Cesar Chavez

As we have been learning about becoming a leader and leaders who have made a difference, we read the book Harvesting Hope: The Story of Cesar Chavez. We learned how Chavez made a difference for workers in California through marches and other peaceful protests. The students identified his character traits and provided evidence from the text for each character trait.

helpful

• he helped people get job rights

brave

• he led the march even when his feet started bleeding
• he led the people to Sacramento

persistent

• he never gave up
• he walked until he got other peoples' rights
• he walked until he got what he wanted

hard-working

• he worked hard for very little pay

peaceful

• he didn't fight

caring

• he cared enough to lead the people and get them their rights

persuasive

• he convinced them to march with him for rights
• he convinced the owners to improve working conditions for workers
• he persuaded people to follow him

Vocabulary Puzzles

Each student created a vocabulary puzzle with clues to help figure out the vocabulary word.

JaShon
1. This word means unfair treatment of people of a different race.
2. It's unfair.
3. It has 6 letters.
racism

Emma
1. You might be in a bad mood.
2. Thinking that someone's being mean.
3. 9 letters.
prejudice

Collin
1. Unfair
2. It has an i in it.
3. It has an m in it.
racism

Josie
1. You will get in trouble.
2. Your parents will be mad.
3. 9 letters.
prejudice

Abby
1. Something Martin Luther King Jr. wanted  it.
2. The same.
3. 8 letters.
equality

Madi
1. Mrs. Griswold does this.
2. 10 letters.
3. to bring people together.
integrate

Ian
1. This word sounds like another word.
2. This word has a word in it.
3. This word has a q in it.
equality

Rebecca
1. My word has 11 letters.
2. It means the opposite of equality.
3. 2 similar words are racism and prejudice.
discriminate

Sam
1. Not nice.
2. Negative attitude.
3. Being bad to someone.
prejudice

Ava
1. It has 6 letters.
2. This word starts with an r.
3. This word is unfair.
racism

Julia
1. This word was in a title of a movie.
2. This word has 9 letters.
3. Pride and _______________.
prejudice

Ruby Bridges Vocabulary Examples

We watched a video about Ruby Bridges and looked for examples/evidence of our vocabulary words from last week and this week! The students identified and shared some accurate examples of the words used or displayed in the video.

integrate:
Ruby went to an all white school. 
The black people believed in it.

segregated: 
The mob didn't want to integrate.
The parents wanted segregation so the teachers were segregating too.

equality:
Mrs. Henry and the U.S. Marshal's treated Ruby with equality.
The Dr. is treating Ruby and her family with equality.
The church says they have the same rights as the white people.  

prejudice:
The crowd was prejudice to Ruby.
Bob is not prejudice.

racism:
Ruby's dad lost his job because he was colored.  
The white people of the school left because Ruby was colored.
Some people were calling Ruby a negro.
There was an angry mob just because Ruby was black.

discriminate:
People were treating Ruby really unfairly because there was a angry mob.
The angry mob was not going to let her in.

courageous:
Ruby was brave to go to a all white school. 
Ruby going to school without her mom for the first time.
Ruby walked through a big angry mob.

injustice:
Colored were treated unfairly at school. 
It's injustice that Ruby's family can't go to the store across the street from their house.
Black people weren't able to go to white schools.

tolerance:
Mrs. Henry respected Ruby even though she was black. 
Bob is tolerant to Ruby's family.
Mrs. Henry was giving Ruby special attention.

authority:
Marshals had control over Ruby, her mom, her dad, and over their house.
The U.S. Marshals have authority.

Think About It!

 If you could choose one of Ruby's character traits for yourself, what would you choose and why?

I would choose bravery. I would choose it because I would be brave and never turn my back on my strength. I would still go on and on.

Bravery, honesty, and kindness are the best traits that you could have. She was brave, she was good and had kindness.

I would choose her bravery because being brave is good! Very very good, so good that bravery is one of the best personalities.

I would choose bravery cause I am not so brave sometimes.

Kind because she's kind to all people not just black people but white people too. She likes all people so that's why I think she's kind.

I would choose friendly because if you are friendly others would be friendly back.

I would choose bravery and courage. So I could stand up to my bullies.

I would choose to be clever because I could be better at math, science,social studies, other subjects.

I would choose to be brave and clever because she is clever and brave.

Powerful because I like that word and because she is powerful.

Their are lots of things to be such as witty. I think I need to be a lot more witty. My sister always makes better come-backs then me.

I would choose bravery, got to be brave.

If you were Ruby, would you have continued to go to school or would you have stayed home where you were safe?

I would have stayed all year so my bravery will shine. I would never give up or let go of my bravery. I would keep going on and on.

Yes, I want a better education and I want integration not segregation

No, I wouldn't go to school. It's too risky to go to school. I could die by the angry angry mob.

I would quit because I would be scared and I wouldn't feel safe. When the people in the mob think I gave up they will go away. Then I will go to school.

Stay-home some days and go to school the other days. If it was really dangerous I would stay home.

I would go to school some days and stay at home the other days because people don't want me there.

I would do my best to get the best percentage and/or grades. This would prove that there is nothing bad about black people.

I would go to school because I want a good education.

I would stay home where it was safe because of the big mob.

I would stay home because I would not want to die.

I would stay home because my parents would not let me move out of the state and start a brand new life.

I would stay home to be safe!

If there was a child who was different from everyone else and wasn't allowed in our school, would you do anything to help him/her? Why or why not?

Yes, I would because I would say "no!" That's not fair! I want her/him to come in, it's just that their different and that's nothing. I would say "get that kid in here."

Yes, I would because it would eb nice to help him/her. Then they would be very thankful that there child got a good education.

Yes, I would help them by saying,"integrate, integrate!" I would also help by making sings to help all children be mixed.

I would help him/her! I would help them because I would know how scared they would feel and I would feel sorry for them.

I would not treat her differently because she is a human being and everybody gets to be treated the same. I would want to be friends with her. 

I would choose to help them because they could need new friends and I would be one of them.They could need a better education too.

I would help them by standing up to whoever bullied them. I would do this because nobody deserves to be treated like garbage.

I would help because everyone has equal rights and I would persuade the director to let them come in.

I would help them by saying stop!!!!!

No, because my mom and dad won't let me!


I would fight and call my parents, they would probably end it! After that I would ask the girl/boy to be my friend.

I would him/her because they need an education.

The Other Side

As part of our unit of study about leaders and the civil rights movement, we read the story The Other Side by Jacqueline Woodson. The story is about two young girls, one which is white and the other black. The students were asked to reflect and discuss the author's purpose of putting a fence in the story as well as why the author said, at the end of the story, that the fence would someday be knocked down. The students' response are listed below!

Why did the author put a fence in the story?

• the author put a fence in the story because she was telling us that everybody was separated
• the fence was there because they were separated or segregrated
• to separate the whites and the blacks
• why I think the author put the fence in the story is to not have the black and white together
• I think she put a fence because it's called the other side
• she put that in the story because there was a white side and a black side
• because one of the girls was white and the other was black
• maybe because back in the old days they didn't get along
• the author put a fence to represent the injustice of black people
• segregation
• because the black and white people couldn't be/live together
• to separate white and black

Why did the author write that someone is going to knock down the fence?

• she told about the fence being torn down because someday the world will be integrated
• because someday people were going to be integrated
• I think the author said the fence would be knocked down to have different people together
• so white and black were together
• because black and white people should be together someday
• the author wrote that because she was telling us that they were right and it is down this very day
• to integrate
• because we got along
• she wrote that someone would knock down the fence so instead someone would really set things right again
• I think that she said that they're going to knock it down so they can be together
• because people will integrate after the fence is knocked down
• when freedom came they would knock down the fence and they would integrate people

Ruby Bridges Bio Poem

As we've been learning about the attributes of a leader and leaders in the civil rights movement, we have been focusing on Ruby Bridges this week and the importance of her experience. The students wrote bio poems about Ruby Bridges, focusing on the attributes that made her a leader as well as how she was important in the civil rights movement.

Ruby Bridges 

by Ava

Ruby

A girl who made a difference

honest, brave, kind caring

Lover of peace, freedom, and equality

Who believed in freedom

Who wanted equality

Who gave rights and freedom

Who walked through the mob

Bridges

Ruby Bridges

by Rebecca

Ruby

Made a difference as a girl

precise, exuberant, helpful, honest

Lover of education

Who believed in forgiveness

Who wanted peace

Who gave God a prayer

Who said a hope of forgiveness to God

Bridges

Ruby Bridges

by Madi

Ruby

A girl who made adifference

hopeful, strong, brave, honest

Lover of freedom

Who believe in hope

Who wanted equality

Who gave integration

Who said no segregation

Bridges

Ruby Bridges

by Abby

Ruby

The girl who made a difference

brave, clever, sweet, hopeful

Lover of education

Who believed in God

Who wanted integrated schools

Who gave hope

Who said to forgive the angry mob

Bridges

Ruby Bridges

by Emma

Ruby

Famous for her bravery

brave, smart, kind, helpful

Lover of school and Mrs. Henry

Who believed in black and white being treated fairly and equally

Who wanted freedom for black children

Who gave equality

Who said prayers to people she didn't like

Bridges

Ruby Bridges

by Sabine

Ruby

Leader of Civil  Rights

sweet, brave, honest, grateful

Lover of school

Who believed in praying

Who wanted a good education

Who gave integration

Who said she prayed for all of the bad people outside

Bridges

Ruby Bridges

by Ian

Ruby

Leader of Civil Rights

loving, brave, kind, educated

Lover of education

Who believed in Jesus and God

Who wanted mixed students

Who gave brave it's name

Who said nothing in the growing angry mob

Bridges

Ruby Bridges 

by Josie

Ruby

Brave Girl

grateful, nice, kind, integrated

Lover of her teacher

Who believed in everybody getting along

Who wanted peace in the world

Who gave a difference

Who said I hope you forgive them

Bridges

Ruby Bridges 

by Sam

Ruby

Brave

valiant, cool, nice

Lover of school

Who believed in God

Who wanted peace

Who gave hope

Who said prayers

Bridges

Ruby Bridges

by Collin

Ruby

Girl

equal, powerful, effective, persuasive

Lover of peace

Who believed in God

Who wanted a friend

Who gave prayers

Who said prayers about mean people

Bridges

Traditions

As we have been learning about why people move and change we've also learned about the traditions that people keep and continue and the importance of those traditions. The students reflected on the following questions about traditions and why they're important.

What is a tradition?
 A tradition is something that has been passed on for a long time that you do.
A tradition is something that a family does every year. 
A tradition is something fun to believe in and celebrate with other people. If you moved and wanted to bring something with it should be a tradition.
A tradition is something that families keep doing for years.
A tradition is something you do over and over for many years. 
A tradition is something that someone or something carries on for a long time. 
A tradition is a holiday that just your family does and it goes on and on it never stops.
A traditions is something you do again and again. A tradition is something that you celebrate.
A traditions is something you do again and again.
What are some traditions that your family has?
Some traditions in my family are making Baklava (a food) at Christmas time. I also open my presents before Christmas.
Love to cook, don't go to boy or girl scouts, we play music
A tradition my family has is making a chocolate Christmas-log, it is very fun.
We go to sleep early on Christmas Eve.
Our traditions are on Easter we always wear fancy clothes, we always go on family trips.
My family has 1 tradition which is to let my parents put the presents under the Christmas tree after I go to bed. 
Some traditions that my family has are on Christmas, Easter, St. Patrick's Day, New Years Eve and the 4th of July.
Some of our traditions are going to Minnesota each year to see the Minnesota Viking's games.
Some of the traditions we do are read The Grinch every Christmas Eve and make bread for Christmas.
Every 2 or 3 years our family has a family Thanksgiving.
Some of the traditions we have is every year going to Florida on breaks.We also stay up until midnight on Christmas Eve.

 Why do you think traditions are important?
Traditions are important because it reminds people of ancestors or their homelands.  
Traditions are important because they go a long way back in time.
Traditions are important because you can take them anywhere. I would like to go on an amazing trip every 3 years.
Traditions make families unique. 
Traditions are important because not every family does them.
Traditions are important because you pass them down from family to family generations.
I think traditions are important because it goes on and on it never stops.
Traditions are important because they have been in our family for awhile.
Traditions are important because you celebrate it with your family  and sometimes you are born with it.
I think traditions are important because it gives a family something different. It also reminds them of people who have passed away.


Think of a tradition that you would like to start with your family. Explain.
I want to start watching a movie every Saturday because it would be comfortable and you would be spending time with family. 
Have breakfast as a family because we don't get to every morning. 
I would like to start the tradition of going out to eat on the last day of school every year.
A tradition that I would like to start with my family is Friday Fun Night.(AGAIN) We need to start that again!
I think I want to start celebrating Jesus's real birthday on his real birthday.
The tradition I want to start is going on vacations every month.
I would like to open one present on Christmas Eve. Then on Christmas I would open all the other presents.
A tradition that I would like to start is Hanuka and making quilts.

Attributes of a leader--Martin Luther King, Jr.

Today we discussed the attributes of a leader. We read the story My Brother Martin by Christine King Farris and identified character traits of Martin Luther King, Jr. that made him a leader as well as sited evidence for each attribute. The students worked together to identify these traits and explain their evidence for each trait.

Trait: Visionary
Evidence: The words he said to his mom; his I Have a Dream speech.

Trait: Clever
Evidence: The pranks he pulled as a kid; his words were clever.

Trait: Brave
Evidence: Stands up to white people; boycotts; does the right thing.

Trait: Truthful
Evidence: Told his mom the truth; kept his promise.

Trait: Persistent
Evidence: He never gave up.

Trait: Honest
Evidence: Tells the truth; kept his word.

Traveler's Trunk

We imagined we were leaving our home and going to a new country. We could only take one medium-sized suitcase and it can only hold ten things. Besides clothes, we had to list ten things that we would take with us.

Sabine:

1. treasures
2. rice
3. paper and pens to write letters
4. cup
5. silverware
6. books
7. water
8. potatoes
9. bread
10. cleaning supplies (shampoo, etc.)

Ian:

1. water
2. jewelry to sell
3. cup
4. set of silverware
5. apples
6. rice
7. meat (cooked)
8. bread
9. raisins (dried)
10. books

Josie:

1. my cat
2. my other cat
3. water
4. apples
5. jewelry that my mom gave me
6. my stuffed elephant
7. notebooks
8. pizza
9. pencils
10. hot dogs

Rebecca:

1. umbrella
2. silverware
3. cup
4. food
5. valuables
6. bedding
7. water bottle case
8. money
9. calendar

Madi:

1. silverware
2. cups
3. plates
4. food
5. blanket
6. photographs of loved ones
7. hair stuff
8. money
9. toothbrush
10. something of a loved one

Ava:

1. silverware
2. body cleaner
3. Ginger doll
4. food
5. valuables
6. pillow
7. book
8. money
9. sheets
10. chapstick

Collin:

1. silverware
2. cup
3. rice
4. clean water
5. bread
6. sheets
7. pillows
8. sketch pad
9. sanitizer
10. coat

Sam:

1. Legos
2. book
3. food
4. little bed
5. coat

Emma:

1. blanket
2. food
3. pillow
4. coat
5. picture of family/pets
6. cup
7. money
8. something my brother gave me
9. something my mom gave me
10. something my dad gave me

JaShon:

1. water
2. jewelry
3. shampoo
4. pick
5. conditioner
6. comb
7. mac and cheese
8. weanies

Letters from America

After reading the story Escaping to America by Rosalyn Schanzer, the students pretended to be immigrants coming to America and each student created a timeline of key events of their journey to America. They used the timeline to write a letter to someone from their homeland, telling them about their journey. Enjoy the letters!

Dear Summer,
It's very scary traveling on my own. Today I finally got to the train station; five days later I get to the boat and go to first class and that night I went to a remarkable dance and dinner. I really felt bad for the people in Steerage so that night I gave food to a family that looked like they needed it and did it again and again until the trip was over. When it was, the first thing I saw was Statue of Liberty it was amazing although I still had a lot to go with the testing but I was 100 percent healthy.
Your Friend, Sabine


Dear Yolanda,
Guess what? I went to America! Okay, let me tell you about it. So first we decide to go to America of course. And then we go find a wagon. It dropped us off where we would pay to get on the boat. There were lots of people on the boat. And then I found a spot on the boat. I got sea sick at first, but then I snuck out where I could get fresh air. After all of that sickness I felt much better.
Love Josie


Dear Classmates,
I am finally in America! It took so long. First, we decided to go in our wagon but the problem was some of the creatures could breath fire or ice. We found out that they were cats! But they were no cats we had ever seen! The children tried to see the kittens but they were too dangerous. We distracted them by giving them food. Well, now that were in America we will never see them again!
Love, Julia


Dear Billy Bob Joe Bob Peris,
A while ago I decided to go to America. It was a very long trip. First, I had to get on a train for 7 days. Second, I got on a huge boat. Luckily I was first class. After that, I went to Ellis Island to get checked to make sure I was healthy. Finally I got on a train to go to Illinois.
Your Friend, Ian


Dear School Friends,
I got to America! I started to go with my family in disguise, but they had to leave, so I had to travel alone. Life is hard from now on. Is it okay if you tell my family to come too? I have been sneaking around and I got on a boat and it was so unbearable. I got sick, but I got better. Then I got on a train that brought me to Ellis Island! I got a big test to see if I was sick and stuff. Then lastly, I got on one more train and I rode for 5 days and I went on and on until I finally got there! America is beautiful! It has lots of welcoming people and someone let me stay at their house! You should come too. It is a great place.
Sincerely, Emma


Dear Family,
When I was deciding to come to America it was a hard decision to leave all my family and my house. I needed a better education, money to pay for everything and you all helped me thank you.  Then I traveled a mere 8 days on a very loud train. I got on the biggest ship I had ever seen and the inside was very nice. I had a very nice cabin it was first class! I was invited to dinner and then a party! I traveled for three months. I was the first one off and the tests were scary. Then I was tested and I got them right and I was an American!
Love, Madi


Dear Rebecca,
I have decided to go to America. On the way I rode a covered wagon. I am taking a train. After we were on the boat for a few days my brother got the flu. We had to stay on the bottom of the boat because my brother was sick. After we took the boat we took a ferry. It was a long ride! We were on the ferry for about four weeks. When we got off the ferry we were at Ellis Island.
Sincerely, Ava


Dear Big Mama,
Our place Australia had a war. We were hiding in a hole. Then we decided to go to America. My family and I snuck to our house and packed fast. I ordered the tickets for the wagon, and gave them to the wagon driver. Then went to the ticket booster to get tickets so that we could get on the ship. On the way my daughter got the measles. We just went to the ship. When we got to the ship I found out that my ticket was not in my pocket. I told the guards my daughter had the measles but they still did not let me on the ship. So I pushed them down to the ground and went on the ship. Then we finally arrived.
Sincerely,
JaShon


Dear Ava,
I have decided to come to America. I am taking my train to go to another train station to go  to the place where the boat I'm taking is. Did I tell you that my luggage weighs 100,000 pounds. Grrr, this is harder than I thought, but it is worth it. Yes! I forgot you helped me pack. I found out why it is so heavy; it has all of my money in it. It will hopefully be enough to get me into First Class. I was correct. The captain just told me I will have to wait four weeks. Woohoo! The four weeks are done. I can get off! Uh-oh, I forgot that I had questions to answer. Yes, I passed all of the questions. I take a ferry and arrive in America.
Love,
Rebecca


Dear family,
America is very fun! It was hard, but I managed. First I took a boat. When I was on it I got sick for a week, but I got better. When I got to the island, I was perfectly healthy. Then  I took one mroe boat and I arrived.
From,
Collin


Dear Ian,
I arrived in America! I first bought tickets. But I only had one cent. Then I tried to go on a train. I failed. But i got on a boat! Then I got the measles. When I got to Ellis Island I still had the measles! But, I got through anyway!
Love,
Sam


Dear Alexa,
I made it to America! I had to go through a lot to get here. First I tried to pretend I was going for a walk, but they took me to jail. I got bailed out by Megan. Finally I found a way to sneak out. I walked all of the way to the ship. I boarded the ship. I was in third class. I got very ill, but luckily I got better very quickly. Then I saw the Statue of Liberty, but I had to go through Ellis Island. Then I took a train to Iowa. And now I'm free! I really hope you can come sometime too, it's amazing!
Love,
Abby

Naturalization Ceremony

Today we had the opportunity to attend a Naturalization Ceremony on the UNI campus. We witnessed 71 immigrants and refugees from 33 different countries take the oath to become United States Citizens. This experience resulted in multiple questions from the students that we will dive into next week!

Coming to America

We read the story Coming to America: The Story of Immigration by Betsy Maestro. We read about the reasons people immigrated to the United States and about some of the problems they encountered when they arrived here. The students collaborated to come up with possible solutions for the problems identified for immigrants.

Problem:
They didn't have a place to live.

Possible solutions:

• They could work to get money to buy a house
• Live with relatives for awhile
• Sell things to get money
• Move west to get free land to build upon

Problem: They don't have jobs or money.

Possible solutions:

• go to school and get a good education to get a job
• work hard in a factory or another job to make money
• sell stuff to get money

Problem: They didn't know anyone.

Possible solutions:

• find other people from your country and form a neighborhood
• find someone like you to get to know

Problem: They didn't speak English/they spoke a different language.

Possible solutions:

• go to school and learn English
• find and live near people that speak the same language

Why do People Move and Change?

Why do people move and change is our big question that we are focusing on as we begin to learn about immigration. We read the book Cloudy With a Chance of Meatballs and discussed the reasons that led to the emigration of the citizens of Chewandswallow (their town was being destroyed by giant food, the school was closed because of the enormous pancake and the students needed an education, etc.). We brainstormed a list of reasons people move to a different place:

• to get better medical care
• get a better/different job
• to provide for their family
• to have more freedom
• weather/temperature
• more opportunities
• to start over/have a better life
• to get a better education
• to escape danger/to feel safe
• a disaster (flood, earthquake, hurricane, etc.)
• want a change
• forced to come