The Power of Names

Lesson Plan

Activity 1: Reflect on Names and Freedom

Begin the unit by explaining to students that by examining the Reconstruction Era that followed the US Civil War, they will deepen their year-long exploration of the concepts of freedom and democracy in US history. Today, they will start by thinking about what is represented by people’s names. The 4 million Americans enslaved until 1865 had little control over their own names and the names of their children. After Emancipation, many of the formerly enslaved, or freedpeople, immediately exercised their newfound freedom to adopt new names. Students will learn more about that in this lesson. But first, ask students to take a moment to reflect on their own names. They can respond in their journals to the following prompts:

• What is your name? Who gave it to you? Do you know why?
• How do you feel about your name? Do you think it does a good job of representing who you are? If so, why? If not, what name do you think would better represent you?

After a few minutes of writing time, give students the opportunity to discuss and share parts of their reflection using the Think, Pair, Share strategy.

Activity 2: Explore the Connection between Names and Identity 

Read the poem from Two Names, Two Worlds as a class. If possible, ask a student or teacher fluent in Spanish to read the poem aloud. After reading the poem together, ask students to read it again individually or in pairs and create an identity chart for Jonathan Rodríguez. Throughout this unit, the lesson plans and activity suggestions will recommend using identity charts to explore the identities of individuals and groups and to the same format to create working definitions of key concepts. 

After students complete identity charts for Jonathan Rodríguez, give them the opportunity to share some of the key words and descriptions they included on the charts. Then debrief the activity by discussing with the class one or more of the following questions:

• What does Jonathan mean by the phrase “two names, two worlds”? What are the two worlds his name represents?
• How does he resolve these two worlds? What does he think is the essence of his identity?
• What parts of Jonathan’s identity are reflected in his name? What parts are hidden?
• What values and traditions are reflected in his name?

Activity 3: Provide Students with an Opportunity to Reflect on Their Own Identities

Have each student create an identity chart for themselves. Using the identity chart they created for Jonathan Rodríguez as a model, prompt students to include both the words and phrases they use to describe themselves as well as the attributes and labels others use to define them. Discuss with students the tension that exists in all of our identities between who others say we are and how we define ourselves.

Activity 4: Explore the Connection between Names and Freedom

Read Names and Freedom together and then divide the class into small groups. Assign each group one of the three individuals—Martin Jackson, Dick Lewis Barnett, or Mollie (Smith) Russell—whose testimony is included in the reading Changing Names. Have each small group create an identity chart for the individual they were assigned on a piece of chart paper. Encourage students to think deeply about what the testimonies reveal about each person’s identity. How does the reasoning behind these individuals’ choices for names reveal values and beliefs that can be added to their identity charts? 

Time permitting, post the identity charts in the classroom and give each group the chance to share their thinking with the class. If necessary, ask a few volunteers to share a summary of their group discussion with the class.

Then debrief the activity with a discussion centered on one or more of the following questions:

• What were some of the influences that shaped the choices freedpeople made about their names? How did they use their names to represent their identities to others?

• In what ways does a surname, or last name, provide a person with a sense of dignity?
• What do names reveal about the relationship between the individual and society?

Post the identity charts in the classroom and give each group the chance to share their thinking with the class.

Activity 5: Return to Opening Reflection

Now that students have deepened their thinking about names and how they relate to both identity and freedom, give them the opportunity to return to their opening journal reflections about their own names. What new thoughts, ideas, and opinions have emerged for them about their own names over the course of this lesson? Give them a few minutes to add to or revise their initial journal entries.