The New Jim Crow: Mass Incarceration in the Age of Colorblindness by Michelle Alexander

Literature Lesson Plans - Sykalo Eugen 2024

The New Jim Crow: Mass Incarceration in the Age of Colorblindness by Michelle Alexander

Subject: Social Studies (Civil Rights, Race and Ethnicity in the US)

Grade Level: 11-12 (Note: Due to the book's complex themes and mature content, consider student age and maturity levels)

Time Allotment: 6-8 weeks (This can be adjusted based on class time and desired depth of study)

Learning Objectives:

  • Students will analyze the concept of mass incarceration and its historical roots in the United States.
  • Students will evaluate the impact of the War on Drugs and racial profiling on communities of color.
  • Students will understand the concept of colorblindness and its limitations in addressing racial injustice.
  • Students will identify and analyze the various ways people of color are disenfranchised by the criminal justice system.
  • Students will participate in respectful discussions, debates, and written assignments that explore the book's arguments.

Materials:

  • Copies of The New Jim Crow by Michelle Alexander
  • Whiteboard or projector
  • Markers or pens
  • Handouts for activities and assignments (key term definitions, discussion questions, graphic organizers, research prompts)
  • Access to computers with internet for research (optional)

Lesson Procedures:

Week 1-2: Introduction and Historical Context

  • Introduction: Introduce Michelle Alexander and the concept of mass incarceration. Briefly discuss the dramatic increase in prison populations in the United States since the 1970s.
  • Historical Roots: Explore the historical roots of mass incarceration, including the legacy of slavery, convict leasing, and the War on Drugs. Discuss how these policies disproportionately affected communities of color.

Activities:

  • Students can create a timeline that tracks the rise of mass incarceration in the United States and key events that contributed to it.
  • Research and present on a specific historical figure or event related to the development of the carceral state (e.g., Richard Nixon's War on Drugs, convict leasing system in the South).

Week 3-4: The War on Drugs and Racial Bias

  • The War on Drugs: Analyze the impact of the War on Drugs on communities of color. Discuss racial profiling, mandatory minimum sentencing laws, and the crack cocaine sentencing disparity.
  • Colorblindness Critique: Explore Alexander's critique of colorblind racism and how it hinders efforts to address racial bias in the criminal justice system.

Activities:

  • Students can compare and contrast sentencing guidelines for crack cocaine and powder cocaine, analyzing the racial implications.
  • Hold a Socratic Seminar discussion on the concept of colorblindness and its limitations in achieving racial justice.

Week 5-6: The New Jim Crow and Disenfranchisement

  • The New Jim Crow: Analyze how the criminal justice system functions as a new form of racial control, disenfranchising people of color through incarceration and felony disenfranchisement laws.
  • Disenfranchisement's Impact: Discuss the impact of disenfranchisement on political participation and representation.

Activities:

  • Students can create a graphic organizer that outlines the various ways people of color are disenfranchised by the criminal justice system (e.g., incarceration, fines, loss of employment opportunities, housing discrimination).
  • Research and report on disenfranchisement laws in different states and their impact on voter turnout.

Week 7-8: Solutions and Discussion

  • Solutions and Reform: Discuss potential solutions and reforms to address mass incarceration and racial bias in the criminal justice system.
  • Contemporary Issues: Explore how issues like police violence and cash bail contribute to mass incarceration and disproportionately impact communities of color.

Activities:

  • Have a class debate on a specific criminal justice reform proposal, with students researching and presenting arguments for and against.
  • Students can write a persuasive essay advocating for a specific reform in the criminal justice system based on their understanding of the book.

Differentiation:

  • Provide scaffolding and support for struggling readers through chapter summaries, key term glossaries, and discussion prompts.
  • Challenge advanced students with independent research projects on specific aspects of mass incarceration or the impact on specific demographics.
  • Offer a variety of response formats for assignments to cater to different learning styles (e.g., presentations, infographics, creative writing).

Assessment:

  • Class participation in discussions and debates
  • Historical context timelines
  • Key term definitions
  • Graphic organizers analyzing disenfranchisement
  • Research presentations
  • Persuasive essays or creative projects on criminal justice reform

Note: This lesson plan is a framework and can be adapted to fit the specific needs of your class and the time available. It is important to create a safe and respectful classroom environment for students to discuss sensitive.