Assignment 7 Final TJ

I.

Standard 1: RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Standard 2: RH.6-8.2 Cite specific evidence to support analysis of primary and secondary sources.

Text-dependent question: You have read the article about Ruby Bridges from www.sunsigns.org Segregating schools was an important part of the Civil Rights Movement. How did Ruby Bridges symbolic act of bravery help to cement the Civil Rights Movement in the U.S.A? Use evidence from the text to support your answer.

Student Response: Ruby Bridges bravery advanced the call of the Civil Rights Act. During this time Brown vs. the Board of Education was passed which allowed Ruby to attend an all-white school in the first place. The deal was sealed when Ruby broke through the barriers to attend a white school. She opened the door for other colored people to do as she did and today we are able to attend any school we want to attend. Because of her bravery a law was passed to end segregation in schools and everywhere else. According to the text, “After the first difficult year, most of the white children returned to school. Ruby settled down to school life, and racism seemed a thing of the past.”

II.

Standard 1: RH6-8.7 Integrate visual information (e.g., charts, graphs, photographs, or maps) with other information in print and digital texts.

Standard 2: RH6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

Text-dependent question: After examining the photos, compare Ruby Bridges’ world to the one we live in today. Use evidence from the slideshow and the video to support your answer.

Student response: In Ruby’s world, blacks and whites were segregated and it was the law. It was against the law for blacks to drink from the same water fountain as whites. Blacks were not allowed to congregate in the same areas as whites because it was against the law. The slideshow shows several photos of how blacks and whites were segregated. For example, one photo showed the water fountains: one for colored people and one for white people. Another photo showed a white and colored waiting room at the bust station. The last photo that I want to talk about showed the New York Mets baseball team and how they were segregated but played on the same team. In today’s world we are still segregated in some ways, but we can sit on public transportation together. Whites and blacks can use the same restroom, water fountains, and waiting rooms. African Americans are also allowed to attend any school they want to.

III.

Standard 1: WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Text-dependent question: Pretend that you are Ruby Bridges and you had to go through what she went through. Tell your story in a short historical fiction narrative. Describe your feelings throughout the narrative. Include your most frightening experiences and experiences that you are proud of. Be sure to include information from the passage on Ruby Bridges.

Student response: My name is Ruby Bridges and I was the first African American to attend an all-white school. I remember it like it was yesterday. I was born in 1954, the same year as the Supreme Court’s Brown vs. Board of Education decision which outlawed segregation. When I was four, my parents moved us to New Orleans to find a better life. When I was in kindergarten, I had to take a test to determine whether I would be able to attend an all-white school. Although the test was designed for me to fail, I passed it. I was escorted to school each day by U.S. Marshalls to make sure that I did not get hurt. My first day of school was spent in the principal’s office. The next day when I walked into the classroom, there were no students. I thought to myself, why don’t the white people want to go to school with me? My teacher was really nice and taught me even though I was the only child in her classroom. I also remember how afraid I was because all of these grown white people were yelling terrible words to me. Some of them even had dolls with nooses tied around their necks. I was so afraid that I decided not to eat while I was at school because I was afraid that someone had poisoned it. I went to school for almost a year by myself. When the next year rolled around, I began walking to school on my own. Things started getting better and I made friend with a few white kids. Eventually things became integrated because of me. I was so proud to know that I had played a role in integrating schools.

IV.

Standard 1: RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Text-dependent question: After reading the passages, watching the videos, and watching the slide show on Ruby Bridges, what is the author’s point of view? How do you know? Use information from the text to explain the author’s position.

Student response: The author’s point of view or position on Ruby Bridges is positive. Although the author expressed the negative aspects of what Ruby Bridges went through, he stressed how brave and heroic she was throughout the text. The text states, “Bridges was six years old when she became the very first African American child to attend a white Southern school.” This shows a positive position from the author. The author also talks about many of Bridges accomplishments as she grew older.

References

Mississippi Department of Education Framework (2016). Retrieved from https://districtaccess.mde.k12.ms.us/curriculumandInstruction/MississippiCurriculumFrameworks/ELA/2016-MS-CCRS-ELA.pdf

NA. (2021). Ruby bridges biography, life, interesting facts. Retrieved from

https://www.sunsigns.org/famousbirthdays/d/profile/ruby-bridges/

NA. (2021). Ruby bridges: a simple act of courage. Retrieved from

http://teacher.scholastic.com/activities/ruby-bridges/ruby-bridges-for-kids.htm