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JACKIE’S CIVIL DUTY

Jess Bartlett and Jason Brown Elkhart Grade School

Summer 2006

Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA LC-L9-54-3566-O, #8 DLC

This Social Science and Language Arts unit, designed for grades seven and eight, illustrates how baseball reflected and led critical social shifts in American history from the Civil War to the modern-day Civil Rights movement. Beginning with Jackie Robinson’s integration into Major League Baseball in 1947, untold stories of honor, courage, and perseverance are brought to life through interactive multicultural lessons spanning several subject areas. In this unit students will embark on a journey to answer several essential questions: How do our values and beliefs shape who we are as individuals and influence our society? What are the responsibilities of the individual in regard to the larger society? What are the benefits of challenging and questioning societal views?

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation Bar Objectives Students will:  analyze historical data from various sources including primary sources, oral testimonies and Internet  understand how the changing attitudes concerning race in baseball coincided with significant developments in the U.S. such as: segregation, integration and racial issues Recommended time frame 3-4 weeks Grade level 7th-8th Curriculum fit Social Sciences and Language Arts Materials  The Year of the Boar and Jackie Robinson by Bette Bao Lord (copies for class)  Computers with Internet access  Scan converter  Poster board, glue, scissors, and other art materials for timeline activity, movie poster, newspaper activity  “ Jackie Robinson Bio” from the Baseball Hall of Fame website, Jackie Robinson background information, Jackie Robinson and Civil Rights Timeline instructions, speech by Branch Rickey for the "One Hundred Percent Wrong Club", “One Hundred Percent Wrong Club” analysis worksheet Illinois State Learning Standards Back to Navigation Bar Social Sciences Goal 14: Understand political systems with an emphasis on the United States.  14.F.3a Analyze historical influences on the development of political ideas and practices. Goal 16: Understand events, trends individuals and movements shaping the history of Illinois, the United States and other Nations.  16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. Goal 18: Understand social systems with an emphasis on the United States.  18.C.3a Describe ways in which a diverse U.S. population has developed and maintained common beliefs (e.g., life, liberty and the pursuit of happiness; the Constitution and the Bill of Rights).

Language Arts Goal 1: Read well with Understanding.  1.C.3a Use information to form, explain and support questions and predictions  1.C.3c Compare, contrast and evaluate ideas and information from various sources and genres Goal 2: Read and understand literature representative of various societies, eras and ideas.  2.B.3a Respond to literary material from personal, creative and critical points of view. Goal 5: Use the language arts to acquire, assess and communicate information.  5.B.3a Choose and analyze information sources for individual, academic and functional purposes  5.B.3b Identify, evaluate and cite primary sources

Procedures Back to Navigation Bar Suggested Pre-Program Activities

 Students will need to bring considerable knowledge to this lesson, including a basic understanding of race relations in the United States, as well as a more specific understanding of the history of race relations after the Civil War. For example the African American struggle during the twentieth century to end segregation and achieve civil rights for African Americans. Websites including Baseball, the Color Line, and Jackie Robinson, Jackie Robinson & Other Baseball Highlights, 1860s- 1960s, and Shades of Greatness Exhibit are all helpful in establishing the climate of the United States at the time.  Read The Year of the Boar and Jackie Robinson by Bette Bao Lord. After each chapter, discuss what the students learned and felt, as well as key vocabulary terms, and figurative or descriptive language. Students should record individual perceptions in a daily journal. Throughout reading of the book, pay special attention to the racial climate in the United States.  Using Library of Congress website, Baseball Hall of Fame website, etc. search as a class for primary source documents about the Negro Leagues. Model using the photo, document and motion picture analysis forms to acquaint students with using primary sources and the features of the forms.

Opening Activities  Show the short film excerpt titled “Jackie Robinson Bio” from the Baseball Hall of Fame website. Jackie Robinson burst onto the scene in 1947, breaking baseball's color barrier and bringing the Negro leagues' electrifying style of play to the majors. He quickly became baseball's top drawing card and a symbol of hope to millions of Americans. With Robinson as the catalyst, the Dodgers won six pennants in his 10 seasons. He dominated games on the base paths, stealing home 19 times while riling opposing pitchers with his daring base running style. Robinson was named National League MVP in 1949, leading the loop in hitting (.342) and steals (37), while knocking in 124 runs.  Using the Jackie Robinson background information, tell the students who Jackie Robinson was and what contributions he has made to our society. Discuss some of the events in his life that may have shaped him to be at the forefront of civil rights. Divide students into groups of four or five and have them discuss within their group what qualities they think helped Jackie the most. Have them present their ideas to the class one group at a time.

Lesson One: Timeline  Establish the time period by using primary sources to develop a timeline including events in the life of Jackie Robinson and significant events in the area of civil rights. Pass out the Jackie Robinson and Civil Rights Timeline instructions. Working in pairs, students will select 8 primary sources including photos, documents, motion pictures or audio. Students will print out artifacts and must include a description and proper citation on the timeline. Upon completion, partners will present the timeline with a short explanation of the sources and their significance to the life of Jackie Robinson and Civil Rights.

Lesson Two: Analysis of Speech by Branch Rickey for the "One Hundred Percent Wrong Club" banquet  Display on scan converter and pass out copies of Speech by Branch Rickey for the "One Hundred Percent Wrong Club" banquet, Atlanta, Georgia, January 20, 1956. Broadcast on WERD 860 AM radio.  Throughout the speech, discuss the tone, expressions and any unfamiliar language with students. Invite students to express their feelings and thoughts about the speech. Use the following questions to lead a class discussion.  In the fourth paragraph of his speech, Rickey seems to be saying that he desired to bring a black player to the St. Louis ballclub. Why did this effort fail?  According to Rickey, what were the four factors that were necessary for him to bring a black player to the major leagues successfully?  Rickey stated that :the greatest danger, the greatest hazard, I felt was a negro race itself. " What did he mean by that?  Rickey stated that according to the historian Frank Tannenbaum, four things were necessary for the acceptance of black players in baseball. What were those four factors  When Rickey stated, “I am completely color blind,” do you take him at his word?  Do you think that the following statement made by Branch Rickey was true in 1956?  America is,--it's been proven Jackie,--is more interested in the grace of a man's swing, in the dexterity of his cutting a base, and his speed afoot, in his scientific body control, in his excellence as a competitor on the field,--America, wide and broad, and in Atlanta, and in Georgia, will become instantly more interested in those marvelous, beautiful qualities than they are in the pigmentation of a man's skin.  What did Rickey mean when he referred to “the last syllable in a man’s name”?  Pass out the “One Hundred Percent Wrong Club” analysis worksheet. Students complete the analysis individually.

Lesson Three: Analysis of Jackie Robinson’s “This I Believe” speech  Display on scan converter and pass out copies of “This I Believe” speech. Explain that the speech is part of the The Jackie Robinson Papers collection that can be found on the LOC website. The Jackie Robinson Papers include an extensive speech file that reflects the author’s diverse interest in such topics as baseball, racial equality, politics, religion, drug abuse, and black economic development. In this speech Americans to America’s status as “a free society.”  After reading the speech, discuss similarities of the speech to Martin Luther King’s “I Have a Dream” speech. What themes are present in both? What were the goals of both speeches? Who was the target audience? Were the speeches and speakers effective?

Concluding Activities  Students may choose 1 of the following 3 projects to complete the unit and demonstrate their understanding of Jackie Robinson’s contributions to Civil Rights and baseball.  Watch “The Jackie Robinson Story” and complete the motion picture analysis form. Using poster board, create a poster promoting “The Jackie Robinson Story.” Use primary source documents including photos and other interesting artifacts to make the poster visually appealing and informative. Poster must include the movie title and important actors. Prepare a short explanation of your poster and answering the following questions about the film: Did it address the difficult situations in Jackie Robinson’s life? Is Jackie Robinson presented as a hero? How many stars out of 4 would you give the movie and why?  Look at the following three newspapers related to Jackie Robinson and Civil Rights. Choose 1 of the three newspapers and complete the written document analysis form. Next, design the front page of a newspaper that might have been published in the time of Jackie Robinson. Include 3 events with primary source documents including 1 baseball-related, 1 Civil Rights-related and 1 additional topic. Keep in mind the time period, racial climate and significant topics of concern at the time of the newspapers publishing.  Look at the Jackie Robinson documents available at Beyond the Playing Field - Jackie Robinson, Civil Rights Advocate. After reading the 9 documents, students choose 3 documents and complete the Robinson and Civil Rights analysis worksheet  Evaluation Back to Navigation Bar  Contributions to the group discussions will be assessed through informal observation during the unit.  Evaluation of the timeline in the following areas: 8 sources with descriptions and proper citation, sources relevant to the subject, attractive display of the sources and a short explanation of the timeline events.  Contributions to group discussion concerning Rickey speech.  Evaluation of the Analysis of Speech by Branch Rickey for the "One Hundred Percent Wrong Club" banquet.  Contributions to group discussion concerning “This I Believe” speech.  Evaluation of concluding activity considering specific requirements of each project.. Extension Back to Navigation Bar  Reading the photograph: select photographs from various primary source websites and complete analysis worksheets. Consider comparing and contrasting baseball stadiums, uniforms and the crowd present. Look for clues to the racial climate in various photographs by answering the following questions: Are the players in these images represented as part of a team or as individual players? What is the appeal of each type of representation? What personal skills or qualities are emphasized in the images? What adjectives would you use to describe the players? How is the baseball player depicted as a hero? What purpose do you think these symbolic images of baseball players have served? How has that purpose changed through time? What are the implications of segregation in baseball when the players are treated symbolically?  Read Jackie Robinson’s letter to Ralph Norton. Write a paragraph explaining how this letter is indicative of the racial climate when it was written. Imagine that you are Ralph Norton and write a letter of response.  Woodrow Johnson’s 1949 song, "Did You See Jackie Robinson Hit That Ball?" is one of many songs written to honor Jackie Robinson’s on-field accomplishments, but Count Basie’s recording of the piece made it one of the most famous. Johnson’s lyrics provide an opportunity to discuss poetic devices such as rhyme scheme, word choice, and narration.

Did you see Jackie Robinson hit that ball? It went zoom in cross the left field wall. Excerpt from Yeah boy, yes, yes. Jackie hit that ball. Sheet Music for "Did You And when he swung his bat, See Jackie the crowd went wild, Robinson Hit because he knocked that ball a solid mile. That Ball?" Yeah boy, yes, yes. Jackie hit that ball.

 How are Jackie Robinson’s actions described? Does the songs describe a single event in a game or a general description of Robinson’s ability? Why? What is the relationship between Robinson and the crowd? What does the repetition of the rhyme scheme add to the song? How does it reinforce the lyrics? How does this account compare to other songs about baseball players? Choose an athlete and write a song (or poem) describing his or her abilities using a similar structure.

 Write a letter to the National League imploring them to allow African American baseball players to enter the league. Use the Internet to research: Who would you address the letter to? What date would be appropriate? What would your main points be? Primary Resources from the Library of Congress Back to Navigation Bar

JACKIE ROBINSON RESOURCE TABLE

PRIMARY DESCRIPTION CITATION PERMANENT SOURCE URL Shows full-length Pittsburgh Courier http://memory.loc.g portrait of Jackie (Washington ov/cgi-bin/query/r? Robinson in Dodgers Edition), April 19, ammem/bbpix:@fiel uniform; headlines 1947 d(NUMBER+@ban read "Jackie Scores d(cph+3c20275)) Winning Run," "Robbie's Bunt Turns Tide," and "Jackie Romps Home From Second Base as 26,000 Cheer."

First page of a Library of http://memory.loc.g LOOK magazine Congress; LOOK ov/cgi-bin/query/r? article titled "A COLL. (Suppl. ammem/bbpix:@fiel Branch Grows in Archives) LC- d(NUMBER+@ban Brooklyn" by Tim USZ62-119888 d(cph+3c19888)) Cohane, showing a DLC portrait of Branch Rickey and a small inset portrait of Jackie Robinson Lobby card Library of Congress http://memory.loc.g promoting The Jackie Motion Picture, ov/cgi-bin/query/r? Robinson Story, Broadcasting and ammem/bbpix:@fiel showing umpire Recorded Sound d(NUMBER+@ban arguing with Dodgers Division; LC- d(cph+3g06142)) manager, while USZC4-6142 DLC Jackie Robinson and another Dodger look on Photographed from Niver, Kemp R., http://memory.loc.g one camera position Early motion ov/cgi-bin/query/r? behind home plate, pictures, 1985. ammem/papr:@field the film shows a Copyright: Thomas (NUMBER+@band baseball game in A. Edison, Inc.; (awal+1317)) progress. The action 20May98; 31442. includes two players running toward the camera; one uniform is distinguishable as Newark, New Jersey. Herbert Hoover and Library of http://memory.loc.g presidential party Congress; National ov/cgi-bin/query/r? standing, with men Photo Company ammem/coolbib:@fi holding their hats, at Collection;LC- eld(NUMBER+@ba opening baseball USZ62-111717 nd(cph+3c11717)) game DLC (b&w film copy neg.) Wesley Branch Library of http://lcweb2.loc.go Rickey (1881-1965), Congress; Branch v/cgi-bin/query/r? major league baseball Rickey Papers; A75 ammem/mcc:@field manager and (DOCID+@lit(mcc/ executive, was 044)) associated over a long career with the St. Louis Browns, St. Louis Cardinals, Brooklyn Dodgers, and Pittsburgh Pirates. While with the Dodgers in 1947, as president, general manager, and co- owner, he brought Jackie Robinson Shows full-length Library of Congress http://memory.loc.g portrait of Jackie Serial and ov/cgi-bin/query/r? Robinson in Dodgers Government ammem/bbpix:@fiel uniform; headlines Publications d(NUMBER+@ban read "Jackie Scores Division p; LC- d(cph+3c20275)) Winning Run," USZ62-120275 "Robbie's Bunt Turns DLC Tide," and "Jackie Romps Home From Second Base as 26,000 Cheer." Film still from The Library of Congress http://memory.loc.g Jackie Robinson Motion Picture, ov/cgi-bin/query/r? Story showing (from Broadcasting and ammem/bbpix:@fiel left to right) Richard Recorded Sound d(NUMBER+@ban Lane (as Clay Division; LC- d(cph+3c19880)) Hopper), Ruby Dee USZ62-119880 (as Rachel DLC Robinson), Jackie Robinson (as himself), and Billy Wayne (as Clyde Sukeforth) arm-in- arm Jackie Robinson in Look Magazine http://memory.loc.g Dodgers uniform, Photograph ov/ammem/collectio 1954. Collection, Library ns/robinson/jraboutc of Congress, Prints ol.html and Photographs Division. Reproduction #: LC-L9-54-3566-O, frame 7. Rickey describes the Library of http://memory.loc.g Speech by problems he felt he Congress, ov/ammem/collectio Branch Rickey faced in the 1940s, Manuscript ns/robinson/branch. for the "One when he decided to Division, Branch html Hundred integrate major Rickey Papers Percent Wrong league baseball. He Club" banquet, also discusses events that influenced his Atlanta, Georgia, decision and factors January 20, that he thinks will 1956. Broadcast reduce racial on WERD 860 prejudice. AM radio.

Did you see Jackie Woodrow Johnson’s http://memory.loc.g Robinson hit that 1949 song, "Did ov/ammem/ndlpedu/ ball? You See Jackie collections/jr/langart It went zoom in cross Robinson Hit That s.html the left field wall. Ball?" Yeah boy, yes, yes. Jackie hit that ball. And when he swung his bat, the crowd went wild, because he knocked that ball a solid mile. Yeah boy, yes, yes. Jackie hit that ball.

[Front cover of Library of Congress http://memory.loc.g Jackie Robinson Serial and ov/cgi-bin/query/r? comic book. Shows Government ammem/bbpix:@fiel head-and-shoulders Publications d(NUMBER+@ban portrait of Jackie Division; LC- d(cph+3g06144)) USZC4-6144 DLC Robinson in Brooklyn Dodgers cap; inset image shows Jackie Robinson covering a slide at second base. President Woodrow (Library of http://memory.loc.g Wilson throwing out Congress, Prints and ov/ammem/collectio the first ball, opening Photographs ns/robinson/jrgmday day, 1916. Division. .html Photographic print, Reproduction number: LC- 1916. USZ62-9981 (b&w)) Negro Marines Library of Congress http://memory.loc.g prepare for action. Prints and ov/cgi-bin/query/r? Breaking a tradition Photographs ammem/fsaall:@fiel of 167 years, the U.S. Division; LC- d(NUMBER+@ban Marine Corps started USW3-022973-C d(fsa+8d16372)) enlisting Negroes on DLC June 1, 1942. The first class of 1,200 Negro volunteers began their training three months later as members of the 51st Composite Defense Battalion at Montford Point, a section of the 200 square mile Marine Base, Camp Lejeune, at New River, North Carolina. Evidence of the lack of racial friction may be seen in the sports program at the camp. On the baseball team Negro enlistees and white non-com officers are teammates. Camp Lejeune has its own baseball league, with the Montford Point team a strong contender for championship honors. When Jackie Autograph Letter http://www.loc.gov/ Robinson began his Signed, exhibits/treasures/tri rookie season with Jackie Robinson to 067.html the Brooklyn Ralph Norton, Dodgers on April 15, May 5, 1947, 1947, he became the Page 2 first African Manuscript American to play Division, major league baseball Jackie Robinson in the 20th century, Papers (196C) breaking down the "color line" in effect since 1876. In this letter to Ralph Norton, a fellow alumnus of Pasadena Junior College, Robinson reports on his historic debut, the appointment of Burt Shotton as the Dodgers' Manager, and the welfare of his wife and infant son The Jackie Robinson Jackie Robinson http://www.loc.gov/ Papers include an (1919-1972) exhibits/treasures/tri extensive speech file Typed Speech, 070.html that reflects the "This I Believe...," author's diverse by Jackie Robinson, interests in such n.d., topics as baseball, Page 2 racial equality, Manuscript politics, religion, Division, drug abuse, and black Jackie Robinson economic Papers (196A) development. In this speech Robinson attributes his success and the prospect of limitless opportunity for all Americans to America's status as "a free society."

CHILDREN’S Baseball A B C. http://www.loc.gov/ BOOKS New York : rr/rarebook/digitalco McLoughlin Bros., ll/digitalcoll- c1885. children.html Original movie cover http://movies2.nyti The Jackie mes.com/gst/movies Robinson /movie.html? Story,1950- v_id=25723 USA- Biography [feature]/Spo rts Drama

Hate mail received http://www.baseball by Jackie Robinson, National Baseball halloffame.org/educ May 20, 1951 Library ation/primary %5Fsources/robinso n %5Fjackie/photogra ph_02_small.htm

Obituary from The http://www.baseball Sporting News, National Baseball halloffame.org/educ November 11, 1972 Library ation/primary %5Fsources/robinso n %5Fjackie/obituary _01_small.htm

[Jackie Robinson of Library of Congress http://memory.loc.g the Brooklyn Prints and ov/cgi-bin/query/r? Dodgers, posed and Photographs ammem/bbpix:@fiel ready to swing]. Division d(NUMBER+@ban Washington, D.C. d(ppmsc+00048)) 20540 USA LC-L9- 54-3566-O, #8 DLC (b&w film neg.) [Jackie Robinson in Library of Congress http://memory.loc.g Kansas City Prints and ov/cgi-bin/query/r? Monarchs uniform]. Photographs ammem/bbpix:@fiel Division d(NUMBER+@ban Washington, D.C. d(cph+3c19886)) 20540 USA LC- USZ62-119886 DLC (b&w film copy neg.) [Jackie Robinson, Library of Congress http://memory.loc.g Rachel Robinson, and Prints and ov/cgi-bin/query/r? their three children, Photographs ammem/bbpix:@fiel David, Sharon, and Division d(NUMBER+@ban Jackie, Jr.]. Washington, D.C. d(ppmsc+00046)) 20540 USA LC-L9- 54-3566-A, #13 DLC (b&w film neg.) Cover for screenplay Library of Congress, http://memory.loc.g of The Jackie Manuscript ov/ammem/collectio Robinson Story, Division, Arthur ns/robinson/script.ht written by Arthur Mann Papers.) ml Mann and Lawrence Taylor for the movie produced by Eagle- Lion Films, 1950. (Library of Congress, Manuscript Division, Arthur Mann Papers.) [Microfilm frame of Library of Congress http://memory.loc.g front page of Serial and ov/cgi-bin/query/r? Pittsburgh Courier Government ammem/bbpix:@fiel (Washington Publications d(NUMBER+@ban Edition), April 19, Division d(cph+3c20275)) 1947]. Washington, D.C. 20540 USA LC- USZ62-120275 DLC (b&w film copy neg.) Jackie Robinson Our Sports. Inside http://memory.loc.g served as editor for cover. ov/ammem/collectio this short-lived New York: ns/robinson/jr1947.h magazine, which Universal tml focused on black Publishing and sports. The table of Distributing contents indicates Corporation, June, how many aspects of 1953. Vol. 1, no. 2. sports were not yet (Library of integrated. Congress, Manuscript Division. Branch Rickey Papers) Back Cover , (Library of http://memory.loc.g Baseball Game Congress, ov/ammem/collectio Program for Kansas Manuscript ns/robinson/jrprgmb City Monarchs and Division, Branch ib.html Indianapolis Clowns, Rickey Papers.) 1954. Rubric Back to Navigation Bar

Oral Presentation Rubric : JACKIE ROBINSON AND CIVIL RIGHTS TIMELINE

Student Name: ______CATEGORY 4 3 2 1 Preparedness Student is Student seems The student is Student does not completely pretty prepared somewhat seem at all prepared and has but might have prepared, but it is prepared to obviously needed a couple clear that present. rehearsed. more rehearsals. rehearsal was lacking. Speaks Clearly Speaks clearly Speaks clearly Speaks clearly Often mumbles or and distinctly all and distinctly all and distinctly can not be (100-95%) the (100-95%) the most ( 94-85%) understood OR time, and time, but of the time. mispronounces mispronounces mispronounces Mispronounces more than one no words. one word. no more than one word. word. Content Shows a full Shows a good Shows a good Does not seem to understanding of understanding of understanding of understand the the topic. the topic. parts of the topic. topic very well.

Collaboration Almost always Usually listens to, Often listens to, Rarely listens to, with Peers listens to, shares shares with, and shares with, and shares with, and with, and supports the supports the supports the supports the efforts of others efforts of others efforts of others in efforts of others in the group. in the group but the group. Often is in the group. Does not cause sometimes is not not a good team Tries to keep "waves" in the a good team member. people working group. member. well together. Props Student uses Student uses 1 Student uses 1 The student uses several props prop that shows prop which no props OR the (could include considerable makes the props chosen costume) that work/creativity presentation detract from the show and which make better. presentation. considerable the presentation work/creativity better. and which make the presentation better.

Newspaper : JACKIE ROBINSON FRONT PAGE

Student Name: ______CATEGORY 4 3 2 1 Layout - All articles have All articles have Most articles Articles are Headlines & headlines that headlines that have headlines missing bylines Captions capture the accurately that accurately OR many articles reader's attention describe the describe the do not have and accurately content. All content. All adequate describe the articles have a articles have a headlines OR content. All byline. All byline. Most many graphics do articles have a graphics have graphics have not have captions. byline. All captions. captions. graphics have captions that adequately describe the people and action in the graphic. Spelling and No spelling or No more than a No more than 3 Several spelling or Proofreading grammar errors couple of spelling spelling or grammar errors remain after one or grammar grammar errors remain in the final or more people errors remain remain after one copy of the (in addition to the after one or more or more people newspaper. typist) read and people (in (in addition to the correct the addition to the typist) read and newspaper. typist) read and correct the correct the newspaper. newspaper. Articles - 90-100% of the 85-89% of the 75-84% of the Less than 75% of Purpose articles establish articles establish articles establish the articles a clear purpose in a clear purpose in a clear purpose in establish a clear the lead the lead the lead purpose in the paragraph and paragraph and paragraph and lead paragraph demonstrate a demonstrate a demonstrate a and demonstrate a clear clear clear clear understanding of understanding of understanding of understanding of the topic. the topic. the topic. the topic. Use of Primary Reading of Reading of Reading of Reading of Sources primary source primary source primary source primary source material was material was material was material was not thorough. fairly thorough. incomplete. done. Making A Poster: THE STORY OF JACKIE ROBINSON MOVIE

Student Name: ______CATEGORY 4 3 2 1 Graphics - All graphics are All graphics are All graphics Graphics do not Relevance related to the related to the relate to the relate to the topic topic and make it topic and most topic. Most OR several easier to make it easier to borrowed borrowed understand. All understand. All graphics have a graphics do not borrowed borrowed source citation. have a source graphics have a graphics have a citation. source citation. source citation. Attractiveness The poster is The poster is The poster is The poster is exceptionally attractive in acceptably distractingly attractive in terms terms of design, attractive though messy or very of design, layout, layout and it may be a bit poorly designed. and neatness. neatness. messy. It is not attractive. Grammar There are no There is 1 There are 2 There are more grammatical grammatical grammatical than 2 mistakes on the mistake on the mistakes on the grammatical poster. poster. poster. mistakes on the poster. Title Title can be read Title can be read Title can be read The title is too from 6 ft. away from 6 ft. away from 4 ft. away small and/or does and is quite and describes and describes the not describe the creative. content well. content well. content of the poster well. - Please Choose - undefined undefined undefined undefined Literature Circle - Listening and Sharing : JACKIE ROBINSON DISCUSSION

Student Name: ______CATEGORY 4 3 2 1 Comprehension Student seems to Student seems to Student Student has understand entire understand most understands some trouble story and of the story and parts of the story understanding or accurately accurately and accurately remembering answers 3 answers 2 answers 1 most parts of the questions related questions related question related story. to the story. to the story. to the story. Participates Student routinely Student Student does not Student does not Willingly volunteers volunteers once volunteer willingly answers to or twice and answers, but participate. questions and willingly tries to willing tries to willingly tries to all questions s/he answer questions answer questions is asked. s/he is asked. s/he is asked. Thinks about Student describes Student describes Student describes Student cannot Characters how a character how a character how a character describe how a might have felt at might have felt at might have felt at character might some point in the some point in the some point in the have felt at a story, and points story, and points story, but does certain point in out some pictures out some pictures NOT provide the story. or words to or words to good support for support his/her support his/her the interpretation, interpretation interpretation even when asked. without being when asked. asked. Respects Others Student listens Student listens Student interrupts Student interrupts quietly, does not quietly and does once or twice, but often by interrupt, and not interrupt. comments are whispering, stays in assigned Moves a couple relevant. Stays in making comments place without of times, but does assigned place or noises that distracting not distract without distract others OR fidgeting. others. distracting moves around in movements. ways that distract others. Follows Along Student is on the Student is on the Student is on the Student is on the correct page and correct page and correct page and wrong page OR is is actively usually appears seems to read clearly reading reading along to be actively along ahead or behind (eyes move along reading, but occasionally. the person who is the lines) or looks at the May have a little reading aloud. finger is reader or the trouble finding following words pictures place when called being read aloud occasionally. Can upon to read. by others. find place easily when called upon to read. Handouts Back to Navigation Bar Background Information:

Jackie Robinson was born to a sharecropper's cabin on January 31, 1919. He was the fifth and last surviving child. The Robinson's worked for the Sasser family in exchange for their cabin and a few provisions. The family earned the equivalent of three dollars a week, which could only be spent at the Sasser plantation store.

Jerry Robinson, Jackie's father, left the family in 1919. Later the Robinson family moved to California where Jackie's uncle lived. Life was better there, but the family was still very poor. Jackie's mother worked long hours as a domestic, leaving the children home on their own. Gaining an education was very important to Jackie's mother.

Because Jackie grew up in a time where opportunities were extremely limited for African Americans, he had to fight for everything. Jackie's mother taught him that the future would not just "work out" but that he would have to stand up for himself at all times. He did. He had a temper and a fiery personality, which often got him into trouble. Jackie loved playing practical jokes that could sometimes be cruel. He was also the leader of the Pepper Street gang, he felt comfortable in the gang because the members were a mixture of African American, Japanese Americans, Hispanic, and some whites. The gang got into some minor trouble with the law due to stealing, and other unlawful activities. Jackie decided to leave the gang because it wasn't helping his life in any way. Sports probably also played a part in that decision.

Jackie grew up idolizing his older brother Mack, who was also an outstanding athlete. Mack Robinson was so good in track, he went to the 1936 Olympics in Berlin, Germany as a member of the U.S. track team. He finished second to Jesse Owens in the 200-meter dash. Having Mack as an older brother helped push Jackie in his own desires.

Jackie did excel in many sports. He went to Pasadena Junior College where he played on the football, basketball, baseball, and track teams. After graduating from there, he received a scholarship to go to UC LA. Jackie enjoyed great success at UCLA, in fact he was at least one of the best players on each team. He was the first person ever to letter in four sports at UCLA.

Jackie left UCLA in 1941 and began playing profession football for the Los Angeles Bulldogs. His football career was ended by the beginning of World War II. In 1942, Jackie left for the army. He served for thirty one months, during which time he was sent to officer's training camp in Fort Riley, Kansas. Jackie was released as a first lieutenant.

Jackie returned home after World War II and played baseball for the Kansas City Monarchs of the Negro American Baseball League. He was so successful that he caught the eye of Branch Rickey, president of the Brooklyn Dodgers. Jackie signed with the Montreal Royals, the Dodgers top farm league. He only played with the Royals for the 1946 season before Rickey moved him to the Dodgers to play in the major league. Since Jackie was the first African American baseball player to play in the major league, he had a tough fight. Rickey made him promise to "have enough guts to not fight back" (Rudeen p.28). This was tough for someone who was used to fighting back, but he did it. Because of his willingness to take a stand and because of the courage he showed, he opened the door for other African American players. Three African American players joined the Dodgers the following season. Jackie played for the Dodgers for ten years.After Jackie retired from baseball, he traveled throughout the United States speaking for the rights of all African American people. He also advised the governor of New York on civil rights.

Jackie died from diabetic complications in 1972. His life story continues to stand as an example of courage and the rights and equality of all peoples. There are many tributes that have been given to Jackie Robinson, but one of my favorites was given by Richard M. Nixon, who said that Jackie's sense of "brotherhood and brilliance on the playing field brought a new dimension not only in the game of baseball but to every area of American life where black and white people work side by side" (Falkner p.343). JACKIE ROBINSON AND CIVIL RIGHTS TIMELINE

USING THE LIBRARY OF CONGRESS WEBSITE (WWW.LOC.GOV) CREATE A TIMELINE INCLUDING THE FOLLOWING:

o 8 PRIMARY SOURCE DOCUMENTS RELEVANT TO THE LIFE OF JACKIE ROBINSON OR CIVIL RIGHTS o USE A VARIETY OF SOURCES WHICH MAY INCLUDE: PHOTOS, DOCUMENTS, MOTION PICTURES, AUDIO o FOR EACH SOURCE INCLUDE A SHORT DESCRIPTION AND PROPER CITATION o DISPLAY THE SOURCES AND THE INFORMATION ON POSTERBOARD IN CHRONOLOGICAL ORDER PREPARE A SHORT EXPLANATION OF THE EVENTS ON YOUR TIMELINE. INCLUDE THE FOLLOWING INFORMATION: WHAT YEARS ARE COVERED, WHAT EVENTS YOU CHOSE AND WHY AND WHICH EVENTS YOU CONSIDER MOST IMPOTANT? “ONE HUNDRED PERCENT WRONG CLUB” ANALYSIS

1. NAME OF THE DOCUMENT: ______

2. ORIGINALLY PRESENTED IN ____ WRITTEN FORM ____ SPOKEN FORM

3. DATE OF DOCUMENT: ______

4. AUTHOR (OR CREATOR) OF DOCUMENT: ______

5. FOR WHAT AUDIENCE WAS THE DOCUMENT PRESENTED: ______

6. LIST 3 THINGS THE AUTHOR SAID THAT ARE MOST IMPORTANT:  ______ ______ ______

7. INCLUDE YOUR FAVORITE QUOTE FROM THE DOCUMENT: ______

8. LIST TWO THINGS THE DOCUMENT TELLS YOU ABOUT LIFE IN THE U.S. AT THAT TIME:  ______ ______

9. WRITE A QUESTION TO THE AUTHOR THAT YOU HAVE ABOUT THE DOCUMENT OR TOPIC:______JACKIE ROBINSON AND CIVIL RIGHTS ANALYSIS

1. DOCUMENT NAME:

Event:

Issue:

2. Five hundred years from now, if this document was the only surviving piece of evidence describing the civil rights struggle in the United States in the 20th century, what information about that struggle would survive? How accurate would that information be?

3. Which attributes of Jackie Robinson's character that contributed to his success as the baseball player who broke the color barrier and as a political activist are evident in this document?

4. Do you agree with Jackie Robinson’s response to this situation? Why or why not?