Lessons on Famous
Americans:
Abraham Lincoln, Helen Keller, George
Washington, Jackie Robinson, Susan B.
Anthony, Martin Luther King Jr., Cesar
Chaves, Thomas Jefferson, and Ruby Bridges
By Jackie King
Grade 2
Implementation Time for
Unit of Study: 3 weeks
2010
2
Famous Americans Unit
Lessons on Famous
Americans:
Abraham Lincoln, Helen Keller, George Washington,
Jackie Robinson, Susan B. Anthony, Martin Luther King Jr.,
Cesar Chaves, Thomas Jefferson, and Ruby Bridges
Unit Concepts
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Commonalities
Overcoming Disabilities
Freedom
Segregation
Civil Rights
Race
Courage
Inequality/ Equality
Role Playing
Peace/ Symbolism
Standards Addressed by this Unit
History
STANDARD 2.10
The student will explain the responsibilities of a good citizen, with emphasis on
a) respecting and protecting the rights and property of others;
b) taking part in the voting process when making classroom decisions;
c) describing actions that can improve the school and community;
d) demonstrating self-discipline and self-reliance;
e) practicing honesty and trustworthiness.
STANDARD 2.11
The student will identify George Washington, Abraham Lincoln, Susan B. Anthony,
Helen Keller, Jackie Robinson, and Martin Luther King, Jr.,
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as Americans whose contributions improved the lives of other Americans.
English
2.7 The student will read fiction and nonfiction, using a variety of strategies
independently.
a) Preview the selection by using pictures, diagrams, titles, and headings.
b) Set purpose for reading.
c) Read stories, poems, and passages with fluency and expression.
d) Reread and self-correct when necessary.
2.8 The student will read and demonstrate comprehension of fiction and nonfiction.
a) Make predictions about content.
b) Read to confirm predictions.
c) Relate previous experiences to the topic.
d) Ask and answer questions about what is read.
e) Locate information to answer questions.
f) Describe characters, setting, and important events in fiction and poetry.
g) Identify the problem, solution, and main idea
2.9 The student will demonstrate comprehension of information in reference
materials.
a) Use a table of contents.
b) Use pictures and charts.
c) Use dictionaries and indices.
2.10 The student will maintain manuscript and begin to make the transition to
cursive.
2.11 The student will write stories, letters, and simple explanations.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle, and end.
c) Revise writing for clarity.
d) Use available technology.
2.12 The student will edit writing for correct grammar, capitalization, punctuation,
and spelling.
a) Recognize and use complete sentences.
b) Use and punctuate declarative, interrogative, and exclamatory sentences.
c) Capitalize all proper nouns and the word I.
d) Use singular and plural nouns and pronouns.
e) Use apostrophes in contractions, including donít, isnít, and canít.
f) Use correct spelling for high-frequency sight words, including compound words
and regular plurals.
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Recourses:

Lincoln and Me. By Louise Borden
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Helen Keller: The World in Her Heart by Lesa Cline-ransome.
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Young George Washington: America's First President, by Andrew Woods
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“February 22," a poem by Leland B. Jacobs
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Jackie Robinson Book
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Map of United States
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Map of New York
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Copy of the Constitution
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Martin Luther King, Jr. and the March on Washington by Frances E. Ruffin
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The Sneetches by Dr. Seuss
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Cesar Chavez by Ruth Franchere
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Cesar Chavez and La Causa by Naurice Roberts
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Cesar Chavez: Leader for Migrant Farm Workers by Doreen Gonzales
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Map of California
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Thomas Jefferson; The Revolutionary Aristocrat by Milton Meltzer, Watts
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Epitaph by Thomas Jefferson
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The Story of Ruby Bridges by Robert Coles
Audiovisual
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SMART board
TV or Computer with Screen
CD Player or Speakers
STRATEGIES
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Lecture
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Cooperative learning
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Problem-based learning
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Large and small group discussion
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Audiovisual activities
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Educational games
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Simulations
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Role play
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Individual work
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Field trip
EVALUATION
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Written work
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Worksheet completion
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Observation of discussions
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Completion of projects
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Participation in simulation activities
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Rubrics will be used for journal and worksheet completion
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Lesson Summary
Lesson 1 Abraham Lincoln…………..................................................................................................... 7
Children compare themselves to our 16th President.
Lesson 2 Helen Keller…………………………………….........................................................................19
Children discover what it is like to be blind.
Lesson 3 George Washington………………...................................................................................... 23
Children revisit our 1st president and review from first grade.
Lesson 4 Jackie Robinson……………….............................................................................................. 28
Children are involved in a reenactment of segregation.
Lesson 5 Susan B. Anthony…………………………............................................................................ 31
Children learn their right to vote and how important it is.
Lesson 6 Martin Luther King Jr. ………………………...................................................................... 36
Children connect with the accomplishments of Dr. King.
Lesson 7 How Are We Alike……………………………....................................................................... 39
Students research why physical differences do not affect one's personal
worth/value.
Lesson 8 Cesar Chaves…………………................................................................................................ 42
Children will visualize farm work and the importance of labor laws.
Lesson 9 Thomas Jefferson…………….............................................................................................. 52
Children connect with the accomplishments of Thomas Jefferson.
Lesson 10 Ruby Bridges...……………….............................................................................................. 55
The story of a first grader who challenged the system demonstrates the power of
silence.
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Social Studies 2nd Grade Lesson 1
Teacher ____Jackie King____ Date ___August 30, 2010___
Subject __2nd grade Social Studies_____ Time ____50-60 min._____
Topic/Concept/Question/Problem __Famous Americans/ Abraham Lincoln________
(The above is your descriptive data.)
SOL: List # of SOL –
Civics 2.10, 2.11 Writing 2.10, 2.11, 2.12 Reading 2.7, 2.8, 2.9
Rationale: To teach students the understanding of how Individuals in the past
shaped the United States we live in today.
Objective(s): Students will gather, classify, and interpret information.
Compare and contrast different personalities and behaviors between themselves
and Abraham Lincoln.
Essential Understandings, Knowledge, Skill and Processes – Individuals in the past
have worked successfully to improve the lives of other Americans in the United
States. Abraham Lincoln: He was the President of the United States who helped to
free African American slaves.
Teacher Materials:
 Classroom set of Word Cards for Abraham Lincoln
 Book: A. Lincoln and Me. By Louise Borden
 Abraham Lincoln and Me Comparison Chart
 From the Wilderness to the Whitehouse Writing Paper
Students Materials:
 Pencil
 Scratch Paper
 Colored pencils/ crayons
Procedures/Activities:
Exploratory Introduction (Before) – Amount of time: 10-15 min.
THE HOOK
Each student will be given a word card. With their word card they will
begin to walk around and tell all the other students what their word
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is. Then when the teacher says stop they have to pair up with the
student that they believe is a match to their card. After all students
have found their partners they go back to their seats and brainstorm
what they think the topic is about from their pair of words. Write
down on their own paper their ideas. Then as a class, write on the
board what their ideas were. From those ideas find any that match or
are similar. Than as a class look at all the words and try to vote on
what they believe their topic is.
Development (During) – Amount of time: 30 min.
Read A. Lincoln and Me by Louise Borden to the class. Students will
then return to their partners and review their predictions. Then pass
out the Abraham Lincoln and Me caparison chart to fill out. Encourage
students to use very descriptive words and to draw pictures.
Expansion (After) –Amount of time: 10-15 min.
Students will then use their comparison charts and prior knowledge
about Abraham Lincoln to write a paragraph about his life or about
how they are like Abraham Lincoln.
Assessment/Evaluation: Summative assessment on Knowledge about Abraham
Lincoln will be done on their paragraphs and their completion of their charts. I will
also be looking at how they used the information in one to do the other.
Differentiation: (special education, gifted, etc.) For the comparison charts students
can use the word wall for spelling of descriptive words also students are encouraged
to draw their comparisons. With the paragraph, students will hand in a rough draft
and have a conference with the teacher before the Final paragraph is written on the
Top Hat paper.
For Gifted students instead of reading Abe and Me I would have them read and Act
out To Tell the Truth for the class. (A reader’s theater about Abe Lincoln)
Materials to have ready ahead of time: What you need to do:
 Have copies already made of work sheets and charts.
 Have pre-read the book and thought of any rich vocabulary words that needs
to be pointed out and defined.
Activities from My Bag of Tricks:
Listen to the Voicethread about Abraham Lincoln
http://www.quia.com/pages/lincolnlovedlearning.html
If students are interested they can create their own Voicethread.
Play the Famous Americans Jeopardy Game on the SMARTBoard.
Famous Americans Unit 9
http://www.rockingham.k12.va.us/resources/elementary/2history.htm#11lessonp
lans
Reflection: What worked? What didn’t? What will I never do again? Did I reach all
students? Etc.
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Social Studies 2nd Grade Lesson 2
Teacher ____Jackie King____ Date ___September 16, 2010___
Subject __2nd grade Social Studies_____ Time ____50-60 min._____
Topic/Concept/Question/Problem __Famous Americans/ Helen Keller________
SOL: List # of SOL –
Civics 2.10, 2.11, Reading 2.7, 2.8, 2.9
Rationale: Helen Keller's life story is amazing for people of any age to hear. Helen
Keller is a valuable person to American history and all students should be exposed
to her. Because she has changed the lives for the developmentally disabled in our
country.
Objective(s): Students will interpret information about Braille and construct their
names in Braille. They will combine the information about Helen Keller and Braille
and take a field trip around the school to discover the effects of Braille in our
society.
Essential Understandings, Knowledge, Skill and Processes – Individuals in the past
have worked successfully to improve the lives of other Americans in the United
States. Helen Keller: She overcame her disabilities and worked to help others who
were blind and deaf.
Teacher Materials:
 Construction Paper
 Split Peas
 Glue
 Braille Alphabet
 Helen Keller: The World in Her Heart by Lesa Cline-ransome.
Students Materials:
 Pencil
 Scratch Paper
 Colored pencils/ crayons
Procedures/Activities:
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Exploratory Introduction (Before) – Amount of time: 10-15 min.
THE HOOK
Read Helen Keller: The World in Her Heart by Lesa Cline-ransome.
Ask questions about Helen Keller: Who was Helen Keller? How did
Helen become deafblind? How did Helen communicate with others?
Who was Anne Sullivan? Where did Helen attend school? How has
deafblind education changed since Helen Keller was a student?( Direct
instruction)
Development (During) – Amount of time: 30 min.
Students will go back to their desks and each will be given a Braille
Alphabet, on scrap paper first write their name about 2in spaced between
each letter. Then write the corresponding Braille letter under their name.
Once this is done each student will be given a piece of construction paper and
a hand full of split peas. Draw your name first and the dots with a writing
utensil then glue the split peas on top of each dot. Let dry. After let each
student close their eyes and feel their name in Braille.
Expansion (After) –Amount of time: 10-15 min.
Students will then use their knowledge of Helen Keller and Braille
and take a field trip around the school finding Braille and also other
aids for the blind and deaf. Discuss after, what they found and why
Helen Keller was such an important part for the development of aids
for the disabled. (Guided Instruction)
Assessment/Evaluation: Summative assessment on Knowledge about Helen Keller
will be done on their discussion and their completion of their names in Braille. I will
also be looking at how they used the information in partners during the readings.
Differentiation: (special education, gifted, etc.) The story will be read aloud to the
students for those who have reading difficulties. “Shoulder Partners” will be used
for answering questions about the reading to encourage comprehension. For the
Gifted students: Have them come up with their own set of questions that they would
ask Helen Keller. Use the resources to find the answers. (Inquiry)
Materials to have ready ahead of time: What you need to do:
 Have copies already made of Braille charts.
 Have pre-read the book and thought of any rich vocabulary words that needs
to be pointed out and defined.
 Have the split peas prepared for gluing.
Activities from My Bag of Tricks:
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Have students go onto the Braille Bug website and Do some of the activities.
http://www.afb.org/braillebug/
Play the Famous Americans Jeopardy Game on the SMARTBoard.
http://www.rockingham.k12.va.us/resources/elementary/2history.htm#11lessonp
lans
Reflection:What worked? What didn’t? What will I never do again? Did I reach all
students? Etc.
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Social Studies 2nd Grade Lesson 3
Teacher ____Jackie King____ Date ___September 20, 2010___
Subject __2nd grade Social Studies_____ Time ____50-60 min._____
Topic/Concept/Question/Problem __Famous Americans/ George Washington________
SOL: List # of SOL –
Civics 2.10, 2.11, Reading 2.7, 2.8, 2.9
Rationale: Students will be introduced to George Washington’s Rules of Civility and
consider their value in making decisions that lead to success.
Objective(s): Students will interpret information about George Washington and
create KWL charts at the beginning of class and then compare at the end to their
previous knowledge.
Essential Understandings, Knowledge, Skill and Processes – Individuals in the past
have worked successfully to improve the lives of other Americans in the United
States. George Washington: He led the fight for freedom from England and helped
establish a new country.
Teacher Materials:
 Quarter worksheet
 Young George Washington: America's First President, by Andrew Woods
 “February 22," a poem by Leland B. Jacobs
 White board/SMART board
 Markers
Students Materials:
 Pencil
 Colored pencils/ crayons
Procedures/Activities:
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Exploratory Introduction (Before) – Amount of time: 10-15 min.
THE HOOK
Introduce George Washington to the children by showing them a picture or
poster of George Washington. Ask the children to share any information they
know about George Washington. Write the children's responses on a chart
entitled "George Washington."
Read the book Young George Washington: America's First President, by
Andrew Woods. Discuss the new information learned from the book and add
this information to the chart. Discuss what Washington's life was like,
including clothing, transportation, food, jobs, homes, etc.
Development (During) – Amount of time: 30 min.
Explain to the children that because George Washington was such an
important person and did so many things to help our country that we want
him to be remembered. Ask the children if they know ways in which we
honor and remember George Washington. Write the children's responses on
a chart. Discuss some of the ways we honor George Washington including the
Washington Memorial, celebration of his birthday (February 22), and the
placement of his picture on our money--the quarter and the one-dollar bill.
Have pictures of the Washington Memorial, highlight his birthday on the
class February calendar, and display enlarged pictures of a quarter and a
one-dollar bill. Have children work in small groups, possibly during a center
time, to examine quarters and one-dollar bills. Children can use colored
pencils to make rubbings of the portrait of George Washington on the head of
a quarter. Give each child an enlarged copy of George Washington's picture
on the head of quarter.
Expansion (After) –Amount of time: 10-15 min.
Read the poem "February 22," by Leland B. Jacobs, found in Teaching K-8,
February 1992. The poem can be written in enlarged print on a chart. Discuss
with the children what the poem said about George Washington. How does
that information compare with what was recorded on the chart from the
beginning of class.
Assessment/Evaluation: Observations on knowledge about George Washington to
see where the students are and how much time is needed for this pat of the unit.
Also the discussions will be observed to find an understanding of their retention of
the new information given.
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Differentiation: (special education, gifted, etc.) The story will be read aloud to the
students for those who have reading difficulties. “Shoulder Partners” will be used
for answering questions about the reading to encourage comprehension. For the
Gifted students: will compare and contrast Lincoln and Washington.
The answer to each question below is George Washington, Abraham Lincoln, both,
or neither.
1." Who is known as the president who ended slavery?
2." Who served two full terms?
3." Who is remembered by history or legend as being very honest?
4." Who was born first?
5." Who was born in Massachusetts?
6." Who lived the most years?
7." Who was younger when he married?
8." Who is remembered in connection with an important war?
9." Who was mostly self-educated?
10. Who was the first president elected as a Republican?
Materials to have ready ahead of time: What you need to do:
 Have copies already made of quarters.
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Have pre-read the book and thought of any rich vocabulary words that needs
to be pointed out and defined.
Have the SMART board in chart form ready for student’s answers.
Activities from My Bag of Tricks:
Worksheets of George Washington (Word finds, Crosswords)
Play the Famous Americans Jeopardy Game on the SMART Board.
http://www.rockingham.k12.va.us/resources/elementary/2history.htm#11lessonp
lans
Reflection:
What worked? What didn’t? What will I never do again? Did I reach all students? Etc.
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Social Studies 2nd Grade Lesson 4
Teacher ____Jackie King____ Date ___October 4, 2010___
Subject __2nd grade Social Studies_____ Time ____50-60 min._____
Topic/Concept/Question/Problem __Famous Americans/ Jackie Robinson________
(The above is your descriptive data.)
SOL: List # of SOL –
Civics 2.10, 2.11, Reading 2.7, 2.8, 2.9
Rationale: Jackie Robinson is very well known for his courage and strength against
segregation. Students need to understand that the freedoms of today’s United States
were not always around they were fought for by very brave people like Jackie
Robinson.
Objective(s): Students will read and use information to draw pictures of the
activities Jackie Robinson helped provide to everyone without segregations.
Essential Understandings, Knowledge, Skill and Processes – Individuals in the past
have worked successfully to improve the lives of other Americans in the United
States. Jackie Robinson: he open the way for African Americans to Join and play
baseball as well as open the doors against segregation.
Teacher Materials:
 Construction Paper
 Jackie Robinson Book
 Worksheets
Students Materials:
 Pencil
 Scratch Paper
 Colored pencils/ crayons
Procedures/Activities:
Exploratory Introduction (Before) – Amount of time: 10-15 min.
THE HOOK
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Show the students the book cover and ask for predictions: What do you see
on the cover? What is going on in the picture?
Read The young Jackie Robinson. Ask questions about Jackie
Robinson: Who was Jackie Robinson? How did Jackie become a
baseball player? How did Jackie communicate with others the need of
desegregation? Where did Jackie Robinson attend school? How has
the US changed since Jackie Robinson was a Baseball player?
Development (During) – Amount of time: 15-20 min.
Students will go back to their desks and each will be given a piece of
construction paper (either blue or green). On that paper each student will
draw and label on one side three activities they enjoy doing in class (ex.
blocks, art, music, reading). After that have them turn the paper over and the
blue paper will draw three activities explained in the book that Jackie
Robinson was not allowed to do when he was younger. The green paper will
draw three activities that Jackie Robinson made possible by standing against
segregation.
Expansion (After) –Amount of time: 15-20 min.
Students will then use their drawings and stand up in a large circle.
The teacher will stand in the middle and call out activities. As
student’s activities are called out the students with Green paper can
go and do those activities. The students with blue have to sit at their
desks and do worksheets (not enjoyable ones).
As the students begin to ask questions of why they can’t play too, tell
them it is not right for the blue paper students to play with green
paper students. After 5-10 min. have all the students come back to the
circle and discuss the feels of the group. Where friends separated and
not allowed to play together? Did some have no problem with doing
worksheets while others had fun? Where the blue paper students sad
because they could not do their favorite activities? How does this
activity remind us of things that went on in the story of Jackie
Robinson?
Have the students turn over their papers and look at each other’s
what could Jackie Robinson not do and what did he make possible?
Assessment/Evaluation: Summative assessment on Knowledge about Jackie
Robinson will be done on their discussion and their completion of their
Construction paper activities. I will also be looking at how they used the information
in partners during the discussions.
Differentiation: (special education, gifted, etc.) The story will be read aloud to the
students for those who have reading difficulties. “Shoulder Partners” will be used
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for answering questions about the reading to encourage comprehension also
grouped in Blue/Green pairs for the last discussion about Jackie Robinson.
Materials to have ready ahead of time: What you need to do:
 Have copies already made of Worksheets.
 Have pre-read the book and thought of any rich vocabulary words that needs
to be pointed out and defined.
 Have the desks out of the way or a space ready for the students in a circle.
Activities from My Bag of Tricks:
Play the Famous Americans Jeopardy Game on the SMARTBoard.
http://www.rockingham.k12.va.us/resources/elementary/2history.htm#11lessonp
lans
Reflection:
What worked? What didn’t? What will I never do again? Did I reach all students? Etc.
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Social Studies 2nd Grade Lesson 5
Teacher ____Jackie King____ Date ___October 18, 2010___
Subject __2nd grade Social Studies_____ Time ____50-60 min._____
Topic/Concept/Question/Problem __Famous Americans/ Susan B. Anthony________
(The above is your descriptive data.)
SOL: List # of SOL –
Civics 2.10, 2.11, Reading 2.7, 2.8, 2.9
Rationale: Susan B. Anthony is very well known for her courage and strength while
fight for the right to vote. Students need to understand that the freedoms of today’s
United States were not always around..
Objective(s): Students will recognize the importance of women suffrage. Students
will demonstrate knowledge of significant historical events. Students will
acknowledge the important works of Susan B. Anthony.
Essential Understandings, Knowledge, Skill and Processes – Individuals in the past
have worked successfully to improve the lives of other Americans in the United
States.
Teacher Materials:
 Worksheets
 Ballots for simulation activity
 Paper for slogan posters
 Map of United States
 Map of New York
 Copy of the Constitution
Students Materials:
 Pencil
 Scratch Paper
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
Colored pencils/ crayons
Procedures/Activities:
Exploratory Introduction (Before) – Amount of time: 10-15 min.
THE HOOK
Introduce students to unit on Susan B. Anthony and women's suffrage through the
following simulation. (Simulation adapted from: Hauser, M., Hauser, J. (1994,
September/October). Women and Empowerment. Social Studies and the Young
Learner, 1-3).
Begin by telling the students that it is time to select a new book for the class story
time. Hold up two options that the students may choose from and briefly describe
each book. Explain to the class that today you are going to use ballots to vote on
which book to read. Ballots are what we use to vote in elections. Show the ballots to
the students. The names of the books are printed on the ballots. When students are
ready to begin, pass out the ballots only to the boys. Explain to the class that girls
are not allowed to vote in this "election." After the boys have voted, collect and tally
the ballots. Debrief students on simulation. Discuss as a class, how the girls felt
about not voting. Should the girls have to agree with the boys vote? Is this
discrimination? What if only the girls could vote? Encourage students to share their
thoughts and ideas. Make sure that all students understand the importance of letting
both girls and boys vote. Introduce Susan B. Anthony and the concept of women's
suffrage. Mention that she also felt it was unfair that women were not able to vote.
She was a leader in the women's right to vote movement and gave many speeches
about her beliefs.
Development (During) – Amount of time: 15-20 min.
Students will go to the carpet for reading.
Susan B. Anthony Day, February 15th, is a commemorative day to celebrate the
accomplishments of a great leader in the movement for women's right to vote. Susan
Brownell Anthony was born February 15, 1820 to Daniel and Lucy Anthony in
Adams, Massachusetts. Susan was one of the seven children in her family, five girls
and two boys. Her father manufactured cotton. Susan was even able to work for a
short time in the cotton mill as a young girl. Susan had strong Quaker background
and therefore supported social reform. Her father believed it was just as important
for his daughters to receive a good education as it was for his sons. At an early age
Susan was sent away to school to study. At that time one of the few jobs a woman
could hold was a teacher. She began teaching school in New York, at the early age of
14. As a teacher, she earned $2.50 a week compared to the $10.00 a week her male
colleagues earned. She felt equal pay should be received for equal work.
Following the panic of 1837, in which Susan's family lost their cotton mill, she
moved home to help her family regain their financial security. Her family later
moved to Rochester, New York. While at home she strongly supported and
participated in the abolition and the temperance movements. However, she often
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found it difficult for women to do much with these social issues because they were
unable to vote.
In 1851, Susan was introduced to Elizabeth Cady Stanton, a women's right advocate.
The two women became good friends and worked side by side for many years in
support of women's suffrage. Susan B. Anthony felt very strongly about women's
right to public speech and gave many powerful speeches throughout the country.
Often she would use the Constitution as a resource in her persuasive speeches. She
was known for saying "the constitution says, We the people...', not We the male
citizens...'."
In 1869 the Fifteenth amendment was ratified. This stated that black men were now
allowed to vote. Women's suffrage advocates were outraged that black men could
now vote, yet women still could not. Following the ratification of the fifteenth
amendment, Susan B. Anthony and Elizabeth Cady Stanton organized the National
Woman Suffrage Association (NWSA). The NWSA was open to all who wanted to
join, both men and women. The NWSA published a newspaper, The Revolution, with
its motto, "Men, their rights, and nothing more: women their rights, and nothing
less".
The fifteenth amendment stated that "all citizens" could vote. Susan B. Anthony
along with other women felt they too should be classified as "citizens." In 1872
Susan B. Anthony and 15 other women registered and voted in the 1872
presidential election in Rochester, New York was set for June. Susan felt her voting
was justified since she was a "citizen." During the time prior to the trial, Susan was
busy giving speeches and trying to persuade any potential juror. The trial was held
in a small town outside of Rochester. Susan was not allowed to speak for herself and
fined $100, which she vowed she would never pay. She never went to jail. However,
no appeal was ever made to the Supreme Court. If an appeal had been made and had
turned in Susan's favor, women would have been given the right to vote then.
Susan B. Anthony became the president of the National American Women's Suffrage
Association (NAWSA) in 1892 and served until 1900. Susan continued to keep the
issue of women's right to vote alive by touring nearly every state and giving public
speeches wherever she went. During her 60 years of service for women's suffrage,
she gave approximately 75-100 speeches a year.
Susan B. Anthony died March 13, 1906, at the age of 86, before the amendment was
passed giving women the right to vote. In 1920, the Nineteenth amendment often
referred to as the Susan B. Anthony Amendment was passed giving all women the
legal right to vote. Susan B. Anthony's birthday, February 15th is now a
commemorative day to remember the great leader and work she did for the
women's right movement.
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Expansion (After) –Amount of time: 15-20 min.
ACE Activity. As a class think of something that the students as a whole want to
change. Some examples may include "more recycling" or "read for fun." Have the
students develop a slogan or motto to go along with the change they want to make.
Design a bumper sticker or poster of their slogan to put up around the school.
As a class, write a newspaper, similar to The Revolution that Susan B. Anthony and
Elizabeth Cady Stanton wrote.
Students can write an article about why they think (there should be more recycling)
and why it is important. Include slogan or motto in the newspaper. Share copies of
the newspaper with other classes in the school.
Assessment/Evaluation: Summative assessment on Knowledge about Susan B
Anthony will be show through the Slogan poster and written article.
"Tribute to Susan" on simulation of books will be assessed.
Response to discussion questions will be assessed.
Differentiation: (special education, gifted, etc.) The story will be read aloud to the
students for those who have reading difficulties. “Shoulder Partners” will be used
for answering questions about the reading to encourage comprehension also
grouped for the discussion about ideas for change and for class article.
Materials to have ready ahead of time: What you need to do:
 Have copies already made of Ballots.
 Have pre-read the book and thought of any rich vocabulary words that needs
to be pointed out and defined.
 Have the desks ready for the students in groups.
Activities from My Bag of Tricks:
Play the Famous Americans Jeopardy Game on the SMARTBoard.
http://www.rockingham.k12.va.us/resources/elementary/2history.htm#11lessonp
lans
Read a story to the class about Susan B. Anthony in history. Have each student
design a quilt square on construction paper, representing some important event or
accomplishment in her life. Piece together the squares, with a solid color
background, to make a class quilt telling the story of the woman's life. Invite other
classes to do similar projects, and hang them all in the cafeteria or library as part of
your National Women's History Month celebration or parents' night event.
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Reflection:
What worked? What didn’t? What will I never do again? Did I reach all students? Etc.
Voting Ballot for [Type election title here]
[Type election title here]
[Type election title here]
[Type candidate name here]
Voting Ballot for [Type election title here]
[Type election title here]
[Type election title here]
[Type candidate name here]
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Voting Ballot for [Type election title here]
[Type election title here]
[Type election title here]
[Type candidate name here]
Social Studies 2nd Grade Lesson 6
Teacher ____Jackie King____ Date ___November 1, 2010___
Subject __2nd grade Social Studies_____ Time ____50-60 min._____
Topic/Concept/Question/Problem __Famous Americans/ Martin Luther King, Jr.____
SOL: List # of SOL –
Civics 2.10, 2.11, Reading 2.7, 2.8, 2.9
Rationale: Dr. Martin Luther King’s famous "I Have a Dream" speech inspired a
nation to peacefully pursue civil rights for all.
Objective(s): Students will can read about and watch Dr. King’s speech and use it to
write about what they would like to see happen in their futures.
Essential Understandings, Knowledge, Skill and Processes – Individuals in the past
have worked successfully to improve the lives of other Americans in the United
States. Martin Luther King, Jr.: He was an African American minister who worked so
that all people would be treated fairly. He led peaceful marches and gave speeches.
Teacher Materials:
 Martin Luther King, Jr. and the March on Washington by Frances E. Ruffin
 Video of Martin Luther’s I Have A Dream Speech
 KWL Chart for SMARTboard or on white board
 Worksheet for I Have a Dream Speeches
Students Materials:
 Pencil
Famous Americans Unit


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Scratch Paper
Colored pencils/ crayons
Procedures/Activities:
Exploratory Introduction (Before) – Amount of time: 10-15 min.
THE HOOK
Begin the Martin Luther King Jr. lesson by listing all the information they know
about Dr. King on a KWL chart. The teacher then guides the students to come up
with a list of things they want to know about Martin Luther King, the March on
Washington, and the famous "I Have a Dream" speech.
Development (During) – Amount of time: 15-20 min.
Students will go to the carpet for reading. The class then reads the book
Martin Luther King, Jr. and the March on Washington by Frances E. Ruffin. The
teacher questions the students as they read to make sure that they
comprehend the text. Every time the second and third graders encounter
new information on Martin Luther King that answers one of their questions
the teacher records the answer on the KWL chart.
After reading the book the class completes the last column of the KWL chart
by writing what they have learned about Dr. King, the March on Washington,
and the "I Have a Dream" speech. The students then watch a video of the "I
Have a Dream" speech and discuss it.
Expansion (After) –Amount of time: 15-20 min.
After reading Martin Luther King, Jr. and the March on Washington and
watching Dr. King’s "I Have a Dream" speech the students will brainstorm a
list of things that they would like to see happen in their lifetimes. The teacher
will talk to the class about what types of problems their school, town, and
country is facing and ask the students to think about which situation they
would most like to see changed.
The second and third grade students will use Dr. King’s speech as a model
when writing their own. Students will share the final copies of their speeches
with the class and display them in the hallway for the school to read.
Assessment/Evaluation: Summative assessment on Knowledge about Martin Luther
King Jr. will be show through the KWL chart and written speeches.
Response to discussion questions will be assessed.
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Differentiation: (special education, gifted, etc.) The story will be read aloud to the
students for those who have reading difficulties. “Shoulder Partners” will be used
for answering questions about the reading to encourage comprehension also
grouped for the discussion about ideas for change and for I Have a Dream Speeches.
Materials to have ready ahead of time: What you need to do:
 Have copies already made of Worksheets.
 Have pre-read the book and thought of any rich vocabulary words that needs
to be pointed out and defined.
 Have the KWL Chart ready for the students.
Activities from My Bag of Tricks:
View the MLK Slide show on Mrs. Kings Portaportal
Play the Famous Americans Jeopardy Game on the SMARTBoard.
http://www.rockingham.k12.va.us/resources/elementary/2history.htm#11lessonp
lans
Reflection: What worked? What didn’t? What will I never do again? Did I reach all
students? Etc.
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Social Studies 2nd Grade Lesson 7
Teacher ____Jackie King____ Date ___November 1, 2010___
Subject __2nd grade Social Studies_____ Time ____50-60 min._____
Topic/Concept/Question/Problem __Famous Americans/ recognizing how we are
alike
SOL: List # of SOL –
Civics 2.10, Reading 2.7, 2.8, 2.9
Rationale: Students will be exposed to literature that illustrates the concept that
natural and human characteristics can be expressions of cultural uniqueness. This
book also illustrates that although we have differences, we are also very similar.
Dwelling on differences can cause unnecessary conflict.
Objective(s): Students will identify and describe the behaviors of the characters.
Explain why physical differences do not affect one's personal worth/value.
State one benefit of treating others with respect.
Essential Understandings, Knowledge, Skill and Processes – Know that a good
citizen has a variety of responsibilities that include: respecting and protecting the
rights and property of others, taking part in the voting process when making
classroom decisions, describing actions that can improve the school and community,
demonstrating self-discipline and self-reliance, practicing honesty and
trustworthiness.
Teacher Materials:
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
The Sneetches by Dr. Seuss

Journals or paper
Students Materials:
 Pencil
 Scratch Paper
 Colored pencils/ crayons
Procedures/Activities:
Exploratory Introduction (Before) – Amount of time: 10-15 min.
THE HOOK
Ask the students to look around the room at how they are different from each other.
Ask students to move to opposite sides of the room based on the characteristics you
name. Each time the class sorts count the groups and record the numbers on the
chalkboard. Name attributes such as black hair and not black hair, oldest child in
the family, rode bike to school today, ate cereal for breakfast, wearing jeans, etc. Ask
the students whether these attributes make them better or worse than the people
around them. Discuss whether these attributes make a difference in their
importance to the classroom, family, or community.
Development (During) – Amount of time: 15-20 min.
Tell the students that you are going to read a book in which these kinds of
differences really do matter to the community. Let's see how they deal with
differences in the book, The Sneetches.
Read the book to the class. Use your finger to run under the line being read and to
point to key picture items.
On selected pages, stop and encourage the children to interact with the book in
the following ways:
Identify key items in the picture that will aid in listening comprehension.
Hypothesize about what may happen next, what the motives of characters
might be, and why something is happening.
Label the feelings of the characters.
Students will consider if physical differences should make a difference in
how people are treated. Brainstorm a list of physical differences, such as hair
color, skin color, length of hair, wearing glasses, using a wheelchair, shape of
eyes, etc.
Brainstorm a list of things children like to do for fun. Ask each student to choose
one of the activities and draw a picture of two children doing that activity.
The two children should look as different as possible physically (using
attributes from the list above) from each other, but the pictures should show
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them playing together.
Introduce and define the words prejudice and acceptance. Discuss why it is
important to not allow any form of prejudice in the classroom or any
community. What damage could it do? What are the benefits of treating
everyone with fairness and respect?
Discuss the importance of respect for others. Have students give examples of
how children will act toward one another if they have respect for each other.
Ask each student to write or illustrate a benefit of acceptance and treating
others with respect.
Expansion (After) –Amount of time: 15-20 min
Literature Connection: Read a book to the class about an important, diverse
community figure such as Martin Luther King, Jr. Read a book about a child
with a physical challenge. Discuss the contributions of people who do great
things in difficult circumstances. Discuss how people are sometimes
prejudged based on their appearance and then surprise the people who
judged them.
Assessment/Evaluation:
Discuss and label the feelings of the characters. Discuss the problem in the
story and how it relates to experiences in their own lives.
Illustrate two
people who look different but get along together. Communicate a benefit of
showing respect for others.
Differentiation: (special education, gifted, etc.) The story will be read aloud to the
students for those who have reading difficulties. “Shoulder Partners” will be used
for answering questions about the reading to encourage comprehension also
grouped for the discussion of feelings.
Materials to have ready ahead of time: What you need to do:
 Have copies already made of Worksheets.
 Have pre-read the book and thought of any rich vocabulary words that needs
to be pointed out and defined.
Activities from My Bag of Tricks:
Play the Famous Americans Jeopardy Game on the SMARTBoard.
http://www.rockingham.k12.va.us/resources/elementary/2history.htm#11lessonp
lans
Reflection: What worked? What didn’t? What will I never do again? Did I reach all
students? Etc.
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Social Studies 2nd Grade Lesson 8
Teacher ____Jackie King____ Date ___November 6, 2010___
Subject __2nd grade Social Studies_____ Time ____50-60 min._____
Topic/Concept/Question/Problem __Famous Americans/ Cesar Chavez
SOL: List # of SOL –
Civics 2.10, Reading 2.7, 2.8, 2.9
Rationale: Students will understand the importance of individual action and
character and explain how heroes from long ago and the recent past make a
difference in others' lives.
Objective(s): Students will interpret and use timelines to map out Cesar Chavez's
life. Also students will analyze multiple causes and effects of Cesar Chavez's
actions to help migrant farm workers. Lastly students will map out the areas
on a California map that Cesar worked and helped the migrant farm workers.
Essential Understandings, Knowledge, Skill and Processes – Respecting and
protecting the rights and property of others. Demonstrating self-discipline and selfreliance
Teacher Materials:
 Cesar Chavez by Ruth Franchere
 Cesar Chavez and La Causa by Naurice Roberts
 Cesar Chavez: Leader for Migrant Farm Workers by Doreen Gonzales
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 Map of California Taking notes
 Graphic Organizer
 Key Vocabulary Sheet
 Timeline Graphic Organizer
 K-W-L Diagram
 Vocabulary/Effects Graphic Organizer
 Cause and Effect Graphic Organizer
Students Materials:
 Pencil
 Scratch Paper
 Colored pencils/ crayons
Procedures/Activities:
Exploratory Introduction (Before) – Amount of time: 10-15 min.
THE HOOK
Ask the students to Hand-out Key Vocabulary sheet. Demonstrate vocabulary words
to help students visualize farm work, for example, "stoop labor" students could bend
over and pick up objects for a period of time to get a feel of stoop labor.
Demonstrate by acting-out a strike or protest to help students visualize
Development (During) – Amount of time: 15-20 min.
What I Know What I want to know what I learned Activity. Post a large K-W-L
diagram: in the front of the class on the blackboard.
Ask students questions about what they know about Cesar Chavez and migrant
farm workers; fill-in first section of diagram with their answers
Ask students what they want to know about Cesar Chavez, fill-in second
section of diagram with their answers
Leave diagram in front of class until the end of lesson.
Have students think about the vocabulary and pictures and do a quick write for five
minutes in their journals about "Why they think Cesar Chavez is an important
person"
Show a map of California; point specific areas where Cesar Chavez worked and lived.
Since he was a migrant farm worker, be sure to point out different towns and cities
in San Joaquin Valley and other parts of California (Half Moon Bay, San Jose, Fresno,
Sacramento, Bakersfield)
Expansion (After) –Amount of time: 15-20 min
Hand out taking notes sheet to students with the following topic questions on them:
How did Cesar Chavez help migrant farm workers? What were the reasons did he
have for helping the migrant farm workers? How has Cesar Chavez affected farm
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Famous Americans Unit
workers today? Where did Cesar Chavez work and help farm workers? Read excerpts from Cesar Chavez: Leader For Migrant Farm Workers, including
excerpts from primary and secondary sources from the book, for example, on page
42, read field workers explanation on why farm workers don't complain about their
work. Also, read descriptions of stoop labor
Have upper-level students cooperatively read Cesar Chavez and La Causa and fillout taking notes sheet
While upper-level students read their books, read Cesar Chavez to the rest of the
class; have them fill-out taking notes sheet
Lecture about how Cesar used different peaceful ways to protest: boycotts,
strikes, fasts Demonstrate effectiveness of each example by having students fill-out
worksheets based on vocabulary, like this one: Vocabulary Definition Effect
Boycott -A peaceful way of protesting by asking people not to buy a certain
things Farm owners can't make money because no one is buying their
products.
Strike -A group of people that stop working to protest unfair conditions at
their jobs Farm owners have no one to work on farms, the crops rot and die
causing farm owners to lose money
Fasting- A peaceful way to protest by not eating food and only drinking water
for a period of time Gains sympathy from people to acknowledge protest Parts of "Effect" on graphic organizer can be blank and students have to fill-in
what they think the effects are
Assessment/Evaluation:
Have students either write a letter to Cesar Chavez, that could be sent to his
wife, and in the letter have them thank him for helping the migrant farm workers or
have them write a paper on "What do you think would happen to the migrant farm
workers, if Cesar Chavez was never alive"
They can use all their notes, books, and materials to help them write their
assignment
Differentiation: (special education, gifted, etc.) The story will be read aloud to the
students for those who have reading difficulties. “Shoulder Partners” will be used
for answering questions about the reading to encourage comprehension also
grouped for the discussion of feelings.
Famous Americans Unit
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Materials to have ready ahead of time: What you need to do:
 Have copies already made of Worksheets.
 Have pre-read the book and thought of any rich vocabulary words that needs
to be pointed out and defined.
Activities from My Bag of Tricks:
Play the Famous Americans Jeopardy Game on the SMARTBoard.
http://www.rockingham.k12.va.us/resources/elementary/2history.htm#11lessonp
lans
Reflection: What worked? What didn’t? What will I never do again? Did I reach all
students? Etc.
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Social Studies 2nd Grade Lesson 9
Teacher ____Jackie King____ Date ___November 6, 2010___
Subject __2nd grade Social Studies_____ Time ____50-60 min._____
Topic/Concept/Question/Problem __Famous Americans/ Thomas Jefferson
SOL: List # of SOL –
Civics 2.10, Reading 2.7, 2.8, 2.9
Rationale: Students will understand the importance of individual action and
character and explain how heroes from long ago and the recent past make a
difference in others' lives.
Objective(s): Students will understand Thomas Jefferson was accomplished in
many spheres of human activity. And also Jefferson only chose a few
accomplishments to highlight on his tombstone.
Essential Understandings, Knowledge, Skill and Processes – Demonstrating selfdiscipline and self-reliance. Practicing honesty and trustworthiness
Teacher Materials:
 Thomas Jefferson; The Revolutionary Aristocrat
by Milton Meltzer, Watts, 1991.
Biography of a president who was also an inventor, architect, farmer,
statesman, and educator.
 Epitaph that Thomas Jefferson himself composed
Students Materials:
 Pencil
 Scratch Paper
 Colored pencils/ crayons
Procedures/Activities:
Exploratory Introduction (Before) – Amount of time: 10-15 min.
THE HOOK
Paraphrase President John F. Kennedy on the occasion of his hosting an
official dinner honoring winners of the Nobel Prize. At that time, Kennedy said the
White House had not seen such a gathering of talent since Thomas Jefferson had
dined there alone.
Development (During) – Amount of time: 15-20 min.
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Famous Americans Unit
Proceed to a class discussion of the accomplishments of Thomas Jefferson. The discussion
should include at least the following facts:
 After college, Jefferson became a lawyer.
 He was then elected to the Virginia House of Burgesses.
 He was the primary author of the Declaration of Independence.
 He served as governor of Virginia during the Revolution.
 He served as minister to France.
 He worked as George Washington’s secretary of state, as John Adams’s vice president,
and as America’s third president.
 He was responsible for the Louisiana Purchase.
 He was a violinist, a horseman, and an inventor.
 He established the University of Virginia.
Read to students the epitaph that Thomas Jefferson himself composed:
Here was buried Thomas Jefferson, Author of the Declaration of Independence, of the Statute
of Virginia for religious freedom, and the Father of the University of Virginia.
Ask students to comment not only on which accomplishments Jefferson included in his
epitaph but also on which he pointedly omitted. Give students an opportunity to conjecture
how and why Jefferson came up with this particular wording. What does his choice of what to
include and what to exclude tell us about Jefferson?
Expansion (After) –Amount of time: 15-20 min
To underscore the challenge of writing an epitaph, invite students to write one for one or
more of the following public figures still alive in the year 2010:
 President
 A rock star of their choice
 An athlete of their choice
 Another public figure of their choice
Remind students that an epitaph can be neutral or admiring but is seldom if ever critical.
You may want students to read their finished epitaphs aloud, perhaps having the class vote on
the best written, the most poetic, the wittiest, the briefest, the one with the most superlatives,
and so on.
Assessment/Evaluation:
Encourage students to help you make up a rubric for this assignment. Ask them
what qualities you and they should look for in judging an epitaph ineffective, fair,
good, or excellent.
Differentiation: (special education, gifted, etc.) The story will be read aloud to the
students for those who have reading difficulties. “Shoulder Partners” will be used
for answering questions about the reading to encourage comprehension also
Famous Americans Unit
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grouped for the discussion of feelings.
Materials to have ready ahead of time: What you need to do:
 Have pre-read the book and thought of any rich vocabulary words that needs
to be pointed out and defined.
Activities from My Bag of Tricks:
Play the Famous Americans Jeopardy Game on the SMARTBoard.
http://www.rockingham.k12.va.us/resources/elementary/2history.htm#11lessonp
lans
Reflection: What worked? What didn’t? What will I never do again? Did I reach all
students? Etc.
5
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Famous Americans Unit
Social Studies 2nd Grade Lesson 10
Teacher ____Jackie King____ Date ___November 6, 2010___
Subject __2nd grade Social Studies_____ Time ____50-60 min._____
Topic/Concept/Question/Problem __Famous Americans/ Ruby Bridges
SOL: List # of SOL –
Civics 2.10, Reading 2.7, 2.8, 2.9
Rationale: Students will understand the importance of individual action and
character and explain how heroes from long ago and the recent past make a
difference in others' lives. Students know how various societies have been affected
by contacts and exchanges among diverse people.
Objective(s): Students understand that even children can make a difference in our
world.
Students evaluate and predict the outcomes in a piece of literature.
Students draw pictures to illustrate their shared writing.
Students use descriptors to identify behavior.
Essential Understandings, Knowledge, Skill and Processes – Demonstrating selfdiscipline and self-reliance. Practicing honesty and trustworthiness
Teacher Materials:
 The Story of Ruby Bridges by Robert Coles
 Story map
 Construction paper for drawings
 Worksheets
Students Materials:
 Pencil
 Scratch Paper
 Colored pencils/ crayons
Procedures/Activities:
Exploratory Introduction (Before) – Amount of time: 10-15 min.
THE HOOK
First, the teacher will administer a Before and After Reading Evaluation.
Pictures walk and examine the cover. Next, lead the children in completing the
“Before Reading” section of the evaluation.
Development (During) – Amount of time: 15-20 min.
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The teacher will read aloud The Story of Ruby Bridges. The children will discuss the
events in the story. The teacher will prepare a story map on large chart paper. The
children will then tell what the setting and the main characters are. The teacher will
record this information.
Next she will help identify the major problem(s) and then record it on chart paper.
Finally, the teacher will list solutions to the problem. Children can draw pictures of
Ruby in the various sections of the story. Encourage students to draw a picture of
Ruby when her classmates came back to school. These pictures can be placed along
the story map. If students are writing independently, encourage them to write
captions.
Expansion (After) –Amount of time: 15-20 min
Read the book carefully. Review the descriptors used with Dr. King and analyze how
and why they can be applied in this situation. Again, identify how the themes of
problem solving, nonviolence, the pursuit of education, segregation, major events,
and celebration are components of this child’s live. The celebration component is
really alive when the children meet Ruby Bridges again as a successful teacher and
mother.
Summarize for the children that the integration of Frantz Elementary School was a major
event
in ending segregation and destroying “fences” among people. Tell the children this was an
event parallel to Rosa Parks’ bus ride and Dr. King’s visions and dreams.
For homework, send home “Children Have Courage” sheet for discussion with parents. Before
sending this sheet home, read and explain the forward in the book written by Ruby’s mother.
The teacher will model one example for the sheet. An example is on the sample sheet. Parents
will be encouraged to help the children write frank and honest statements about how their
children have helped them. A sharing time for these responses should be planned in class.
Assessment/Evaluation:
What Can A Six-Year-Old Do?
Assess students on the after-reading section of “What Can A Six Year Old Do?”
Observe if there are any changes in the answers.
Rubric Points Description
4 ....................... Student filled out the before-reading section and corrected all
incorrect answers on the after-reading section and gave obvious verbal support.
3 ....................... Student filled out the before-reading section and corrected most
incorrect answers on the after-reading section and gave obvious verbal support.
2 ....................... Student filled out the before-reading section, corrected one incorrect
answer on the after-reading section, but gave no obvious verbal support.
1 ....................... Student filled out the before-reading section and did not correct the
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Famous Americans Unit
answers for the after-reading section.
Children Have Courage Worksheet
The student should have completed 6 sentences. Award the student one point for
each sentence that is correct. If there are misspellings or if the student forgot to put
a period at the end of a sentence then they aren’t awarded the point.
Rubric Points Description
6 ....................... Six completed sentences that are spelled and punctuated correctly.
5 ....................... Five completed sentences that are spelled and punctuated correctly.
4 ....................... Four completed sentences that are spelled and punctuated correctly.
3 ....................... Three completed sentences that are spelled and punctuated correctly.
2 ....................... Two completed sentences that are spelled and punctuated correctly.
1 ....................... One completed sentence that is spelled and punctuated correctly.
0 ....................... Did not complete assignment, or all sentences have spelling and
punctuation errors.
The Story of Ruby Bridges-Story Map
The teacher will observe for participation: focus, listening, verbal input, attentive
throughout the process, etc.
Rubric Points Description
5 ....................... The student has participated in the class discussion for the story map.
0 ....................... The student did not participate in the class discussion for the story
map.
Differentiation: (special education, gifted, etc.) The story will be read aloud to the
students for those who have reading difficulties. “Shoulder Partners” will be used
for answering questions about the reading to encourage comprehension also
grouped for the discussion of feelings.
Materials to have ready ahead of time: What you need to do:
 Have pre-read the book and thought of any rich vocabulary words that needs
to be pointed out and defined.
Activities from My Bag of Tricks:
Play the Famous Americans Jeopardy Game on the SMARTBoard.
http://www.rockingham.k12.va.us/resources/elementary/2history.htm#11lessonp
lans
Reflection: What worked? What didn’t? What will I never do again? Did I reach all
students? Etc.
Famous Americans Unit
5
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Name________________________________________________________
Children Have Courage
Parent: Help your child write three sentences about what they can do for themselves and
what they have done or can do for others, especially family members.
I can ...
Example: I can pickup my toys in my room.
1.
_______________________________________________________
2.
_______________________________________________________
3.
_______________________________________________________
I can do for my family (community/country) ...
Example: I can help my dad and mom pick up trash in the yard.
1.
_______________________________________________________
2.
_______________________________________________________
3.
_______________________________________________________
Draw a picture of yourself helping others.
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Name__________________________________________________
What Can a Six-Year-Old Do?
Today, we will read the story of Ruby Bridges, a six-year-old girl. Predict if these
sentences about Ruby are True or False. Circle your answer before you read. Then,
we’ll circle your answer after we’ve read and discussed the story.
Do you think these sentences are True or False?
Before
Reading
After
Reading
1. A six-year-old girl can make a crowd
of 100s be silent.
True
False
2. A six-year-old can be in a classroom
without other children.
True
False
3. There was a time when Black children
were walked to school by police officers.
True
False