Harrop Fold School – Making the difference€¦ · Web viewRosa Parks and the Montgomery Bus Boycott 27 2: Monday Rosa Parks: Beyond the Bus 32 2: Tuesday Before Rosa Parks, There

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Year 8 Social Justice

Student workbook

Name:______________________

English teacher:______________Day Task Page Completed

1: Monday Malala Yousafzai: A Normal Yet Powerful Girl

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1: Tuesday Malala Yousafzai's Nobel Peace Prize Lecture

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1:Wednesday Martin Luther King, Jr. 161:Thursday I Have a Dream 201: Friday Rosa Parks and the Montgomery Bus

Boycott27

2: Monday Rosa Parks: Beyond the Bus 322: Tuesday Before Rosa Parks, There Was

Claudette Colvin37

2:Wednesday Life in a Totalitarian Country 422: Thursday The Many and the Few 462: Friday Herd Behaviour 49

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Malala Yousafzai: A Normal Yet Powerful GirlBy NPR Staff

2013

Malala Yousafzai (born 1997) is a Pakistani activist for female education and the youngest ever winner of the Nobel Peace Prize. Malala is from the Swat Valley in northwest Pakistan, where the local Taliban has banned girls from attending school. Malala, whose family ran a chain of local schools, publicly stood against the Taliban’s actions and launched an international movement. On October 9th, 2012, a gunman from the Taliban boarded a school bus and shot her in the head. Malala remained in critical condition in the days following the attack, but survived. Since then, she has continued to advocate internationally for women’s education. As you read, consider what drove Malala to overcome tremendous adversity.

[1] “I think Malala is an average girl,” Ziauddin Yousafzai says about the 16-year-old Pakistani girl

who captured the world’s attention after being shot by the Taliban,1 “but there’s something extraordinary about her.”

A teacher himself, Yousafzai inspired his daughter’s fight to be educated. At a special event with Malala in Washington, D.C., he tells NPR’s Michel Martin that he is often asked what training he gave to his daughter. “I usually tell people, ‘You should not ask me what I have done. Rather you ask me, what I did not do,’” he says. “I did not clip her wings to fly. I did not stop her from flying.”

"Education Advocate Malala Attends MDG Event" by United Nations Photo is licensed under CC BY-NC-ND 2.0.

Yousafzai has this advice for parents of girls around the world: “Trust your daughters, they are faithful. Honor your daughters, they are honorable. And educate your daughters, they are amazing.”

A year after being shot, Malala is clear about her goal. “I speak for education of every child, in every corner of the world,” Malala says. “There has been a discrimination2 in our society,” which she believes must be defeated. “We women are going to bring change. We are speaking up for girls’ rights, but we must not behave like men, like they have done in the past.”

[5] Perhaps she has learned from her father’s experience. When asked what gave him a passion for girls’ education, Yousafzai points out that he was “born in a society where girls are ignored.” Living with five sisters, he was sensitive to discrimination from an early age. “In the morning, I was used to milk and cream, and my sisters were given only tea,” he says.

1. The Taliban is an Islamic militant group based in Afghanistan and western Pakistan. They are known around the world for their cruel punishment of citizens, their harsh treatment of women, and for their involvement in acts of terrorism.2. Discrimination (noun): the unjust or unfair treatment of people based upon race, gender, religion, age, etc.

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Yousafzai felt the injustice3 even more when Malala was born. He later opened a school that Malala attended in the Swat Valley. At the time, the Taliban’s influence was gaining power and both Yousafzais were firmly on their radar.4 “But we thought that even terrorists might have some ethics,” Yousafzai says. “Because they destroyed some 1,500 schools but they never injured a child. And she was a child.”

Malala says that the shooting has taken away her fear. “I have already seen death and I know that death is supporting me in my cause of education. Death does not want to kill me,” she says. “Before this attack, I might have been a little bit afraid how death would be. Now I’m not, because I have experienced it.”

When asked if she is having any fun now with all her campaigning,5 Malala laughs, “It’s a very nice question. I miss those days.” But she also says that there is another side to her than what is shown in the media. “Outside of my home, I look like a very obedient, very serious, very good kind of girl, but nobody knows what happens inside the house.” There, she says, she’s not naughty, but she has to stand up to her brothers. “It’s good to fight with your brothers and it’s good to tease them to give them advice.”

She says her little brother doesn’t really understand why his sister has so much attention. “He said, ‘Malala ... I can’t understand why people are giving you prizes, and everywhere you go people say, ‘This is Malala’ and they give you awards, what have you done?’” she says.

[10] Malala knows the Taliban would still like to kill her, but she says she hopes to return to Pakistan one day. “First, I need to empower myself with knowledge, with education. I need to work hard,” she says. “And when I [am] powerful, then I will go back to Pakistan, inshallah [God willing].”

©2013 National Public Radio, Inc. News report titled “Malala Yousafzai: A ‘Normal,’ Yet Powerful Girl” was originally broadcast on NPR’s Tell Me More on October 15, 2013, and is used with the permission of NPR. Any unauthorized duplication is strictly prohibited.

3. Injustice (noun): a lack of fairness or equality in a situation4. To be "on the radar" is a common expression meaning to be noticed or aware of5. Campaign (verb): to carry out a planned set of activities over a period of time in order to achieve a specific goal

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1. According to Malala, how did the shooting affect her? Cite evidence in your answer.

2. Summarize Malala’s character using specific evidence from this article.

3. PART A: What does the word “ethics” most closely mean as it is used in paragraph 6?A. an understanding between right and wrongB. ability to commit violent actsC. dishonestyD. a sense of cruelty or hatred

4. PART B: Which phrase from the text provides the best clue to the meaning of the word “ethics” as it is used in paragraph 6?A. “even terrorists”B. “destroyed some 1,500 schools”C. “they never injured a child”D. “she was a child”

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5. What is the effect of Malala’s father’s account in this news article?A. It allows readers to see that Malala achieved so much due to her strict upbringing and disciplined education.B. It implies that Malala should not be treated as a hero because she is just an ordinary girl with the same problems and concerns as other young women.C. It suggests that Malala's father does not deserve much credit for raising her.D. It provides the perspective of someone who knows her well, and emphasizes the importance of encouraging educational equality.

Vocabulary chart:

Write down five words from the text which you didn’t know before reading it, or words you feel are particularly significant to the text. Using a dictionary or the internet, write a definition next to each of the words.

Word Definition

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Malala Yousafzai's Nobel Peace Prize LectureBy Malala Yousafzai

2014

Malala Yousafzai (born 1997) is a Pakistani education activist and the youngest-ever Nobel Prize laureate. Yousafzai was born in Swat District, Pakistan, and her family ran a chain of schools in the region. When Yousafzai was 14 she was shot in the head by the Taliban, an Islamic extremist group, for her advocacy of equal education. Following her recovery, she continued to advocate for education. In the following speech, Yousafzai discusses her commitment to education. As you read, take notes on how access to education is different around the world.

[1] Bismillah hir rahman ir rahim.In the name of God, the most merciful, the most beneficent.

Your Majesties, Your royal highnesses, distinguished members of the Norwegian Nobel Committee,

Dear sisters and brothers, today is a day of greathappiness for me. I am humbled that the NobelCommittee has selected me for this preciousaward.

"A heroine, a survivor": Malala Yousafzaï receives the 2013Sakharov Prize by European Parliament is licensed under CC BY-

Thank you to everyone for your continued NC-ND 2.0.

support and love. Thank you for the letters andcards that I still receive from all around the world. Your kind and encouraging words strengthens and inspires me.

[5] I would like to thank my parents for their unconditional love. Thank you to my father for not clipping my wings and for letting me fly. Thank you to my mother for inspiring me to be patient and to always speak the truth — which we strongly believe is the true message of Islam. And also thank you to all my wonderful teachers, who inspired me to believe in myself and be brave.

I am proud, well in fact, I am very proud to be the first Pashtun, the first Pakistani, and the youngest person to receive this award. Along with that, I am pretty certain that I am also the first recipient of the Nobel Peace Prize who still fights with her younger brothers. I want there to be peace everywhere, but my brothers and I are still working on that.

I am also honored to receive this award together with Kailash Satyarthi, who has been a champion for children’s rights for a long time. Twice as long, in fact, than I have been alive. I am proud that we can work together, we can work together and show the world that an Indian and a Pakistani, they can work together and achieve their goals of children’s rights.

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Dear brothers and sisters, I was named after the inspirational Malalai of Maiwand who is the Pashtun Joan of Arc.1 The word Malala means “grief stricken, sad,” but in order to lend some happiness to it, my grandfather would always call me “Malala – The happiest girl in the world” and today I am very happy that we are together fighting for an important cause.

This award is not just for me. It is for those forgotten children who want education. It is for those frightened children who want peace. It is for those voiceless children who want change.

[10] I am here to stand up for their rights, to raise their voice… it is not time to pity them. It is not time to pity them. It is time to take action so it becomes the last time, so it becomes the last time that we see a child deprived of education.

I have found that people describe me in many different ways.

Some people call me the girl who was shot by the Taliban.

And some, the girl who fought for her rights.

Some people, call me a “Nobel Laureate” now.

1. However, my brothers still call me that annoying bossy sister. As far as I know, I am just a committed and even stubborn person who wants to see every child getting quality education, who wants to see women having equal rights and who wants peace in every corner of the world.

Education is one of the blessings of life — and one of its necessities. That has been my experienceduring the 17 years of my life. In my paradise home, Swat, I always loved learning and discovering new

things. I remember when my friends and I would decorate our hands with henna2 on special occasions. And instead of drawing flowers and patterns we would paint our hands with mathematical formulas and equations.

We had a thirst for education, we had a thirst for education because our future was right there in that classroom. We would sit and learn and read together. We loved to wear neat and tidy school uniforms and we would sit there with big dreams in our eyes. We wanted to make our parents proud and prove that we could also excel in our studies and achieve those goals, which some people think only boys can.

But things did not remain the same. When I was in Swat, which was a place of tourism and beauty,suddenly changed into a place of terrorism. I was just 10 when more than 400 schools were destroyed.

Women were flogged.3 People were killed. And our beautiful dreams turned into nightmares.

Education went from being a right to being a crime.

[20] Girls were stopped from going to school.

1. a French heroine and military leader during the Hundred Years' War who led an army at 17 years-old2. dye used to color the hair and decorate the body3. beaten with a stick, especially as punishment

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When my world suddenly changed, my priorities changed too.

I had two options. One was to remain silent and wait to be killed. And the second was to speak up and then be killed.

I chose the second one. I decided to speak up.

We could not just stand by and see those injustices of the terrorists denying our rights, ruthlessly killing people and misusing the name of Islam. We decided to raise our voice and tell them: Have you not learnt, have you not learnt that in the Holy Quran4 Allah5 says: if you kill one person it is as if you kill the whole humanity?

[25] Do you not know that Mohammad, peace be upon him, the prophet of mercy, he says, “do not harm yourself or others?”

And do you not know that the very first word of the Holy Quran is the word “Iqra,” which means “read?”

The terrorists tried to stop us and attacked me and my friends who are here today, on our school bus in 2012, but neither their ideas nor their bullets could win.

We survived. And since that day, our voices have grown louder and louder.

I tell my story, not because it is unique, but because it is not.

[30] It is the story of many girls.

Today, I tell their stories too. I have brought with me some of my sisters from Pakistan, from Nigeria and from Syria, who share this story. My brave sisters Shazia and Kainat who were also shot that dayon our school bus. But they have not stopped learning. And my brave sister Kainat Soomro who went

through severe abuse and extreme violence, even her brother was killed, but she did not succumb.6

Also my sisters here, whom I have met during my Malala Fund campaign.7 My 16-year-old courageous sister, Mezon from Syria, who now lives in Jordan as refugee8 and goes from tent to tent encouraging girls and boys to learn. And my sister Amina, from the North of Nigeria, where Boko Haram9 threatens, and stops girls and even kidnaps girls, just for wanting to go to school.

Though I appear as one girl, though I appear as one girl, one person, who is 5 foot 2 inches tall, if you include my high heels (It means I am 5 foot only). I am not a lone voice, I am not a lone voice, I am many.

I am Malala. But I am also Shazia.

[35] I am Kainat.

4. the central religious text of Islam5. Arabic for “God”6. Succumb (verb): to give in; to fail at resisting something7. a nonprofit that works to help girls access a secondary education8. a person who has been forced to leave their country in order to escape war9. an Islamic extremist group that has killed 20,000 people and displaced 2.3 million

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I am Kainat Soomro.

I am Mezon.

I am Amina. I am those 66 million girls who are deprived of education. And today I am not raising my voice, it is the voice of those 66 million girls.

Sometimes people like to ask me why should girls go to school, why is it important for them. But I think the more important question is why shouldn’t they? Why shouldn’t they have this right to go to school.

[40] Dear sisters and brothers, today, in half of the world, we see rapid progress and development. However, there are many countries where millions still suffer from the very old problems of war, poverty, and injustice.

We still see conflicts in which innocent people lose their lives and children become orphans. We seemany people becoming refugees in Syria, Gaza and Iraq. In Afghanistan, we see families being killed in

suicide attacks10 and bomb blasts.

Many children in Africa do not have access to education because of poverty. And as I said, we still see girls who have no freedom to go to school in the north of Nigeria.

Many children in countries like Pakistan and India, as Kailash Satyarthi mentioned, especially in India and Pakistan are deprived of their right to education because of social taboos,11 or they have been forced into child marriage or into child labor.

One of my very good school friends, the same age as me, who had always been a bold and confident girl, dreamed of becoming a doctor. But her dream remained a dream. At the age of 12, she was forced to get married. And then soon she had a son, she had a child when she herself was still a child — only 14. I know that she could have been a very good doctor.

[45] But she couldn’t... because she was a girl.

Her story is why I dedicate the Nobel Peace Prize money to the Malala Fund, to help give girls quality education, everywhere, anywhere in the world and to raise their voices. The first place this funding will go to is where my heart is, to build schools in Pakistan — especially in my home of Swat and Shangla.

In my own village, there is still no secondary school for girls. And it is my wish and my commitment, and now my challenge to build one so that my friends and my sisters can go there to school and get quality education and to get this opportunity to fulfill their dreams.

This is where I will begin, but it is not where I will stop. I will continue this fight until I see every child, every child in school.

10. a violent attack in which the attacker expects to die in the process11. something that is prohibited

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Dear brothers and sisters, great people, who brought change, like Martin Luther King and Nelson Mandela, Mother Teresa and Aung San Suu Kyi, once stood here on this stage. I hope the steps that Kailash Satyarthi and I have taken so far and will take on this journey will also bring change — lasting change.

[50] My great hope is that this will be the last time we must fight for education. Let’s solve this once and for all.

We have already taken many steps. Now it is time to take a leap.

It is not time to tell the world leaders to realize how important education is — they already know it — their own children are in good schools. Now it is time to call them to take action for the rest of the world’s children.

We ask the world leaders to unite and make education their top priority.

Fifteen years ago, the world leaders decided on a set of global goals, the Millennium Development

Goals.12 In the years that have followed, we have seen some progress. The number of children out of school has been halved, as Kailash Satyarthi said. However, the world focused only on primary education, and progress did not reach everyone.

[55] In year 2015, representatives from all around the world will meet in the United Nations to set the next set of goals, the Sustainable Development Goals.13 This will set the world’s ambition14 for the next generations.

The world can no longer accept, the world can no longer accept that basic education is enough. Why do leaders accept that for children in developing countries,15 only basic literacy is sufficient,16 when their own children do homework in algebra, mathematics, science and physics?

Leaders must seize this opportunity to guarantee a free, quality, primary and secondary education for every child.

Some will say this is impractical, or too expensive, or too hard. Or maybe even impossible. But it is time the world thinks bigger.

Dear sisters and brothers, the so-called world of adults may understand it, but we children don’t. Why is it that countries which we call “strong” are so powerful in creating wars but are so weak in bringing peace? Why is it that giving guns is so easy but giving books is so hard? Why is it that making tanks is so easy, but building schools is so hard?

[60] We are living in the modern age and we believe that nothing is impossible. We have reached the moon 45 years ago and maybe will soon land on Mars. Then, in this 21st century, we must be able to give every child quality education.

12. eight international goals that members of the United Nations set to achieve by the year 201513. a set of 17 global goals to be achieved by 203014. Ambition (noun): a strong desire to do or achieve something15. poor agricultural countries that are seeking to become more advanced economically and socially16. Sufficient (adjective): adequate; enough

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Dear sisters and brothers, dear fellow children, we must work… not wait. Not just the politicians and the world leaders, we all need to contribute. Me. You. We. It is our duty.

Let us become the first generation to decide to be the last, let us become the first generation that decides to be the last that sees empty classrooms, lost childhoods, and wasted potentials.

Let this be the last time that a girl or a boy spends their childhood in a factory.

Let this be the last time that a girl is forced into early child marriage.

[65] Let this be the last time that a child loses life in war.

Let this be the last time that we see a child out of school.

Let this end with us.

Let’s begin this ending... together... today... right here, right now. Let’s begin this ending now.

Thank you so much.

"Malala Yousafzai's Nobel Acceptance Speech" by Malala Yousafzai. Copyright © The Nobel Foundation. (2014). Used with permission. All rights reserved.

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1. PART A: Which of the following identifies Malala Yousafzai’s main claim in the text? [RI.2]A. Women and girls need to be valued for their intelligence and ideas over their ability to have and raise children.B. The education crisis is an issue isolated to Pakistan, but its effects negatively impact the rest of the world.C. World leaders need to prioritize access to education for all children, as it is important for all children to be able to succeed.D. A good education can give children the knowledge and the strength to take a stand against acts of injustice.

2. PART B: Which detail from the text best supports the answer to Part A? [RI.1]

A. “We wanted to make our parents proud and prove that we could also excel in our studies and achieve those goals, which some people think only boys can.” (Paragraph 17)B. “The terrorists tried to stop us and attacked me and my friends who are here today, on our school bus in 2012, but neither their ideas nor their bullets could win.” (Paragraph 27)C. “At the age of 12, she was forced to get married. And then soon she had a son, she had a child when she herself was still a child — only 14. I know that she could have been a very good doctor.” (Paragraph 44)D. “Why do leaders accept that for children in developing countries, only basic literacy is sufficient, when their own children do homework in algebra, mathematics, science and physics?” (Paragraph 56)

3. PART A: Which of the following best describes the connection Yousafzai makes [RI.3]between gender and education in some regions?

A. Girls often do not want to pursue an education and would rather raise a family.B. Girls are discouraged and sometimes physically prevented from pursuing an education.C. Girls are discouraged from going to school for reasons concerning their safety.D. Girls are often encouraged to go to work rather than continue their education.

4. PART B: Which quote from the text best supports the answer to Part A? [RI.1]A. “We had a thirst for education, we had a thirst for education because our future was right there in that classroom.” (Paragraph 17)B. “And my sister Amina, from the North of Nigeria, where Boko Haram threatens, and stops girls and even kidnaps girls, just for wanting to go to school.” (Paragraph 32)C. “Sometimes people like to ask me why should girls go to school, why is it important for them.” (Paragraph 39)D. “And then soon she had a son, she had a child when she herself was still a child

— only 14. I know that she could have been a very good doctor.” (Paragraph 44)

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5. How do paragraphs 16-17 contribute to the development of ideas in the text? [RI.5]A. They show how Yousafzai has been able to use her education.B. They prove that all girls want access to a secondary education.C. They portray young girls as having impressive academic potential.D. They emphasize how important education has been to Yousafzai personally.

6. What is the effect of the speaker addressing the audience as “sisters and brothers?” [RI.6]

7. What does Yousafzai mean when she thanks her father for “not clipping my wings [RI.4]and for letting me fly” and how does this contribute to the overall meaning of the text(Paragraph 5)?

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8. Do you agree with Yousafzai about the importance of equal access to quality education? How important is education to you?

9. How has Yousafzai become a leader of the movement for equal access to education? Why do you think people feel compelled to join her movement?

10. In the context of the speech, what is the goal of education? Why does Yousafzai believe access to education is so important for all children? What can they accomplish with it?

11. In the context of the speech, how can we achieve peace? What about Malala’s work contributed to peace? What is the connection between peace and education?

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Martin Luther King, Jr.By USHistory.org

2016

Martin Luther King, Jr. was an integral part of the Civil Rights Movement, a social movement in the United States that worked to end racial segregation and discrimination against African Americans. King’s contributions to this movement continue to be felt today and inspire others to combat inequality through nonviolence. As you read, identify the tools and strategies that Dr. King used to help bring about positive changes in America.

[1] As the leader of the nonviolent Civil RightsMovement of the 1950s and 1960s, Martin LutherKing, Jr. traversed1 the country in his quest forfreedom. His involvement in the movementbegan during the bus boycotts2 of 1955 and wasended by an assassin's bullet in 1968.

As the unquestioned leader of the peaceful CivilRights Movement in the 1960s, Dr. Martin LutherKing, Jr. was at the same time one of the mostbeloved and one of the most hated men of histime. From his involvement in the Montgomerybus boycott in 1955 until his untimely death in "Martin Luther King Jr St Paul Campus U MN" by Minnesota1968, King's message of change through peaceful Historical Society is licensed under CC BY-SA 2.0

means added to the movement's numbers andgave it its moral strength. The legacy of Martin Luther King, Jr. is embodied3 in these two simple words:equality and nonviolence.

King was raised in an activist family. His father was deeply influenced by Marcus Garvey’s4 Back to Africa Movement5 in the 1920s. His mother was the daughter of one of Atlanta's most influential African American ministers. As a student, King excelled. He easily moved through grade levels and entered Morehouse College, his father's alma mater,6 at the age of fifteen. Next, he attended Crozer Theological Seminary, where he received a Bachelor of Divinity7 degree. While he was pursuing his doctorate at Boston University, he met and married Coretta Scott. After receiving his Ph.D. in 1955, King accepted an appointment to the Dexter Street Baptist Church in Montgomery, Alabama.

1. Traverse (verb): to travel across or through2. Boycott (noun ): an act of refusing to use, buy, or deal with a person, organization, or country as a form of protest3. Embody (verb): to represent (something) in a clear and obvious way4. Marcus Mosiah Garvey was a Jamaican political leader, journalist, and public speaker.5. The “Back to Africa Movement” in America was a movement that encouraged those of African descent to return to

the African homeland of their ancestors.6. “Alma mater” refers to the school, college, or university that someone attended.7. Divinity is the formal study of religion, religious practices, and religious beliefs

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After his organization of the bus boycott, King formed the Southern Christian Leadership Conference, which dedicated itself to the advancement of rights for African Americans. In April 1963, King organized a protest in Birmingham, Alabama, a city King called "the most thoroughly segregated8 city in the United States." Since the end of World War II, there had been 60 unsolved bombings of African American churches and homes.

[5] Boycotts, sit-ins and marches were conducted. When Bull Connor, head of the Birmingham police department, used fire hoses and dogs on the demonstrators, millions saw the images on television. King was arrested. But support came from around the nation and the world for King and his family. Later in 1963, he delivered his famous "I Have a Dream" speech to thousands in Washington, D.C.

After the passage of the Civil Rights Act of 1964,9 King turned his efforts to registering African American voters in the South. In 1965, he led a march in Selma, Alabama, to increase the percentage of AfricanAmerican voters in Alabama. Again, King was arrested. Again, the marchers faced attacks by the police. Tear gas, cattle prods, and billy clubs10 fell on the peaceful demonstrators. Public opinion weighed predominantly11 on the side of King and the protesters. Finally, President Johnson ordered the National Guard to protect the demonstrators from attack, and King was able to complete the long march fromSelma to the state capital of Montgomery. The action in Selma led to the passage of the Voting Rights

Act of 1965.12

Early in the morning of April 4, 1968, King was shot by James Earl Ray. Spontaneous violence spread through urban areas as mourners unleashed their rage at the loss of their leader. Rioting burst forth in many American cities.

But the world never forgot his contributions. Time magazine had named him "Man of the Year" in 1963. In 1964, he won the Nobel Peace Prize and was described as "the first person in the Westernworld to have shown us that a struggle can be waged without violence." In 1977, he was

posthumously13 awarded the Presidential Medal of Freedom,14 the highest award a civilian American can earn. In the 1980s, his birthday became a national holiday, creating an annual opportunity for Americans to reflect on the two values he dedicated his life to advancing: equality and nonviolence.

"Martin Luther King, Jr." by USHistory.org (2016) is licensed under CC BY 4.0.

8. separated based on race, ethnicity, religion, etc.; referring to the historical segregation of black and white people in the U.S.

9. The Civil Rights Act of 1964 outlawed discrimination based on race, color, religion, sex, or national origin.10. another name for a baton used by law enforcement11. Predominantly (adverb ): for the most part, mainly12. a law in the United States that prohibits racial discrimination in voting13. following death, often awarded or published after death14. The Presidential Medal of Freedom is awarded to individuals who have made exceptional contributions to the

security or national interest of the United States.

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1. PART A: Which statements identifies the central idea of the text?A. Martin Luther King, Jr.’s commitment to nonviolent protest resulted in many

achievements for African Americans during the Civil Rights Movement.B. Despite Martin Luther King, Jr.’s passion for nonviolent protest, nonviolent

protests were not enough to achieve what activists desired during the Civil Rights Movement.

C. Martin Luther King, Jr.’s opinions and dreams were not widely accepted during his time.

D. Martin Luther King, Jr.’s fight for equal rights for African Americans was supported by the government, both nationally and locally.

2. PART B: Which detail from the text best supports the answer to Part A?A. “Dr. Martin Luther King, Jr. was at the same time one of the most beloved and

one of the most hated men of his time.” (Paragraph 2)B. “Since the end of World War II, there had been 60 unsolved bombings of African

American churches and homes.” (Paragraph 4)C. “Finally, President Johnson ordered the National Guard to protect the

demonstrators from attack, and King was able to complete the long march from Selma to the state capital of Montgomery.” (Paragraph 6)

D. “In 1964, he won the Nobel Peace Prize and was described as ‘the first person in the Western world to have shown us that a struggle can be waged without violence.’" (Paragraph 8)

3. PART A: How does paragraph 3 contribute to the development of ideas in the text?A. It proves how intelligent Martin Luther King Jr. was from a young age.B. It shows how many world leaders ended up impacting the Civil Rights

Movement.C. It shows how Martin Luther King Jr.'s upbringing contributed to his commitment to

activism and religious leadership.D. It shows that Martin Luther King, Jr.’s beliefs were not his own, but that his ideas

were largely borrowed from other lesser-known leaders.

4. PART B: Which quote from paragraph 3 best supports the answer to Part A?A. “King was raised in an activist family. His father was deeply influenced by Marcus

Garvey’s Back to Africa Movement in the 1920s.”B. “As a student, King excelled. He easily moved through grade levels and entered

Morehouse College, his father's alma mater, at the age of fifteen.”C. “While he was pursuing his doctorate at Boston University, he met and married

Coretta Scott.”D. “After receiving his Ph.D. in 1955, King accepted an appointment to the Dexter

Street Baptist Church in Montgomery, Alabama.”

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Vocabulary chart:


Word Definition

A. Answer one of the following questions in at least 50 words:

What did you learn from this text? OR What is the message of the text? OR Why did the writer write this text?

Use all of the words from your vocabulary chart in your answer.

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I Have a DreamBy Dr. Martin Luther King, Jr.

1963

Martin Luther King, Jr. (1929-1968) was an American Baptist minister and activist who was a leader in the Civil Rights Movement. He worked to end racial discrimination against African Americans throughout his life. King delivered his iconic “I Have a Dream” speech to over 250,000 people from the steps of the Lincoln Memorial in Washington, D.C., during the March on Washington for Jobs and Freedom on August 28, 1963. In this speech, King discusses racial inequality in America and his hopes for African Americans’ civil rights. As you read, take note of how King uses figurative language and how it contributes to the development of the central ideas of his speech.

[1] I am happy to join with you today in what will godown in history as the greatest demonstration forfreedom in the history of our nation.

Five score years ago, a great American, in whosesymbolic shadow we stand today,1 signed theEmancipation Proclamation. This momentousdecree came as a great beacon light of hope tomillions of Negro slaves who had been seared inthe flames of withering injustice. It came as ajoyous daybreak to end the long night of theircaptivity.

But 100 years later, the Negro still is not free. One "Martin Luther King Jr. I Have a Dream Speech" by Nationalhundred years later, the life of the Negro is still Archives is licensed under CC BY-SA 4.0.

sadly crippled2 by the manacles3 of segregation

and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished4 in the corners of American society and finds himself an exile5 in his own land. And so we've come here today to dramatize a shameful condition.

In a sense we've come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note6 to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the "unalienable7 Rights" of "Life, Liberty and the pursuit of Happiness." It is obvious today that America has defaulted on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked "insufficient funds."

1. Referring to the Lincoln Memorial2. Crippled (adjective): severely disabled3. a metal band, chain, or shackle4. Languish (verb): to suffer from being forced to remain in an unpleasant place or situation5. Exile (noun): a person who is forced to live away from their native country6. a signed document containing a written promise to pay a stated sum to a specified person7. unable to be taken away from or given away by the possessor

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[5]But we refuse to believe that the bank of justic

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e is bankrupt. We refuse to believe that there ar

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e insufficient funds in the great vaults of oppor

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tunity of this nation. And so, we've come to cash

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this check, a check that will give us upon deman

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d the riches of freedom and the security of justi

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ce.

We have also come to this hallowed8 spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing9 drug of gradualism.10 Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate11 valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children.

It would be fatal for the nation to overlook the urgency of the moment. This sweltering12 summer of the

Negro's legitimate discontent will not pass until there is an invigorating13 autumn of freedom and equality. 1963 is not an end, but a beginning. And those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. And there will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.

But there is something that I must say to my people, who stand on the warm threshold which leads into the palace of justice: In the process of gaining our rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness andhatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate14 into physical violence. Again and again, we must rise to the majestic heights of meeting physical force with soul force.

The marvelous new militancy15 which has engulfed16 the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. And they have come to realize that their freedom is inextricably bound to our freedom.

[10] We cannot walk alone.

And as we walk, we must make the pledge that we shall always march ahead.

We cannot turn back.

8. Hallowed (adjective): holy9. Tranquilize (verb): to make calm10. Gradualism (noun): the policy of approaching a desired end by gradual steps11. Desolate (adjective): deserted of people12. Sweltering (adjective): oppressively hot13. Invigorate (verb): to give life and energy to14. Degenerate (verb): to sink into a low intellectual or moral state15. the state of being aggressively active in a cause16. Engulf (verb): to sweep over

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There are those who are asking the devotees 17 of civil rights, "When will you be satisfied?" We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the negro's basic mobility is from a smaller ghetto18 to a larger one. We can never be satisfied as long as our children are stripped of their self-hood and robbed of their dignity by signs stating: "For Whites Only." We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until "justice rolls down like waters, and righteousness like a mighty stream."19

I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. And some of you have come from areas where your quest — quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive.20 Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed.

[15] Let us not wallow in the valley of despair, I say to you today, my friends.

And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its creed:21 "We

hold these truths to be self-evident, that all men are created equal."22

I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis23 of freedom and justice.

[20] I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

I have a dream today!

I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips

dripping with the words of "interposition"24 and "nullification"25 — one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.

17. Devotee (noun): a person who is enthusiastically committed to a cause18. a part of a city in which members of a minority group live, especially because of social, legal, or economic pressure19. This is a Bible verse from Amos 5:24.20. Redemptive (adjective): acting to save someone from error or evil21. a set of beliefs or aims that guide someone’s actions22. This quote comes from the Declaration of Independence.23. An oasis is a fertile location in a desert with water and plants.24. Interposition (noun): the act of intervening25. Nullification (non): the act of making something of no value or consequence

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I have a dream today!

I have a dream that one day every valley shall be exalted,26 and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight; "and the glory of the Lord shall be revealed and all flesh shall see it together." 27

[25] This is our hope, and this is the faith that I go back to the South with.

With this faith, we will be able to hew28 out of the mountain of despair a stone of hope. With this faith, we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith, we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.

And this will be the day — this will be the day when all of God's children will be able to sing with new meaning:

My country 'tis of thee, sweet land of liberty, of thee I sing.

Land where my fathers died, land of the Pilgrim's pride,

From every mountainside, let freedom ring! 29

And if America is to be a great nation, this must become true.

[30] And so let freedom ring from the prodigious30 hilltops of New Hampshire.

Let freedom ring from the mighty mountains of New York.

Let freedom ring from the heightening Alleghenies of Pennsylvania.

Let freedom ring from the snow-capped Rockies of Colorado.

Let freedom ring from the curvaceous slopes of California.

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But not only that:

Let freedom ring from Stone Mountain of Georgia.

Let freedom ring from Lookout Mountain of Tennessee.

Let freedom ring from every hill and molehill of Mississippi.

26. Exalted (adjective): placed at a high or powerful level27. This paragraph contains language and quotes from Bible verses Isaiah 40:4-5.28. to chop or cut something29. These lines are verses from "My Country, 'Tis of Thee,” a patriotic song written in 1831 by Samuel Francis Smith.30. Prodigious (adjective): remarkably or impressively great

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[40] From every mountainside, let freedom ring.

And when this happens, and when we allow freedom ring, when we let it ring from every village and

every hamlet,31 from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual:

Free at last! Free at last!

Thank God Almighty, we are free at last!

Reprinted by arrangement with The Heirs to the Estate of Martin Luther King Jr., c/o Writers House as agent for the proprietor New York, NY. ©1963 Dr. Martin Luther King Jr. ©renewed 1991 Coretta Scott King

31. a small settlement, generally one smaller than a village

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1. PART A: Which of the following identifies the central idea of the text? [RI.2]A. King believes that African Americans should not be denied their civil rights, and encourages others to be relentless in their non-violent fight for freedom.B. King’s dream is for African Americans to be free, and makes it clear he will do anything to achieve this, no matter the consequences.C. King does not believe that America is ready to grant African Americans their freedom, but is hopeful for a future in which this is possible.D. King knows that equality is not something he will see during his lifetime, but is confident that his children will eventually live in a world of equality.

2. PART B: Which detail from the text best supports the answer to Part A? [RI.1]

A. “But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination.” (Paragraph 3)B. “In the process of gaining our rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred.” (Paragraph 8)C. “I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells.” (Paragraph 14)D. “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.” (Paragraph 20)

3. PART A: What is the meaning of “tribulation” in paragraph 14? [RI.4]A. adventureB. uncertaintyC. difficultyD. desperation

4. PART B: Which clue from the text best supports the answer to Part A? [RI.1]A. “we will not be satisfied until ‘justice rolls down like waters, and righteousness like a mighty stream.’" (Paragraph 13)B. “And some of you have come from areas where your quest -- quest for freedom left you battered by the storms of persecution” (Paragraph 14)C. “go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed.” (Paragraph 14)D. “Let us not wallow in the valley of despair, I say to you today, my friends.” (Paragraph

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5. PART A: How does paragraph 4 contribute to the development of ideas in the text? [RI.5]A. It emphasizes that African Americans have been cheated the civil rights that the nation owes them.B. It demands that African American receive financial compensation for the injustices they have suffered.C. It proves that African Americans are never going to stop fighting for their civil rights and freedom.D. It shows how essential African Americans’ civil rights are to them by comparing rights to money.

6. PART B: Which quote from paragraph 4 best supports the answer to Part A? [RI.1]A. “In a sense we've come to our nation's capital to cash a check.”B. “When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note”C. “This note was a promise that all men, yes, black men as well as white men, would be guaranteed the ‘unalienable Rights’ of ‘Life, Liberty and the pursuit of Happiness.’”D. “Instead of honoring this sacred obligation, America has given the Negro people a bad check”

Vocabulary chart:


Word Definition

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Rosa Parks and the Montgomery Bus BoycottBy USHistory.org

2016

The Civil Rights Movement was a social movement that began in the mid 1950s and lasted until approximately 1968. This movement fought to end racial segregation and discrimination against African-Americans in the United States. The small moments of resistance by ordinary citizens is what created the foundation for this revolution. As you read, take notes on how civil rights activists were able to create change and how others resisted these positive changes.

[1] On a cold December evening in 1955, Rosa Parks quietly incited a revolution — by just sitting down.

She was tired after spending the day at work as a department store seamstress. She stepped onto the bus for the ride home and sat in the fifth row— the first row of the “Colored Section.”

In Montgomery, Alabama, when a bus became full, the seats nearer the front were given to white passengers.

Montgomery bus driver James Blake ordered Parks and three other African Americans seated nearby to move (“Move y’all, I want those two seats,”) to the back of the bus.

[5] Three riders complied; Parks did not.

"Rosa Parks being fingerprinted by Deputy Sheriff D.H. Lackey" by Associated Press is in the public domain.

The following excerpt of what happened next is from Douglas Brinkley’s 2000 Rosa Park’s biography:

“Are you going to stand up?” the driver demanded. Rosa Parks looked straight at him and said: “No.” Flustered, and not quite sure what to do, Blake retorted, “Well, I’m going to have you arrested.” And Parks, still sitting next to the window, replied softly, “You may do that.”

After Parks refused to move, she was arrested and fined $10. The chain of events triggered by her arrest changed the United States.

King, Abernathy, Boycott, and the SCLC

At that time, a little-known minister named Martin Luther King Jr. had recently become a leader within the Dexter Avenue Baptist Church in Montgomery.

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[10]Born and educated in Atlanta, King studied the writings and p

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ractices of Henry David Thoreau1

and Mohandas Gandhi.2

Their

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teaching advocated3

civil disobedience4

and nonviolent resist

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ance to social injustice.

A staunch5 devotee of nonviolence, King and his colleague Ralph Abernathy organized a boycott6 of Montgomery’s buses.

The demands they made were simple: Black passengers should be treated with courtesy. Seating should be allotted on a first-come-first-serve basis, with white passengers sitting from front to back and black passengers sitting from back to front. And African American drivers should drive routes that primarily serviced African Americans. On Monday, December 5, 1955 the boycott went into effect.

Montgomery officials stopped at nothing in attempting to sabotage the boycott. King and Abernathy were arrested. Violence began during the action and continued after its conclusion. Four churches — as well as the homes of King and Abernathy — were bombed. But the boycott continued.

King and Abernathy’s organization, the Montgomery Improvement Association (MIA), had hoped for a 50 percent support rate among African Americans. To their surprise and delight, over 90 percent of the city’s African Americans refused to ride the buses. People walked to work or rode their bikes, and carpools were established to help the elderly. The bus company suffered thousands of dollars in lost revenue.

[15] Finally, on November 23, 1956, the Supreme Court ruled in favor of the MIA. Segregated7 busing wasdeclared unconstitutional. City officials reluctantly agreed to comply with the Court Ruling. The black community of Montgomery had held firm in their resolve.8 In the aftermath of the boycott, King said, “We came to see that, in the long run, it is more honorable to walk in dignity9 than ride in humiliation. So… we decided to substitute tired feet for tired souls, and walk the streets of Montgomery.’’

The Montgomery bus boycott triggered a firestorm10 in the South. Across the region, blacks resisted“moving to the back of the bus.” Similar actions flared up in other cities. The boycott put Martin Luther King Jr. in the national spotlight. He became the acknowledged leader of the nascent11 Civil Rights Movement.

With Ralph Abernathy, King formed the Southern Christian Leadership Conference (SCLC).

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This organization was dedicated to fighting Jim Crow12 segregation. African Americans boldly declared to the rest of the country that their movement would be peaceful, organized, and determined.

1. Henry David Thoreau (1817- 1862) was an American essayist, poet and supporter of ending slavery during the American Civil War.2. Mohandas Gandhi (1869-1948) was a leader in the Indian Independence Movement in British-ruled India and responsible for inspiring civil rights movements across the world.3. Advocate (verb): to publicly recommend or support4. “Civil disobedience” is the refusal to follow certain laws as a peaceful form of protest.5. Staunch (adjective): loyal and committed in attitude6. Boycott (noun): an act of refusing to use, buy, or deal with a person, organization, or country as a form of protest7. Segregate (verb): to separate groups of people based on race, religion, etc.8. Resolve (noun): firm determination to do something9. Dignity (noun): the quality of being worthy of honor or respect10. “Firestorm” refers to a large amount of anger and criticism11. Nascent (adjective): beginning to develop and showing signs of future potential

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To modern eyes, getting a seat on a bus may not seem like a great feat. But in 1955, sitting down marked the first step in a revolution.

Rosa Parks and the Montgomery Bus Boycott by USHistory.org is licensed under CC BY 4.0.

12. “Jim Crow” refers to state and local laws enforcing racial segregation in the Southern United States.

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1. PART A: Which statement identifies the central idea of the text? [RI.2]A. Rosa Park’s decision to remain seated was the beginning of a movement of peaceful protests in the South.B. The boycotts inspired by Rosa Parks remained contained in Montgomery.C. Martin Luther King Jr. is ultimately responsible for the beginning of the Civil Rights Movement.D. Rosa Parks did not intend to make a political or social statement when she refused to give up her seat on the bus.

2. PART B: Which detail from the text best support the answer to Part A? [RI.1]A. “She was tired after spending the day at work as a department store seamstress.” (Paragraph 2)B. “King and his colleague Ralph Abernathy organized a boycott of Montgomery’s buses.” (Paragraph 11)C. “The boycott put Martin Luther King Jr. in the national spotlight.” (Paragraph 16)D. “sitting down marked the first step in a revolution.” (Paragraph 19)

3. PART A: What is the meaning of “incite” in paragraph 1? [RI.4]A. To delayB. To causeC. To accelerateD. To support

4. PART B: Which quote from the text best supports the answer to Part A? [RI.1]A. “the seats nearer the front were given to white passengers.” (Paragraph 3)B. “bus driver James Blake ordered Parks and three other African Americans seated nearby to move” (Paragraph 4)C. “Three riders complied; Parks did not.” (Paragraph 5)D. “The chain of events triggered by her arrest changed the United States.” (Paragraph 8)

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Vocabulary chart:


Word Definition

B. Answer one of the following questions in at least 50 words:



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Rosa Parks: Beyond the BusBy Barrett Smith

2017

Rosa Parks (1913-2005) was an activist in the Civil Rights Movement and is best known for her refusal to give up her seat on the bus for a white passenger on December 1, 1955. However, this moment wasn’t Parks’ sole contribution to the Civil Rights Movement. As you read, take notes on how the author describes Rosa Parksand the role she played in the Civil Rights Movement.

[1] Rosa Parks is one of the most well-known women in the Civil Rights Movement. She is most famous for refusing to give up her seat to a white passenger on a bus. Her arrest led to the historic Montgomery Bus Boycott. However, little is known about the fact that Rosa Parks was also involved in civil rights activism for years before that day, and after her release from prison she continued to fight and inspire youth to do the same.

Early Life

Rosa Parks was born Rosa Louise McCauley in1913 in Tuskegee, Alabama. She was raised in the rural town of Pine Level, Alabama. The effects of deep racism in the rural south were some of her earliest memories: walking to her segregated1 school while white children took buses, and watching the Ku Klux Klan2 march on the street in front of her home.

Rosa Parks attended a secondary school led by the Alabama State Teacher’s College for Negroes. However, she had to drop out in 11th grade to take care of her sick mother and grandmother. It was not until after she married Raymond Parks that she had the time and financial support to finish her degree. This was no small

accomplishment — at the time, less than 10% of African Americans earned high school diplomas.

1. Segregate (verb): to separate people based on race2. a white supremacy group that promotes the idea that white people are superior to other races

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Civil Rights Movement

Rosa Parks’ most famous moment in the fight for civil rights was her refusal to give up her bus seat to a white passenger. But she spent much of her life as an activist. She became involved in the civil rights movement while working with her husband to free the Scottsboro Boys, nine young black men accused of raping two white women.

[5] She joined the Montgomery, Alabama NAACP3 chapter in 1943, and she was elected secretary thesame day. She worked alongside the President, ED Nixon, fighting for criminal justice. They fought to

protect black people from false accusations and lynchings4 and wanted the law to respond to crimes committed against black people. Parks started a youth branch of the NAACP in Montgomery and inspired them to fight against segregation. Many parents didn’t want their kids associated with the NAACP because they were scared of trouble. But Parks encouraged youth to stand up for themselves and their rights.

Parks was a firm believer in self-respect and self-defense. Even as a child, her grandmother worried

about her “talking biggety5 to white folks.” Parks’ life was defined by a deep personal belief in individual rebellion and self-preservation. Even as a young woman, Parks told her grandmother that “[she] would rather be lynched than live to be mistreated and not be allowed to say ‘I don’t like it.’” It was this same value that gave her the strength to resist that famous day on the bus.

Montgomery Bus Boycott

Parks’ activist career is often overlooked. Instead, she is often perceived as a quiet old lady on the bus - an image she would later refute,6 saying: “People always say that I didn’t give up my seat because I was tired, but that isn’t true. I was not tired physically, or no more tired than I usually was at the end of a working day. I was not old, although some people have an image of me as being old then. I was forty-two. No, the only tired I was, was tired of giving in.” Some misunderstanding of Rosa Parks’ story can be traced to the Civil Rights Movement itself: the movement needed to portray itself sympathetically to gain support. They found that the image of a quiet, tired old lady better fit the sensibilities of the country — which was a white majority. Civil Rights leaders — including Parks herself — used her public image as a way to better advance the cause.

After her arrest, Parks and ED Nixon decided to organize a protest of segregation by boycotting the bus system on the day of Parks trial. Black participation in the boycott was higher than anybody anticipated. They decided to continue the protest for over a year. The Montgomery Bus Boycott that started with Parks’ protest gained international attention and resulted in the Supreme Court ruling that bus segregation was unconstitutional. The national and worldwide popularity of Rosa Parks’ arrest and the Boycott propelled7 the Civil Rights Movement to the international fame that allowed it to realize its goals.

3. the National Association for the Advancement of Colored People4. to put to death, especially by hanging, without legal authority5. a term meaning “rudely self-important”6. Refute (verb): to deny or contradict7. to move something forward

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Later years

After the boycott ended, Rosa Parks moved to Detroit to avoid threats and harassment. There, she worked with Congressman John Conyers for 30 years. During that time, she founded The Institute for Self-Development8 — in honor of her late husband Raymond Parks. She spent the remainder of her life using her fame to inspire youth to make change and become advocates for justice and peace.

[10] Parks also remained active politically into the end of her life. She met with the Pope in 2000 to discuss racial healing, and has also met with President Bill Clinton and other important figures. She has received many awards, the highest of which include NAACP’s Spingarn Medal for outstanding achievement, and the Presidential Medal of Freedom and Congressional Gold Medal — the two highest civilian honors in the United States. She has also received two NAACP image awards- one for playing herself in the TV Series “Touched by an Angel,” and one for her book, “Dear Mrs. Parks: A Dialogue With

Today’s Youth.” Rosa Parks devoted her life to transforming the world for peace and justice. She passed away in 2005 at the age of 92. Her foundation’s posthumous9 biography states, briefly, “Rosa Parks was a symbol to all to remain free.”

“Rosa Parks: Beyond the Bus” by Barrett Smith. Copyright © 2017 by CommonLit, Inc. This text is licensed under CC BY-NC-SA 2.0.

8. The Institute of Self-Development provided young people with different programs to help them learn and succeed.9. occurring or appearing after one’s death

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1. PART A: Which statement best expresses the central idea of the text?A. Parks’ other accomplishments and activism did not compare to her decision to refuse to give up her seat to a white passenger.B. Parks’ positive influence on civil rights began before her refusal to give up her seat on the bus, and continued up until her death.C. Parks’ actions became popular largely because of her lack of interest in activism prior to the day she refused to give up her seat on the bus.D. Parks’ decision to not move to the back of the bus was minimized by the media and negatively impacted her influence on the Civil Rights Movement.

2. PART B: Which detail from the text best supports the answer to Part A?A. “She is most famous for refusing to give up her seat to a white passenger on a bus. Her arrest led to the historic Montgomery Bus Boycott.” (Paragraph 1)B. “Parks was a firm believer in self-respect and self-defense. Even as a child, her grandmother worried about her ‘talking biggety to white folks.’” (Paragraph 6)C. “Parks’ activist career was often overlooked. Instead, she was often perceived as a quiet old lady on the bus — an image she would later refute,” (Paragraph 7)D. “Her foundation’s posthumous biography states, briefly, “Rosa Parks was a symbol to all to remain free.” (Paragraph 10)

3. PART A: How did the assumptions surrounding Parks’ decision not to give up her seat compare to her intentions?A. People portrayed Parks’ actions as being the result of fatigue, when in reality, Parks’ actions were meant to be a political and social statement.B. People believed that Parks’ was attempting to make a political statement, when in reality, she was tired from a long day at work.C. People think that Parks’ actions were spontaneous, when in reality, Parks knew that her actions would inspire the success of the Montgomery Bus Boycott.D. People believed that Parks’ acted on her own when she refused to give up her seat, when in reality, it was a planned demonstration by the NAACP.

4. PART B: Which section from the text best supports the answer to Part A?A. “’No, the only tired I was, was tired of giving in.’” (Paragraph 7)B. “They found that the image of a quiet, tired old lady better fit the sensibilities of the country — which was a white majority.” (Paragraph 7)C. “the president of the Montgomery NAACP decided to organize a protest of segregation by boycotting the bus system on the day of Parks trial.” (Paragraph 8)D. “Parks also remained active politically into the end of her life.” (Paragraph 10)

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Vocabulary chart:


Word Definition

C. Answer one of the following questions in at least 50 words:



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Before Rosa Parks, There Was Claudette ColvinBy Margot Adler

2009

Rosa Parks is well-known for her refusal to give up her seat to a white person on a bus in Alabama. A famous bus boycott followed because of her act of protest. However, Parks was not the first person to refuse to give up her seat. In this informational text, Margot Adler discusses the lesser known actions of Claudette Colvin and why her activism has gone unnoticed in comparison to Parks. As you read, take notes on what inspired Claudette Colvin’s actions and how leaders of the Civil Rights Movement responded.

[1] Few people know the story of Claudette Colvin: When she was 15, she refused to move to the back of the bus and give up her seat to a white person — nine months before Rosa Parks did the very same thing.

Most people know about Parks and the

Montgomery, Ala., bus boycott1 that began in 1955, but few know that there were a number of women who refused to give up their seats on the same bus system. Most of the women were quietly fined, and no one heard much more.

Colvin was the first to really challenge the law.

Now a 69-year-old retiree, Colvin lives in the Bronx. She remembers taking the bus home from high school on March 2, 1955, as clear as if it were yesterday.

[5] The bus driver ordered her to get up and she refused, saying she’d paid her fare and it was her constitutional right. Two police officers put her in handcuffs and arrested her. Her school books went flying off her lap.

“All I remember is that I was not going to walk off the bus voluntarily,” Colvin says.

"Claudette Colvin" by The Visibility Project, Claudette Colvin is in the public domain.

It was Negro history month, and at her segregated school they had been studying black leaders like Harriet Tubman, the runaway slave who led more than 70 slaves to freedom through the network of safe houses known as the Underground Railroad. They were also studying about Sojourner Truth, a former slave who became an abolitionist2 and women’s rights activist.

1. Boycott (noun): the refusal to have dealings with a person or organization as a means of protest2. a person who advocated or supported ending slavery

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The class had also been talking about the injustices they were experiencing daily under the Jim Crow3 segregation laws, like not being able to eat at a lunch counter.

“We couldn’t try on clothes,” Colvin says. “You had to take a brown paper bag and draw a diagram of your foot... and take it to the store. Can you imagine all of that in my mind? My head was just too full of black history, you know, the oppression4 that we went through. It felt like Sojourner Truth was on one side pushing me down, and Harriet Tubman was on the other side of me pushing me down. I couldn’t get up.”

[10] Colvin also remembers the moment the jail door closed. It was just like a Western movie, she says.

“And then I got scared, and panic come over me, and I started crying. Then I started saying the Lord’s Prayer,” she says.

‘Twice Toward Justice’

Now her story is the subject of a new book, Claudette Colvin: Twice Toward Justice.

Author Phil Hoose says that despite a few articles about her in the Birmingham press and in USA Today, and brief mentions in some books about the civil rights movement, most people don’t know about the role Colvin played in the bus boycotts.

Hoose couldn’t get over the teenager’s actions, nine months before Rosa Parks, “in the same city, in the same bus system, with very tough consequences, hauled off the bus, handcuffed, jailed and nobody really knew about it.”

[15] He also believes Colvin is important because she challenged the law in court, one of four women plaintiffs in Browder v. Gayle, the court case that successfully overturned bus segregation laws in Montgomery and Alabama.

There are many reasons why Claudette Colvin has been pretty much forgotten. She hardly ever toldher story when she moved to New York City. In her new community, hardly anyone was talking about

integration; instead, most people were talking about black enterprises, black power5 and Malcolm X.6

When asked why she is little known and why everyone thinks only of Rosa Parks, Colvin says the NAACP7 and all the other black organizations felt Parks would be a good icon because “she was an adult. They didn’t think teenagers would be reliable.”

She also says Parks had the right hair and the right look.

“Her skin texture was the kind that people associate with the middle class,” says Colvin. “She fit that profile.”

3. state and local laws that enforced racial segregation in the South4. Oppression (noun): prolonged, cruel, and unjust treatment or control5. a movement emphasizing racial pride and the creation of black political and cultural institutions6. an African American Muslim minister and human rights activist7. the National Association for the Advancement of Colored People, founded in 1909

48

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After Colvin’s arrest, she found herself shunned8 by parts of her community. She experienced various difficulties and became pregnant. Civil rights leaders felt she was an inappropriate symbol for a test case.

Parks was the secretary of the NAACP. She was well-known and respected and, says Garrow, Parks

had a “natural gravitas”9 and was an “inherently impressive person.”

At the same time, Garrow believes attention to Colvin is a healthy corrective, because “the real reality of the movement was often young people and often more than 50 percent women.” The images you most often see are men in suits.

Hoose says he believes Colvin understands the pragmatism10 that pushed Parks to the fore,11 but “on the other hand, she did it.”

[25] Hoose says the stories of Parks and the Rev. Martin Luther King Jr. are wonderful, but those are the stories of people in their 30s and 40s. Colvin was 15. Hoose feels his book will bring a fresh teen’s perspective to the struggle to end segregation.

©2009 National Public Radio, Inc. News report titled “Before Rosa Parks, There was Claudette Colvin” by Margot Adler was originally published on NPR.org on March 15, 2009, and is used with the permission of NPR. Any unauthorized duplication is strictly prohibited.

55

8. Shun (verb): to avoid something (or someone) out of fear or dislike9. dignity; seriousness10. practical attitude or policy11. to the front

56

1. PART A: Which of the following best describes the central idea of the text?A. While Claudette Colvin was one of the first women to refuse to give up her seat on the bus, her young age also made her an unreliable activist in the movement.

B. Claudette Colvin feared that she would get in further trouble for resisting racism, so she kept her brave actions a secret for most of her life.C. Claudette Colvin, like many women during the Civil Rights Movement, was denied recognition for her heroic actions because of her gender.D. Claudette Colvin challenged segregation on buses, but she didn’t become famous because civil rights groups didn’t think she was the right face for the movement.

2. PART B: Which detail from the text best supports the answer to Part A?A. “She hardly ever told her story when she moved to New York City. In her new community, hardly anyone was talking about integration” (Paragraph 16)B. “Colvin says the NAACP and all the other black organizations felt Parks would be a good icon because ‘she was an adult. They didn’t think teenagers would be reliable.’” (Paragraph 17)C. “After Colvin’s arrest, she found herself shunned by parts of her community. She experienced various difficulties and became pregnant.” (Paragraph 21)D. “‘the real reality of the movement was often young people and often more than 50 percent women.’ The images you most often see are men in suits.” (Paragraph 23)

3. PART A: How did Colvin’s actions compare to Parks’ actions?A. Claudette Colvin’s actions were more violent in her refusal to give up her seat than Rosa Parks’ were.B. Claudette Colvin’s actions were a sign of active resistance, while Rosa Parks merely didn’t want to move after a long day.C. Claudette Colvin and Rosa Parks both challenged segregation, but Rosa Parks’ resistance was used as a symbol for a movement.D. Claudette Colvin and Rosa Parks did not intend to start revolutions when they decided not to give up their seats on the bus.

4. PART B: Which quote from the text best supports the answer to Part A?A. “Most people know about Parks and the Montgomery, Ala., bus boycott... but few know that there were a number of women who refused to give up their seats on the same bus system.” (Paragraph 2)B. “Two police officers put her in handcuffs and arrested her. Her school books went flying off her lap.” (Paragraph 5)C. “Can you imagine all of that in my mind? My head was just too full of black history, you know, the oppression that we went through.” (Paragraph 9)D. “‘And then I got scared, and panic come over me, and I started crying. Then I started saying the Lord’s Prayer,’ she says.” (Paragraph 11)

57

Vocabulary chart:


Word Definition

Answer one of the following questions in at least 50 words:



58

Life in a Totalitarian CountryBy Leigh Dekle

2017

This informational text is about what makes a country totalitarian, and what citizens experience living under this kind of controlling government. As you read, take notes on how people are treated in totalitarian countries.

Imagine...

[1] When you get up in the morning, you get dressed quickly and leave the house before the sun rises. You go to your job, which was assigned to you by someone in charge of the area you live in. You work in a factory that makes the flag of your country. You only talk about how happy you are to be at work, and you tell the other people who work with you that you are grateful for the chance to help the country.

"North Korea - Pyongyang" by (stephan) is licensed under CC BY-

When you finally go home, you are tired, but you SA 2.0.

don’t tell anyone. You don’t want anyone to thinkyou are complaining. At home, you watch television, and the show that night is a recording of a ceremony that took place when the Supreme Leader visited a village. Your mother gets very excited to hear him speak about how your country is the best in the world. You go to sleep after eating a simple meal provided by the government. You wake up and do it all again the next day.

Qualities of a Totalitarian Country

Did you like the life described in the first two paragraphs? The answer is probably a very loud “NO!” If you were a person who lived in a totalitarian country, your life would probably be a lot like what was described. A totalitarian country is a country where the government controls everything and requires all people to comply1 with strict rules. The citizens are oppressed2 and the rights they deserve as humans are not protected.

Totalitarian countries are usually ruled by a single very powerful leader known as a dictator. Sometimes the people in the country might call their leader “Father.” This leader gets to decide who else will help him run the government — usually he picks out people who he thinks are the most loyal.

1. Comply (verb): to do what you have been asked or ordered to do2. Oppress (verb): to keep someone in a lowly position with a lot of hardship

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[5] You might think everyone who lives in these countries would leave, but they do not. They do not leave

because the government will punish anyone who tries to flee.3 Anyone who tries to speak out against the rules created by the government is also punished — they might be sent to a prison camp and forced to work, or they might even be put to death. This creates fear amongst the people and discourages anyone from doing anything that could be seen as disrespecting government. Some people don’t even realize how bad things are in their country.

Examples of Totalitarian Countries

You might think that it would be impossible for countries like this to exist in the world, but there have been several in history. During the years of 1933 to 1945, Germany was ruled by Adolf Hitler and the Nazi party,4 and this government had many qualities of a totalitarian government. The Nazis punished people who didn’t agree with their racist ideas, and they murdered over 10 million people who they thought were inferior.5 Even though the Nazis did terrible things, many people were convinced by propaganda6 to support the government.

An example of a totalitarian country that exists today is North Korea. North Korea is a small country that borders China and South Korea. All of the leaders of North Korea come from one family, and the current leader is Kim Jong-un. The government of North Korea tells everyone that they must work together so that their nation can be independent of other countries. By teaching everyone in the country to care about unity, the government has been able to convince the people not to trust the outside world. For example, children in North Korea are taught to hate the United States when they go to school.

Even though the people of North Korea might seem very united, there are some people who try to rebel against the government. These people sometimes escape the country and tell their stories, but other times they are arrested and then they “disappear.” People who escape from North Korea describe horrible things, like running out of food and not being able to speak freely.

“Life in a Totalitarian Country” by Leigh Dekle. Copyright © 2017 by CommonLit, Inc. This text is licensed under CC BY-NC-SA 2.0.

3. Flee (verb): to run away from a place or dangerous situation4. In politics and government, a “party” is a group of people who support the same ideas or leaders.5. Inferior (adjective): lower in rank, status, or quality6. ideas or statements that are often false or exaggerated and that are spread to support a cause, political leader, or government

60

Text-Dependent QuestionsDirections: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which statement describes the central idea expressed in the text?A. In a country ruled by a totalitarian government, there are harsh laws and the people have few freedoms.B. In a totalitarian government, a small group of people have equal but complete control over a country and its citizens.C. North Korea and Nazi Germany are examples of totalitarian governments that many people were able to escape.D. Totalitarian governments do not exist anymore because they used cruel practices to control their people.

2. PART B: Which detail from the text best supports the answer to Part A?A. “Your mother gets very excited to hear him speak about how your country is the best in the world.” (Paragraph 2)B. “A totalitarian country is a country where the government controls everything and requires all people to comply with strict rules.” (Paragraph 3)C. “During the years of 1933 to 1945, Germany was ruled by Adolf Hitler and the Nazi party, and this government had many qualities of a totalitarian government.” (Paragraph 6)D. “North Korea is a small country that borders China and South Korea. All of the leaders of North Korea come from one family, and the current leader is Kim Jong-un.” (Paragraph 7)

3. Which of the following describes how totalitarianism is introduced in the text?A. The author provides a summary of modern totalitarianism.B. The author highlights the worst parts of living in a totalitarian country.C. The author emphasizes the poor quality of life in a totalitarian country.D. The author prompts readers to think about what it would be like to live in a totalitarian country.

4. How does paragraph 6 contribute to the development of ideas in the text?A. It emphasizes that there have been multiple totalitarian countries.B. It reveals why there are so few totalitarian countries.C. It highlights the worst totalitarian countries in history.D. It provides readers with the qualities that make a country totalitarian.

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Vocabulary chart:


Word Definition

D. Answer one of the following questions in at least 50 words:



62

The Many and the FewBy J. Patrick Lewis

2001

J. Patrick Lewis is an American poet and prose writer known for his children’s poetry. In this poem, a speaker describes the effects of Rosa Parks refusing to give up her seat on the bus for a white passenger. As you read, take notes on who “the Many” and “the Few” are.

For Rosa Parks, Part-time Seamstress,

Montgomery, Alabama, December 1, 1955

[1] It was an Alabama dayFor both the Many and the Few. There wasn’t really much to do; No one had very much to say.

[5] Until a bus, the 4:15,Drove by. But no one chanced to seeIt stop to pick up history.The doors closed slowly on a scene.

The quiet seamstress paid her fare[10] And took the one seat she could find,

And, as it happened, just behindThe Many People sitting there.

The Many People paid no mindUntil the driver, J.P. Blake,

[15] Told the Few of them to take

The deeper seats. But she declined.1

Blake stopped the bus and called the police; "Rosaparks" by Unknown is in the public domain.

And Many a fire was set that night,And Many a head turned ghostly white

[20] Because she dared disturb the peace.

To celebrate the ride that marksThe debt the Many owe the Few,That day of freedom grew intoThe Century of Rosa Parks.

“The Many and the Few” by J. Patrick Lewis. Copyright © 2001 by J. Patrick Lewis. Used with permission. All rights reserved.

1. Decline (verb): to say no to; to refuse

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Text-Dependent QuestionsDirections: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which of the following identifies a theme of the poem? [RL.2]A. One person’s action can impact many others.B. It doesn’t take much to create important change.C. It takes many people to create positive change in the world.D. Only certain people have the power to start a movement.

2. PART B: Which detail best supports the answer to Part A? [RL.1]A. “There wasn’t really much to do; / No one had very much to say.” (Lines 3-4)B. “The quiet seamstress paid her fare / And took the one seat she could find” (Lines 9-10)C. “And Many a head turned ghostly white / Because she dared disturb the peace.” (Lines 19-20)D. “The debt the Many owe the Few, / That day of freedom grew” (Lines 22-23)

3. How does the word choice in stanza 2 contribute to the speaker’s depiction of that [RL.4]day (Lines 5-8)?

A. It makes the events seem unimportant.B. It emphasizes the importance of the events that took place.C. It shows the events that took place as a small part of the Civil Rights movement.D. It stresses how dangerous Parks’ decision was to not give up her seat.

4. Who are “the Many” and “the Few”? Use details from the poem in your response. [RL.4]

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Discussion QuestionsDirections: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. In the context of the poem, how did Rosa Parks’ actions create change across the United States? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.

2. In the context of the poem, how do people become leaders? Why did Rosa Parks’ actions make her a leading figure in the Civil Rights movement?

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Herd BehaviorBy CommonLit Staff

2014

“Herd behavior” is a term used to describe the tendency of individuals to think and act as a group. As you read, take notes on the causes of herd behavior.

Background

[1] The term “herd behavior” comes from thebehavior of animals in herds, particularly whenthey are in a dangerous situation such asescaping a predator. All of the animals bandclosely together in a group and, in panic mode,move together as a unit. It is very unusual for amember of the herd to stray from the movementof the unit.

The term also applies to human behavior, and itusually describes large numbers of people acting

"Herd of Goats"by Unknown is in the public domain.the same way at the same time. It often has a

connotation1 of irrationality, as people’s actionsare driven by emotion rather than by thinking through a situation. Human herd behavior can beobserved at large-scale demonstrations, riots, strikes, religious gatherings, sports events, andoutbreaks of mob violence. When herd behavior sets in, an individual person’s judgment and opinion-forming process shut down as he or she automatically follows the group’s movement and behavior.

Examples of Herd Behavior

Herd behavior in humans is frequently observed at times of danger and panic; for example, a fire in a building often causes herd behavior, with people often suspending their individual reasoning and fleeing together in a pack. People in a crisis that requires escape will attempt to move faster than normal, copy the actions of others, interact physically with each other, and ignore alternative strategies in favor of following the mass escape trend.

Another commonly cited example of human herd behavior is the phenomenon of stock market bubbles. Large stock market trends often begin and end with a mass frenzy of buying (bubbles) or selling (crashes). Many observers see these stock market trends as examples of herding behavior because individuals are driven by emotion rather than reason to “join the crowd”; greed drives mass buying frenzies, and fear drives crashes.

1. Connotation (noun): an idea or quality that a word expresses in addition to its meaning

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Behavior in Crowds

[5] A more obvious example of human herd behavior occurs in dense public crowds or mobs. Crowds that gather because of a grievance or protest can involve herding behavior that becomes violent. Psychologists posit that a “group mind” can overtake a mob and embolden people to act in ways they would not individually, increasing the likelihood that situations become violent.

Sporting events can also create herd behavior on a violent scale. The football hooliganism prevalent in Europe in the 1980s is a well-known example of sports-related herding behavior and violence. Overzealous fans of football teams often engaged in unruly or destructive behavior in the name of supporting their team and intimidating the rival team, to the extent that people involved could be badly injured or even killed.

Some historians believe that Adolf Hitler purposefully took advantage of herd behavior psychology by planting a significant number of undercover German officers in the crowds at his speeches. These officers would enthusiastically cheer for Hitler, and the rest of the crowd followed suit, making it seem as if the entire crowd supported Hitler. These speeches would then be broadcast to a larger public audience, magnifying the effect.

Everyday Decision-Making

Herd behavior does not always have such harmful effects; it can be influential in people’s everyday, simple decisions. For example, suppose that a family is walking down the street looking for a restaurant to have dinner. If they pass a restaurant that is empty and one that is relatively crowded with patrons, they are far more likely to choose the crowded one, on the assumption that it’s better because there are more people there. Herding can be subtle in this way; it simply involves people’s tendency to follow a crowd rather than carve out an individual path in many situations.

“Herd Behavior” by CommonLit © 2014 is licensed under CC BY-NC-SA 2.0.

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1. PART A: Which of the following best summarizes the central idea of the text?A. Even when acting alone, humans are not as advanced as we would like to think.B. Herd behavior suggests that there are limits to human beings’ free will.C. The actions of a large group can greatly influence an individual’s decisions.D. Crowds always become violent and chaotic when individuals begin to panic.

2. PART B: Which of the following quotes best supports the answer to Part A?A. “All of the animals band closely together in a group and, in panic mode, move together as a unit” (Paragraph 1)B. “When herd behavior sets in, an individual person’s judgment and opinion-forming process shut down” (Paragraph 2)C. “Herd behavior in humans is frequently observed at times of danger and panic; for example, a fire in a building” (Paragraph 3)D. “suppose that a family is walking down the street looking for a restaurant to have dinner” (Paragraph 8)

3. Which statement best describes the relationship between the stock market and herd behavior?A. Stock market employees work in a constant state of anxiety, much like herding animals.B. Herd behavior contributes to stock market surges and crashes because it compels stockbrokers to act on emotion rather than reason.C. Both herd behavior and the stock market are motivated mainly by greed, which prevents people from using logic and reason.D. Stock market bubbles and crashes are sometimes caused by herd behavior but are most often caused by fear.

4. Why does the author likely include the final section titled “Everyday Decision-Making” in the article?A. to show how not every case of herd behavior is necessarily negative or violentB. to show that herd behavior also occurs in smaller groupsC. to demonstrate how herd behavior allows individuals to avoid risksD. to acknowledge that herd behavior is a problem that everyone faces

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Vocabulary chart:


Word Definition

E. Answer one of the following questions in at least 50 words:



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Harrop Fold School – Making the difference€¦ · Web viewRosa Parks and the Montgomery Bus Boycott 27 2: Monday Rosa Parks: Beyond the Bus 32 2: Tuesday Before Rosa Parks, There

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