Exploring Racial Identity in Nella Larsen's 'Passing'

• Engels
• Middelbare school
• vmbo t, havo
• Leerjaar 4,5

Exploring Racial Identity in Nella Larsen's 'Passing'

Learning Objectives

At the end of the lesson you will understand the complexities of racial identity as presented in Nella Larsen's 'Passing'.
At the end of the lesson you will recognize the historical context of the 1920s that frames the narrative of the novel.
At the end of the lesson you will be able to discuss the themes of passing, identity, and community as they relate to the protagonist's experiences.
At the end of the lesson you will explore the psychological and emotional impact of racial passing on individuals and their relationships.

What do you already know about racial identity and passing?

Introduction to Nella Larsen's 'Passing'

Overview of the novel's setting in Harlem during the 1920s

The Protagonist: Irene Redfield

Examination of the protagonist, Irene Redfield, and her lifestyle

Character Analysis: Clare Kendry

Analysis of Clare Kendry's character and her choice to pass as white

Themes in 'Passing'

Discussion of the themes of racial identity, passing, and its implications

Relationship Dynamics

Exploration of the relationship dynamics between Irene and Clare

Passing

The act of a person classified as a member of one racial group being accepted as a member of a different racial group, particularly in cases of racial segregation.

Racial Identity

The way in which individuals perceive themselves and are perceived by others with regard to their race.

Harlem Renaissance

A cultural, social, and artistic explosion that took place in Harlem, New York in the 1920s, which is the setting of 'Passing'.

1920s

The decade in which 'Passing' is set, a time of significant social and cultural change in the United States.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.