Read Aloud Roundup: February 2013

This month's theme was an obvious choice for an elementary with "civil rights" in its name: Black History Month.

I offer books representing people of color as a year-round practice, but in February I focus on particular events and eras of African-American history, like slavery, Jim Crow, school desegregation, and voting rights. The familiar names -- Martin Luther King, Jr.; Rosa Parks; Harriet Tubman; Ruby Bridges -- certainly come up, but this year I made an effort to branch out and look at some less well-known individuals and also at the communities involved. Civil rights didn't happen because of one person giving a speech or going to jail -- of course, they didn't just happen, but were fought for and are still being won today -- but were the result of many years of many people standing up for what they believed was right, and overcoming a majority who wanted to keep the status quo. That valuable lesson is one that repeats in many of these titles and the related discussions.

Black History Month often means talking about big ideas with little people, so most of these discussion question sets begin with an overview or some talking points before the reading. That gives the reader a chance to find out what the class has already studied, and where the general maturity level is regarding the topic of race. (By February, these recurring readers should have a grasp on what works for that grade level, and the kids have had half a year to become accustomed to discussion of sensitive or uncomfortable topics. Also, they'll be well into units on civil rights and Black History Month, so these topics aren't coming out of nowhere.)

K


Viola Desmond Won’t Be Budged, by Jody Nyasha Warner

Before reading, ask if any of the students are familiar with Rosa Parks. State her importance to the civil rights movement briefly, and point out that she was not the only person who was standing up for fairness and equality. Of course, many people were involved in the Montgomery bus boycott (or it wouldn’t have worked so well!), but there were also other activists refusing to move to the back of the bus or not sit at the lunch counter, in different areas. Some became well-known individuals. Introduce Viola Desmond as one of these activists who was located in Canada, and mention that this story happened in 1946 (well before Rosa Parks and the Montgomery bus boycott).

When Viola was asked to move to the balcony, she had a lot of feelings: sad, scared, mad. How would you have felt?
Why didn’t the judge listen to Viola in court?

If there's time: Someone working at minimum wage in San Francisco makes $10.55/hour, today. So that $20 fine represents maybe 2 hours of work. But money changes value over time. $20 in 1946 is equal to about $250 today. (simplified by using US currency) It would take today’s worker more than 3 working days to make that much. In 1946, someone might make 40 cents/hour, and that $20 would represent 50 hours of work -- more than a whole week!


These Hands, by Margaret H. Mason

What do you think about the rule that said that black people couldn’t do certain jobs? Was it fair?
Why did the owners of the company make that rule?
What could have caused them to change their minds?
There are unfair laws that exist today, in the United States and around the world. Lots of people are working to change those laws and to change the minds that support them.  Kids shouldn’t have to worry about the big laws, but you can always stand up for yourself when you’re being treated unfairly. You can be kind to other people and stand up for them, too. What are some ways that you can do that?


1

Grandmama’s Pride, by Becky Birtha

Before reading: When you travel or visit someone else, what kinds of different rules or customs do they have? (prompt: taking shoes off in the house, eating earlier or later, personal preferences about activities/food/noise, etc.) How might you feel about doing things differently while you are there? What happens if you think their rules are unfair?

What do you know about the world around you if you can read? Can you tell what the street names are? Which bus is coming? What a sign on the door says?
Sometimes when you read, you learn things that are upsetting. What do you do? Would you rather know these things or not know them?


The Tuskeegee Airmen Story, by Lynn M. Homan and Thomas Reilly
Before reading, pronounce Tuskegee carefully - tuh-SKEE-gee - and have the students say it with you. Let them know that it’s a city in Alabama.

Joshua’s grandfather says that it took a lot of people to change the laws about segregation. Who are some of those people? (You’ll probably get names, like Martin Luther King and Rosa Parks, but make sure to also mention groups of people: students, teachers, marchers, preachers, workers, people from both Northern and Southern states, etc.)
What did it take to be a successful Tuskegee Airman? How did the Airmen help to change unfair laws about what black people could and couldn’t do?


2
Freedom Ship, by Doreen Rappaport

Before the reading, ask what the students know about the American Civil War. Points to cover: it was about 150 years ago; the Northern and Southern states were on opposing sides; slavery was one big reason for the war, because Southern lawmakers didn’t want the President telling them what to do. The newer states in the West were split on the slavery issue -- some were free states, some not. Lots of people who were not soldiers helped: they worked in factories, sold food and supplies, made food and clothes, treated sick and injured people. Lots of people (soldiers and civilians) died. President Lincoln outlawed slavery. At the end of the war, the Southern leaders surrendered and signed papers making the states part of one country again, but it took many years to rebuild and learn to live together peacefully.

Why did slaves want to be free? How did they find freedom by going to the North/Union?  
If you were woken up in the middle of the night and told to get dressed and leave your home, what would you think? How would you act?


Freedom River, by Doreen Rappaport

Before the reading, ask what the students know about the American Civil War. Points to cover: it was about 150 years ago; the Northern and Southern states were on opposing sides; slavery was one big reason for the war, because Southern lawmakers didn’t want the President telling them what to do. The newer states in the West were split on the slavery issue -- some were free states, some not. Lots of people who were not soldiers helped: they worked in factories, sold food and supplies, made food and clothes, treated sick and injured people. Lots of people (soldiers and civilians) died. President Lincoln outlawed slavery. At the end of the war, the Southern leaders surrendered and signed papers making the states part of one country again, but it took many years to rebuild and learn to live together peacefully.

Why did slaves want to be free? How did they find freedom by going to the North/Union?
Why did John Parker help slaves escape?


3
The Great Migration: Journey to the North, by Eloise Greenfield

Before reading the poems, read aloud the introduction from the author and talk about different groups of people affected by the Great Migration: black people, white people, kids, adults, teachers, students, preachers, etc.

Imagine moving to a brand-new place and not being able to use a phone or a computer. How would you keep in touch with friends and family? How would you feel about moving?
What were some of the reasons black people moved North?
Was it really a better life? Why/why not?


Goin’ Someplace Special, by Patricia McKissack

Before reading, or after reading first page, ask: Where do you think “someplace special” is? What clues do you have? Pay attention as the story continues and see if you are right.

How old do you think ‘Tricia Ann is? How old do you think a kid should be to be able to ride the bus by herself? Or go to the store alone?
How would you feel if you were not allowed into a hotel or a movie theater or a department store? What if your friends weren’t allowed in, but you were?
Why is Someplace Special important to ‘Tricia Ann? What places are especially important to you? Why?


4
The School is Not White! by Doreen Rappaport

Why did Ruth and her family want a good education? Why is education important for you?
How would you feel if you were treated like the Carter children at school? Would you want to keep coming back? Why do you think they didn’t quit?


4 / 5
Ruth and the Green Book, by Calvin Alexander Ramsey

Before reading: Have you ever taken a long car trip? What did you take with you? What are some of the things you needed? (bathrooms, places to sleep and eat, a bank, etc.) 

What tools like the Green Book do we have today? If you were planning a trip, where would you find information about the places you’re visiting?
What do you think about the tourist home not charging money to stay there? What are some other ways we can help one another?


5
Heart and Soul: The Story of America and African-Americans, by Kadir Nelson
(chapters 11 & 12)

Before reading, point out that the whole book is longer than the chapters we’ll read today. The history of black people in America goes back centuries. Prompt the kids to say a little about what they know: slavery, the Civil War, Jim Crow laws, and the right to vote might come up. 
                                             
Many people protested segregation, some by marching or making speeches, and some less visibly. What are some ways that people worked for equality in the 1950s and 60s?
What are some of the unfair rules that still exist today? (May need prompting: topics could cover anything from not letting women and girls go to school, not letting people in love marry each other, treating workers poorly especially if they don’t have citizenship. Go with what you’re comfortable discussing and ask the class and teacher for examples.) What are people doing to change them? What can 5th-graders do?