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by Jacqueline Woodson

Short Summary:
Black Girl Dreaming is a memoir of Jacqueline Woodson’s childhood told in free verse about growing up in the 1960’s. Her accounts of what it was like living in the South and in the North during a time the world was changing and a Revolution was occurring. Jacqueline writes about growing up in different worlds and only feeling halfway home in each new place she moved to. She writes of what it was like as a Black child growing up during the Civil Rights Movement, living in worlds were Jim Crow laws were still present and then moving to New York where they were freer. Through her poetic style, Jacqueline writes of her beliefs being a Jehovah’s Witness, being teased for her city talk, and the joys of finding herself through her childhood -- finding her voice through her writing. Through her writing, she finds her place in this big world.

Reference

Woodson, J. (2014). Black girl dreaming. New York, NY: Nancy Paulsen Books.

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5th Grade

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In January the entire school gathers for a Martin Luther King Jr. assembly where each grade presents a piece (i.e. work of art, music, etc.) on something they have learned about MLK Jr. or the Civil Rights Movement. This text is to coincide with this assembly in which studying this text and other sources, 5th grade students will create a piece to showcase to students and staff at their school.

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1. What was it like as a Black child or person to live through the Civil Rights Movement in the 1960’s?

2. How can we create a fair and just community?

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Growing up and finding one’s place in the world and the Civil Rights

Movement.

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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5th Grade Reading Standards for Literature (CCSS.ELA-LITERACY.RL)

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Craft and Structure:

CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.

5th Grade Speaking and Listening for Literature  (CCSS.ELA-LITERACY.SL)

Comprehension and Collaboration:

CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Range of Reading and Level of Text Complexity:

CCSS.ELA-LITERACY.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

5th Grade Reading Informational Text (CCSS.ELA-LITERACY.RI)

Key Ideas and Details:

CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

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Foster, J. E., Root, T. L., & Lee, S. (2015). Teaching young children about the civil rights movement: Applying effective & developmentally appropriate strategies. Multicultural Education 22(3-4), 43-53.

Hooks, G. (2017). If you were a kid during the civil rights movement. New York, NY: Children's Press, an imprint of Scholastic Inc.

Woodson, J. (n.d.). A guide to Jacqueline Woodson’s brown girl dreaming. [Educator’s guide]. Retrieved from https://www.penguin.com/wp-content/uploads/2017/04/BrownGirlDreaming17-guide.pd.

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by Debbie Levy

Reference
Levy, D. (2013). We shall overcome: The story of a song. New York : Disney: Jump at the Sun Books.

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Nonfiction Book

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“This book tells the story of this anthem of the civil rights movement.  The story begins with the song’s roots in America’s era of slavery, moves through Emancipation and the Jim Crow period, reaches a crescendo in the civil rights era, and continues to the present day.  But the story of “We Shall Overcome” isn’t only  about a song that has come to represent the struggle for equality, freedom, peace, and justice around the world.  It’s also about how the act of singing and the process of sharing songs are part of what defines us as human beings.” (Levy, n.d., para 2).

The song We Shall Overcome is referenced in the anchor book. Including this text in the text set is important for students to look at how and why the song started and changed over time and became the theme song for the Civil Rights Movement.

Reference

Levy, D. (n.d.). We shall overcome: The story of a song [website]. Retrieved from http://debbielevybooks.com/books/we-shall-overcome/.

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We Shall Overcome: The Story of a Song

It only takes a few words to create change. It only takes a few people to believe that change is possible. And when those people sing out, they can change the world. "We Shall Overcome" is one of their songs.

This book tells the story of this anthem of the civil rights movement. The story begins with the song's roots in America's era of slavery, moves through Emancipation and the Jim Crow period, reaches a crescendo in the civil rights era, and continues to the present day. But the story of "We Shall Overcome" isn't only about a song that has come to represent the struggle for equality, freedom, peace, and justice around the world. It's also about how the act of singing and the process of sharing songs are part of what defines us as human beings.

Collage-style art by Vanessa Brantley-Newton pays tribute to the layers upon layers of history, and the voices upon voices who are the story of "We Shall Overcome."

Disney-Jump at the Sun Books
Ages 5 up
ISBN 978-1-4231-1954-8

Resources
You can listen to recordings of "We Shall Overcome" at these links:
The Freedom Singers, from Voices of the Civil Rights Movement: Black American Freedom Songs, 1960-1966, Smithsonian Folkways Recordings, 1997, in University of Virginia Library, Lift Every Voice: Music in American Life, Protest Songs-We Shall Overcome. Audio clip.

NPR, "A Freedom Singer Shares The Music Of The Movement," February 11, 2010. Singing led by civil rights activist Fannie Lou Hamer in Hattiesburg, Mississippi, 1964, from Voices of the Civil Rights Movement record. Audio clip.

John F. Kennedy Center for the Performing Arts, ArtsEdge, "The Story Behind the Song: We Shall Overcome." Video includes contralto Marian Anderson; folk singer Joan Baez.

Morehouse College Glee Club, "We Shall Overcome," April 3, 2009.

Gospel singer Mahalia Jackson performs "We Shall Overcome."
More resources:
Video of excerpt from President Lyndon Johnson's March 15, 1965 speech on the bill that later became the Voting Rights Act. At about 5:10 in the video, he quotes "We Shall Overcome."

Video of Hindi version of "We Shall Overcome" performed on Gandhi Jayanthi 2011, the national holiday in India celebrating the birthday of Mahatma Gandhi. (Note that the video erroneously credits music and lyrics to "Martin Luther King.")

Folk singer Pete Seeger talks about the history of the song in this interview.
And:
Lesson plan using book from South Carolina Academic Standards (go to page 126, TA-ARTS-6 Music - History and Culture: "We Shall Overcome"
Interview about the book with writer Deborah Kalb

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We Shall Overcome: The Story of a Song | Debbie Levy Books

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It only takes a few words to create change. It only takes a few people to believe that change is possible. And when those people sing out, they can change the world. "We Shall Overcome" is one of their songs. This book tells the story of this anthem of the civil rights movement.

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Below to At Grade Level

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5th Grade Reading Standards for Literature
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
5th Grade Speaking and Listening for Literature
Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
5th Grade Reading Informational Text
Key Ideas and Details:
CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

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Teacher-led as a read aloud to the class, but could also be used as peer-supported if students already have background knowledge of the song.

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This book could be used to explain the origins of the song and its importance to the Civil Rights Movement. This book is ideal as a read aloud. The book contains larger text that can be used for students below grade level, but also contains smaller text that offers more information about how the song changed throughout time and the movement. This would also be a great tool in teaching the words to the song. Could also lead into other discussions on how music has played an important role throughout history and how music has represented social injustices and/or revolutions.

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Gpezzalmdocs  [Screen name]. (2014, March 31). We shall overcome with lyrics [Video file].  Retreived from https://www.youtube.com/watch?v=sfKtyertvKM&t=2s.

Levy, D. (n.d.). Deby Levy. Retrieved from http://debbielevybooks.com/.

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by Kathleen Krull

Reference
Krull, K. (2013). What was the march on Washington. New York, NY: Grosset & Dunlap.

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Nonfiction Biography Book

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“The March on Washington was one of the largest political rallies for human rights in American history and included Martin Luther King Jr.'s historic "I Have a Dream" speech. On August 28, 1963, more than 200,000 people gathered in Washington, DC, to demand equal rights for all races. It was this peaceful protest that spurred the momentous civil rights laws of the mid-1960s. This watershed was a crucial part of African American history and the civil rights movement and is taught in every school.” (Scholastic, 2019).
This book is included as a text in the text set because it is an excellent source for students to learn more about this event that is briefly discussed in the anchor text. This book helps students build background knowledge of an important event of the Civil Rights Movement.

Reference
Scholastic. (2019). What was the march on Washington? Retrieved from https://www.scholastic.com/teachers/books/what-was-the-march-on-washington-by-kathleen-krull/.

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What Was The March on Washington? by Kathleen Krull | Scholastic

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The March on Washington was one of the largest political rallies for human rights in American history and included Martin Luther King Jr.'s historic "I Have a D

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On Grade Level

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5th Grade Reading Standards for Literature
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
5th Grade Speaking and Listening for Literature
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
5th Grade Reading Informational Text
Key Ideas and Details:
CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

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Independent and/or Peer-Supported

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This text could be used to build background knowledge, either read independently or with a peer as a novel study. The reading level for this book is grades 3-5, thus the comprehension of the text is at the right level for 5th graders to read independently. It is also part of a larger nonfiction series that discusses people and events in history; this series is a favorite of our 5th grade students. This text could also be used to discuss the essential question of how Blacks fought for a fair and just community.

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GettyImages. (2019). March on Washington [photos]. Retrieved from https://www.gettyimages.com/photos/1963-march-on-washington?sort=mostpopular&mediatype=photography&phrase=1963%20march%20on%20washington.

Khan Academy. (2019). The march on Washington for jobs and freedom. Retrieved from https://www.khanacademy.org/humanities/us-history/postwarera/civil-rights-movement/a/the-march-on-washington-for-jobs-and-freedom.

National Association for the Advancement of Colored People (NAACP). (2019). The march on Washington. Retrieved from https://www.naacp.org/marchonwashington/.

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Reference

PBS. (2013, November 19). Classroom: Preparing for sit-ins [Video file].  Retreived from https://www.pbs.org/video/african-americans-many-rivers-cross-classroom-preparing-sit-ins/

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Classroom | Preparing for Sit-Ins | The African Americans: Many Rivers to Cross

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Non-violent passive resistance required much preparation and mental strength.

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Video

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PBS Special that discusses the sit-ins and workshops (trainings) from several Black people’s point of view. “Non-violent passive resistance in the civil rights movement required much preparation and mental strength. Non-violence was a technique used to end segregation in America. This video is an excerpt from Episode Five, Rise!, from the series The African Americans: Many Rivers to Cross with Henry Louis Gates, Jr.” (PBS, 2013).
This video is included in the text set, because it gives students an insight on the activist’s point of view of what really transpired and reasons behind sit-ins. Looks at the essential question of what was it like as a Black child or person to live through the Civil Rights Movement in the 1960’s? This topic is discussed in a few different points in the anchor text and students will need background knowledge of what sit-ins are.
ReferencePBS. (2013, November 19). Classroom: Preparing for sit-ins [Video file].  Retreived from https://www.pbs.org/video/african-americans-many-rivers-cross-classroom-preparing-sit-ins/

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Above Grade Level

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5th Grade Reading Standards for Literature
Craft and Structure:
CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
5th Grade Speaking and Listening for Literature
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

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Teacher-Led as there will be topics and vocabulary that will need scaffolding.

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This video would pair well with additional videos and resources listed in the Links to Further Information section below, as it shows one side of the events that unfolded with the sit-in protests. It is recommended that this video be shown as a whole class with discussions held prior and after viewing in order to help students build background knowledge.

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Davis, A. (2010). Sit-in: How four friends stood up by sitting down. New York, NY: Little, Brown Books for Young Reader. Retrieved from https://www.amazon.com/Sit-Friends-Sitting-Addams-Awards/dp/0316070165.

Harris, K.(2019, March 19). The very first sit-in at a Greensboro Woolworth’s, 1960 (Photos) [Blog post]. Retrieved from https://groovyhistory.com/woolworth-sit-in-photos.

Mulholland, L. & Fairwell, A. (2016). She stood for freedom : the untold story of a civil rights hero. Salt Lake City, Utah: Shadow Mountain.

Stanford University. (n.d.) Martin Luther King Jr.  research and education institute: Sit-ins. Retrieved from https://kinginstitute.stanford.edu/encyclopedia/sit-ins.

Voices of the Civil Rights Movement. (2018). Jackson Woolworth’s sit-in [Video file]. Retrieved from https://voicesofthecivilrightsmovement.com/Video-Collection/2018/8/25/Jackson-Woolworth's-Sit-In.

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Reference

University of Virginia. (2010). The racial dot map. Retrieved from https://demographics.virginia.edu/DotMap/index.html.

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The Racial Dot Map: One Dot Per Person for the Entire U.S.

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Interactive Map

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This is an interactive map from the University of Virginia which uses the 2010 census data to visualize the racial makeup of the United States. By zooming in on cities, this map shows the racial makeup of different cities throughout the United States in 2010. This is included in the text set to allow students to investigate a visual representation of the population through the lens of race.

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On Grade Level

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5th Grade Speaking and Listening for Literature
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5th Grade Reading Informational Text
Key Ideas and Details:
CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

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Individual or Peer-Led

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Potential uses are comparing this map to redlining maps of the early 20th century. Students can also evaluate their town, or cities across the United States and discuss where has integration happened? Where has segregation remained consistent and why?

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Berkovitz, C. (2018, November 20). Understanding exclusionary zoning and its impact on concentrated poverty. The Century Foundation. Retrieved from https://tcf.org/content/facts/understanding-exclusionary-zoning-impact-concentrated-poverty/?session=1&agreed=1. Johnson, K. (2012). “Why is this the only place in Portland I see black people?” Teaching young children about redlining. Rethinking Schools, 27(1).  Retrieved from https://www.rethinkingschools.org/articles/why-is-this-the-only-place-in-portland-i-see-black-people-teaching-young-children-about-redlining. Semuels, A. (2016, July 22). The racist history of Portland, the whitest city in America. The Atlantic. Retrieved from https://www.theatlantic.com/business/archive/2016/07/racist-history-portland/492035/. University of Richmond. (n.d.). Mapping inequality: Redlining in new deal America. Retrieved from https://dsl.richmond.edu/panorama/redlining/#loc=14/45.5580/-122.6500&opacity=0.8&area=D3&city=portland-or.

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Reference

History for Kids. (n.d.). Jim Crow laws. Retrieved from http://www.historyforkids.net/jim-crow-laws.html.

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History for kids - Free history network for kids

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Racial discrimination may have been most well-known as a southern state situation, but in reality it occurred in all of the states. The oppression included state approved discrimination as well as violence. Many of the 'Jim Crow Laws' were set in place after the Civil War and during the reconstruction of the southern states and were allowed on both the state and local levels. Those Black Americans that had been former slaves, but were now considered free, had limited rights under the Jim Crow Laws.

This means that if a local area passed a law that was based on discrimination, it was allowed. The Jim Crow Laws basically offered African Americans a 'separate by equal' status. They had equality, only as far as the local or state laws permitted. The reason these laws were passed is due to the fact that the white governing communities thought that Black Americans were inferior to them.

Some of the Jim Crow Laws that were passed were heavily based on segregation. This is the separation of Black Americans from the white population in many of the daily activities and lifestyle actions. This included: separate schools, drinking fountains, bathrooms, hotels, public libraries, restaurants and public transportation. The United States military was also segregated, allowing Black American soldiers to serve in 'Black Only' infantry. There were also Jim Crow laws forbidding Black Americans to participate in or attend sporting events. Even Black and White Americans working together in the same office was considered against the law in some areas.

President Woodrow Wilson was a southerner and during his presidency, supported the Jim Crow Laws of any state or area. The government turned away at every complaint or protest, even when the Jim Crow Laws allowed murder without the benefit of a fair trial. Wilson appointed southern representatives to his cabinet and they made sure that laws were not passed to allow any additional freedoms to the Black Americans.

Some of the most important Jim Crow Laws had to do with voting rights. Many of the southern states passed laws requiring a voter to be able to pass a literacy test before they were given the approval to vote. Since many of the Black Americans still lived in the south and most were not literate due to previous laws against educating slaves, a majority of the Black Americans could not vote. Additional Jim Crow laws on voting added a 'polling tax' which was a payment that allowed you to vote at the voting polls. The lower income Black Americans could not pay the 'polling tax' and this reduced their voting abilities.

I wasn't until 1953, when attorney Thurgood Marshall, brought a legal case to court known as Brown v. Board of Education of Topeka, that the NAACP (National Association for the Advancement of Colored People) had their day in trial. The court case that Marshall won over ruled all laws, local or state, that would be considered "Jim Crow Laws" and listed them as unconstitutional.

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"Jump Jim Crow" was the name of a 19th century song that created a stereotype about African Americans. It became the term that was used for the type of laws that allowed oppression and racial discrimination that was common in the United States.

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Website fact sheet of historical law.

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This is a very basic and student friendly description of what the Jim Crow laws are and their significance in history. Learning some background information about the Jim Crow laws will help students understand history and why there was segregation laws, especially in the South. This text was chosen to be part of the text set in order to establish some background information, especially for White students or students who don’t understand why the main character at the beginning of the anchor text cannot go or sit in the same places at White people. Since we no longer have segregation, this may be a hard topic for students to understand and connect with.

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Below to At Grade Level

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5th Grade Reading Standards for Literature
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5th Grade Speaking and Listening for Literature
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5th Grade Reading Informational Text
Key Ideas and Details:
CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

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This text is meant to be peer-supported or teacher-led to help with the needed scaffolding to understand the laws during the Civil Rights Movement.

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Potential uses for this text are to build background knowledge for students who are not familiar with Jim Crow laws and segregation. This text could also be used in an exercise where students create their own cities where they make their own laws; knowing about Jim Crow laws and segregation how would they make laws that are fair and just for all community members (relates to essential question). Another use could be for students to reflect on a time when they felt left out or segregated because of their skin, language, country, etc. Have students discuss one way racism remains a problem in the U.S. today. Do they have a moral obligation to press on and why?

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Constitutional Rights Foundation. (2019). A brief history of Jim Crow. Retrieved from https://www.crf-usa.org/black-history-month/a-brief-history-of-jim-crow. Kidzworld.com. (2019, January 08). Civil rights movement timeline [Blog post]. Retrieved from https://www.kidzworld.com/article/3015-civil-rights-movement-timeline. PBS Learning Media. (2019). The rise and fall of Jim Crow: Who was Jim Crow? [Video file]. Retrieved from https://opb.pbslearningmedia.org/resource/bf10.socst.us.indust.whowasjim/who-was-jim-crow/.

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Reference

Holmes, R. (n.d.). StoryCorps: Segregated swimming pool [Audio file]. Teaching Tolerance.

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Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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Audio

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This is an audio of Robert Holmes recounting an incident when he was in elementary school where his school friends were allowed into the local pool after performing and he was stopped and told he was not allowed to go in; it is alluded, but not spoken that the reason was because he was Black. He talks about his mother fighting for his right to swim with his classmates and how she told him to go under the turnstyle and go swimming. This is included in the text set because it addresses the essential question of what was it like as a Black child or person to live through the Civil Rights Movement in the 1960’s?

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At to Above Grade Level

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5th Grade Reading Standards for Literature
Craft and Structure:
CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
5th Grade Speaking and Listening for Literature
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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Peer-supported or Teacher-Led

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Potential uses for this piece is for students to listen to one of many accounts that happened during the end of segregation in the South and to put a voice to someone who lived during that time as a child. This could be used as a starting point for many different discussions on what it was like for Blacks to live through the Civil Rights Movement and how it changed their lives and those of future generations. How would students feel in this situation? What would they do if they were Robert? How did this incident affect the future of segregation? How are we benefiting from what Robert and his mother did...from what others like him did?

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Turner, R. T.. (2019). March with me [Excerpt]. Teaching Tolerance. Retrieved from https://www.tolerance.org/classroom-resources/texts/march-with-me.

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Reference

Woodson, J. (2019). Jacqueline Woodson. Retrieved from https://www.jacquelinewoodson.com/.

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Jacqueline Woodson is an American writer of books for adults, children, and adolescents. She is best known for her National Book Award-Winning memoir Brown Girl Dreaming, and her Newbery Honor-winning titles After Tupac and D Foster, Feathers, and Show Way. Her picture books The Day You Begin and The Year We Learned to Fly were NY Times Bestsellers. After serving as the Young People’s Poet Laureate from 2015 to 2017, she was named the National Ambassador for Young People’s Literature by the Library of Congress for 2018–19. She was awarded the Hans Christian Andersen Medal in 2020. Later that same year, she was named a MacArthur Fellow.

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Website

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This is Jacqueline Woodson’s, the author of the anchor text, website. Woodson is continually adding, writing, and updating her website so this is a good source to find out more information about her, her works, and what is coming up for her. This is included in the text set, because it gives accurate first hand information about the author from her perspective.

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At Grade Level

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5th Grade Reading Standards for Literature
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Craft and Structure:
CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
5th Grade Speaking and Listening for Literature
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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Independent or Peer-Supported

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This website could be used to complete an author study about Jacqueline Woodson. Other works by Woodson can also be located here. The website includes a Q&A section, a research guide section, information about her, how to contact her, and upcoming events that she will be at.

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Penguin Middle School. (2014, August 1). Jacqueline Woodson brown girl dreaming author video [Video file]. Retrieved from https://www.youtube.com/watch?v=-2YJPGea94E. Poetry Foundation. (2019). Jaqueline Woodson [Biography page]. Retrieved from https://www.poetryfoundation.org/poets/jacqueline-woodson. Woodson, J. (2010, August). @JackieWoodson [Twitter page]. Retrieved from https://twitter.com/JackieWoodson?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor.

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Reference

Alabama Department of Archives and History. (1952). Code of the City of Montgomery, Alabama. Charlottesville: Michie City Publishing Co. Retrieved from https://archives.alabama.gov/teacher/rights/lesson1/doc1.html.

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Historical Document

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This document is the actual Montgomery City Code document that outlines the law as it stood in 1955. The law documented is Section 10 - Separation of Races - Required, as it relates to the Montgomery buses. This document also includes Sections 11 and 12 of the city codes. This document was used and cited by prosecutors as the reason Rosa Parks broke the law. This historical document is included in the text set to give students a point of reference on the discrimination laws and local codes that were used to keep segregation prominant in the South at the beginning of the Civil Rights Movement. It goes along with the essential question of what was it like as a Black child or person to live through the Civil Rights Movement in the 1960’s?

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At or Above Grade Level

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5th Grade Speaking and Listening for Literature
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5th Grade Reading Informational Text
Key Ideas and Details:
CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

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Peer-Supported and/or Teacher-led

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Potential use is to spark discussions on why we had laws like this one and why people sought out to change those laws. Potential discussion questions also include:
* Why was separation of the races required (Section 10)?
*Was it hypocritical that the city code allowed "Negro nurses" to sit in the "white section" of the bus if they were attending white people who needed their care (Section 10)?
*How was it that Rosa Parks was arrested on charges of non-compliance of obeying the orders of a bus driver (Section 11)?
*If city codes such as this one existed today, how would you go about changing them?
* On public transportation where you live, does separation of people occur without there being a written law? Do invisible lines and social boundaries exist? If so, what are they and why do they exist?Students could also re-write the city code to comply with the 1956 Supreme Court ruling on bus segregation. How would Sections 10 and 11 be written to conform to the law?

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Teaching Tolerance. (2019). Bus boycott: Historical documents highlight integration milestone. This collection of primary resources and corresponding activities sheds light on the endurance of peaceful protesters in Montgomery, Ala., who overturned an unjust law. Retrieved from https://www.tolerance.org/classroom-resources/tolerance-lessons/bus-boycott-historical-documents-highlight-integration. United States Civil Rights Trail. (n.d.). Retrieved from https://civilrightstrail.com/.