EnrichmEnt GuidE

Transcription

EnrichmEnt GuidE

Enrichment Guide
School Dates:
JANUARY 18 –
FEBRUARY 15, 2007
Based on the book by
Christopher Paul Curtis
Adapted by Reginald A. Jackson
In partnership with:
Media sponsors:
For
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FirstS rials, vis al
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This project is supported, in part, by the
Milwaukee Arts Board, with funds from the
Wisconsin Arts Board of the State of Wisconsin.
Please be sure to share this guide
with all teachers who are taking
their students to see this production.
Photocopy or download
additional copies from
FirstStage.org
Inside the Guide
Setting the Stage
A Note to Teachers and Parents
preparing for the play
Synopsis. . . . . . . . . . . . . . . . . . . . . . . . . . 3-4
Pre-Show Questions . . . . . . . . . . . . . . . . 6
About the Author. . . . . . . . . . . . . . . . . . . 5
Suggested Reading. . . . . . . . . . . . . . . . . 6
THE QUILTMAKER’S GIFT
Based on the novel by Christopher Paul Curtis, THE WATSONS GO TO BIRMINGHAM-1963 is a story
about family, and the bonds that connect us so deeply to our family. Taking place in 1963, a pinnacle
For Teachers
Curriculum connections
before or after the play
LANGUAGE ARTS
Langston Hughes. . . . . . . . . . . . . . . . . . 14
Exploring the Civil Rights Movement
Through Poetry. . . . . . . . . . . . . . . . . 15, 16
My Family . . . . . . . . . . . . . . . . . . . . . . . . . 22
SOCIAL STUDIES
Introduction and Experiment in Unfair
Treatment/Prejudice. . . . . . . . . . . . . . . . 9
Exploring and Learning from the
Civil Rights Movement . . . . . . . . . . . . . 10
It Takes Courage. . . . . . . . . . . . . . . . 11,14
Courage to Stand. . . . . . . . . . . . . . . . . . 12
Symbol of Civility Community
and Ethics . . . . . . . . . . . . . . . . . . . . . . . . . 17
Family Crest . . . . . . . . . . . . . . . . . . . . 20, 21
year during the Civil Rights Movement, the Watsons explore what it means to be a strong, reliable and
courageous family, as they overcome obstacles and stand by each other through challenging times.
THE WATSONS GO TO BIRMINGHAM-1963 is a powerful story that presents clear thematic ties in:
choices, community, the Civil Rights Movement, cultural identity, differences, empathy, equality,
prejudice, tolerance and trust.
Enclosed in this enrichment guide is a range of materials and activities intended to help you discover
connections within the play through the curricula. It is our hope that you will use the experience of
attending the theater and seeing THE WATSONS GO TO BIRMINGHAM-1963 with your students as a
teaching tool. As educators and parents, you know best the needs and abilities of your students.
Use this guide to best serve your children‹pick and choose, or adapt, any of these suggestions for
discussions or activities. We encourage you to take advantage of the enclosed student worksheets
please feel free to photocopy the sheets for your students, or the entire guide for the benefit of
other teachers.
Enjoy the show!
HISTORY
Timeline of the American Civil Rights
Movement. . . . . . . . . . . . . . . . . . . . . . . . 7-8
Coverage of the 1963 Birmingham
Bombing . . . . . . . . . . . . . . . . . . . . . . . 18,19
GEOGRAPHY
Winter Weather Across America. . . . 23
Road Trip. . . . . . . . . . . . . . . . . . . . . . . . . . 26
SCIENCE
Climate vs. Weather. . . . . . . . . . . . . . . . 24
MATH
Julia Newby
Education Director
414-267-2971
[email protected]
Car Troubles. . . . . . . . . . . . . . . . . . . . . . . 25
Curtain Call
Post-Show
Discussion Questions . . . . . . . . . . . . . . 27
Who Said It!. . . . . . . . . . . . . . . . . . . . . . . . 27
Answers
Who Said It!. . . . . . . . . . . . . . . . . . . . . . . . 28
Car Troubles. . . . . . . . . . . . . . . . . . . . . . . 29
Road Trip. . . . . . . . . . . . . . . . . . . . . . . . . . 30
First Stage Policies
• Because of union regulations the use of recording equipment and cameras is strictly
forbidden in the theater.
• Food, drink, candy and gum are not permitted in the theater.
• Any portable radios brought to the theater by students will be kept by the House Manager during the performance and returned to the group leader at the conclusion of the play.
• There is no smoking in the theater, by order of the Fire Marshal.
• Should a student become ill, suffer an injury or have another problem, please escort him or her to the theater lobby and ask an usher to notify the House Manager immediately.
• In the unlikely event of a general emergency, the theater lights will go on and someone will come on stage to inform the audience of the problem. Remain in your seats, visually locate the nearest exit and wait for First Stage ushers to guide your group from the theater.
Seating for people with disabilities: If you have special seating needs for any student(s)
and did not indicate your need when you ordered your tickets, please call the Box Office at
(414) 267-2962 NOW. Our knowledge of your needs will enable us to serve you better upon
your group’s arrival at the theater.
Setting the Stage: Synopsis
I
n the winter season of 1963 in the city of Flint,
Michigan, the temperature outside is well below
freezing, and the Watson family huddles together
for warmth on the living room couch. Kenny and
his little sister, Joetta, have layers of sweaters and
socks on, and are tucked under blankets in between
their parents. Their older brother, Byron, is too cool
to snuggle up with the family on the couch, but the
cold is so bitter that he moves close to his father on
the couch, still making sure he is not touching anyone. Flint winters are extreme and no matter what
they do, the Watson family cannot get warm. Mrs.
Watson begins bickering with Mr. Watson about living so far north—Mrs. Watson is from Birmingham,
Alabama and moved up to Flint when she and Mr.
Watson got married. Even after all these years of living in Michigan, Mrs.
Watson still cannot get used to the harsh winter conditions and she teasingly blames Mr. Watson for moving her to Flint. Mr. Watson teases her
back by reminding her that if she did not marry him and move to Flint,
she would be married to Moses Henderson, another man who courted
Mrs. Watson at the same time as Mr. Watson. Mr. Watson makes fun of
Moses Henderson and, although Mrs. Watson tries to stay angry at Mr.
Watson, she can’t help but laugh and the children laugh along with her!
Mrs. Watson does mention that if she had married Moses Henderson,
she’d be living down south, not freezing cold for most of the year! Mr.
Watson agrees that the weather is much more temperate in the south,
but reminds her of all the racial prejudice that exists there. Mrs. Watson
retorts by pointing out the racial prejudice that is present in the north, as
well—it’s something inescapable in every region of America.
In the wintertime, Mrs. Watson makes Kenny and
Joetta put excessive layers of snow gear on every
time they leave the house. Joetta and Kenny
always heat up from all the layers they are forced
to wear and start complaining about it. Byron,
overhearing his siblings’ grievances, decides to tell
them the real reason their mother makes them
dress like that in the winter. He tells them this story
confidentially, and makes them promise they won’t
tell their mother that he told them. After swearing
not to tell a soul, Byron discloses the real reason
their mother makes them dress in so many layers:
every night, dozens of people freeze to death right
out in the streets, and in the morning, the garbage
truck drives through the streets and picks up all
these frozen people. People who have northern blood don’t freeze as
quickly, because they are used to the cold; but people with southern
“down-home” blood freeze quicker than ever! Because Mrs. Watson is
from Alabama, the children have “down-home” blood and could suddenly freeze up at any minute if they are not always bundled up. Kenny
knew Byron was teasing them, but enjoyed the story anyway, and Joetta
never again complained about having to wear so many layers when she
went outside.
At school one day, a new boy from Mississippi joined Kenny’s class.
Kenny was so thankful for this—finally, there would be someone new
for the kids to make fun of, instead of constantly teasing and bullying
Kenny. This new boy, Rufus, is placed at a desk right next to Kenny and,
even though hei s a new kid, he takes cues from the other students and
starts making fun of Kenny, too. However, Kenny notices that Rufus
didn’t have a lunch, and shared his with Rufus. From that point, Kenny
and Rufus became friends, and every day when Kenny saw that Rufus
doesn’t have a lunch, he shares his with Rufus. When Mrs. Watson finds
out Kenny is sharing his lunch with Rufus, she begins packing extra food
in his lunch—enough for both Kenny and Rufus. But when the students
stop picking on Kenny and start taunting Rufus instead, Kenny also joins
in on teasing Rufus. This hurts Rufus tremendously, and he decides to
stop talking to Kenny altogether.
The Watson family is not rich, but they are a secure and loving family
that sticks together. As they attempt to make the best out of a bad and
cold situation, Mr. Watson, Kenny and Byron go outside to brush snow off
the family car—the brown bomber, an old 1948 Plymouth. Byron barely
helps, and instead begins checking himself out in the outside mirror of
the car and as he leans in to give his image a kiss, he lips suddenly freeze
to the mirror! Byron begins yelling at Kenny in a panic to get help and
quickly, Mrs. and Mr. Watson and Joetta rush outside to see what is the
matter. Seeing Byron stuck to the mirror puts Mrs. Watson into a frenzy,
while Mr. Watson bursts out laughing when he realizes how Byron got
himself in this trouble! Finally, after considering numerous tactics, Mrs.
Watson rips Byron’s lips from the frozen mirror. Byron is not only in a considerable amount of pain, he is also extremely embarrassed, and Kenny
secretly enjoys seeing Byron humbled. Byron is one of the coolest kids at
school, and sometimes uses his popularity to bully Kenny. Kenny is not so
popular at school; he is a very good student and is praised by his teachers
as being one of the best readers at his school. In addition to this, he has
a problem with his eyes—they appear to look slightly crossed. But even
though Byron makes fun of his eye, and calls him Poindexter because he’s
so smart, Kenny knows Byron is actually really proud of him and will never
let anyone hurt him.
Byron was always testing his limits and getting into trouble—skipping
school, bullying other kids, putting snacks and other food on the family’s
account at the grocery store without permission. This time, Kenny walks
in on Byron in the bathroom lighting toilet paper parachutes on fire,
and both Kenny and Byron know they are not allowed to play with fire,
especially in the house. Kenny tells Byron to stop before their mother
catches him and he gets in big trouble, but Byron just yells at Kenny to
leave him alone. From the living room, Mrs. Watson smells smoke and
she orders Joetta to get her a pack of matches. Joetta knows Byron is in
real big trouble and gets scared her mother is going to set Byron on fire.
She pleads for her mother to not hurt Byron, that he will never play with
fire again if she just lets him off easy this last time. But Mrs. Watson has
had it with Byron’s juvenile behavior and decides she’s going to teach
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
3
The next day, Grandma Sands tells the kids to stay away from Collier’s
Landing because the current is strong and a child drowned there only a
few weeks prior. Grandma Sands calls the current a whirlpool; Joetta and
Kenny don’t know what a whirlpool is and Byron decides to tease them
by telling them that Grandma Sands was saying Wool Pooh—Winniethe-Pooh’s evil twin brother who lives underwater and snatches kids
down into the water with him. Kenny doesn’t believe Byron, and tells
him he is going to Collier’s Landing anyway. Byron warns Kenny not to go
swimming there, but Kenny doesn’t listen. As Kenny swims, scooping up
fishes in his hand, he suddenly feels something pulling him down under
the water. Byron is nervous about Kenny swimming at Collier’s Landing,
so he decides to secretly check up on him. When he sees Kenny fighting
to stay above water, and quickly loosing the fight, he dives in and pulls
Kenny to the shore. Kenny is scared and embarrassed, while Byron is just
thankful he found Kenny in time to save him.
him a lesson and show him the danger of playing with fire by burning
one of his fingers. As she strikes the match, Joetta quickly blows it out
and, luckily, Mr. Watson enters the front door and Byron is saved…for the
moment. Later that night, Kenny goes over to Rufus’ house, with a pillowcase filled with toy dinosaur figurines, in an attempt to apologize to
Rufus for teasing him like all the other kids. Rufus is still mad at Kenny, but
forgives Kenny and they decide to be best friends again.
Kenny thought Byron learned his lesson when their mother almost
burned Byron’s finger, but that was not the case. This time, Byron relaxes
and straightens his hair, against his parents’ wishes. Mr. and Mrs. Watson
are furious about this and do not understand why he wants to ruin his
hair to make it look like a white persons. Byron tries to explain to them
that he doesn’t want to hair like a white person, he wants to slick it back
in the style of popular Mexican American celebrities and musicians.
However, Mr. and Mrs. Watson told Byron he was not allowed to do this to
his hair, and to punish him for his disobedient behavior, Mr. Watson takes
Byron into the bathroom and shaves all his hair off. Mr. and Mrs. Watson
also decide they need to do something else to punish Byron, something
more drastic, so he learns his lesson and starts shaping up his behavior.
His delinquency will only get him into more trouble the older he gets,
and Mr. and Mrs. Watson want to stop it before it’s too late.
Kenny lays low at the house for the next few days, afraid that his mother
and grandmother will find out what happened to him at Collier’s Landing.
Joetta is on her way to Sunday school with Grandma Sands and Mrs.
Watson, and the men are left at the house alone. Suddenly, there is the
sound of an explosion that wakes up Mr. Watson and Byron. Soon, Mrs.
Watson runs into the house and they find out that someone has dropped
a bomb on the Church. Kenny races to the Church, trying to find his
sister. He sees a little girl laying in the rubble, wearing a white dress and
black patent-leather shoes, just like Joetta. He tries to pull the girl out,
but the smoke is so thick, he starts to choke and has to get out of the
Church to save his own life. Kenny thinks Joetta is still in the Church, possibly dead by now, and he is incredibly upset because he wasn’t strong
enough to save her. Then, out of the blue, Joetta comes up to Kenny,
unaware of the tragedy that has just occurred. Kenny is stunned and
can’t believe his sister is actually alive. Kenny asks Joetta why she wasn’t
still in the Church and Joetta explained to him that she got really hot
inside, so she decided to step outside for a while—she wasn’t even near
the Church when the bomb went off. Kenny is so happy to see Joetta,
unhurt, and he tells her how much he loves her. Then, Kenny finds Byron
and thanks him for saving his life and not telling their mother and father
about the whole incident. Byron and Kenny then talk about how scared
they were when they thought Joetta was inside the Church and Byron
tells Kenny how brave he thinks he is because Kenny was the only person
who went to the Church to find Joetta. Kenny and Byron share a moment
of brotherhood and love together as the rest of the family finds the boys
and joins them—the entire family, all together. x
Mr. and Mrs. Watson decide the best thing to do with Byron is send
him to Birmingham, Alabama, to spend the summer with Grandma
Sands. Grandma Sands is a no-nonsense woman, and the pace of life in
Birmingham is much different than that of the city of Flint. Mr. and Mrs.
Watson believe if anyone can shape Byron up, it is Grandma Sands. So,
the entire family packs up the “brown bomber” and heads to Birmingham.
As they begin the drive, Mr. Watson talks to Kenny about the attitudes
some white people down south have for African Americans. He explains
to Kenny that, although it is unfortunate, it is the way of the world right
now and that Kenny and Byron need to be smart with their words and
actions; angry and intolerant people want to see others fail, and Mr.
Watson doesn’t want to see his sons give those people the satisfaction of
seeing them fall short.
When the Watsons arrive at Grandma Sands house, Kenny and Joetta
are feeling a bit anxious—they have never met her before, but have
heard how stern and strict she is! Soon enough, Kenny and Joetta meet
Grandma Sands, and the family settles into the house. Grandma Sands
also introduces the family to her gentleman friend, Mr. Robert. This is the
first time Mrs. Watson has ever heard her mother mention Mr. Robert and,
at first, has a hard time seeing her mother with someone other than her
father. Grandma Sands tries to explain to her daughter that Daddy died
twenty years ago, and that eventually she had to move on—especially
after Mr. and Mrs. Watson moved away to Flint. Mr. Robert is a kind, elderly man who tells Kenny and Byron wild stores about hunting raccoons;
Kenny enjoys Mr. Robert’s stories, but Byron is still angry about having to
spend the summer in Birmingham and refuses to warm up to anyone.
During the day, Byron starts shooting at birds, right in their nests.
Grandma Sands sees what Byron is doing and asks him why he would
want to hurt and kill an innocent animal—not for food, but simply for
amusement. She asks Byron what he expects the innocent, peaceful
bird to do when it is faced with death. Byron answers that the bird
should fight back. Grandma Sands talks to Byron about what is going
on in Birmingham, between black people and white people; she tries to
explain to Byron that fighting will not make people view the world differently, or make other people stop acting as they do. It is courageous
to treat all people with kindness and to stick up for what you believe
without bullying others into agreeing with your beliefs. Fighting is the
cowardly thing to do, because it doesn’t solve any problems and only
hurts you more.
4
About the Author
Christopher Paul Curtis
Taken directly from: http://www.kidsreads.com/authors/au-curtis-christopher-paul.asp
© Copyright 2007, Scholastic Press, an imprint of Scholastic, Inc. All rights reserved.
Christopher Paul Curtis was born and reared in Flint, Michigan. After high school graduation, he worked on the
assembly line of the Fisher Body Plant/Flint Plant No. 1 and graduated from the Flint branch of the University
of Michigan. His first book, THE WATSONS GO TO BIRMINGHAM - 1963, received a Newbery Honor and Coretta
Scott King Honor book citation in 1996, and BUD, NOT BUDDY received the Newbery Medal and Coretta Scott
King Award in 2000.
His most recent book is ELIJAH OF BUXTON. “This novel came to me in a way that was far different than any
other,” states Curtis. “From the word ‘go’ Elijah and I became close friends. When I’d go to the library to write, it
was as if he were anxiously waiting for me, waitng to tell about his life, his worries, his adventues.”
Christopher Paul Curtis lives with his wife and two children in Windsor, Ontario, Canada.
Shannon Maughan from Kids Reads interviewed Christopher Paul
Curtis in 2000. He spoke with Shannon about his family, his work and
what inspires him to write. Here’s what he had to say
Each different era has a feel to it and you just have to find it. I try to imagine what
other people’s lives were like. It’s been fun to imagine what my grandparents
were like back then. When I was a kid, I didn’t want to listen to their stories, which
is a shame.
Q: When did you first know you wanted to be a writer?
Christopher Paul Curtis: I’ve always loved writing, but I never thought I could make
a living at it. About six or seven years ago, my wife knew I was unhappy with my job
and she told me that I should take time to do what I really wanted --- to write.
I have a riot when I write. I laugh. If I knew it was this much fun, I would have
started when I was four. I love it.
Q: Where do you find the ideas for your books?
Christopher Paul Curtis: The idea for THE WATSONS GO TO BIRMINGHAM --- 1963
came from a trip I took with my own family several years ago. We were driving from
Michigan to Florida and I wanted to do it in 24 hours. I just said “I’m not stopping!”
To keep myself awake, I started thinking about this family [who later became the
Weird Watsons of Flint].
Once I got back home from the Florida trip, I wrote a story about the Watsons driving
to Florida. But once I got the characters to Florida, the story just kind of died. I got
some fresh inspiration when my son brought home a school assignment to read the
poem “The Ballad of Birmingham” by Dudley Randall, about the church bombing in
that city during the civil rights movement. After that I knew the Watsons wanted to
go to Birmingham instead.
Writers have to have really good ears and really good eyes. Ideas come from everywhere --- sometimes from everyday conversations. They start really small and they
grow, like planting a seed.
Q: Have you used experiences from your own life in your novels?
Christopher Paul Curtis: Yes. For me it’s an important part of writing. I think it makes
your writing more immediate and more believable. There’s a truth in it. When you
have autobiographical touches in the story it’s just more interesting to read.
Kids Reads NOTE: In BUD, NOT BUDDY, you’ll find a really terrific afterword (with photos)
from the author about his real-life grandfathers --- orchestra leader Herman F. Curtis,
Sr., and railroad redcap and Negro League pitcher Earl “Lefty” Lewis --- who inspired the
characters in the book.
Q: Both of your books are set in the past. What kind of research did you do
before writing them?
Christopher Paul Curtis: For THE WATSONS GO TO BIRMINGHAM, I relied on my memories. I was around Kenny’s age in 1963 and I had an idea of what was going on then
and how people were feeling. But my first-ever trip south was the drive to Florida.
The setting for BUD, NOT BUDDY was well before I was born. I did research on how
kids spoke then, what life was like during the Depression. I read tons of old books,
magazines and newspapers in the library.
Q: What is a typical day like for you?
Christopher Paul Curtis: I’ve been writing full-time since about 1996. On a typical day I wake up at 5 AM (I worked in a factory for 13 years and can’t break the
habit!). I edit and do rewriting for awhile. I go to the library at 9 AM and do some
new writing (I write everything out longhand first). Then I go play basketball and
work out for an hour or so. After that I head home to meet my daughter Cydney
(who’s in third grade) after school, and I help around the house.
My son isn’t at home anymore; he’s in the Navy now, but he was the first person
to read my drafts of THE WATSONS GO TO BIRMINGHAM and he was very helpful.
It’s hard to find someone to give your stuff to. He typed a lot while I was working
on the book. Cydney has been a big help, too. She even wrote one of the songs
I used in BUD, NOT BUDDY.
Q: What are you working on now?
Christopher Paul Curtis: I’m working on two books right now, both for Delacorte.
One is a contemporary novel for older kids. It’s about a 15-year-old boy from Flint
whose mother owns a bunch of rental properties.
The other book (for 8- to 10-year-olds) is called MR. CHICKY’S FUNNY MONEY, about
a kid who gets an unusual gift --- a quadrillion dollar bill.
A third book might be a sequel to BUD, NOT BUDDY, but I’m not sure yet.
Q: Do you enjoy going out to meet the kids who read your books?
Christopher Paul Curtis: I did a book tour in November and December (1999) that
included 40 presentations to schools in Houston, so I’m kind of traveled out right
now. But it’s important to get out and meet the kids. It’s helpful on a personal
level. It keeps you in touch, lets you see what they are thinking and feeling.
Q: What kind of advice do you like to give about writing?
Christopher Paul Curtis: Writing is not magical; it’s not mystical. Keep it fun. You’re
in control --- you create people and places, you’re like a little god when you write.
Like anything else in life, if you’re serious about it, do it everyday. Stay in practice.
At first it seems hard, but your mind is so fantastic, it learns how to make it easier.
And remember that when you write about your family, what you know, it just has
more truth --- it sounds believable.
5
Suggested Reading
Bud, Not Buddy by Christopher Paul Curtis
Elijah Of Buxton by Christopher Paul Curtis
Esperanza Rising by Pam Munoz Ryan
The Slave Dancer by Paula Fox
Soup by Robert Newton Peck
Number the Stars by Lois Lowry
Lily’s Crossing by Patricia Reilly Giff
Maniac Magee by Jerry Spinelli
The Civil Rights Movement for Kids: A History with 21 Activities by Mary C. Turck
We Shall Overcome: The History of the American Civil Rights Movement by Reggie Finlayson
A Wrinkle in Time by Madeleine L’Engle
Black Books Galore!: Guide to More Great African American Children’s Books by Donna Rand
and Toni Trent Parker
One-Hundred-and-One African-American Read-Aloud Stories by Susan Kantor
100 African Americans Who Shaped American History by Chrisanne Beckner
Pre-Show Questions
1. Each family is unique and special. What does “family” mean to you? Write a definition of “family” and give examples of how
your family fits this definition.
2. What does it mean to have a “first impression” of someone? How do “first impressions” form our opinions about someone? Are “first impressions” always correct, why or why not?
3. Each member of your family gives of their time, talents, and treasures to make the household a better place to live. How does each member of your family contribute to the common good of the group, and what special things do you do to help out your family?
4. Have you—or someone you know—ever been treated unfairly because of your family, background, culture or age? How did this make you feel? How did you handle the situation?
5. Has your family ever gone on a road trip? Where did you go, and what did your family do together to pass time in the car?
6
BRIEF TIMELINE OF THE AMERICAN CIVIL RIGHTS MOVEMENT (1954 - 1965)
Civil Rights History Class Information
Taken directly from: http://www.ags.uci.edu/~skaufman/teaching/win2001ch4.htm
Martin Luther King, Jr. The leaders organized the Montgomery Bus
Boycott, which would deprive the bus company of 65% of its income,
and cost Dr. King a $500 fine or 386 days in jail. He paid the fine, and
eight months later, the Supreme Court decided, based on the school
segregation cases, that bus segregation violated the constitution.
1957 - Desegregation at Little Rock: Little Rock Central High School
was to begin the 1957 school year desegregated. On September 2,
the night before the first day of school, Governor Faubus announced
that he had ordered the Arkansas National Guard to monitor the
school the next day. When a group of nine black students arrived at
Central High on September 3, they were kept from entering by the
National Guardsmen. On September 20, judge Davies granted an
injunction against Governor Faubus and three days later the group
of nine students returned to Central High School. Although the students were not physically injured, a mob of 1,000 townspeople prevented them from remaining at school. Finally, President Eisenhower
ordered 1,000 paratroopers and 10,000 National Guardsmen to Little
Rock, and on September 25, Central High School was desegregated.
1960 - Sit-in Campaign: After having been refused service at the lunch
counter of a Woolworth’s in Greensboro, North Carolina, Joseph McNeill,
a Negro college student, returned the next day with three classmates to
sit at the counter until they were served. They were not served. The four
students returned to the lunch counter each day. When an article in the
New York Times drew attention to the students’ protest, more students,
both black and white, joined them, and students across the nation were
inspired to launch similar protests. “In a span of two weeks, there were
sit-ins in eleven cities” (Williams 129). Despite beatings, being doused
with ammonia, heavy court fines, arrest and imprisonment, new waves
of students appeared at lunch counters to continue the movement
through February and March. “By late March, the police had orders not
to arrest the demonstrators because of the national publicity the sit-ins
were attracting” (Williams 133). Senator John F. Kennedy, one of the candidates in the presidential election that year, sent a statement to the sitin students in Atlanta expressing the sentiment that “they have shown
that the new way for Americans to stand up for their rights is to sit down”
(qtd in Williams 135). This represented one of the few times that either
presidential candidate addressed a civil rights issue during the campaign.
1954 - Brown v. Board of Education: In the 1950’s, school segregation was widely accepted throughout the nation. In fact, law in
most Southern states required it. In 1952, the Supreme Court heard
a number of school-segregation cases, including Brown v. Board of
Education of Topeka, Kansas. This case decided unanimously in 1954
that segregation was unconstitutional, overthrowing the 1896 Plessy
v. Ferguson ruling that had set the “separate but equal” precedent.
1955 – Mississippi and the Emmett Till Case: The Supreme Court
decision fueled violent segregationist backlash against black citizens by
gangs of whites who committed beatings, burnings and lynchings, usually with impunity, since all-white juries notoriously refused to convict
whites for killing blacks. “The usual reasons for murder ranged from
stealing food to talking back to a white person” (Williams 39). However,
in 1955, two black men were murdered for trying to register black voters. But the case that drew the most national publicity was the murder
of 14-year-old Emmett Till, a teenager from Chicago who was visiting
relatives in Mississippi that summer. On a dare from his pals, Emmett
spoke flirtatiously to a white woman, saying “Bye, Baby” as he left a
local store. Several nights later the woman’s husband and her brother
forced Emmett into their car and drove away. Till’s body was found
three days later in the Tallhatchie River. There was barbed wire around
his neck, a bullet in his skull, one eye gouged out, and his forehead was
crushed on one side. Despite overwhelming evidence of guilt based
on eye-witness testimony, Bryant and Milan were found “not guilty” by
an all-white, all-male jury. “The murder of Emmett Till had a powerful
impact on a new generation of blacks. It was this generation, those
who were adolescents when Till was killed, that would soon demand
justice and freedom in a way unknown in America before” (Williams 57).
1961 - Freedom Rides: In 1961, busloads of volunteers of mixed races
waged a cross-country campaign to try to end the segregation of bus
terminals. Their plan was to test the Supreme Court’s ruling that segregated seating on interstate buses and trains was unconstitutional. Their
legal action, however, was met with violence at many stops along the
way. Local segregation laws were frequently used to arrest and try the
freedom riders. But as one group was arrested, more arrived to take their
place. Throughout the summer, more than 300 Freedom Riders traveled
through the deep south in an effort to integrate the bus terminals. When
freedom riders were savagely beaten in Montgomery, Alabama, one of
President Kennedy’s representatives was also knocked unconscious and
left lying in the street for half an hour. Kennedy felt this gave him justification to send in 600 federal marshals in a showdown between the
state of Alabama and the federal government. After this confrontation,
Kennedy made a deal with Democratic governors and congressmen
who held power in the South. He would not send in federal troops as
long as they made sure there was no mob violence against the riders.
1955 - Montgomery Bus Boycott: Rosa Parks, a 43-year-old black
seamstress, was arrested in Montgomery, Alabama, for refusing to
give up her seat near the front of a bus to a white man. The following
night, fifty leaders of the Negro community met at Dexter Ave. Baptist
Church to discuss the issue. Among them was the young minister, Dr.
7
BRIEF TIMELINE OF THE AMERICAN CIVIL RIGHTS MOVEMENT (1954 - 1965)
Civil Rights History Class Information
1965 Selma: Outraged over the killing of a demonstrator by a state
trooper in Marion, Alabama, the black community of Marion decided
to hold a march. Martin Luther King agreed to lead the marchers on
Sunday, March 7, from Selma to Montgomery, the state capital, where
they would appeal directly to governor Wallace to stop police brutality
and call attention to their struggle for suffrage. When Governor Wallace
refused to allow the march, Dr. King went to Washington to speak with
President Johnson, delaying the demonstration until March 8. However,
the people of Selma could not wait and they began the march on
Sunday. When the marchers reached the city line, they found a posse
of state troopers waiting for them. As the demonstrators crossed the
bridge leading out of Selma, they were ordered to disperse, but the
troopers did not wait for their warning to be headed. They immediately
attacked the crowd of people who had bowed their heads in prayer.
Using tear gas and batons, the troopers chased the demonstrators to
a black housing project, where they continued to beat the demonstrators as well as residents of the project who had not been at the march.
1962 - Mississippi Riot: President Kennedy ordered Federal Marshals to
escort James Meredith, the first black student to enroll at the University
of Mississippi, to campus. A riot broke out and before the National
Guard could arrive to reinforce the marshals, two students were killed.
1963 – Birmingham: Birmingham, Alabama was one of
the most severely segregated cities in the 1960s. Black men and
women held sit-ins at lunch counters where they were refused
service, and “kneel-ins” on church steps where they were denied
entrance. Hundreds of demonstrators were fined and imprisoned.
Birmingham; In May 1963: Dr. King, the Reverend Abernathy and
the Reverend Shuttlesworth lead a protest march in Birmingham. The
protestors were met with policemen and dogs. The three ministers were
arrested and taken to Southside Jail. Dr. King was held in solitary confinement for three days, during which he wrote, smuggled out of jail, and
had printed his “Letter from Birmingham Jail,” a profoundly moving justification for the moral necessity of non-violent resistance to unjust laws.
Bloody Sunday received national attention, and numerous marches
were organized in response. Martin Luther King led a march to the
Selma Bridge that Tuesday, during which one protestor was killed.
Finally, with President Johnson’s permission, Dr. King led a successful
march from Selma to Montgomery on March 25. President Johnson
gave a rousing speech to congress concerning civil rights as a result
of Bloody Sunday, and passed the Voting Rights Act within that same
year. John Lewis, former freedom rider and voting rights registration
organizer, and one of the young men beaten on the Selma Bridge that
Sunday, currently serves as a U.S. Congressman for the State of Georgia.
Birmingham; In September 1963: The Ku Klux Klan bombed the
Sixteenth Street Baptist Church, killing four little girls who, dressed in
the “Youth Sunday” best, were preparing to lead the 11:00 am adult
service. The bombing came without warning. Since 1911, this church
had served as the center of life for Birmingham’s African American community. By the end of the day, riots and fires had broken out throughout Birmingham and another 2 teenagers were dead. This murderous
act shocked the nation and galvanized the civil rights movement.
1963 – August 28th March on Washington: Despite worries that
few people would attend and that violence could erupt, civil rights
organizers proceeded with this historic event that would come to
symbolize the civil rights movement. A reporter from the Times
wrote, “no one could ever remember an invading army quite as
gentle as the two hundred thousand civil rights marchers who occupied Washington.” Here, Dr. King gave his “I Have a Dream” speech.
1965 – Voting Rights Act of 1965: Prohibits literacy tests and poll taxes,
which had been used to prevent blacks from voting. According to a report
of the Bureau of the Census from 1982, in 1960 there were 22,000 AfricanAmericans registered to vote in Mississippi, but in 1966 the number had
risen to 175,000. Alabama went from 66,000 African-American registered
voters in 1960 to 250,000 in 1966. South Carolina’s African-American
registered voters went from 58,000 to 191,000 in the same time period.
1963 – November 22nd Assassination of President Kennedy: Vice
President Lyndon Baines Johnson, a Texan, became the next President
of the United States.
1968 – April 4: Assassination of Martin Luther King, Jr. in Memphis,
Tennessee.
1968 – June 5th: Assassination of Robert F. Kennedy. Robert Kennedy
had inherited the hopes of civil rights advocates after the loss of
Martin Luther King, Jr.
Presidential candidate Kennedy was shot
at the Ambassador Hotel in Los Angeles, California, just minutes
after claiming victory in that state’s crucial Democratic primary.
1964 – July 2nd The Civil Rights Act of 1964: In his first address to
Congress and the nation as president, Johnson called for passage of the
civil rights bill as a monument to the fallen Kennedy. While the House of
Representatives passed the measure by a lopsided 290-130 vote, every
one knew that the real battle would be in the Senate, whose rules had
allowed southerners in the past to mount filibusters that had effectively
killed nearly all civil rights legislation. But Johnson had the civil rights
leaders mount a massive lobbying campaign, including inundating the
Capitol with religious leaders of all faiths and colors. The strategy paid off,
and in June the Senate voted to close debate; a few weeks later, it passed
the most important piece of civil rights legislation in the nation’s history,
and on July 2, 1964, President Johnson signed it into law. The heart of the
law deals with public accommodations, so that African Americans could
no longer be excluded from restaurants, hotels and other public facilities.
1965 – February 21: Assassination of Malcolm X at a rally in New York.
8
AN INTRODUCTION AND EXPERIMENT IN UNFAIR TREATMENT/PREJUDICE
Civics Classroom activity
Adapted from: http://www.education-world.com/a_tsl/archives/04-1/lesson006.shtml
Lesson Objectives:
•Experience, in a very small way, what if feels like to be treated unfairly.
•Discuss their feelings about being on either/both sides of prejudice and unfair treatment.
Materials
• Ribbons, one per student (an equal number of two colors of ribbons, cut, with a safety pin attached to each)
• A simple reward for each student; a lollipop or pencil, for example (optional)
• List of very easy spelling words for spelling bee
• List of very difficult words for a spelling bee
Activity:
1.
Prepare two sets of ribbons—equally divided between two colors—making sure there are enough ribbons for each student
in the class.
2. As each student enters the class, hand them a ribbon (make sure colors are mixed up between boys and girls, and groups of friends) and ask them to pin the ribbon to their shirt (students who prefer to not wear the ribbon pinned to their shirt can display it in some other way.)
a. When students have settled down and taken their seats, ask them if they would like to take part in an experiment.
3.
Proceed by setting up a spelling bee, with students forming teams based on the color of their ribbons.
4. As the spelling bee begins, and without telling the students what the experiment is just yet, make sure to give all simple words (such as: bat, car, school, desk, etc.) to one team and extremely challenging words (such as: atrocious, fiasco, jalapeño, vacuum, magnificent, etc.) to the other team.
a. As the spelling bee progresses, you might award a simple prize, such as a lollipop or pencil, to each student who correctly spells a word. (If you do that, however, you should be prepared to give all students the same reward at the end of the activity.
5.
Very quickly, students should notice what is going on. When they do, give them an opportunity to address how this inequality makes them feel. Ask students who were on the team given difficult words how they felt knowing they would get a difficult word because they were wearing a certain color ribbon. Ask the others how they felt.
6.
Once this introductory activity is complete, begin a discussion on the Civil Rights Movement and how African Americans were treated unjustly because of the color of their skin, and what they did to combat this injustice.
Discussion Starter
Martin Luther King Jr. believed we should try to solve problems peacefully rather than use violence. Brainstorm with students some
examples in the classroom and on the playground where problems arise. Talk about and role-play solving the examples constructively rather then destructively.
Taken from: http://www.eduref.org/Virtual/Lessons/crossroads/sec3/k2/unit11/1l1.htm
Write a response to the following statement, made by Alpha Robertson, the mother of Carole Robertson, one of the girls who died in the 16th Street Church bombing: “You can’t waste a life hating people because all they do is live their life, laughing, doing more evil.” What is your philosophy for dealing with painful events? Compare your philosophy to Ms. Robertson’s.
Taken from: http://www.nytimes.com/learning/teachers/lessons/20020513monday.html
9
EXPLORING AND LEARNING FROM THE CIVIL RIGHTS MOVEMENT
Community and Ethics Class Activity
Adapted from: http://www.nytimes.com/learning/teachers/lessons/20010507monday.html, http://www.nytimes.com/learning/teachers/lessons/19990614monday.html
Activity:
1.
Ask students what they already know about the Civil Rights Movement in the U.S.? When did it take place? Who was involved in this historical and influential movement? What are some of the significant events from the Civil Rights Movement?
2. After assessing students’ current knowledge of the Civil Rights Movement, divide the students into groups of three or four. Assign each group an event from the Civil Rights Movement to research.
a. Suggestions for research should include, but are not limited to: Brown vs. Board of Education of Topeka, the Montgomery Bus Boycott, the Tallahassee Bus Boycott, the integration of Little Rock Central High School, the March on Washington in 1963 and “Freedom
Summer” 1964.
3. Each group should investigate their event using print and online resources that are available, using these questions to guide their research:
a. Who participated in this event, and how did each impact it? What were the causes and effects of this event? Where and when did this event take place? Why was this event a key event in the Civil Rights Movement? How did this event impact other events in the Civil Rights Movement, as well as how we live today?
4. After the groups have found the answers to these questions, have each group create a poster that includes the answers to these questions, a brief summary of the
event, one or more pictures from the event, and quotations from people who participated in the event.
5. When all posters are completed, have each group share their findings with the class and display the posters around the classroom in
chronological order of the events.
6. Once students have gained further knowledge and understanding of some of the key events throughout the Civil Rights Movement, hold a round-table discussion with the class, focusing on the following questions:
a. In what ways do you think race relations in the United States have changed since the Civil Rights Movement? Are there elements of race relations that you feel have remained the same or have changed very little, and if so, what are they?
10
COURAGE TO STANDEthics
- Class
MAKING
A GOOD DECISION
Activity
Taken from: www.companies4kids.org/media/ EDocs/Courage_to_Stand_Lesson_Plans.doc –
The purpose of this lesson is to teach students how courage can help them take a stand for what’s right
when they have to make tough decisions.
Activity:
1. Discuss the definition of courage with students.
a.Being strong even though you are afraid.
b.Thinking things through even though you may be in a scary situation.
c.Trying your best even though you may be facing a difficult situation.
2.Ask students to share stories with the class about times in their life when they displayed courage.
a.Discuss the role courage plays in making tough decisions.
3.Have students pair up and give them one of the two Making a Good Decision worksheets (included in the Enrichment Guide) to read and
fill out, using their best judgment. This exercise will require students to analyze a situation and consider the different decisions that could be made regarding the problem, and their resulting outcomes.
a.Before beginning, remind students that outcomes can affect many people and that making a good and safe decision is not always easy, but it is always important.
4.Once pairs have finished going through their worksheet, hold a discussion with the class about the decision making process and what role
courage plays in this process.
5.Allow students to share their decisions and their correlating advantages and disadvantages. Write these responses on the board.
6.Once all the decisions for both of the problems have been recorded, compare and contrast the decisions (as well as the advantages and
disadvantages of those decisions) the students’ came up with, and have them identify the courageous decisions and explain why these
decisions are considered courageous and the others are not.
11
COURAGE TO STAND
– MAKING A GOOD DECISION
Student Worksheet 1
The Situation:
A girl is playing outside with her friends. Her father tells her that she must stay close to home while she is playing. Her friends decide to go down the street to play. They ask her to go with them.
Decision #1: She decides to obey her father’s instructions.
Disadvantages:
1. Her friends tease her.
2. ____________________________________________________________________________________________
3. ____________________________________________________________________________________________
Advantages:
1. She did not get in trouble for disobeying her father.
2. ____________________________________________________________________________________________
3. ____________________________________________________________________________________________
Outcome #1:
1. Her father knows that he can trust her.
2. ____________________________________________________________________________________________
3. ____________________________________________________________________________________________
Decision #2: The girl decides go with her friends down the street to play.
Disadvantages:
1. ____________________________________________________________________________________________
2 ____________________________________________________________________________________________
3. ____________________________________________________________________________________________
Advantages:
1. ____________________________________________________________________________________________
2. ____________________________________________________________________________________________
3. ____________________________________________________________________________________________
Outcome #2:
1. ____________________________________________________________________________________________
2. ____________________________________________________________________________________________
3. ____________________________________________________________________________________________
Something to think about:
Is disobeying a parent the same thing as saying “No” to a friend?
Are you showing courage if you disobey a parent?
12
COURAGE TO STAND
–
MAKING
A
GOOD
DECISION
Student Worksheet 2
The Situation:
A group of boys are playing near a ditch. The ditch is deeper than the boys are tall and has many rocks in it. One boy dares
everyone to run and jump across the ditch. The boys take turns jumping across and so far everyone makes it across. The last
boy is standing there trying to decide if he wants to jump or not.
Decision #1: He decides to give it a try.
Disadvantages:
1. He slips and barely makes it across, and badly hurts his leg.___________________________________________________
2. _______________________________________________________________________________________________
3. _______________________________________________________________________________________________
Advantages:
1. His buddies think he’s cool. ___________________________________________________________________________
2. _______________________________________________________________________________________________
3. _______________________________________________________________________________________________
Outcome #1:
1. He is badly hurt and needs to go to the hospital.
2. _______________________________________________________________________________________________
3. _______________________________________________________________________________________________
Decision #2: He decides not to jump.
Disadvantages:
1. _______________________________________________________________________________________________
2. _______________________________________________________________________________________________
3. _______________________________________________________________________________________________
Advantages:
1. _______________________________________________________________________________________________
2. _______________________________________________________________________________________________
3. _______________________________________________________________________________________________
Outcome #2:
1. _______________________________________________________________________________________________
2. _______________________________________________________________________________________________
3. _______________________________________________________________________________________________
Something to think about:
Are you showing courage if you accept a dare?
Is making the right decision always easy?
13
It Takes Courage!
Ethics Class Discussion Starter
Taken from: http://www.goodcharacter.com/ISOC/Courage.html
It takes a lot of courage to stand up for what’s right when we stand alone, or to do what’s right despite disapproval
and negative peer pressure, or even to take risks that are for our own good.
Definitions of courage include:
1. Being strong even though you are afraid.
2. Thinking things through even though you may be in a scary situation.
3. Trying your best even though you may be facing a difficult situation.
What do you think it means to be courageous?
What do you think stops people from taking a stand against something they know is wrong?
Are there kids in your school who pick on others? How do you feel about it? Why do people allow that to happen? What could you do about it?
Describe a situation in which you demonstrated courage. What was hard about it? What did it accomplish? How did people respond before you took
your stand? What did they say to you afterwards?
Have you ever gone along with the crowd even though you knew it was wrong? How did you feel about yourself? What did you learn from it?
LANGSTON HUGHES – THE WRITER, ARTIST AND ACTIVIST
History/Language Arts Class Information
Taken directly from: http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/hughes, http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/writers/hughes/people_1
LANGSTON HUGHES
Born: February 1, 1902
Died: May 22, 1967
Langston Hughes was one of the most important writers and thinkers of the Harlem Renaissance,
which was the African American artistic movement in the 1920s that celebrated black life and culture. Hughes’s creative genius was influenced by his life in New York City’s Harlem, a primarily African
American neighborhood. His literary works helped shape American literature and politics. Hughes,
like others active in the Harlem Renaissance, had a strong sense of racial pride. Through his poetry,
novels, plays, essays, and children’s books, he promoted equality, condemned racism and injustice,
and celebrated African American culture, humor, and spirituality.
Langston Hughes, Man of the People
Langston Hughes is one of America’s greatest poets. Like so many writers, he wrote about what he
knew -- the people, places and events around him. Langston Hughes believed in using his art to
get across his feelings about politics and injustice. He traveled to other countries to learn how they
dealt with racial issues. Although Hughes was friendly with people from all walks of life, the rich, the
middle class and the poor, it was the people he called the “low-down folks” who had the greatest
influence on his poetry. Hughes used this expression as a form of praise. He admired these people
because “they accept what beauty is their own without question.” Perhaps the phrase means that
the low-down folks appreciated the beauty that existed in their lives. Hughes loved the music of
his people, especially the blues, songs that express sad themes. He heard this music in clubs in Chicago, New York, Kansas City and Washington, D.C.
The songs he heard were about people who were determined to overcome hardships. In “Songs Called the Blues” (1941), Hughes said this music was
sung by “black, beaten but unbeatable throats.” In 1958, Hughes recorded his poetry to the accompaniment of the music of jazz and blues artists
such as Charles Mingus.
14
Exploring the Civil Rights Movement Through Poetry
Language Arts Activity
Activity:
1. Ask student to take out a blank sheet of paper and fold it in-half, the long way. On one half of the paper, have students list five words that represent the founding principles and philosophies of the United States. On the other half, ask students to list five words that describe what the U.S. means to them, personally.
2. After allowing students a few minutes to complete their lists, ask students to share their lists with the class.
a. Discuss the differences and similarities between several of the students’ entries.
3. Continue by holding a discussion with students, focusing on the following questions:
a. What are the differences between your two lists? Why do you think there are differences between the two lists? Do you consider any of these principals and philosophies about the U.S. too idealistic? Why or why not? How are the ideas you each have about the U.S. shaped by your local culture?
4. Hand out a copy of Langston Hughes poem, Let America be America Again, to each student. As a class, read and assist students in a
general understanding of the poem.
5. Next, divide the class into six groups and assign each group two verses of the poem. Ask each group to explain what their verses mean by rewriting them in their own words.
a. Encourage students to use their knowledge of Langston Hughes and events of the Civil Rights Movement to help them uncover what Mr. Hughes is saying.
6. Once the groups have adapted their verses of the poem into their own words, inform them that they will next be creating a collage to
illustrate the literal and historical meanings behind the verses of poetry they were assigned.
7. Allow groups to present their final collages to the class, and display their work—posted in order of the poem—in a highly populated area of the school so they may share this poem with their school community and increase awareness about prejudice.
15
EXPLORING THE CIVIL
RIGHTS MOVEMENT THROUGH POETRY
Language Arts Student Worksheet
Langston Hughes - Let America Be America Again
Found on: http://www.americanpoems.com/poets/Langston-Hughes/2385
In every brick and stone, in every furrow turned
That’s made America the land it has become.
O, I’m the man who sailed those early seas
In search of what I meant to be my home-For I’m the one who left dark Ireland’s shore,
And Poland’s plain, and England’s grassy lea,
And torn from Black Africa’s strand I came
To build a “homeland of the free.”
Let America be America again.
Let it be the dream it used to be.
Let it be the pioneer on the plain
Seeking a home where he himself is free.
(America never was America to me.)
Let America be the dream the dreamers dreamed-Let it be that great strong land of love
Where never kings connive nor tyrants scheme
That any man be crushed by one above.
The free?
Who said the free? Not me?
Surely not me? The millions on relief today?
The millions shot down when we strike?
The millions who have nothing for our pay?
For all the dreams we’ve dreamed
And all the songs we’ve sung
And all the hopes we’ve held
And all the flags we’ve hung,
The millions who have nothing for our pay-Except the dream that’s almost dead today.
(It never was America to me.)
O, let my land be a land where Liberty
Is crowned with no false patriotic wreath,
But opportunity is real, and life is free,
Equality is in the air we breathe.
(There’s never been equality for me,
Nor freedom in this “homeland of the free.”)
O, let America be America again-The land that never has been yet-And yet must be--the land where every man is free.
The land that’s mine--the poor man’s, Indian’s, Negro’s, ME-Who made America,
Whose sweat and blood, whose faith and pain,
Whose hand at the foundry, whose plow in the rain,
Must bring back our mighty dream again.
Say, who are you that mumbles in the dark?
And who are you that draws your veil across the stars?
I am the poor white, fooled and pushed apart,
I am the Negro bearing slavery’s scars.
I am the red man driven from the land,
I am the immigrant clutching the hope I seek-And finding only the same old stupid plan
Of dog eat dog, of mighty crush the weak.
Sure, call me any ugly name you choose-The steel of freedom does not stain.
From those who live like leeches on the people’s lives,
We must take back our land again,
America!
I am the young man, full of strength and hope,
Tangled in that ancient endless chain
Of profit, power, gain, of grab the land!
Of grab the gold! Of grab the ways of satisfying need!
Of work the men! Of take the pay!
Of owning everything for one’s own greed!
O, yes,
I say it plain,
America never was America to me,
And yet I swear this oath-America will be!
I am the farmer, bondsman to the soil.
I am the worker sold to the machine.
I am the Negro, servant to you all.
I am the people, humble, hungry, mean-Hungry yet today despite the dream.
Beaten yet today--O, Pioneers!
I am the man who never got ahead,
The poorest worker bartered through the years.
Out of the rack and ruin of our gangster death,
The rape and rot of graft, and stealth, and lies,
We, the people, must redeem
The land, the mines, the plants, the rivers.
The mountains and the endless plain-All, all the stretch of these great green states-And make America again!
Yet I’m the one who dreamt our basic dream
In the Old World while still a serf of kings,
Who dreamt a dream so strong, so brave, so true,
That even yet its mighty daring sings
16
Symbol of Civility Community and Ethics Class Worksheet
Civics Classroom Activity
Adapted from: http://school.discoveryeducation.com/lessonplans/programs/freeatlast/
Activity:
1.Discuss with students what a symbol is and the power a symbol is capable of having. What messages do different symbols communicate? Why do people use symbols as a form of communication?
a. Consider some of the more familiar and forceful symbols throughout history and in today’s world: the peace symbol, the cross,
the star of David, the Nazi swastika, the Black Panther fist, the burning cross, the red AIDS ribbon.
b.Talk about the ways in which messages are conveyed by symbols.
i. You may also wish to consider some familiar commercial logos, which communicate without words: the McDonald’s arches, the Nike swoosh, etc.
2.Have students create their own symbol to represent the idea of carrying the campaign for civil rights into the 21st Century; this symbol may be an illustration or sign, a physical gesture, or contain both elements. Students may work alone on this project or with a partner.
a. Have students write up a descriptive paragraph explaining the elements of their symbols.
3.Allow students to share their symbols with the class and encourage students to begin promoting the use of their new symbols in the school community by hanging posters illustrating these symbols of civil rights throughout the school.
17
COVERAGE OF THE 1963 BIRMINGHAM CHURCH BOMBING
History/Civics Classroom Activity
Activity:
1. Hand each student one copy of the historic Times article: Birmingham Bomb Kills 4 Negro Girls In Church; Riots Flare; 2 Boys Slain (attachment included in this Enrichment guide; article can also be found at: http://www.nytimes.com/learning/general/onthisday/big/0915.html)
2. Prior to class, write the following questions on the board for the students to think about while reading the article:
a. What related events were happening in the United States at the time that this event happened? How does the language of the article reflect this time period? How do you think this tragedy affect those involved in it, as well as the entire country? What part of what you read most affected you, and why?
3. Allow students time to read through the article and brainstorm answers to the questions on the board on a separate piece of paper.
4. Once students have had time to read the article and personally reflect upon the questions posed, ask students to share their responses to these questions in the form of an open, round-table discussion. At this time, ask students if they have any questions regarding this event, the Civil Rights Movement, or anything related to this period in history.
5. Once the article and all questions are addressed, pose the following question to students:
a. How has this event re-entered the news lately?
b. Again, allow students to share their thoughts and comments in the form of an open classroom discussion.
History/Civics New York Times News Article
Birmingham Bomb Kills 4 Negro Girls
In Church; Riots Flare; 2 Boys Slain
By Claude Sitton
Special to The New York Times; Copyright 2007 The New York Times
Company
Birmingham, Ala., Sept. 15--A bomb severely damaged a Negro
church today during Sunday school services, killing four Negro girls
and setting off racial rioting and other violence in which two Negro
boys were shot to death.
Guard Summoned
Wallace Acts on City Plea for Help as 20 Are Injured
Wallace Orders Guardsmen Out
Fourteen Negroes were injured in the explosion. One Negro and five
whites were hurt in the disorders that followed.
Some 500 National Guardsmen in battle dress stood by at armories here tonight, on orders of Gov. George C. Wallace. And 300 state
troopers joined the Birmingham police, Jefferson County sheriff’s
deputies and other law-enforcement units in efforts to restore peace.
Governor Wallace sent the guardsmen and the troopers in response
to requests from local authorities.
Sporadic gunfire sounded in Negro neighborhoods tonight, and
small bands of residents roamed the streets. Aside from the patrols
that cruised the city armed with riot guns, carbines and shotguns,
few whites were seen.
Fire Bomb Hurled
At one point, three fires burned simultaneously in Negro sections,
one at a broom and mop factory, one at a roofing company and
a third in another building. An incendiary bomb was tossed into a
18
supermarket, but the flames were extinguished swiftly. Fire marshals
investigated blazes at two vacant houses to see if arson was involved.
Curfew Plan Rejected
Col. Albert J. Lingo, State director of Public Safety and commander of
the troopers, met with Mayor Boutwell and the City Council in emergency session. They discussed imposition of a curfew, but decided
against it.
Mayor Albert Boutwell and other city officials and civic leaders
appeared on television station WAPI late tonight and urged residents
to cooperate in ending “this senseless reign of terror.”
Sheriff Melvin Bailey referred to the day as “the most distressing in the
history of Birmingham.”
The bombing came five days after the desegregation of three previously all-white schools in Birmingham. The way had been cleared for
the desegregation when President Kennedy federalized the Alabama
National Guard and the Federal courts issued a sweeping order
against Governor Wallace, thus ending his defiance toward the integration step.
The explosion at the 16th Street Baptist Church this morning brought
hundreds of angry Negroes pouring into the streets. Some attacked
the police with stones. The police dispersed them by firing shotguns
over their heads.
The four girls killed in the blast had just heard Mrs. Ella C. Demand,
their teacher, complete the Sunday school lesson for the day. The
subject was “The Love That Forgives.”
Johnny Robinson, a 16-year-old Negro, was shot in the back and
killed by a policeman with a shotgun this afternoon. Officers said the
victim was among a group that had hurled stones at white youths
driving through the area in cars flying Confederate battle flags.
During the period between the class and an assembly in the main
auditorium, they went to the women’s lounge in the basement, at the
northeast corner of the church.
When the police arrived, the youths fled, and one policeman said
he had fired low but that some of the shot had struck the Robinson
youth in the back.
The blast occurred at about 10:25 A.M. (12:25 P.M. New York time).
Virgil Wade, a 13-year-old Negro, was shot and killed just outside
Birmingham while riding a bicycle. The Jefferson County sheriff’s
office said “there apparently was no reason at all” for the killing, but
indicated that it was related to the general racial disorders.
Church members said they found the girls huddled together beneath
a pile of masonry debris.
Parents of 3 Are Teachers
Another Negro youth and a white youth were shot but not seriously
wounded in separate incidents. Four whites, including a honeymooning couple from Chicago, were injured by stones while driving
through the neighborhood of the bombing.
Both parents of each of three of the victims teach in the city’s schools.
The dead were identified by University Hospital officials as:
Cynthia Wesley, 14, the only child of Claude A. Wesley, principal of the
Lewis Elementary School, and Mrs. Wesley, a teacher there.
The bombing, the fourth such incident in less than a month, resulted
in heavy damage to the church, to a two-story office building across
the street and to a home.
Denise McNair, 11, also an only child, whose parents are teachers.
Carol Robertson, 14, whose parents are teachers and whose grandmother, Mrs. Sallie Anderson, is one of the Negro members of a
biracial committee established by Mayor Boutwell to deal with
racial problems.
Wallace Offers Reward
Governor Wallace, at the request of city officials, offered a $5,000
reward for the arrest and conviction of the bombers.
Addie Mae Collins, 14, about whom no information was immediately
available.
None of the 50 bombings of Negro property here since World War II
have been solved.
The blast blew gaping holes through walls in the church basement.
Floors of offices in the rear of the sanctuary appeared near collapse.
Stairways were blocked by splintered window frames, glass
and timbers.
Mayor Boutwell and Chief of Police Jamie Moore expressed fear that
the bombing, coming on top of tension aroused by desegregation of
three schools last week, would bring further violence.
Chief Police Inspector W. J. Haley said the impact of the blast indicated that at least 15 sticks of dynamite might have caused it. He said
the police had talked to two witnesses who reported having seen a
car drive by the church, slow down and then speed away before
the blast.
George G. Seibels Jr., chairman of the City Council’s police committee,
broadcast frequent appeals tonight to white parents, urging them to
restrain their children from staging demonstrations tomorrow. He said
a repetition of the segregationist motorcades that raced through the
streets last Thursday and Friday “could provoke serious trouble, resulting in possible death or injury.”
The Rev. Dr. Martin Luther King Jr. arrived tonight by plane from
Atlanta. He had led Negroes, who make up almost one-third of
Birmingham’s population, in a five-week campaign last spring that
brought some lunch-counter desegregation and improved job
opportunities. The bombed church had been used as the staging
point by Negro demonstrators.
19
Family Crest
Social Studies Classroom Activity
Taken from: http://www.eduplace.com/rdg/gen_act/family/f_crest.html
A family crest is a symbol that represents a family’s history, culture and traditions. Help students gain
a better understanding and appreciation for their family lineage by creating their own family crest.
Materials
Family Crest Worksheet (included in the Enrichment Guide)
Magazines (for students to cut pictures from)
Scissors
Construction paper (optional)
Crayons or markers
Glue
Activity:
1. Discuss what a family crest is with students and, if possible, show students pictures of different family crests. As a class, brainstorm ideas for
how they could represent their family histories, cultures and traditions, such as:
a. Flags that represent the countries their families came from, pictures of food that are common to their ethnicity or individual family, pictures that represent first or last names, drawings that depict favorite family events, photographs that show family celebrations, etc.
2. Pass out the family crest worksheet to students and inform them that they are going to be creating their own family crest!
a. Discuss with students that each square on the family crest should represent a different element of their family, such as: heritage, traditions, members of their family, special events or memories, significant cultural aspects, etc.
b.Encourage students to look through magazines and search the web for pictures they cut out and add to their crest. Students may also draw pictures and symbols on their family crest.
3. Once crests are finished, have students write a paragraph explaining their family crest. Mat the crests on a large sheet of construction paper, along with their family crest descriptions.
4. Hang the family crests around the classroom, so students have the opportunity to look at all of the crests and learn more about their classmates and notice the similarities and differences between their family and others’ families!
20
Family Crest
Social Studies Student Worksheet
21
MY FAMILY
Creative Writing Student Worksheet
Adapted from: http://www.learningtogive.org/lessons/unit60/lesson2.html
Families are all very unique; some are big and some are small, some families live together and some do not,
some family members look alike and some look very different—it is all these diverse qualities that make each
family so special and irreplaceable.
1. Who are the members of your family?
2. Each member of your family gives of their time, talents, or treasures to make the household a better place to live. How does each member of your family contribute to the common good of the group (for example, is your sister really good at helping out with cleaning up dinner, does your Mom always make you feel better after you’ve had a bad day, does your Dad help you practice your basketball skills)?
3. Think about who in your family helps to solve arguments or conflicts. What special talent do you think that family member has?
4. What is the best thing about your family?
22
WINTERScience/Geography
WEATHER ACROSS
AMERICA
Class Information
Taken directly from: http://www.teachervision.fen.com/weather/resource/4364.html
Source: The Federal Emergency Management Agency (FEMA)
From the Mid-Atlantic Coast to New England
The classic storm in these states is called a Nor’easter. A low-pressure area off the Carolina
coast strengthens and moves north. Wind-driven waves batter the coast from Virginia to Maine,
causing flooding and severe beach erosion. The storm taps the Atlantic’s moisture-supply and
dumps heavy snow over the region. The snow and wind may combine into blizzard conditions
and form deep drifts paralyzing some areas. Ice storms are also a problem. Mountains, such as the
Appalachians, act as a barrier to cold air trapping it in the valleys and nearby low elevations. Warm
air and moisture moves over the cold, trapped air. Rain falls from the warm layer onto a cold surface below becoming ice.
Along the Gulf Coast and Southeast
This region usually doesn’t get much snow, ice or freezing temperatures. Once in a while, though,
cold air penetrates south across Texas and Florida, into the Gulf of Mexico. Temperatures fall below
freezing, killing tender vegetation, such as flowering plants and the citrus fruit crop. Wet snow and ice accumulate on trees with leaves, causing
the branches to snap under the load. Motorists are unsure how to drive on slick roads and there can be a lot of traffic accidents. Some buildings
are poorly insulated or lack heat altogether so it can be cold inside! Cities may not have snow removal equipment or treatments, such as sand
or salt, for icy roads.
In the Midwest and Plains
Storms tend to develop over southeast Colorado. These storms move east or northeast and use both the southward plunge of cold air from
Canada and the northward flow of moisture from the Gulf of Mexico to produce heavy snow and sometimes blizzard conditions. Other storms
affecting the Midwest and Plains move southeast. Arctic air is drawn from the north and moves south across the Plains and Great Lakes. Wind
and cold sometimes combines to cause wind chill temperatures as low as 70F below zero! The wind crosses the lakes, tapping its moisture and
forming snow squalls and narrow heavy snow bands. This is called “lake-effect snow.”
From the Rockies to the West Coast
Strong storms crossing the North Pacific sometimes slam into the coast from California to Washington. The vast Pacific provides an unlimited
source of moisture for the storm. If it’s cold enough, snow falls over Washington and Oregon and sometimes even in California. As the moisture
rises into the mountains, heavy snow closes the mountain passes and can cause avalanches. The cold air from the north has to filter through
mountain canyons into the basins and valleys to the south. If the cold air is deep enough, it can spill over the mountain ridge. As the air funnels
through canyons and over ridges, wind speeds can reach 100 mph, damaging roofs and taking down power and telephone lines. Combining
these winds with snow results in a blizzard.
In Alaska
Wind-driven waves from intense storms crossing the Bering Sea produce coastal flooding and can drive large chunks of sea ice inland, destroying buildings near the shore. High winds, especially across Alaska’s Arctic coast, can combine with loose snow to produce a blinding blizzard
and wind chill temperatures to 90F below zero! Extreme cold (-40F to -60F) and ice fog may last for as long as a week at a time. Heavy snow can
impact the interior of the state, especially along the southern coast. The snow accumulates through the winter months and in the mountains,
it builds glaciers. The heavy snow accumulations can cause avalanches or collapse roofs of buildings. A quick thaw means certain flooding. Ice
jams on rivers can also cause substantial flooding.
23
Climate vs. Weather
Science Classroom Information and Classroom Experiment
Definitions Taken directly from: http://epa.gov/climatechange/kids/climateweather.html
Weather
Weather describes whatever is happening outdoors in a given place at a given time. Weather is what happens from
minute to minute. The weather can change a lot within a very short time. For example, it may rain for an hour and then become sunny and clear. Weather is what we hear about on the television news every night. Weather includes daily changes in precipitation, barometric pressure, temperature, and wind conditions in a given location.
Climate
Climate describes the total of all weather occurring over a period of years in a given place. This includes average weather conditions, regular weather sequences (like winter, spring, summer, and fall), and special weather events (like tornadoes and floods). Climate tells us what it’s usually like in the place where you live. San Diego is known as having a mild climate, New Orleans a humid climate, Buffalo a snowy climate, and Seattle a rainy climate.
Activity:
1. Go through the definitions of weather and climate with students, making sure students understand their relation to one another.
2.
Over the course of a month, have students record the weather conditions and average temperature of Flint (MI), Birmingham (AL)
and Milwaukee.
a.Temperatures and weather conditions can be retrieved from daily papers (such as USA Today and the Milwaukee Journal-Sentinel), as well as from web sources such as www.weather.com and www.nws.noaa.gov.
3. After a month of recording the daily weather conditions and average temperatures of the three cities, have students use the data to help them identify the winter climate of each city.
a. As an extension of this activity, have students compare and contrast the daily weather and climate of the three cities.
b. This exercise can be conducted throughout every season, for students to learn about the change in climate that accompany the change in seasons; they will also discover that some regions’ climates change more drastically than others.
24
Car
Troubles
Math Student Worksheet
Adapted from: http://mercury.educ.kent.edu/database/eureka/detail_lesson2.cfm?LessonsID=97
Use the following formula to help you answer the following questions:
miles per gallon (mpg) x gallons = distance
1. The gas tank of a minivan holds 23 gallons of gasoline and the van averages 21 miles per gallon on highway driving. How many miles can the van travel on a full tank of gas?
2. Mr. Watson drives an old car that averages only 14 miles per gallon. Last summer he ran out of gas and had to walk to a gas station to get 3 gallons of gas in a gas can. How many miles would these three gallons have allowed him to drive before he ran out of
gas again?
3. How many gallons of gasoline would be needed to drive 893 miles in a car that averages 19 miles per gallon?
4. During the course of a 2,185 mile trip, the Watsons used 5 full tanks of gasoline. The gas tank of their car holds 23 gallons.
What was their average gas mileage?
25
Road Trip!
Geography Student Worksheet
Use the map below, along with a map or globe with states and cities clearly identified to
help you answer the following questions:
1. Find where Flint, Michigan and Birmingham, Alabama are located, and label them on the blank U.S. map above.
2. The Watsons drove from Flint, MI to Birmingham, AL. How many states did they have to drive through to get from Flint to Birmingham? Label those states on the blank U.S. map above.
3. The route from Flint to Birmingham goes directly through the Capitol of one state. What is the State Capitol the Watsons drive through on their trip? What state is this capitol located? Identify this State Capitol on the blank U.S. map above.
4. Identify the states located to the east and west of Alabama, and label them on the blank U.S. map above.
5. What are the Great Lakes that surround Michigan?
26
Who Said It?
1. “It could maybe have started before this, but it for sure started with my brother Byron, who was bad weather all by his self.”
2. “I guess this means no one can call you Hot Lips.”
3. “Wait a minute! I know what this mean- we on welfare, ain’t we?
4. “Look at your weird Watson’s doing their Mummy imitations.”
5. “You can take one of momma’s throat-choking peanut butter sandwiches. And I guess you can have the last half of my apple.”
6. “Bang! Squirrel stew tonight!”
7. I noticed how you and Little Flake switch of on them pants. Friday is your day, but I was wonderin’ if the same person who gets to wear
the pants gets to wear the drawers that day too?”
8. No Mommy. Go ahead: burn him up, don’t burn him too bad, O.K.? Please!”
9. Is this straight mess more attractive than your own hair? Did those chemicals give you better looking hair then me and your daddy and
God gave you?”
10. “Aww, man this is too, too hip! Speedy don’t even have one of these in his Cadillac!”
11. “I seen pictures of a bunch of really mad white people with twisted-up faces screaming and giving dirty finger signs to some little Negro
kids trying to go to school.”
12. “You like those, huh? Better get used to those, Byron, that’s an outhouse and that’s what Grandma Sands has.”
13. “Is she really a troll?”
14. “You good at following directions? Jobe’s is a good little walk.”
15. “Yeah. Once I got him back home he checked himself into the Pet Hospital ‘til he felt better, then he showed back up as good as new.”
16. “Do you think that bird wanted to be kilt?”
17. “There are boys and girls your age, Byron, who will be marchin’ in the streets this week, right into the heart of the mobs what’s been
killin’ they folks. And they won’t be armed with knives or guns, but with faith. Why? Because they believe in the people who would do the hurtin’. 18. “A guy came by and said somebody dropped a bomb on Joey’s church.”
19. “Shut up and listen. Ain’t no genies in the world, ain’t no magical powers, ain’t no angels. How can you believe in genies behind a couch but not believe it was a part of you that took Joey out of that church?...If you hadn’t been born who would’a gone in to see if Joey was really in there? You was the only one brave enough to go in there.”
20. “My fambly, my beautiful, beautiful fambly.”
POST -Show Questions
1. How did Kenny hurt his friend Rufus’ feelings? Have you ever mistakenly hurt your friends’ feelings, or had your feelings hurt by a friend? What happened, and how did you make things better between you and your friend?
2. Can you list three instances throughout the play when the Watson family helped each other through a challenging
situation or hard time? How has your family helped you through a tough time, and how have you helped other members in your family through their own struggles?
3. Although Byron sometimes makes fun of Kenny, deep down Kenny knows his brother loves him and is proud of him. Why is Byron proud of Kenny, and how does he show Kenny that he loves him? In what ways are you proud of your family members, and how do you show them your love?
4. Kenny and Rufus get bullied by the other students at school. Are there kids in your school who pick on others? How do you feel about it? Why do people allow that to happen? What could you do about it?
5. It takes a lot of courage to stand up for what’s right or to do what’s right despite disapproval and negative peer pressure, or even to take risks that are for our own good. What do you think stops people from taking a stand against something they know is wrong? Describe a situation in which you demonstrated courage. What was hard about it? What did it accomplish? How did people respond before you took your stand? What did they say to you afterwards?
27
Who Said It? Answers
1. “It could maybe have started before this, but it for sure started with my brother Byron, who was bad weather all by his self.” KENNY
2. “I guess this means no one can call you Hot Lips.” DANIEL
3. “Wait a minute! I know what this mean- we on welfare, ain’t we? BYRON
4. “Look at your weird Watsons doing their Mummy imitations.” BUPHEAD
5. “You can take one of momma’s throat-choking peanut butter sandwiches. And I guess you can have the last half of my apple.” KENNY
6. “Bang! Squirrel stew tonight!” CODY
7. I noticed how you and Little Flake switch of on them pants. Friday is your day, but I was wonderin’ if the same person who gets to wear
the pants gets to wear the drawers that day too?” LARRY DUNN
8. No Mommy. Go ahead: burn him up, don’t burn him too bad, O.K.? Please!” JOETTA
9. Is this straight mess more attractive than your own hair? Did those chemicals give you better looking hair then me and your daddy and
God gave you?” WILONA
10. “Aww, man this is too, too hip! Speedy don’t even have one of these in his Cadillac!” BYRON
11. “I seen pictures of a bunch of really mad white people with twisted-up faces screaming and giving dirty finger signs to some little Negro
kids trying to go to school.” KENNY
12. “You like those, huh? Better get used to those, Byron, that’s an outhouse and that’s what Grandma Sands has.” DANIEL
13. “Is she really a troll?” JOETTA
14. “You good at following directions? Jobe’s is a good little walk.” GRANDMA SANDS
15. “Yeah. Once I got him back home he checked himself into the Pet Hospital ‘til he felt better, then he showed back up as good as new.”
MR. ROBERT
16. “Do you think that bird wanted to be kilt?” GRANDMA SANDS
17. “There are boys and girls your age, Byron, who will be marchin’ in the streets this week, right into the heart of the mobs what’s been
killin’ they folks. And they won’t be armed with knives or guns, but with faith. Why? Because they believe in the people who would do the hurtin’. GRANDMA SANDS
18. “A guy came by and said somebody dropped a bomb on Joey’s church.” DANIEL
19. “Shut up and listen. Ain’t no genies in the world, ain’t no magical powers, ain’t no angels. How can you believe in genies behind a couch but not believe it was a part of you that took Joey out of that church?...If you hadn’t been born who would’a gone in to see if Joey was really in there? You was the only one brave enough to go in there.” BYRON
20. “My fambly, my beautiful, beautiful fambly.” GRANDMA SANDS
28
Car Troubles
Math Student Worksheet - Answers
Adapted from: http://mercury.educ.kent.edu/database/eureka/detail_lesson2.cfm?LessonsID=97
Use the following formula to help you answer the following questions:
miles per gallon (mpg) x gallons = distance
1. The gas tank of a minivan holds 23 gallons of gasoline and the van averages 21 miles per gallon on highway driving. How many miles can
the van travel on a full tank of gas?
a. 21 x 23 = D, where D represents the distance
b. The van can travel 483 miles on a full tank of gas.
2. Mr. Watson drives an old car that averages only 14 miles per gallon. Last summer he ran out of gas and had to walk to a gas station to get
3 gallons of gas in a gas can. How many miles would these three gallons have allowed him to drive before he ran out of gas again?
a. 14 x 3 = D, where D represents the distance
b. He would be able to drive 42 miles on the three gallons of gasoline.
3. How many gallons of gasoline would be needed to drive 893 miles in a car that averages 19 miles per gallon?
a. 19 x G = 893, where G represents the number of gallons needed
G = 893
19
b. This car would need 47 gallons of gas to go 893 miles.
4. During the course of a 2,185 mile trip, the Watsons used 5 full tanks of gasoline. The gas tank of their car holds 23 gallons. What was their
average gas mileage?
a. The number of gallons of gasoline used is given by 5 x 23 = 115. mpg x gallons = distance; where M represents
the gas mileage
b. The Watsons’ car averaged 19 miles per gallon of gasoline.
29
Road Trip!
Geography Student Worksheet - Answers
Use the map below, along with a map or globe with states and cities clearly identified to
help you answer the following questions:
1. Find where Flint, Michigan and Birmingham, Alabama are located, and label them on the blank U.S. map above.
2. The Watsons drove from Flint, MI to Birmingham, AL. How many states did they have to drive through to get from Flint to Birmingham? Label those states on the blank U.S. map above. The Watsons drove through Ohio, Kentucky and Tennessee (Indiana is also an
acceptable answer)
3. The route from Flint to Birmingham goes directly through the Capitol of one state. What is the State Capitol the Watsons drive through on their trip? What state is this capitol located? Identify this State Capitol on the blank U.S. map above. Nashville, Tennessee
4. Identify the states located to the east and west of Alabama, and label them on the blank U.S. map above. Mississippi and Georgia
5. What are the Great Lakes that surround Michigan? Lake Michigan, Lake Superior, Lake Erie, Lake Huron
30

EnrichmEnt GuidE

Transcription

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