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Keep 'Em Reading Coloring Our World: • Keep ’em Reading • Grades K–4 by | Suzanne Driscoll Luminaries of the 1960s f there ever was a decade representing There are many fine biographies for children of change, it was the 1960s. This year, the all ages to learn about the luminaries who worked 40th anniversaries of the lunar landing hard for change during the 1960s. Whether you I are planning activities for Black History or Women’s and the Woodstock Music Festival remind us of those years and all the people who fought for a History months, or want to develop a completely integrated unit of language arts, math, science, better world in the areas of race relations, wom- social studies, music, and art to learn about this en’s rights, environmental responsibility, and the colorful time in U.S. history, resources are plentiful. promotion of peace. A bibliography is provided at the end of this article; In addition to well-known luminaries of the here are activities that can be adapted to many of 1960s such as Martin Luther King Jr. and Neil them. Armstrong, it may be interesting for students to learn about Rachel Carson, whose efforts led to the ban on DDT in growing crops, or Ralph Nader, LANGUAGE ARTS who was among the first people to use the law as a weapon to help save the environment and promote • Gather a collection of biographies on leaders automobile safety. Betty Friedan worked for equal from the 1960s and ask students to choose one educational and employment opportunities for to read and research. Then have them prepare women, and Cesar Chavez organized migrant farm a first-person biographical presentation for the workers to fight for better working conditions. The class. Ask them to dress up or bring props to efforts of people like these colored our world—for aid them in “becoming” the person. the better. • Choose a book about Rosa Parks to read to the The key to getting children to understand the class and ask students to write a first-person challenges of working for change in the 1960s is account of what it felt like to be arrested, and to encourage them to put themselves in the place then to witness the start of the bus boycott. of someone who lived during this turbulent time. • On a similar note, notify parents ahead of time For example, what did it feel like for Rosa Parks to that you are going to have a “discrimination be arrested for not giving up her seat on the bus? day.” Give students either a red or blue sticker What must it have been like for first-grader Ruby to wear on their shirts. Treat students differ- Bridges, who entered a previously all-white school, ently according to what color they are wear- surrounded by guards and lots of angry parents ing. For example, students with blue stickers shouting at her? What were the working condi- could get longer recess time, better snacks, less tions like for a young Mexican migrant laborer in homework, etc. After lunch (where students California during the 1960s? How would you feel with red stickers and students with blue stick- if you wanted to be an astronaut and were told you ers sit separately), switch things around and couldn’t because you were a girl? give students with red stickers privileges. The next day, ask students to write about what if felt like to be discriminated against based solely upon color. 2 • LibrarySparks • November 2009 Web Resources Keep ’em Reading • Read Calling the Doves (Children’s Book Press, SCIENCE 2001) by Juan Felipe Herrera and as a class, brainstorm words to describe the movement • Choose a book about Rachel Carson and then for better working conditions for migrant farm discuss water pollution. What are some types workers. Then, individually or as a class, write of liquids that should not be dumped into our a poem that incorporates many of the words. waterways? What happens if they are? (Fish • Read all or part of Martin Luther King Jr.’s “I will be poisoned, we cannot drink polluted Have a Dream” speech found at www.ameri- water, etc.). Demonstrate that there are some canrhetoric.com/speeches/mlkihaveadream. pollutants that mix with water, making them htm. Then ask students to write their own harder to detect than pollutants that do not speech for how they envision an improved mix with water. Fill a clear, 2-liter bottle with world for the future. water and pour a small amount of cooking • There are many Web sites that can be used oil in it. Give each student a chance to agitate for finding pen pals throughout the world to the bottle. Do the same with another 2-liter foster understanding of those from different bottle and a small amount of dish soap. Does cultures. For opportunities for teachers to the oil combine with the water, or float to the connect classes, visit www.zen.org/~brendan/ top? How does this compare to oil spills in kids-pen.html to get started. the ocean? What about the dish soap? Does it float to the top, or does the water incorporate SOCIAL STUDIES it? Once any bubbles subside, can we see the soap? • Create a Web scavenger hunt on the Civil Rights Movement. Form student teams and MATH give each team a list of questions about activ- ists such as Viola Gregg Liuzzo, John Lewis, • What was the economy like during the 1960s? Roy Wilkins, Elizabeth Eckford, Jimmie Lee It will be interesting for students to compare Jackson, James Chaney, Andrew Goodman, today’s prices to those of 40–50 years ago. and Michael Schwerner. Ask students to write Devise a price listing of items such three facts about each person and describe the as the average house, gallon of gas, work they did. The first team to answer all annual salary, etc. from the 1960s and their questions thoroughly wins. today (sites such as www.thepeople- • Provide a map of the southern states and history.com/1960s.html may be have students locate the major cities where helpful to you). Ask students if they civil rights protests took place, includ- think the overall economic environ- ing Birmingham, Montgomery, and Selma, ment was better, worse, or about the Alabama; Washington, DC; Atlanta, Georgia; same as today. Have older students Little Rock, Arkansas; and Philadelphia, calculate the percent increase from Mississippi. Put students into groups, and 1969–2009 and then project what assign each group a city. Have them research things will cost in the year 2049. the event that took place there, present their research to the class, and label the location on the map with the event that occurred. MUSIC • Make a timeline of the events of the Civil Rights Movement, starting with Rosa Parks Music was a highlight during the 1960s with refusing to give up her seat in 1955. The numerous folk singers writing songs to protest war Website www.infoplease.com/spot/civilright- and racial inequality. Here are just a few sugges- stimeline1.html is an excellent source. tions to share with your class: November 2009 Web Resources • LibrarySparks • 3 Keep ’em Reading • “This Little Light of Mine (I’m Going to Make BIBLIOGRAPHY it Shine)” by Harry Dixon Loes www.songsforteaching.com/billharley/thislittle- Racial Equality lightofmine.htm Martin Luther King Jr. • “If I Had a Hammer” by Pete Seeger • Dr. Martin Luther King, Jr. by David Adler. www.lyricsfreak.com/p/peter,+paul+&+mary/ Holiday House, 2001. 2-4. if+i+had+a+hammer_20107670.html An easy-to-read book for the lower elementary • “Blowin’ in the Wind” by Bob Dylan school level. www.lyricsfreak.com/b/bob+dylan/ • Dreams: The Story of Martin Luther King Jr. by blowin+in+the+wind_20021159.html Peter Murray. The Child’s World, 1999. 2-5. • “We Shall Overcome” by Charles Tindley Good history of this heroic leader with an excel- www.ksu.ksu.edu/english/nelp/american.stud- lent study guide at the end. ies.s98/we.shall.overcome.html • I’ve Seen the Promised Land by Walter Dean • “Imagine” by John Lennon Myers. Harper Collins, 2004. 2-5. www.metrolyrics.com/imagine-lyrics-john-len- Beautiful illustrations and uncomplicated text non.html describe the work of Martin Luther King Jr. to achieve racial equality using non-violent means. ART • A Lesson for Martin Luther King Jr. by Denise Lewis Patrick Aladdin, 2003. 1-2. • Think of all the symbolism that originated in An easy-to-read book for children about King’s the 1960s: a clenched fist, the peace symbol, childhood. the Woodstock logo, the women’s liberation • Martin Luther King, Jr. by Christine King Farris. circle with a cross underneath. Ask students to Simon Schuster, 2003. 3-6. look through your collection of books on the Written by Martin Luther King Jr.’s older sister, 1960s or to do an Internet search, and then she describes growing up and facing discrimina- make posters of a symbol of their choice. The tion as children. symbol could also be one of their own design • Martin Luther King, Jr. Journey to Freedom by to represent peace, love, unity, equality, etc. Be Andrew Santella. The Child’s World, 2004. 3-6. sure to get out the Dayglo colors! Part of the African American Library series, an • A celebration of the 1960s would not be excellent biography with glossy black and white complete without making tie dye T-shirts. For photos. complete instructions, visit http://jas.familyfun. • Martin’s Big Words by Doreen Rappaport. go.com/arts-and-crafts?page=CraftDisplay&craf Hyperion, 2001.
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