Lesson:
Ruby Bridges – A Modern Hero
Grade 1
Teacher – Tiffany Dormire School – Magruder Elementary
Preparer:
Jane Sebastian
Audience:
Grade One classroom (21 students)
Materials/Time/Space: (60 minutes) Let’s Read About Ruby Bridges, by Ruby Bridges and
Grace Maccarone; document camera; Chart (People Should Have a Chance to..); Appendix A;
Appendix B; Exit Card (22 copies), Ruby Bridges visit the White House video; markers, pencils,
VA SOL History 1.2 The student will describe the stories of American leaders and their
contributions to our country, with an emphasis on George Washington, Benjamin Franklin,
Abraham Lincoln, George Washington Carver, and Eleanor Roosevelt. Civics 1.10 The student
will apply the traits of a good citizen by a) focusing on fair play, exhibiting good sportsmanship,
helping others, and treating others with respect.
National Curriculum for Social Studies Standards (K-4): Standard #1 –What does it mean to
be a citizen of the United State? C. What are the important rights in the Unites States? D. What
are important responsibilities of Americans? E. What dispositions or traits of character are
important to the preservation and improvement of American democracy?
Objectives:
1. After listening to a read aloud autobiography about Ruby Bridges, students will
identify three forms of segregation.
.
2. After discussing the behaviors exhibited by people in Ruby Bridges’ life, students will
identify evidence of fair play, helping others, and treating others with respect. Students
will translate those behaviors to their own lives.
Day 1 (30 minutes) Whole Class
Introduction: After gathering students to the rug, prepare students to listen to a read aloud about
Ruby Bridges. Define the concepts listed in Background Information as they occur. Tell students,
as we read this true story of Ruby Bridges, listen to how Ruby proved she was a brave citizen.
Listen to how others tried to help Ruby and how some tried to hurt Ruby. Begin reading the
book. Highlight the following incidents: (1) federal marshals escort Ruby to school; (2) people
yell at Ruby to go away; (3) Ruby is alone in class with Mrs. Henry. Finish reading book.
Ask students to return to seats. Project blank “People Should Have a Chance to” Chart. Ask
students to recall the part of the book where black people and white people were not allowed to
live in the same neighborhoods. Explain that this is called “segregation”. Define segregation as a
term that means people must be separated. Ask students whether this is “fair”. After discussion,
model first entry on Chart. Say, “People should have a chance to live where they want”. Write,
“…live where they want” in first row. Next, talk about people having to eat in separate
restaurants. After discussion, model second entry on chart. Say, “People should have a chance to
eat where they want.” Write, “…eat where they want” in second row. Then, talk about children
going to separate schools. After discussion, say, “People should have a chance to go to school
where they want.” Write, “…go to school where they want” in the third row. Continue inviting
responses and filling in chart. Hang as an anchor in classroom. Tell students that because of
brave people like Ruby Bridges, everyone can go to school together. Everyone has the right to
equal treatment in American today. Play clip of Ruby Bridges visiting White House. Close part
one of lesson by telling students we will focus on the traits of good citizenship that Ruby
displayed in our next lesson.
Day 2 (30 minutes)
Whole Class: (25 minutes)
Begin lesson, “Yesterday, we listened to a story about a brave young girl named Ruby Bridges.
Can anyone describe Ruby’s story?” After brief discussion, tell students, “Today we will
continue to talk about how to play fairly, help each other, and respect each other’s differences.”
Project Appendix A. The first two rows are filled in already. Explain existing answers and
continue through the graphic organizer. Invite students to talk in pairs to identify more ways that
people acted in the story. After two minutes, stop discussion and ask student pairs to report.
Complete together as whole class. Next, project Appendix B as a guide for final discussion. Tell
students, “We are good citizens too. Together, let’s write the ways we can behave like good
students.” Proceed through Appendix B to record student responses.
Closure: (5 minutes) Ask, “If you were in school with Ruby Bridges, what is one thing you
could have done to show good citizenship?” Distribute Exit Card.
Evaluation:
Formative: Note student responses to “People Should Have a Chance to” (Chart), “What Ruby
Did….” (Appendix A)”, and “How Can We Be Good Citizens?” (Appendix B).
Summative: Student performance on Exit Card with question below read aloud to them.
1.
Ruby Bridges showed courage to make the point that…
a.
First graders can learn to read.
b.
All children deserve an equal education.
c.
Students have a choice in how they get to school.
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Background Information:
Note to Teacher: The read aloud is a very simple Level 2.8 book written by Ruby Bridges and
Grace Maccarone. It provides a primary level introduction to the idea of segregation and
courage. A chart is provided to assist in scaffolding the concept of segregation. Two appendices
are provided to assist in developing the concepts of good citizenship and courage as they pertain
to Ruby Bridges and to the students themselves.
Language appropriate for first graders:
Explain that every citizen in the United States is entitled to a good, public education. However, a
long time ago, black students and white students had to go to separate schools. This is called
“segregation.” Tell students, we will learn about an ordinary first grade girl named Ruby who
was chosen to do a very hard thing. Grow-ups decided she must attend a white school. Some
people were very mad, but Ruby obeyed. She showed courage.” Tell students, as we read this
true story of Ruby Bridges, listen to how Ruby proved she was a brave citizen. Listen to how
others tried to help Ruby and how some tried to hurt Ruby. Explain that Ruby’s teacher was
brave too. She loved Ruby and wanted to teach her math and reading. Her name was Mrs. Henry.
Because of her bravery, she lost her job. Explain that some famous people supported Ruby by
writing letters to her, painting pictures of her, and writing books about her. One artist named
Norman Rockwell painted a very famous picture of Ruby. Tell students that Ruby Bridges is
still alive today. Because of her bravery, three years ago, she was honored at the White House as
a guest of President Obama’s. The painting in the video is the same painting mentioned in the
book.
Definitions:
Autobiography: A book written by the person in the story.
Citizen: a member of a community.
Courage: to be brave.
Marshal: a person who works for the government whose job is to protect the citizens.
Ordinary: regular, normal.
Segregation: When people of different skin color must be separated.
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CHART
People Should Have a Chance to:
1.
Live where they want.
2.
Eat where they want.
3.
Go to school where they want.
4.
5.
6.
7.
Possible Expected Outcomes:
4.
Wear what they want.
5.
Use language spoken at home.
6.
Shop where they want.
7.
Play where they want.
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Appendix A:
What Ruby Did
What People Did TO Ruby
What People Did FOR Ruby
1. Acted brave.
1. Called her names.
1. Protected her.
2. Went to school.
2.
2. Admired her.
3.
3.
3.
4.
4.
4.
5.
5.
5.
What Ruby Did
What People Did TO Ruby
What People Did FOR Ruby
1. Acted brave.
1. Called her names.
1. Protected her.
2. Went to school.
2. Yelled at her.
2. Admired her.
3. Learned to read.
3. Tried to hurt her.
3. Made friends with her.
4. Never gave up.
4. Tried to stop her from
going to school.
4. Loved her.
Yelled at her.
Expected Outcomes:
5. Made new friends.
5. Wrote letters to her.
5. Wouldn’t let her play with
them.
6. Taught her.
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Appendix B:
How Can We Be Good Citizens?
Play Fairly
Help Others
1. Obey rules.
1. Volunteer to help your
neighbor.
2. Take turns.
2. Give someone a hug when
they are crying.
Respect Others
1. Include everyone.
2. Respect how others dress,
talk, and think.
Expected Outcomes:
Play fairly
1. Obey the rules.
2. Take turns.
3. Be a good sport – EVEN
when you are not winning.
4. Let your baby brother or
sister play.
5. Let others join your team.
Help Others
1. Volunteer to walk your
neighbor’s pet.
2. Share.
3. Hold the door open.
4. Give someone a hand when
they fall down.
5. Help your mom do chores.
Respect Others
1. Include everyone.
2. Respect how others look,
think and talk.
3. Wait your turn to talk.
4. Do not laugh when your
friends make a mistake.
5. Be kind.
6. Knock on closed doors.
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Resources:
Bridges, R., & Maccarone, G. (2003). Let's read about-- Ruby Bridges. New York: Scholastic.
Ruby Bridges Foundation. Retrieved by http://rubybridgesfoundation.org.
http://www.bing.com/images/search?q=norman+rockwell+the+problem+we+all+live+with&id=
http://www.whitehouse.gov/blog/2011/07/15/president-obama-meets-civil-rights-icon-rubybridges
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