Rosa Parks (20th Century Biographies) - Teacher's Guide

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20th CENTURY BIOGRAPHIES

ROSA PARKS

TEACHER RESOURCE GUIDE Learning Activities for • Vocabulary • Initial Understanding • Developing Interpretation • Personal Reflection and Response • Demonstrating a Critical Stance • Research

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Table of Contents To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Vocabulary Specialized Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Your Own Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Synonyms and Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Initial Understanding Identify Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Summary Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Interpretation Brainstorm Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Before, During, After . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Illustrate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Reflection Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Critical Response Different People, Different Uses . . . . . . . . . . . . . . . . . . . . . . 12 Who Else? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Research Project Research Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Write a Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

SADDLEBACK EDUCATIONAL PUBLISHING Three Watson, Irvine, CA 92618-2767 Web site: www.sdlback.com Copyright © 2008 by Saddleback Educational Publishing All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher. ISBN-10: 1-59905-330-6 ISBN-13: 978-1-59905-330-1 eBook: 978-1-60291-668-5 The purchase of this guide entitles the individual teacher to reproduce copies of the student pages for use in his or her classroom exclusively. The reproduction of any part of the work for an entire school or school system is prohibited. Printed in the United States of America

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To the Teacher 20th Century Biographies Organization The 20th Century Biographies series includes ten books. Each covers the life of a prominent world or national figure who lived during the 20th century. Many of the people whose lives are explored in the series contributed to the struggle for human rights that characterized this dynamic period of time. This teacher’s guide provides ideas and reproducible worksheets to support the book and extend students’ reading skills. The answer key at the end of the guide provides answers and example responses.

Different Ways to Present Rosa Parks For lower-functioning readers, you may wish to read the entire book together as a class. Students who are more confident may be encouraged to read the book on their own after reading one or two chapters as a class. If this is not the first 20th Century Biographies book your class has studied, you might begin by having students review what they already know about the history of the time and the other characters in the series. Although most activities are designed to be used after reading the book, some should be completed before students read the book, and some can be used during the reading. The Vocabulary and Initial Understanding activities could be used before and during the reading. You may wish to make copies of each separate activity for distribution as needed, or you may wish to give the students their own packets containing copies of all the activities.

How to Build Connections Throughout the Series Many of the people included in the 20th Century Biographies series touched each other’s lives. You may wish to display character webs and have students continue to add to them as you read the series together. To help students remember characters, consider enlarging a picture of each main character to display.

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Reading Strategies The activities in this Teacher’s Resource Guide focus on giving lower-level readers the tools to construct, extend, and examine the meaning of text. Included are essential elements in reading literacy as identified by the National Assessment of Educational Progress. Vocabulary Vocabulary skills include decoding words, using words correctly, understanding meanings, and extending the actual amount of words the students know. Increased competency with vocabulary increases fluency when reading both silently and aloud. As students decode or recognize words more easily, they will be able to determine and extend the meaning of entire passages more easily as well. Initial Understanding Initial understanding of text is the initial impression or unreflected understanding of what was read. Skills include identifying details and facts from text read, and recognizing aspects of literal text, such as sequence of events or main ideas. Without initial understanding, no reader would be able to comprehend the text on a higher level. Developing Interpretation Developing interpretation goes beyond the initial impression to develop a more complete understanding of what was read. The reader must distinguish between and compare separate concepts in a text to extend its meaning. Examples of interpreting skills include differentiating facts from opinions, making comparisons, summarizing, and identifying cause-effect relationships. Personal Reflection and Response Personal reflection and response requires readers to relate topics to their own experience. As students connect their own experiences with text, information becomes more clear. Having internalized ideas, readers can much more easily express their responses as well. Demonstrating a Critical Stance Demonstrating a critical stance requires readers to detach themselves from the text in order to consider and evaluate it. A critical response may include identifying the intended audience and critiquing the text.

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Vocabulary

Date

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Specialized Vocabulary

There is a lot of specialized vocabulary used to describe the events of the African American Civil Rights Movement and other equal rights movements. Directions: Write a definition for each word or phrase. Use the dictionary to find words you do not know. Some words may have more than one definition, write the one that applies to equal rights movements. 1. segregation 2. prejudice 3. demonstration 4. sit-in 5. boycott 6. petition 7. strike 8. protest 9. picket line 10. march 11. discrimination 12. appeal 13. Act 14. unjust

Your Own Vocabulary Are you involved in a sport or an activity that has a specialized vocabulary? Maybe you are on a soccer team or in a band. You use special vocabulary everyday to describe the things that you do or the instruments you use in the activity. Directions: On another sheet of paper, write a list of 10 or more words that apply to your favorite activity. Compare your vocabulary list with a group of students. Write down the words and definitions that you have never heard before. 20th Century Biographies—Rosa Parks

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Vocabulary

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Synonyms and Antonyms

Synonyms are words that mean the same thing, or words that mean almost the same thing. Antonyms are words that have opposite meanings. Directions: For each pair of words, write A if the words are antonyms, or S is the words are synonyms. 1. 2. 3. 4. 5. 6.

peace—war difficult—simple accuse—blame celebrate—mourn separate—segregate brave—cowardly

7. short—long 8. struggle—fight 9. public—private 10. near—close 11. just—fair 12. victory—defeat

Your Turn Directions: For each word, write a word or phrase that is a synonym and one that is an antonym for each word below. Synonym 1. 2. 3. 4. 5.

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__________________ __________________ __________________ __________________ __________________

Antonym non-violent humble unconstitutional controversial injustice

__________________ __________________ __________________ __________________ __________________

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Initial Understanding

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Identify Structure

The idea in a well written paragraph can be related to each other in one of these ways: Main Idea and Supportive Details Cause and Effect Sequence of Events Compare and Contrast Directions: Write the following abbreviations in the blanks to show how the ideas are related: MI/SD = main idea and supportive details, C/E = cause and effect, SOE = sequence of events, and C/C = compare and contrast. 1. As a child, Rosa Parks enjoyed school. She liked to read and play games with the other children. 2. The Scottsboro boys were charged with attacking two white women. Because they were black, the trial was very short and unjust. 3. In the 1950s, Rosa Parks lived in Montgomery, Alabama, where segregation was everywhere. She saw that Detroit, on the other hand, was more integrated. 4. Rosa Parks worked hard for equal rights. As a boy and an adult, President Bill Clinton came to admire her. He then awarded her the Medal of Freedom in 1996. In 1999 she received the Congressional Gold Medal. 5. Martin Luther King, Jr. was a preacher who was comfortable giving speeches. Rosa Parks was quiet and humble and didn’t like public attention. 6. The black people of Montgomery boycotted the city bus system. The boycott was successful, and the Supreme Court ruled that bus segregation was unconstitutional. 7. Rosa Parks became increasingly interested in civil rights. Then, she joined the NAACP. After a while, she was asked to give speeches about civil rights. 8. The bus driver told Rosa to get up, but Rosa refused to give up her seat. She was taken to jail because of this. 9. Rosa Parks was an inspirational leader during the Civil Rights Movement. She courageously refused to give up her seat on the Montgomery bus. She dedicated her life to the fight for equality. 10. Rosa Parks got onto the bus. She sat down in a seat. Then, the bus driver told her to stand up to make room for a white passenger.

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Initial Understanding

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Summary Chart

A summary is a short description of events. A summary "sums up" what you have read. In a summary, the main ideas are listed not the supporting details. Directions: After you read each chapter in Rosa Parks, write a summary of the chapter. Use only one or two sentences to tell the main ideas. Chapter

Summary

1 2 3 4 5 6 7 8 9 10

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Interpretation

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Brainstorm Results

Directions: Think about what it would have been like to meet Rosa Parks. What kinds of questions would you ask her? Below, write about some things you would ask Rosa Parks or things you would tell her about your life.

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Before, During, After

Directions: Choose an event described in the book. Brainstorm as many words as you can to describe the people’s experiences before the event, during the event, and after the event. List up to five words under each heading. Before the Event

During the Event

After the Event

Illustrate Directions: Draw pictures to show what you think happened before, during, and after the event. Write a brief caption under each picture to explain it.

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Reflection

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Point of View

A story can change your mind about an issue. It might change your point of view or your attitude about an issue. Before You Read: Indicate your point of view about the issues below. Write A for agree or D for disagree. 1. It did not take long for African Americans to gain equality in the Southern United States. 2. Besides the incident on the bus in Montgomery, Rosa Parks was a relatively minor contributor to the Civil Rights Movement. 3. Martin Luther King Jr. and Rosa Parks worked for the same cause, but they never met. 4. Black people were not treated much differently than white people in the South in the 1950s. 5. After the bus boycott in Montgomery, Rosa Parks’ fame made her financially stable for the rest of her life. After You Read: Indicate your point of view about the issues below. Write A for agree or D for disagree. 1. It did not take long for African Americans to gain equality in the Southern United States. 2. Besides the incident on the bus in Montgomery, Rosa Parks was a relatively minor contributor to the Civil Rights Movement. 3. Martin Luther King Jr. and Rosa Parks worked for the same cause, but they never met. 4. Black people were not treated much differently than white people in the South in the 1950s. 5. After the bus boycott in Montgomery, Rosa Parks’ fame made her financially stable for the rest of her life.

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Critical Response • Different People, Different Uses An article or book may have different meanings to different people. For example, a book about Martin Luther King Jr. would be meaningful to several people, but in very different ways. To someone who was alive during his lifetime it might have different meaning than it would for someone who was born after his assassination. Directions: For each type of person below, write how the person might view or use the information from this book about Rosa Parks. How might each person react to the book? 1. A black woman born in the 1930s 2. A man who is a member of the Ku Klux Klan

3. A 20-year-old black man 4. A person who is involved in the current fight for equal rights for migrant workers 5. A person from England who doesn’t know anything about U.S. history

Who Else? Directions: Think of someone else who might find the information in this book useful. Write a sentence or two telling who the person is, and why he or she would be interested in the information. ____ ____ ____ ____ ____ 12

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Research Project •

Research Tips

Directions: Often we hear information about male civil rights activists, but there were many women involved in the African American Civil Rights Movement as well. Rosa Parks was one important activist. Choose another female civil rights activist from the list below or think of someone else. Use the tips below to help you write a report about the person and how she influenced the Civil Rights Movement. • Ella Baker worked as a civil rights activist for five decades. She workedwith people such as W.E.B. DuBois, Thurgood Marshall, A. Phillip Randolph, and Martin Luther King Jr. • Mary McLeod Bethune was born to former slaves in 1875. She encouraged President Franklin D. Roosevelt to promote racial equality. • Eleanor Roosevelt was President Franklin D. Roosevelt’s wife. She worked in civil and human rights during her husband’s presidency and after his death. • The child of former slaves, Mary Church Terrell was one of the first African American women to receive a Bachelor’s degree in 1884. She was a civil rights activist throughout her life. • Jacqueline Cochran was a pioneer American aviatrix. She is also famous for contributing to the Women’s Auxiliary Army Corps (WAAC) and the Women Airforce Service Pilots (WASP). • Ida B. Wells-Barnett was born in 1862. Described as a "fearless anti-lynching advocate," she fought for both African American civil rights and women’s rights. Use newspaper or magazine articles, documentary films, books, and the Internet to learn about the person about whom you will write. You may want to read one or two of the author’s works to learn more about him or her. Use at least two sources, such as a book and a Web site. Be sure to cite your sources. How to find information on the Internet… The Internet can be a very good place to start your research. Once you locate information online, you can look at the sources used by the author. Then, you can go look for those sources. Photographs, maps, diagrams, charts, and displays always make research projects more interesting. Download these visual aids to print and use with your report. Remember, not everything on the Internet is correct! Try to find information on a site that ends with .edu, .org, or .gov. If you find a piece of information on a .com site, try to confirm the information by locating it on an .edu, .org, or .gov site as well. Or, find the same information in three separate places. To cite a Web site, list the name of the site, the author of the site, if you can find it, and the year it was written. How to use books, newspaper or magazine articles, and documentary films… Newspapers and magazines, books, and documentary films provide excellent primary information about people and events. Using your library’s catalog, do a subject or title search for the person about whom you are writing. Take notes about the information that you find in these sources. Remember that, when you write your report, you will want to use your own words. If you use a direct quote, use quotation marks and state the source.

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Write a Report

Directions: Use the outline below to organize information on the person about whom you are going to write. You might not use every category listed. On a separate sheet of paper, copy the outline. Add your own headings, subheadings, or numbers if necessary. Title: I. Birth and family A. Birth 1. Information about when and where the person was born: 2. Another important event that occurred around the same time: 3. Other well known places nearby, in case the reader is not familiar with the place: B. Family 1. Information about the person’s mother and father: 2. Information about the kind of work both parents did: 3. Other information about the parents, siblings, or other family members: II. Mid-life and career A. Beginnings in civil rights 1. How the person became interested in civil rights: 2. When the person began to work in civil rights: 3. People who influenced the person at an early age: B. Career 1. Information about the places the person worked in civil rights: 2. Information about the person’s greatest accomplishments in the civil rights movement: C. Life outside of civil rights 1. Information about the person’s family life: 2. Other interests that the person had or organizations with which she was involved: III. Later life A. Retirement 1. Where the person spent the later years of her life: 2. What the person did during those years: B. Death 1. Where and when the person died: 14

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Answer Key p. 5 Specialized Vocabulary Sample answers: 1. segregation: the separation of people based on race or ethnicity 2. prejudice: unreasonable feelings or opinions regarding race or ethnicity 3. demonstration: a public act of protest 4. sit-in: an organized passive protest in which people occupy an area and refuse to leave 5. boycott: to stop buying or using something in protest 6. petition: a formal request containing the signatures of many supporters of the request 7. strike: to stop doing something as a coercive act 8. protest: an expression of objection 9. picket line: a line of strikers 10. march: an organized protest walk 11. discrimination: treatment against a group based on race or ethnicity 12. appeal: an application for review by a higher l legal body 13. Act: a decree resulting from a decision made by a legislative body 14. unjust: unfair

p. 8 Summary Chart Answers will vary p. 9 Brainstorm Results Answers will vary p. 10 Before, During, After Answers will vary. p. 10 Illustrate Answers will vary. p. 11 Point of View Answers will vary. p. 12 Different People, Different Uses Answers will vary. p. 12 Who Else? Answers will vary. p. 14 Write a Report Answers will vary.

p. 5 Your Own Vocabulary Answers will vary p. 6 Synonyms and Antonyms 1. A, 2. A, 3. S, 4. A, 5. S, 6. A, 7. A, 8. S, 9. A, 10. S, 11. S, 12. A p. 6 Your Turn 1. peaceful [non-violent] aggressive 2. modest [humble] arrogant 3. unlawful [unconstitutional] lawful 4. problematic [controversial] unquestionable 5. inequity [injustice] justice p. 7 Identify Structure 1. MI/SD, 2. C/E, 3. C/C, 4. SOE, 5. C/C, 6. C/E, 7. SOE, 8. C/E, 9. MI/SD, 10. SOE

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