1. While the World Watched
Chapters 9 – 12 Summary

2. Standards
Standard:
Misplaced Modifier Prezi

3. Misplaced Modifier Sentences

4. Our Standards for today:
ELACC7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELACC7W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

5. Vocabulary Chapter 9
Chapter 9: abyss (109), tyranny (110), gauntlet (110), disembark (114), reprimand (114), oratory (119), pulpit (120), humility (120), resonated (121), imprisonment (124), infiltrators (125), consensus (127), diligently (128)
Chapter 10: inevitably (129), negotiation (129), disperse (130), escalated (131), paddy wagons (132), taut (133), pummeling (133), composure (135), wrath (135), trivial (135), forbade (136)

6. Chapter 9: “It’s Time!”
Read silently George Wallace’s statement on page 110 and Carolyn’s reaction to it and to Dr. King on pg.111.
As you read together pages 111, last paragraph through page 114, pay attention to Carolyn’s action to “test the signs” and to the final paragraph on pg Why is that paragraph a good summary of how Carolyn’s actions were beginning to change? How are her actions different from the way her parents taught her?

7. George Wallace Video

8. Chapter 9: “It’s Time!”
Carolyn tells more about her encounters with Dr. King on pages 119, 120 (finish the paragraph at the top of 121).
Find and correctly copy specific sentences in the text that describe Dr. King. Circle words in those sentences to indicate the opinion Carolyn was forming of Dr. King. Be sure to cite the page and punctuate your quotes correctly.

9. Chapter 9: “It’s Time!”
Begin reading again on pg. 125 at paragraph 2 and continue through pg. 128.
Now, write what the chapter title, “It’s time!” means to you. How did music play a critical role in the Civil Rights movement?
What concerns did Dr. King express to the ministers about the march? Do you think they should have continued, or not? Why or why not?

10. Letter from Birmingham Jail

11. Vocabulary Chapter 10
Chapter 10: inevitably (129), negotiation (129), disperse (130), escalated (131), paddy wagons (132), taut (133), pummeling (133), composure (135), wrath (135), trivial (135), forbade (136)

12. Chapter 10: “D-Day”
“On 2 May, more than a thousand African American students skipped their classes and gathered at Sixth Street Baptist Church to march to downtown Birmingham. As they approached police lines, hundreds were arrested and carried off to jail in paddy wagons and school buses. When hundreds more young people gathered the following day for another march, commissioner Bull Connor directed the local police and fire departments to use force to halt the demonstration. Images of children being blasted by high-pressure fire hoses, clubbed by police officers, and attacked by police dogs appeared on television and in newspapers and triggered outrage throughout the world.

13. Bull Connor

14. Chapter 10: “D-Day”
On the evening of 3 May, King offered encouragement to parents of the young protesters in a speech delivered at the Sixteenth Street Baptist Church. He said, “Don’t worry about your children; they are going to be alright. Don’t hold them back if they want to go to jail, for they are not only doing a job for themselves, but for all of America and for all of mankind.’”
"Children's Crusade." N.p.: n.p., n.d. Martin Luther King, Jr. and The Global Freedom Struggle.
Web. 30 Oct <

15. Chapter 10: “D-Day”
After reading and discussing the Children’s Crusade in the previous slides, read pages 134 – 137.
What sentences in the text indicate how Carolyn felt when she began the march?
What sentences in the text indicate how she felt after being hit with the water?
What problems and concerns does she have at the end of the chapter? Find evidence to cite your answer.

16. Chapter 11: “Double D-Day”
Read pages 140 – 143 to find out how the children were treated on the second day of the march.
Read pages 143 – 145 to find out what happened much later to:
The children who were arrested during the march.
To Carolyn when she heard a firefighter speak and met Civil Rights photographer, Charles Moore.

17. Children’s March Video

18. Evidence Chart

19. Chapter 12: “The Most Dangerous Racist in America”
Facts about George Wallace:
January 14, 1963: Became governor of Alabama
June 11, 1963:
Stood in the doorway of University of Alabama to try to keep Vivian Malone and James Hood from enrolling
Refused to move from the doorway until President John F. Kennedy federalized the Alabama National Guard

20. George Wallace at U.A.

21. Chapter 12: “The Most Dangerous Racist in America”
“I hope that every American, regardless of where he lives, will stop and examine his conscience about this and other related incidents. This nation was founded by men of many nations and backgrounds. It was founded on the principle that all men are created equal, and that the rights of every man are diminished when the rights of one man are threatened”
- President John F. Kennedy

22. JFK Video

23. Chapter 12: “The Most Dangerous Racist in America”
Read Carolyn’s reaction to President Kennedy’s statement on pages 150 – 154.
How does the President’s speech change the way Carolyn thinks about what she can do, where she can go, and her future?
What does she begin to decide about going to college? (Cite evidence.)

24. Chapter 12: “The Most Dangerous Racist in America”
September 9, 1963:
Signed an executive order prohibiting integration of schools
President Kennedy responded with the report on page 156 in the text. Read the text to determine the continuing battle between the Wallace and Kennedy

25. Evidence Chart