Journey Into a Great Book

Vol. 22 No. 5 ISSN 1068-0292 Vol.

FEBRUARY/MARCH 2015 storyworks.scholastic.com

For quizzes and activities, go to storyworks.scholastic.com. Corbis (Children); Meg Eastman/Virginia Historical Society (Booker T. Washington); Granger, NYC/The Granger Collection (School) SLAVERY 10 UP Narrative Nonfiction/ From

How BookerT.Washington storyworks H istory helped millionsof formerslaves Don’t miss our time machine video!

helped millions of former slaves

By Lauren Tarshis

go to school

SLAVERYstoryworks.scholastic.com • FEBRUARY/march 2015 11 Character UP Traits As you n a cold October night in 1872, CLOSE read, look for the traits that a 16-year-old boy named Booker helped Booker T. Washington Washington walked through the overcome great dark streets of Richmond, Virginia. challenges to achieve success. The howls of wild dogs echoed through the cold air. Thieves lurked in snaking Look for O Word Nerd’s 6 termS IN BOLD alleys. Booker shivered in his ragged clothes.

He was hundreds of miles from his home stagecoach. But then he ran out of money. So in West Virginia, and he knew not one soul he walked. He walked and walked and walked in Richmond. He had no money, no food, and until finally he arrived in Richmond. But now nowhere to spend the night. Walking fast was he was stranded, and he still had 82 miles to go. a good trick for keeping warm. But sometime If anyone noticed the ragged boy sleeping around midnight, Booker’s under the sidewalk, they tired muscles started to would have assumed he ache so badly he couldn’t was just another former take another step. slave, starving and without He found a spot where hope. the wooden sidewalk was Nobody would have raised up off the ground. guessed that one day, Underneath was a space Booker T. Washington just big enough for a would be one of the most skinny boy like Booker famous men on Earth. to curl up for the night. He crawled into the dark, A Piece of Property dank opening. He closed Booker was born his eyes, trying not to think in Virginia sometime about the rats and snakes in 1856. (Like most that might be curled up all Americans who were around him. slaves, he never knew his Two weeks before, actual birthday.) For his Booker had left home with owners, Elizabeth and a few dollars in his pocket A CHILDHOOD IN SLAVERY Like this enslaved James Burroughs, the woman and her children, Booker faced much and a dream in his heart: hardship and suffering growing up. birth of a new slave was to go to school. Not just no more important than any school—the Hampton Institute, one of the the arrival of a new calf. Booker wasn’t legally ves) a l

only boarding schools in the world for a boy a person, after all. He was a piece of property to S (

like Booker: a former slave. The school was be used and sold when his owners didn’t want NYPL ry/ a

500 miles from Booker’s hometown in West him anymore. Booker’s mother, Jane, loved her ibr L Virginia. The first part of the journey wasn’t so three children fiercely. But she had no control chomburg

bad—a long train ride and a bumpy trip on a over what happened to any of them. Where S

12 storyworks Booker lived, what he ate, and how he spent books to their schoolhouse. He’d gaze through every minute of every day was up to his owners. the window, watching the kids at their desks, This was the reality for the 4 million enslaved straining to hear the teacher calling out people in America’s Southern states. spelling words and math problems. To him, it Booker was luckier than many. The seemed like paradise. Burroughses rarely whipped or beat their slaves. Booker didn’t dare set foot into that school. Still, life was harsh. It was illegal for a slave to learn to read or Booker’s family lived in a tiny shack that write in Virginia and other Southern states. was roasting in the summer and freezing in An education gives a person power, and the the winter. They slept on a bed made of filthy last thing a slave owner wanted was a powerful rags spread across the dirt floor. Supper was slave: a slave who could read a map and plot sometimes leftover pig slop. his escape to the North, a slave who could One of Booker’s first jobs was to stand in read books filled with ideas and inspiration. the Burroughses’ dining room and swat away Booker knew what happened to slaves caught flies so they wouldn’t set their sticky feet just glancing at a newspaper. They were sold, or upon the food. Booker’s mouth watered as he whipped, or even killed. breathed in the delicious smells of juicy meats Day after day, Booker walked the Burroughs and buttery potatoes. But the flies had a better chance of tasting that food than Booker did. Actually, though, it wasn’t his owners’ food that Booker hungered for most. It was an education. If only he could learn to read! He’d caught glimpses of school when he carried the Burroughses’ daughters’ ges) a ollection (All im C HAMPTON INSTITUTE, 1899 nger a r Students at the Hampton Institute learned G he

T skills that would enable them to find jobs. /

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storyworks.scholastic.com • FEBRUARY/march 2015 13 14 mine. Within weeks, Booker andhisbrother Booker’s stepfather hadfoundajobinsalt family movedtoMalden, West Virginia, where South waslittlebetterthan lifeasaslave.The Bodies Broken Booker andhisfamilywerefree. including Virginia. slaves inthestatesfightingagainstNorth, Proclamation, whichofficiallyfreedallofthe Lincoln signedalawcalledtheEmancipation when Bookerwas7,PresidentAbraham men fromtheNorthandSouth.In1863, four yearsandkillasmany750,000 death tokeeptheirslaves. and manywerewillingtofightthe abolished intheSouthtoo. most Northernersbelieveditshouldbe had bannedslaverydecadesbefore,and him—about slaves.Northernstates this terriblefightingwasmainlyabout form anewcountryoftheirown. themselves awayfromAmericaand the Southernstateswantedtorip fields.Helearnedthat blood-soaked that leftthousandsofmendeadon dining room—aboutbrutalbattles he swattedfliesintheBurroughses’ South. Bookerheardaboutthewaras pitted America’s Northernstatesagainstthe war brokeoutinAmerica.TheCivilWar The CivilWar far away. prayed forthedaythathislifewouldchange. the forbiddenbookshecarriedinhisarms.He girls toschool,strugglingkeephiseyesoff

In 1861,whenBookerwasabout5,abrutal But lifeformostfreedblack peopleinthe Two yearslater, whenthewarended, The CivilWar wouldragefor Southerners violentlydisagreed, What amazedBookerwasthatallof As itwouldturnout,thatdaywasnotso storyworks A FAMILY MANWashington (center)withhiswife,Margaret(left), his daughter, Portia, andhissonsErnest (left)andBookerJr. into thesides ofthebarrels.Asheshoveled, Booker begantoeducate himself. never betrulyfree. Without aneducation,Bookerrealized, he’d kind ofworkavailabletomostformerslaves. a person’s andspirit. Yet body thiswasthe only into barrels.Itwasthekindofworkthatbroke read andwrite,helearnedhowtoshovelsalt days inthedarkmine.Insteadoflearningto instead ofgoingtoschool,Bookerspentlong couldn’t go.Thefamilyneededeverypenny. So a nearbytown,butBookerandhisbrother were workingtheretoo.Aschoolopenedin He learnedtorecognize the numbersetched And soeveninthedark andsweatymine,

Courtesy of Tuskegee University Archives (Family) teachers or get jobs in other trades. Booker held his breath as he listened to the men talk. Their words were like sparks that lit a fire inside him. It didn’t matter that the school was 500 miles away and that it cost $70 a year, a fortune for Booker’s family. Booker had to go to Hampton. For two years, Booker worked and worked, saving every cent he could. The day he left, half the town of Malden showed up to send him off. They pressed pennies and nickels into his hands, hugged him tight, and told him they had A FAMOUS MAN no doubts that he would achieve his dream. During a time of great prejudice against Those voices whispered in Booker’s dreams African-Americans, Washington gained as he slept under the sidewalk. He woke up the respect and friendship of some of the most powerful people in America, including hungry and aching but determined. He found President Theodore Roosevelt (left). a job helping unload a ship, and within a few days he’d earned enough to buy food for the last he whispered his ABCs. His mother scraped part of his journey to Hampton. together some pennies and bought Booker an Booker finally made it to the school. He old spelling book. Booker memorized it. When became a star student, paying his school fees by the school started to offer classes at night, working as the school’s janitor. After Hampton, Booker would rush over from the mine, his he returned to Malden to teach, and then he stomach empty, his skin crusted with sweat went to college. and salt. The tiny schoolhouse was always In 1881, he founded the Tuskegee Institute, packed, and not only with kids. There were which became a celebrated college for black grandmothers, mothers with babies, old men students. But Booker didn’t stop there. Over hunched over from decades of picking cotton. the next three decades, he became one of the Across the South, former slaves were starving best-known people in the U.S., a writer and for education. Yet there were not nearly enough speaker who inspired people around the world. schools and teachers to teach them. He used his fame to raise money for thousands of schools for black students across the South. A Fire Inside As Booker wrote, “If you want to lift oosevelt) R But one day, Booker heard two men talking yourself up, lift someone else up.” heodore

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Ha Booker T. Washington overcame incredible challenges to achieve his dream. What character traits helped him succeed? Write your answer in a paragraph using ollection/ C at least three examples from the article. Send your entries to “Booker T.

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storyworks.scholastic.com • FEBRUARY/march 2015 15 Lesson Nonfiction, pp. 10-15

Featured 2 Skill: Character Traits Up From Slavery How Booker T. Washington educated himself—and millionsÇ

• Preview: This inspiring story of Booker T. Washington’s relentless pursuit of learning includes background information about the horrendous conditions of slavery. • Learning Objective: Students will infer the traits that helped Washington achieve so much for himself and others. • Content-Area Connections: Social studies: U.S. history, biography • Other Key Skills: vocabulary, close reading, interpreting text, supporting details, key detail, character’s motivation, literary device, explanatory writing

Step-by-Step Lesson Plan Close Reading, Critical Thinking, and Skill Building 1. Preparing¾ to Read • Select a volunteer to read aloud the Up Close Watch a Video (10 minutes, activity sheet online) box on page 12. Prompt students to look for clues • Project or distribute the video discussion that will help them infer the traits that helped questions and preview them with students. Booker T. Washington succeed. • Show our “Time Machine” video, which introduces the era of Reconstruction and previews Vocabulary (10 minutes, activity sheet online) • In this article, we have highlighted a the article. combination of challenging academic and • Have students work in pairs to answer the domain-specific vocabulary words. Distribute the questions. Review them briefly as a class. vocabulary activity and have students complete it, Set a Purpose for Reading (2 minutes) using context clues to help them figure out word • Have students look at the opening of the article meanings. Review the activity as a class. on pages 10 and 11. Ask: What do these pages tell • Highlighted words: dank, stagecoach, enslaved, you the article will be about? What character traits abolished, etched, celebrated do you think Booker might have had? MINH UONG the schoolstarted offeringnightclasses,he wenteven learned numbersandletters anywayhecould.When would neverbebetterthan it wasduringslavery. He Booker realizedthatwithout aneducation,hislife he dototrylearn?(character’s motivation) did Bookerwanttoeducatehimself?What • OncehisfamilymovedtoWest Virginia, why fighting againsttheNorthinCivilWar. (key detail)Itfreedtheslavesinstatesthatwere • WhatdidtheEmancipationProclamationdo? but helongedtolearnreadandwrite. delicious food.Hewasnotallowedtogoschool, had tostandandswatflieswhiletheBurroughsesate floor. Theysometimesatepigslopfordinner. Booker family livedinatinyshackandsleptonragsdirt statement? (supportingdetails)Bookerandhis harsh” forBooker. Whatdetailssupportthis • Onpage13,thearticlesays“lifewas owners andhowtheyweretreatedbythelaw. author isstatingthewayslaveswereseenbyslave (interpreting text)Itisnottheauthor’s view. The author’s vieworsomeoneelse’s? Explain. a person,afterall,”onpage12.Isthisthe • Rereadthesentence“Bookerwasn’t legally important educationwastohim. determined togonomatterwhat.Thistellsyouhow on hiswaytotheHamptonInstitute,wherehewas him? (charactertrait)BookerwasinRichmond Booker there?Whatdoesthistellyouabout dangerous conditionsinRichmond.Whywas • Thebeginningofthearticledescribesscary, critical-thinking questionasaclass. answering theclose-readingquestions.Discuss • Havestudentsreadthearticleinsmallgroups, audio versionasstudentsreadalong. • Readthearticletogetherasaclass,orplayour First Read:GettoKnowtheText Second Read:UnpacktheText Close-Reading Questions Close-Reading 2. CloseReading (activity sheetonline) (30minutes)

(20 minutes) page 15. respond tothewritingprompton activity sheettohelpstudents Distribute ourcharactertraits • fulfilling; it’s awayofbecomingbetterperson. helping someoneelseachievesomethingorgetaheadis paragraph mean?(interpretingtext)Itmeansthat • Whatdoesthequoteinsecond-to-last was generousandcommittedtohelpingothers. schools forAfrican-Americans.Thistellsyouthathe a collegeforblackstudents,andraisedmoney teach others.HefoundedtheTuskegee Institute, (character traits)BookerwentbacktoMalden he gotit?Whatdoesthistellyouabouthim? • WhatdidBookerdowithhiseducationonce Institute. not giveuponhisdreamofgettingtotheHampton Booker wasdeterminedandresourceful.Hewould about Booker?(charactertraits)Ittellsyouthat voices whispered..”Whatdoesittellyou • Rereadtheparagraphthatstarts“Those go. to He workedandsavedmoneyfortwoyearstobeable a feelingforBookerthatheabsolutelyhadtogothere. that hearingaboutaschoolforblackstudentscreated as aresult?(literarydevice)Thesentencemeans him.” Whatdoesitmean?didBookerdo words werelikesparksthatlitafireinside • Rereadthissentencefrompage15:“Their after workingalldayinthesaltmine. the conditionsofslavery and itsaftermath. War, tobuildyourstudents’ understandingof lesson, andvideowhenyou teachtheCivil Connect tosocialstudies! Useourarticle, 3. SkillBuilding Character Traits Critical-Thinking Questions Featured Skill: differentiation andmore! (activity sheetonline) Turn thepage for 6 Differentiation

For Struggling For Advanced Readers Readers Booker’s journey is not told in This article focuses on Booker chronologicalb order here. Help T. Washington’sb early life. Have students understand the article by students do research to report guiding them to make a timeline of on how he started the Tuskegee events, starting with Booker’s Institute and other schools for birth in 1856. African-Americans.

Note from Lauren: Booker T. Washington’s autobiography, Up From Slavery, is a must-read. It’s short, captivating, and accessible. You can share portions of it with your students too.

Online Resources Complexity Factors Video: “Time Machine: The See how this story will challenge Reconstruction Era” your students. Differentiation: Lower-Lexile Purpose: “Up From Slavery” tells the story of Booker T. version of this article; audio Washington’s transformation from an enslaved child to a recordings of on-level and lower- famous, successful man. It provides details about the lives Lexile articles of American slaves in the 1800s and about the Civil War. Structure: The story opens with a scene from Activities to print or project Washington’s teen years, jumps back in time to his earlier • Video Discussion Questions life, and is mainly chronological after that. • Vocabulary The story contains challenging academic • Close-Reading and Critical- Language: and domain-specific vocabulary, as well as metaphors, Thinking Questions similes, and numerous figures of speech. • Character Traits Knowledge Demands: Prior knowledge of slavery and • Core Skills Workout: Text the Civil War will aid comprehension. Features, Summarizing, Making 890L Inferences, Text Structures Lexile Level: Guided Reading Level: T 50 • Comprehension Quiz—Now on DRA Level: two levels! Common Core State Standards storyworks.scholastic.com This article and lesson support the following College and Career Readiness (CCR) anchor standards: R.1, R.2, R.3, R.4, R.5, R.7, R.10, W.2, W.10, SL.1, SL.2, L.4, L.5, L.6 Go online to find specific grade-level correlations for grades 3 through 6. LANCE LEKANDER

TO ORDER, CALL 1-800-SCHOLASTIC OR VISIT WWW.SCHOLASTIC.COM/BUY-STORYWORKS Summarizing “Up From Slavery” Core Skills WorkoutWorkout–HL February/March 2015 Name: ______Date: ______Writing a Summary A summary is a short retelling of the most important parts of a story. It should include the information that someone would need to know to understand the story, without small details or your own opinion.

Directions: Complete the summary below. Think about what was most important in the article. Summary of “Up From Slavery”

“Up From Slavery” is about ______

______.

During his childhood as a slave, Washington didn’t learn to read or write because ______

______

______.

After slavery ended, Washington still couldn’t go to school because ______

______

Still, Washington was determined to learn, so he ______

______

______.

After hearing about the Hampton Institute, Washington ______

______

Washington succeeded in school and went on to ______

______

______.

© 2015 Scholastic Inc. Teachers may make copies of this page to distribute to their students. Summarizing “Up From Slavery” Core Skills WorkoutWorkout–LL February/March 2015 Name: ______Date: ______Writing a Summary A summary is a short retelling of the most important parts of a story. It should include the information that someone would need to know to understand the story, without small details or your own opinion.

Directions: Complete the summary below, using the prompts in the margins to help you. Summary of “Up From Slavery” 1. Begin with a topic sen- “Up From Slavery” is about ______tence that tells who the ______. article is 2. What During his childhood as a slave, Washington didn’t learn to read or write because mainly about. could happen to ______slaves who learned to ______. re ad? 3. Why was After slavery ended, Washington still couldn’t go to school because ______Washington still unable to ______get an edu- 4. How did cation after he start Still, Washington was determined to learn, so he ______the war? to educate himself? ______

______. 5. How did After hearing about the Hampton Institute, Washington ______Washington manage to ______get an education at the ______school? 6. What did Washington Washington succeeded in school and went on to ______accomplish after he ______graduated from ______. Hampton?

© 2015 Scholastic Inc. Teachers may make copies of this page to distribute to their students. Inferencee “Up From Slavery” Core Skills Workout–HL February/March 2015 Name: ______Date: ______Making Inferences

An inference is something you can figure out from clues in a text, even though the text doesn’t say it directly.

Directions: The chart below lists clues from “Up From Slavery” on the left and inferences you can make from them on the right. Fill in the blanks on the chart with clues or inferences from the article.

Clues Inferences Consider these lines from the article: What can you infer about Washington’s determination to receive an education? • “On a cold October night in 1872, a 16-year-old boy named Booker Washington walked through ______the dark streets of Richmond, Virginia.” ______• “He closed his eyes, trying not to think about the ______rats and snakes that might be curled up all around 1 him.” ______

• “Two weeks before, Booker had left home with a ______few dollars in his pocket and a dream in his heart: to go to school.” ______

______

Write two lines from the article that support the inference on the right.

______

______Booker T. Washington was a naturally bright and 2 curious person. ______

______

Continued on next page >

Making Inferences, p. 2

Clues Inferences Consider these lines from the article: What can you infer about how the end of the Civil War changed the lives of slaves? • “But life for most freed black people in the South was little better than life as a slave.” ______

• “A school opened in a nearby town, but Booker ______and his brother couldn’t go. The family needed ______every penny.” ______• Write one more line from the article that supports 3 the inference on the right. ______

______

Write two lines from the article that support the Write your own inference from the article. inference on the right. ______4 ______

© 2015 Scholastic Inc. Teachers may make copies of this page to distribute to their students. Inferencee “Up From Slavery” Core Skills Workout–LL February/March 2015 Name: ______Date: ______Making Inferences

An inference is something you can figure out from clues in a text, even though the text doesn’t say it directly.

• “Two weeks before, Booker had left home with a ______few dollars in his pocket and a dream in his heart: to go to school.” ______

______

Write two lines from the article that support the inference on the right.

______

______Booker T. Washington was a naturally bright and 2 curious person. ______

______

Continued on next page >

Making Inferences, p. 2

Clues Inferences What can you infer about how the end of the Civil War changed the lives of slaves? Consider these lines from the article: ______

• “But life for most freed black people in the South ______was little better than life as a slave.” ______• “A school opened in a nearby town, but Booker 3 and his brother couldn’t go. The family needed ______every penny.” ______• “Across the South, former slaves were starving for education. Yet there were not nearly enough ______schools and teachers to teach them.” ______

Write two lines from the article that support the inference on the right.

______

______Booker T. Washington inspired people even before he 4 became famous. ______

______

© 2015 Scholastic Inc. Teachers may make copies of this page to distribute to their students. Text Features “Up From Slavery” Core Skills Workout February/March 2015 Name: ______Date: ______Looking at Text Features Directions: Answer the questions below to help you explore the photos, captions, and subheads in the nonfiction article “Up From Slavery.”

1. Look at the small photo of Booker T. Washington on page 10. Notice his facial expression and clothing. What can you infer about his character from this photo? ______2. Study the facial expressions of the children on pages 10-11. What do they tell you about the lives of children who were coming out of slavery? ______3. How do the words and pictures on pages 10-11 work together to tell an interesting story? ______4. Read the section headers in red on pages 12-15. Choose any two and write new section headers for those sections. ______5. What are the Hampton Institute students doing in the photos on page 13? How could this help them later in life? ______6. Look at the photo and caption on pages 14-15 (A Famous Man). What do they tell you about Booker T. Washington? ______7. Compare the photo on page 12 with the one on page 14. What do they tell you about how Washington’s life changed? ______

© 2015 Scholastic Inc. Teachers may make copies of this page to distribute to their students. Text Structures “Up From Slavery” Core Skills Workout February/March 2015 Name: ______Date: ______Understanding Text Structures

Directions: Text structure is the way an author organizes information in a piece of writing. Authors use different text structures to achieve different purposes. Common text structures are listed in the boxes on the right. Use the information in these boxes to help you answer the questions below about “Up From Slavery.”

1. W h a t i s t h e m a i n p u r p o s e o f t h e a r t i c l e ? ______Description ______includes details to help Which text structure does the author use overall to achieve this purpose? you picture or get to know a person, place, thing, or ______idea. 2. Reread the section “A Piece of Property.” What text structure does the author mainly use in this section? Explain your answer using examples. Cause and Effect explains why something ______happened (cause) and ______what happened as a result (effect). ______Why do you think the author uses this text structure? ______Problem and Solution presents a problem and ______explains how it is solved. 3. What text structure does the author use in the section “The Civil War”? Explain your answer using examples. ______Compare and Contrast presents the similarities ______and/or differences between 4. What is the section “Broken Bodies” mainly about? ______two items, such as events, time periods, or places. ______The text structure follows a sequence of events. What additional text Sequence of Events structure does the author use here? Explain your answer using examples. describes events in the order in which they ______happen. This is also called ______chronological order. ______

Directions: Read each sentence below from “Up From Slavery,” then write what you think the word in bold means, based on context. We’ve provided a few hints for you. The words are in the order in which they appear in the article.

1. dank: “He crawled into the dark, dank opening.” (Hint: How might a space under a wooden sidewalk feel?) I think this word means ______

2. stagecoach: “The first part of the journey wasn’t so bad—a long train ride and a bumpy trip on a stagecoach.” I think this word means ______

3. enslaved: “Where Booker lived, what he ate, and how he spent every minute of every day was up to his owners. This was the reality for the 4 million enslaved people in America’s Southern states.” I think this word means ______

4. abolished: “Northern states had banned slavery decades before, and most Northerners believed it should be abolished in the South too.” (Hint: The words “banned” and “too” give you a big clue.) I think this word means ______

5. etched: “ He learned to recognize the numbers etched into the sides of the barrels.” (Hint: What does the word “into” tell you about how the numbers appeared on the barrels?) I think this word means ______

6. celebrated: “In 1881, he founded the Tuskegee Institute, which became a celebrated college for black students.” I think this word means ______

Your turn! On a separate sheet of paper, write a sentence for each pair of words below. 1. enslaved, dank 2. abolished, celebrated

© 2015 Scholastic Inc. Teachers may make copies of this page to distribute to their students. Close Reading & Critical Thinking “Up From Slavery” February/March 2015 Name: ______Date: ______Think About It!

Close-Reading Questions: After reading “Up From Slavery,” go back and reread sections to answer the questions below.

1. The beginning of the article describes scary, dangerous conditions in Richmond. Why was Booker there? What does this tell you about him? ______

2. Reread the sentence “Booker wasn’t legally a person, after all,” on page 12. Is this the author’s view or someone else’s? Explain ______

3. On page 13, the article says “life was harsh” for Booker. What details support this statement? ______

Continued on next page >

Think About It! p. 2

4. What did the Emancipation Proclamation do? ______

5. Once his family moved to West Virginia, why did Booker want to educate himself? What did he do to try to learn? ______

6. Reread this sentence from page 15: “Their words were like sparks that lit a fire inside him.” What does it mean? What did Booker do as a result? ______

Continued on next page >

Think About It! p. 3

7. Reread the paragraph that starts “Those voices whispered . . .” What does it tell you about Booker? ______

8. What did Booker do with his education once he got it? What does this tell you about him? ______

Critical-Thinking Question: After answering the close-reading questions, answer the critical-thinking question below, thinking about the meaning of the whole article.

9. What does the quote in the second-to-last paragraph mean? ______

Directions: Below are two adjectives that describe Booker T. Washington. Find examples from the article that support each description. Then write two other things Booker did and tell what character traits these actions suggest.

Booker was . . . determined. respected. I know this because I know this because ______✺ Another thing Booker did was Another thing Booker did was

______

This tells me he was ______. This tells me he was ______.

Write Now! Use your answers above to help you respond to the writing prompt on page 15: Booker T. Washington overcame incredible challenges to achieve his dream. What character traits helped him succeed?

In the Time of Booker T. Washington

I. Vocabulary Preview: As you watch the video “In the Time of Booker T. Washington,” you will hear some words that might be new to you. Look at their meanings here. They are listed in the order in which they come up in the video.

• obstacles: things that get in your way or prevent you from doing something • plantation: a large farm found in warm climates where a crop such as cotton or tobacco is grown • prejudice: an unfair opinion about someone based on the person’s race, religion, or other characteristic • discrimination: unjust treatment or behavior toward others based on their race, religion, gender, age, or other factor

II. Timeline: The video gives you important information about what was happening in the United States during Booker T. Washington’s early life. Find the answers to the questions in the timeline as you watch the video.

Year or Time Period What happened? 1856 Booker T. Washington was born. What was life like for black people in the South? What made Booker’s life especially hard? ______

1850s What issue were people in the United States arguing about? ______

1861 What did 11 Southern states do? Why? How did President Abraham Lincoln respond? ______Continued on next page >

In the Time of Booker T. Washington, p. 2

1865 The Civil War ended. What happened to slavery? What were conditions like in the South? ______

Five days after the end What major event occurred? of the Civil War ______

The years right after Give two examples of positive changes that former slaves enjoyed in this time the war period. Give two examples of hard realities they faced. ______

Within 10 years of the How did conditions change for former slaves? Why? war’s end ______

III. As You Read: At the end of the video, the narrator says that Booker T. Washington achieved his dreams and helped change history. As you read the article “Up From Slavery,” look for how he did this.

February/March 2015 Name: Date: LL Teacher e-mail (optional):

“Up From Slavery” Quiz Directions: Read the article “Up From Slavery” in the February/March 2015 issue of Storyworks. Then fill in the bubble next to the best answer for each question below.

1. Which of the following is a main idea of the 4. Which line from the story supports the article “Up From Slavery”? answer to question 3? A Working in a salt mine is very tiring. A “The Civil War pitted America’s Northern B The Civil War left thousands of people dead. states against the South.” C Through education, Booker T. Washington B “But life for most freed black people in changed his life and the lives of others. the South was little better than life as a D As a boy, Booker T. Washington was very slave.” skinny. C “Northern states had banned slavery decades before . . .” 2. On his trip to the Hampton Institute, Booker traveled in all of the following ways EXCEPT 5. When the author writes that Booker ______. T. Washington “rose up so high,” she A by ship means that he ______. B by train A grew very tall C by stagecoach B often traveled by airplane D on foot C traveled to the North to escape slavery D became a huge success in work and in life 3. In the sentence that ends “most Northerners believed [slavery] should be abolished in 6. The photos and captions on pages 14 the South too,” the word abolished means and 15 show that Booker ______. ______. A played an instrument at Hampton A continued B had three sons B made legal C earned the respect of well-known people C ended completely D continued to struggle throughout his life D ignored

Constructed Response Directions: On a separate piece of paper, write your answer to each question in two to three well-written sentences. Make sure you support your answers with information and details from the article. 7. On his way to Hampton, Booker ran 8. In what ways did Booker follow his own out of money. He was hungry and advice: “If you want to lift yourself up, tired. Why didn’t he give up? lift someone else up”?

February/March 2015 Name: Date: HL Teacher e-mail (optional):

“Up From Slavery” Quiz Directions: Read the article “Up From Slavery” in the February/March 2015 issue of Storyworks. Then fill in the bubble next to the best answer for each question below.

1. Which of the following is a main idea of the 5. In the sentence that ends “most article “Up From Slavery”? Northerners believed [slavery] should be A Working in a salt mine is very tiring. abolished in the South too,” the word B The Civil War left thousands of people dead. abolished means ______. C Through education, Booker T. Washington A discouraged C made popular changed his life and the lives of others. B ended D made legal D As a boy, Booker T. Washington was skinny. 6. Which line from the story supports the 2. The article says that life as a slave was answer to question 5? “harsh” for Booker. One example is that he A “The Civil War pitted America’s Northern ______. states against the South.” A was cruelly whipped every day B “But life for most freed black people in the B had to carry heavy schoolbooks for many kids South was little better than life as a slave.” C was forced to work in a salt mine C “Northern states had banned slavery D lived in a very uncomfortable home decades before . . .”

3. Which line from the story supports the 7. Why did Booker want to go to the answer to question 2? Hampton Institute? A “Booker’s mouth watered as he breathed in the A He believed the education he’d get there delicious smells of juicy meats . . .” would give him choices in life. B “Booker was luckier than many.” B He disliked living with his family. C “Booker’s family lived in a tiny shack that was C He hoped he would get a job there. roasting in the summer and freezing in the D His stepfather urged him to go. winter.” D “If only he could learn to read!” 8. The photos and captions on pages 14 and 15 show that Booker ______. 4. Booker traveled to the Hampton Institute in A played an instrument at Hampton all of the following ways EXCEPT ______. B had three sons A by ship C by train C earned the respect of well-known people B by stagecoach D on foot D continued to struggle throughout his life

Constructed Response Directions: On a separate piece of paper, write your answer to each question in a well-organized paragraph. Make sure you support your answers with information and details from the article. 9. In what ways did Booker follow his own 10. The author writes that education gives advice: “If you want to lift yourself up, a person power. Give two examples from lift someone else up”? the story that support this statement.

In the Time of Booker T. Washington

Year or Time Period What happened? 1856 Booker T. Washington was born. What was life like for black people in the South? What made Booker’s life especially hard? ______

1850s What issue were people in the United States arguing about? ______

1861 What did 11 Southern states do? Why? How did President Abraham Lincoln respond? ______Continued on next page >

In the Time of Booker T. Washington, p. 2

1865 The Civil War ended. What happened to slavery? What were conditions like in the South? ______

Five days after the end What major event occurred? of the Civil War ______

The years right after Give two examples of positive changes that former slaves enjoyed in this time the war period. Give two examples of hard realities they faced. ______

Within 10 years of the How did conditions change for former slaves? Why? war’s end ______