Ruby Bridges

1. Ruby Bridges Erin Whitlow

2. Why I needed Ruby… • Common Core Fix • My own teaching style • Struggle to connect informational text to students in third grade • 3rd Grade Social Studies Unit

3. How I Found Ruby… • Scholastic View Scholastic Resources

4. Common Core Standards • ELACC3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. • ELACC3RI2: Determine the main idea of a text; recount the key details and explain how they support the main idea. • ELACC3RI3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

5. Common Core Standards • ELACC3RI7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). • ELACC3RI9: Compare and contrast the most important points and key details presented in two texts on the same topic. • ELACC3RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

6. Georgia Performance Standards • SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a. (Thurgood Marshall- civil rights) • SS3CG2 The student will discuss the character of different historical figures in SS3H2a. • a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership. • b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression. • c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.

7. Reading about Ruby

8. Lessons from Ruby • Main Idea • Vocabulary Acquisition • Letter Writing • Text Dependent Questioning and Close Reading • Comparison(s) of Text(s) and Movie • Character Mapping • Responding to Art

9. Image-Based Slides • Image-Based Slides from Scholastic • The image-based slides explain the time period and the obstacles that Ruby faced. http://www.scholastic.com/teachers/slideshow/ruby-bridges-and-civil-rights-movement-slide-show-kindergarten-grade-2 • Image-based slide show led to a discussion of the attitudes and outlooks during the Civil Rights Era.

10. What is Fair? What is fair?

11. Ruby Bridges Goes to School • Vocabulary: As students found examples of their vocabulary words used in context, they would mark the place in the book with a sticky note. At the end of class, students had an opportunity to draw illustrations for each word and write the sentence with the word from the book.

12. Main Idea Mobiles

13. Comparing the Books and the Movie Students worked individually and then in pairs to complete the Venn Diagram.

14. Character Mapping Students noted their observations about Ruby during and after reading.

15. Dear Ruby,

16. Dear Ruby,

17. Dear Ruby,

18. Dear Ruby,

19. Dear Ruby, • The letters that students wrote to Ruby highlighted the deep connections that students made. • In their letters, there was evidence of deeper understandings of the character traits. • Students commented that the letter writing activity was their favorite activity.

20. Responding to Art “The Problem We All Live With” Painting by Norman Rockwell, 1964

21. Responding to Art How is Ruby Bridges relevant today?

22. Connections • Using the Georgia Performance Standards in Social Studies, you can find books that your students will connect to. • Research using Read, Write, Think, Amazon, Good Reads, and Teachers Pay Teachers. • Take some time to get into grade level groups and find your grade level standards. Here are some suggestions of books that may help.

23. Social Studies Connections Third grade social studies content is often very difficult for our students to understand. We are constantly searching for new ways to engage our students in learning about events in our nation's history. We teach about segregation through the lives of Thurgood Marshall and Lyndon B. Johnson. Trust me, their eyes do not light up! This year, third grade was buzzing when I introduced the concept of segregation. At first, I didn't know why the students seemed to understand so much about this difficult topic. Then I noticed I heard one comment over and over again: THAT'S LIKE RUBY! By teaching this historical era through the life of a little girl close to our students' ages, Mrs. Whitlow was able to do something I had struggled to accomplish. Our students understood what segregation was, and they were broken-hearted that Ruby Bridges had the experiences she did. They were engaged and empathetic in a way I had never observed previously. Students were constantly telling me about the letters they had written to Ruby. They asked questions, made applications, and asked to do extra writings about the Civil Rights Movement. I loved that reading/language arts and social studies were authentically integrated. I hope next year's students "meet" Ruby as well! -Debby Wood, 3rd Grade Social Studies, Hull-Sanford Elementary

24. Your Turn • How can you integrate Social Studies into your classroom? • Each grade level has standards that involve Civil Rights, justice and equity. • By using concepts that students understand such as fairness and equality; we allow them to make meaningful connections to history.

25. Meet Martin Luther King, Jr. By Johnny Ray Moore

26. Martin’s Big Words By Doreen Rappaport

27. The Little Plant Doctor By Jean Marzollo

28. My Brother Martin By Christine King Farris

29. A Sweet Smell of Roses By Angela Johnson

30. If a Bus Could Talk By Faith Ringgold

31. Henry’s Freedom Box By Ellen Levine

32. Belle, the Last Mule at Gee’s Bend By Calvin A. Ramsey