Task: Hand out individual exit slips where students answer:

  "Summarise Du Bois’ idea of double consciousness in one sentence. How does this relate to identity struggles today?"

• Reflection Discussion (if time allows):
  • Have two students share their summaries.
  • Tie responses back to students’ initial quickwrite reflections, reinforcing how literature helps us understand personal experiences.

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Assessment & Differentiation

Formative Assessment:

• Exit ticket responses will demonstrate conceptual understanding.
• Podcast discussions provide insight into students’ ability to connect literature with modern experiences.

Differentiation Strategies:

• For Higher Ability: Encourage extended responses with evidence linking Du Bois to wider sociological or philosophical concepts (e.g., Fanon’s Black Skin, White Masks).
• For Developing Learners: Provide step-by-step breakdowns of difficult passages, using guiding questions and group discussions for support.

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Homework (Optional)

• Task: Write a 300-word personal response to this prompt:

  “Identify a modern figure (public or personal) who you think experiences double consciousness. How do they navigate it?”

• Purpose: Encourage further reflection and connection to contemporary issues.

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Teacher Reflection

• Which discussion strategies engaged students the most?
• Did students successfully connect text analysis to their own lives?
• What misconceptions emerged, and how can they be addressed in Lesson 2?

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Next Lesson (Lesson 2 of 5): Comparing Du Bois & Washington’s Visions

• Students will contrast Du Bois’ ideas with Booker T. Washington’s philosophy, evaluating their differing views on racial progress.

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This lesson plan prioritises engagement, student voice, and critical thinking, aligning with the UK curriculum while encouraging creativity. Let the discussions begin! 🎙✨