Full Homegoing Novel Unit

1 Shares

Homegoing Teacher’s Guide

Do you want to teach the rich, intergenerational saga of Yaa Gyasi’s Homegoing with confidence, knowing you have the ultimate resource for teaching this modern masterpiece? This comprehensive guide offers 11th- and 12th-grade ELA and AP Literature teachers a detailed, low-prep roadmap to engage students in the novel’s powerful exploration of family, identity, and the enduring impacts of slavery and colonialism. Whether you’re seeking to deepen students’ understanding of colonialism, slavery, and overcoming generational trauma, or to amplify diverse voices in your curriculum, this Homegoing unit delivers thought-provoking lessons and activities that resonate with modern teens.

I have 13 years of teaching experience (English 11/English III & AP Literature). Using what I’ve learned along the way, I crafted a Homegoing: Complete Novel Study Unit Bundle that will save you hours of prep while providing you with materials designed to kickstart critical thinking and meaningful discussions in your classroom. This online blog post guide provides free, actionable strategies, while the full TPT bundle offers 149 pages of resources and 94 slides to help you teach this unit like a rockstar. Here’s what you’ll get with both this post & the unit:

Save Time: Ready-to-use materials aligned with Common Core and AP Lit standards.
Engage Students: Activities that connect historical themes to current issues like systemic racism, resillience, family, and cultural identity.
Promote Deep Analysis: Chapter-by-chapter questions, essay prompts, and projects that target all 7 AP Lit Big Ideas.

Grab the complete Homegoing unit bundle on TPT now!

Step into Homegoing’s World

Here’s an idea! Use this short descriptive intro to kick off your unit!

Imagine a fire crackling in the Ghanaian night, its glow illuminating the face of a young Asante woman, Effia, as she stands on the precipice of a life-altering choice. The air is thick with the scent of earth and salt, carrying whispers of the Atlantic Ocean and the horrors unfolding within the Cape Coast Castle below. Across the sea, in a sweltering American South, Esi, Effia’s half-sister, feels the weight of iron shackles and the suffocating press of bodies in a slave ship’s hold. Their stories, though worlds apart, are bound by their black stone necklaces, given to them by their mother, —symbols of lineage, loss, and resilience.

From the lush forests of the Gold Coast to the cotton fields of Alabama, Homegoing traces the descendants of these two sisters across three centuries. Each chapter comes to life through Ya Gyasi’s vivid imagery: the clink of chains, the rhythm of spirituals, the ache of a lost past and life in a diaspora. The novel’s characters navigate love, betrayal, and survival against the backdrop of colonialism, slavery, and systemic racism, their choices, fate, and the choices of others rippling through the generations.

For today’s students, Homegoing is a mirror and a window. Its exploration of cultural identity and generational trauma speaks to teens grappling with their own sense of belonging in a world shaped by historical inequities and choices: both their own and those of others. By connecting the past to present-day issues like systemic racism and the African diaspora, this novel ignites discussions that empower students to reflect on their identities and the legacies they inherit!

Comprehensive Teaching Guide

A. Overarching Elements

Before assigning reading chunks with Homegoing’s 14 chapters, you’ll want to give your students some background or context as a starting point or an anchor for the unit. Familiarize your students with these key elements, perfect for printing as classroom anchor charts to guide analysis throughout the unit.

Major Themes

Choices and Complicity: Characters navigate moral dilemmas, participating in oppressive systems like slavery or colonialism, often justifying their actions by tying them to survival or societal pressure.
History Through Personal Stories: Gyasi uses individual narratives to illuminate historical events, making the impacts of slavery and colonialism visceral and relatable.
Cultural Identity: Characters grapple with belonging, caught between their African heritage and new worlds shaped by displacement, systemic racism, and resillience.
Generational Trauma: Trauma from slavery and colonialism echoes across generations, with characters like Marcus and Marjorie seeking healing through reconnection with their roots.
Legacy and Memory: The novel explores how family histories and ancestral ties shape identity and resilience.
Systemic Racism: Historical and modern inequities, from the slave trade to Jim Crow, highlight the enduring impact of oppressive systems.

Key Literary Devices

Symbolism: Objects like the black stone necklaces and fire carry layered meanings, connecting characters across time.
Juxtaposition: Alternating chapters between Ghana and America highlight parallel effects of colonialism and slavery.
Structure: The novel’s interconnected yet distinct set of 14 stories reveals how past actions shape the present.
Imagery: Vivid sensory details, like the stench of the slave ship or the heat of a plantation, immerse readers in each era.
Motif: Recurring elements, such as water and scars, underscore themes of trauma and healing.

Comprehensive Homegoing Unit Bundle

Key Features:

149 pages of resources, including a 37-page study guide with 140 chapter questions and answers.
94 slides across two PowerPoints: one for chapter questions, one for essay writing instruction.
14 chapter quizzes and 6 essay prompts, all aligned with AP Lit and Common Core standards.
Editable Word & PPT files so you can edit & make it your own!
This all-in-one bundle saves you hours of prep! Grab my ready-to-use materials designed to deepen student engagement and encourage critical thinking!
Grade Level/Course Fit: Perfect for AP Literature and 11th/12th-grade ELA. Hits RL, W, and SL standards hard!

B. Chapter-by-Chapter Breakdown

Below is a detailed breakdown for all 14 chapters of Homegoing, designed to support AP Literature and 11th/12th-grade ELA classroom teachers. Each section includes key points, literary devices, themes, discussion questions, and a classroom activity to foster engagement and analysis.

Get a TASTE of what you’ll see in the full bundle!

Chapter 1: Effia

Key Points:

Effia, born in an Asante village, is raised by her cruel stepmother, Baaba, who hides Effia’s true parentage from her.
Her beauty leads to a marriage with James Collins, a British officer at Cape Coast Castle.
Effia is unaware her half-sister Esi is enslaved in the castle’s dungeons below.
Critical Moment: The revelation that Maame, not Baaba, is Effia’s mother reframes Effia’s isolation and Baaba’s cruelty.

Literary Devices:

Symbolism: The black stone necklace, given by Maame, symbolizes lineage and foreshadows its role across generations.
Imagery: The smell of ocean and burning palm grounds readers in the Gold Coast setting.

Themes:

Choices and Complicity: Effia’s marriage to a slaver implicates her in the slave trade, as she lives a privileged life due to the proceeds of his job, though she’s unaware of its full extent.
Cultural Identity: Effia’s move to the castle alienates her from her Asante roots, foreshadowing identity struggles that will pop up throughout the novel.

Discussion Questions:

How does the revelation of Effia’s true parentage reframe Baaba’s treatment of her and connect to themes of family secrets?
How does Gyasi portray the complicity of African kingdoms in the slave trade through Abeeku’s choices?
How might Effia’s fear of having a mixed-race child resonate with modern discussions about cultural identity?
(Find the FULL DISCUSSION QUESTIONS in the unit bundle, or just grab the reading questions part of the unit here!)

Activity Suggestion:

Activity: Create a character map tracing Effia’s relationships and choices.
Implementation: Students draw a diagram linking Effia to both her family members and James, annotating with quotes showing her feelings, choices, and motivations.
Learning Objective: Analyze character development and its connection to themes of complicity and identity.

Chapter 2: Esi

Key Points:

Esi, Effia’s half-sister, is captured during a raid and enslaved in Cape Coast Castle’s dungeons.
She endures horrific conditions before being shipped to America.
Her capture marks the beginning of her lineage’s American journey.
Critical Moment: Esi’s loss of the black stone necklace symbolizes her severed ties to her heritage.

Literary Devices:

Juxtaposition: Esi’s suffering in the dungeons contrasts with Effia’s life above, emphasizing systemic inequities.
Imagery: The dank, suffocating air of the dungeon conveys Esi’s trauma vividly.

Themes:

Generational Trauma: Esi’s enslavement plants the seeds of trauma that will affect her descendants.
History Through Personal Stories: Esi’s experience personalizes the brutality of the slave trade.

Discussion Questions:

How does the contrast between Effia and Esi’s experiences in Cape Coast Castle develop the motif of systemic racism & contribute to larger themes (stated as full, universal truth statements)?
What is the symbolic significance of Esi losing the black stone necklace, and how does it connect to legacy?
How might Esi’s psychological journey in this chapter relate to modern discussions about trauma and dehumanization?

Activity Suggestion:

Activity: Small group discussion: Compare and contrast Effia’s life above and Esi’s life below; what would a typical day be like for each sister? How are their lives similar to and different from one another, and why do those similarities and differences exist?
Implementation: Give students the above directions/questions (in the “activity” bullet point), either on paper or projected on the board. Have them discuss as a small group. Before they begin, have them all draw a venn diagram on a piece of paper so they can take notes on the similarities and differences they discuss.
Learning Objective: Develop critical thinking skills and speaking/listening skills through group discussion of the text.

Free Chapters 1-2 Sample Resources!

Free Homegoing Chapters 1 & 2 Reading Questions

Free Homegoing Chapters 1 & 2 Journal Questions
Key Features:

20 reading questions for chapters 1-2 with answer key.
2 pages of journal prompts encouraging personal and analytical responses.
Printable and digital formats = flexible use.
These free resources give you a taste of the full unit’s quality! See how you can engage your students & save yourself time!
Grade Level/Course Fit: Ideal for AP Lit and 11th/12th-grade ELA; aligns with RL.1, SL. 1, and W.9 standards.

Chapter 3: Quey

Key Points:

Quey, Effia’s son, navigates his mixed-race identity in London and returns to Ghana as a British official.
His arranged marriage to Nana Yaa reinforces his role in the slave trade.
Quey grapples with his complicity as he succeeds his uncle Fiifi in his role in trading slaves.
Critical Moment: Quey’s decision to perpetuate the slave trade reflects his internal conflict and feelings of being an outsider.

Literary Devices:

Metaphor: Quey’s descriptions of London’s “gray” versus Africa’s “vibrant colors” highlight his alienation.
Simile: Effia’s statement, “Evil is like a shadow. It follows you,” underscores the inescapable nature of moral compromise.

Themes:

Choices and Complicity: Quey’s role in the slave trade, despite his outsider status, forces both Quey and the reader to reflect upon moral responsibility.
Cultural Identity: His “half-caste” status and suppressed sexuality reflect broader struggles with belonging, both under colonial rule and in other contexts throughout the novel.

Discussion Questions:

How does Quey’s internal conflict illuminate themes regarding complicity in oppressive systems?
How does the metaphor of color in Quey’s descriptions of London and Africa connect to identity and belonging?
How might Quey’s experience as a mixed-race individual resonate with modern teens and adults who are navigating multicultural identities?

Activity Suggestion:

Activity: Debate whether Quey’s choice to participate in the slave trade was inevitable.
Implementation: Students split into groups, using textual evidence to argue for or against Quey’s agency.
Learning Objective: Develop argumentation skills and analyze moral responsibility in historical contexts.

Chapter 4: Ness

Key Points:

Ness, Esi’s daughter, is enslaved on a Mississippi plantation and separated from her mother and her son, Kojo.
Her scars from whipping become a symbol of her trauma and resilience.
Ness resists kindness from TimTam, reflecting her distrust shaped by slavery.
Critical Moment: Ness’s refusal to speak about her scars highlights her struggle with identity and trauma.

Literary Devices:

Metaphor: Men thrown overboard as “anchors attached to nothing” reflect Ness’s loss of identity and belonging.
Symbolism: Ness’s scars symbolize the enduring pain of slavery and societal attempts to erase it.

Themes:

Generational Trauma: Ness’s separation from her family perpetuates the cycle of trauma begun with Esi’s story.
Cultural Identity: The prohibition of Twi language strips Ness of her cultural roots, deepening her alienation.

Discussion Questions:

How do Ness’s scars reflect themes related to generational trauma, and why does society want to hide them?
How does the prohibition of Twi language connect to broader themes of cultural violence?
How might Ness’s resistance to TimTam’s kindness relate to modern discussions about trust and trauma?

Activity Suggestion:

Activity: Create a visual timeline of Ness’s separations from her family.
Implementation: Students map key moments of loss, annotating with quotes and connections to trauma.
Learning Objective: Analyze the impact of family separation on identity and resilience. Practice using text evidence to support claims and interpretations.

Chapter 5: James

Key Points:

James, Quey’s son, rejects his family’s role in the slave trade and runs away with Akosua.
His decision to live as a farmer challenges his colonial upbringing.
James learns about his family’s complicity from Mampanyin, confronting inherited guilt.
Critical Moment: James’s choice to forge a new path with Akosua reflects a break from his family’s legacy.

Literary Devices:

Metaphor: The “groundnut soup” metaphor illustrates tribal and colonial power dynamics.
Symbolism: The “invisible shackles of the mind” represent the psychological toll of colonialism.

Themes:

Choices and Complicity: James’s rejection of his family’s role challenges inherited guilt.
Cultural Identity: His choice to embrace Akosua and a simpler life reflects a reclaiming of authentic identity.

Discussion Questions:

How does James’s decision to run away with Akosua reflect the theme of making a “new way”?
How does the “groundnut soup” metaphor illuminate colonial manipulation?
How might James’s struggle with his family’s legacy connect to modern discussions about historical responsibility?

Activity Suggestion:

Activity: Write a letter from James to his descendants, reflecting on his choices.
Implementation: Students craft a 200-word letter, using textual evidence to explore James’s motivations.
Learning Objective: Synthesize themes of identity and choice through creative writing.

Chapter 6: Kojo

Key Points:

Kojo, Ness’s son, works in a Baltimore shipyard and builds a family with Anna.
The Fugitive Slave Act threatens their freedom, leading to Anna’s capture.
Kojo’s pride in his work contrasts with Ma Aku’s view of ships as “bad juju.”
Critical Moment: Anna’s disappearance shatters Kojo’s sense of home, deepening his trauma.

Literary Devices:

Symbolism: Ships symbolize both Kojo’s livelihood and feelings of pride and agency and the legacy of slavery.
Foreshadowing: Ma Aku’s warnings about “bad juju” hint at the family’s impending loss.

Themes:

Generational Trauma: Anna’s capture continues the cycle of family separation.
Cultural Identity: Kojo’s insistence on his name over “Jo” reflects resistance to cultural erasure.

Discussion Questions:

How does Kojo’s pride in shipyard work contrast with Ma Aku’s perspective, and what does this reveal about cultural identity?
How does the Fugitive Slave Act develop themes related to home and belonging?
How might Kojo’s transformation after Anna’s disappearance connect to modern issues of systemic racism?

Activity Suggestion:

Activity: Create a character comparison chart for Kojo and Sam.
Implementation: Students compare their experiences of fatherhood and trauma, using quotes to support analysis.
Learning Objective: Analyze character development and its connection to generational trauma.

Homegoing Introductory Packet

Homegoing Introductory Packet
Key Features:

7 pages of historical context readings and anticipation activities.
Editable for differentiation across AP Lit and 11th/12th-grade ELA.
Aligns with RL.2, RL.3, and SL.1 standards.
Start your unit with engaging, no-prep activities that contextualize Homegoing’s themes.
Grade Level/Course Fit: Designed for AP Literature and 11th/12th-grade ELA classrooms.

Chapter 7: Abena

Key Points:

Abena, James’s daughter, seeks her heritage in Kumasi, defying her parents’ wishes.
She learns about her family’s past and the black stone pendant’s significance.
Her affair with Ohene reflects her quest for autonomy amidst gender constraints.
Critical Moment: Abena’s discovery of her great-grandmother’s name marks a turning point in her identity.

Literary Devices:

Foreshadowing: Her mother’s warnings about “bad juju” hint at Abena’s future challenges.
Symbolism: The black stone pendant connects Abena to her lineage, symbolizing heritage.

Themes:

Cultural Identity: Abena’s journey to Kumasi highlights tensions between tradition and colonial influence.
Generational Trauma: Her father’s secrecy about their past perpetuates her sense of disconnection.

Discussion Questions:

How does Abena’s defiance of her parents reflect her quest for cultural identity?
How does the black stone pendant’s reappearance develop the theme of legacy?
How might Abena’s experience with gender roles connect to modern discussions about autonomy?

Activity Suggestion:

Activity: Create a cultural heritage collage for Abena.
Implementation: Students collect images and quotes representing Abena’s Asante heritage and influences, familial, traditional, and colonial.
Learning Objective: Analyze the interplay of tradition and colonialism in shaping identity.

Chapter 8: H

Key Points:

H, Kojo’s son, endures convict leasing in Alabama’s coal mines post-Civil War.
His lack of a full name reflects his stripped identity.
H forms a bond with Thomas, challenging racial divides.
Critical Moment: H’s realization that freedom is complex after experiencing convict leasing shapes his disillusionment.

Literary Devices:

Symbolism: H’s lack of a name symbolizes the erasure of identity under systemic racism.
Imagery: Descriptions of the coal mines’ choking dust parallel the suffocation of slavery.

Themes:

Systemic Racism: Convict leasing illustrates the persistence of oppression post-Civil War.
Generational Trauma: H’s experiences echo the family separations of his ancestors.

Discussion Questions:

How does H’s lack of a name connect to themes of identity and generational loss?
How does Gyasi critique the American justice system through H’s story?
How might H’s bond with Thomas relate to modern discussions about racial solidarity?

Activity Suggestion:

Activity: Write a letter from H to Ethe, reflecting on his realization about freedom.
Implementation: Students craft a 200-word letter, using textual evidence to explore H’s disillusionment.
Learning Objective: Analyze themes of freedom and systemic racism through creative writing.

Chapter 9: Akua

Key Points:

Akua, Abena’s daughter, is haunted by visions of a “firewoman,” symbolizing her trauma.
Her missionary upbringing and the term “Obroni” highlight issues of cultural alienation.
Akua’s mental state deteriorates after burning her hut, earning her the label “Crazy Woman.”
Critical Moment: Her husband’s plea spares her from mob violence, offering a chance for redemption.

Literary Devices:

Symbolism: The firewoman represents Akua’s inherited trauma and maternal loss.
Motif: Fire recurs as a symbol of destruction and trauma across generations.

Themes:

Generational Trauma: Akua’s visions and isolation reflect the weight of her ancestors’ suffering.
Cultural Identity: Her renaming as “Deborah” by missionaries underscores colonial erasure.

Discussion Questions:

How does the firewoman symbolize Akua’s struggle with generational trauma?
How does the conflict between the missionary and the fetish man reflect colonial power dynamics?
How might Akua’s isolation connect to modern discussions about mental health and trauma?

Activity Suggestion:

Activity: Create a dream journal for Akua.
Implementation: Students write three entries from Akua’s perspective, using the firewoman motif to explore ideas about trauma.
Learning Objective: Analyze symbolism and its connection to generational trauma.

Chapter 10: Willie

Key Points:

Willie, H’s daughter, moves to Harlem but loses her ability to sing due to racial and personal struggles.
Her family faces economic and social challenges, with Robert passing as white.
Willie’s premonitions foreshadow her family’s difficulties.
Critical Moment: Willie regains her voice, symbolizing resilience amidst adversity.

Literary Devices:

Metaphor: Willie’s loss of singing represents her silenced identity in Harlem.
Foreshadowing: Her “forward memories” build tension around her family’s struggles.

Themes:

Cultural Identity: Willie’s struggle with colorism and Harlem’s dynamics reflects identity challenges.
Generational Trauma: Her family’s separation echoes the novel’s pattern of loss.

Discussion Questions:

How does Willie’s loss and regaining of her singing voice connect to themes related to identity?
How does the Jazzing club reflect racial dehumanization in Harlem?
How might Willie’s experience resonate with modern teens facing societal pressures?

Activity Suggestion:

Activity: Choose a song you think connects with Willie’s emotional journey.
Implementation: Students select a song that they feel reflects Willie’s struggles, feelings, and/or resilience, explaining why they picked the song and what part of Willie’s journey it resonates with.
Learning Objective: Analyze character development through creative connections.

Chapter 11: Yaw

Key Points:

Yaw, Akua’s son, teaches that “history is storytelling,” grappling with his scar and colonial education.
His relationship with Esther fosters healing and forgiveness for his mother.
The black stone pendant reappears, connecting Yaw to his lineage.
Critical Moment: Akua’s advice to let yourself be free marks Yaw’s emotional liberation.

Literary Devices:

Symbolism: Yaw’s scar represents both personal and historical trauma.
Motif: The black stone pendant reinforces themes of inheritance and memory.

Themes:

Generational Trauma: Yaw’s reconciliation with Akua explores healing from past wounds.
Cultural Identity: His pro-independence writing resists colonial erasure of Ghanaian history.

Discussion Questions:

How does Yaw’s teaching that “history is storytelling” reflect the novel’s structure?
How does the black stone pendant connect Yaw to his ancestors?
How might Yaw’s journey toward forgiveness relate to modern discussions about healing from trauma?

Activity Suggestion:

Activity: Write a historical narrative from Yaw’s perspective.
Implementation: Students craft a 300-word story about Yaw’s family history, using his teaching philosophy as the heart of the project: tell the reader something about history by telling a personal story from Yaw’s life or his broader family history; use a story he would be aware of, either through first-hand knowledge or via a family member telling him the story.
Learning Objective: Synthesize themes of history and identity through creative writing.

Chapter 12: Sonny

Key Points:

Sonny, Willie’s son, quits his job working with the NAACP due to frustration with systemic racism.
His relationship with Amani explores contrasting views on African American identity.
Willie’s revelation about his father helps Sonny forgive her (Willie).
Critical Moment: Sonny’s struggle with addiction and jail reflects multiple forms of imprisonment.

Literary Devices:

Symbolism: Harlem symbolizes both opportunity and confinement for Black Americans.
Motif: Music (jazz and Gospel) represents expression and inherited resilience.

Themes:

Cultural Identity: Sonny and Amani’s debate about returning to Africa highlights signficant ideas about identity struggles.
Generational Trauma: Sonny’s broken family reflects the novel’s pattern of separation.

Discussion Questions:

How does Sonny’s quitting the NAACP connect to themes of power and helplessness?
How does music in this chapter develop themes of expression and freedom?
How might Sonny’s struggle with addiction relate to modern discussions about systemic barriers?

Activity Suggestion:

Activity: Create a dialogue between Sonny and Amani about what identity means.
Implementation: Students write a 200-word script, using textual evidence to explore each character’s perspectives.
Learning Objective: Analyze contrasting views on cultural identity.

Chapter 13: Marjorie

Key Points:

Marjorie, Yaw’s daughter, navigates her dual identity in Ghana and America.
Her awareness of her family’s scars shapes her understanding of trauma.
Her poem at a cultural event connects her to her ancestral history.
Critical Moment: Calling out “Maame” at her grandmother’s funeral ties Marjorie to her lineage.

Literary Devices:

Symbolism: Marjorie’s fear of fire connects to her family’s traumatic history.
Motif: Language (Twi vs. English) underscores her cultural assimilation struggles.

Themes:

Cultural Identity: Marjorie’s feeling of not belonging in Ghana or America reflects the challenges of belonging to a diaspora.
Generational Trauma: Her connection to Akua’s dreams links her to ancestral memory.

Discussion Questions:

How does Marjorie’s poem reflect her connection to her ancestral history?
How does the conflict between Twi and English develop themes of cultural assimilation?
How might Marjorie’s experience as an outsider connect to modern teens growing up in diverse communities?

Activity Suggestion:

Activity: Write a short poem from Marjorie’s perspective (10-14 lines).
Implementation: Students craft a poem using fire imagery and ancestral themes, mirroring Marjorie’s goal of expressing something about her own identity.
Learning Objective: Analyze symbolism and identity through creative writing.

Chapter 14: Marcus

Key Points:

Marcus, Sonny’s son, researches convict leasing, connecting it to his own family’s history.
His fear of the ocean reflects Esi’s trauma, while Marjorie’s fear of fire ties her to Effia’s line.
Their visit to Cape Coast Castle reunites the family lineages via the black stone pendant.
Critical Moment: Marcus and Marjorie overcoming their fears symbolizes healing from generational trauma.

Literary Devices:

Symbolism: The Cape Coast Castle represents the paradox of colonialism’s outward beauty and strength and inward corruption and ugliness.
Imagery: The “red dust and golden sand” of Ghana evoke Marcus’s feelings of ancestral connection.

Themes:

Generational Trauma: Marcus and Marjorie’s journey to Ghana offers the potential for healing.
History Through Personal Stories: Marcus’s research personalizes the history of systemic racism.

Discussion Questions:

How does the black stone pendant’s return symbolize the reunification of the family lineages?
How does the Cape Coast Castle’s irony reflect colonial hypocrisy?
How might Marcus and Marjorie’s overcoming of their fears connect to modern discussions about healing from trauma?

Activity Suggestion:

Activity: Create a family tree for Marcus and Marjorie with symbolic images (consider using emojis or icons) for each person on the family tree.
Implementation: Students map the two lineages, annotating each name with 1 image that connects to a key symbol, theme, or quote from the chapter. Students include a 1-2 sentence explaination for each image they chose.
Learning Objective: Synthesize what we’ve learned about the novel’s structure and its themes of reconnection.

Homegoing Chapter Quizzes

Homegoing Chapter Quizzes
Key Features:

14 quizzes (5 multiple-choice, 5 true/false, 5 short-answer per chapter).
32 pages total, with complete answer keys.
Aligned with RL.2, RL.3, RL. 4, RL. 5, & RL. 6 standards.
These quizzes save grading time and help you track student comprehension across all chapters. Hold students accountable for their reading with fun, quick quizzes that REINFORCE what they’ve learned & open their eyes about key details!!
Grade Level/Course Fit: Perfect for AP Lit and 11th/12th-grade ELA classrooms.

Materials and Resources

A. Essay Prompts & Assessment Ideas

The following sample prompts, aligned with AP Literature standards, encourage deep analysis and critical thinking.

The full TPT ESSAY download includes 6 prompts with detailed directions + scaffolding & differentiation, + LESSON SLIDES!

Choices and Complicity: Analyze how three characters participate in oppressive systems, exploring their reasons, consequences, and justifications. Connect to the theme of moral responsibility.
Generational Trauma: Focusing on Marcus and Marjorie, analyze how trauma is passed down through their family lines, discussing their coping mechanisms and the potential for healing.

Link: Get the full essay prompt set with detailed directions on TPT!

B. Final Project Ideas for Homegoing

Looking for more fun ideas for your unit?? These project ideas help you engage students with diverse learning styles and encourage both creativity and analysis!

Multimedia Family Tree: Students create a digital or physical family tree tracing Effia and Esi’s descendants, annotating each member’s spot on the tree with 1 key quote, 1 key theme, and 1 key visual/symbol.
Historical Research Presentation: Research a historical event from the novel (e.g., the Asante wars) with a buddy and present a 5-minute summary of what happened and how it connects to a story from the novel. Run your historical event idea by the teacher before you start researching!
Creative Writing: Write a new chapter (4-5 pages) for a child of either Marcus or Marjorie who is living in 2025, incorporating themes of identity and the legacy of trauma/healing/resillience.
Symbolism Art Project: Create a visual representation of three symbols (e.g., fire, water, black stone necklace) with analysis of their significance. Divide your space in three (like a peace sign without the middle foot) and then create a visual for each symbol you’ve chosen. Leave space for a 1-paragraph explanation of each symbol’s significance to the overall story & its themes.
Oral History Interview: Interview a family member about their own cultural heritage, write up a newspaper-style interview column, and then write a reflection paragraph where you connect what your interviewee discussed with the themes of the novel. Brainstorm 5 questions about your family member’s cultural heritage before you interview him or her.
Podcast Episode: Find a group of 2-3 people and sit down to record a discussion of how Homegoing’s themes relate to modern issues. Make sure you have a list of topics to discuss before you start recording! The discussion should be 5-10 minutes in length. Try to ensure that each team member is able to contribute roughly equally.

C. Additional Teaching Ideas

Related Poems/Supplementary Texts: “The Negro Speaks of Rivers” by Langston Hughes; “Middle Passage” by Robert Hayden; “Bury Me in a Free Land,” by Francis Ellen Watkins Harper; “To the White People of America,” by Joshua McCarter Simpson; “Still I Rise,” by Maya Angelou; “The Passage of Grandison,” by Charles W. Chesnutt
Historical Context Readings: You may wish to find contemporary articles or websites that cover topics such as the Asante Empire, the transatlantic slave trade, and Jim Crow laws in an accessible way for your students. Many of these sources change webaddresses frequently, especially when they host media such as videos or webquests, so do your own searching to find great sources that are up-to-date and without broken links!!
Debate Topics: Should descendants of enslaved people receive reparations? Is cultural assimilation something we should want for those who are part of a diaspora or who have migrated from their place of birth?

Your Homegoing Unit Is Going to Be Great!

Teaching Homegoing is an opportunity to bring diverse, diasporic voices into your classroom while tackling complex themes like systemic racism, cultural identity, and generational trauma. This blog post guide, paired with the Homegoing: Complete Novel Study Unit Bundle, has everything you need, right at your fingertips, to come to class ready to go with an engaging, standards-aligned unit that involves very minimal prep on your end! Having taught English 11/ELA III & AP Lit for 13 years, I’ve seen how these approaches and activities can captivate modern students and encourage them to actually read our class novels from start to finish! Plus, teachers love this unit—it’s my 3rd highest-selling resource on TPT!

Get the full unit bundle now and transform your Homegoing lessons!