Children’s Literature --> Social Studies

Book:- Bridges, Ruby. (1999). Through My Eyes. USA: Scholastic, Inc.

Summary:Ruby Bridge’s book, Through My Eyes, is an autobiographical book detailing events that

occurred during the civil rights movement. The book begins with Ruby detailing her one-year of schooling at a segregated school and quickly jumps into her experiences integrating the schools. November 14, 1960, Ruby, a six-year old young girl changed history by marching into a white school to be educated as a black girl.

Through her own eyes, Ruby recounts her walks to and from school through the mobs, watching and hearing parents remove their white kids from school since she was there, and her time in school as the only student in the class. The book concludes with Ruby reflecting on her relationship with her teacher, Mrs. Henry, and briefly summarizing what happened to her after integrating her school.

Questions

Pre-Reading: Who do you think the girl on the cover is? By looking at the pictures on the back cover, what time period do you think this book

takes place in? What do you think the title, Through My Eyes, means?

During Reading: Was your prediction about the girl on the cover correct? What connections can you make between your family and Ruby Bridge’s family? What are your thoughts on Ruby having to be escorted to school? How would you feel if

you were Ruby? If you were Ruby, how would you have been brave during such a scary situation? How do you think Ruby felt being the only student in her class? How would you have

felt?

Post Reading: Why is the story of Ruby Bridges so important? What similarities and differences do you see between yourself and Ruby? Why do you think Ruby’s teacher, Mrs. Henry, had such an impact on her? In what way

have your teachers had had an impact on you?

Activities to follow the book for fifth grade:

ACTIVITY ONE:

a. Content Discipline: Creative Writing

b. NCSS Strand:

Time, Continuity, and Change, and Individuals, Groups, and Institutions – Students are looking at how a certain person in history acted in a way that changed history. They are also looking at how their life has been affected by a person’s actions.

c. Goal/Objective:

After having read, Through My Eyes, fifth grade students use the prompt provided to write a minimum of three journal entries from Ruby’s perspective.

d. Description: Materials Needed:- Through My Eyes – By: Ruby Bridge’s- Paper (with room for illustrations)- Writing and coloring utensils- Journal Prompts

Review the story of Ruby Bridge’s as told in her book, Through My Eyes. Have students individually brainstorm a list of how they may have been feeling, how they

may have acted, or what they may have wanted to say if they were in Ruby’s position. Give students an opportunity to share their list with a partner and generate a class list of

ideas on the board. Explain to students that they will be writing a journal or diary from the perspective of

Ruby Bridge’s. Ask them to respond with a minimum of one journal entry for each of the following prompts. Remind them to include how they may have been feeling, how they may have acted, or what they may have wanted to say. If students have extra time, encourage them to create an illustration to go along with their journal entry.

o On your first day of school, you are escorted by four men dressed in suits who are carrying guns. People are yelling and throwing things at you on your walk to the school doors where you are greeted by police officers.

o You are sitting in the office at school, while waiting for directions from the principal you notice something strange. Everyone else’s parents are coming into school and taking their children home. You don’t actually get to talk to anybody at school on your first day.

o It’s your second day at a new school and you meet your teacher. You realize that you are the only student showing up to school today. You aren’t allowed to leave the classroom, even for lunch and recess. To go to the bathroom you have to be escorted by somebody with a gun.

Share the rubric with students so they know what to expect and how they will be graded.

Differentiation:- Gifted Learners:

o Have students write their journal entries from a different perspective. (Ruby’s mom, Mrs. Henry, one of the marshals, etc.)

o Ask students to write an additional journal entry that requires them to generate their own prompt.

- Struggling Learners:o Students will be given a template that has sentence starterso Students may use illustrations to depict their thinking and express the contents

of their journal entry.

e. Assessment:- Students will be assessed based on the following rubric.

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Creativity

The journal entry contains many creative details and descriptions that contribute to

the reader’s understanding and enjoyment.

The journal entry contains several

details and descriptions that contribute to the

reader’s understanding and enjoyment.

The journal entry contains few details and

descriptions and they may distract from the reader’s understanding.

The journal entry contains little to no details and

descriptions and they may distract from the reader’s understanding.

Content/Book Support

Author includes substantial

specific and accurate details from the book to

support their thoughts in the journal articles.

Author includes some specific and accurate

details from the book to support their thoughts in

the journal articles.

Author includes few specific and accurate details form the book to

support their thoughts in the journal articles.

Author includes no specific or

accurate details from the book to

support their thoughts in the journal articles.

Capitalization & Punctuation

Author makes no errors in

capitalization or punctuation.

Author makes 1-2 mistakes in

capitalization or punctuation, but journal is still easy to read.

Author makes several mistakes in capitalization or punctuation that make the

journal difficult to read.

Author makes many errors in

capitalization or punctuation that make the journal difficult to read.

Completion

Minimum of three journal entries are

completed and turned in on

time.

Two journal entries are

completed and turned in on

time.

One journal entry is completed and

turned in on time.

No journal entries are

completed and turned in on

time.

ACTIVITY TWO

a. Content Discipline: Geography

b. NCSS Strand: People, Places and Environment – Following the lesson, students will have knowledge of the different geographic perspectives that were present during the civil rights movement and geographically where Ruby Bridge’s story unfolded.

c. Goal/Objective:

After reading Through My Eyes, discussing the civil rights movement, and completing a map activity, fifth graders will locate on a map where Ruby Bridges was born and went to school.

Given a map with a key, fifth grade students will be able to accurately read the map and key to answer questions and complete tasks with fewer than two errors.

d. Description: Materials Needed:- Through My Eyes – By: Ruby Bridges- Copies of Desegregation in South map (see below)- Writing and Coloring Utensils - Copies of United States maps (see below)- Copies of worksheet (see below)- Projector

Review Through My Eyes, emphasizing where it took place and the overall issue of desegregation and integrating schools.

Have students complete a think-pair-share to predict which states where enforced school segregation until 1954. Generate a list on the board.

Pass out the Desegregation in the South map. Have students talk to their partner about how their predictions align with the map.

Facilitate a whole group discussion and compare lists. o Possible discussion points:

What state most surprised you? Why? What state least surprised you? Why? What state are you surprised not to see included? Why?

Model for students how to read the map key and apply the information on the Desegregation in the South map.

o Project a blank map of the United States on the boardo Ask the question: In 1964, which state had 42% of African Americans in

schools with white? Think-pair-share Label Missouri with a square on the board.

o Ask the question: How many states had 28-60% African Americans in schools with whites in 1964?

Label the five states with diagonal lines.o Demonstrate based off of two examples how to create their own map key.

Distribute worksheet. Encourage students to work in the groups for the first two questions then complete the worksheet independently.

Teacher will float around the classroom, answer questions as appropriate, and provide support where needed.

Students will turn in their worksheet and map when done and read a book until class is over.

Differentiation:- Gifted Learners:

o Have students generate their own questions and directions based on the Desegregation map. Answer the questions and label the map.

o Ask students to label additional states and capitals on the map. o Students will use the timeline in the book to label other iconic events from the

Civil Rights Movement on the map.- Struggling Learners:

o Students will be given more explicit, step-by-step directions. o Students will be given a blank map that already has a key created for them. o Students will be given a fact sheet that includes the information they need

from the book to complete their map.o Teacher will check in with them twice as often to provide scaffolding and

support.

e. Assessment:

Students will be assessed based on their completed worksheet and map using the following checklist.

_____ Student accurately colored the sixteen desegregated states red.

_____ Student labeled Mississippi and put an X in the center.

_____ Student labeled Louisiana and put a star in the middle.

_____ Student correctly labeled four states with horizontal lines.

_____ Student correctly labeled seven states with vertical lines.

_____ Student accurately answered questions using complete sentences.

_____ Student included a legible key on their map.

Resources: http://www.historytunes.com/images/cartoons/44-1.png

Ruby Bridges, Desegregation, and Maps…Oh My!

Directions: Use the Desegregation in the South Map and Through My Eyes to answer the following questions in complete sentences. Don’t forget to include a key on your map! When you are finished, turn in your worksheet and map to the turn in tray and choose a book from our Civil Rights bin to read.

1. Color all the states where school segregation was enforced until 1954 red. How many are there?

2. Which state was Ruby Bridges born in? Label it on the map and put an X in the center.

3. What state did Ruby Bridges help integrate schools in? Label it on the map and put a star in the center

4. In 1964, how many states in the South had 1.5 – 6% African Americans in schools with whites? Label them with horizontal lines.

5. In 1964, what was the percentage of African Americans in schools with whites where Ruby Bridges lived? How many states are in the same range? Label them with vertical lines.

ACTIVITY THREE

a. Content Discipline: Expressive Arts and History

b. NCSS Strand: Individuals, Groups, and Institution and Time, Continuity, and Change– Students are researching various individuals who made an impact on the country through the civil rights movement.

c. Goal/Objective:

Fifth grade students will be able to research and share the impact one individual had on the country during the Civil Rights Movement through an artistic manner.

d. Description:Materials Needed:- Variety of Civil Rights Books- Internet Access - Costume materials - Rubric (see below) - Note sheet (see below)

The class will start with reviewing Through My Eyes By: Ruby Bridges and discussing the impact she had on the Civil Rights Movement.

Students will work in their groups to brainstorm characteristics that Ruby Bridges possessed that made her such an influential person.

o Ideas: Bravery, Courage, Perseverance, Determined, Motivated

The teacher will generate a cohesive list and discuss how there are many other people in history, specifically in the Civil Rights Era that displayed similar characters to Ruby Bridges.

Students may work individually or in pairs and will select an influential person that possesses similar characteristics as Ruby Bridges and also played a role the Civil Rights Movement. (Teacher may provide a list based on resources/books available)

o Possibilities Include: Rosa Parks Martin Luther King Jr. Thurgood Marshall Linda Brown Frederick Douglas Abraham Lincoln Sojourner Truth Harriet Tubman Malcolm X

The students will complete research focused on the individual of their choice. Research can be completed through library or classroom books, Internet, or other articles.

From their research, the students will come up with a creative way to share information about their individual to the class. Pass the rubric out to students ahead of time so they know what to expect with grading.

o Ideas: Skit or role play given as the famous individual Speech given as the famous individual Song written about them and their accomplishments

Students will present to the class. Their peers will complete a note sheet to demonstrate their understanding and knowledge.

Differentiation:- Gifted Learners:

o Students will take notes without the note guide. They will have to use their discretion to determine what information is important.

o Presentations will be of greater length. o Research must come from a minimum of four sources instead of three.

- Struggling Learners:o Students will be given a template for research detailing specifically what to

include. o Students are only expected to use one source instead of three.

e. Assessment:

Students will be assessed based on the rubric for their presentation and their completed note sheet. Both the student and teacher will complete the rubric. The teacher will have the ultimate decision, but it will be informative to see how the students would self-assess themselves.

4 3 2 1

Creativity

The presentation is well thought out. There are many creative

components and the student uses

the arts to explicitly depict their individual.

The presentation is well thought out. There are

several creative components and the student uses

the arts to explicitly depict their individual.

The presentation is somewhat thought out.

There are several creative

components, but the student does not clearly depict their individual.

The presentation is somewhat thought out.

There are very few creative

components and the student does not clearly depict their individual.

Content/Sources

Student includes substantial,

accurate, and informative

content. Information

comes from a minimum of

three sources.

Student includes somewhat substantial,

accurate, and informative

content. Information

comes from only two sources.

Not all of the content is

accurate and informative. Information

comes from only one source.

Little to no content is

accurate and informative. It is

unclear what sources were

used.

Presentation

The presentation was well

organized and the audience was always engaged. Student was easy

to hear and understand.

The presentation was well

organized and the audience was mostly engaged. Student was easy

to hear and understand.

The presentation was decently organized and

the audience was somewhat

engaged. Student was difficult to

hear and understand at

times.

The presentation was hard to follow and

unclear. The audience was

rarely engaged and the student as difficult to

hear and understand at

times.

Work Ethic

Student used all research time efficiently and put in a great

amount of effort.

Student used the majority of

research time efficiently and put in a great

amount of effort.

Student used some of the

research time efficiently and

put in a moderate amount of effort.

Student was rarely engaged during research time and put in

little to no effort.

Influential Individuals from the Civil Rights Movement

Name___________ Name____________ When were they born?

Why are they famous?

What traits do they have in common with Ruby Bridges?

How would your life be different today if they had not made a difference?

When were they born?

Why are they famous?

What traits do they have in common with Ruby Bridges?

How would your life be different today if they had not made a difference?

Fun/Interesting Fact:

Fun/Interesting Fact: