In the first semester of 11  grade IB, Honors, and On‐Level English, we will survey African American authors and make 

Eleventh Grade
International Baccalaureate, Honors, regular
Summer Reading Assignment
In the first semester of 11th grade IB, Honors, and On‐Level English, we will survey African American authors and make historical connections between the African American experience and the social conditions in the American South in the Post‐Civil War era. All students will read the play “The Piano Lesson” by August Wilson and write and analysis of how characters are affected by the social conditions in the south. Slavery officially ended in 1865 with the Emancipation Proclamation and the passage of the 13th amendment to the U.S. constitution. However state law makers throughout the south quickly enacted laws and set up economic and social constraints for African Americans that essentially extended enslavement and marginalization of black Americans until well into the 20th century. Though “The Piano Lesson” is set in the north, specifically 1930s Pittsburgh, Pennsylvania, All of the characters are originally from Sunflower County Alabama and faced racial persecution in the south before coming north. All students: You will need a copy of August Wilson’s “The Piano Lesson” ISBN # 0‐452‐26534‐7 from the either the Public Library, JFK Media Center, or JFK English Dept. Pages 6, 10, 38‐40, 43‐46, 91 are a few specific passages in the play where characters discuss the conditions they faced in the south. You will need to read and understand the entire play or you will not have the context necessary to understand these passages. We suggest students do a little google research on the Parchman Farm, the system of forced prison labor in the south and the realities of sharecropping. On‐level Students: will read “The Piano Lesson” and write a write a short essay (typed, double‐spaced, 12‐pt. Times New Roman font) analyzing how one or more characters has struggled against the social conditions in the south. Criteria for success 1) Students develop a thesis identifying a character from the play and the specific struggle they faced in the south. 2) Students describe the specific racial struggle the character faced in the south. 3) Students describe how that racial struggle has changed since this play’s 1930’s setting. Honors and IB Students: will read “The Piano Lesson” and watch the PBS documentary “Slavery by Another Name”. You can find the documentary for free online at http://www.pbs.org/tpt/slavery‐by‐another‐name/watch/ . You will then write a 5‐paragraph synthesis (typed, double‐spaced, 12‐pt. Times New Roman font) analysis discussing how the peonage and sharecropping systems discussed in the documentary effect one or more characters from the play. Criteria for Success 1) Students develop a thesis appropriate for their essay. 2) Students appropriately synthesize historical information from the documentary using the struggles faced by characters in the play. 3) Students appropriately incorporate quotes from the play to support their theses. Have a wonderful summer, Ms. Lamb Ms. Nevils Mr. Therrien Ms. Wischmann