Collection A, Unit 2
Cooperation
The Three Princes
Rosa Parks
Elena
Rosa Parks
by Maryann N. Weidt
W
hile growing up in Alabama in
the early 1900s and experiencing
inequality and segregation, Rosa Parks
knew that something needed to
change. At first, she protested quietly by
drinking water at home instead of from
the “colored” only water fountains,
walking up the stairs instead of using
the “colored” only elevator, and walking
home from work instead of riding on a
segregated bus. But on one historic day,
December 1, 1955, she made a stand.
Rosa refused to change her seat on a
segregated bus and was soon arrested.
Her action led to a bus boycott and
inspired other African Americans to
peacefully pursue their civil rights.
Reading Level (Lexile) 670L
Format/Length Photo essay; 48 pages
Picture Support Substantial
Language Register Biographical narration
Content Load Historical, biographical
Related Skills
• Comprehension and Critical Thinking
Main Idea and Details
• Reading and Learning Strategies
Monitor Reading
About the Author
Maryann Weidt was a children’s librarian for over 20 years. An avid reader,
she finally decided to try writing herself. She wrote and published her first
biography in 1990 about the young adult writer, Judy Blume. Since then,
Ms. Weidt has written a number of biographies about historical figures
ranging from Levi Strauss to Rosa Parks.
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Rosa Parks
Think About What You Know
Equality vs. Inequality After years of experiencing inequality,
Rosa Parks stood up for herself and other African Americans
when she refused to give up her seat on the bus. To help students
understand her motivation:
• Display the words equal and unequal, pointing out that
they are antonyms, or opposites. Ask students to define
equal and record their ideas (identical in size, quantity,
value, or standing; having the same privileges, rights,
status, and opportunities as others). Then ask what unequal
means and record students’ responses.
• Explain: For many years, African Americans weren’t treated
the same as whites. They weren’t free to sit in the same
bus seats, drink from the same fountains, or eat in the
same places. In the early 1950s, many African Americans
joined together and started the Civil Rights Movement to
work toward freedom and equal rights for everyone.
• Then have students use Student Journal, page 3 to tell why
they believe equal rights are important.
Preview and Predict
Have students look at the front cover, read the title, and
then read the summary on the back cover. Say:
• Rosa Parks stood up for herself on the bus in a
non-violent way. What do you think she did?
Then point out The Exchange question on the title page:
Can we fight without violence? How? Explain that when
they finish reading, they’ll share their ideas about this and
other questions with a group.
Student Journal, page 3
Prepare to Read
Think About What You Know
Are equal rights important to you? Why?
Preview and Predict
• Look at the front cover.
• Read the book summary on the back cover.
Next, have students complete Student Journal, page 3 to
preview the book and make predictions about Rosa’s life
and what she did to change things for African Americans.
• Read The Exchange question on the title page.
1. A biography tells the story of a real person’s life. Page through the book.
How do you know this is a biography?
2. What do you think you’ll find out about Rosa Parks? What kind of person
is she? What does she do?
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Rosa Parks
Use a Reading Strategy
Main Idea and Details Chart Preview the graphic organizer
on Student Journal, page 4 with students. Explain that as they read
Rosa Parks, they can complete the Chart to show how Rosa made a
difference for African Americans. Have students add to their Charts
after they finish reading each section.
Student Journal, page 4
Use a Reading Strategy
Use a Main Idea and Details Chart
As you read Rosa Parks, use a Main Idea and Details Chart to show how Rosa
Parks made important changes.
Main Idea: During years of racism and segregation, Rosa Parks helped change
laws and make life better for African Americans.
Details
Chapter 1:
Slavery was outlawed in 1865, but African Americans were still
separated from white people, treated unfairly, and earned very little
money because of the color of their skin.
Chapter 2:
Rosa found ways to fight segregation. She joined NAACP to help
improve lives of African Americans.
Chapter 3:
Rosa would not give her bus seat to a white person. As a result, a
boycott of buses began. It was a first step in changing civil laws.
Chapter 4:
The boycott worked. The Civil Rights Act was passed. The Voting Act
was passed.
Chapter 5:
Rosa continued to fight to change segregation and unfair treatment
of African Americans.
4
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Rosa Parks
Read the Book
Form the group that will read Rosa Parks. Plan how the group will
read and respond. Some options are:
• Read with a Partner Have students read the book aloud,
with one partner reading the narration and the other reading
the insets and photo captions. Have students complete the
Student Journal page after each section. Encourage them
to plan their reading sessions, using the planner on Student
Journal, page 2 to establish meeting times.
• Read Independently Group members read the book on their
own and then meet for The Exchange. The group can use the
planner on Student Journal, page 2 to establish the meeting time.
• Guided Reading Read aloud the summary at the beginning
of each chapter to give students an overview of the chapter.
Use the Before You Move On questions to check comprehension
as students read. Use Look Ahead to set a focus for reading
the next set of pages. At the end of each section, assign the
appropriate Student Journal page. Discuss the page before
starting the next section. Establish a date for The Exchange
and record it on the planner.
Whichever option you choose, use pages 5–6 for an
at-a-glance view of Student Journal pages, as well as
answers to the Before You Move On questions.
Student Journal, page 2
Plan Your Schedule
My group members are:
___________________________________________________________________________________
We plan to read Rosa Parks and meet on these dates:
Chapters
Date We Will Finish Reading
Date We Will Discuss
1. A Hard Childhood
2. Unfair Rules
3. Rosa Says No
4. Walking for Freedom
5. The Struggle Goes On
Our Exchange meeting will be on this date:
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Rosa Parks
Pages 6–14
Student Journal, page 5
Chapter 1 A Hard Childhood
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1. Author’s Point of View Reread page 7. What does the author
think about picking cotton? How do you know?
It was very hard work. She says, “it didn’t seem much different than
slavery.”
2. Inference Rosa helped her grandfather guard the house.
What does this show about her?
She was strong and brave. She cared about her family. She wanted
things to change.
Think
It Over
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about what you read and answer these questions.
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1.
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learned from her grandfather’s example to treat
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2. Comparisons
Reread pages 10–11. What do they tell about the
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differences between black schools and white schools?
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PAGE 14
each student had a desk
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1. Cause and Effect Rosa fought because the boy was going to
hit her. Why did Rosa’s grandmother scold her?
Her grandmother was angry that Rosa put herself at risk.
2. Inference Reread page 12. How do you think segregation
made black and white people feel?
It made whites feel powerful and blacks powerless.
students walked to school
students rode buses to school
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no posters or books
posters, books, a piano
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3. Context Clues Reread pages 8–9. “Dignity” means pride and self-respect.
did Grandpa
do that showed he was proud and respected himself?
What
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tried to follow his example.
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Chapters 2–3
Unfair Rules and Rosa Says No
Student Journal, page 6
ANSWERS TO “BEFORE YOU MOVE ON”
Chapters 2–3: Pages 15–28
PAGE 21
1. Inference Rosa would not use anything that was just for
“colored” people. Why?
She was protesting in small ways. She showed she would not follow
unfair rules.
2. Conclusions Reread “The Test” on page 20. Why did many
African Americans not vote in elections?
It was very hard for blacks to register to vote. They had to pass tests
and pay a higher tax than whites.
PAGE 28
1. Sequence Rosa was arrested. Tell what happened on
December 1, 1955, after Rosa left work.
Rosa sat in the middle of the bus. A white man wanted her seat.
Rosa refused to move. The police arrested Rosa.
2. Cause and Effect What effect did Rosa’s arrest have on
black people?
They were angry that a good woman like Rosa was arrested. They
were inspired into action by her courage.
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Respond to Unfair Rules and
Rosa Says No
Main Idea and Details Chart
Add Details from Chapters 2 and 3 to your Chart on Journal page 4.
Think It Over
Write the answers to these questions.
1. Personal Response Rosa does small things to try to make changes. Have
you ever tried to make a difference by doing small things? Describe your
actions. Did they work?
2. Judgment Rosa protested segregation in “quiet ways” such as not using
“colored” elevators or drinking fountains. Why are these quiet ways?
What might be a loud way? Why do you think Rosa did not protest in a
loud way?
These ways are quiet because they are not violent.
A loud way would probably involve violence. Rosa
learned from her family to be careful when protesting.
3. Monitor Reading Reread the description of segregated buses on page 17.
Write three questions about the information. Then work with a partner
to answer the questions.
Possible questions: Where did black riders get on the
bus? How much did a bus ride cost? Where did white
riders sit?
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Rosa Parks
Pages 29–37
Student Journal, page 7
Chapter 4 Walking for Freedom
Chapter 4: Pages 29–37
Respond to Walking for Freedom
ANSWERS TO “BEFORE YOU MOVE ON”
Main Idea and Details Chart
Find Details in Chapter 4 that support the Main Idea. Add them to your
Chart on Journal page 4.
PAGE 33
1. Cause and Effect Rosa set an example. How did African
Americans follow her example?
They began to stand up for their rights and dignity by refusing to
ride the buses until the segregation law was changed.
2. Comparisons Reread page 33. How were Martin Luther King,
Jr., and Rosa Parks alike and different?
Alike: wanted to end unfair treatment; used nonviolent acts to help
blacks get their rights. Different: Dr. King was a great speaker, but
Rosa was shy.
PAGE 37
1. Opinion The bus boycott caused African Americans many
hardships. Was it worth it? Why?
2. Theme How does the bus boycott relate to the theme Pulling
Together?
African Americans realized that working together helped them
win rights.
Think It Over
Write the answers to these questions.
1. Personal Response Even though Rosa lost the bus segregation case,
something good started. She had her rights and dignity, and the boycott
was a success. Tell about a time you failed but still got positive results.
2. Monitor Reading Reread pages 34 and 35. Choose a part that was
difficult to understand. Use your own words to tell what happened.
3. Opinion How could peaceful protests be more powerful than violent
protests?
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Pages 38–45
Chapter 5 The Struggle Goes On
Student Journal, page 8
ANSWERS TO “BEFORE YOU MOVE ON”
Chapter 5: Pages 38–45
PAGE 43
1. Conclusions Why do you think Rosa’s life was not the same
after the boycott?
She was hated, loved, and famous so people treated her differently.
2. Inference Reread page 42. Why do you think Rosa’s job with
the congressman was the first job she loved?
Now she could earn a living working for civil rights.
Respond to The Struggle Goes On
Main Idea and Details Chart
Complete your Main Idea and Details Chart on Journal page 4.
Think It Over
Write the answers to these questions.
1. Personal Response Rosa found a job that let her earn a living and do
what she believed in. Describe the kind of work you think is important.
Where could you do that kind of work someday?
PAGE 45
1. Viewing How does the timeline on page 44 help you
understand the book better?
You can quickly see the important events that made Rosa a hero
and changed civil laws.
2. Author’s Purpose Reread page 45. Why do you think the
author chose to include information about this museum?
To suggest that you could experience Rosa’s life in a different way
and maybe learn more if you visited the museum.
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2. Main Idea and Details Reread page 41. During 1964 and 1965 African
Americans won victories in their fight for civil rights. List three details
to support this main idea.
President Johnson signed the Civil Rights Act. Segregation
in all public places ended. It became the law that all
African Americans could vote.
3. Author’s Point of View How do you think the author feels about Rosa
Parks? How do you know?
She thinks Rosa is a hero, inspirational, and brave.
She wrote these feelings on page 43.
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Rosa Parks
Allow time for groups to meet for The Exchange. If you plan to participate,
use these tips for guiding students in discussing the big question:
Can we fight without violence? How?
Name examples of how Rosa fought without violence. Do you think her
actions made a difference? Why or why not?
She stood up for herself and other African Americans by not following unfair rules put
upon them, she joined the NAACP, and she voted.
Rosa inspired other people to fight for equal rights. What do you believe in
fighting for? What changes would you like to see?
Think about something that is unfair. What non-violent ways could you use
to make changes?
Extend the Reading
Write a Speech
Give an Oral Summary
Civil Rights Poster
After students review
Chapter 3, have them write
the speech Rosa might have
given in court to explain her
actions on the bus. Students
may want to present their
speech to their group.
Have partners discuss what
they learned about Rosa
Parks, and note the most
important ideas about her
life as a child, and then as
an adult. Students can take
turns as they present their
summary to the class.
Rosa Parks was just one of
several important figures in
the Civil Rights Movement.
Have groups research other
important figures and work
together to plan, write,
and display a poster in the
classroom.
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