The Undefeated

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. What background knowledge do you have about African American history beyond slavery and the Civil Rights Movement? How do you think this history informs the present?

Teaching Suggestion: Some students may have substantial background knowledge; others may know very little. With sensitivity and empathy in mind, you may want to guide responses by having students first brainstorm key figures, events, literary and technological contributions, or more recent social justice issues. Connected class discussion might serve as a starting point for understanding the nuance of the issues this text addresses.

• “The 1619 Project and the Long Battle Over US History” is a New York Times Magazine article that discusses the controversy over the 1619 Project within a wider analysis of the ways in which many historians, writers, politicians, and others have traditionally viewed, recorded, and taught history. (Teacher-appropriate; not student-facing)
• This timeline article from History.com is factual and straightforward; it covers many different aspects of African American history. Students might review pieces of the timeline in small groups before sharing learned points with the class. For younger students, this resource from Britannica Kids might be a suitable option.

Personal Connection Prompt

When you read a poem or other short piece of literature, what qualities do you think make the poem or piece effective? Do you think a short work like a poem can be as effective as a novel or other full-length work—or even more effective? Why or why not?

Teaching Suggestion: It may be helpful to lead students in a guided brainstorming activity in which they recall and list works they have read in recent years, both in school and on their own. Students might also review narrative elements (point of view, characterization, theme, etc.) ahead of responding to the prompt so that they have some key language to use in their discussion.