Unit 2: Summarize

Unit 2: Summarize You Can Too! Civil Rights Champions Essential Question

Rights

How do laws protect people’s rights?

Unit Overview Objectives

› Analyze how information is organized with a problem and solutions.

› Identify key details and

summarize the main idea, using supporting details from the text.

› Summarize information provided in graphics.

Materials

› copies of You Can Too! Civil Rights Champions › Student Guided Practice Book pages 29–34 › You Can Too! Civil Rights Champions Interactiv-eBook

› Summarize poster › digital tools, chart paper, sticky notes

© Teacher Created Materials

Throughout this unit, students will learn and practice three different strategies that will help them summarize the text. They will retell narrative fiction, identify main ideas and details, and synthesize graphics. As students read You Can Too! Civil Rights Champions, they will use a camera as a reminder to “take pictures” of the important details in the text.

Summarize

Big Idea

Text Summary Rights are things that make life fair for everyone. But sometimes, people are treated unfairly. When this happens, we have to stand up for what is right. We have to become civil rights champions!

Key Words

Text Measurement

barriers

movement

civil rights

protested

disabilities

racism

Lexile: 550L

Text Structure: Problem/Solution Structure Vocabulary

Structure Organizer

problem, issue, challenge, dilemma, solution, answer, solve, overcome, resolve, fix

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READER PAGES

3–9

Day 1: Introduce the Strategy

Summarize

You Can Too! Civil Rights Champions

A Introduce the Unit Introduce and describe the Explorer Tool for Summarizing: camera. Point to the camera on the Summarize poster. Say, “The camera can help us identify and remember the important ideas and details in the text.”

Introduce Text 1. Explore important text features on reader pages 3–9.

› What does the title tell you about the topic? › What information from the index might

be included in specific chapters as listed in the table of contents?

› How do you think this text is structured?

How can we best record new information?

2. Review the problem/solution text structure graphic organizer on Student Guided Practice Book page 29. 3. Use Student Guided Practice Book page 30 to review the words civil rights and protested on reader pages 4 and 8. Have students use the rating key on the page to rate their knowledge of each word. Briefly discuss each word. Explain that students will have a chance to look at these words in context while reading. Beginner or Intermediate Language Learners: Have students preview the pictures on pages 7–9. Ask students to describe what they see in the pictures. Explain that these are pictures of American Indians. Clarify that these pictures show people protesting, or voicing their disapproval, about the treatment of American Indians.

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A Model 1. Before reading, introduce the Think Mark from Student Guided Practice Book page 31. While students remove the page and fold along the dotted lines, explain that they will be using this Think Mark to record examples of how they summarize and respond to the text. 2. Introduce today’s focus: Retell Narrative Fiction. Say, “Our poster says we will learn how to retell narrative fiction, but this reader is information text. When we read the text card, “Malcolm’s Basketball,” we will retell narrative fiction. For today we will practice retelling the text. When we retell the text, we use our own words to describe the information in the text.” 3. Read pages 4–6 aloud, modeling fluent reading. After reading the second paragraph on page 6, pause to model how to retell the text. Say, “I’m going to ask myself, What are the important details in this section of text? I want to use my mental camera to take a picture of these details to help me retell them. Let’s see, it is important to know that the government disrespected the American Indians’ rights by taking their land and making them leave their homes.” 4. Model how to fill in the Think Mark. On a sheet of chart paper, write page 6: Government took Indians’ land. Made them leave home. Guide students as they copy this onto their Think Marks. Note: Save this Think-Mark model, as you will be adding to it throughout the week.

© Teacher Created Materials

READER PAGES

3–9

Cultural Responsiveness: By using the Choral Reading protocol, you are validating a sense of cooperation among students.

B Collaborative Practice 1. Have student pairs read pages 8–9, stopping to retell the text. (e.g., The Indian Civil Rights Act gave American Indians the same rights as other Americans.) If necessary, prompt students by asking, “What details do I need to remember?” 2. On their Think Marks, have student record examples of retelling. (e.g., Indian Civil Rights Act: freedom of speech + worship)

B Reflect 1. Come together as a group. Ask students to reflect on how they paused to retell the text while reading. Invite them to share what they recorded on their Think Marks.

Summarize

5. Read the sidebar on page 7 aloud, using the Choral Reading protocol. Lead students as they read the text aloud in unison with you. If possible, fade out your voice as the students continue.

2. Ask students, “How did the American Indians’ protests and marches relate to the concepts of justice and fairness?” Engage students in the Campfire Discussion protocol. Have the group sit in a circle with a sheet of paper (campfire) in the middle. Each student writes down his or her answer on a sticky note and places it “in the campfire” (on the paper). Students then take turns reading aloud a sticky note other than his or her own, discussing the responses. Encourage students to use the text to support their responses. Cultural Responsiveness: By using the Campfire Discussion protocol, you are validating cooperative behaviors while students practice school-culture norms for taking turns and thinking about how and when to speak.

Technology: You Can Too! Civil Rights Champions can be accessed on the Exploring Reading USB Device and displayed for the group. Additionally, an audio recording is available for students to listen to while following along with the text.

© Teacher Created Materials

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READER PAGES

10–15

Day 2: Use the Strategy

Summarize

You Can Too! Civil Rights Champions

A Review Text Have students use the graphic organizer on Student Guided Practice Book page 29 to review the problem/solution text structure and record information learned during the previous day’s lesson.

Introduce New Text 1. Explore important text features on reader pages 10–15.

› What do the pictures tell you about the topic? › How do the headings help us predict the content?

2. Use Student Guided Practice Book page 30 to review the words racism and movement on reader pages 10 and 12. Have students use the rating key on the page to rate their knowledge of each word. Briefly discuss each word. Explain that students will have a chance to look at these words in context while reading. Intermediate or Advanced Language Learners: Have students locate the word racism on page 10. Explain that the word racism has the suffix –ism, which means “an attitude or belief.” Often, this suffix denotes a discriminatory way of thinking. Therefore, racism is a specific (discriminatory) belief about race. Have students share other –ism words.

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A Model 1. Review the camera and how we use it to help us summarize. Say, “Remember, when we read, we can use our camera to take pictures of the most important information.” 2. Display the Summarize poster. Say, “Today, we are going to use the camera to help us find the main idea and details. When we summarize, it is important to identify the main idea of the text. The main idea is the central concept that connects all the information in the text. Authors use details to support the main idea. These details provide reasons, examples, and additional information that help the reader understand the main idea.” 3. Read pages 10–12 aloud, modeling fluent reading. After reading the second paragraph on page 12, pause to model how to identify the main idea and details. Say, “All of the information in this section relates to the civil rights movement, so I think that is the main idea. The text says that people fought for justice using their words and actions, such as making speeches and marching. These details tell us about the civil rights movement. Let’s use our cameras to help us remember this information.” 4. Return to the Think-Mark model from day 1, and write page 12: Main idea = civil rights movement. Details = people fought for justice using words and actions. Guide students as they copy this onto their Think Marks. Note: Save this Think-Mark model, as you will be adding to it throughout the week.

© Teacher Created Materials

READER PAGES

10–15

Cultural Responsiveness: By using the Jump-In Reading protocol, you are validating cooperative and verbally expressive behaviors while students practice school-culture norms for taking turns and thinking about how and when to speak.

B Collaborative Practice 1. Have student pairs read pages 14–15, stopping to identify the main idea and details. (e.g., Ruby Bridges was a brave girl who became the first African American to integrate an elementary school in the South.) If necessary, prompt students by asking, “What are the main ideas and important details I want to remember?”

B Reflect 1. Come together as a group. Ask students to reflect on how they identified the main idea and details during reading. Invite them to share what they recorded on their Think Marks.

Summarize

5. Read the sidebar on page 13 aloud, using the Jump-In Reading protocol. Ask one student to start reading aloud. As this student reads, other students can “jump in” and start reading at any period. When another student starts reading, the first student stops.

2. Ask students, “What did Rosa Parks, Jackie Robinson, and Ruby Bridges have in common?” Engage students in the Campfire Discussion protocol. Have the group sit in a circle with a sheet of paper (campfire) in the middle. Each student writes down his or her answer on a sticky note and places it “in the campfire” (on the paper). Students then take turns reading aloud a sticky note other than his or her own, discussing the responses. Encourage students to use the text to support their responses. Cultural Responsiveness: By using the Campfire Discussion protocol, you are validating cooperative behaviors while students practice school-culture norms for taking turns and thinking about how and when to speak.

2. On their Think Marks, have students record examples of main idea and details. (e.g., Ruby Bridges: first kid to integrate school in South.)

© Teacher Created Materials

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READER PAGES

16–21

Day 3: Continue the Strategy

Summarize

You Can Too! Civil Rights Champions

A Review Text Have students use the graphic organizer on Student Guided Practice Book page 29 to review the problem/solution text structure and record information learned during the previous day’s lesson.

Introduce New Text 1. Explore important text features on reader pages 16–21.

› What do the pictures tell you about the topic? › How do the headings relate to information we’ve already learned?

2. Use Student Guided Practice Book page 30 to review the words disabilities and barriers on reader pages 16 and 20. Have students use the rating key on the page to rate their knowledge of each word. Briefly discuss each word. Explain that students will have a chance to look at these words in context while reading. Intermediate or Advanced Language Learners: Ask, “Why is IDEA in all capital letters on page 18?” Discuss how IDEA is an acronym, or an abbreviation in which each letter stands for the initial letter in a word. In this case, IDEA is an acronym for Individuals with Disabilities Education Act. Have students work in pairs to think of other common acronyms and what they stand for.

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A Model 1. Review the camera and how we use it to help us summarize. Say, “Remember, when we read, we can use our camera to take pictures of the most important information.” 2. Display the Summarize poster. Introduce today’s focus: Synthesize Graphics. Say, “Synthesizing graphics means that we examine the pictures and make connections between the information in the pictures and the information in the written text.” 3. Read pages 16–17 aloud, modeling fluent reading. After reading the sidebar on page 17, pause to model how to synthesize graphics using the image of Bethany Hamilton. Say, “How does the image on page 17 relate to the written text? The written text tells us about the woman in the image. It describes how she got her disability and what she has done to overcome the challenges of her experience. The graphic shows how someone with a disability can still do difficult things, like surf, and be an inspiration for other people.” 4. Return to the Think-Mark model from days 1 and 2, and write page 17: Picture shows how people with disabilities can do amazing things. Guide students as they copy this onto their Think Marks. Note: Save this Think-Mark model, as you will be adding to it throughout the week.

© Teacher Created Materials

READER PAGES

16–21

Cultural Responsiveness: By using the Jump-In Reading protocol, you are providing students with a highly engaging, studentcentered experience while naturally simulating the flow of conversation that occurs in some languages.

B Collaborative Practice 1. Have student pairs read pages 20–21, stopping to synthesize graphics. (e.g., Lex Frieden fought to change laws to help people with disabilities.) If necessary, prompt students by asking, “How do the pictures help me understand the information in the text?”

B Reflect 1. Come together as a group. Ask students to reflect on how they synthesized graphics while reading. Invite them to share what they recorded on their Think Marks.

Summarize

5. Read pages 18–19 aloud, using the Jump-In Reading protocol. Ask one student to start reading aloud. As this student reads, other students can “jump in” and start reading at any period. When another student starts reading, the first student stops. Encourage students to give each reader the chance to read several lines before jumping in.

2. Engage students in the Merry-Go-Round protocol. Have students go around the group, sharing a one to five word response to the following question: How have the lives of people with disabilities changed over time? Students can “merry-go-round” again, this time responding to a classmate’s response from the previous round. Encourage students to use the text to support their responses.

Cultural Responsiveness: By using the Merry-Go-Round protocol, you are validating cooperative behaviors while students practice school-culture norms for turn taking and conversation.

2. On their Think Marks, have students record examples of synthesizing graphics. (e.g., Lex Frieden: civil rights leader for people with disabilities.)

© Teacher Created Materials

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READER PAGES

22–27

Day 4: Know the Strategy

Summarize

You Can Too! Civil Rights Champions

A Review Text Have students use graphic organizer on Student Guided Practice Book page 29 to review the problem/solution text structure and record information learned during the previous day’s lesson.

Introduce New Text 1. Explore important features on reader pages 22–27.

› What do the pictures tell you about the topic? › How do the headings help to wrap up the book?

2. Have students revisit reader pages 4–21, searching for bold vocabulary words that have not been recorded on Student Guided Practice Book page 30. Have students choose two of these words to record at the bottom of the chart. Intermediate or Advanced Language Learners: Have students review the use of quotation marks on page 24. The word illegal is in quotation marks to show that it is being discussed, rather than used, in the sentence. The other quotation marks are used to show that the text was said by President Obama. Have students practice writing sentences using quotation marks.

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A Model 1. Review the camera and how we use it to help us summarize. Say, “Remember, when we read, we can use our camera to take pictures of the most important information.” 2. Display the Summarize poster. Say, “Today, we are going to use all of these strategies together while we summarize. We’re going to retell the text, identify main ideas and details, and synthesize graphics.” 3. Read pages 22–23 aloud, modeling fluent reading. Pause to model a component of the summarizing strategy. For example, after reading the second paragraph on page 22, pause to model how to retell the text. Say, “This paragraph says that there are some countries where only boys can go to school, but people are trying to change that.” 4. Return to the Think-Mark model from days 1–3, and write page 22: some countries: no girls at school. Not fair! Guide students as they copy this onto their Think Marks.

© Teacher Created Materials

READER PAGES

22–27

Cultural Responsiveness: By using the Fade In/Fade Out protocol, you are providing students with an opportunity to work together toward a common goal while practicing school-culture norms for turn taking.

B Collaborative Practice 1. Have student pairs read pages 26–27, stopping to retell the text, identify main ideas and details, and synthesize graphics. (e.g., Anyone who cares about people and is willing to work for equality can be a civil rights leader.) If necessary, prompt students by asking, “What main ideas and details can I retell? How do the graphics help me understand the text?” 2. On their Think Marks, have students record examples of summarizing. (e.g., Anyone can be a civil rights leader.)

© Teacher Created Materials

B Reflect 1. Come together as a group. Ask students to reflect on how they summarized during reading. Invite them to share what they recorded on their Think Marks.

Summarize

5. Read page 24 aloud, using the Fade In/ Fade Out protocol. Begin by providing a nonverbal cue to a student who will begin reading. After a few sentences, provide a nonverbal cue to the next student, who will join in with the first student—quietly at first and then getting louder. When the first student hears his peer reading along with him, his voice fades out until only the second reader can be heard.

2. Have students sit in a circle to begin the Whip Around protocol. Ask the group the following question: “What are some reasons that immigrants come to America?” Quickly point to each student in succession, giving no more than five seconds for a response. Students can add on to their peers’ contributions or disagree and offer rebuttals. If a student does not have a response, continue around the circle and return to him or her later. Encourage students to use the text to support their responses. Cultural Responsiveness: By using the Whip Around protocol, you are validating cooperative behaviors while students practice school-culture norms for taking turns.

Technology: If students are ready to work independently, have them access the digital platform and complete one or more of the activities. Students can annotate the text, watch two videos, complete a word work activity, or do a comprehension assessment.

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Day 5: Wrap Up Summarize

You Can Too! Civil Rights Champions

A Review Text and Vocabulary

C Discuss Big Idea/

1. Have students use the graphic organizer on Student Guided Practice Book page 29 to review the problem/solution text structure and record information learned during the previous day’s lesson.

1. Direct students’ attention to the Summarize poster to review the three focus strategies.

2. Have students return to Student Guided Practice Book page 30 to reassess their knowledge of the vocabulary words. Have students use different writing tools to record their new ratings so that they can see how their knowledge of each word has changed.

B Quick Check 1. Assign the Quick Check on Student Guided Practice Book page 33, and provide time for students to complete the assessment. 2. Review student responses as a group. Acknowledge incorrect answers, and guide students toward text evidence that supports the correct answers.



Essential Question

2. Introduce the Big Idea: rights. Say, “Over the next four weeks, we will learn more about summarizing while also thinking about a Big Idea: rights.” Define rights as “things that people deserve or are entitled to.” Have students record this definition on Student Guided Practice Book page 34. Discuss examples of rights. Use the word in context in as many forms as possible. (e.g., The freedom of speech is one of the rights outlined in the Constitution; Animal rights groups help animals receive safe and humane treatment; Children have rights even though they cannot vote yet.) 3. Ask the Essential Question: How do laws protect people’s rights? Have students record their answers to this question on Student Guided Practice Book page 34.

Intermediate or Advanced Language Learners: People refer to the name of our country in different ways. Point out that the text calls our country America and the United States. Sometimes, people use the abbreviation the U.S. or U.S.A. for short. Explain that the full name of the country is the United States of America, but it is acceptable to shorten it in these ways.

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© Teacher Created Materials

Name:_________________________________ Date:_______________

2

Problem/Solution Graphic Organizer

Summarize

Directions: Use the organizer to record information from the text.

Solution

Problem

Solution

Problem

Solution

Problem

Solution

pages 3–9

pages 10–15

pages 16–21

pages 22–27

© Teacher Created Materials

27100—Student Guided Practice Book

You Can Too! Civil Rights Champions

Problem

29

Summarize

2

Name:_________________________________ Date:_______________

Words to Know Directions: Before studying each word, use the rating key to assess your background knowledge. Then, work with your group to define each word. Self Rating

Word

Definition

civil rights (page 4)

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protested (page 8)

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0 This word is brand new to me.

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You Can Too! Civil Rights Champions

1

30

racism (page 10)

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movement (page 12)

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disabilities (page 16)

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barriers (page 20)

_____________________________________________________

_____________________________________________________

I’ve seen this word before, but I don’t know what it means.

_____________________________________________________

_____________________________________________________

2 I know a little bit about this word.

_____________________________________________________

3

_____________________________________________________

I could teach this word to a friend.

_____________________________________________________

_____________________________________________________ _____________________________________________________

27100—Student Guided Practice Book

© Teacher Created Materials

© Teacher Created Materials

27100—Student Guided Practice Book

31

Determine Meaning

Make Inferences

Use Evidence

Synthesize Elements

Monitor Comprehension

Summarize

Use Text Features

Ask Questions

Explorer Tools

ThinkMark

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➣ Retell Narrative Fiction

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➣ Identify Main Idea and Details

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➣ Synthesize Graphics

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27100—Student Guided Practice Book

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Name:_________________________________ Date:_______________

2

Quick Check

Summarize

Directions: Choose the best answer for each question. You may use the text to help you. 1. Pictures and graphics in a text



.

A are not related to the written words B are not important C should only be looked at after reading the text D provide information and examples

2. Rosa Parks and Ruby Bridges both



A participated in the civil rights movement B helped end segregation C showed bravery D all of the above

3. Immigrants are people who

.

A all look the same B move to another country to live C practice the same religion D are always treated with respect

4. Which statement summarizes the main idea of the text?



A Bethany Hamilton is inspirational. B American Indians protested by walking across the United States. C Many people have fought for civil rights throughout American history. D Some people are born with disabilities.

5. What do the civil rights leaders from the text have in common? Use examples from the text to support your answer. _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ © Teacher Created Materials

27100—Student Guided Practice Book

You Can Too! Civil Rights Champions



.

33

Name:_________________________________ Date:_______________

Summarize

2

Big Idea

Rights

What does it mean? _________________________________________________________________________________________

How do laws protect people’s rights? Record your thoughts before exploring:

Date: _________________________

_________________________________________________________________________________________ _________________________________________________________________________________________

You Can Too! Civil Rights Champions

_________________________________________________________________________________________

34

You have discussed rights in four texts. Have your thoughts changed from what you wrote above? Use examples from at least two texts to answer the question again.

Date: _________________________

_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 27100—Student Guided Practice Book

© Teacher Created Materials

Kelly Rodgers

Kelly Rodgers

Publishing Credits Rachelle Cracchiolo, M.S.Ed., Publisher Conni Medina, M.A.Ed., Managing Editor Nika Fabienke, Ed.D., Series Developer June Kikuchi, Content Director John Leach, Assistant Editor Lee Aucoin, Senior Graphic Designer TIME For Kids and the TIME For Kids logo are registered trademarks of TIME Inc. Used under license. Image Credits: Cover and p.1 (front) Bettman/Getty Images, (back) Associated Press; Reader’s Guide page Bettmann/Getty Images; p.5 Library of Congress [LC-USZ62-122985]; pp.7, 9 Arthur Grace/ZUMAPRESS/ Newscom; p.11 Granger, NYC; p.12 Library of Congress [LC-DIG-fsa8a03228]; p.13 National Baseball Hall of Fame Library/MLB Photos via Getty Images; p.15 Associated Press; p.19 Franklin D. Roosevelt Presidential Library & Museum; p.21 AP Photo/Houston Chronicle, Karen Warren; p.23 Ton Koene/VWPics/Alamy Stock Photo; p.25 Lucas Jackson/ Reuters; p.27 Lucas Jackson/Reuters; p.31 Library of Congress [LC-DIGds-04000]; all other images from iStock and/or Shutterstock All companies and products mentioned in this book are registered trademarks of their respective owners or developers and are used in this book strictly for editorial purposes; no commercial claim to their use is made by the author or the publisher.

Teacher Created Materials 5301 Oceanus Drive Huntington Beach, CA 92649-1030 http://www.tcmpub.com

ISBN 978-1-4258-4970-2 © 2018 Teacher Created Materials, Inc.

Table of Contents Fair and Just......................................... 4 The First Americans........................... 6 Justice for All.................................... 10 A Brilliant IDEA.............................. 16 Girl Power......................................... 22 Make a Difference............................ 26 Glossary............................................. 28 Index.................................................. 29 Check It Out!.................................... 30 Try It!.................................................. 31 About the Author............................. 32

3

Fair and Just Do you think about fairness? Do you know what justice means? These two words are very important. Fairness means treating people with respect. It means making sure everyone has the same chance. It means no one is treated badly. Justice is about being fair. It means everyone is treated in the same way. People use rules and laws to be just. Fairness and justice matter. They give everyone the same chance to succeed. But gaining civil rights is hard work.

4

Martin Luther King Jr. fought for civil rights.

Be a Civil Rights Champ! You can make a difference. Treat all people the same. Make sure to include everyone. Respect others’ ideas. And always play by the rules. 5

The First Americans American Indians were the first to live in what we now call America. Then, new settlers came to North America. They wanted land and made their own laws. They were not fair to the native people. The lives of American Indians changed forever. The government did not respect their rights. They had to leave their homes. Their land no longer belonged to them. Then, they lost their right to make important choices about their lives. They were not able to decide where they would live. But they stood up for themselves. They spoke out about their problems. 6

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The Longest Walk

In 1978, many Amer ican Indians walked across the United Stat es. They started in San Francisco, Calif ornia. They ended in Washington, DC . It took them five months. They w anted to remind ever yone of all they had lost.

7

They did not back down. They marched and protested. Finally, in 1968, a new law was passed. It was the Indian Civil Rights Act. It promised American Indians rights. The new law gave them freedom of speech. It gave them freedom to worship. It gave them protection. The law was a beginning, but it was not enough. American Indians still fight for the right to make their own choices. Their voices deserve to be heard.

A True Warrior

lahoma Ponca Clyde Warrior was an Ok National Indian Indian. He founded the for American Indian Youth Council. He fought gave an important traditions. In 1968, he e Are Not Free.” speech. It was called “W

8

The crowd listens and rests at the end of The Longest Walk, in 1978.

9

Justice for All The United States is a nation of laws. Each person is supposed to be equal under the law. That is what justice means. The color of our skin should not matter. But this is not always the case. Many people have faced racism. This is the idea that one group of people is better than another. African Americans face racism. Others do too. In the past, some states had laws separating people by the color of their skin. Only certain people could vote.

An Important Case

The U.S. Supreme Court is the top court in the country. In 1954, the court ruled that segregation in public schools was against the law. Black children and white children would now be able to go to school together.

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Rosa Parks Takes a Seat

One day in 1955, Rosa Parks got on a bus to go home after work. Soon, the bus filled up. A white man asked her to give him he r seat. She said no and was arrested. Her ac t of bravery forever changed the country.

11

African Americans could not shop in the same stores as white Americans. They could not go to the same schools. They could not worship in the same churches. They could not even drink from the same water fountains. This made many people angry. They decided to do something about it. They started a movement. It was called the civil rights movement. People joined in to fight for justice. They used words and actions as their weapons. They made speeches. They marched through the streets.

A young boy drinks from a “colored” fountain.

12

Jackie Robinson at Bat Today, baseball teams have players of all races. But in the past, African American and white athletes did not play on the same teams. Jackie Robinson changed that. He joined the Dodgers in 1947. He led the way for others. 13

The Story of Ruby Bridges In 1960, Ruby Bridges was six years old. The law said Ruby could go to any school she wanted. But that was not happening in Louisiana. Ruby had to take a test. She had to prove she knew enough to go to the same school as white children. Ruby passed the test. People were angry about this. Her parents were worried. They were afraid for Ruby. But she was brave. She went to school anyway. Four police officers protected her when she went to school. She was the first African American to integrate a primary school in the South.

14

Honored by a President In 2001, President Bill Clinton honored Ruby Bridges. He invited her to the White House. He honored her for fighting for civil rights. He gave her a medal.

15

A Brilliant IDEA Some people cannot see or hear. Some people cannot walk. Sometimes people are born this way, and other times something happens to cause it. People can have disabilities. People with disabilities want to go to school. They want to be able to go places where everyone else goes. They want to do what everyone else does. But, for a long time, they could not. They did not have the same rights.

Disability Rights Cham p Ed Roberts

attended high school in the 1950s mostly over the teleph one. He could not ge t his wheelchair into th e school building. H e fought to get a diplom a. He started groups for disability rights at his college in Califor nia. 16

Bethany Hamilton: Survivor Bethany Hamilton is a surfer in Hawaii. When she was 13, she was attacked by a shark. She lost her left arm. She was back on her surfboard a month later. She inspires athletes everywhere.

17

In the 1960s, people with disabilities started to fight for their rights. They started a movement. It was similar to the civil rights movement. They worked together. They talked to lawmakers. They wanted to be heard. In 1975, a new law was passed. It said that all children could go to public school. Schools needed to help all children learn. Children with disabilities were part of this. In 1990, the law became known as IDEA. Other laws passed too. They make sure people with disabilities are treated fairly.

olio P h it w t n e id s e r P A called ght) had a disease elt (at ri uld no Franklin D. Roosev weak. Then, he co e m ca be dy bo is ted U.S. polio. H Roosevelt was elec , 32 19 In k. al w longer t get in his way. no d di y lit bi sa di president. His

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Breaking Down Barriers When Lex Frieden was in college, he was in a car accident. He broke his neck. After that, he could not walk. Lex had to use a wheelchair. His doctors told him he could still do the same things everyone else could do. Lex knew this was true, but it would take courage. Lex went back to college. He broke down barriers. He helped other people deal with their disabilities. In Washington, DC, he met with lawmakers. He told them all people deserved to make lives for themselves.

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On His Own In the 1970s, Lex visited many states. He said that people with disabilities could live on their own. People agreed with him. They asked him to keep fighting. Lex has received awards. He has led many groups. These groups help people with disabilities. 21

Girl Power Learning makes life better. It helps you be successful. Every child should be able to get an education. For kids all over the world, going to school makes a big difference. In many countries today, boys and girls go to the same schools. All children have the same chance to learn. But in some countries, girls are not allowed to go to school. People are trying to change that.

Malala Fund

h yoo-sahf-ZAY) is -lu AH -L ah (m i za af re all Malala Yous e fights to make su Sh n. io at uc ed r e Malala a hero fo ol. She started th ho sc to go n ca n childre to help boys and ey on m es is ra p ou Fund. This gr ars of schooling. girls receive 12 ye

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Girls and boys attend school in Amman, Jordan.

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Some kids do not go to school because they have to work. Other kids live too far away from the school. In many countries, going to school costs money. Some parents cannot afford to send their children to school. Graça Machel (GRAH-suh mah-SHEHL) has worked for equality for girls for many years. She is known around the world for her work. She belongs to a group called “The Elders.” This group includes people from all over the world. They fight for the rights of girls and women.

Work to Be Done

Around the world, over 130 million girls are not in school. Wo men who get a full education are more successful. They are mor e likely to send their own daughter s to school. 24

Graça Machel speaks at a summit in 2014.

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Make a Difference Everyone should have the same chance to succeed. No one should face unfairness. No one should face injustice. But it happens all too often. Remember, each person can make a difference. How can you help? Speak out against unfairness. When you see injustice, tell someone. Take action. You can be a civil rights champion, too!

A Shining Beaceownorld want to nd th People from arou The United States a. ic er Am to e m co t igrants. Presiden is a nation of imm e , "We did not rais Barack Obama said rty with her back the Statue of Libe ht did it with her lig to the world. We to the world." shining as a beacon

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People take the oath to become U.S. citizens. 27

Glossary barriers—anything that limits movement or access civil rights—rights to equality and freedom disabilities—conditions that keep people from doing certain things injustice—unfair treatment integrate—combine into a whole movement—a series of activities working toward a common goal protested—fought against something that is wrong or unfair racism—not accepting others because of their race traditions—beliefs and customs that are handed down 28

Index Bridges, Ruby, 14–15 civil rights movement, 12, 18 Clinton, Bill, 15 Frieden, Lex, 20–21 Hamilton, Bethany, 17 IDEA (Individuals with Disabilities Education Act), 18 King, Martin Luther, Jr., 5 Longest Walk, The, 7, 9 Machel, Graça, 24–25 Malala Fund, 22 National Indian Youth Council, 8 Obama, Barack, 26 Parks, Rosa, 11 Roberts, Ed, 16 Robinson, Jackie, 13 Roosevelt, Franklin D., 19 Warrior, Clyde, 8 29

Check It Out! Books Coles, Robert. 2010. The Story of Ruby Bridges. Scholastic Paperbacks. Maestro, Betsy. 1996. Coming to America: The Story of Immigration. Scholastic Press.

Videos HBO. Mighty Times: The Legacy of Rosa Parks. Sony Pictures Entertainment. Soul Surfer.

Websites Ducksters. Civil Rights for Kids. www.ducksters.com/history/civil _rights/.

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Try It! Imagine your class is planning an awards ceremony. Each student must create an award for a different civil rights champ. • Pick a person who fought to protect civil rights. List five interesting facts about that person. • Next, write a speech to present the award to that person.

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About the Author Kelly Rodgers lives in Georgia with her family. She teaches history to middle school and high school students. She especially loves teaching about the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. During summer vacation, she enjoys traveling and seeing how other people live around the world.

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Reader’s Guide 1. What are civil rights? 2. Who are some of the people who have fought for civil rights in America? 3. How did they fight? What “weapons” did they use? 4. How can you help in the fight for civil rights?

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