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 Authors Point of View Determining the
difference between memory and history Researching primary sources
Determining if an authors story is based on memory or history
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KWL KnowWant to KnowLearned
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By Patricia Palooka
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After reading Pink and Say by Patricia Polacco use discussion
questions and explanations for your journal entry. 1.What does Not
bad if it dont go green. mean? 2.Why did Pinkus help Shelton? 3.Who
are the Marauders? 4.Why do Pinkus and Sheldon need to leave as
soon as possible? 5.What is Moe Moe Bay like? 6.What do you learn
about slave life from this story? 7.What do you learn about slaves
in the army? 8.What do you learn about teens in the army? 9.How
does the author foreshadow that something bad might happen to
Pinkus? 10.Why is it unusual that Pinkus can read? 11. How does Moe
Moe Bay comfort Say? 12.What happened to Moe Moe Bay? 13.What
happened to Pinkus at Andersonville Prison? 14.What happened to
Sheldon Russell Curtis?
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What is the relationship between history and memory?
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Why did Ms. Polacco write this story?
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This story is written as a true account of Patricia Polaccos
great-great-grandfather. Is this story true?
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1.What is the relationship between history and memory? 2.How
does perspective affect memory? 3.How does memory affect the way a
story is told? 4.Why did Ms. Polacco write this story? 5.Is this
story true? 6.How could you prove this story is true?
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What types of sources could you use to check the
information?
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What types of sources are the most reliable to verify
information?
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1.Was gangrene a problem during the Civil War? 2.Were marauders
a problem in the Civil War? 3.Did slaves join the Union army? 4.Was
there a Pinkus Aylee in the Union forty-eighth slave unit? 5.Were
slaves in the army sometimes not allowed to carry guns? 6.Did
fifteen-year-old boys carry the staff? 7.Did boys sometimes have to
carry a gun? 8.Was there a Sheldon Russell Curtis in the Ohio
twenty-fourth? 9.Was this an accurate portrayal of slave life?
10.Was this a realistic portrayal of life at Andersonville Prison?
Investigate
Slide 21
Before we go to part II, lets 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
Authors Point of View Determining the difference between memory and
history Researching primary sources Determining if an authors story
is based on memory or history
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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 Word choice Writers craft Word choice Revising
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Gettysburg July 1863!
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Union 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 AmericansAll Americans
Slide 33
"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.
Slide 34
The main speaker was Edward Everett who spoke for over two
hours, using over 13,000 words.
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https://www.youtube.com/watch?v=FsrDeGJUZdQ
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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)
Slide 39
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: 1.What happened four score and seven years ago?
2.Is there a reference to slavery here? Explain. 3.Where does the
quote all men are created equal come from? 4.Why did Lincoln use
this quote?
Slide 40
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 Lincolns purpose in this speech?
Slide 41
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 Lincolns prediction in
the bolded sentence come true? Explain.
Slide 42
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 usthat 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 vainthat this nation, under God, shall
have a new birth of freedomand 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?
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Soldiers Army widows and orphans Congressmen, governors, and
other important statesmen Townspeople College students Reporters
Others
Slide 46
*common or colloquial language
Slide 47
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.
Slide 48
Lincolns 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.
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What is the mood of the circumstance? What is the tone of the
speech? Does Lincolns tone reflect the mood?
Slide 51
Lincoln established the appropriate mood through his tone, not
just through the words he chose, but also with the passion of his
presentation.
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Its not just what you say, Its how you say it!
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Voice is how you make it your own. Youve considered the
audience, youve 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?
Slide 54
* Resonate - to have an effect or impact beyond that which is
immediately seen Lincoln was intelligent and educated, but he never
forgot his humble beginnings. His VOICE demonstrated his brilliance
but showed his humility.
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1.Define voice, mood, and tone. 2.Explain how Lincoln used
these three factors in the Gettysburg Address.
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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
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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.
Slide 62
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.
Slide 63
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.
Slide 64
Future action: It is rather for us to be here dedicated to the
great task remaining before usthat from these honored dead we take
increased devotion to that cause for which they gave the last full
measure of devotionthat we here highly resolve that these dead
shall not have died in vainthat this nation, under God, shall have
a new birth of freedomand that government of the people, by the
people, for the people, shall not perish from the earth.
Slide 65
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.
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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
Slide 68
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?
Slide 69
Psalm 90:10 The days of our years are threescore years and ten
Luke 2:7 And she brought forth her firstborn son Matthew 6:9 Our
Father which art in heaven, Hallowed be thy name John 3:16... that
whosoever believeth in him should not perish, but have everlasting
life.
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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 Lincolns 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?
Slide 72
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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.
Slide 74
1.Describe the difference between revising and editing.
2.Explain why each is important to the final publication.
Slide 75
THE ASSIGNMENT 1.Choose a topic you feel passionately about. It
must have: A history A present problem A viable solution 2.Research
your topic for background information. 3.Write a speech that is
exactly 272 words long and takes approximately 2 minutes to
present. 4.Consider Your audience Word choice Mood Tone Voice Word
choice Evaluating your writers craft 5.Use appropriate quotes
6.Revise with a responsible peer. Document this. 7.Edit and
proofread 8.Practice reading with the voice that expresses your
VOICE. 9.Memorize it, or learn it well enough that you are not
bound to your reading.
Slide 76
Rubric for Speech 4321 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 mistakesBetween 5-8 mistakesBetween 9 and 12 mistakes13 or
more mistakes
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The first step toward the emancipation of slaves was the
Emancipation Proclamation. But it only freed slaves in the
rebellious states.
Slide 88
The proclamation declared "that all persons held as slaves"
within the rebellious states "are, and henceforward shall be
free."
Slide 89
After the Civil War, the Thirteenth Amendment freed the slaves,
but equality took more than a century.
Slide 90
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.
Slide 91
Because the Thirteenth Amendment was not providing the freed
slaves appropriate freedom, the Fourteenth Amendment was passed in
1868.
Slide 92
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.
Slide 93
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https://www.youtube.com/watch?v=ij6DWZ-W-KA Jim Crow Laws
Slide 95
https://www.youtube.com/watch?v=xTmheQd8UR8
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https://www.youtube.com/watch?v=ChWXyeUTKg8
Slide 97
1.Describe a day in the life of an African American during the
days of Jim Crow. 2.Make a list of your feelings about Jim Crow
laws. Use descriptive words. Use a thesaurus if you need.
1.What were two examples of Jim Crow laws that Marian Anderson
faced? 2.Why do you think so many people showed up to see Marian
Anderson's concert at the Lincoln Memorial? 3.If you could ask
Marian Anderson one question about her life and experiences, what
would your question be?
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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.
Slide 104
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.
Slide 105
1.Make a list of words that would describe Rosa Parks. 2.Why
did she do what she did? 3.Did Rosa Parks do the right thing?
Explain your answer.
Slide 106
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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.
Slide 108
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.
Slide 109
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."
Slide 110
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.
Slide 111
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.
Slide 112
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.
Slide 113
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.
Slide 114
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."
Slide 115
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.
Slide 116
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.
Slide 117
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.
Slide 118
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.
Slide 119
1.What was it like for Ruby Bridges? 2.Describe her
courage.
Slide 120
The most influential leader of the Civil Rights Movement was
Martin Luther King, Jr.
Slide 121
https://www.youtube.com/watch?v=smEqnnklfYs#thttps://www.youtube.com/watch?v=smEqnnklfYs#t=
25 On August 23, 1963, he delivered the I Have a Dream speech on
the steps of the Lincoln Memorial.
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1.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 clich.
Slide 124
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.
Slide 125
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?)
Slide 126
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."
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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.
Slide 128
How is the I Have a Dream Speech like the Gettysburg Address?
http://abcnews.go.com/US/things-make-dream-famous-speeches-history/story?id=20068795
Slide 129
1.Make a Venn Diagram to compare and contrast the content of
the I Have a Dream speech to the Gettysburg Address.
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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.
Slide 137
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.
Slide 138
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."
Slide 139
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.
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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.
Slide 141
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.
Slide 142
We cannot walk alone. And as we walk, we must make the pledge
that we shall always march ahead. We cannot turn back.
Slide 143
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."
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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.
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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."
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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.
Slide 147
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 today! 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."
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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.
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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.
Slide 150
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
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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!
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Slide 153
1.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. 2.Include evidence of
collaboration.
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THE ASSIGNMENT 1.Choose a topic you feel passionately about. It
must have: A history A present problem A viable solution 2.Research
your topic for background information. 3.Write a speech that is
exactly 272 words long and takes approximately 2 minutes to
present. 4.Consider Your audience Word choice Mood Tone Voice Word
choice Evaluating your writers craft 5.Use appropriate quotes
6.Revise with a responsible peer. Document this. 7.Edit and
proofread 8.Practice reading with the voice that expresses your
VOICE. 9.Memorize it, or learn it well enough that you are not
bound to your reading.
Slide 155
Rubric for Speech 4321 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 mistakesBetween 5-8 mistakesBetween 9 and 12 mistakes13 or
more mistakes