Richard Wright, a Black boy living in the Jim Crow South, travels north in hopes of escaping the violence and prejudice that rules his childhood.

For this book, we offer a mix of literary and informational texts to support your upcoming novel unit. These lessons are designed to build students’ reading comprehension and engagement.

8th Grade Informational Text 1030L

Reconstruction

USHistory.org 2016
Passage Summary:

This informational text details the controversial policies of Reconstruction after the American Civil War.

When and How to Pair:

Have students read this text before they begin reading the book, in order to provide them with background on the time period following the Civil War and Reconstruction Era. This text will help students explore how African Americans were treated in the South. As students begin reading about Richard’s experiences in the South, ask them to consider how white people continued to subordinate Black people. What kind of injustices was Richard exposed to as a Black boy living in the South during this period?

8th Grade Psychology 830L

The Role Reverser: Growing Up Too Soon

Gregory L. Jantz, Ph.D. 2014
Passage Summary:

In this article, Dr. Gregory L. Jantz tells the story of a boy named Adam and the pressures he had to confront following the divorce of his parents. In short, he was forced to grow up too soon.

When and How to Pair:

Introduce this text after students finish reading Chapter 3, when Richard is still growing up in the South, to explore how children are sometimes required to grow up quickly. Have students read “The Role Reverser: Growing Up Too Soon” as insight into how taking on more responsibility can impact the child and his relationship with their family. Ask students to analyze how Richard had to take on more responsibility as a child than he should have. Have students compare Richard’s experience growing up to Adam’s in “The Role Reverser.”

9th Grade Informational Text 1280L

Black Soldiers in the Civil War

The National Archives 2016
Passage Summary:

In the information text "Black Soldiers in the Civil War," African American struggle for the right to fight as soldiers in the Civil War for their freedom.

When and How to Pair:

Introduce this text after students finish Chapter 5, when the author discusses Richard’s grandfather’s experiences in the Civil War, to provide additional information on how Black soldiers were treated during the Civil War. Ask students to discuss how the depiction of the experiences of Black soldiers in the informational text compares to Richard’s grandfather’s description. What problems did Richard’s grandfather encounter during the war? How did some of these problems continue to affect him after the war?

11th Grade Essay 1250L

Excerpt from "Southern Horrors: Lynch Laws in All Its Phases"

Ida B. Wells 1892
Passage Summary:

In "Excerpt from Southern Horrors: Lynch Laws in All Its Phases," historical activist Ida B. Wells discusses the injustice and horrors of Southern lynch laws, focusing on the violence against African Americans following the Civil War.

When and How to Pair:

Have students read this text after they finish Chapter 9, when an acquaintance of Richard’s is killed and he fears for his own safety. Students can use this pairing to explore the violence African Americans experienced in the South. What are the type of “crimes” that Ida B. Wells describes Black men and boys being killed for in the South? How does this correlate to the reasons that Richard, and other Black people in the South, experienced violence and the constant threat of violence? How do the white people that Richard encounters use fear and the threat of violence to control his life?

8th Grade Poem

Burning a Book

William Stafford 1986
Passage Summary:

William Stafford's poem "Burning a Book" considers the act of book burning in a new light, emphasizing the greater importance of combating ignorance and sharing ideas.

When and How to Pair:

Introduce this poem after students finish Chapter 13, when Richard finally acquires a library card, to generate a discussion about the dangers that some people think knowledge presents. How do people react to seeing Richard read and his desire to learn? In what ways do people try to censure Richard and his ideas? Ask students to discuss the danger of censorship and ignorance, especially when it’s forced on a certain group of people. How is this explored in the poem and through Richard’s experiences?

12th Grade Informational Text 1460L

The Rise and Fall of Karl Marx

Mike Kubic 2016
Passage Summary:

In "The Rise and Fall of Karl Marx," Mike Kubic discusses the life and work of Karl Marx, specifically his influence on other nations' socioeconomic structures.

When and How to Pair:

Introduce this text after students finish Chapter 19, when Richard has become involved with the Communist party, to provide students with additional information about the group and its beliefs. What initially draws Richard to communist ideals? What factors contribute to the change in his relationship with the Communist party and encourage him to eventually leave the group? After learning more about communism, ask students to discuss why Richard was never truly accepted by the party.

7th Grade Poem

Valentine for Ernest Mann

Naomi Shihab Nye 1994
Passage Summary:

In Naomi Shihab Nye's poem "Valentine for Ernest Mann," a speaker describes discovering poetry in unlikely places in the world.

When and How to Pair:

Have students read this poem after they finish the book, when Richard considers the role that writing plays in his life, to further explore the relationship writers have with the world around them. Ask students to discuss how Richard uses his writing to connect with and understand a world that he never felt fully accepted by. How does this compare to the speaker’s ability to find beauty in unexpected things in “Valentine for Ernest Mann”? How can writing help improve a person’s relationship with the world around them? What reasons would students give to argue that Richard accomplishes or fails to accomplish this in Black Boy?