Anti-Racism
The story of Ruby Bridges
Author(s): Robert Coles
Links:
Amazon: https://amzn.to/2TO0Tka
Indigo: https://bit.ly/2YuzimH
Social Justice focus: Racism
Synopsis: This is the story of Ruby Bridges, who at age 6 became the first Afro-American to be sent to an all-white school in New Orleans. She needed to be escorted to school by Federal Marshalls and for most of her first year Ruby sat alone in an empty classroom with her teacher. The other children had been kept home by their parents.
Lesson Plan: Rosanna Bernardo
Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)
Consecutive and Concurrent Programs
Unit/Topic: Social Justice in Literature
Grade: 5
Lesson: The Story of Ruby Bridges
The focus of this lesson is to have students reflect on the words: segregation and equality. Students will understand how powerful these words are, and how they’ve impacted our society. Students will be asked to participate in a multitude of activities that will foster their oral communication skills and deepen their comprehension on the topic.
Curriculum Areas: What are possible connections to other curricular areas?
This lesson could connect with Social Studies – specifically the Grade 5 Unit “The role of Government and Responsible Citizenship” as students will address how history changed when the law stated that black children will be integrated in all-white elementary schools. Students will also analyze the impact Ruby Bridges made on society by facing prejudice with grace and courage.
Social Studies Curriculum Connection: Grade 5 Unit – The Role of Government and Responsible Citizenship:
- B1.2 create a plan of action to address a social issue of local, provincial/territorial, and/or national significance specifying the actions to be taken by the appropriate government or governments, including Indigenous governments, as well as by citizens.
- B3.8 explain why different groups may have different perspectives on specific social and environmental issues
This lesson could also be connected to Visual Arts Curriculum as students will consolidate this lessons’ learning by creating a visual representation of their reflections on The Story of Ruby Bridges, their understanding of prejudice and segregation, as well as their opinions on equality.
Visual Arts Grade 5 Unit:
- D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;
- D2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;
Curriculum Expectations: What Overall and Specific Expectations will be addressed?
Oral Communication: Overall Expectations
1. listen to understand and respond appropriately in a variety of situations for a variety of purposes;
2. use spe