Childrens Literature --> Social Studies

Book:
- Bridges, Ruby. (1999). Through My Eyes. USA: Scholastic, Inc.
Summary:
Ruby Bridges book, Through My Eyes, is an autobiographical book detailing events that
occurred during the civil rights movement. The book begins with Ruby detailing her one-year of
schooling at a segregated school and quickly jumps into her experiences integrating the schools.
November 14, 1960, Ruby, a six-year old young girl changed history by marching into a white
school to be educated as a black girl.
Through her own eyes, Ruby recounts her walks to and from school through the mobs,
watching and hearing parents remove their white kids from school since she was there, and her
time in school as the only student in the class. The book concludes with Ruby reflecting on her
relationship with her teacher, Mrs. Henry, and briefly summarizing what happened to her after
integrating her school.
Questions
Pre-Reading:
Who do you think the girl on the cover is?
By looking at the pictures on the back cover, what time period do you think this book
takes place in?
What do you think the title, Through My Eyes, means?
During Reading:
Was your prediction about the girl on the cover correct?
What connections can you make between your family and Ruby Bridges family?
What are your thoughts on Ruby having to be escorted to school? How would you feel if
you were Ruby?
If you were Ruby, how would you have been brave during such a scary situation?
How do you think Ruby felt being the only student in her class? How would you have
felt?
Post Reading:
Why is the story of Ruby Bridges so important?
What similarities and differences do you see between yourself and Ruby?
Why do you think Rubys teacher, Mrs. Henry, had such an impact on her? In what way
have your teachers had had an impact on you?
Activities to follow the book for fifth grade:
ACTIVITY ONE:
a. Content Discipline: Creative Writing
b. NCSS Strand:
Time, Continuity, and Change, and Individuals, Groups, and Institutions Students are looking
at how a certain person in history acted in a way that changed history. They are also looking at
how their life has been affected by a persons actions.
c. Goal/Objective:
After having read, Through My Eyes, fifth grade students use the prompt provided to write a
minimum of three journal entries from Rubys perspective.
d. Description:
Materials Needed:
- Through My Eyes By: Ruby Bridges
- Paper (with room for illustrations)
- Writing and coloring utensils
- Journal Prompts
Review the story of Ruby Bridges as told in her book, Through My Eyes.
Have students individually brainstorm a list of how they may have been feeling, how they
may have acted, or what they may have wanted to say if they were in Rubys position.
Give students an opportunity to share their list with a partner and generate a class list of
ideas on the board.
Explain to students that they will be writing a journal or diary from the perspective of
Ruby Bridges. Ask them to respond with a minimum of one journal entry for each of the
following prompts. Remind them to include how they may have been feeling, how they
may have acted, or what they may have wanted to say. If students have extra time,
encourage them to create an illustration to go along with their journal entry.
o On your first day of school, you are escorted by four men dressed in suits who are
carrying guns. People are yelling and throwing things at you on your walk to the
school doors where you are greeted by police officers.
o You are sitting in the office at school, while waiting for directions from the
principal you notice something strange. Everyone elses parents are coming into
school and taking their children home. You dont actually get to talk to anybody
at school on your first day.
o Its your second day at a new school and you meet your teacher. You realize that
you are the only student showing up to school today. You arent allowed to leave
the classroom, even for lunch and recess. To go to the bathroom you have to be
escorted by somebody with a gun.
Share the rubric with students so they know what to expect and how they will be graded.
Differentiation:
- Gifted Learners:
o Have students write their journal entries from a different perspective. (Rubys
mom, Mrs. Henry, one of the marshals, etc.)
o Ask students to write an additional journal entry that requires them to generate
their own prompt.
- Struggling Learners:
o Students will be given a template that has sentence starters
o Students may use illustrations to depict their thinking and express the contents
of their journal entry.
e. Assessment:
- Students will be assessed based on the following rubric.
4 3 2 1
Creativity
The journal entry
contains many
creative details
and descriptions
that contribute to
the readers
understanding
and enjoyment.
The journal entry
contains several
details and
descriptions that
contribute to the
readers
understanding
and enjoyment.
The journal entry
contains few
details and
descriptions and
they may distract
from the readers
understanding.
The journal entry
contains little to
no details and
descriptions and
they may distract
from the readers
understanding.
Content/Book
Support
Author includes
substantial
specific and
accurate details
from the book to
support their
thoughts in the
journal articles.
Author includes
some specific
and accurate
details from the
book to support
their thoughts in
the journal
articles.
Author includes
few specific and
accurate details
form the book to
support their
thoughts in the
journal articles.
Author includes
no specific or
accurate details
from the book to
support their
thoughts in the
journal articles.
Capitalization
& Punctuation
Author makes no
errors in
capitalization or
punctuation.
Author makes 1-
2 mistakes in
capitalization or
punctuation, but
journal is still
easy to read.
Author makes
several mistakes
in capitalization
or punctuation
that make the
journal difficult
to read.
Author makes
many errors in
capitalization or
punctuation that
make the journal
difficult to read.
Minimum of
three journal
Two journal
entries are
One journal entry
is completed and
No journal
entries are
Completion entries are
completed and
turned in on
time.
completed and
turned in on
time.
turned in on
time.
completed and
turned in on time.
ACTIVITY TWO
a. Content Discipline: Geography
b. NCSS Strand: People, Places and Environment Following the lesson, students will have
knowledge of the different geographic perspectives that were present during the civil rights
movement and geographically where Ruby Bridges story unfolded.
c. Goal/Objective:
After reading Through My Eyes, discussing the civil rights movement, and completing a map
activity, fifth graders will locate on a map where Ruby Bridges was born and went to school.
Given a map with a key, fifth grade students will be able to accurately read the map and key to
answer questions and complete tasks with fewer than two errors.
d. Description:
Materials Needed:
- Through My Eyes By: Ruby Bridges
- Copies of Desegregation in South map (see below)
- Writing and Coloring Utensils
- Copies of United States maps (see below)
- Copies of worksheet (see below)
- Projector
Review Through My Eyes, emphasizing where it took place and the overall issue
of desegregation and integrating schools.
Have students complete a think-pair-share to predict which states where enforced
school segregation until 1954. Generate a list on the board.
Pass out the Desegregation in the South map.
Have students talk to their partner about how their predictions align with the map.
Facilitate a whole group discussion and compare lists.
o Possible discussion points:
What state most surprised you? Why?
What state least surprised you? Why?
What state are you surprised not to see included? Why?
Model for students how to read the map key and apply the information on the
Desegregation in the South map.
o Project a blank map of the United States on the board
o Ask the question: In 1964, which state had 42% of African Americans in
schools with white?
Think-pair-share
Label Missouri with a square on the board.
o Ask the question: How many states had 28-60% African Americans in
schools with whites in 1964?
Label the five states with diagonal lines.
o Demonstrate based off of two examples how to create their own map key.
Distribute worksheet. Encourage students to work in the groups for the first two
questions then complete the worksheet independently.
Teacher will float around the classroom, answer questions as appropriate, and
provide support where needed.
Students will turn in their worksheet and map when done and read a book until
class is over.
Differentiation:
- Gifted Learners:
o Have students generate their own questions and directions based on the
Desegregation map. Answer the questions and label the map.
o Ask students to label additional states and capitals on the map.
o Students will use the timeline in the book to label other iconic events from the
Civil Rights Movement on the map.
- Struggling Learners:
o Students will be given more explicit, step-by-step directions.
o Students will be given a blank map that already has a key created for them.
o Students will be given a fact sheet that includes the information they need
from the book to complete their map.
o Teacher will check in with them twice as often to provide scaffolding and
support.
e. Assessment:
Students will be assessed based on their completed worksheet and map using the following
checklist.
_____ Student accurately colored the sixteen desegregated states red.
_____ Student labeled Mississippi and put an X in the center.
_____ Student labeled Louisiana and put a star in the middle.
_____ Student correctly labeled four states with horizontal lines.
_____ Student correctly labeled seven states with vertical lines.
_____ Student accurately answered questions using complete sentences.
_____ Student included a legible key on their map.
Resources:
http://www.historytunes.com/images/cartoons/44-1.png
Ruby Bridges, Desegregation, and MapsOh
My!
Directions: Use the Desegregation in the South Map and Through My Eyes
to answer the following questions in coplete sentences! Don"t forget to
include a #ey on your ap! $hen you are %nished, turn in your wor#sheet
and ap to the turn in tray and choose a boo# fro our &i'il Rights bin to
read!
(! &olor all the states where school segregation was enforced until ()*+
red! ,ow any are there-
.! $hich state was Ruby Bridges born in- /abel it on the ap and put an
0 in the center!
1! $hat state did Ruby Bridges help integrate schools in- /abel it on the
ap and put a star in the center
+! 2n ()3+, how any states in the South had (!* 4 35 6frican
6ericans in schools with whites- /abel the with hori7ontal lines!
*! 2n ()3+, what was the percentage of 6frican 6ericans in schools
with whites where Ruby Bridges li'ed- ,ow any states are in the
sae range- /abel the with 'ertical lines!
ACTIVITY THREE
a. Content Discipline: Expressive Arts and History
b. NCSS Strand: Individuals, Groups, and Institution and Time, Continuity, and Change
Students are researching various individuals who made an impact on the country through the
civil rights movement.
c. Goal/Objective:
Fifth grade students will be able to research and share the impact one individual had on the
country during the Civil Rights Movement through an artistic manner.
d. Description:
Materials Needed:
- Variety of Civil Rights Books
- Internet Access
- Costume materials
- Rubric (see below)
- Note sheet (see below)
The class will start with reviewing Through My Eyes By: Ruby Bridges and
discussing the impact she had on the Civil Rights Movement.
Students will work in their groups to brainstorm characteristics that Ruby Bridges
possessed that made her such an influential person.
o Ideas: Bravery, Courage, Perseverance, Determined, Motivated
The teacher will generate a cohesive list and discuss how there are many other
people in history, specifically in the Civil Rights Era that displayed similar
characters to Ruby Bridges.
Students may work individually or in pairs and will select an influential person
that possesses similar characteristics as Ruby Bridges and also played a role the
Civil Rights Movement. (Teacher may provide a list based on resources/books
available)
o Possibilities Include:
Rosa Parks
Martin Luther King Jr.
Thurgood Marshall
Linda Brown
Frederick Douglas
Abraham Lincoln
Sojourner Truth
Harriet Tubman
Malcolm X
The students will complete research focused on the individual of their choice.
Research can be completed through library or classroom books, Internet, or other
articles.
From their research, the students will come up with a creative way to share
information about their individual to the class. Pass the rubric out to students
ahead of time so they know what to expect with grading.
o Ideas:
Skit or role play given as the famous individual
Speech given as the famous individual
Song written about them and their accomplishments
Students will present to the class. Their peers will complete a note sheet to
demonstrate their understanding and knowledge.
Differentiation:
- Gifted Learners:
o Students will take notes without the note guide. They will have to use their
discretion to determine what information is important.
o Presentations will be of greater length.
o Research must come from a minimum of four sources instead of three.
- Struggling Learners:
o Students will be given a template for research detailing specifically what to
include.
o Students are only expected to use one source instead of three.
e. Assessment:
Students will be assessed based on the rubric for their presentation and their completed note
sheet. Both the student and teacher will complete the rubric. The teacher will have the ultimate
decision, but it will be informative to see how the students would self-assess themselves.
4 3 2 1
Creativity
The presentation
is well thought
out. There are
many creative
components and
the student uses
the arts to
explicitly depict
their individual.
The presentation
is well thought
out. There are
several creative
components and
the student uses
the arts to
explicitly depict
their individual.
The presentation
is somewhat
thought out.
There are several
creative
components, but
the student does
not clearly depict
their individual.
The presentation
is somewhat
thought out.
There are very
few creative
components and
the student does
not clearly depict
their individual.
Student includes
substantial,
accurate, and
Student includes
somewhat
substantial,
Not all of the
content is
accurate and
Little to no
content is
accurate and
Content/Sources informative
content.
Information
comes from a
minimum of
three sources.
accurate, and
informative
content.
Information
comes from only
two sources.
informative.
Information
comes from only
one source.
informative. It is
unclear what
sources were
used.
Presentation
The presentation
was well
organized and
the audience was
always engaged.
Student was easy
to hear and
understand.
The presentation
was well
organized and
the audience was
mostly engaged.
Student was easy
to hear and
understand.
The presentation
was decently
organized and
the audience was
somewhat
engaged. Student
was difficult to
hear and
understand at
times.
The presentation
was hard to
follow and
unclear. The
audience was
rarely engaged
and the student
as difficult to
hear and
understand at
times.
Work Ethic
Student used all
research time
efficiently and
put in a great
amount of effort.
Student used the
majority of
research time
efficiently and
put in a great
amount of effort.
Student used
some of the
research time
efficiently and
put in a moderate
amount of effort.
Student was
rarely engaged
during research
time and put in
little to no effort.
2n8uential 2ndi'iduals fro the &i'il Rights
Mo'eent
9ae::::::::::: 9ae::::::::::::
When were they born?
Why are they famous?
When were they born?
Why are they famous?
What traits do they have in common
with Ruby Bridges?
How would your life be different today
if they had not made a difference?
Fun/Interesting Fact:

What traits do they have in common

with Ruby Bridges?
How would your life be different today
if they had not made a difference?
Fun/Interesting Fact: