Civil War Project.

Civil War Project

Part I Pink and Say

Where are we going? Through Part I of this lesson the goal will be to improve skills in: Reading comprehension Questioning strategies Connections with characters Inference skills Predictions Drawing Conclusions Author’s Point of View Determining the difference between memory and history Researching primary sources Determining if an author’s story is based on memory or history

What do you know about the Civil War?
Want to Know Learned

Read Pink and Say By Patricia Palooka

Journal Writing 1

After reading Pink and Say by Patricia Polacco use discussion questions and explanations for your journal entry. What does “Not bad if it don’t go green.” mean? Why did Pinkus help Shelton? Who are the Marauders? Why do Pinkus and Sheldon need to leave as soon as possible? What is Moe Moe Bay like? What do you learn about slave life from this story? What do you learn about slaves in the army? What do you learn about teens in the army? How does the author foreshadow that something bad might happen to Pinkus? Why is it unusual that Pinkus can read? How does Moe Moe Bay comfort Say? What happened to Moe Moe Bay? What happened to Pinkus at Andersonville Prison? What happened to Sheldon Russell Curtis?

What is the relationship between history and memory?

How does perspective affect your memory?
How does memory affect the way you tell a story?

Why did Ms. Polacco write this story?

This story is written as a true account of Patricia Polacco’s great-great-grandfather.
Is this story true?

Could this story be proven? How could this story be proven?

Journal Writing 2 What is the relationship between history and memory?
How does perspective affect memory? How does memory affect the way a story is told? Why did Ms. Polacco write this story? Is this story true? How could you prove this story is true? Journal Writing 2

What types of sources could you use to check the information?

What types of sources are the most reliable to verify information?

Which source is more reliable?
Primary Documents Wikipedia vs. Which source is more reliable?

Is “GOOGLE-it” always the best answer?
Just GOOGLE? Is “GOOGLE-it” always the best answer?

What primary sources might be available to verify Ms. Polacco’s story?

Pictures and Period Sketches
Letters and Diaries Archived Newspapers Civil War Records Pictures and Period Sketches

Journal Writing 3 Investigate
Was gangrene a problem during the Civil War? Were marauders a problem in the Civil War? Did slaves join the Union army? Was there a Pinkus Aylee in the Union forty-eighth slave unit? Were slaves in the army sometimes not allowed to carry guns? Did fifteen-year-old boys carry the staff? Did boys sometimes have to carry a gun? Was there a Sheldon Russell Curtis in the Ohio twenty-fourth? Was this an accurate portrayal of slave life? Was this a realistic portrayal of life at Andersonville Prison? Journal Writing 3

Before we go to part II, let’s do a self check.
As we go through each skill, share proof with your partner that you understand the skill: Reading comprehension Questioning strategies Connections with characters Inference skills Predictions Drawing Conclusions Author’s Point of View Determining the difference between memory and history Researching primary sources Determining if an author’s story is based on memory or history

The Gettysburg Address
Part II The Gettysburg Address

Where are we going? Through Part II of this lesson the goal will be to improve skills in: Reading comprehension Setting Context Writing Background information Audience Word choice Mood and tone Voice Writer’s craft Revising

Background

“A few appropriate remarks”
2 ½ minutes 272 Words “A few appropriate remarks” Never to be Forgotten 27

There is much to be learned about the Civil War: its battles, its people, its causes.

But the purpose of this lesson is to examine the famous speech called “The Gettysburg Address” that Abraham Lincoln delivered November 19, 1863.

What made these 272 words great?
How did he say everything that needed to be said in less than three minutes? Why are we still talking about it today?

What was the setting?

Gettysburg July 1863!

On July 1, 2, and 3, 1863, some of the greatest, deadliest series of battles of the Civil War were fought in Gettysburg, Pennsylvania.

All Americans Union Casualties: Confederate Casualties:
3,155 killed, 14,531 wounded, 5,369 captured or missing Confederate Casualties: 4,708 killed, 12,693 wounded, 5,830 captured or missing All Americans

November 19, 1863, five months after the battles, the National Cemetery at Gettysburg was being dedicated, so President Abraham Lincoln was invited to speak. "It is the desire that, after the Oration, you, as Chief Executive of the nation, formally set apart these grounds to their sacred use by a few appropriate remarks.”

The main speaker was Edward Everett who spoke for over two hours, using over 13,000 words.

“a few appropriate remarks” from President Abraham Lincoln.
Finally it was time for “a few appropriate remarks” from President Abraham Lincoln.

Journal Writing 4

Group journal assignment:
What does the Gettysburg Address mean? In four groups you will use dictionaries and computer sources to interpret the textual meaning of the Address. You will collaborate with the people in your group and produce a PowerPoint presentation or a physical representation of your findings. This is due _______________ Objective: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (W6.1)

Section One: Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal. Journal Questions: What happened four score and seven years ago? Is there a reference to slavery here? Explain. Where does the quote “all men are created equal” come from? Why did Lincoln use this quote?

Section 2: Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. Journal Questions: 5. How did Lincoln present the present problem? 6. What was the test? 7. What is the occasion? 8. What was the mood? 9. What was Lincoln’s purpose in this speech?

Section 3: But, in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. Journal Questions: 10. How did Lincoln honor the dead? 11. How does he express humility? 12. Was Lincoln’s prediction in the bolded sentence come true? Explain.

Section 4: It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth. Journal Questions: 13. How does Lincoln challenge his audience? 14. What is the quote in this section? Where does it come from? 15. Why did Lincoln include this quote?

Now that we have a pretty good idea from your presentations about the meaning of the Gettysburg Address, let’s go deeper into the writing of this epic speech. At the conclusion of our study you are going to be writing a similar speech. So as we take a few days to study Lincoln’s work, be thinking of a topic you are seriously passionate about.

Who were the audience?

Soldiers Army widows and orphans Congressmen, governors, and other important statesmen Townspeople College students Reporters Others

Lincoln’s language had to sound intelligent for the dignitaries, yet it had to appeal to the vernacular* of the common people, the ones who had sacrificed so much. Word choice *common or colloquial language

Lincoln chose powerful words not “fancy” words
Lincoln chose powerful words not “fancy” words. The entire speech is only 272 words. 190 of them are single-syllables, only four are four-syllables.

Lincoln’s tone had to reflect the correct mood
Lincoln’s tone had to reflect the correct mood. His feelings and passion needed to be impressed on his audience. He needed to express sympathy and respect, but most of all his audience needed hope. Tone and Mood

Let’s stop for a moment and review our knowledge of tone and mood.

Does Lincoln’s tone reflect the mood?
What is the mood of the circumstance? What is the tone of the speech? Does Lincoln’s tone reflect the mood?

Lincoln established the appropriate mood through his tone, not just through the words he chose, but also with the passion of his presentation. Mood and Tone

It’s not just what you say,
It’s how you say it!

Voice Voice is how you make it your own.
You’ve considered the audience, you’ve considered the mood, now you must consider: How do I feel? What is my passion? How do I express what needs to be said in a way that is uniquely mine?

Lincoln was intelligent and educated, but he never forgot his humble beginnings. His VOICE demonstrated his brilliance but showed his humility. * Resonate - to have an effect or impact beyond that which is immediately seen

Journal Writing 5 Define voice, mood, and tone.
Explain how Lincoln used these three factors in the Gettysburg Address.

Writer’s Craft

Contrary to a popular myth, Lincoln did not compose the Gettysburg Address on the back of an envelope during the train ride to Gettysburg.

Abraham Lincoln began formulating his thoughts as early as July 7, 1863. In that speech he stated:
“…Eighty odd years since, upon the Fourth day of July, for the first time in the world, a union body of representatives was assembled to declare as a self-evident truth that all men were created equal…”

He knew what he wanted to say; the craft was figuring out how to say it best.

(Organization) Lincoln divided the speech into three parts:
Paragraph one – past history Paragraph two – present situation Paragraph three – future action (Organization)

Past: Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.

Present: Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

Future action: But, in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced.

Future action: It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.

Connecting with quotes.
We have learned in reading class that connection improves comprehension. A good speaker references familiar quotes or familiar language to connect with the audience. Abraham Lincoln chose two sources with which people of that day would have been very familiar, and he chose two sources that would resound with positive connection.

“We hold these truths to be self-evident, that all men are created equal...”

Lincoln chose to quote from the Declaration of Independence.
These words were: Well know Patriotic Inclusive of the entire audience Appropriate to the slave issue Emotional

In addition, many people of that day went to church and were familiar with the authorized version of the Bible referred to as the King James Version. So Lincoln chose words from familiar phrases in the Bible. Was this a coincidence, or did Lincoln know that these words would connect the audience to perceived truth whether consciously or subconsciously?

Luke 2:7 And she brought forth her firstborn son…
Psalm 90:10 The days of our years are threescore years and ten… Matthew 6:9 Our Father which art in heaven, Hallowed be thy name… John 3: that whosoever believeth in him should not perish, but have everlasting life.

Lincoln used revision.

How can collaboration with peers help in
Even though Lincoln did not write the Gettysburg Address on the back of an envelope on the train to Gettysburg, he actually did revise his speech the night before he delivered it. The speech had been written out in Washington D. C., in Lincoln’s handwriting on White House stationery, but after he arrived in Gettysburg, he decided he did not like the last part of the speech. The speech was folded in half, so he cut the speech on the fold and proceeded to rewrite the last half on a tablet using a pencil. About 9:00 that evening, Lincoln asked to meet with his friend Edwin Stanton, the Secretary of War, and they were together for about an hour. Lincoln continued to work in his room till after midnight that night. Did Lincoln and Stanton discuss the speech? Did Lincoln ask Stanton for advice on word choice? Well, one clue might be that Stanton used the word perish in many of his speeches, but this is the only time Lincoln used the word perish in a speech. How can collaboration with peers help in word choice and revising in your writing? What about perish, Abe?

Revising Revising is not the same as editing. Editing is checking for grammatical errors: spelling, capitalization, punctuation, subject verb agreement, etc. Revising has to do with saying what you want to say in the best possible way using: The most powerful, commanding words to make strong points, emotional words for effect, and phrases that connect your audience with your cause. The dramatic use of contrast “The world will little note, nor long remember what we say here, but it can never forget what they did here.” The flow of sentences that emphasizes the meaning.

Describe the difference between revising and editing.
Explain why each is important to the final publication. Journal Writing 6

THE ASSIGNMENT Choose a topic you feel passionately about. It must have: A history A present problem A viable solution Research your topic for background information. Write a speech that is exactly 272 words long and takes approximately 2 ½ minutes to present. Consider Your audience Word choice Mood Tone Voice Evaluating your writer’s craft Use appropriate quotes Revise with a responsible peer. Document this. Edit and proofread Practice reading with the voice that expresses your VOICE. Memorize it, or learn it well enough that you are not bound to your reading.

Rubric for Speech 4 3 2 1 Content
Obvious passion for subject, extensive research, past, present, future well –presented. Passion for subject, obvious research, past, present, future adequately presented. Clear subject, some research, past, present, future presented. Clear subject, little research, past, present, future undefined. Consideration of audience, mood, tone, and voice. Excellent job demonstrating all four qualities in writing and speech. Demonstrates all four qualities in writing or speech. Demonstrates three of the qualities in writing or speech. Demonstrates two of the qualities in writing or speech. Word choice Many examples of excellent word choices. Several examples of excellent word choices. Some examples of excellent word choices. A few examples of excellent word choices. Use of Quotes Several quotes placed appropriately to connect with the audience or to emphasize a point. Some quotes placed appropriately to connect with the audience or to emphasize a point. One or two quotes used to connect with the . audience or to emphasize a point. One quote that needs work to connect or to emphasize. Revision Presents documentation of revision, superior, thoughtful content that is persuasive, and flows well throughout the speech. Presents documentation of revision, thoughtful content that flows well throughout the speech. Some evidence of revision, most content is orderly throughout the speech. Little evidence of revision, sentence are choppy or run-on. Lacks order. Clarity of Speech Speaker has clear intonation and is completely audible; uses volume, word speed control, and pauses to express VOICE; does not ‘read’ the speech. Speaker has mostly clear intonation and is mostly audible; mostly uses volume, word speed control, and pauses to express VOICE. Student mostly looks up. Speaker attempts clear intonation and proper volume, attempts to express VOICE. Student reads speech with confidence and few mistakes. Speaker has much unclear intonation and volume, some attempt to express VOICE. Student reads speech with several mistakes. Editing/Proofreading Spelling Capitalization Punctuation Grammar Complete sentences 4 or less mistakes Between 5-8 mistakes Between 9 and 12 mistakes 13 or more mistakes

Before we begin the assignment, let’s look at more information.

After the Civil War

The South must be reconstructed.
Slaves Freed The South must be reconstructed.

The end of the Civil War did not bring immediate peace
The end of the Civil War did not bring immediate peace. Animosity existed on both sides, and the South had been physically destroyed.

The Slaves were free!

However Emancipation did not mean
Equality

Laws were passed and the Constitution was amended, but two-hundred years of slavery and prejudice were not easily ended.

Timeline of the History of Slavery in the United States

The first step toward the emancipation of slaves was the Emancipation Proclamation. But it only freed slaves in the “rebellious states.”

The proclamation declared "that all persons held as slaves" within the rebellious states "are, and henceforward shall be free."

After the Civil War, the Thirteenth Amendment freed the slaves, but equality took more than a century.

AMENDMENT XIII Section 1. Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction. Section 2. Congress shall have power to enforce this article by appropriate legislation.

Because the Thirteenth Amendment was not providing the freed slaves appropriate freedom, the Fourteenth Amendment was passed in 1868.

The Fourteenth Amendment
Equal Protection The Fourteenth Amendment All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

But prejudice and discrimination continued in the South and the North into the 20th Century.

Jim Crow Laws

Describe a day in the life of an African American during the days of Jim Crow.
Make a list of your feelings about Jim Crow laws. Use descriptive words. Use a thesaurus if you need. Journal Writing 7

What were two examples of Jim Crow laws that Marian Anderson faced?
Why do you think so many people showed up to see Marian Anderson's concert at the Lincoln Memorial? If you could ask Marian Anderson one question about her life and experiences, what would your question be? Journal Writing 8

The Civil Rights Movement

Rosa Parks

On December 1, 1955, Rosa Parks, a 42-year-old African American woman who worked as a seamstress, boarded this Montgomery City bus to go home from work. On this bus on that day, Rosa Parks initiated a new era in the American quest for freedom and equality. She sat near the middle of the bus, just behind the 10 seats reserved for whites. Soon all of the seats in the bus were filled. When a white man entered the bus, the driver (following the standard practice of segregation) insisted that all four blacks sitting just behind the white section give up their seats so that the man could sit there. Mrs. Parks, who was an active member of the local NAACP, quietly refused to give up her seat. Her action was spontaneous and not pre-meditated, although her previous civil rights involvement and strong sense of justice were obvious influences. "When I made that decision," she said later, “I knew that I had the strength of my ancestors with me.”

She was arrested and convicted of violating the laws of segregation, known as “Jim Crow laws.”
At the same time, local civil rights activists initiated a boycott of the Montgomery bus system.. Since African Americans made up about 75 percent of the riders in Montgomery, the boycott posed a serious economic threat to the company and a social threat to white rule in the city. A group named the Montgomery Improvement Association organized the boycott. As their leader, they chose a young Baptist minister who was new to Montgomery: Martin Luther King, Jr. Sparked by Mrs. Parks’ action, the boycott lasted 381 days. In December 1956 the U.S. Supreme Court ruled that the segregation law was unconstitutional and the Montgomery buses were integrated. The Montgomery Bus Boycott was the beginning of a revolutionary era of non-violent mass protests in support of civil rights in the United States.

Journal Writing 9 Make a list of words that would describe Rosa Parks.
Why did she do what she did? Did Rosa Parks do the right thing? Explain your answer. Journal Writing 9

Ruby Bridges

I was born in Mississippi in 1954, the oldest child of Abon and Lucille Bridges. That year the United States handed down its landmark decision ordering the integration of public schools. Not that I knew anything about school at the time. What I knew and loved was growing up on the farm my paternal grandparents sharecropped.    It was a very hard life, though. My parents heard there were better opportunities in the city. We moved to New Orleans, where my father found work as a service station attendant, and my mother took night jobs to help support our growing family.    As I got a bit older, my job was to keep an eye on my younger brothers and sister, which wasn't too difficult. Except for church and the long walk to the all-black school where I went to kindergarten, our world didn't extend beyond our block. But that was all about to change.   

Under federal court order, New Orleans public schools were finally forced to desegregate. In the spring of 1960 I took a test, along with other black kindergarteners in the city, to see who would go to an integrated school come September. That summer my parents learned I'd passed the test and had been selected to start first grade at William Frantz Public School.   My mother was all for it. My father wasn't. "We're just asking for trouble," he said. He thought things weren't going to change, and blacks and whites would never be treated as equals. Mama thought I would have an opportunity to get a better education if I went to the new school - and a chance for a good job later in life. My parents argued about it and prayed about it. Eventually my mother convinced my father that despite the risks, they had to take this step forward, not just for their own children, but for all black children. A federal judge decreed that Monday, November 14, 1960 would be the day black children in New Orleans would go to school with white children. There were six of us chosen to integrate the city's public school system. Two decided to stay in their old schools. The other three were assigned to McDonough. I would be going to William Frantz alone.   

The morning of November 14 federal marshals drove my mother and me the five blocks to William Frantz. In the car one of the men explained that when we arrived at the school two marshals would walk in front of us and two behind, so we'd be protected on both sides.    That reminded me of what Mama had taught us about God, that he is always there to protect us. "Ruby Nell," she said as we pulled up to my new school, "don't be afraid. There might be some people upset outside, but I'll be with you."  

Sure enough, people shouted and shook their fist when we got out of the car, but to me it wasn't any noisier than Mardi Gras, I held my mother's hand and followed the marshals through the crowd, up the steps into the school.    We spent that whole day sitting in the principal's office. Through the window, I saw white parents pointing at us and yelling, then rushing their children out of the school. In the uproar I never got to my classroom.    The marshals drove my mother and me to school again the next day. I tried not to pay attention to the mob. Someone had a black doll in a coffin, and that scared me more than the nasty things people screamed at us.

A young white woman met us inside the building. She smiled at me
A young white woman met us inside the building. She smiled at me. "Good morning, Ruby Nell," she said, just like Mama except with what I later learned was a Boston accent. "Welcome, I'm your new teacher, Mrs. Henry." She seemed nice, but I wasn't sure how to feel about her. I'd never been taught by a white teacher before.    Mrs. Henry took my mother and me to her second-floor classroom. All the desks were empty and she asked me to choose a seat. I picked one up front, and Mrs. Henry started teaching me the letters of the alphabet.

The next morning my mother told me she couldn't go to school with me
The next morning my mother told me she couldn't go to school with me. She had to work and look after my brothers and sister. "The marshals will take good car of you, Ruby Nell," Mama assured me. "Remember, if you get afraid, say your prayers. You can pray to God anytime, anywhere. He will always hear you."   That was how I started praying on the way to school. The things people yelled at me didn't seem to touch me. Prayer was my protection. After walking up the steps past the angry crowd, though, I was glad to see Mrs. Henry. She gave me a hug, and she sat right by my side instead of at the big teacher's desk in the front of the room. Day after day, it was just Mrs. Henry and I, working on my lessons.

At the same time, there were a few white families who braved the protests and kept their children in school. But they weren't in my class, so I didn't see them. People from around the country who'd heard about me on the news sent letters and donations. A neighbor gave my dad a job painting houses. Other folks baby-sat for us, watched our house to keep away troublemakers, even walked behind the marshal's car on my way to school. My family couldn't have made it without our friends' and neighbors' help.    And me, I couldn't have gotten through that year without Mrs. Henry. Sitting next to her in our classroom, just the two of us, I was able to forget the world outside. She made school fun. We did everything together. I couldn't go out in the schoolyard for recess, so right in that room we played games and for exercise we did jumping jacks to music.

I remember her explaining integration to me and why some people were against it. "It's not easy for people to change once they have gotten used to living a certain way," Mrs. Henry said. "Some of them don't know any better and they're afraid. But not everyone is like that."   Even though I was only six, I knew what she meant. The people I passed every morning as I walked up the schools steps were full of hate. They were white, but so was my teacher, who couldn't have been more different from them. She was one of the most loving people I had ever known. The greatest lesson I learned that year in Mrs. Henry's class was the lesson Dr. Martin Luther King Jr., tried to teach us all. Never judge people by the color of their skin. God makes each of us unique in ways that go much deeper. From her window, Mrs. Henry always watched me walk into school. One morning when I got to our classroom, she said she'd been surprised to see me talk to the mob. "I saw your lips moving," she said, "but I couldn't make out what you were saying to those people."  

Militant segregationists, as the news called them, took to the streets in protest, and riots erupted all over the city. My parents shielded me as best they could, but I knew problems had come to our family because I was going to the white school. My father was fired from his job. The white owners of a grocery store told us not to shop there anymore. Even my grandparents in Mississippi suffered. The owner of the land they'd sharecropped for 25 years said everyone knew it was their granddaughter causing trouble in New Orleans, and asked them to move.

I wasn't talking to them," I told her. "I was praying for them
I wasn't talking to them," I told her. "I was praying for them." Usually I prayed in the car on the way to school, but that day I'd forgotten until I was in the crowd. Please be with me, I'd asked God, and be with those people too. Forgive them because they don't know what they're doing.    "Ruby Nell, you are truly someone special," Mrs. Henry whispered, giving me an even bigger hug than usual. She had this look on her face like my mother would get when I'd done something to make her proud.    Another person who helped me was Dr. Robert Coles, a child psychiatrist who happened to see me being escorted through the crowd outside my school. Dr. Coles volunteered to work with me through this ordeal. Soon he was coming to our house every week to talk with me about how I was doing in school.   

Really, I was doing fine. I was always with people who wanted the best for me: my family, friends, and in school, my teacher. The more time I spent with Mrs. Henry, the more I grew to love her. I wanted to be like her. Soon, without realizing it, I had picked up her Boston accent.    Neither of us missed a single day of school that year. The crowd outside dwindled to just a few protestors, and before I knew it, it was June. For me, first grade ended much more quietly than it began. I said good-bye to Mrs. Henry, fully expecting her to be my teacher again in the fall.  But when I went back to school in September, everything was different. There were no marshals, no protestors. There were other kids - even some other black students - in my second-grade class. And Mrs. Henry was gone. I was devastated. Years later I found out she hadn't been invited to return to William Frantz, and she and her husband had moved back to Boston. It was almost as if that first year of school integration had never happened. No one talked about it. Everyone seemed to have put that difficult time behind them.   

One of the best parts of the story is that I was finally reunited with my favorite teacher, Barbara Henry. She reached me through the publisher of Dr. Coles’ book, and in 1995 we saw each other in person for the first time in more than three decades. The second she laid eyes on me, she cried, "Ruby Nell!" No one had called me that since I was a little girl. Then we were hugging each other, just like we used to every morning in first grade.

Journal Writing 10 What was it like for Ruby Bridges?
Describe her courage. Journal Writing 10

The most influential leader of the Civil Rights Movement was Martin Luther King, Jr.

On August 23, 1963, he delivered the “I Have a Dream” speech on the steps of the Lincoln Memorial.
25

15 Little Known Facts about Martin Luther King, Jr
15 Little Known Facts about Martin Luther King, Jr.’s “I Have a Dream” Speech

King had previously used his "dream" rhetoric before —as he acknowledged — in lesser-known speeches.
2. King may have taken the "dream" language from then 22-year old Prathia Hall, who used it during a speech at the burnt remains of the Mount Olive Baptist Church in 1962. 3. The night before the speech, King's adviser Wyatt Walker suggested he not use any of that "dream" stuff during the March on Washington speech, calling it “trite and “cliché.”

4. King didn't write the speech entirely by himself
4. King didn't write the speech entirely by himself. The first draft was written by his advisers Stanley Levison and Clarence Jones, and the final speech included input from many others. 5. The day before, King and his advisers met to discuss the speech in the lobby of the Willard Hotel because it would be harder to wiretap than a suite. 6. King was up until 4 a.m. the night before working on the speech.

7. The original draft was entitled "Normalcy - Never Again" and didn't contain any references to King's dreams. 8. Before the speech, King told an aide that he wanted to deliver, “a sort of a Gettysburg Address." (Nailed it.) 9. King was the final speaker of the day, and some attendees — hot, tired, and anticipating a long trip home — had already left before he took the podium. (Sound familiar?)

10. King put aside his prepared remarks and went right to the "dream" section of the speech after his friend Mahalia Jackson, a gospel singer, shouted out to him: "Tell 'em about the dream, Martin.” 11. King borrowed a long passage about freedom ringing from various mountains across the country from a 1952 speech by Rev. Archibald 12. Watching the speech from the White House, President Kennedy remarked, “That guy is really good."

13. The head of the FBI's domestic intelligence division, William Sullivan, was not as happy. Two days later, he wrote a memo that the speech solidified King "as the most dangerous Negro of the future in this Nation from the standpoint of communism, the Negro and national security.” 14. Many of the next day's newspaper reporters overlooked not only the "dream" section of the speech, but even the speeches in general, focusing instead “on the extraordinary spectacle of the march itself. " 15. Though celebrated now, the speech had “nearly vanished from public view" by the time of King's death in 1968.

How is the “I Have a Dream” Speech like the Gettysburg Address?

Make a Venn Diagram to compare and contrast the content of the “I Have a Dream” speech to the Gettysburg Address. Journal Writing 11

Who were the audience?

King’s language had to sound intelligent for the dignitaries, yet it had to relate to the vernacular* of the ‘colored’ people, the majority of the crowd. Word Choice

King chose words powerful words
King chose words powerful words. He used words such as “five score years” to relate to the Gettysburg address. As Lincoln did, King referred to the Bible and the Constitution. Word Choice

King’s tone had to reflect the correct mood of the day
King’s tone had to reflect the correct mood of the day. His feelings and passion needed to be impressed on his audience so that they would realize that they had the right to be respected as equals. Tone and Mood

King established the appropriate mood through his tone, not just through the words he chose, but also with the passion of his presentation. Tone and Mood

Organization Like Lincoln, King divided the speech into three parts:
Part One: past history Part two: the present situation Part three: future action Organization

The Past I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.

The Present 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. 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 languished in the corners of American society and finds himself an exile in his own land. And so we've come here today to dramatize a shameful condition.

The Present 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 note 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 "unalienable 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."

The Present But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, we've come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed 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 tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate 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.

Future Action 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 and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again, we must rise to the majestic heights of meeting physical force with soul force.

Future Action The marvelous new militancy which has engulfed 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.

Future Action We cannot walk alone.
And as we walk, we must make the pledge that we shall always march ahead. We cannot turn back.

Future Action There are those who are asking the devotees 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 ghetto 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."

Future Action 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. 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.

Future Action 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: "We hold these truths to be self-evident, that all men are created equal."

Future Action 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 oasis of freedom and justice. 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.

Future Action 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" and "nullification" -- 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. I have a dream that one day every valley shall be exalted, 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."

Future Action 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 hew 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.

Future Action 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! And if America is to be a great nation, this must become true. And so let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York.

Future Action 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. 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. From every mountainside, let freedom ring. s

Future Action And when this happens, and when we allow freedom ring, when we let it ring from every village and every hamlet, 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!

Look back through this information and find evidence that King relied on collaboration.

Use a graphic organizer to demonstrate the similarities between the tone, mood, voice and organization between the “I Have a Dream” speech and the Gettysburg Address. Include evidence of collaboration. Journal Writing 12

THE ASSIGNMENT Choose a topic you feel passionately about. It must have: A history A present problem A viable solution Research your topic for background information. Write a speech that is exactly 272 words long and takes approximately 2 ½ minutes to present. Consider Your audience Word choice Mood Tone Voice Evaluating your writer’s craft Use appropriate quotes Revise with a responsible peer. Document this. Edit and proofread Practice reading with the voice that expresses your VOICE. Memorize it, or learn it well enough that you are not bound to your reading.

Rubric for Speech 4 3 2 1 Content
Obvious passion for subject, extensive research, past, present, future well –presented. Passion for subject, obvious research, past, present, future adequately presented. Clear subject, some research, past, present, future presented. Clear subject, little research, past, present, future undefined. Consideration of audience, mood, tone, and voice. Excellent job demonstrating all four qualities in writing and speech. Demonstrates all four qualities in writing or speech. Demonstrates three of the qualities in writing or speech. Demonstrates two of the qualities in writing or speech. Word choice Many examples of excellent word choices. Several examples of excellent word choices. Some examples of excellent word choices. A few examples of excellent word choices. Use of Quotes Several quotes placed appropriately to connect with the audience or to emphasize a point. Some quotes placed appropriately to connect with the audience or to emphasize a point. One or two quotes used to connect with the . audience or to emphasize a point. One quote that needs work to connect or to emphasize. Revision Presents documentation of revision, superior, thoughtful content that is persuasive, and flows well throughout the speech. Presents documentation of revision, thoughtful content that flows well throughout the speech. Some evidence of revision, most content is orderly throughout the speech. Little evidence of revision, sentence are choppy or run-on. Lacks order. Clarity of Speech Speaker has clear intonation and is completely audible; uses volume, word speed control, and pauses to express VOICE; does not ‘read’ the speech. Speaker has mostly clear intonation and is mostly audible; mostly uses volume, word speed control, and pauses to express VOICE. Student mostly looks up. Speaker attempts clear intonation and proper volume, attempts to express VOICE. Student reads speech with confidence and few mistakes. Speaker has much unclear intonation and volume, some attempt to express VOICE. Student reads speech with several mistakes. Editing/Proofreading Spelling Capitalization Punctuation Grammar Complete sentences 4 or less mistakes Between 5-8 mistakes Between 9 and 12 mistakes 13 or more mistakes

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