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Montgomery Bus Boycott: So Many Heroes

Christy BenedictMonticello Middle School

Summer 2011

Montgomery, Alabama, Bus Boycott.Montgomery Advertiser, December 6, 1955.Serial and Government Publications Division. (9-3)Courtesy of the Montgomery Advertiser.

Students will read Freedom Walkers: The Montgomery Bus Boycott by Russell Freedman. They will analyze the people and events in the nonfiction selection, answer comprehension questions, and create a final project which shows their understanding of the importance of a certain person involved in the boycott.

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation BarObjectives Students will be able to:

utilize varied primary sources to develop a cohesive, comprehensive and historically accurate picture of the Montgomery Bus Boycott;

analyze the historical impact of the Montgomery Bus Boycott;

complete a basic outline for each chapter of the book Freedom Walkers: The Montgomery Bus Boycott and;

answer the following essential questions: What can be learned about America’s character

from the manner by which the African-American population mobilized, prepared, and participated in a year-long boycott?

Who were the significant people that took on leadership roles and helped to meet the goals during the Montgomery Bus Boycott?

Recommended time frame 4 weeks

Teaching with Primary Sources Illinois State University

http://lcweb.loc.gov/rr/news

https://sites.google.com/site/buildingccssbridges/home/module-9

http://lcweb.loc.gov/exhibits/odyssey/archive/09/0903001r.jpg

Grade level 6-8Curriculum fit Language Arts, Social StudiesMaterials A copy of Freedom Walkers: The Montgomery Bus

Boycott by Russell Freedman (Nov. 2008) for each student

Notebook, writing utensils Vocabulary/question sheets Extension handouts (see Extension Activities) Computer for each student (for final project)

Illinois State Learning Standards Back to Navigation BarLanguage Arts: GOAL 1: Read with understanding and fluency. 1.C. Comprehend a broad range of reading

materials. 1.C.3c Compare, contrast and evaluate ideas and

information from various sources and genres. GOAL 2: Read and understand literature representative of various societies, eras and ideas. 2.B. Read and interpret a variety of literary works.

2.B.3b Compare and contrast common literary themes across various societies and eras.

GOAL 3: Write to communicate for a variety of purposes. 3.C. Communicate ideas in writing to accomplish a

variety of purposes. 3.C.3a Compose narrative, informative, and

persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience

Procedures Back to Navigation BarDay One: Students will preview the reading selection:

Freedom Walkers: Montgomery Bus Boycott by Russell Freedman looking at the pictures, reading the back of the book, and discussing what they already know about this time period in history. This can be done in small groups or as a large group.

Also discuss what students already know about the Montgomery Bus Boycott and people that they know were involved with the boycott.


Preview the Chapter One Vocabulary Words (read out loud, discuss, define, take notes, etc).

Begin reading Chapter One with students. Stop and take notes about important events and people.

Students should finish reading this chapter and taking notes for Day Two.

Day Two: Review vocabulary words from Ch 1. Discuss the section of the chapter that students read

independently. Answer the questions about ch 1 through the

discussion. Students should write down the answers as discussed.

Student should also chart the important people that they are introduced to in each chapter.

Use primary resource #2 and #3 from the LOC resource table here

Discuss outlining and its purpose. Using notes of important events and people (From Ch 1) and the book, show students how to create on outline based on Ch 1. Complete as much as possible together, but allow students to complete for Day 3.

This “two-days per chapter” outline continues throughout the book (see below). Use the primary sources whenever they fit into the material being presented (which occurs several times throughout the book). Also, guide students in creating the “Important Person” table throughout the book.

Day Three: Ch 2 Vocab ; Read Ch 2 and begin outline (Students

finish as homework)Day Four: Answer questions, discuss, review vocab, add

important people to table Day Five: Ch 3 Vocab ; Read Ch 3 and begin outline (Students

finish as homework) Day Six: Answer questions, discuss, review vocab, and add

important people to tableDay Seven: Ch 4 Vocab ; Read Ch 4 and begin outline (Students

finish as homework)Day Eight:


Quiz over Ch’s 1-4 (including vocab, comprehension, outlining)

Day Nine: Ch 5 Vocab ; Read Ch 5 and begin outline (Students

finish as homework)Day Ten: Answer questions, discuss, review vocab, add

important people to table Day Eleven: Ch 6 Vocab ; Read Ch 6 and begin outline (Students

finish as homework) Use Primary Source #1 from the resource table here.

Day Twelve: Answer questions, discuss, review vocab, and add

important people to tableDay Thirteen: Ch 7 Vocab ; Read Ch 7 and begin outline (Students

finish as homework)Day Fourteen: Answer questions, discuss, review vocab, add

important people to table Day Fifteen: Ch 8 Vocab ; Read Ch 8 and begin outline (Students

finish as homework) Day Sixteen: Answer questions, discuss, review vocab, and add important people to table. Use Primary Source #4 here from the resource table.Days 17-19: work on projectsDay 20: Turn project in and take final test

Evaluation Back to Navigation Bar Class discussion Ch 1-4 Quiz Final Project—Students will create a 2-3 page

newspaper about the important events of the Montgomery Bus Boycott. Must include: summary of important events, two pictures, photos, or illustrations with captions, and one in depth look into an important person from the boycott.

Final Test

Extension Back to Navigation BarPossible activities:1. Timeline —Chart the importance of each event.

(handout—individual assignment)


2. Categorize the “Words to Know” word bank. (handout-individual assignment)

3. Comparison of an expository text with a non- expository text (handout-group assignment)

4. Quotes handout and each quotes’ importance5. Importance of graphics in a text handout (group

assignment)


Primary Resources from the Library of CongressBack to Navigation Bar

Image/Resource Description Citation URL"5,000 at Meeting Outline Boycott; Bullet Clips Bus." Montgomery, Alabama, Bus Boycott.Montgomery Advertiser, December 6, 1955.

Library of Congress Serial and Government Publications Division. Washington, D.C. 20540 aaohtml 0903

http://memory.loc.gov/cgi-bin/query/r?ammem/aaodyssey:@field(NUMBER+@band(aaohtml+0903))

Map of Montgomery, Alabama / compiled from surveys & plats by Edwin Hay, cartographer.

Hay, Edwin.

CREATED/PUBLISHEDCorr. to Aug. 1, 1956.

Library of Congress, Geography and Map Division. Digital ID: g3974m ct001651

http://memory.loc.gov/ammem/aaohtml/exhibit/aopart9.html

http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g3974m+ct001651))

"Jim Crow" laws mandated that blacks have separate facilities for travel, lodging, eating and drinking, schooling, worship, housing, and other aspects of social and economic life. This railroad station sign in Manchester, Georgia, indicates the location of the restroom for black men. Failure to obey such signs could lead to arrest and imprisonment.

John Vachon.[Segregated facilities].Manchester, Georgia, 1938.Copyprint.Farm Security Administration/Office of War Information Collection, Prints and Photographs Division.Reproduction Number: LC-USF33-001172-M4 (8-4)


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http://memory.loc.gov/cgi-bin/query/r?ammem/gmd,klpmap,ww2map:@OR(@field(AUTHOR+@3(Hay,+Edwin++))+@field(OTHER+@3(Hay,+Edwin++)))





http://memory.loc.gov/cgi-bin/map_item.pl?data=/home/www/data/gmd/gmd397/g3974/g3974m/ct001651.jp2&style=gmd&itemLink=D?gmd:1:./temp/~ammem_eThw::@@@mdb=gmd,klpmap,ww2map&title=Map%20of%20Montgomery,%20Alabama%20%2F%20compiled%20from%20surveys%20%26%20plats%20by%20Edwin%20Hay,%20cartographer.

http://www.loc.gov/exhibits/odyssey/archive/08/0804001r.jpg

Beginning in 1950, the NAACP and the NAACP Legal Defense Fund attorneys worked on a school desegregation case originating in Charleston, S.C. In 1952 the case came before the U.S. Supreme Court, whose members decided to hear it with cases from Delaware, Virginia, Kansas, and the District of Columbia under the collective title Brown v. Board of Education of Topeka. Thurgood Marshall and other NAACP lawyers argued the case and won. Brown marked a landmark victory in the fight for full citizenship, offering hope that the system of segregation was not unassailable.

George E.C. Hayes, Thurgood Marshall, and James Nabrit, congratulating each other, following Supreme Court decision declaring segregation unconstitutional, 1954.Copyprint.New York World-Telegram and Sun Photograph Collection, Prints and Photographs Division.Reproduction Number: LC-USZ62-111236 (9-11)Courtesy of AP/Wide World Photos.


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RubricBack to Navigation Bar

Newspaper : Montgomery Bus Boycott

Teacher Name: Mrs. Benedict Student Name: ________________________________________

CATEGORY 4 3 2 1 Layout - Headlines & Captions

All articles have headlines that capture the reader\'s attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic.

All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions.

Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions.

Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions.

Articles - Purpose

90-100% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.



Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.

Who, What, When, Where & How

All articles adequately address the 5 W\'s (who, what, when, where and how).

90-99% of the articles adequately address the 5 W\'s (who, what, when, where and how).

75-89% of the articles adequately address the 5 W\'s (who, what, when, where and how).

Less than 75% of the articles adequately address the 5 W\'s (who, what, when, where, and how).

Graphics Graphics are in focus, are well-cropped and are clearly related to the articles they accompany.

Graphics are in focus and are clearly related to the articles they accompany.

80-100% of the graphics are clearly related to the articles they accompany.

More than 20% of the graphics are not clearly related to the articles OR no graphics were used.

Spelling and Proofreading

No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

Several spelling or grammar errors remain in the final copy of the newspaper.

Use of Primary Sources

Reading of primary source material was thorough.

Reading of primary source material was fairly thorough.

Reading of primary source material was incomplete.

Reading of primary source material was not done.


HandoutsBack to Navigation Bar

Freedom WalkersReading Questions: Chapters One and Two

Introduction1. What were Jim Crow laws and what was their purpose?

2. List five every day locations where people were segregated based upon race.

3. Name one of the two activities listed in this section that was illegal for a white person and a Negro to participate in together.

4. List two restrictions put in place to prevent African Americans from voting.

Chapter One: Jo Ann Robinson1. What was Robinson’s profession?

2. How many passengers were already on the bus?

3. Why did the bus driver tell Robinson to get up?

4. What are your thoughts regarding the ten seat rule?

5. What was the WPC and why was it formed?

6. What important event happened on May 17, 1954?

7. At the end of this chapter the idea of a bus boycott was introduced. What potential problems did a boycott hold for African Americans?


Chapter Two: Claudette Colvin1. Where did Claudette Colvin go to school?

2. What crimes were Claudette charged with?

3. Had Claudette actually broken the law by sitting in the wrong spot?

4. Who was E.D. Nixon?

5. Who was Fred Gray?

6. Name two other individuals, aside from Claudette, who were arrested for not following segregation rules.

7. Why did Nixon and Gray decide not to pursue taking Claudette’s case to federal court? Do you agree with their idea, why or why not?

Read and RespondWrite half a page about one of the following:

A. Discuss your feelings regarding the treatment of African Americans in Alabama during the 1950s.B. Write a persuasive letter to the city council from Robinson’s point of view explaining your feelings regarding the recent situation on the bus.C. Write a diary entry from Claudette Colvin’s point of view regarding her court case.


Freedom WalkersReading Questions: Chapters 3 and 4

Chapter 3: Rosa Parks1. Provide a physical description of Rosa Parks.

2. The author notes that Parks walked past a banner that read “Peace on Earth, Goodwill to Men.” Why do you think the author includes this information? What literary device is being used by the inclusion of this description?

3. Describe the incident on the bus involving Rosa.

4. What possible problems did Rosa have to take into consideration before agreeing to fight the charges against her?

5. Who was Emmett Till? How did his tragedy symbolize segregation in the south?

6. What preparations were made to inform African Americans of the bus boycott?

Chapter Four: Martin Luther King, Jr.1. On what date was the bus boycott set to begin?

2. Describe Martin Luther King Jr.

3. Describe Coretta Scott King.

4. Name two alternative forms of transportation for people choosing not to ride the buses.

5. What organization was King elected the head of?


6. Who was one of King’s role models and for what reason did King follow his example?

7. Select a quote from King’s speech and explain its importance to the cause of the boycott.


A. Create a flyer persuading people to join in the bus boycott.B. King looked to Gandhi as an example of nonviolent resistance describe one of your role models and how he or she has inspired you to behave/react in certain situations.


Freedom RidersReading Questions: Chapters Five and Six

Chapter Five: Boycott Heroes1. Describe the victory of the boycott in Baton Rouge.

2. How did the car pool system work and why was it important?

3. In your own words, what were the three demands of the MIA?

4. What steps were taken by the bus company and the mayor to prevent the company from going bankrupt?

Chapter Six: Proud to be Arrested1. What steps did the mayor and the police commissioner begin to take in an attempt to end the boycott and car pools?

2. Why was King arrested on January 26th?

3. What problems did King face from people who opposed the boycott?

4. On February 21st, a grand jury indicted car pool drivers, how did King and the others who were indicted respond?

5. What happened in Rosa Parks’ appeal?

Read and RespondWrite at least half a page about one of the following:

A. A newspaper article about the boycott or the car pools.B. Write a persuasive letter to Martin Luther King Jr. from his father’s point of view.


Freedom WalkersReading Questions: Chapters Seven and Eight

Chapter 7: Walking to Victory1. Name two countries, other than the U.S., that were reporting about the boycotts.

2. When King was found guilty for his role in the boycott, what was his punishment?

3. One June 4th, the boycotters won their first legal victory, what was it? What amendment was violated by segregation?

4. While the boycott continued, acts of violence were carried out on the boycotters. Name two of these acts.

5. When southern insurance agents began canceling the insurance policies of the car poolers, who was King able to get insurance from?

6. November 13th brought both good and bad news for the boycotters. What was the good news and what was the bad news?

7. What was done to prepare African Americans for the integration of the buses? (page 85)

8. When were the Montgomery buses desegregated?

Chapter 8: The Children Coming On…1. The integration of the buses was not peaceful as some had hoped. Describe two acts of violence resulting from the integration of the buses.

2. What was accomplished by the Voting Rights Act?

3. Describe what happened to Martin Luther King, Jr. in 1968.

4. Describe the life of Rosa Parks after the bus boycott.



A. Describe your thoughts about the boycott.B. Describe a time when you stood up for something you believed in.


Freedom Walkers Vocabulary

Chapter One: Jo Ann Robinson1. Jolted out of her reverie by an angry voice, she opened her eyes and sat upright.

2. “There were some very fine, courteous bus drivers who were kindly disposed and carried out the laws of segregation without offending the riders...”

3. “…Robinson and the women of the WPC met several times with Montgomery city commissioners and, later, with bus company officials.”

4. “But they did make a couple of small concessions.”

5. “In a momentous decision that would affect race relations across America, the United States Supreme Court had declared that segregation in the nation’s public schools was unconstitutional.”

6. “The Ku Klux Klan and other white supremacy groups did everything they could to intimidate blacks into submission.”

Chapter Two: Claudette Colvin1. “Reluctantly, black riders gave up their seats and moved into the crowded aisle as whites took over the vacated seats.”

2. “Claudette’s arrest galvanized the black community.”

3. “Nixon was employed as a railroad sleeping car porter, but his passion was working to advance human rights.”

4. “..the arrest of a black rider who was above reproach, a person of unassailable character and reputation who could withstand the closest scrutiny.”

5. “Smith’s case did not create the furor that the Colvin case did…”

Chapter Three: Rosa Parks1. “She worked in a shirt factory, as a helper in a hospital, and at a number of other menial jobs….”

2. “…she recognized the driver as the same man who had evicted her from his bus twelve years earlier.”

3. “Mrs. Durr was the first person I saw as I came through the iron mesh door with matrons on either side of me..”


4. “But she was no longer willing to accept the indignities of bus segregation…”

Chapter Four: Martin Luther King, Jr.1. “Or would they be intimidated by fears of white retaliation?”

2. “When some of the preachers present balked at the idea of challenging Montgomery’s powerful white establishment, E.D. Nixon lit into them…”

3. “He’d wanted to concentrate on getting to know his parishioners and doing a good job at his first church.”

4. “King spoke in a deep, resonant voice, his words rolling out with a pulsating rhythmic flow...”

Chapter Five: Boycott Heroes1. “To bolster morale and keep the boycotters informed, mass meetings were held…”

2. “…Mother Pollard announced with uncertain grammar but memorable eloquence…”

3. “I left the meeting despondent…”

4. “...because the basic purpose of segregation was to perpetuate injustice and inequality.”

5. “It is hard to imagine a soul so dead, a heart so hard, a vision so blinded and provincial as not to be moved with admiration…”

Chapter Six: Proud to be Arrested1. “…some were told they’d be arrested for vagrancy if they did not move on.”

2. “…King was abruptly taken from his cell, released on his own recognizance, and ushered out the front door of the jail…”

3. “Matters came to a head when Montgomery judge impaneled a special grand jury made up of seventeen whites and one black to investigate racial unrest in the city.”

Chapter 7: Walking to Victory1. “…inspired the boycotters and strengthened their resolve.”

2. “they thought they were dealing with a group that could be cajoled or forced to do whatever the white man wanted them to do.”

3. “Some suggested that I dismiss the case outright because it would only create problems in the community and give me the reputation of an agitator...”

4. “Of course, I never would have agreed to such an inducement.”


5. “Insurance agents throughout the South were pressured to cancel the fleet’s liability insurance.”

6. “City officials asked a state court for an injunction banning the car pool as an unlicensed municipal transportation system.”

Chapter 8: The Children Coming On…1. “…the American 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 create equal.”

2. “More than any other leader of his turbulent era, he had been able to give America’s conscience a voice.”

3. “She worked as a nurse’s aide and lived a quiet life in relative obscurity.”


Freedom WalkersVocabulary

The vocabulary words for each chapter are highlighted in the sentences below. For each word you need to write a definition that is correct and makes sense to you. You also need to come up with a word or phrase to use in place of the italicized word that still retains the meaning of the sentence.

Chapter One: Jo Ann Robinson1. Jolted out of her reverie by an angry voice, she opened her eyes and sat upright.

Definition:

Replacement word/phrase:

2. “There were some very fine, courteous bus drivers who were kindly disposed and carried out the laws of segregation without offending the riders...”

Definition:


3. “…Robinson and the women of the WPC met several times with Montgomery city commissioners and, later, with bus company officials.”

Definition:


4. “But they did make a couple of small concessions.”

Definition:


5. “In a momentous decision that would affect race relations across America, the United States Supreme Court had declared that segregation in the nation’s public schools was unconstitutional.”

Definition:



6. “The Ku Klux Klan and other white supremacy groups did everything they could to intimidate blacks into submission.”Definition:


Chapter Two: Claudette Colvin1. “Reluctantly, black riders gave up their seats and moved into the crowded aisle as whites took over the vacated seats.”

Definition:


2. “Claudette’s arrest galvanized the black community.”

Definition:


3. “Nixon was employed as a railroad sleeping car porter, but his passion was working to advance human rights.”

Definition:


4. “..the arrest of a black rider who was above reproach, a person of unassailable character and reputation who could withstand the closest scrutiny.”

Definition:


5. “Smith’s case did not create the furor that the Colvin case did…”

Definition:



Chapter Three: Rosa Parks1. “She worked in a shirt factory, as a helper in a hospital, and at a number of other menial jobs….”

Definition:


2. “…she recognized the driver as the same man who had evicted her from his bus twelve years earlier.”

Definition:


3. “Mrs. Durr was the first person I saw as I came through the iron mesh door with matrons on either side of me..”

Definition:


4. “But she was no longer willing to accept the indignities of bus segregation…”

Definition:


Chapter Four: Martin Luther King, Jr.1. “Or would they be intimidated by fears of white retaliation?”

Definition:


2. “When some of the preachers present balked at the idea of challenging Montgomery’s powerful white establishment, E.D. Nixon lit into them…”

Definition:



3. “He’d wanted to concentrate on getting to know his parishioners and doing a good job at his first church.”

Definition:


4. “King spoke in a deep, resonant voice, his words rolling out with a pulsating rhythmic flow...”

Definition:


Chapter Five: Boycott Heroes1. “To bolster morale and keep the boycotters informed, mass meetings were held…”

Definition:


2. “…Mother Pollard announced with uncertain grammar but memorable eloquence…”

Definition:


3. “I left the meeting despondent…”

Definition:


4. “...because the basic purpose of segregation was to perpetuate injustice and inequality.”

Definition:



5. “It is hard to imagine a soul so dead, a heart so hard, a vision so blinded and provincial as not to be moved with admiration…”

Definition:


Chapter Six: Proud to be Arrested1. “…some were told they’d be arrested for vagrancy if they did not move on.”

Definition:


2. “…King was abruptly taken from his cell, released on his own recognizance, and ushered out the front door of the jail…”

Definition:


3. “Matters came to a head when Montgomery judge impaneled a special grand jury made up of seventeen whites and one black to investigate racial unrest in the city.”

Definition:


Chapter 7: Walking to Victory1. “…inspired the boycotters and strengthened their resolve.”

Definition:


2. “they thought they were dealing with a group that could be cajoled or forced to do whatever the white man wanted them to do.”

Definition:



3. “Some suggested that I dismiss the case outright because it would only create problems in the community and give me the reputation of an agitator...”

Definition:


4. “Of course, I never would have agreed to such an inducement.”

Definition:


5. “Insurance agents throughout the South were pressured to cancel the fleet’s liability insurance.”

Definition:


6. “City officials asked a state court for an injunction banning the car pool as an unlicensed municipal transportation system.”

Definition:


Chapter 8: The Children Coming On…1. “…the American 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 create equal.”

Definition:


2. “More than any other leader of his turbulent era, he had been able to give America’s conscience a voice.”

Definition:



3. “She worked as a nurse’s aide and lived a quiet life in relative obscurity.”

Definition:



Freedom WalkersVocabulary Quiz – Chapters 1-4

Directions: Write the letter of the definition beside the correct word.

1. __________ Reverie A. Low, humble

2. __________ Disposed B. Daydreaming

3.__________ Concessions C. Paying back one wrong for another

4.__________ Reproach D. Ready, to make willing

5.__________ Galvanized E. Something that insults one’s pride

6.__________ Furor F. Wild anger

7.__________ Balked G. Giving in

8.__________ Indignities H. Shame

9.__________ Retaliation I. Stubbornly refuse to act

10._________ Menial J. To shock someone into doing something


Freedom WalkersVocabulary Quiz – Chapters 5-8

Directions: Write the letter of the definition beside the correct word.

1. __________ Bolster A. Not famous or well known

2. __________ Provincial B. To build up

3.__________ Vagrancy C. A promise to appear in court

4.__________ Cajoled D. Thinking in narrow ways

5.__________ Liability E. Person that agitates

6.__________ Creed F. Condition of being responsible

7.__________ Obscurity G. Set of beliefs that guide someone

8.__________ Injunction H. An order from a court

9.__________ Agitator I. The act of wandering from place to place

10._________ Recognizance J. To make a person do what one wants by false promises


Freedom WalkersGraphics

When reading a nonfiction text, it is vital to pay close attention to the graphics that are included. They are more than just pictures on a page taking up space, they serve a purpose. Graphics can help provide more information about a topic and give greater context and emphasis to what is written. Freedom Walkers is full of different graphics. After you have examined the pictures, maps, and other graphics, please answer the following questions.

1. A map is included on page xi. What is it a map of and why do you think the author chose to include it before the text of the book?

2. Look at the photos on pages 18 and 19. What types of items were segregated? Were you surprised by any of them?

3. Why is the photograph on page 87 significant?

4. Select two other photos or graphics then write their page number, a description of the photo/graphic and why it is significant.

Photo/Graphic 1

Photo/Graphic 2


Freedom WalkersQuotes

The author of this text begins each chapter with a quote. For each of the quotes listed below, write who said it and why it is important to the context of the book.

1. “Get up from there! Get up from there!”

2. “It’s my constitutional right!”

3. “The only tired I was, was tired of giving in.”

4. “I don’t want anybody to call me a coward.”

5. “My feets is tired but my soul is rested.”

6. “I say, let’s all go to jail!”

7. “We are glad to have you this morning.”

8. “The children coming on behind us ought to know the truth about this.”

9. Which of these quotes do you feel is most important? Why?


Freedom WalkersNames to Know Chart

Name Role he/she played in the Civil Rights Movement

Character traits

Jo Ann Robinson


Freedom WalkersReading Expository Texts

Freedom Walkers is a great example of an expository text. While some of the themes and ideas are the same, there are several elements that make this text different from our reading of To Kill a Mockingbird. For example, this text includes photographs while To Kill a Mockingbird did not.

Look through the text, Freedom Walkers, and find four other characteristics that make this book different from To Kill a Mockingbird. If you have difficulty, examine a narrative (most likely your AR book) and compare it to Freedom Walkers.

Characteristic Importance to the TextPhotographs/Graphics Helps provide visual clues and deeper

understanding of material


Freedom WalkersWords to Know

Each of the following words comes from Freedom Walkers. Write each word under the heading you think it best fits with.

Ralph Abernathy Joe Azbell Eugene CarterBoston University NAACP Clyde SellersFred Gray Washington Freedom Riders CommitteeKu Klux Klan Women’s Political CouncilRosa Parks Transportation CommitteeWhite Citizens Council Martin Luther King Jr.Jo Ann Robinson Baton Rouge, LATrinity Lutheran ChurchMontgomery Improvement Association

People Places Organizations


Freedom WalkersTimeline

Date Event Importance1943 Rosa Parks was left by the

bus when she had to exit after paying her toll so as to not walk past white people

Summer 1949 Edwina and Marshall Johnson arrested for refusing to move to

different seats on a busChristmas 1949 Jo Ann Robinson forced to

leave bus1950 Jo Ann Robinson elected

president of the WPC; met with other leaders to ask for

“better seating arrangements”

1953 Bus boycott in Baton Rouge LA

May 17, 1954 Segregated schools declared unconstitutional

March 2, 1955 Claudette Colvin arrested for refusing to move to the

back of a busSummer 1955 Rosa Parks attends

workshops to learn about integration

October 1955 Mary Louise Smith arrested for refusing to give up her

seat to a white womanSummer 1955 Emmett Till kidnapped and

murderedDecember 1, 1995 Rosa Parks arrested for

refusing to give up her seat on a bus

December 5, 1955 Bus boycott begins, Martin Luther King, Jr. gives a speech about nonviolent resistance to segregation;

vote taken to continue boycott


January 1956 Bus boycott warns it may go bankrupt

January 26, 1956 King arrested for speedingJanuary 31, 1956 Bomb thrown through

King’s windowFebruary 1, 1956 Gray files papers

challenging the constitutionality of bus

segregationFebruary 21, 1956 115 people indicted for

leading boycottMarch 19, 1956 King found guilty of

leading boycottJune 4, 1956 Federal court ruled in favor

of boycotter leadersAugust 1956 Bombing of Robert Graetz

homeAutumn, 1956 Insurance companies refuse

to provide coverage for car pool vehicles

November 13, 1956 Court hearing banning car pools

November 13, 1956 U.S. Supreme Court declares Alabama’s bus

segregation unconstitutionalDecember 20, 1956 Supreme court’s integration

order reaches MontgomeryDecember 21, 1956 Montgomery desegregates

buses


Freedom WalkersFinal Quiz

Part 1 – MatchingWrite the letter of the correct name or organization with the correct definition.

A. Jo Ann Robinson D. Rosa Parks G. Claudette ColvinB. Emmett Till E. Fred Gray H. Martin Luther King, Jr.C. Mahatma Gandhi F. NAACP I. MIA

1._________ Indian leader who believed in nonviolent resistance

2. _________ African American boy killed for whistling at a white woman

3._________ Woman arrested for not leaving her seat on a bus; her arrest served as a test case against segregated buses

4._________ Woman who was kicked off of a bus for not following segregation rules, became president of WPC

5._________ African American attorney who fought for civil rights

6._________ Organization for the advancement of colored people

7._________ Minister and civil rights leader who followed idea of passive resistance

8._________ Teenage student arrested for failure to follow segregation rules

9._________ Organization formed by ministers; responsible for planning boycott

Part 2 – VocabularyWrite definitions for the following vocabulary words:

1. Reverie


2. Balked

3. Creed

4. Turbulent

5. Furor

Part 3 – EssayWrite at least one paragraph about the events that led up to the bus boycott.

Write at least one paragraph about the hardships African Americans faced during the bus boycott.


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