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© Teacher Created Materials #13569 (i5227)—Primary Source Readers: Biografías de estadounidenses 3

IntroductionThe Power of Primary Sources . . . . . . . 5

Fostering Content-Area Literacy . . . . . . . 7

Differentiating for All Learners . . . . . . . 12

How to Use This Product . . . . . . . . . . . . 13

About the Books . . . . . . . . . . . . . . . . . . . 20

Introduction to Standards Correlations . . . . . . . . . . . . . . . . . . . . . 29

Correlations to Standards . . . . . . . . . . . . 30

Unit 1: Civil Rights Leaders Unit Overview and Differentiation

Activities . . . . . . . . . . . . . . . . . . . . . . . 31

Martin Luther King Jr.Lesson Plans . . . . . . . . . . . . . . . . . . . 35Student Reproducibles . . . . . . . . . . . 39Quiz . . . . . . . . . . . . . . . . . . . . . . . . . 43Answer Key . . . . . . . . . . . . . . . . . . . 44

César Chávez Lesson Plans . . . . . . . . . . . . . . . . . . . 45Student Reproducibles . . . . . . . . . . . 49Quiz . . . . . . . . . . . . . . . . . . . . . . . . . 53Answer Key . . . . . . . . . . . . . . . . . . . 54

Unit 2: Women LeadersUnit Overview and Differentiation

Activities . . . . . . . . . . . . . . . . . . . . . . . 55

Eleanor RooseveltLesson Plans . . . . . . . . . . . . . . . . . . . 59Student Reproducibles . . . . . . . . . . . 63Quiz . . . . . . . . . . . . . . . . . . . . . . . . . 67Answer Key . . . . . . . . . . . . . . . . . . . 68

Clara Barton Lesson Plans . . . . . . . . . . . . . . . . . . . 69Student Reproducibles . . . . . . . . . . . 73Quiz . . . . . . . . . . . . . . . . . . . . . . . . . 77Answer Key . . . . . . . . . . . . . . . . . . . 78

Unit 3: InventorsUnit Overview and Differentiation

Activities . . . . . . . . . . . . . . . . . . . . . . . 79

George Washington CarverLesson Plans . . . . . . . . . . . . . . . . . . . 83Student Reproducibles . . . . . . . . . . . 87Quiz . . . . . . . . . . . . . . . . . . . . . . . . . 91Answer Key . . . . . . . . . . . . . . . . . . . 92

Alexander Graham BellLesson Plans . . . . . . . . . . . . . . . . . . . 93Student Reproducibles . . . . . . . . . . . 97Quiz . . . . . . . . . . . . . . . . . . . . . . . . 101Answer Key . . . . . . . . . . . . . . . . . . 102

Unit 4: AdventurersUnit Overview and Differentiation

Activities . . . . . . . . . . . . . . . . . . . . . . 103

Amelia EarhartLesson Plans . . . . . . . . . . . . . . . . . . 107Student Reproducibles . . . . . . . . . . 111Quiz . . . . . . . . . . . . . . . . . . . . . . . . 115Answer Key . . . . . . . . . . . . . . . . . . 116

Neil ArmstrongLesson Plans . . . . . . . . . . . . . . . . . . 117Student Reproducibles . . . . . . . . . . 121Quiz . . . . . . . . . . . . . . . . . . . . . . . . 125Answer Key . . . . . . . . . . . . . . . . . . 126

Unit 5: AthletesUnit Overview and Differentiation

Activities . . . . . . . . . . . . . . . . . . . . . . 127

Jackie RobinsonLesson Plans . . . . . . . . . . . . . . . . . . 131Student Reproducibles . . . . . . . . . . 135Quiz . . . . . . . . . . . . . . . . . . . . . . . . 139Answer Key . . . . . . . . . . . . . . . . . . 140

Wilma RudolphLesson Plans . . . . . . . . . . . . . . . . . . 141Student Reproducibles . . . . . . . . . . 145Quiz . . . . . . . . . . . . . . . . . . . . . . . . 149Answer Key . . . . . . . . . . . . . . . . . . 150

Table of Contents

4 #13569 (i5227)—Primary Source Readers: Biografías de estadounidenses © Teacher Created Materials

Unit 6: Early American LeadersUnit Overview and Differentiation

Activities . . . . . . . . . . . . . . . . . . . . . . 151

Thomas JeffersonLesson Plans . . . . . . . . . . . . . . . . . . 155Student Reproducibles . . . . . . . . . . 159Quiz . . . . . . . . . . . . . . . . . . . . . . . . 163Answer Key . . . . . . . . . . . . . . . . . . 164

Benjamin FranklinLesson Plans . . . . . . . . . . . . . . . . . . 165Student Reproducibles . . . . . . . . . . 169Quiz . . . . . . . . . . . . . . . . . . . . . . . . 173Answer Key . . . . . . . . . . . . . . . . . . 174

Unit 7: Meet the WestUnit Overview and Differentiation

Activities . . . . . . . . . . . . . . . . . . . . . . 175

Annie OakleyLesson Plans . . . . . . . . . . . . . . . . . . 179Student Reproducibles . . . . . . . . . . 183Quiz . . . . . . . . . . . . . . . . . . . . . . . . 187Answer Key . . . . . . . . . . . . . . . . . . 188

Daniel BooneLesson Plans . . . . . . . . . . . . . . . . . . 189Student Reproducibles . . . . . . . . . . 193Quiz . . . . . . . . . . . . . . . . . . . . . . . . 197Answer Key . . . . . . . . . . . . . . . . . . 198

Unit 8: Fighting for FreedomUnit Overview and Differentiation

Activities . . . . . . . . . . . . . . . . . . . . . . 199

Harriet TubmanLesson Plans . . . . . . . . . . . . . . . . . . 203Student Reproducibles . . . . . . . . . . 207Quiz . . . . . . . . . . . . . . . . . . . . . . . . 211Answer Key . . . . . . . . . . . . . . . . . . 212

Sojourner TruthLesson Plans . . . . . . . . . . . . . . . . . . 213Student Reproducibles . . . . . . . . . . 217Quiz . . . . . . . . . . . . . . . . . . . . . . . . 221Answer Key . . . . . . . . . . . . . . . . . . 222

Appendices

Document-Based Assessments . . . . . . 223

Answer Key . . . . . . . . . . . . . . . . . . . 239

Culminating Activity . . . . . . . . . . . . . . 240

How to Use the Enhanced eBooks . . . 258

References Cited . . . . . . . . . . . . . . . . . 261

Contents of the CDs . . . . . . . . . . . . . . 262

Table of Contents (cont.)


Introduction

How to Use This ProductKit Components:

6 copies each of 16 paired books connected by a similar theme

Martin Luther King Jr.Marchar por la igualdad

Martin Luther King Jr. creció cuando los afroamericanos y las personas anglosajonas no fueron tratados por igual. Él tenía el sueño de que un día todas las personas recibieran trato justo. Martin sabía que su sueño era importante. Dio discursos y encabezó marchas en todo el país. ¡Descubre cómo ayudó a que su sueño se convirtiera en realidad!

Biografías de estadounidenses

Ma

rtin Luther K

ing Jr.: M

archa

r pa

ra la

igua

lda

dM

ac

ce

ca

Stephanie E. Macceca

TCM 13570 ■

PRIMARY SOURCE READERS


César ChávezProteger a los trabajadores agrícolas

Imagina tener que pasar todo el día inclinado para recoger la cosecha. Imagina no tener agua limpia para beber mientras trabajas. César Chávez se crió en una familia pobre de trabajadores migrantes. Los trabajadores agrícolas fueron maltratados. Cuando César creció, luchó para mejorar la vida de los trabajadores agrícolas. ¡Entérate cómo lo hizo!

agrícolas. ¡Entérate


C

ésa

r Chá

vez: Pro

teg

er a

los tra

ba

jad

ore

s ag

rí-c

ola

sM

ac

ce

ca


TCM 13571 ●

SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSttttttttttttttteeeeeeeeeeeeeeeppppppppppppppphhhhhhhhhhhhhhhaaaaaaaaaaaaaaannnnnnnnnnnnnniiiiiiiiiiiiieeeeeeeeeeeeeee EEEEEEEEEEEEEEE............ MMMMMMMMMMMMMMMaaaaaaaaaaaaaaacccccccccccccccccccccccccccceeeeeeeeeeeeeeeccccccccccccccaaaaaaaaaaaaaaaStephanie E. Macceca

Eleanor RooseveltUna amiga a todos

Amable, justa y líder son todas palabras que describen a Eleanor Roosevelt. Como primera dama, cambió la manera en la que las personas pensaban de las mujeres. Eleanor demostró que las mujeres pueden resolver problemas, cambiar el mundo y mejorar la vida de todos.



laEle

ano

r Ro

oseve

lt: Una

am

iga

a

tod

os

TCM 13572 ■

Ho

llingsw

orth

Tamara Hollingsworth

Clara BartonEl ángel del campo de batalla

Clara Barton siempre quiso ayudar a otros. Cuando era niña, cuidó de su hermano, que se había caído de un techo. De adulta, cuidó de los soldados de la Guerra Civil. Más adelante, trajo la Cruz Roja a los Estados Unidos. ¡Gracias a Clara, las personas pueden recibir ayuda de la Cruz Roja cuando sucede una catástrofe!

Cla

ra B

arto

n: El áng

el d

el c

am

po

de

ba

talla

Ho

llingsw

orth


TCM 13573 ●



George WashingtonCarver

Sembrar ideas

George Washington Carver nació esclavo. Cuando creció, se convirtió en un científico e inventor importante. ¿Por qué lo llamaban el “doctor de las plantas”? ¿Qué inventó con cacahuates? ¡Abre este libro y explora su vida y sus descubrimientos!tos!

Ge

org

e W

ashing

ton C

arve

r: Sem

bra

r ide

as

Kro

ll

Jennifer Kroll

TCM 13574 ■

JJJJJJJJJJJJJ ffffffffffffJJJJJJJJJJJJJJJeeeeeeeeeeeeeeennnnnnnnnnnnnnnnnnnnnnnnnnnniiiiiiiiiiiiifffffffffffffffeeeeeeeeeeeeeeerrrrrrrrrrrrrrr KKKKKKKKKKKKKKKrrrrrrrrrrrrrrroooooooooooooolllllllllllllllllllllJennifer Kroll



Jennifer Kroll


Amelia EarhartUn vuelo hacia la aventura

¿Alguna vez pensaste en hacer algo que nadie haya hecho antes? ¿Harías algo que los demás tienen miedo de hacer? Amelia Earhart hizo exactamente eso. Era valiente y aventurera. Quería dar la vuelta al mundo en avión. Este libro te contará todo sobre su sorprendente vida.


Am

elia

Earha

rt: Un vue

lo ha

cia

la a

ventura

Ho

llingsw

orth


TCM 13576 ■

Neil ArmstrongHombre en la luna

Alístate en la Marina. Viaja alrededor del mundo. Trabaja en la NASA. Éstas son sólo algunas de las cosas asombrosas que Neil Armstrong ha hecho. Pero, ¿cuál es su aventura más conocida? ¡Averígualo cuando leas este libro sobrela fascinante vidade Neil!

e



Ne

il Arm

strong

: Ho

mb

re e

n la luna

Ho

llingsw

orth


TCM 13577 ●

Jackie RobinsonUn héroe en el campo de béisbol

Jackie Robinson fue un atleta fuerte y rápido. Es reconocido como un gran jugador de béisbol. Jackie también fue un gran hombre. Lamentablemente, cuando comenzó a jugar para los Brooklyn Dodgers, el público lo abucheaba. Este libro cuenta cómo Jackie Robinson defendió lo correcto, aun cuando tenía a muchas personas en su contra.



Jackie

Ro

binso

n: Un hé

roe

en e

l ca

mp

o d

e b

éisb

ol

Ma

cc

ec

a


TCM 13578 ■


Wilma RudolphContra todo lo inconveniente

Imagina enfermarte tanto que ni siquiera puedes caminar. Imagina tener que usar muletas y un aparato ortopédico en una pierna durante muchos años. ¿Creerías que puedes convertirte en atleta o ir a los juegos olímpicos y ganar tres medallas de oro? ¡Lee este libro y entérate cómo Wilma Rudolph logró esto y mucho más!

Wilm

a R

udo

lph: C

ontra

tod

o lo

inco

nvenie

nte


Ma

cc

ec

a


TCM 13579 ●


Thomas JeffersonDeclarar nuestra libertad

Thomas Jefferson fue un gran estadounidense. Sirvió a su país de muchas maneras distintas. Ayudó a los Estados Unidos a ser libres de Gran Bretaña. Escribió leyes que les dieron más derechos a las personas. Abre este libro y descubre más detalles de la vida de Thomas Jefferson, el tercer presidente de los Estados Unidos.

maneras s libreió le

erechste lles dfferse los

eras

es deeyes hos a ibro

de son,s

Thom

as Je

fferso

n: De

clara

r nuestra

libe

rtad


Dustm

an

Jeanne Dustman

TCM 13580 ■


Benjamin FranklinPensador, inventor, líder

Benjamin Franklin nació cuando los Estados Unidos era un país joven. Cuando era joven, tenía muchas ideas nuevas. Cada vez que tenía una idea, la ponía en acción. También le gustaba inventar cosas. Más tarde en su vida, fue conocido como gran escritor. Recorre la vida de Benjamin Franklin: un pensador, un inventor y un verdadero líder estadounidense.


Be

njam

in Franklin: Pe

nsad

or, inve

ntor, líd

er

Dustm

an

Jeanne Dustman

TCM 13581 ●


Annie OakleyUn tiro seguro

De niña, Annie Oakley se enseñó a sí misma a disparar para cazar su comida. Cuando creció, Annie podía hacer trucos asombrosos con su pistola. ¡Ella podía disparar una bala a través de una moneda de diez centavos! Hasta podía disparar al blanco montando en bicicleta. Lee este libro sobre la estrella del Espectáculo del salvaje Oeste.

Annie

Oa

kley: Un tiro

seg

uro


TCM 13582 ■ Kro

ll

Jennifer Kroll


Daniel BooneDentro del bosque

A Daniel Boone le encantaba estar al aire libre. Vivía en medio de la naturaleza salvaje. Cazaba animales por dinero. Luego, exploró tierras desconocidas en los Estados Unidos. Incluso creó el sendero llamado “Wilderness Road” para que otras personas pudieran viajar. Lee este libro sobre el hombre que ayudó a abrir el camino hacia el Oeste estadounidense.

TCM 13583 ●


Da

niel B

oo

ne: D

entro

de

l bo

sque

Kro

ll

Jennifer Kroll


Harriet TubmanLiderar a los esclavos a la libertad

Harriet Tubman nació esclava. Durante su niñez, su dueño la lastimó mucho. Ella se prometió que un día sería libre. Una vez libre, ayudó a muchos otros esclavos a conseguir la libertad. Entérate de cómo Harriet guió a los esclavos por el Ferrocarril Clandestino y los llevó del Sur al Norte.

TCM 13584 ■


Ha

rriet Tub

ma

n: Lide

rar a

los e

sclavo

s a la

libe

rtad

Ho

usel

Debra J. Housel


Sojourner TruthUn camino a la libertad

Sojourner Truth nació esclava en Nueva York. Al poco tiempo, la ley cambió, y ella se convirtió en una persona libre. A pesar de que ella era libre, otros esclavos no lo eran. Sojourner soñó que se convertiría en una predicadora itinerante que inspiraría a otras personas a hacer cambios. Lee este libro para enterarte de cómo convirtió su sueño en realidad.

TCM 13585 ●


Sojo

urner Truth: U

n ca

mino

a la

libe

rtad

Ho

usel

Debra J. Housel

i5227

TCM 13569

Prim

ary So

urce R

eaders A

ME

RIC

AN B

IOG

RA

PH

IES

T

eacher’s G

uid

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Spanishversion

Teacher’s Guide

Interactiv-eBooks CDs

Teacher Resource CD Audio CD

Interactiv-eBooks

Spanish


Single Classroom Site License

Biografías de� e�stadounide�ndse�s


Intr

oduc

tion

How to Use This Product (cont.)

Unit OrganizationEach unit begins with an overview that includes the unit learning objectives; a timeline for the unit; a step-by-step description of the introductory activity; directions for using the books, digital primary sources, and enhanced ebooks; differentiation strategies; and a step-by-step description of the concluding activity.

Unit overview

The heart of each unit is a set of paired books that are connected by a common theme. One book features a higher reading level and one book features a lower reading level. Each unit includes a comprehensive 10-page lesson plan for each book.

© Teacher Created Materials #13569 (i5227)—Primary Source Readers: American Biographies 311

Unit 1

Unit 1 Overview

Civil Rights Leaders

Learning Objectives • Students will understand the main idea and supporting details of simple expository

information.

• Students will write messages to communicate facts and opinions.

• Students will understand how individuals have worked to achieve the liberties and equality promised in the principles of American democracy and to improve the lives of people from many groups.

Timeline for the Unit

Martin Luther King Jr. César ChávezDay 1 Complete the Introductory Activity on page 32 as a class.

• Before Reading—Complete the activities on page 35.• Use: Martin Luther King Jr. book

• Before Reading—Complete the activities on page 45.• Use: César Chávez book

Day 2 • During Reading—Complete the activities on page 36.• Use: Glossary Words (page 35)• Use: Changing the World activity sheet (page 40; changing.pdf)• Use: Spreading Reform activity sheet (page 39; reform.pdf)

• During Reading—Complete the activities on page 46.• Use: Glossary Words (page 45)• Use: What’s the Idea? activity sheet (page 50; idea.pdf )

Day 3 • After Reading—Complete the activities on page 37.• Use: Marching On activity sheet (page 42; marching.pdf)• Use: Martin Luther King Jr. Quiz(page 43; martinquiz.pdf )

• After Reading—Complete the activities on page 47.• Use: Friendly Farm activity sheet (page 49; farm.pdf)• Use: Helping Others activity sheet (page 52; helpingothers.pdf )• Use: César Chávez Quiz(page 53; cesarquiz.pdf )

Day 4 Enhanced eBook Activities (page 37)

Primary Source Activity (page 38)Use: Picket Parade activity sheet(page 41; picket.pdf )

Enhanced eBook Activities (page 47)

Primary Source Activity (page 48)Use: Wave the Flag activity sheet(page 51; wave.pdf )

Day 5 Complete the Concluding Activity on page 34 as a class.

Ma

rtin Luther King

Jr.: Ma

rchar p

ara

la ig

uald

ad

Ma

cc

eca

Stephanie E. Maccecahhh ii E M ccec

aanannhhaaepph ie E. Mi acceca

C

ésar C

hávez: Pro

teger a

los tra

ba

jad

ores a

grí-

co

las

Ma

cc

eca

Stephanie E. MaccecaSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSttttttttttttttteeeeeeeeeeeeeeeppppppppppppppphhhhhhhhhhhhhhhaaaaaaaaaaaaaaannnnnnnnnnnnnniiiiiiiiiiiiieeeeeeeeeeeeeee EEEEEEEEEEEEEEE............ MMMMMMMMMMMMMMMaaaaaaaaaaaaaaacccccccccccccccccccccccccccceeeeeeeeeeeeeeeccccccccccccccaaaaaaaaaaaaaaaStephanie E. Macceca

32 #13569 (i5227)—Primary Source Readers: American Biographies © Teacher Created Materials3

Unit

1 Civil Rights Leaders (cont.)

1. Vocabulary Activity—Begin by writing compassion and fairness on the board.

• Say the words aloud for students and use them in sentences.

• Ask if anyone knows what the words mean or if anyone would like to guess. Explain that compassionmeans sympathy for someone who is hurt or suffering; fairness means dealing with people and situations in an equal way.

• Explain to students that these two words are important because they describe the leaders that they will learn about during the week.

2. Social Studies Activity—Have students think of a time when they felt that they were not treated fairly. Let them share their experiences. Tell students that they will read about people who were not treated fairly and the leaders who helped make things better.

• Take green and yellow 3” x 5” cards (any two colors will work) and distribute one card to each student in the class. Tell students that for the rest of the day there are new class rules.

• Students who have green cards will have certain privileges that students who have yellow cards will not.

• Have students with yellow cards move to the back of the room. Students with green cards could have an extra recess, go to lunch early, choose free time activities for themselves, line up first, or whatever other privileges seem appropriate.

• Tell students that their privileges or lack of privileges are based only on the colors of the cards that they were given. Note: If you have time to go about regular routines for a few hours before moving on, the lesson would be most effective. If not, complete the lesson.

• Have students meet with those holding cards of the same color and talk about their reactions to the new rules. Have each group choose a member to act as a spokesperson to debate whether the rules are good or bad. Hold a class meeting to discuss students’ feelings.

3. Vocabulary Activity—Review the words compassion and fairness. At the end of the debate, remind students of the need to be compassionate toward others and treat each other with fairness.

Introductory ActivitySee page 21 for descriptions of the nonfi ction literacy skills taught in this lesson. The following introductory activities introduce these skills.


Unit 1

Civil Rights Leaders (cont.)

1. Students on or above a second-grade reading level should read the Martin Luther King Jr. book. Students who are reading below a second-grade reading level should read the César Chávez book.

2. Within these groups, complete the activities described in each lesson plan.

• Martin Luther King Jr. (pages 35–42)

• César Chávez (pages 45–52)

Using the BooksDivide students by ability levels into reading groups.

Integrating Technology

Enhanced eBook Activities—Two enhanced ebook activities are included for each historical fi gure. Follow the directions for each ebook activity to help add an interactive and engaging approach to teaching history.

Primary Source Activities—Two primary source activities support this unit of study and can be found on the Teacher Resource CD. Follow the specifi c lesson plans to analyze and discuss the primary sources within each reading group. Or, give copies of the primary sources to a group of students and have them teach the lesson to the rest of the class (or to their reading group). For a whole-class lesson, display the primary sources on an overhead projector or whiteboard.

Differentiation Strategies

English Language Learners or Below Grade Level—Teacher Directed

English language learners or those reading below grade level may need help with the vocabulary words. The concept of civil rights may be familiar to them, however. Before reading the book, take time to introduce the glossary words (page 30 of each book). Share examples and nonexamples of the words, provide sketches, or act out the words as appropriate. Ask students about any civil rights issues with which they are familiar.

Above Grade Level—Student Directed

Have the above-grade-level students research the history of their community and learn about civil rights movements in the area. Students could visit a local union offi ce, interview a union member, or research unions in the community.


Unit

1 Civil Rights Leaders (cont.)

Concluding Activity 1. Reading Activity—Ask students what

they learned from the books.

• Ask students how people should treat one another. Write their responses to both questions on the board.

• Ask students what made Martin Luther King Jr. and César Chávez good leaders. Make a character web on the board for each man. Discuss how they are similar and how they are different. Circle the character traits that both men share.

2. Vocabulary Activity—Divide students into small groups to complete the tasks below.

• Give each group a sheet of chart paper.

• Have each group create a description of what kind of place they would like their classroom to be. Tell them to keep in mind how to incorporate compassion and fairness into their classrooms. Have each group write a brief description and draw a picture to go with it.

• Once the groups have completed the activity, let them present their work to the rest of the class.

3. Writing Activity—Have students meet in their groups again.

• Tell students to use what they have learned from one another to create a class mission statement. Explain that a mission statement describes what a group of people or an organization believes in and what they want to happen. Have the groups share their ideas with the rest of the class.

• Have students discuss each group’s ideas and choose parts of each group of ideas to use in the class mission statement. Help students create a mission statement for the class and place it where everyone can see it and be reminded of who they are and how to treat others.


Unit 1 Martin Luther King Jr.

Materials

• Martin Luther King Jr. books

• student reproducibles (pages 39–42)

• Marching to Reform primary source

(fi lename: marching.jpg)

• chart paper

• United States map (optional)

1. Introductory Activity—As a class,

complete the activity on page 32.

• Divide students into ability-based

reading groups. Students who read

this book should be on or above a

second-grade reading level.

• Ask students what they would do

if they believed that someone was

being treated unfairly. Let them share

their ideas. Tell students that they will

learn about a man who took action to

correct an unfair situation.

2. Reading Activity—Show students the

photograph of Martin Luther King Jr. on

the cover of the book.

• Go through the book page by

page and have students look at the

pictures in the book, especially the

pictures of Martin.

• Ask students to share the impressions

that they get about Martin from the

pictures. Read the captions together

as you look at the pictures. Write

student responses and ideas on the

board.

3. Social Studies Activity—Write the

following quote from the Declaration of

Independence on chart paper:

“We hold these truths to be self-evident,

that all men are created equal, that

they are endowed by their Creator with

certain unalienable rights, that among

these are life, liberty, and the pursuit of

happiness.”

Talk with students about the meaning of

this quotation and why it is important to

every American.

Note: You may need to review the

meaning of some of the diffi cult words

for them.

4. Writing Activity—Have students

write a new quote about treating

people equally. Then have them write

a sentence about why the quotation is

important to them.

5. Ask volunteers to share their quotes. Tell

the group that not too many years ago,

some people were not treated equally

and were not given equal rights. Explain

that Martin took it upon himself to

change that and win back the rights that

all people had been promised by the

Declaration of Independence.

Before Reading

Ma

rtin Luther K

ing Jr.: M

archa

r pa

ra la

igua

lda

dM

ac

ce

ca

Stephanie E. MaccecaStStephStephaSS i E Ma ceStStephStephaStephanStephanphaniie Eie E Mie E. MMaaccecaacceca

Glossary Words

• African Americans • Jim Crow Laws

• boycott • minister

• civil rights • nonviolent

• doctorate degree • protest

• equality

36 #13569 (i5227)—Primary Source Readers: American Biographies © Teacher Created Materials

3

Unit

1 Martin Luther King Jr. (cont.)

During Reading

1. Vocabulary Activity—Introduce the

glossary words from the Martin Luther

King Jr. book.

• Use each word in a cloze sentence

and have volunteers use context

clues to decode each word.

• When you have finished introducing

the words, call on students to use

each word in a new sentence.

2. Reading Activity—Lead students in

reading the book. Ask several volunteers

to review what the class talked about

on the previous day. Show the class

the quotation from the Declaration of

Independence again.

• Have students read the story silently

the first time. Tell them to focus on

the details about Martin Luther King

Jr. as they read.

• Have students work in pairs to read

the book for a second time. Tell them

to identify the main idea on each

two-page spread.

• Distribute copies of the Changing the

World activity sheet (page 40). Have

students work with their partners to

complete the activity sheet.

3. Writing Activity—Have students write a

paragraph about what they believe to be

the most important part of Martin’s life

and why they believe it is important.

4. Social Studies Activity—Help students

use a map to learn about Martin.

• Show students a map of the United

States. Point to the Southern states

where Martin lived throughout his

life. Possible states include Georgia,

Mississippi, Arkansas, South Carolina,

Tennessee, Alabama, and Florida. Put

a small sticky note on Washington

D.C., where Martin’s famous speech

took place. Locate the state where

you live.

• Distribute copies of the Spreading

Reform activity sheet (page 39). Tell

students to color the Southern states.

If necessary, help students find the

Southern states on a United States

map before completing the page.

Ma

rtin Luther King

Jr.: Ma

rchar p

ara

la ig

uald

ad

Ma

cc

eca Stephanie E. Macceca


Unit 1

Martin Luther King Jr. (cont.)

After Reading 1. Reading Activity—Direct students to

turn to pages 22–23 of the book. • Discuss the pictures. Draw students’

attention to the great number of people gathered to hear Martin Luther King Jr. speak.

• Read Martin’s famous quotation aloud. Then, have all students read it together.

• Discuss what some of Martin’s thoughts and feelings might have been on that day. Explain that he was speaking to the people listening to him as well as to those who would follow in the years to come.

• Have students look through the book for examples of Martin’s dream.

• Have students draw pictures of Martin’s dream. Tell them to include details from the book in their pictures.

• Have them draw a picture of children of all races doing something together, such as playing, reading, going to school, etc.

2. Social Studies—Direct students to turn to pages 24-25.

• Tell students that President Lyndon B. Johnson signed the Civil Rights Act. With the signing of this act, Martin’s dream came true—people of all races would have equal rights.

• Explain to students that it is important to have a dream.

• Ask students to think of a dream they would like to see come true. Have them each think of something that they could hope and work for that would help many people.

• Have students work in groups to create skits that tell others about Martin’s dream.

3. Writing Activity—Have students write a paragraph about their dream. • Tell students to begin with the words

“I have a dream…” and to write it as a message for now and for the future.

• Use their paragraphs to make a bulletin board titled “We Dream.”

4. Assessment—A short post-test, Martin Luther King Jr. Quiz (page 43), is provided to assess student learning from the book. The Marching On activity sheet (page 42) may be used for comprehension assessment as well. Suggested answers are on page 44.

5. Enhanced eBook Activities—There are two interactive activities.

• Activity 1—Students click on pictures that show examples of segregation.

• Activity 2—Students match statements that Martin would have said through the use of a primary source photo.

Ma

rtin Luther King

Jr.: Ma

rchar p

ara

la ig

uald

ad

Ma

cc

eca



3

Unit

1


Primary Source ActivityHistorical Background Prior to the 1960s, the Southern states were segregated under the governance of the Jim Crow Laws. The Jim Crow Laws required segregation in schools, in restaurants, in public places, at drinking fountains, and on public transportation.

The 1960s were years of reform as the Southern states slowly gave up segregation. Martin Luther King Jr. was committed to this reform. Martin led many marches across the country, especially in the South. Some of the cities where major marches took place were Birmingham, Alabama; Bogalusa, Louisiana; Selma, Alabama; Montgomery, Alabama; Chicago, Illinois; and Washington D.C. About the Primary Source Tell students that the picture they see is of one of the marches Martin led. Explain that participating in a march is a peaceful way in which people can help change happen.

Point out the picket signs that the people in the picture are holding. Explain that picket signs are used as a way to express a person’s thoughts and beliefs about a particular thing, cause, or event.The people in this picture are holding picket signs that express their belief in equal rights.

Teaching Suggestions 1. Display the electronic version of Marching to Reform. A copy of each primary source is also provided on the Teacher Resource CD (filename:marching.jpg). You may want to print a copy for each student.

2. Tell students that a man named Martin Luther King Jr. decided to help people change things in the South. Martin believed in peaceful change and convinced his followers to help make change happen. He did this by leading marches and protesting segregation and the fact that African Americans could not vote. 3. Have students think of situations in the world today that need to be changed. These could be situations on local, state, national, or global levels. Tell the class to choose a cause in which they all believe. 4. Distribute copies of the Picket Parade activity sheet (page 41). Tell students to pretend that they are going to participate in a protest march. When they have finished their picket signs, have them march around the classroom or the school. You could attach their signs to dowels so that they look like real picket signs.

5. Teach students freedom songs that were popular in the 1960s, such as “We Shall Overcome.”


Unit 1 César Chávez

Materials

1. Introductory Activity—As a class,

complete the activity on page 32.

• Divide students into ability-based

reading groups. This book is written

for students at a first-grade reading

level.

• Show students a large bowl of

assorted fruit. Help students identify

each kind of fruit in the bowl.

• Ask students if they know where

the fruit came from and how it was

grown. (farm)

• Ask students if they know how fruit

gets from the farm to the market. Let

them share their ideas.

• Write migrant farm worker on the

board. Tell students that migrant

farm workers are workers who move

from farm to farm to pick crops. Point

out that migrant farm workers pick

most of the fruit and vegetables that

we buy at the market.

2. Reading Activity—Distribute the books

to students.

• Tell students to look for pictures of

people working in the fields. Explain

that these are migrant farm workers

who work very hard and do not earn

much money.

• Have students look at the pictures

on pages 24–25. Tell students that

it is dangerous for farm workers to

work around pesticides. Discuss the

picture of the gas mask and explain

the purpose of wearing a gas mask.

3. Social Studies Activity—Use a map of

the United States to teach students more

about César Chávez. Show students

California and Arizona. Explain that there

are many farms in both states.

4. Writing Activity—Have students write

descriptions and lyrics for a new song.

• Tell students to write a short

description of their favorite fruit.

• Make a new version of the song “Here

We Go Round the Mulberry Bush.”

Substitute the words: “This is the way

we pick the grapes, pick the grapes,

pick the grapes. This is the way we

pick the grapes, early in the morning.”

• Compose a verse for each kind of fruit

you brought. Have students create

actions and gestures to go with the

words.

• Write the lyrics for the song on a

sheet of chart paper and display it for

the duration of the unit.

Before Reading

C

ésa

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vez: Pro

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rí-c

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Stephanie E. MaccecaSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSttttttttttttttteeeeeeeeeeeeeeeppppppppppppppphhhhhhhhhhhhhhhaaaaaaaaaaaaaaaStephanie E. Maccecapp aaaaSteph ie E MacceStephanie E MacceSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSStephanie E. MaccecaSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSStttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttteeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeepppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppphapppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppphhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaGlossary Words

• boycott • pesticides

• drought • protest

• Great Depression • union

• migrant workers

• César Chávez books

• student reproducibles

(pages 49–52)

• chart paper

• Black Eagle primary

source (fi lename:

blackeagle.jpg)

• fruit

• United States map


4

Unit

1 César Chávez (cont.)

During Reading

1. Vocabulary Activity—Using cloze

sentences, introduce the glossary words

from the César Chávez book to students.

• Write the words on the board and

read each word aloud.

• Say a sentence and let students

figure out which word fits best in the

context of the sentence.

• After you have completed all of the

vocabulary words, ask for volunteers

to use the words in a sentence.

• Read César Chávez together as a class

and point out the vocabulary words

as they appear.

2. Reading Activity—Read the book again,

using the choral-reading strategy.

• Tell students to watch for the main

ideas presented in the story.

• When you come to a main idea, stop

and discuss it.

• Ask students to point out details that

support the main ideas.

• Distribute copies of the What’s

the Idea? activity sheet (page 50).

Complete one example with students

so they can get a clear understanding

of the directions. Then have students

use their books to complete the page.

• Discuss the answers as a group.

3. Writing Activity—Students will

write letters asking for better working

conditions.

• Review the word union again.

• Explain that a union is created for

workers to come together to solve

problems and set goals. The purpose

of a union is to work as a group rather

than as individuals to express their

concerns to those in authority.

• Have students work in groups of

three and pretend that they are farm

workers. Tell each group to choose

one working condition that they

would like to have improved.

• Instruct each group to write a letter to

César Chávez asking for his help.

4. Social Studies Activity—Have

students work in their groups to make

a list of things that farm workers

need.

Césa

r Chá

vez: Proteg

er a lo

s trab

aja

do

res ag

rí-

Ma

cc

eca Stephanie E. Macceca



Unit 1

César Chávez (cont.)

After Reading 1. Social Studies Activity—Review what

students have learned about César Chávez, farm workers, and unions. Tell students that they are going to pretend that they are farm workers and role-play a day on the farm. Their day on the farm might include meeting with other farm workers to discuss reform needs, meeting with César to express their needs, and solving their problems with the farm owner.

• Distribute copies of the Friendly Farm activity sheet (page 49).

• Have students design a farm that would be a good place for workers.

• Assign students to the following roles: farm workers, farm owner, César, and a union representative. If you have a large group, you can assign several students to be members of the union.

• Let students do a role-playing activity in which the farm workers discuss their working conditions with one another and present their concerns to César. As the union spokesperson, César will then talk with the farm owner. The farm owner will decide which changes he or she will make.

2. Reading Activity—Tell students to look in their books for pictures of crops growing on farms. Tell them to use the pictures to help them as they complete the Friendly Farm activity sheet.

3. Writing Activity—Have students work in small groups.

• Instruct the groups to create a list of requests for the union to go along with their farm designs.

• Distribute copies of the Helping Others activity sheet (page 52). Have students complete it independently or in pairs.

• Conclude by summarizing César’s life and how he made life better for many people.

4. Assessment—A short post-test, César Chávez Quiz (page 53), is provided to assess student learning from the book. Helping Others may be used for comprehension assessment as well. Suggested answers are on page 54.


• Activity 1—Students match labels and pictures of the actions of César through the use of primary source photographs.

• Activity 2—Students review vocabulary words that they read in the book through pictures and matching.

C

ésar C

hávez: Pro

teger a

los tra

ba

jad

ores a

grí-

co

las

Ma

cc

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4

Unit

1


Primary Source ActivityHistorical Background During World War II, many of America’s workers were overseas fi ghting in the war. There was a shortage of workers in America and the United States and Mexico created an agreement called the Bracero Program. The program encouraged Mexican laborers to temporarily fi ll the positions that overseas soldiers would ordinarily occupy. In 1964, the Bracero Program came to an end, but the fi ght to stand up for laborer’s rights was just beginning for César Chávez.

Farm workers were denied decent treatment in the fi elds and César found this unacceptable. César and his wife Dolores founded the United Farm Workers (UFW) to help protect the rights of the workers. About the Primary SourceCésar and his cousin Manuel designed a fl ag to represent the UFW. In 1962, at the fi rst offi cial meeting of the UFW (previously named the National Farm Workers Association), the fl ag was raised proudly for all to see.

César wanted a black eagle on the fl ag to represent the darkness of the farm workers’ situation. He chose the Aztec eagle, which has traditionally symbolized people of Mexican-American descent. The eagle also stands for strength and power. The white circle in the center is a symbol for hope. César chose a red background to stand for hard work. When the eagle is held upside-down, it resembles an Aztec pyramid. Today, a UFW fl ag fl ies over César’s grave.

Teaching Suggestions 1. Display the electronic version of Black Eagle (filename: blackeagle.jpg). A copy of the photograph is also provided on the Teacher Resource CD. You may want to print a copy for each student.

2. Begin by asking students what a flag is used for. Record responses on the board. Tell students that people display flags that have a special meaning to them. Flags can be patriotic, represent a group, or stand for a person’s interests. Let students talk about flags with which they are familiar. 3. Direct students’ attention to Black Eagle. Explain that this is the flag that César designed for the UFW. He chose colors and symbols that would be meaningful to the people of the UFW.

4. Distribute copies of the Wave the Flag activity sheet (page 51) and tell students that they are going to design their own flags. Brainstorm some symbols that they could use on their flags. Tell students that their flags should be respectful and reflect their interests. 5. When students have finished, let them share their flags with the group. Encourage them to explain the symbols and colors and why they chose them. You could cut pieces of white sheeting and let them transfer their designs onto the fabric, attach them to dowels, and make flags that can actually fly.

Lesson for book with higher reading level

Lesson for book with lower reading level

Student reproducibles and answer key

Student reproducibles and answer key


Unit 1 Nombre ______________________________

La extensión de reforma

Instrucciones: Colorea los estados del sur. Dibuja

líneas de los estados del sur a todos bordes del mapa.

Esto demostrará cómo el mensaje de Martin Luther King

Jr. se extendió.

Washington

Oregon

California

Arizona

Nevada

Idaho

Utah

Montana

Wyoming

Colorado

New Mexico

North Dakota

South Dakota

Nebraska

Kansas

Oklahoma

Texas

Minnesota

Iowa

Missouri

Arkansas

Louisiana

Wisconsin

Michigan

IllinoisIndiana Ohio

Kentucky

Mississippi

Tennessee

GeorgiaAlabama

Florida

SouthCarolina

North Carolina

Virginia

WestVirginia

Pennsylvania

New York

Maine

Maryland

DelawareNew Jersey

ConnecticutRhode Island

Massachusetts

Vermont NewHampshire


4

Unit

1 Nombre ______________________________

A cambiar el mundo

Instrucciones: Piensa en dos ideas principales que

aprendiste al leer el libro. Escribe una idea principal en

cada cuadro. Escribe dos detalles que apoyen la idea

principal en cada óvalo debajo de los cuadros.


Unit 1

Nombre ______________________________

Desfi le de piqueteInstrucciones: Escribe o dibuja tu mensaje para cambio

abajo en el cartel de piquete.


4

Unit

1 Nombre ______________________________

Sigue marchandoInstrucciones: Lee el siguiente párrafo. Luego responde a las preguntas.

Entre 1957 y 1968, Martin recorrió los Estados Unidos. Ayudó a los afroamericanos a registrarse para votar. Dio discursos y encabezó marchas contra las leyes injustas. También lideró una gran manifestación en Birminghan, Alabama. Debido a su trabajo, fue a la cárcel varias veces.

1. ¿Qué hizo Martin en Birmingham, Alabam? ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

2. ¿Por qué lo metieron en la cárcel?

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________


Unit 1

Nombre ______________________________

Prueba de Martin Luther King Jr.Instrucciones: Lee cada pregunta. Encierra en un círculo la respuesta correcta.

1. ¿Quién fue Rosa Parks? a. Una mujer

afroamericana que no se retiró de su asiento en un autobús b. La hermana de

Martin Luther King Jr. c. La hija de Martin

Luther King Jr. d. Una maestra

3. ¿Por qué fue un importante líder estadounidense Martin Luther King Jr.?

a. Inventó muchas cosas. b. Fue el presidente de los Estados Unidos. c. Ayudó a cambiar las leyes para que los afroamericanos y los anglosajones tuvieran derechos iguales.

d. Era un atleta. 2. ¿Cómo resolvió problemas Martin Luther King Jr.?

a. Llamó a la policía. b. Entró en peleas. c. Lideró marchas

pacífi cas. d. Hizo explotar carros.

4. Lee la frase de abajo. Escoge la mejor palabra para llenar el espacio en blanco. El Dr. Martin Luther King Jr. era un ______.

a. político b. maestro c. doctor medical d. ministro


4

Unit

1


Answer KeyPage 39—Spreading ReformThe Southern states of Georgia, Mississippi, Arkansas, South Carolina, Tennessee, Alabama, and Florida should be colored. Lines should radiate from those states to the borders of the United States.

Page 40—Changing the WorldAnswers will vary but students should include two main ideas. Each main idea should have two supporting details.Page 41—Picket ParadePicket signs should consider reform in areas such as education, voting, drinking fountains, restaurants, public places, and public transportation.

Page 42—Marching On 1. Martin led a protest march against unfair laws and helped many African Americans all over the country register to vote. 2. Martin went to jail for leading protests and for his work in helping African Americans register to vote.

Page 43—Martin Luther King Jr. Quiz 1. a

2. c

3. c

4. d

Enhanced eBook Activities —There are two interactive activities. • Activity 1—The pictures that show examples of Jim Crow Laws are: the school room picture, the drinking fountain picture, and the bus stop picture.

• Activity 2—Martin Luther King Jr. would not have said: “I believe all people are not equal” or “I do not want people to listen to me.”

Ma

rtin Luther K

ing Jr.: M

archa

r pa

ra la

igua

lda

dM

ac

ce

ca



Unit 1 Nombre ______________________________

Granja agradable

Instrucciones: Ayuda a hacer que esta granja sea un

lugar agradable para trabajadores. Dibuja cosechas y

árboles de fruta en el campo.


5

Unit

1 Nombre ______________________________

¿Cuál es la idea?

Instrucciones: Escoge tres ideas principales del libro.

Escribe una idea principal en cada línea en la primera

columna. Escribe dos detalles de apoyo para esa idea

en la segunda columna.

Ideas principales

1. ________________________

________________________

2. ________________________

________________________

3. ________________________

________________________

Detalles

1. ________________________

________________________

2. ________________________

________________________

1. ________________________

________________________

2. ________________________

________________________

1. ________________________

________________________

2. ________________________

________________________


Unit 1

Nombre ______________________________

Ondea la banderaInstrucciones: Diseña tu bandera personal abajo en el

espacio. Describe tu bandera en las líneas debajo de la

bandera.

Por qué escogí estos colores:

____________________________________________________________

____________________________________________________________

____________________________________________________________

Por qué escogí este diseño:

____________________________________________________________

____________________________________________________________

____________________________________________________________


5

Unit

1 Nombre ______________________________

Ayuda a los demásInstrucciones: Lee el párrafo de abajo. Luego responde a las preguntas.

César protestó de los derechos de los trabajadores. Marchaba y daba discursos. Empezó un grupo para hablar en contra de las reglas injustas de los trabajadores. Hoy le llamamos a este grupo un sindicato.

1. ¿Cómo César les ayudó a los granjeros cuando creció?

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

2. ¿Qué es una unión?

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________


Unit 1

Nombre ______________________________

Prueba de César ChávezInstrucciones: Lee cada pregunta. Encierra en un círculo la respuesta correcta.

1. ¿Dónde creció César Chávez?

a. en una ciudad grande b. en la granja de su abuelo c. en México d. en una isla

3. ¿Por qué a los trabajadores de las granjas les dolían la espalda?

a. Usaban herramientas cortas y tenían que agacharse. b. No fueron al doctor. c. Eran viejos. d. No se cuidaban a sí mismos.

2. ¿Qué fue la Gran Depresión?

a. el nombre de una película

b. un hoyo profundo en la tierra c. un tiempo difícil

cuando no había trabajo

d. un lugar al que ir para ayuda

4. Lee la frase de abajo. Escoge la mejor palabra para llenar el espacio en blanco. César Chávez hizo que los granjeros dejar de usar ____ en los campos.

a. fertilizante b. agua c. veneno d. paja


5

Unit

1


Answer KeyPage 49—Friendly FarmDrawings may vary but should include toilets, water, and any other comforts that students think of. Students should add crops and fruit trees to their farms.

Page 50—What’s the Idea?Students should identify three main ideas from the book and two supporting details for each main idea. For example:

Main Idea: Farm workers had very diffi cult jobs.

Detail 1: In the fi elds, there was no water to drink.

Detail 2: Field workers had to use tools that hurt their backs.

Page 51—Wave the FlagFlags will vary but all should include a rationale for the design and colors.

Page 52—Helping Others 1. He taught them how to fight to make things fair.

2. A union is a group of people who get together to make their work fair.Page 53—César Chávez Quiz 1. b

2. c

3. a

4. c

Enhanced eBook Activities —There are two interactive activities. • Activity 1—picture 1: told people to boycott buying grapes; picture 2: worked with leaders to protect farm workers; picture 3: helped change the tools farm workers used; picture 4: made famers stop using pesticides

• Activity 2—The words and pictures should be matched with definitions as follows: migrant worker—field workers that move from farm to farm; pesticides—chemicals that kill insects and destroy crops; drought—long period of time without rain; crops—plants that are grown for food.

Cé

sar C

háve

z: Prote

ge

r a lo

s trab

aja

do

res a

grí-

Ma

cc

ec

a



Introduction


Technology ConnectionsThe amount of information that is available to students through books, media, and the Internet is rapidly growing every day. Technology plays a key role in students’ ability to access that information, but teachers play a key role in helping develop students’ tools for understanding and using that information. Thus, it is vital that technology be integrated into the curriculum. According to the Partnership for 21st Century Skills (2009), the use of technology in the classroom can support effective curriculum implementation to do the following:

• promote greater student achievement

• increase student engagement

• assess student performance

• facilitate communication and collaboration

• build student proficiencies in 21st century skills

Audio CD

This kit includes one Audio CD. The Audio CD contains professional readings for each of the 16 books to serve as a model of fluent reading. A detailed listing begins on page 264.

16 professional recordings (1 for each book)

Teacher Resource CD

The contents of this CD are listed below. A detailed listing begins on page 262.

• JPGs of all primary sources

• Microsoft Word® documents of the body text for each book

• student reproducible pages

• multiple choice quizzes (one for each book)

• document-based assessments (one for each book)


Intr

oduc

tion


Technology Connections (cont.)

Active Literacy CDThis kit includes a two-volume Active Literacy CD. Each volume contains eight enhanced ebooks. These books come alive for students in the form of electronic books, or enhanced ebooks. Each enhanced ebook engages students in a fully interactive experience and guides them toward independent reading. Refer to pages 258–260 for more details on how to use the enhanced ebooks.

• embedded video clips

• professional recordings of all text including body text, captions, sidebars, fun facts, table of contents, glossary, and index

• two interactive activities

• audio recording feature

• toolbar that includes a spotlight option, highlighter pen, zoom feature, etc.


Introduction


AssessmentAssessment is an integral, important part of this unit of study. The Primary Source Readers series offers multiple assessment opportunities. You can gain insight into students’ learning through multiple-choice quizzes, small-group observations, analysis of written assignments, document-based assessments, and a culminating activity. These formal and informal assessments provide you with the data needed to make informed decisions about what to teach and how to teach it. This is the best way for you to know who is struggling with various concepts and how to address the difficulties that students are experiencing with the curriculum.


Unit 1

Nombre ______________________________


1. ¿Quién fue Rosa Parks?

a. Una mujer afroamericana que no se retiró de su asiento en un autobús

b. La hermana de Martin Luther King Jr.

c. La hija de Martin Luther King Jr.

d. Una maestra


a. Inventó muchas cosas.

b. Fue el presidente de los Estados Unidos.

c. Ayudó a cambiar las leyes para que los afroamericanos y los anglosajones tuvieran derechos iguales.

d. Era un atleta.

2. ¿Cómo resolvió problemas Martin Luther King Jr.?

a. Llamó a la policía.

b. Entró en peleas.

c. Lideró marchas pacífi cas.

d. Hizo explotar carros.

4. Lee la frase de abajo. Escoge la mejor palabra para llenar el espacio en blanco.

El Dr. Martin Luther King Jr. era un ______.

a. político

b. maestro

c. doctor medical

d. ministro


Unit 1

Nombre ______________________________

Prueba de César ChávezInstrucciones: Lee cada pregunta. Encierra en un círculo la respuesta correcta.

1. ¿Dónde creció César Chávez?

a. en una ciudad grande

b. en la granja de su abuelo

c. en México

d. en una isla

3. ¿Por qué a los trabajadores de las granjas les dolían la espalda?

a. Usaban herramientas cortas y tenían que agacharse.

b. No fueron al doctor.

c. Eran viejos.

d. No se cuidaban a sí mismos.

2. ¿Qué fue la Gran Depresión?

a. el nombre de una película

b. un hoyo profundo en la tierra

c. un tiempo difícil cuando no había trabajo

d. un lugar al que ir para ayuda


César Chávez hizo que los granjeros dejar de usar ____ en los campos.

a. fertilizante

b. agua

c. veneno

d. paja


Appendices

Evaluaciones basadas en documentosLíderes en los derechos civiles: Martin Luther King Jr.

Instrucciones: Mira la fuente original de abajo. Piensa en lo que aprendiste sobre Martin Luther King Jr. en el libro y de la Actividad de la fuente original.

1. ¿Qué está haciendo la gente en la fotografía?

____________________________________________________

____________________________________________________

2. ¿Piensas que los carteles son una buena medida de comunicación? ¿Por qué?

____________________________________________________

____________________________________________________

Nombre ______________________________

224 #13569 (i5227)—Primary Source Readers: Biografías de estadounidenses © Teacher Created Materials2

App

endice

sEvaluaciones basadas en documentos (cont.)

Líderes en los derechos civiles: César Chávez

Instrucciones: Mira la fuente original de abajo. Piensa en lo que aprendiste sobre César Chávez en el libro y de la Actividad de la fuente original.

1. ¿Qué te dice el símbolo en la bandera acerca de los trabajadores agrícoloas?

____________________________________________________

____________________________________________________

2. ¿Por qué César Chávez quería que los trabajadores agrícolas tuvieran una bandera especial?

____________________________________________________

____________________________________________________

Nombre ______________________________

Multiple Choice Quizzes

Document-Based Assessments


App

endi

ces Culminating Activity

Celebration Presentation 1 Civil Rights Leaders: Martin Luther King Jr.This presentation features three students. The fi rst student will be dressed as Martin Luther King Jr. and tell the audience about his life as Martin Luther King Jr. The second student will be the prop maker. He or she will design props for the fi rst student to use in his or her presentation as Martin Luther King Jr. The third student will be the interviewer and ask Martin Luther King Jr. questions about his life and his work.

Note to the teacher: You might want to have the interviewer tell the presenter the questions ahead of the presentation.

Instrucciones para el presentador:

1. Vístete como la persona que pretenderás ser.

2. Preséntate al público al decir, “Hola, me llamo Martin Luther King Jr. Soy famoso porque ________”.

3. Cuenta dos cosas sobre tu vida.

4. Cuenta por qué eres famoso.

Instrucciones para el diseñador de accesorios:

1. Busca en el libro y elige tres cosas que usó o vistió Martin Luther King Jr. Estos se llaman accesorios.

2. Haz o encuentra los accesorios que has elegido antes de la presentación.

3. Asegúrate de que los accesorios estén listos para la presentación.

Instrucciones para el entrevistador:

1. Elige tres hechos sobre Martin Luther King Jr.

2. Escribe una pregunta sobre cada hecho.

3. Hazle las preguntas a Martin Luther King Jr. después de su presentación.


Appendices

Culminating Activity

Celebration Presentation 2 Civil Rights Leaders: César ChávezThis presentation features three students. The fi rst student will be dressed as César Chávez and tell the audience about his life as César Chávez. The second student will be the prop maker. He or she will design props for the fi rst student to use in his or her presentation as César Chávez. The third student will be the interviewer and ask César Chávez questions about his life and his work.

Note to the teacher: You might want to have the interviewer tell the presenter the questions ahead of the presentation.

Instrucciones para el presentador:

1. Vístete como la persona que pretenderás ser.

2. Preséntate al público al decir, “Hola, me llamo César Chávez. Soy famoso porque ________”.

3. Cuenta dos cosas sobre tu vida.

4. Cuenta por qué eres famoso.

Instrucciones para el diseñador de accesorios:

1. Busca en el libro y elige tres cosas que usó o vistió César Chavez. Estos se llaman accesorios.

2. Haz o encuentra los accesorios que has elegido antes de la presentación.

3. Asegúrate de que los accesorios estén listos para la presentación.

Instrucciones para el entrevistador:

1. Elige tres hechos sobre César Chávez.

2. Escribe una pregunta sobre cada hecho.

3. Hazle las preguntas a César Chávez después de su presentación.

Culminating Activity

Multiple-Choice Quizzes—At the end of each book’s lesson in this Teacher’s Guide is a short quiz with four multiple-choice questions. These short assessments may be used as open-book evaluations or as review quizzes in which students read and study the content prior to taking the quiz. Additionally, the quizzes may be used as a more formal assessment to provide evidence of learning.

Document-Based Assessments—The document-based assessments provided in this Teacher’s Guide focus on the primary sources taught within each unit.

Final Authentic Assessment—The culminating activity included in this Teacher’s Guide allows students to apply what they have learned throughout the units in an engaging and interactive way. Students use what they have learned to create new ideas in a real-life context.

Formative Assessments—There are several points throughout each lesson where useful evaluations can be made. These evaluations can be made based on group, paired, and individual discussions and activities.


Unit 1

Unit 1 Overview

Civil Rights Leaders

Learning Objectives • Students will understand the main idea and supporting details of simple expository

information.

• Students will write messages to communicate facts and opinions.

• Students will understand how individuals have worked to achieve the liberties and equality promised in the principles of American democracy and to improve the lives of people from many groups.

Timeline for the Unit

Martin Luther King Jr. César Chávez

Day 1 Complete the Introductory Activity on page 32 as a class.

• Before Reading—Complete the activities on page 35.• Use: Martin Luther King Jr. book

• Before Reading—Complete the activities on page 45.• Use: César Chávez book

Day 2 • During Reading—Complete the activities on page 36.• Use: Glossary Words (page 35)• Use: A cambiar el mundo activity sheet (page 40; cambiar.pdf )• Use: La extensión de reforma activity sheet (page 39; reforma.pdf)

• During Reading—Complete the activities on page 46.• Use: Glossary Words (page 45)• Use: ¿Cuál es la idea? activity sheet (page 50; idea.pdf )

Day 3 • After Reading—Complete the activities on page 37.• Use: Sigue marchando activity sheet (page 42; marchando.pdf)• Use: Prueba de Martin Luther King Jr. (page 43; pruebamartin.pdf )

• After Reading—Complete the activities on page 47.• Use: Granja agradable activity sheet (page 49; granja.pdf )• Use: Ayuda a los demás activity sheet (page 52; ayudademas.pdf )• Use: Prueba de César Chávez (page 53; pruebacesar.pdf )

Day 4 Enhanced eBook Activities (page 37)

Primary Source Activity (page 38)Use: Desfile de piquete activity sheet (page 41; piquete.pdf )

Enhanced eBook Activities (page 47)

Primary Source Activity (page 48)Use: Ondea la bandera activity sheet (page 51; ondea.pdf )

Day 5 Complete the Concluding Activity on page 34 as a class.


Martin Luther King Jr. creció

cuando los afroamericanos y

las personas anglosajonas no

fueron tratados por igual. Él

tenía el sueño de que un día

todas las personas recibieran

trato justo. Martin sabía que

su sueño era importante. Dio

discursos y encabezó marchas

en todo el país. ¡Descubre

cómo ayudó a que su sueño se

convirtiera en realidad!


Ma

rtin Luther King

Jr.: Ma

rchar p

ara

la ig

uald

ad

Ma

cc

eca

Stephanie E. MaccecaTCM 13570 ■



César ChávezProteger a los trabajadores agrícolasImagina tener que pasar todo

el día inclinado para recoger la cosecha. Imagina no tener agua limpia para beber mientras trabajas. César Chávez se crió en una familia pobre de trabajadores migrantes. Los trabajadores agrícolas fueron maltratados. Cuando César creció, luchó para mejorar la vida de los trabajadores agrícolas. ¡Entérate cómo lo hizo!

agrícolas. ¡Entérate


C

ésar C

hávez: Pro

teger a

los tra

ba

jad

ores a

grí-

co

las

Ma

cc

eca


TCM 13571 ●



Unit 1

Martin Luther King Jr.

Materials • Martin Luther King Jr. books

• student reproducibles (pages 39–42)

• Marcha hacia la reforma primary source (filename: marcha.jpg)

• chart paper

• United States map (optional)

1. Introductory Activity—As a class, complete the activity on page 32.

•Divide students into ability-based reading groups. Students who read this book should be at or above a second-grade reading level.

• Ask students what they would do if they believed that someone was being treated unfairly. Let them share their ideas. Tell students that they will learn about a man who took action to correct an unfair situation.

2. Reading Activity—Show students the photograph of Martin Luther King Jr. on the cover of the book.

• Go through the book page by page and have students look at the pictures in the book, especially the pictures of Martin.

• Ask students to share the impressions that they get about Martin from the pictures. Read the captions together as you look at the pictures. Write student responses and ideas on the board.

3. Social Studies Activity—Write the following Spanish-translated quote from the Declaration of Independence on chart paper:

“Sostenemos como evidentes por característica estas verdades, que todos los hombres son creados iguales, que son dotados por su creador de ciertos derechos inalienables, que entre estos están la vida, la libertad y la búsqueda de la felicidad.”

Talk with students about the meaning of this quotation and why it is important to every American. Note: You may need to review the meaning of some of the difficult words for them.

4. Writing Activity—Have students write a new quote about treating people equally. Then have them write a sentence about why the quotation is important to them.

5. Ask volunteers to share their quotes. Tell the group that not too many years ago, some people were not treated equally and were not given equal rights. Explain that Martin took it upon himself to change that and win back the rights that all people had been promised by the Declaration of Independence.

Before Reading




Ma

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Jr.: Ma

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TCM 13570 ■


Glossary Words•afroamericanos•boicotear•derechosciviles•doctorado•igualdad

•leyesJimCrow•manifestación•ministro•pacífico


Unit

1


During Reading 1. Vocabulary Activity—Introduce the

glossary words from the Martin Luther King Jr. book.

• Use each word in a cloze sentence and have volunteers use context clues to decode each word.

•When you have finished introducing the words, call on students to use each word in a new sentence.

2. Reading Activity—Lead students in reading the book. Ask several volunteers to review what the class talked about on the previous day. Show the class the quotation from the Declaration of Independence again.

• Have students read the story silently the first time. Tell them to focus on the details about Martin Luther King Jr. as they read.

• Have students work in pairs to read the book for a second time. Tell them to identify the main idea on each two-page spread.

•Distribute copies of the A cambiar el mundo activity sheet (page 40). Have students work with their partners to complete the activity sheet.

3. Writing Activity—Have students write a paragraph about what they believe to be the most important part of Martin’s life and why they believe it is important.

4. Social Studies Activity—Help students use a map to learn about Martin.

• Show students a map of the United States. Point to the Southern states where Martin lived throughout his life. Possible states include Georgia, Mississippi, Arkansas, South Carolina, Tennessee, Alabama, and Florida. Put a small sticky note on Washington, D.C., where Martin’s famous speech took place. Locate the state where you live.

•Distribute copies of the La extensión de reforma activity sheet (page 39). Tell students to color the Southern states. If necessary, help students find the Southern states on a United States map before completing the page.


Martin Luther King Jr. creció

cuando los afroamericanos y

las personas anglosajonas no

fueron tratados por igual. Él

tenía el sueño de que un día

todas las personas recibieran

trato justo. Martin sabía que

su sueño era importante. Dio

discursos y encabezó marchas

en todo el país. ¡Descubre

cómo ayudó a que su sueño se

convirtiera en realidad!


Ma

rtin Luther King

Jr.: Ma

rchar p

ara

la ig

uald

ad

Ma

cc

eca

Stephanie E. MaccecaTCM 13570 ■



Unit 1


After Reading 1. Reading Activity—Direct students to

turn to pages 22–23 of the book.

•Discuss the pictures. Draw students’ attention to the great number of people gathered to hear Martin Luther King Jr. speak.

• Read Martin’s famous quotation aloud. Then, have all students read it together.

•Discuss what some of Martin’s thoughts and feelings might have been on that day. Explain that he was speaking to the people listening to him as well as to those who would follow in the years to come.

• Have students look through the book for examples of Martin’s dream.

• Have students draw pictures of Martin’s dream. Tell them to include details from the book in their pictures.

• Have them draw a picture of children of all races doing something together, such as playing, reading, going to school, etc.

2. Social Studies Activity—Direct students to turn to pages 24–25.

• Tell students that President Lyndon B. Johnson signed the Civil Rights Act. With the signing of this act, Martin’s dream came true—people of all races would have equal rights.

• Explain to students that it is important to have a dream.

• Ask students to think of a dream they would like to see come true. Have them each think of something that they could hope and work for that would help many people.

• Have students work in groups to create skits that tell others about Martin’s dream.

3. Writing Activity—Have students write a paragraph about their dream.

• Tell students to begin with the words “Tengo un sueño…” and to write it as a message for now and for the future.

• Use their paragraphs to make a bulletin board titled “Soñamos.”

4. Assessment—A short post-test, Prueba de Martin Luther King Jr. (page 43), is provided to assess student learning from the book. The Sigue marchando activity sheet (page 42) may be used for comprehension assessment as well. Suggested answers are on page 44.


• Activity 1—Students click on pictures that show examples of segregation.

• Activity 2—Students match statements that Martin would have said through the use of a primary source photo.




Ma

rtin Luther King

Jr.: Ma

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TCM 13570 ■



Unit

1


Primary Source Activity

Historical Background Prior to the 1960s, the Southern states were segregated under the governance of the Jim Crow Laws. The Jim Crow Laws required segregation in schools, in restaurants, in public places, at drinking fountains, and on public transportation.

The 1960s were years of reform as the Southern states slowly gave up segregation. Martin Luther King Jr. was committed to this reform. Martin led many marches across the country, especially in the South. Some of the cities where major marches took place were Birmingham, Alabama; Bogalusa, Louisiana; Selma, Alabama; Montgomery, Alabama; Chicago, Illinois; and Washington, D.C.

About the Primary Source

Tell students that the picture they see is of one of the marches Martin led. Explain that participating in a march is a peaceful way in which people can help change happen.

Point out the picket signs that the people in the picture are holding. Explain that picket signs are used as a way to express a person’s thoughts and beliefs about a particular thing, cause, or event.

The people in this picture are holding picket signs that express their belief in equal rights.

Teaching Suggestions

1. Display the electronic version of Marcha hacia la reforma. A copy of each primary source is also provided on the Teacher Resource CD (filename:marcha.jpg). You may want to print a copy for each student.

2. Tell students that a man named Martin Luther King Jr. decided to help people change things in the South. Martin believed in peaceful change and convinced his followers to help make change happen. He did this by leading marches and protesting segregation and the fact that African Americans could not vote.

3. Have students think of situations in the world today that need to be changed. These could be situations on local, state, national, or global levels. Tell the class to choose a cause in which they all believe.

4. Distribute copies of the Desfile de piquete activity sheet (page 41). Tell students to pretend that they are going to participate in a protest march. When they have finished their picket signs, have them march around the classroom or the school. You could attach their signs to dowels so that they look like real picket signs.

5. Teach students freedom songs that were popular in the 1960s, such as “We Shall Overcome.”


Unit 1 Nombre ______________________________


1. ¿Quién fue Rosa Parks?

a. Una mujer afroamericana que no se retiró de su asiento en un autobús

b. La hermana de Martin Luther King Jr.

c. La hija de Martin Luther King Jr.

d. Una maestra


a. Inventó muchas cosas.

b. Fue el presidente de los Estados Unidos.

c. Ayudó a cambiar las leyes para que los afroamericanos y los anglosajones tuvieran los mismos derechos.

d. Era un atleta.

2. ¿Cómo resolvió problemas Martin Luther King Jr.?

a. Llamó a la policía.

b. Entró en peleas.

c. Lideró marchas pacíficas.

d. Hizo explotar carros.


El Dr. Martin Luther King Jr. era un ______.

a. político

b. maestro

c. doctor médico

d. ministro


Appendices

Evaluaciones basadas en documentosLíderes en los derechos civiles: Martin Luther King Jr.

Instrucciones: Mira la fuente original de abajo. Piensa en lo que aprendiste sobre Martin Luther King Jr. en el libro y de la Actividad de la fuente original.

1. ¿Qué está haciendo la gente en la fotografía?

____________________________________________________

____________________________________________________

2. ¿Piensas que los carteles son una buena medida de comunicación? ¿Por qué?

____________________________________________________

____________________________________________________

Nombre ______________________________

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