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Black Ice

Black Ice. By: Kim Gallo, Erica Morrin , Patrick Hansen, Vanessa Chionchio. Lorene Cary. Grew up in Philly 1972 accepted to St. Paul's private school in New Hampshire She was only the second African- American female to attend

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Black Ice

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  1. Black Ice By: Kim Gallo, Erica Morrin, Patrick Hansen, Vanessa Chionchio

  2. Lorene Cary

  3. Grew up in Philly • 1972 accepted to St. Paul's private school in New Hampshire • She was only the second African-American female to attend • Now the author of several books and has been published in several journals and magazines • Received five honorary doctorates Biography

  4. She always had an obsession and love for black ice, because it symbolized a slippery situation or a situation of warning. She enters the adolescent phase of her life on black ice. She must learn how to protect herself in order to become an adult. Why it’s called Black Ice

  5. Rape • Mistrust of men after being raped • Racial Tension post civil rights • “I was more aware of being black at St. Paul’s than I was of being a girl.” (Cary 200) • Guilt • Shame of race • After being raped, her sense of self- hatred increased • Isolation • Feeling alone and alienated at a primarily all white school • Violence • Verbal and physical • “Niggers and flies I do despise, the more I see niggers the more I like flies.” (Cary 79) Issues Addressed

  6. Issues Addressed • Cary discusses violence , both verbal and physical, in a lecture Stoneleigh Foundation http://www.youtube.com/watch?v=bSyv8-wf3WM

  7. What percent of schools were integrated in the North East in 1976? 86% 45% 27% 2% • In 1976 in the North East only 27.5 % of schools were integrated • In the south 45.1% of schools were integrated Segregation

  8. Coming of Age • Understanding her identity in terms of race and gender • Understating social implications/or lack of implication of each • Resilience • Overcoming adversity and creating positive self image • Self-Acceptance • Grows from being a victim of race and sex to being a “self-empowered free self” (Cart 104) Themes

  9. This book is primarily a story of a young American woman finding herself in an unfamiliar world. As teachers, one of our goals should be to help our students find themselves whether it be through things like socializing or classwork. • After reading this story, we find that it is especially important to be observant of our students who may be struggling to find themselves and help them in any way we can. • School should also be a safe place where learning thrives. • No student should have to feel as though they need to prove themselves to their peers or as if they are some kind of experiment. • As teachers, we hope to create an exciting environment where our students can learn at their own time and not feel as though they are being judged. Value for Future Teachers

  10. She now uses her experiences to encourage her students to see beyond external adversity and perform to their full potential regardless of challenges they face. Tools for implementing in a class visit Randomhouse.com

  11. Civilrights.org • Lorene Cary Blog • Randomhouse.com References

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