Teaching Tolerance
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early grades activity
K 1 2 3 4 5 6 7 8 9 10 11 12
Before Rosa Parks: Susie King Taylor
Goals (Language Arts and U.S. History topics)
• Students will read excerpts from an autobiographical work and retell scenes from the book
• Students will consider the ways Susie King Taylor's autobiography displays character traits including courage,
creativity, compassion and determination
• Students will collaborate to convert segments of the text into dialogue, creating a brief play about Susie King Taylor's
involvement in the Civil War
Rationale
Susie King Taylor is the only black woman who wrote a narrative about her experiences working with soldiers during
the Civil War. While many black women provided food and shelter to Union soldiers, some endangering their lives
to do so, only Taylor’s story remains.
Although she was officially hired as a “laundress,” Taylor also nursed the sick and wounded. She recounts caring for
smallpox patients, declaring that her blood was strong from sassafras tea so she didn’t contract the deadly disease. She
also met Clara Barton at an army hospital and commented on her bravery and skill. Of course, Taylor was performing
the same work as she cared for and traveled with the first black regiment in the U.S. Army.
Process
• Explain to students that they are going to read and write a play about Susie King Taylor, a girl born into slavery who
helped the Union army win the Civil War.
• Write the words from the lesson that the students might not be familiar with on the board: rebel, custard, regiment,
commissary, furlough, devotions.
• If possible, display a map of Charleston as you ask what students know about the Civil War.
• Read the summary of Taylor's life from the handout to the class, or ask students to read it aloud.
• Assign students to groups of four or five. Each group will have a segment of Taylor's story. They should read it aloud
to one another, then discuss the characters and events. Each group will write a short scene about their excerpt.
• If time permits, allow students to perform their sections in sequence for the whole class.
• You might also do a "First, next, then and finally" summary that contextualizes the events relayed in the excerpts.
Example: First, Taylor was a slave. Next, the Civil War began and she helped the Union fight for her freedom. Then,
the U.S. Army decided to pay black soldiers equally. Finally, the “rebels” retreated, and Taylor helped put out the fire
in Charleston at the war’s end.
This activity meets curriculum standards in Language Arts and U.S. History as outlined by Content Knowledge:
A Compendium of Standards and Benchmarks for K-12 Education, 4th Edition (www.mcrel.org/standardsbenchmarks).
Teaching Tolerance
early grades handout
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Before Rosa Parks: Susie King Taylor
Story Handout
At the age of 13, Susie King Taylor escaped from slavery. The Civil War broke out and she went to sea on a gunboat.
She wanted to help the soldiers who saved her life. She showed a commander at the army camp that she could write.
The camps were on the Sea Islands off South Carolina’s coast.
An army commander asked her to start a school. Susie taught children who, like her, had escaped slavery with their
families. She ran a small school at each army camp. She had 40 students and taught some of the adults at night.
Susie traveled with Union soldiers as they moved to new camps. Some of the soldiers formed the first black troops
in the U.S. Army. Some of them were hurt in the war. Susie learned how to nurse them back to health. She was a
teacher and a nurse, and Susie also worked in the laundry.
Susie’s story talks about these black soldiers. They demanded equal pay when the army wanted to pay them less
than white soldiers. They pulled cannons for five miles if they didn’t have a horse. Some of them got smallpox. Susie
treated the black and white soldiers equally. Black or white, they worked together for freedom and justice.
As you read different sections of Susie’s true story, you will see that she was brave and smart. Susie used her intelligence
to solve problems. When she was in danger, she took care of herself. When the soldiers ran out of food, she found
things for them to eat.
Her story tells us about courage, but some parts of it are funny. As you read about her, think of what kind of person
she was. Imagine her talking to friends and the soldiers. Use the worksheets to write a class play about Susie King
Taylor’s life during the Civil War.
Teaching Tolerance
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Before Rosa Parks: Susie King Taylor
Activity Handout for Group 1
An excerpt from Susie Taylor King’s autobiography:
I was born under the slave law in Georgia, in 1848, and was brought up by my grandmother in Savannah. There
were three of us with her, my younger sister and brother. My brother and I being the two eldest, we were sent
to a friend of my grandmother, Mrs. Woodhouse, a widow, to learn to read and write. She was a free woman
and lived on Bay Lane, between Habersham and Price streets, about half a mile from my house. We went every
day about nine o’clock, with our books wrapped in paper to prevent the police or white persons from seeing
them. We went in, one at a time, through the gate, into the yard to the kitchen, which was the schoolroom.
She had twenty-five or thirty children whom she taught, assisted by her daughter, Mary Jane. The neighbors
would see us going in sometimes, but they supposed we were there learning trades, as it was the custom to
give children a trade of some kind. After school we left the same way we entered, one by one, when we would
go to a square, about a block from the school, and wait for each other. We would gather laurel leaves and pop
them on our hands, on our way home.
Questions for Discussion and Preparation
1. Why do you think the school children had to hide what they were doing? How did they conceal the fact that they
were learning to read from neighbors and police?
2. What did the neighbors think the children did at Mrs. Woodhouse’s?
3. How do you think the children felt about learning to read secretly?
4. If this were a play, who would the characters be?
5. Imagine that a policeman sees Susie and her siblings gather after school. What could she say to keep the secret
about the school? Use the prompts below to write a scene for a play about Susie. Fill in the blanks with dialogue.
Teaching Tolerance
early grades handout
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A Play about Susie Taylor King: Scene 1
Setting: Sidewalk in front of Mrs. Woodhouse’s school on an autumn day. Susie and her sister leave, one at a time, and
run around the corner to meet. They are both carrying school books wrapped in paper. A policeman approaches.
Policeman: What are you two doing on this street?
Susie: (a little scared, noticing the policeman staring at her book)____________________________________________
_______________________________________________________________________________________________
Policeman: What is that you’re carrying?
Susie: A package my mistress asked me to collect for her.
Policeman: _________________________________________________________________ (Policeman walks away.)
Susie’s sister: (whispering to Susie so the policeman can’t hear) That was ___________________________________
Susie: Well, sister, the most important thing is____________________________________ (The two girls hold hands
and start skipping toward home.)
Teaching Tolerance
early grades handout
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Before Rosa Parks: Susie King Taylor
Activity Handout for Group 2
An excerpt from Susie Taylor King’s autobiography:
The first colored troops did not receive any pay for eighteen months, and the men had to depend wholly on
what they received from the commissary, established by General Saxton. A great many of these men had large
families, and as they had no money to give them, their wives were obliged to support themselves and children
by washing for the officers of the gunboats and the soldiers, and making cakes and pies which they sold to the
boys in camp. Finally, in 1863, the government decided to give them half pay, but the men would not accept
this. They wanted “full pay” or nothing. They preferred rather to give their services to the state, which they did
until 1864, when the government granted them full pay, with all the back pay due.
I remember hearing Captain Heasley telling his company, one day, “Boys, stand up for your full pay! I am with
you, and so are all the officers.”
Questions for Discussion and Preparation
1. Why do you think the government only wanted to give the black soldiers half pay? Who do you think got full
pay?
2. What did the black soldiers have to sacrifice by demanding full pay or nothing?
3. Why do you think the government decided to pay the soldiers after all?
4. Name the characters who Susie mentions in this story.
5. Imagine that this story was a scene from a play. What would the plot be? What would the characters say to each
other? Use the prompts below to write a scene about this story.
Teaching Tolerance
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A Play about Susie Taylor King: Scene 2
Setting: The meeting place at the center of the black soldiers’ camp. One of the soldiers is passing out mail to the troops.
Some soldiers stand around, including Susie, who has just left the tent where she teaches school.
Captain Heasley: I have some bad news, soldiers. I got a letter from the government that says they will only pay you
half of what the white soldiers get.
Susie: But, Captain, how will we ______________________________________________________________________
First soldier: I need that money for ___________________________________________________________________
Susie: Half pay is not enough money to ________________________________________________________________
Second soldier: I deserve full pay because _____________________________________________________________
Captain: You’re right, men. You are as brave all the rest of the soldiers. You risk your life just like they do.
First soldier: We need to stand up for ourselves!
Second soldier: Yes, we should ______________________________________________________________________
Third soldier: I want to fight for my freedom. I will ______________________________________________________
Teaching Tolerance
early grades handout
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Before Rosa Parks: Susie King Taylor
Activity Handout for Group 3
An excerpt from Susie Taylor King’s autobiography:
My work now began. I gave my assistance to try to alleviate their sufferings. I asked the doctor at the hospital
what I could get for them to eat. They wanted soup, but that I could not get; but I had a few cans of condensed
milk and some turtle eggs, so I thought I would try to make some custard. I had doubts as to my success, for
cooking with turtle eggs was something new to me, but the adage has it, “Nothing ventured, nothing done,” so I
made a venture and the result was a very delicious custard. This I carried to the men, who enjoyed it very much.
My services were given at all times for the comfort of these men. I was on hand to assist whenever needed. I
was enrolled as company laundress, but I did very little of it, because I was always busy doing other things
through camp, and was employed all the time doing something for the officers and comrades.
Questions for Discussion and Preparation
1. Why did Susie want to cook with turtle eggs?
2. What other things do you think Susie did for the sick and wounded soldiers?
3. Why do you think the soldiers wanted soup?
4. If this were a play, who would the characters be?
5. Use the prompts below to write a scene about this story.
Teaching Tolerance
early grades handout
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A Play about Susie Taylor King: Scene 3
Setting: An old barn converted to a hospital. Many soldiers are in cots. Many of them have bandages on the head and
body. The doctor is stitching up a large cut on one of the men. Susie is bringing the men water.
Susie: Here, have a drink. It will help your fever.
Soldier: I’m so _____________________________________________________________________________________
Doctor: These men need ____________________________________________________________________________
Susie: But I don’t have any ___________________________ (Susie stops to think.) But maybe ___________________
________________________________________________________________________________ (She leaves the tent.)
(A few hours later. Susie returns to the tent with a tray and begins passing out bowls of a creamy substance. The men
eat hungrily. Susie sits down next to a man with two broken arms and begins spooning the contents of the bowl into
his mouth.)
Soldier with broken arms: Oh my goodness, Susie _____________________________________________________
Another soldier: What’s in this?
Susie: ____________________________________________________________________________________________
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early grades handout
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Before Rosa Parks: Susie King Taylor
Activity Handout for Group 4
An excerpt from Susie Taylor King’s autobiography:
I must mention a pet pig we had on Cole Island. Colonel Trowbridge brought into camp, one day, a poor, thin
little pig, which a German soldier brought back with him on his return from a furlough. His regiment, the 74th
Pennsylvania, was just embarking for the North, where it was ordered to join the 10th corps, and he could not
take the pig back with him, so he gave it to our colonel. That pig grew to be the pet of the camp, and was the
special care of the drummer boys, who taught him many tricks; and so well did they train him that every day
at practice and dress parade, his pigship would march out with them, keeping perfect time with their music.
The drummers would often disturb the devotions by riding this pig into the midst of evening praise meeting,
and many were the complaints made to the colonel, but he was always very lenient towards the boys, for he
knew they only did this for mischief. I shall never forget the fun we had in camp with “Piggie.”
Questions for Discussion and Preparation
1. Why do you think it was so much fun to play with a pig at the army camp?
2. Can you think of other stories where pigs are characters? What makes a pig a good character for a story?
3. Why do you think the colonel permitted some mischief among the drummer boys? Can you think of other mischief
you could get into with a pet?
4. Name the characters who Susie mentions in this story.
5. Imagine that this story was a scene from a play. What would the plot be? What would the characters say to each
other? Use the prompts below to write a scene
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A Play about Susie Taylor King: Scene 4
Setting: Susie’s classroom at the camp. She rings the bell so her students will come in to begin lessons. As the class
files in, someone makes a funny snorting noise and the students giggle. Susie walks to the front of the classroom with
a puzzled look on her face.
Susie: Does someone have a cold? That sounded like a very bad sneeze… (Another sound, more distinctly like “oink,”
comes from under a bench. Susie looks at the boys on the bench.)
Susie: What is that _________________________________________________________________________________
Older student: It’s just a _______________________________________(Suddenly, the pig ______________________
____________________________________ A younger student tries to ________________________________________
___________________________________ Suddenly, the entire class__________________________________________
_________________________________________________________________________________________________.)
Susie: Well, Piggie, I’ll have to ________________________________________________________________________
Younger student: __________________________________________________________________________________
Older student: Sorry, Miss Susie, we just ______________________________________________________________
Teaching Tolerance
early grades handout
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Before Rosa Parks: Susie King Taylor
Activity Handout for Group 5
An excerpt from Susie Taylor King’s autobiography:
On February 28, 1865, the remainder of the regiment were ordered to Charleston, as there were signs of the
rebels evacuating that city. Leaving Cole Island, we arrived in Charleston between nine and ten o’clock in the
morning, and found the “rebs” had set fire to the city and fled, leaving women and children behind to suffer
and perish in the flames. The fire had been burning fiercely for a day and night. When we landed, under a flag
of truce, our regiment went to work assisting the citizens in subduing the flames. It was a terrible scene. For
three or four days the men fought the fire, saving the property and effects of the people, yet these white men
and women could not tolerate our black Union soldiers, for many of them had formerly been their slaves; and
although these brave men risked life and limb to assist them in their distress, men and even women would
sneer and molest them whenever they met them.
Questions for Discussion and Preparation
1. Why do you think the rebels tried to burn the city they were supposed to be defending?
2. Why did the black soldiers want to help put out the fire?
3. Why do you think the white men and women could not tolerate the black Union soldiers? Do you think they treated
the white Union soldiers differently?
4. Name the characters who Susie mentions in this story.
5. Imagine that this story was a scene from a play. What would the plot be? What would the characters say to each
other? Use the prompts below to write a scene.
Teaching Tolerance
early grades handout
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A Play about Susie Taylor King: Scene 5
Setting: A street in Charleston. A large house is on fire and a woman stands on the second floor balcony crying. Susie
and one of her cousins, a black Union soldier, run up to the house with the Colonel, a white Union soldier.
Lady on balcony: __________________________________________________________________________________
Colonel: Hurry! We must ___________________________________________________________________________
Susie: (to her cousin) Hey, isn’t that ___________________________________________________________________
Cousin: It is _______________________________________________________________________________________
(Her cousin runs inside the burning house. The colonel climbs a ladder to rescue the woman from the balcony. Susie’s
cousin stumbles back out, supporting a black woman. They are each carrying a small child. Susie helps the victims
bandage their burns and drink some water.)
Cousin: I can’t believe it. I found _____________________________________________________________________
Black woman: _____________________________________________________________________________________
White woman: I never thought I would see ____________________________________________________________