Read Aloud Through My Eyes by Ruby Bridges

Overview:

Students review their observations and thinking about Norman Rockwell’s 1964 painting, The Problem We all Live With, which was published in the January 14, 1964 issue of Look magazine.  They listen to the read aloud Through My Eyes by Ruby Bridges. This book is a first-hand retelling of the events in 1960 when Ruby was a first grader and the first African American girl to integrate an all-white school. In the book, she tells the story from her perspective.  Students may view the movie, The Story of Ruby Bridges, and compare and contrast the two versions of the events.

Enduring Understandings/ Essential Questions:

1. In the past, people have not always been treated equally.
2. People, young and old, have helped to bring about change in our country.
3. We can learn about the history of our country not only from people who study the events that took place in the past, but also from people who participated in these events.
   • Why are some people treated differently than others?
   • In what ways can people help to bring about change?
   • How do we learn about events that happened in the past?

Objectives:

• Students will listen for information given explicitly in text.
• Students will make inferences supported by explicit information in text.
• Students will compare two sources of information, including details of literary elements as well as point of view.
• Students will demonstrate an understanding of life during the 1950-1960’s including the story of Ruby Bridges.

Background:

Through My Eyes is a primary source. In this book, Ruby Bridges tells her own story about her experience attending a previously all-white school in the south. Norman Rockwell's painting, The Problem We All Live With, is based on Ruby’s experience as a first grader attending the William Frantz Elementary School in New Orleans, Louisiana in 1960. Photographs illustrate the story.

Materials:

Classroom Supplies:

• Through  My Eyes by Ruby Bridges, Scholastic Press, 1999.

• Post-it notes for recording facts, questions and thoughts.

Activities:

• Display Norman Rockwell’s The Problem We All Live With. Give students an opportunity to revisit the things that they noticed and the inferences that they made. In addition, give them an opportunity to generate any questions that they have about the painting, the little girl, or the actual circumstances that are referenced. 

First Day:

Cover: Who do you think the girl on the cover might be? What might we learn from reading the story?

• • Students read the Introduction through page 9. During the reading, students should use post-it notes to record information from the text, questions they have, and their thoughts about Ruby and her life.
  • After reading  the preface, have students turn and talk: What was important about this time period? Have students share their conversations before continuing to read.
  • After reading page 6-9, Turn and Talk: How was Ruby’s childhood like yours? How was it different?

During the upcoming readings, offer opportunities for students to share their thoughts and ask questions. Clarify information that they may have questions about.

• • Day 2: Read pages 10 -17 : One Year in an All-Black School
  • Day 3: Read pages 18- 27: The First Day at William Frantz
  • Day 4: Read pages 28- 35: Another First Grader
  • Day 5: Read pages 36 - 45: We Are Not Alone
  • Day 6: Read pages 46 - 55: I Draw Pictures for Dr. Coles
  • Day 7: Read pages 56 - End of book: Let Me Bring You Up to Date
  • John Steinbeck felt that Ruby was brave, and First Lady, author, and human rights activist, Eleanor Roosevelt, wrote to her saying that she was a good American. Do you think she was brave? Do you think she is a good American? Why?

Follow up activities:

• Create a character web that shows Ruby’s traits. How would you describe Ruby? Does she possess qualities you would want in a friend?
• Imagine Ruby’s first day at your school. What would her first day be like? Draw a picture illustrating her arrival at your school. Write a paragraph describing her day at your school. Write a journal page that she might have written.
• Write a letter to Ruby Bridges.
• The full movie, Ruby Bridges is available on You Tube at the link above. If appropriate for your students, view the movie and compare the book with the movie. How are the stories alike? In what ways do the two stories differ in their telling? Is important information the same?

Assessment

• Did students use post-it notes to add to discussions they had with peers? During class sharing?
• Did all students participate in turn and talk/sharing?
• Did students give details that supported their responses?
• Did students build on each other's ideas?
• Did students give relevant details about the setting?
• Did they name relevant traits that describe Ruby?
• Did their responses during the story and follow-up activity reflect the character’s feelings?
• Did their responses reflect an understanding of how life has changed today in relation to Ruby’s experience as a first grader in a new school.