JACKIE’S CIVIL DUTY
Jess Bartlett and Jason Brown
Elkhart Grade School
Summer 2006
Library of Congress Prints and Photographs
Division Washington, D.C. 20540
USA LC-L9-54-3566-O, #8 DLC
This Social Science and Language Arts unit, designed for grades seven and eight, illustrates how baseball reflected
and led critical social shifts in American history from the Civil War to the modern-day Civil Rights movement.
Beginning with Jackie Robinson’s integration into Major League Baseball in 1947, untold stories of honor, courage,
and perseverance are brought to life through interactive multicultural lessons spanning several subject areas. In this
unit students will embark on a journey to answer several essential questions: How do our values and beliefs shape
who we are as individuals and influence our society? What are the responsibilities of the individual in regard to the
larger society? What are the benefits of challenging and questioning societal views?
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
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Students will:
 analyze historical data from various sources including primary
sources, oral testimonies and Internet
 understand how the changing attitudes concerning race in baseball
coincided with significant developments in the U.S. such as:
segregation, integration and racial issues
Recommended time frame
3-4 weeks
Grade level
7th-8th
Curriculum fit
Social Sciences and Language Arts
Materials
 The Year of the Boar and Jackie Robinson by Bette Bao Lord
(copies for class)
 Computers with Internet access
 Scan converter
 Poster board, glue, scissors, and other art materials for timeline
activity, movie poster, newspaper activity
 “Jackie Robinson Bio” from the Baseball Hall of Fame website,
Jackie Robinson background information, Jackie Robinson and
Civil Rights Timeline instructions, speech by Branch Rickey for
the "One Hundred Percent Wrong Club", “One Hundred Percent
Wrong Club” analysis worksheet
Illinois State Learning Standards
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Social Sciences
Goal 14: Understand political systems with an emphasis on the
United States.
 14.F.3a Analyze historical influences on the development of
political ideas and practices.
Goal 16: Understand events, trends individuals and movements
shaping the history of Illinois, the United States and other
Nations.
 16.A.3b Make inferences about historical events and eras using
historical maps and other historical sources.
Goal 18: Understand social systems with an emphasis on the
United States.
 18.C.3a Describe ways in which a diverse U.S. population has
developed and maintained common beliefs (e.g., life, liberty and
the pursuit of happiness; the Constitution and the Bill of Rights).
Language Arts
Goal 1: Read well with Understanding.
 1.C.3a Use information to form, explain and support questions
and predictions
 1.C.3c Compare, contrast and evaluate ideas and information
from various sources and genres
Goal 2: Read and understand literature representative of various
societies, eras and ideas.
 2.B.3a Respond to literary material from personal, creative and
critical points of view.
Goal 5: Use the language arts to acquire, assess and communicate
information.
 5.B.3a Choose and analyze information sources for individual,
academic and functional purposes
 5.B.3b Identify, evaluate and cite primary sources
Procedures
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Suggested Pre-Program Activities

Students will need to bring considerable knowledge to this
lesson, including a basic understanding of race relations in the
United States, as well as a more specific understanding of the
history of race relations after the Civil War. For example the
African American struggle during the twentieth century to end
segregation and achieve civil rights for African Americans.
Websites including Baseball, the Color Line, and Jackie
Robinson, Jackie Robinson & Other Baseball Highlights,
1860s-1960s, and Shades of Greatness Exhibit are all helpful in
establishing the climate of the United States at the time.

Read The Year of the Boar and Jackie Robinson by Bette Bao
Lord. After each chapter, discuss what the students learned and
felt, as well as key vocabulary terms, and figurative or descriptive
language. Students should record individual perceptions in a daily

journal. Throughout reading of the book, pay special attention to
the racial climate in the United States.
Using Library of Congress website, Baseball Hall of Fame
website, etc. search as a class for primary source documents about
the Negro Leagues. Model using the photo, document and motion
picture analysis forms to acquaint students with using primary
sources and the features of the forms.
Opening Activities
 Show the short film excerpt titled “Jackie Robinson Bio” from the
Baseball Hall of Fame website. Jackie Robinson burst onto the
scene in 1947, breaking baseball's color barrier and bringing the
Negro leagues' electrifying style of play to the majors. He quickly
became baseball's top drawing card and a symbol of hope to
millions of Americans. With Robinson as the catalyst, the Dodgers
won six pennants in his 10 seasons. He dominated games on the
base paths, stealing home 19 times while riling opposing pitchers
with his daring base running style. Robinson was named National
League MVP in 1949, leading the loop in hitting (.342) and steals
(37), while knocking in 124 runs.
 Using the Jackie Robinson background information, tell the
students who Jackie Robinson was and what contributions he has
made to our society. Discuss some of the events in his life that
may have shaped him to be at the forefront of civil rights. Divide
students into groups of four or five and have them discuss within
their group what qualities they think helped Jackie the most. Have
them present their ideas to the class one group at a time.
Lesson One: Timeline
 Establish the time period by using primary sources to develop a
timeline including events in the life of Jackie Robinson and
significant events in the area of civil rights. Pass out the Jackie
Robinson and Civil Rights Timeline instructions. Working in
pairs, students will select 8 primary sources including photos,
documents, motion pictures or audio. Students will print out
artifacts and must include a description and proper citation on the
timeline. Upon completion, partners will present the timeline with
a short explanation of the sources and their significance to the life
of Jackie Robinson and Civil Rights.
Lesson Two: Analysis of Speech by Branch Rickey for the "One
Hundred Percent Wrong Club" banquet
 Display on scan converter and pass out copies of Speech by
Branch Rickey for the "One Hundred Percent Wrong Club"
banquet, Atlanta, Georgia, January 20, 1956. Broadcast on WERD
860 AM radio.
 Throughout the speech, discuss the tone, expressions and any
unfamiliar language with students. Invite students to express their
feelings and thoughts about the speech. Use the following
questions to lead a class discussion.
 In the fourth paragraph of his speech, Rickey seems to be saying








that he desired to bring a black player to the St. Louis ballclub.
Why did this effort fail?
According to Rickey, what were the four factors that were
necessary for him to bring a black player to the major leagues
successfully?
Rickey stated that :the greatest danger, the greatest hazard, I felt
was a negro race itself. " What did he mean by that?
Rickey stated that according to the historian Frank Tannenbaum,
four things were necessary for the acceptance of black players in
baseball. What were those four factors
When Rickey stated, “I am completely color blind,” do you take
him at his word?
Do you think that the following statement made by Branch Rickey
was true in 1956?
America is,--it's been proven Jackie,--is more interested in the
grace of a man's swing, in the dexterity of his cutting a base, and
his speed afoot, in his scientific body control, in his excellence as
a competitor on the field,--America, wide and broad, and in
Atlanta, and in Georgia, will become instantly more interested in
those marvelous, beautiful qualities than they are in the
pigmentation of a man's skin.
What did Rickey mean when he referred to “the last syllable in a
man’s name”?
Pass out the “One Hundred Percent Wrong Club” analysis
worksheet. Students complete the analysis individually.
Lesson Three: Analysis of Jackie Robinson’s “This I Believe”
speech
 Display on scan converter and pass out copies of “This I Believe”
speech. Explain that the speech is part of the The Jackie Robinson
Papers collection that can be found on the LOC website. The
Jackie Robinson Papers include an extensive speech file that
reflects the author’s diverse interest in such topics as baseball,
racial equality, politics, religion, drug abuse, and black economic
development. In this speech Americans to America’s status as “a
free society.”
 After reading the speech, discuss similarities of the speech to
Martin Luther King’s “I Have a Dream” speech. What themes are
present in both? What were the goals of both speeches? Who was
the target audience? Were the speeches and speakers effective?
Concluding Activities
 Students may choose 1 of the following 3 projects to complete the
unit and demonstrate their understanding of Jackie Robinson’s
contributions to Civil Rights and baseball.
 Watch “The Jackie Robinson Story” and complete the motion
picture analysis form. Using poster board, create a poster
promoting “The Jackie Robinson Story.” Use primary source
documents including photos and other interesting artifacts to make



Evaluation






Extension


the poster visually appealing and informative. Poster must include
the movie title and important actors. Prepare a short explanation
of your poster and answering the following questions about the
film: Did it address the difficult situations in Jackie Robinson’s
life? Is Jackie Robinson presented as a hero? How many stars out
of 4 would you give the movie and why?
Look at the following three newspapers related to Jackie Robinson
and Civil Rights. Choose 1 of the three newspapers and complete
the written document analysis form. Next, design the front page
of a newspaper that might have been published in the time of
Jackie Robinson. Include 3 events with primary source documents
including 1 baseball-related, 1 Civil Rights-related and 1
additional topic. Keep in mind the time period, racial climate and
significant topics of concern at the time of the newspapers
publishing.
Look at the Jackie Robinson documents available at Beyond the
Playing Field - Jackie Robinson, Civil Rights Advocate. After
reading the 9 documents, students choose 3 documents and
complete the Robinson and Civil Rights analysis worksheet
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Contributions to the group discussions will be assessed through
informal observation during the unit.
Evaluation of the timeline in the following areas: 8 sources with
descriptions and proper citation, sources relevant to the subject,
attractive display of the sources and a short explanation of the
timeline events.
Contributions to group discussion concerning Rickey speech.
Evaluation of the Analysis of Speech by Branch Rickey for the
"One Hundred Percent Wrong Club" banquet.
Contributions to group discussion concerning “This I Believe”
speech.
Evaluation of concluding activity considering specific
requirements of each project..
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Reading the photograph: select photographs from various primary
source websites and complete analysis worksheets. Consider
comparing and contrasting baseball stadiums, uniforms and the
crowd present. Look for clues to the racial climate in various
photographs by answering the following questions: Are the
players in these images represented as part of a team or as
individual players? What is the appeal of each type of
representation? What personal skills or qualities are emphasized in
the images? What adjectives would you use to describe the
players? How is the baseball player depicted as a hero? What
purpose do you think these symbolic images of baseball players
have served? How has that purpose changed through time? What
are the implications of segregation in baseball when the players
are treated symbolically?
Read Jackie Robinson’s letter to Ralph Norton. Write a paragraph
explaining how this letter is indicative of the racial climate when it

was written. Imagine that you are Ralph Norton and write a letter
of response.
Woodrow Johnson’s 1949 song, "Did You See Jackie Robinson
Hit That Ball?" is one of many songs written to honor Jackie
Robinson’s on-field accomplishments, but Count Basie’s
recording of the piece made it one of the most famous. Johnson’s
lyrics provide an opportunity to discuss poetic devices such as
rhyme scheme, word choice, and narration.
Excerpt from
Sheet Music
for "Did You
See Jackie
Robinson Hit
That Ball?"
Did you see Jackie Robinson hit that ball?
It went zoom in cross the left field wall.
Yeah boy, yes, yes. Jackie hit that ball.
And when he swung his bat,
the crowd went wild,
because he knocked that ball a solid mile.
Yeah boy, yes, yes. Jackie hit that ball.

How are Jackie Robinson’s actions described? Does the songs
describe a single event in a game or a general description of
Robinson’s ability? Why? What is the relationship between
Robinson and the crowd? What does the repetition of the rhyme
scheme add to the song? How does it reinforce the lyrics? How
does this account compare to other songs about baseball players?
Choose an athlete and write a song (or poem) describing his or her
abilities using a similar structure.

Write a letter to the National League imploring them to allow
African American baseball players to enter the league. Use the
Internet to research: Who would you address the letter to? What
date would be appropriate? What would your main points be?
Primary Resources from the Library of Congress
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JACKIE ROBINSON RESOURCE TABLE
PRIMARY
SOURCE
DESCRIPTION
CITATION
Shows full-length
portrait of Jackie
Robinson in Dodgers
uniform; headlines
read "Jackie Scores
Winning Run,"
"Robbie's Bunt Turns
Tide," and "Jackie
Romps Home From
Second Base as
26,000 Cheer."
Pittsburgh Courier
(Washington
Edition), April 19,
1947
PERMANENT
URL
http://memory.loc.g
ov/cgibin/query/r?ammem
/bbpix:@field(NUM
BER+@band(cph+3
c20275))
First page of a
LOOK magazine
article titled "A
Branch Grows in
Brooklyn" by Tim
Cohane, showing a
portrait of Branch
Rickey and a small
inset portrait of
Jackie Robinson
Lobby card
promoting The Jackie
Robinson Story,
showing umpire
arguing with Dodgers
manager, while
Jackie Robinson and
another Dodger look
on
Photographed from
one camera position
behind home plate,
the film shows a
baseball game in
progress. The action
includes two players
running toward the
camera; one uniform
is distinguishable as
Newark, New Jersey.
Library of
Congress; LOOK
COLL. (Suppl.
Archives) LCUSZ62-119888
DLC
http://memory.loc.g
ov/cgibin/query/r?ammem
/bbpix:@field(NUM
BER+@band(cph+3
c19888))
Library of Congress
Motion Picture,
Broadcasting and
Recorded Sound
Division; LCUSZC4-6142 DLC
http://memory.loc.g
ov/cgibin/query/r?ammem
/bbpix:@field(NUM
BER+@band(cph+3
g06142))
Niver, Kemp R.,
Early motion
pictures, 1985.
Copyright: Thomas
A. Edison, Inc.;
20May98; 31442.
http://memory.loc.g
ov/cgibin/query/r?ammem
/papr:@field(NUM
BER+@band(awal+
1317))
Herbert Hoover and
presidential party
standing, with men
holding their hats, at
opening baseball
game
Wesley Branch
Rickey (1881-1965),
major league baseball
manager and
executive, was
associated over a
long career with the
St. Louis Browns, St.
Louis Cardinals,
Brooklyn Dodgers,
and Pittsburgh
Pirates. While with
the Dodgers in 1947,
as president, general
manager, and coowner, he brought
Jackie Robinson
Shows full-length
portrait of Jackie
Robinson in Dodgers
uniform; headlines
read "Jackie Scores
Winning Run,"
"Robbie's Bunt Turns
Tide," and "Jackie
Romps Home From
Second Base as
26,000 Cheer."
Film still from The
Jackie Robinson
Story showing (from
left to right) Richard
Lane (as Clay
Hopper), Ruby Dee
(as Rachel
Robinson), Jackie
Robinson (as
himself), and Billy
Wayne (as Clyde
Sukeforth) arm-inarm
Library of
Congress; National
Photo Company
Collection;LCUSZ62-111717
DLC (b&w film
copy neg.)
Library of
Congress; Branch
Rickey Papers; A75
http://memory.loc.g
ov/cgibin/query/r?ammem
/coolbib:@field(NU
MBER+@band(cph
+3c11717))
Library of Congress
Serial and
Government
Publications
Division p; LCUSZ62-120275
DLC
http://memory.loc.g
ov/cgibin/query/r?ammem
/bbpix:@field(NUM
BER+@band(cph+3
c20275))
Library of Congress
Motion Picture,
Broadcasting and
Recorded Sound
Division; LCUSZ62-119880
DLC
http://memory.loc.g
ov/cgibin/query/r?ammem
/bbpix:@field(NUM
BER+@band(cph+3
c19880))
http://lcweb2.loc.go
v/cgibin/query/r?ammem
/mcc:@field(DOCI
D+@lit(mcc/044))
Jackie Robinson in
Dodgers uniform,
1954.
Speech by
Branch Rickey
for the "One
Hundred
Percent Wrong
Club" banquet,
Atlanta,
Georgia,
January 20,
1956. Broadcast
on WERD 860
AM radio.
Look Magazine
Photograph
Collection, Library
of Congress, Prints
and Photographs
Division.
Reproduction #:
LC-L9-54-3566-O,
frame 7.
Library of
Congress,
Manuscript
Division, Branch
Rickey Papers
http://memory.loc.g
ov/ammem/collectio
ns/robinson/jraboutc
ol.html
Did you see Jackie
Robinson hit that
ball?
It went zoom in cross
the left field wall.
Yeah boy, yes, yes.
Jackie hit that ball.
And when he swung
his bat,
the crowd went wild,
because he knocked
that ball a solid mile.
Yeah boy, yes, yes.
Jackie hit that ball.
Woodrow Johnson’s
1949 song, "Did
You See Jackie
Robinson Hit That
Ball?"
http://memory.loc.g
ov/ammem/ndlpedu
/collections/jr/langa
rts.html
[Front cover of
Jackie Robinson
comic book. Shows
head-and-shoulders
portrait of Jackie
Robinson in
Brooklyn Dodgers
cap; inset image
shows Jackie
Robinson covering a
slide at second base.
Library of Congress
Serial and
Government
Publications
Division; LCUSZC4-6144 DLC
http://memory.loc.g
ov/cgibin/query/r?ammem
/bbpix:@field(NUM
BER+@band(cph+3
g06144))
Rickey describes the
problems he felt he
faced in the 1940s,
when he decided to
integrate major
league baseball. He
also discusses events
that influenced his
decision and factors
that he thinks will
reduce racial
prejudice.
http://memory.loc.g
ov/ammem/collectio
ns/robinson/branch.
html
President Woodrow
Wilson throwing out
the first ball, opening
day, 1916.
Photographic print,
1916.
Negro Marines
prepare for action.
Breaking a tradition
of 167 years, the U.S.
Marine Corps started
enlisting Negroes on
June 1, 1942. The
first class of 1,200
Negro volunteers
began their training
three months later as
members of the 51st
Composite Defense
Battalion at Montford
Point, a section of the
200 square mile
Marine Base, Camp
Lejeune, at New
River, North
Carolina. Evidence of
the lack of racial
friction may be seen
in the sports program
at the camp. On the
baseball team Negro
enlistees and white
non-com officers are
teammates. Camp
Lejeune has its own
baseball league, with
the Montford Point
team a strong
contender for
championship
honors.
(Library of
Congress, Prints and
Photographs
Division.
Reproduction
number: LCUSZ62-9981
(b&w))
Library of Congress
Prints and
Photographs
Division; LCUSW3-022973-C
DLC
http://memory.loc.g
ov/ammem/collectio
ns/robinson/jrgmda
y.html
http://memory.loc.g
ov/cgibin/query/r?ammem
/fsaall:@field(NUM
BER+@band(fsa+8
d16372))
When Jackie
Robinson began his
rookie season with
the Brooklyn
Dodgers on April 15,
1947, he became the
first African
American to play
major league baseball
in the 20th century,
breaking down the
"color line" in effect
since 1876. In this
letter to Ralph
Norton, a fellow
alumnus of Pasadena
Junior College,
Robinson reports on
his historic debut, the
appointment of Burt
Shotton as the
Dodgers' Manager,
and the welfare of his
wife and infant son
The Jackie Robinson
Papers include an
extensive speech file
that reflects the
author's diverse
interests in such
topics as baseball,
racial equality,
politics, religion,
drug abuse, and black
economic
development. In this
speech Robinson
attributes his success
and the prospect of
limitless opportunity
for all Americans to
America's status as "a
free society."
Autograph Letter
Signed,
Jackie Robinson to
Ralph Norton,
May 5, 1947,
Page 2
Manuscript
Division,
Jackie Robinson
Papers (196C)
http://www.loc.gov/
exhibits/treasures/tri
067.html
Jackie Robinson
(1919-1972)
Typed Speech,
"This I Believe...,"
by Jackie Robinson,
n.d.,
Page 2
Manuscript
Division,
Jackie Robinson
Papers (196A)
http://www.loc.gov/
exhibits/treasures/tri
070.html
CHILDREN’S
BOOKS
Baseball A B C.
New York :
McLoughlin Bros.,
c1885.
http://www.loc.gov/
rr/rarebook/digitalc
oll/digitalcollchildren.html
Original movie cover
The Jackie
Robinson
Story,1950-USABiography
[feature]/Sports
Drama
Hate mail received
by Jackie Robinson,
May 20, 1951
National Baseball
Library
Obituary from The
Sporting News,
November 11, 1972
National Baseball
Library
[Jackie Robinson of
the Brooklyn
Dodgers, posed and
ready to swing].
Library of Congress
Prints and
Photographs
Division
Washington, D.C.
20540 USA LC-L954-3566-O, #8 DLC
(b&w film neg.)
[Jackie Robinson in
Library of Congress
Kansas City
Prints and
Monarchs uniform].
Photographs
Division
Washington, D.C.
20540 USA LCUSZ62-119886
DLC (b&w film
copy neg.)
[Jackie Robinson,
Library of Congress
Rachel Robinson, and Prints and
their three children,
Photographs
David, Sharon, and
Division
Jackie, Jr.].
Washington, D.C.
20540 USA LC-L954-3566-A, #13
DLC (b&w film
neg.)
http://movies2.nyti
mes.com/gst/movies
/movie.html?v_id=2
5723
http://www.baseball
halloffame.org/educ
ation/primary%5Fso
urces/robinson%5Fj
ackie/photograph_0
2_small.htm
http://www.baseball
halloffame.org/educ
ation/primary%5Fso
urces/robinson%5Fj
ackie/obituary_01_s
mall.htm
http://memory.loc.g
ov/cgibin/query/r?ammem
/bbpix:@field(NUM
BER+@band(ppmsc
+00048))
http://memory.loc.g
ov/cgibin/query/r?ammem
/bbpix:@field(NUM
BER+@band(cph+3
c19886))
http://memory.loc.g
ov/cgibin/query/r?ammem
/bbpix:@field(NUM
BER+@band(ppmsc
+00046))
Cover for screenplay
of The Jackie
Robinson Story,
written by Arthur
Mann and Lawrence
Taylor for the movie
produced by EagleLion Films, 1950.
(Library of Congress,
Manuscript Division,
Arthur Mann Papers.)
[Microfilm frame of
front page of
Pittsburgh Courier
(Washington
Edition), April 19,
1947].
Jackie Robinson
served as editor for
this short-lived
magazine, which
focused on black
sports. The table of
contents indicates
how many aspects of
sports were not yet
integrated.
Back Cover ,
Baseball Game
Program for Kansas
City Monarchs and
Indianapolis Clowns,
1954.
Library of Congress,
Manuscript
Division, Arthur
Mann Papers.)
http://memory.loc.g
ov/ammem/collectio
ns/robinson/script.ht
ml
Library of Congress
Serial and
Government
Publications
Division
Washington, D.C.
20540 USA LCUSZ62-120275
DLC (b&w film
copy neg.)
Our Sports. Inside
cover.
New York:
Universal
Publishing and
Distributing
Corporation, June,
1953. Vol. 1, no. 2.
(Library of
Congress,
Manuscript
Division. Branch
Rickey Papers)
(Library of
Congress,
Manuscript
Division, Branch
Rickey Papers.)
http://memory.loc.g
ov/cgibin/query/r?ammem
/bbpix:@field(NUM
BER+@band(cph+3
c20275))
http://memory.loc.g
ov/ammem/collectio
ns/robinson/jr1947.h
tml
http://memory.loc.g
ov/ammem/collectio
ns/robinson/jrprgmb
ib.html
Rubric
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Oral Presentation Rubric : JACKIE ROBINSON AND CIVIL RIGHTS TIMELINE
Student Name: ________________________________________
CATEGORY 4
3
2
1
Preparedness
Student is
completely
prepared and has
obviously
rehearsed.
Student seems
pretty prepared
but might have
needed a couple
more rehearsals.
The student is
somewhat
prepared, but it is
clear that
rehearsal was
lacking.
Student does not
seem at all
prepared to
present.
Speaks Clearly
Speaks clearly
and distinctly all
(100-95%) the
time, and
mispronounces
no words.
Speaks clearly
and distinctly all
(100-95%) the
time, but
mispronounces
one word.
Speaks clearly
and distinctly
most ( 94-85%)
of the time.
Mispronounces
no more than one
word.
Often mumbles
or can not be
understood OR
mispronounces
more than one
word.
Content
Shows a full
Shows a good
Shows a good
Does not seem to
understanding of understanding of understanding of understand the
the topic.
the topic.
parts of the topic. topic very well.
Collaboration
with Peers
Almost always
listens to, shares
with, and
supports the
efforts of others
in the group.
Tries to keep
people working
well together.
Usually listens
to, shares with,
and supports the
efforts of others
in the group.
Does not cause
"waves" in the
group.
Often listens to,
shares with, and
supports the
efforts of others
in the group but
sometimes is not
a good team
member.
Rarely listens to,
shares with, and
supports the
efforts of others
in the group.
Often is not a
good team
member.
Props
Student uses
several props
(could include
costume) that
show
considerable
work/creativity
and which make
the presentation
better.
Student uses 1
prop that shows
considerable
work/creativity
and which make
the presentation
better.
Student uses 1
prop which
makes the
presentation
better.
The student uses
no props OR the
props chosen
detract from the
presentation.
Newspaper : JACKIE ROBINSON FRONT PAGE
Student Name: ________________________________________
CATEGORY 4
3
2
1
Layout Headlines &
Captions
All articles have
headlines that
capture the
reader's attention
and accurately
describe the
content. All
articles have a
byline. All
graphics have
captions that
adequately
describe the
people and action
in the graphic.
All articles have
headlines that
accurately
describe the
content. All
articles have a
byline. All
graphics have
captions.
Most articles
have headlines
that accurately
describe the
content. All
articles have a
byline. Most
graphics have
captions.
Articles are
missing bylines
OR many articles
do not have
adequate
headlines OR
many graphics do
not have
captions.
Spelling and
Proofreading
No spelling or
grammar errors
remain after one
or more people
(in addition to
the typist) read
and correct the
newspaper.
No more than a
couple of
spelling or
grammar errors
remain after one
or more people
(in addition to
the typist) read
and correct the
newspaper.
No more than 3
spelling or
grammar errors
remain after one
or more people
(in addition to
the typist) read
and correct the
newspaper.
Several spelling
or grammar
errors remain in
the final copy of
the newspaper.
Articles Purpose
90-100% of the
articles establish
a clear purpose in
the lead
paragraph and
demonstrate a
clear
understanding of
the topic.
85-89% of the
articles establish
a clear purpose in
the lead
paragraph and
demonstrate a
clear
understanding of
the topic.
75-84% of the
articles establish
a clear purpose in
the lead
paragraph and
demonstrate a
clear
understanding of
the topic.
Less than 75% of
the articles
establish a clear
purpose in the
lead paragraph
and demonstrate
a clear
understanding of
the topic.
Use of Primary
Sources
Reading of
primary source
material was
thorough.
Reading of
primary source
material was
fairly thorough.
Reading of
primary source
material was
incomplete.
Reading of
primary source
material was not
done.
Making A Poster: THE STORY OF JACKIE ROBINSON MOVIE
Student Name: ________________________________________
CATEGORY 4
3
2
1
Graphics Relevance
All graphics are
related to the
topic and make it
easier to
understand. All
borrowed
graphics have a
source citation.
All graphics are
related to the
topic and most
make it easier to
understand. All
borrowed
graphics have a
source citation.
All graphics
relate to the
topic. Most
borrowed
graphics have a
source citation.
Graphics do not
relate to the topic
OR several
borrowed
graphics do not
have a source
citation.
Attractiveness
The poster is
exceptionally
attractive in
terms of design,
layout, and
neatness.
The poster is
attractive in
terms of design,
layout and
neatness.
The poster is
acceptably
attractive though
it may be a bit
messy.
The poster is
distractingly
messy or very
poorly designed.
It is not
attractive.
Grammar
There are no
grammatical
mistakes on the
poster.
There is 1
grammatical
mistake on the
poster.
There are 2
grammatical
mistakes on the
poster.
There are more
than 2
grammatical
mistakes on the
poster.
Title
Title can be read
from 6 ft. away
and is quite
creative.
Title can be read
from 6 ft. away
and describes
content well.
Title can be read
from 4 ft. away
and describes the
content well.
The title is too
small and/or does
not describe the
content of the
poster well.
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- Please Choose - undefined
Literature Circle - Listening and Sharing : JACKIE ROBINSON DISCUSSION
Student Name: ________________________________________
CATEGORY 4
3
2
1
Comprehension
Student seems to
understand entire
story and
accurately
answers 3
questions related
to the story.
Student seems to
understand most
of the story and
accurately
answers 2
questions related
to the story.
Student
understands
some parts of the
story and
accurately
answers 1
question related
to the story.
Student has
trouble
understanding or
remembering
most parts of the
story.
Participates
Willingly
Student routinely
volunteers
answers to
questions and
willingly tries to
answer questions
s/he is asked.
Student
volunteers once
or twice and
willingly tries to
all questions s/he
is asked.
Student does not Student does not
volunteer
willingly
answers, but
participate.
willing tries to
answer questions
s/he is asked.
Thinks about
Characters
Student describes
how a character
might have felt at
some point in the
story, and points
out some
pictures or words
to support his/her
interpretation
without being
asked.
Student describes
how a character
might have felt at
some point in the
story, and points
out some
pictures or words
to support his/her
interpretation
when asked.
Student describes
how a character
might have felt at
some point in the
story, but does
NOT provide
good support for
the interpretation,
even when asked.
Student cannot
describe how a
character might
have felt at a
certain point in
the story.
Respects Others
Student listens
quietly, does not
interrupt, and
stays in assigned
place without
distracting
fidgeting.
Student listens
quietly and does
not interrupt.
Moves a couple
of times, but
does not distract
others.
Student
interrupts once or
twice, but
comments are
relevant. Stays in
assigned place
without
distracting
movements.
Student
interrupts often
by whispering,
making
comments or
noises that
distract others
OR moves
around in ways
that distract
others.
Follows Along
Student is on the
correct page and
is actively
reading along
(eyes move
along the lines)
or finger is
Student is on the
correct page and
usually appears
to be actively
reading, but
looks at the
reader or the
Student is on the
correct page and
seems to read
along
occasionally.
May have a little
trouble finding
Student is on the
wrong page OR
is clearly reading
ahead or behind
the person who is
reading aloud.
following words pictures
being read aloud occasionally.
by others.
Can find place
easily when
called upon to
read.
place when
called upon to
read.
Handouts
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Background Information:
Jackie Robinson was born to a sharecropper's cabin on January 31, 1919. He was the fifth and last surviving child.
The Robinson's worked for the Sasser family in exchange for their cabin and a few provisions. The family earned the
equivalent of three dollars a week, which could only be spent at the Sasser plantation store.
Jerry Robinson, Jackie's father, left the family in 1919. Later the Robinson family moved to California where Jackie's
uncle lived. Life was better there, but the family was still very poor. Jackie's mother worked long hours as a domestic,
leaving the children home on their own. Gaining an education was very important to Jackie's mother.
Because Jackie grew up in a time where opportunities were extremely limited for African Americans, he had to fight
for everything. Jackie's mother taught him that the future would not just "work out" but that he would have to stand up
for himself at all times. He did. He had a temper and a fiery personality, which often got him into trouble. Jackie
loved playing practical jokes that could sometimes be cruel. He was also the leader of the Pepper Street gang, he felt
comfortable in the gang because the members were a mixture of African American, Japanese Americans, Hispanic,
and some whites. The gang got into some minor trouble with the law due to stealing, and other unlawful activities.
Jackie decided to leave the gang because it wasn't helping his life in any way. Sports probably also played a part in
that decision.
Jackie grew up idolizing his older brother Mack, who was also an outstanding athlete. Mack Robinson was so good in
track, he went to the 1936 Olympics in Berlin, Germany as a member of the U.S. track team. He finished second to
Jesse Owens in the 200-meter dash. Having Mack as an older brother helped push Jackie in his own desires.
Jackie did excel in many sports. He went to Pasadena Junior College where he played on the football, basketball,
baseball, and track teams. After graduating from there, he received a scholarship to go to UC LA. Jackie enjoyed great
success at UCLA, in fact he was at least one of the best players on each team. He was the first person ever to letter in
four sports at UCLA.
Jackie left UCLA in 1941 and began playing profession football for the Los Angeles Bulldogs. His football career
was ended by the beginning of World War II. In 1942, Jackie left for the army. He served for thirty one months,
during which time he was sent to officer's training camp in Fort Riley, Kansas. Jackie was released as a first
lieutenant.
Jackie returned home after World War II and played baseball for the Kansas City Monarchs of the Negro American
Baseball League. He was so successful that he caught the eye of Branch Rickey, president of the Brooklyn Dodgers.
Jackie signed with the Montreal Royals, the Dodgers top farm league. He only played with the Royals for the 1946
season before Rickey moved him to the Dodgers to play in the major league. Since Jackie was the first African
American baseball player to play in the major league, he had a tough fight. Rickey made him promise to "have
enough guts to not fight back" (Rudeen p.28). This was tough for someone who was used to fighting back, but he did
it. Because of his willingness to take a stand and because of the courage he showed, he opened the door for other
African American players. Three African American players joined the Dodgers the following season. Jackie played
for the Dodgers for ten years.After Jackie retired from baseball, he traveled throughout the United States speaking for
the rights of all African American people. He also advised the governor of New York on civil rights.
Jackie died from diabetic complications in 1972. His life story continues to stand as an example of courage and the
rights and equality of all peoples. There are many tributes that have been given to Jackie Robinson, but one of my
favorites was given by Richard M. Nixon, who said that Jackie's sense of "brotherhood and brilliance on the playing
field brought a new dimension not only in the game of baseball but to every area of American life where black and
white people work side by side" (Falkner p.343).
JACKIE ROBINSON AND CIVIL RIGHTS TIMELINE
USING THE LIBRARY OF CONGRESS WEBSITE (WWW.LOC.GOV) CREATE A TIMELINE INCLUDING THE FOLLOWING:
o 8 PRIMARY SOURCE DOCUMENTS RELEVANT TO THE LIFE OF JACKIE ROBINSON OR CIVIL RIGHTS
o USE A VARIETY OF SOURCES WHICH MAY INCLUDE: PHOTOS, DOCUMENTS, MOTION PICTURES, AUDIO
o FOR EACH SOURCE INCLUDE A SHORT DESCRIPTION AND PROPER CITATION
o DISPLAY THE SOURCES AND THE INFORMATION ON POSTERBOARD IN CHRONOLOGICAL ORDER
PREPARE A SHORT EXPLANATION OF THE EVENTS ON YOUR TIMELINE. INCLUDE THE FOLLOWING INFORMATION:
WHAT YEARS ARE COVERED, WHAT EVENTS YOU CHOSE AND WHY AND WHICH EVENTS YOU CONSIDER MOST
IMPOTANT?
“ONE HUNDRED PERCENT WRONG CLUB” ANALYSIS
1. NAME OF THE DOCUMENT: ___________________________________________________
2. ORIGINALLY PRESENTED IN
____ WRITTEN FORM
____ SPOKEN FORM
3. DATE OF DOCUMENT: ________________________________________________________
4. AUTHOR (OR CREATOR) OF DOCUMENT: ________________________________________
5. FOR WHAT AUDIENCE WAS THE DOCUMENT PRESENTED: _________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________
6. LIST 3 THINGS THE AUTHOR SAID THAT ARE MOST IMPORTANT:
 _________________________________________________________________________________________________
______________________________________________
 _________________________________________________________________________________________________
______________________________________________
 _________________________________________________________________________________________________
_______________________________________________
7. INCLUDE YOUR FAVORITE QUOTE FROM THE DOCUMENT: ________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
___
8. LIST TWO THINGS THE DOCUMENT TELLS YOU ABOUT LIFE IN THE U.S. AT THAT TIME:
 _________________________________________________________________________________________________
_______________________________________________
 _________________________________________________________________________________________________
_______________________________________________
9. WRITE A QUESTION TO THE AUTHOR THAT YOU HAVE ABOUT THE DOCUMENT OR
TOPIC:_________________________________________________________________________________________________
_______________________________________________________________________________________________________
____________________________
JACKIE ROBINSON AND CIVIL RIGHTS ANALYSIS
1. DOCUMENT NAME:
Date:
From:
To:
Event:
Issue:
2. Five hundred years from now, if this document was the only surviving piece of evidence describing the civil rights
struggle in the United States in the 20th century, what information about that struggle would survive? How accurate
would that information be?
3. Which attributes of Jackie Robinson's character that contributed to his success as the baseball player who broke the
color barrier and as a political activist are evident in this document?
4. Do you agree with Jackie Robinson’s response to this situation? Why or why not?