E D I T I O N 5 – 6 VOL. 10, NO. 17 TEACHER’S GUIDE FEBRUARY 21, 2020

FEBRUARY 21, 2020 ● VOL. 10 ● NO. 17 EDITION 5–6 LEXILE LEVELS TEACHING THE COVER STORY ●● Main: 870L REMEMBERING THE MARCH ●● Alternate: 730L, 1040L CONTENT-AREA STANDARD (NCSS) Civic Ideals and On August 28, 1963, Martin Luther King Jr. gave his At the March on Washington Practices in 1963, Martin Luther King Jr. called for equality famous “” speech at the March on for all Americans. Washington. His words gave hope to the people gathered COMMON CORE STANDARDS there to demand equal rights for all. This speech continues RI.1, RI.2, SL.1, SL.2 timeforkids.com to inspire optimism today.

LESSON MATERIALS AGENDA ●● Class set of this week’s magazine ●● Engage to Read (15 minutes) ●● Class set of “What We Want” resource (p. 4) ●● Read the Text (15 minutes) ●● Class set of “5W1H” resource (online) ●● Respond to the Text (20 minutes) 60 minutes ●● Optional: Extension Idea (10 minutes)

FAST FACTS gathered to create a list of their 10 demands. Bayard • February was chosen for what would become Black Rustin read them aloud at the march. History Month to coincide with the birthdays of Frederick • Organizers of the March on Washington raised money Douglass (an escaped slave who became a prominent by selling buttons. In a month, they sold 42,000 buttons, activist and author) and President Abraham Lincoln raising nearly $15,000. (the president who abolished slavery in 1863). • At the age of 23, was the youngest speaker at • Before the March on Washington, civil rights activists the March on Washington.

WITHIN THIS GUIDE TEXT SET WRITING ADDITIONAL RESOURCES THIS WEEK’S MAGAZINE CIVIC PARTICIPATION • Alternate Lexile® Levels: This ONLINE: “CIVIL RIGHTS TEXT SET,” IN THE MAGAZINE: “REMEMBERING THE week’s cover story, “Remem- LOCATED UNDER TEACHING RESOURCES AT MARCH,” PP. 4–5, AND “BIG DREAMS,” bering the March,” is available TIMEFORKIDS.COM PP. 6–7 online at three levels. So is “TFK • Lesson Overview: This week’s • Lesson Overview: Students will Explains: Coronavirus” (p. 2). issue can be paired with TFK’s read “Remembering the March” • Assessment: This Teacher’s online exclusive “Civil Rights and “Big Dreams.” Then they’ll Guide includes a quiz on page 6 Text Set.” The questions and create a civic self-portrait using covering the entire student activity will educate students an adapted lesson from Facing magazine. There’s also a about the past and help them History and Ourselves. cover-story quiz online. The determine what rights people are Distractor Guides for each fighting for today. • Lesson Materials: Class set of this week’s magazine; class set assessment can be found at • Lesson Materials: Class set of of “Civic Self-Portrait” timeforkids.com under Teaching this week’s magazine; online resource, on page 5 of this guide Resources. access to text set

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COVER HISTORY Power Words Direct students’ attention to the image of the Washington integrated adjective: including all • types of people self-evident adjective: obvious; needing no explanation Monument (see “On the Horizon”). After they’ve seen the

For Black History Month, TIME for Kids looks back up, live out the true meaning of its creed: ‘We hold In 1964, President Lyndon B. Johnson signed the Civil at the 1963 March on Washington and Martin Luther these truths to be self-evident, that all men are created Rights Act, banning discrimination. photo, ask them to close their eyes and imagine what it King Jr.’s “I Have a Dream” speech. equal,’” King famously said toward the end. “I have a Maxine Allen Johnson Wood had just graduated dream that my four little children will one day live in from college when she took part in the March on On August 28, 1963, people from all over the country a nation where they will not be judged by the color of Washington. She says King’s dream is as important felt like to be there on the day of the march. What sounds poured into Washington, D.C. Many held signs: “We their skin but by the content of their character.” today as it was then. “The image that he gave was [of] March for Integrated Schools Now!” and “We Demand “He was preaching from his heart,” says John Lewis. a future. And it wasn’t beyond our reality to think that Jobs for All Now!” Lewis, who was a speaker at the March and a civil rights [it] could happen.” The March on Washington for Jobs and Freedom drew activist, later became a U.S. congressman in Georgia. King’s words continue to inspire people around did they hear? What did it feel like? After students have about 250,000 people. They were calling on the United the world. “Of all the gifts [he gave us], the greatest States government to pass laws regarding equal labor, hous- THE DREAM LIVES ON has been the belief in society’s ability to change ing, and voting rights protection for all Americans. At the The March on Washington showed Americans the and the power each of us has to effect that change,” Lincoln Memorial, they heard Martin Luther King Jr. give power of peaceful protest. Many more protests followed. Lewis says. —By Brian S. McGrath imagined what it was like, have them begin reading. one of the most important speeches in our nation’s history. VOICE OF FREEDOM Martin Luther King Jr. gives the “I Have a Dream” THE LIFE OF A LEADER speech at the March on King was born in Atlanta, Georgia, in 1929. He studied to Washington. become a minister and moved to Montgomery, Alabama, in the 1950s. At the time, segregation was still a fact of Respond to the Text life in many parts of the country, especially in the South. King preached often about social justice. In 1955, an African-American teenager named was arrested in Montgomery, Alabama. She had refused to give up her seat on a bus to a white person. was arrested soon after for a similar Bring students back together to discuss the article and act of protest. This led to a yearlong boycott of public • buses in Montgomery. It also led to a U.S. Supreme Court decision that banned segregated seating on buses. In April 1963, King was arrested at a protest and their notes. Have them reflect on the impact of this event jailed in Birmingham, Alabama. But it only motivated him. Just a few months later, he joined other civil rights leaders for the March on Washington. It was organized by and A. Philip Randolph. Many leaders and how the inspired many move- spoke before King, whose speech lasted 18 minutes. “I have a dream that one day this nation will rise CLOCKWISE FROM LEFT: PAUL SCHUTZER—THE LIFE PICTURE COLLECTION/GETTY IMAGES; BETTMANN/GETTY IMAGES; JEFF HUTCHENS—GETTY IMAGES; GREGORY SMITH—AP PHOTO; THOS ROBINSON—GETTY IMAGES; RICH FURY—GETTY IMAGES. BORDERS: BETTMANN/GETTY IMAGES (2) ments of today. Ask: Who is the text about? (A group of JOAN BAEZ, SINGER RACHEL ROBINSON, THE JACKIE NAN ORROCK, STATE SENATOR JOHN LEWIS, CONGRESSMAN “I’d never seen ROBINSON FOUNDATION “I resolved at that “There was so anything like it. “We were looking moment . . . I much hope, What was it like to attend the March on Washington? TIME I remember the for leadership, was going to so much opti- electricity and he was be a part of mism after civil rights activists and leaders) What happened? (People magazine spoke with people who were there. They remember in the air.” offering it.” changing the March on ON THE HORIZON The 1963 March on Washington was one how King led the crowd in raising a voice for equality. the country.” Washington.” of the largest civil rights gatherings in U.S. history.

HEAR THE STORY READ ALOUD IN ENGLISH AND IN SPANISH AT TIMEFORKIDS.COM. came together; several civil rights leaders, including Martin 4 Time for Kids February 21, 2020 5 Luther King Jr., spoke.) When did it happen? (August 28, 1963) Where did it happen? (In Washington, D.C., at the ANALYZING INFORMATION LESSON Lincoln Memorial) Why did it happen? (People were Engage the Reader demanding justice and equality.) How was this event • Tell students that today’s cover story is about important? (This protest was part of several events that Time a historic event that took place during the paved the way for Lyndon B. Johnson’s signing of the Civil 60 minutes civil rights movement. Show the cover and Rights Act of 1964. It also demonstrated the effectiveness of read the cover text aloud. Ask: What were peaceful protest and the importance of working together for people marching for at the March on Washington? a cause. People still reference the significance of this event (Equality for all) Ask students to share what they know and the role Martin Luther King Jr. played in inspiring about this event and/or the civil rights movement. others to work for justice and equal rights.) • Explain that protests for equality have been happening • Have students imagine the march has just ended. Ask in this country for more than a century. Ask students to them to write a letter to their hometown newspaper imagine they are journalists during the civil rights move- describing the event and the experience, using what they ment. The year is 1963, and they’ve just learned about a learned from the cover story. protest planned for the state capital. Their editor (or boss) has asked them to go there and report on the event. • Start your journalists off by asking them to read through Additional Resources a page from the march’s program. Read through the marchers’ 10 demands in the resource “What We Want,” TIME for Kids has curated additional content to support on page 4 of this guide. educators in teaching the civil rights movement. For a detailed list of lessons and resources from the organiza- Read the Text tions listed below, search “Civil Rights Resources” under • While they’re reading the article, have students use the Teaching Resources at timeforkids.com. “5W1H” resource to write down facts about the March on • Anti-Defamation League Washington. This can be found under Teaching Resources • Civil Rights Teaching at timeforkids.com. • Facing History and Ourselves • NewseumED • Teaching Tolerance COVER STORY POWER WORDS Here are all the words you might teach in this lesson. Select the words that are most appropriate for your students for direct instruction within the lesson.

*boycott noun: an action in which a group of people refuses *discrimination noun: unfairly treating one group of people to buy, use, or participate, as a way of protesting differently from another group

*character noun: the way someone thinks, feels, and integrated adjective: including all types of people behaves

*creed noun: a set of beliefs that guide the actions of a self-evident adjective: obvious; needing no explanation person or a group of people *Power Words not highlighted and defined in student magazine

2 PAIRED TEXT & WRITING

Edition 5–6 Civil Rights

During the American civil rights movement in the 1950s and 60s, black Americans sought to end the effects of racism and discrimination by fighting for equal rights under the law. This text set explores the theme of civil rights by looking at some historical figures and events that brought about social justice reforms. CIVIC PARTICIPATION Essential Questions Literary Texts 1. What are civil rights? These fiction and nonfiction texts can be used to 2. What problems did the civil rights movement discuss the theme of civil rights. address? 1. Roll of Thunder, Hear My Cry, by Mildred D. Taylor. ARTICLE: “REMEMBERING THE MARCH,” PP. 2–3, 3. Who played an important role in civil rights reform? Cassie Logan struggles to maintain her pride and What did they do? What was their impact? independence as she and her family encounter racial 4. Why is it important to learn about the civil rights injustice in Depression-era Mississippi. AND “BIG DREAMS,” PP. 6–7 movement? How can we apply lessons from that 2. The Watsons Go to Birmingham—1963, by historical period today? Christopher Paul Curtis. Ten-year-old Kenny visits his grandmother in Birmingham, Alabama. The visit takes a terrible turn Grandma’s church is bombed. Introduction to the Theme 3. The Lions of Little Rock, by Kristin Levine. Shy Have students watch the video (which Marlee befriends Liz, a girl who knows how to speak can be found at timeforkids.com at the bottom of the Time Progress toward justice and equality article “Justice for All”). Then have them write down her mind. But their friendship changes amid the what they’ve learned from the video, what questions segregation in Little Rock, Arkansas, in 1958. they have about the video, and what else they’d like 4. : A Fire Burning Brightly, by Walter 30 to learn about the time period covered by the video. Dean Myers. This biography looks at how Malcolm X takes time and persistence. Help students Students should share their responses and questions became a legendary civil rights leader. It addresses minutes with classmates. the full scope of his life, including his childhood in After this, explain to the class that they’ll be learning poverty, his imprisonment, and his assassination. about the American civil rights movement and how 5. Becoming Kareem: Growing Up On and Off the think about the importance of small different people (such as the Little Rock Nine) and Court, by Kareem Abdul-Jabbar. In this events shaped this revolutionary period of our history. autobiography, Abdul-Jabbar defies racism to become one of the NBA’s all-time greats and a Informational Text champion for social justice. steps, particularly when they feel overwhelmed by the These TIME for Kids articles can be used to discuss the theme of civil rights. Optional Extensions 1. “Marin Luther King Jr.” (September 6, 2018) Have students write a poem based on an article or Martin Luther King Jr.’s leadership of peaceful a book in this text set. The Poetry Foundation has a news. Have them reflect on an issue they care about and protests helped end segregation during the collection of civil rights poetry where students can American civil rights movement. see other poems on this topic (poetryfoundation. 2. “Lyndon B. Johnson” (August 2, 2018) President org/collections/146367). Students should be sure to Lyndon B. Johnson advanced equality with major describe their chosen text in their poem, and should include answers to the unit’s essential questions. They think about what they’d like to change about it. Ask for civil rights legislation. 3. “” (July 24, 2018) Fannie Lou should also include an illustration. When students have fought to expand voting rights for African Americans completed this project, gather the poems to make a and raise awareness of segregation’s impact. poetry book that can be shared. volunteers to share their issue and what they hope to 4. “” (May 25, 2018) The integration of public schools in the South began when a 6-year-old Editor in Chief: Andrea Delbanco named Ruby Bridges walked into an all-white school. Creative Director: Drew Willis Curriculum Director: Stacy Bien 5. “Little Rock Nine” (February 23, 2018) In 1957, Associate Editor: Candace Dipsey the Little Rock Nine became among the first black change. Contributing Writer: Rebecca Mordechai teenagers in the U.S. to attend an all-white school. Copy Editors: Mike DeCapite, Jordan Mamone © 2020 TIME for Kids, timeforkids.com. This page may be photocopied for classroom use only. Distribute the “Civic Self-Portrait” resource, on page 5 of this guide, and review the directions as a class. Model the TEXT SET activity for students by beginning your own civic self- THIS WEEK’S MAGAZINE portrait on the board or chart paper. Then give students ONLINE: “CIVIL RIGHTS TEXT SET,” LOCATED UNDER time to complete their activity. (Note: This activity can TEACHING RESOURCES AT TIMEFORKIDS.COM Time be completed in class or at home so students have more 30 minutes • This week’s cover story can be paired with time to create their visuals.) TFK’s online exclusive “Civil Rights Text Set.” Consider sharing “Civic Self-Portrait” on a gallery walk The essential questions will guide students’ learning as or with a pair-share the activity once students have they explore the articles and paired texts. completed their work. • After they’ve read in this week’s magazine about efforts to- ward achieving equality and justice, have students partner To get them thinking about something they can do now up and discuss what rights people are fighting for today. to take a step toward positive change, ask students to complete the following sentence in their journal or on a • Bring the class together and ask how people, both in the sheet of paper: “Someday, I’m going to look for a way to past and today, have shared messages about what they’ve , but Monday, I might choose to .” Invite cared about and the changes they’ve wished to see. students to share their sentence with the class. Then have students work on the extension activity in the • Adapted from From Reflection to Action: A Choosing text set. Tell them they’ll be writing a poem using what they learned in the unit. If there’s time, they might chose to to Participate Toolkit, produced by Facing History and write an additional poem about a current movement. Ourselves. For more lessons, tools, and strategies for reflection and civic action, download this free resource at facinghistory.org/ctp-toolkit beginning March 1.

POWER WORDS Go to timeforkids.com for definitions and to hear the words read aloud in a sentence. “TFK Explains: Coronavirus,” p. 2: *outbreak

TIME for Kids & TIME Edge TIME ANSWER KEY Editor in Chief Andrea Delbanco Editor in Chief Edward Felsenthal Magazine Quiz Cover Story Quiz Creative Director Drew Willis Chief Financial OfficerChristopher Gaydos Executive Editor Jaime Joyce Chief Strategic Partnerships Editor Susanna Schrobsdorff Curriculum Director Stacy Bien Production Director Rosemarie Iazzetta 1. C 6. A 1. B 6. D Art Director Stephen Blue Premedia Manager Keith Aurelio 2. A 7. D 2. A 7. Answers will vary. Senior Editors Brian S. McGrath, Allison Singer Premedia Associate Susan VanOver Associate Editors Candace Dipsey, Rebecca Katzman, Imaging Coordinators Luis Batista, Ana Kaljaj 3. B 8. B 3. C See Distractor Shay Maunz 4. C 9. D 4. A Guide for grading Writers Constance Gibbs, Rebecca Mordechai rubric. Editorial Assistants Ellen Nam, Karena Phan 5. A 10. C 5. A Copy Editors Mike DeCapite, Jordan Mamone

3 Name Date ANALYZE INFORMATION What We Want CCSS: RI.5.7; RI.6.7 Read “Remembering the March” (February 21, 2020). The 10 demands below were published in the program that was passed out at the march. Bayard Rustin, who helped organize the event, read them aloud and asked the crowd to show its approval by cheering. Take note of your thoughts and feelings as you read through the demands and annotations. In 1870, the 15th Amendment guaranteed all African- American men the right to vote. But many states found ways to discourage or exclude them. The Voting Rights Act of 1965 was designed to protect the voting rights of all citizens, but voter turnout is still a problem. Of the 155 million eligible white voters in the U.S., 57% say they voted in the 2018 midterm elections. Of the 30 million eligible black voters, about 51% say they voted. KING INSTITUTE THE MARTIN LUTHER KING JR. RESEARCH AND EDUCATION INSTITUTE

Segregation was legally banned after the 1954 ruling in Brown vs. Board of Education, but many states did not follow the law. Schools that tried to integrate were often faced with demonstrators, especially in the At the time, minimum wage was $1.25 an South. hour, which was equivalent to about $10 in Though schools might 2019. A $2.00 minimum wage would have be legally integrated today, been equivalent to about $17 in 2019. many children are in racially Today, the federal minimum wage is $7.25 concentrated districts where per hour, but 29 states and Washington, more than 75% of students are D.C., have higher minimum wages. either white or nonwhite.

Discuss. Do you think the leaders who wrote these demands in 1963 would be satisfied today? Why or why not?

© 2020 TIME for Kids, timeforkids.com, Edition 5–6. This page may be photocopied for use with students. • Vol. 10, No. 17 • February 21, 2020 4 Name Date Civic Self-Portrait Read “Remembering the March” and “Big Dreams” (February 21, 2020). Then answer the questions below and draw a civic self-portrait (you can use the back of this paper.) The picture can be as simple or complex as you wish. Head What have I read, heard, or studied this year/unit/week that has made me ask questions about myself or my community?

Ears What voices, sources, or ideas do I Eyes What have I seen that is influencing listen to in order to understand what needs how I act? What am I looking for? to be done?

Mouth How do I want to use my voice? Heart What do I care about? What is my passion?

Stomach What is my first thought or gut Hands How do I want to act with people in instinct about how to act? What do I worry my community? Whom do I want to connect about? with?

Sudowoodo—Getty Images

Feet What are my hopes for the future? What are the first steps I can take to get there?

This resource is from the Facing History and Ourselves Reflection to Action: A Choosing to Participate Toolkit: facinghistory.org/ctp-toolkit © 2020 Facing History and Ourselves 5 EDITION 5–6: MAGAZINE QUIZ COMPREHENSION Name Date QUIZ Use all articles from the February 21, 2020, issue of TIME for Kids to answer the questions. TFK EXPLAINS: CORONAVIRUS: Read for Detail (RI.5.1; RI.6.1) REMEMBERING THE MARCH: Read for Detail (RI.5.1; RI.6.1) 1. Which is not a symptom of the coronavirus? 6. Who organized the March on Washington? A. fever A. Bayard Rustin and A. Philip Randolph B. coughing B. Claudette Colvin and Rosa Parks C. nausea C. Martin Luther King Jr. and John Lewis D. trouble breathing D. President Lyndon B. Johnson and Maxine Allen Johnson Wood FOR THE RECORD: Explain Connections (RI.5.3; RI.6.3) 2. What is the main purpose of the Python Bowl? REMEMBERING THE MARCH: Identify Author’s Purpose (RI.5.6; RI.6.6) A. to inform people about the dangerous snake 7. Why did the author write this article? B. to capture as many pythons as possible A. to tell a story about Martin Luther King Jr. C. to explore the Everglades B. to teach us about how the Civil Rights Act was D. to raise money for the Florida Fish and Wildlife signed Conservation Commission C. to introduce us to a civil rights leader D. to teach us about the March on Washington REMEMBERING THE MARCH: Read for Detail (RI.5.1; RI.6.1) 3. Which of the following protections was not a goal of BIG DREAMS: Integrate Information (RI.5.9; RI.6.9) the March on Washington? 8. What common theme is best illustrated by all of the A. equal labor rights quotes? B. freedom of speech A. courage C. voters’ rights B. equality D. equal housing rights C. friendship D. redemption REMEMBERING THE MARCH: Identify Cause and Effect (RI.5.3; RI.6.3) 4. Which event can be attributed to the impact of the DEFINING CHANGE: Identify Claims and Evidence (RI.5.8; RI.6.8) March on Washington? 9. What aspect of Dictionary for a Better World supports A. King’s children were judged by the content of their Latham’s idea that “we can all do really personal character. things to be better people”? B. Claudette Colvin refused to give up her seat on a A. It is organized in alphabetical order. bus. B. It includes quotes from famous people. C. The Civil Rights Act was signed into law. C. The book defines big ideas like peace, equality, D. The Montgomery public bus system was and justice. boycotted. D. It suggests small things readers can do to improve themselves. REMEMBERING THE MARCH: Define Words and Phrases (RI.5.4; RI.6.4) 5. What is an antonym of boycott, as it’s used in LEGENDARY MEN: Make an Inference (RI.5.1; RI.6.1) paragraph 4? 10. What did Schomburg and Douglass have in A. support common? B. ban A. They spoke at the March on Washington. C. avoid B. They were enslaved. D. restrict C. They made a historical impact. D. They were both excellent writers.

© 2020 TIME for Kids, timeforkids.com, Edition 5–6. This page may be photocopied for use with students. • Vol. 10, No. 17 • February 21, 2020 6 NEW FOR FEBRUARY 2020!

EDITION 5–6

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® TEACHER’S GUIDE EDITION 5–6

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