Unit 5: Singled Out

Drop Out

Fuquay Varina Middles School

Skipping S

chool

Obama Speech

Internet Saftey

Cell Phone Etiquete

Historical Fiction

Jim Crow Laws

Grade 7 Unit 5 Page 2

FOCUS CCSS Standards in Grade 7 Unit 5: Singled Out RL7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide

an objective summary of the text.

RL7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

RL7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

RI7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

RI7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

RI7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RI7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

RI7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

RI7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

W7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W7.9

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a

time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

SL7.1 Engage effectively in a range of collaborative discussions.

SL7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 58 for specific expectations.)

Grade 7 Unit 5 Page 4

Instructional Resources Grade 7 Unit 5: Singled Out Vocabulary

Address a speech or written statement, usually formal, directed to aparticular group of persons: the President's address on the state ofthe economy.

Analysis the separating of any material or abstract entity into itsconstituent elements ( opposed to synthesis). Breaking things into their parts.

Bandwagon a party, cause, movement, etc., that by its mass appeal orstrength readily attracts many followers: After it becameapparent that the incumbent would win, everyone decided to jumpon the bandwagon.

Bias a particular tendency or inclination, especially one that preventsunprejudiced consideration of a question; prejudice

Figurative language

A deviation from what speakers of a language understand as the ordinary or standard use of words in order to achieve some special meaning or effect. Perhaps the two most common figurative devices are the simile--a comparison between two distinctly different things using "like" or "as" ("My love's like a red, red rose")--and the metaphor--a figure of speech in which two unlike objects are implicitly compared without the use of "like" or "as." These are both examples of tropes. Any figure of speech that results in a change of meaning is called a trope. Any figure of speech that creates its effect in patterns of words or letters in a sentence, rather than twisting the meaning of words, is called a scheme.

Historical Fiction

tells a story that is set in the past. That setting is usually real and drawn from history, and often contains actual historical persons, but the main characters tend to be fictional. Writers of stories in this genre, while penning fiction, attempt to capture the manners and social conditions of the persons or time(s) presented in the story, with due attention paid to period detail and fidelity.[1] Historical fiction is found in books, magazines,[2] art, television programming, film, theater, video games and other media.

Mood In literature, a feeling, emotional state, or disposition of mind--especially the predominating atmosphere or tone of a literary work. Most pieces of literature have a prevailing mood, but shifts in this prevailing mood may function as a counterpoint, provide comic relief, or echo the changing events in the plot.

Propaganda

In its original use, the term referred to a committee of cardinals the Roman Catholic church founded in 1622 (the Congregatio de propaganda fide). This group established specific educational materials to be sent with priests-in-training for foreign missions . The term is today used to refer to information, rumors, ideas, and artwork spread deliberately to help or harm another specific group, movement, belief, institution, or government. The term's connotations are mostly negative. When literature or journalism is propaganda and when it is not is hotly debated.

Rhetoric The art of persuasive argument through writing or speech--the art of eloquence and charismatic language

Science Fiction

is a genre of fiction dealing with imaginary but more or less plausible (or at least non-supernatural) content such as future settings, futuristic science and technology, space travel, parallel universes, aliens, and paranormal abilities. Exploring the consequences of scientific innovations is one purpose of science fiction, making it a "literature of ideas". Science fiction is largely based on writing rationally about alternative possible worlds or futures.] It is similar to, but differs from fantasy in that, within the context of the story, its imaginary elements are largely possible within scientifically established or scientifically postulated laws of nature (though some elements in a story might still be pure imaginative speculation).

Semantic slanting

when an author uses specific word choice to evoke a certain emotion.

Emotional factors

when the author plays on emotions.

Symbolism Frequent use of words, places, characters, or objects that mean something beyond what they are on a literal level

Tone

The means of creating a relationship or conveying an attitude or mood. By looking carefully at the choices an author makes (in characters, incidents, setting; in the work's stylistic choices and diction, etc.), careful readers often can isolate the tone of a work and sometimes infer from it the underlying attitudes that control and color the story or poem as a whole. The tone might be formal or informal, playful, ironic, optimistic, pessimistic, or sensual. To illustrate the difference, two different novelists might write stories about capitalism. Author #1 creates a tale in which an impoverished but hard-working young lad pulls himself out of the slums when he applies himself to his education, and he becomes a wealthy, contented middle-class citizen who leaves his past behind him, never looking back at that awful human cesspool from which he rose. Author #2 creates a tale in which a dirty street-rat skulks his way out of the slums by abandoning his family and going off to college, and he greedily hoards his money in a gated community and ignores the suffering of his former "equals," whom he leaves behind in his selfish desire to get ahead. Note that both author #1 and author #2 basically present the same plotline. While the first author's writing creates a tale of optimism and hope, the second author shapes the same tale into a story of bitterness and cynicism. The difference is in their respective tones--the way they convey their attitudes about particular characters and subject-matter. Note that in poetry, tone is often called voice.

Let's Talk About What Singled Out Means| use the first page for these questions

What does it mean to single out a person? How can a person be singled out in a positive manner? How can a person be singled out in a negative manner? Why is it important for people to construct narratives about their experiences with being singled out? Describe what it means to be an insider and what it means to be an outsider. Is any history capable of escaping the personal and social history of its writers? How is this possible? What truth does fiction reveal?

The Fat Boy Chronicles | use the second blank page for these questions

Why was Jimmy Winterpock singled out? Make a list of the people that singled out Jimmy? Who did not single Jimmy out? What things did people do and not do to single Jimmy out? What effect did being singled have on Jimmy? Develop a list of solutions to help Jimmy from being singled out.

Write a poem called” I Don’t Understand” | Use the third blank page to write the poem

I don’t understand….

Why

How

Why

But most of all…

Why

Why

How

Why

What I understand most is...

Why

How

Why

How

Why

What I understand most of all is..

Singled Out: The Fat Boy Chronicles

Use the following blank pages to answer these

questions

Historical Fiction Literary Analysis W7.9.a Compare a fictional portrayal of time, place, or character and a historical account of the

same period as a means of understanding how authors of fiction use or alter history.

You will be writing a literary analysis that explains how the author’s craft develops a scene from history; thus, historical fiction.

Tier 1 (Analysis of one novel)

1. Choose a scene from your book where the author uses imagination to write to embellish a real time of history. (This should be at least one page if not more.)

2. Find an example of non-fiction that explains the history of the novel. 3. You will a write an essay that analyzes how the author uses or alters history. 4. Your analysis should contain textual evidence from both the non-fiction and

the historical scene from your novel. 5. The textual evidence, since it is taken from a source, should be put in

quotation marks. (In other words, since you are quoting from a book, show it by using quotation marks.)

6. In your paper, cite information from the non-fiction that pertains to the novel. 7. Indent quotes over lines 10 spaces on each side and single space. 8. Identify any literary devices used by the author that helps develop the

historical scene (narration, imagery, internal monologue, figurative language, setting, etc.).

9. Finally, evaluate how effective the author retells history as a work of fiction. What is done well? What could be improved? Give examples from the book. How is this done?

10. Images of the book cover and pictures from history are optional.

Literary Analysis Tier 1 Reminders At least one page in length and, if typed, no more than 12 pt. font

Includes both rough draft with evidence of peer editing and the final copy

Gives at least one quote from the nonfiction source.

Contains the actual historical passage from the novel

Describes the literary elements of the author’s craft (narration, imagery, internal monologue, figurative language, setting, etc.).

Explains how well the author’s craft develops a scene from history, citing examples from the novel

Historical Fiction Literary Analysis

W7.9.a Compare a fictional portrayal of time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

You will be writing a literary analysis that explains how the author’s craft develops a scene from history; thus, historical fiction.

Tier 2 (Analysis of two novels)

1. Choose at least one scene from each of your books where the author uses imagination to write about a real time of history.

2. Find nonfiction resources that explain the history in each of your novels. 3. You will write an essay that explains the time period of history of the novel and

that also explains how the author uses or alters history. 4. Your analysis should contain textual evidence from both the nonfiction and the

historical scene from your novel. 5. The textual evidence, since it is taken from a source, should be put in

quotation marks. (In other words, since you are quoting from a book, show it by using quotation marks.)

6. In your analysis, cite information from the non-fiction that pertains to the novel.

7. Indent text of 10+ lines 10 spaces on each side and single space. 8. Identify any literary devices used by the authors that helps develop the historical scene

(narrator, imagery, internal monologue, figurative language, setting, etc.). 9. Finally, evaluate how effective do the authors retell their time periods of

history? What was done well? What could be improved? Give examples from the books.

10. Images of the book covers and pictures from history are optional.

Literary Analysis Tier 2 Reminders At least one page in length and, if typed, no more than 12 pt. font

Includes both rough draft with evidence of peer editing and the final copy

Gives at least one quote from each nonfiction source.

Contains the actual historical passage from each novel

Describes the literary elements of the author’s craft (narration, imagery, internal monologue, figurative language, setting, etc.).

Explains how well the author’s craft develops a scene from history, citing examples from the novels

Reader Response Rubric W

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student writer… The PROFICIENT student writer…

The EMERGING student writer…

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1. Responds skillfully to all parts of the prompt.

2. States an argument/claim/ opinion that demonstrates an insightful understanding of the literary work (e.g. theme, character development, etc.).

1. Responds to all parts of the prompt. 2. States an argument/claim/ opinion

that demonstrates a basic understanding of the literary work (e.g. theme, character development, etc.).

1. Responds to parts of the prompt. 2. States an argument/ claim/opinion

that demonstrates some understanding of the literary work (e.g. theme, character development, etc.).

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3. Organizes ideas and information into purposeful, coherent paragraphs that include an elaborated introduction with clear thesis or claim, structured body, and insightful conclusion

4. Uses a variety of linking words, phrases, and clauses skillfully to connect reasons to argument/ claim/opinion.

3. Organizes ideas and information into coherent paragraphs that include an introduction with clear thesis or claim, structured body, and conclusion.

4. Uses a linking words, phrases, and clauses to connect reasons to argument/ claim/opinion.

3. Organizes ideas and information into paragraphs that include an introduction with thesis or claim, body, and conclusion.

4. Connects reasons to argument/ claim/opinion.

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5. Skillfully integrates and cites evidence from the text by using both direct quotes and paraphrases.

6. Provides insightful explanation/analysis of how text details support opinion.

7. Provides substantial and relevant evidence to support claim(s).

5. Includes and cites evidence from the text by using direct quotes and/or paraphrases.

6. Provides explanation/analysis of how text details support opinion.

7. Provides relevant evidence to support claim(s).

5. Includes evidence from the text. 6. Provides explanation/analysis of

how text details support opinion. 7. Provides evidence to support

claim(s).

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8. Uses purposeful and varied sentence structures.

9. Demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) to enhance meaning.

10. Utilizes precise and sophisticated word choice.

8. Uses varied sentence structures. 9. Demonstrates a working knowledge

of conventions (grammar, punctuation, capitalization, and spelling).

10. Utilizes precise word choice.

8. Uses varied sentence structures. 9. Demonstrates a working knowledge

of conventions (grammar, punctuation, capitalization, and spelling).

10. Utilizes vague word choice.

Historical Fiction Book Discussion Guide: Singled Out Historical fiction: the genre of literature, film etc., comprising narratives that take place in the past and are characterized by an imaginative reconstruction of historical events and personages.

You will be reading TWO books during this six week unit. (You will have approximately 2.5 weeks to read each one. These will count toward the 40 Book Challenge.)

Use the area below to calculate approximately how many pages you must read each day to keep up with the required reading.

Title of Book 1: ______________________________________________________________

Total number of pages in Book 1: __________ Half-way page # ____________

Divide the number of pages in half. You will need to read the first half of the book by the date of the Book Discussion #1. You will read the second half of the book by Book Discussion # 2.

Calculate how many pages you will need to read per day to reach the half-way point and finishing point. (You can do this by dividing your reading by 9 (the number of days you have between

Book Discussion days.) Use the spots below to write exactly which pages should be read that day

EXAMPLE Day 1 1-12 Day 2 13-25 Day 3 26-38

Day 1 ___________ Day 2 ___________ Day 3 _____ _____ Day 4 __________

Day 5 ___________ Day 6 ___________ Day 7 __________ Day 8 __________

Day 9 __________ (By Day 9, be half-way done with book.)

Day 10 _________ Day 11 __________ Day 12 __________ Day 13 _________

Day 14 _________ Day 15___________ Day 16 __________ Day 17 _________

Day 18 _________ (By Day 18, finish Book 1.)

******************************************************************************

Book Discussion #1 (You may use sticky notes to mark these.) Date: ______________

• What is the time period of the setting? Where does the novel take place? • From whose point of view is the story told? Is the story told in the present tense or the

past tense? • Who are the main characters (antagonist/protagonist)? • What is the main conflict?

• Who is being “singled out?” What words does the author use to show this? Give examples of how language is used to single out individuals or groups in the novel.

• Find an example in the book where the author recounts an event that is based on actual history. You will share this with the Book Discussion Group.

Book Discussion # 2 (You may use sticky notes to mark these.) Date: __________________

• Find a non-fiction text that relates to the historical time period in your book (newspaper article, textbook, encyclopedia, etc.).

• Read the above non-fiction account.

• Find an excerpt in your historical fiction novel that recounts a real event based on history. • Use sticky notes to mark the excerpt.

• What does the author do to bring history to life? • Provide details from the excerpt to show how the words bring history to life.

• What literary techniques does the author use to accomplish this (flashback, foreshadowing, imagery, figurative language, dialogue, different genre, narrator, cataloguing, etc.)?

copyright © 2005 Bringing History Home. All Rights Reserved. Page 1

Third Grade Segregation History

Mississippi Jim Crow Laws: Mississippi Close

Enacted 22 Jim Crow statutes, and a law restricting voting rights between 1865 and 1956. Six miscegenation laws were enacted; four school and three railroad segregation acts were passed. Three segregation laws were passed after the 1954 Brown decision. The sentence for violating the state's 1865 miscegenation law was life imprisonment. In later years, the miscegenation laws became more complex. In 1880, those persons with one quarter or more Negro blood were considered "colored." By 1890 the law had become more stringent, marking those with one-eighth or more Negro blood as non-white.

In 1906, the miscegenation law was amended to include not only blacks but Asians as well in the list of unacceptable mates for Caucasians. During the Reconstruction era, Mississippi passed five civil rights laws, permitting miscegenation, protecting voting rights and barring public carrier and school segregation.

1865: Miscegenation [Statute] Declared a felony for any freedman, free Negro, or mulatto to intermarry with any white person. Penalty: Imprisonment in state penitentiary for life.

1865: Railroad [Statute] Unlawful for any freedman, Negro, or mulatto to ride in any first-class passenger cars used by white persons. Penalty: Misdemeanor punished by a fine between $50 to $500; and imprisonment in county jail until fine and costs of prosecution are paid. Half of the fines to be paid to the informer, the other half to the county treasury where offense was committed.

1867: Barred court testimony discrimination [Statute]

Negroes given the right to testify on the same terms as white persons.

1867: Jury selection [Statute] Negroes declared incompetent to serve as jurors.

1868: Voting rights protected [Constitution]

Removed the limitation of suffrage to white persons only.

1868: Barred public carrier segregation [Constitution]

All citizens had the right to travel on all public transportation.

copyright © 2005 Bringing History Home. All Rights Reserved. Page 2

Third Grade Segregation History

1871: Barred anti-miscegenation [State Code]

Omitted miscegenation or intermarriage statute.

1871: Barred school segregation [State Code]

All children from five to twenty-one years of age shall have in all respects equal advantages in public schools.

1872: Barred prison segregation [Statute]

No distinction on account of race or color or previous condition in working convicts.

1873: Barred public accommodations segregation [Statute]

N/a

1878: Education [Statute] Prohibited teaching white and black children in the same school.

1880: Miscegenation [State Code]

Revised state code to declare marriage between white persons and Negroes or mulattoes or persons of one-quarter or more Negro blood as "incestuous and void." Penalty: Fine up to $500, or imprisonment in the penitentiary up to ten years, or both.

1888: Railroad [Statute] New depot buildings were to provide separate rooms for the sexes and the races if deemed proper by the board. Equal but separate accommodations to be provided for white and colored passengers. Penalty: Misdemeanor for railroad companies failing to comply, with a fine up to $500. Conductors who failed to enforce the law could be fined from $25 to $50 for each offense.

1890: Miscegenation [Constitution]

Prohibited marriage of a white person with a Negro or mulatto or person who has one-eighth or more of Negro blood.

1890: Education [Constitution] Separate schools to be maintained for white and black children.

copyright © 2005 Bringing History Home. All Rights Reserved. Page 3

Third Grade Segregation History

1896: Education [Statute] Separate districts established for the schools of white and black children.

1904: Streetcars [Statute] Streetcars were to provide equal but separate accommodations for white and colored passengers. Penalties: Passengers could be fined $25 or confined up to 30 days in county jail. Employees liable for a fine of $25 or confinement up to 30 days in jail. A streetcar company could be charged with a misdemeanor for failing to carry out law and be fined $100 and face imprisonment between 60 days and six months.

1906: Railroads [Statute] Railroad commission to provide separate waiting rooms for white and black passengers. Separate restrooms were to be provided also.

1906: Miscegenation [Statute] Prohibited marriage between a white person with a Negro or mulatto or a person with one-eighth or more Negro blood, or with an Asian or person with one-eighth or more "Mongolian" blood.

1920: Miscegenation [Statute] Persons or corporations who printed, published or circulated written material promoting the acceptance of intermarriage between whites and Negroes would be guilty of a misdemeanor. Penalty: Fine up to $500 or imprisonment up to six months, or both.

1930: Education [State Code] Required schools to be racially segregated, and the creation of separate districts to provide school facilities for the greatest number of pupils of both races. In addition, authorized the establishment of separate schools for Native Americans.

1930: Miscegenation [State Code]

Miscegenation declared a felony. Nullified interracial marriages if parties went to another jurisdiction where such marriages were legal. Also prohibited marriages between persons of the Caucasian race and those persons who had one eighth of more

copyright © 2005 Bringing History Home. All Rights Reserved. Page 4

Third Grade Segregation History

Asian blood.

1942: Voting rights [Constitution]

Instituted poll tax requirement.

1942: Miscegenation [State Code]

Marriage between white and Negro or Asian void. Penalty: $500 and/or up to ten years imprisonment. Anyone advocating intermarriage subject to fine of $500 and/or six months.

1942: Health Care [State Code Segregated facilities at state charity hospital and separate entrances at all state hospitals.

1956: Education [State Code & Constitution]

Separate schools to be maintained. All state executive officers required to prevent implementation of school segregation decision by "lawful means." Governor may close any school if he determines closure to be in best interest of majority of children.

1956: Public carriers [State Code]

Public carriers to be segregated.

1956: Public accommodation [Statute]

Firms and corporations authorized to choose their clientele and the right to refuse service to any person.

1958: Recreation [Statute] Authorized governor to close parks to prevent desegregation.

Jim Crow Laws

Starting in the 1890s, states throughout the South passed laws designed to prevent Black citizens from improving their status or achieving equality. These statutes, which together were known as Jim Crow, were in place and enforced until the 1950s and 60s. Here is a sampling of those laws, grouped by topic.

EDUCATION

Florida: The schools for white children and the schools for negro children shall be conducted separately.

Kentucky: The children of white and colored races committed to reform schools shall be kept entirely separate from each other.

Mississippi: Separate schools shall be maintained for the children of the white and colored races.

Mississippi: Separate free schools shall be established for the education of children of African descent; and it shall be unlawful for any colored child to attend any white school, or any white child to attend a colored school.

New Mexico: Separate rooms shall be provided for the teaching of pupils of African descent, and such pupils may not be admitted to the school rooms occupied and used by pupils of Caucasian or other descent.

North Carolina: School textbooks shall not be interchangeable between the white and colored schools, but shall continue to be used by the race first using them.

ENTERTAINMENT

Alabama: It shall be unlawful to conduct a restaurant or other place for the serving of food in the city, at which white and colored people are served in the same room, unless such white and colored persons are effectually separated by a solid partition extending from the floor upward to a distance of seven feet or higher, and unless a separate entrance from the street is provided.

Alabama: It shall be unlawful for a negro and white person to play together or in company with each other at any game of pool or billiards.

Alabama: Every employer of white or negro males shall provide for such white or negro males reasonably accessible and separate toilet facilities.

Georgia: All persons licensed to conduct a restaurant, shall serve either white people exclusively or colored people exclusively and shall not sell to the two races within the same room or under the same license.

Georgia: It shall be unlawful for any amateur white baseball team to play on any vacant lot or baseball diamond within two blocks of a playground devoted to the Negro race, and it shall be unlawful for any amateur colored baseball team to play baseball within two blocks of any playground devoted to the white race.

Georgia: All persons licensed to conduct the business of selling beer or wine...shall serve either white people exclusively or colored people exclusively and shall not sell to the two races within the same room at any time.

Louisiana: All circuses, shows, and tent exhibitions, to which the attendance of more than one race is invited shall provide not less than two ticket offices and not less than two entrances.

Virginia: Any public hall, theatre, opera house, motion picture show or place of public entertainment which is attended by both white and colored persons shall separate the white race and the colored race.

FREEDOM OF SPEECH

Mississippi: Any person guilty of printing, publishing or circulating matter urging or presenting arguments in favor of social equality or of intermarriage between whites and negroes, shall be guilty of a misdemeanor.

HEALTH CARE

Alabama: No person or corporation shall require any white female nurse to nurse in wards or rooms in hospitals, either public or private, in which negro men are placed.

Louisiana: The board of trustees shall maintain a separate building, on separate grounds, for the admission, care, instruction, and support of all blind persons of the colored or black race.

Mississippi: There shall be maintained by the governing authorities of every hospital maintained by the state for treatment of white and colored patients separate entrances for white and colored patients and visitors, and such entrances shall be used by the race only for which they are prepared.

HOUSING

Louisiana: Any person...who shall rent any part of any such building to a negro person or a negro family when such building is already in whole or in part in occupancy by a white person or white family shall be guilty of a misdemeanor.

Mississippi: The prison warden shall see that the white convicts shall have separate apartments for both eating and sleeping from the negro convicts.

LIBRARIES

Texas: Negroes are to be served through a separate branch or branches of the county free library, which shall be administered by a custodian of the negro race under the supervision of the county librarian.

North Carolina: The state librarian is directed to fit up and maintain a separate place for the use of the colored people who may come to the library for the purpose of reading books or periodicals.

MARRIAGE

Arizona: The marriage of a person of Caucasian blood with a Negro shall be null and void.

Florida: All marriages between a white person and a negro, or between a white person and a person of negro descent to the fourth generation inclusive, are hereby forever prohibited.

Florida: Any negro man and white woman, or any white man and negro woman, who are not married to each other, who habitually live in and occupy in the nighttime the same room, shall each be punished by imprisonment not exceeding 12 months, or by fine not exceeding five hundred dollars.

Maryland: All marriages between a white person and a negro, or between a white person and a person of negro descent, to the third generation, inclusive…are forever prohibited, and shall be void.

Mississippi: The marriage of a white person with a negro or mulatto or person who shall have one-eighth or more of negro blood, shall be unlawful and void.

Wyoming: All marriages of white persons with Negroes, Mulattos, Mongolians, or Malaya hereafter contracted in the State of Wyoming are, and shall be, illegal and void.

SERVICES

Georgia: No colored barber shall serve as a barber to white women or girls.

Georgia: The officer in charge shall not bury, or allow to be buried, any colored persons upon ground set apart or used for the burial of white persons.

TRANSPORTATION

Alabama: All passenger stations in this state operated by any motor transportation company shall have separate waiting rooms or space and separate ticket windows for the white and colored races.

Alabama: The conductor of each passenger train is authorized and required to assign each passenger to the car or the division of the car, when it is divided by a partition, designated for the race to which such passenger belongs. Maryland: All railroad companies are hereby required to provide separate cars or coaches for the travel and transportation of the white and colored passengers.

WORK

Oklahoma: The baths and lockers for the negroes shall be separate from the white race, but may be in the same building. (Mining companies)

What Was Jim Crow? How Were Blacks Singled Out?

Jim Crow was the name of the racial caste system which operated primarily, but not exclusively in southern and border states, between 1877 and the mid-1960s. Jim Crow was more than a series of rigid anti-black laws. It was a way of life. Under Jim Crow, African Americans were relegated to the status of second class citizens. Jim Crow represented the legitimization of anti-black racism. Many Christian ministers and theologians taught that whites were the Chosen people, blacks were cursed to be servants, and God supported racial segregation. Craniologists, eugenicists, phrenologists, and Social Darwinists, at every educational level, buttressed the belief that blacks were innately intellectually and culturally inferior to whites. Pro-segregation politicians gave eloquent speeches on the great danger of integration: the mongrelization of the white race. Newspaper and magazine writers routinely referred to blacks as niggers, coons, and darkies; and worse, their articles reinforced anti-black stereotypes. Even children's games portrayed blacks as inferior beings (see "From Hostility to Reverence: 100 Years of African-American Imagery in Games"). All major societal institutions reflected and supported the oppression of blacks.

The Jim Crow system was undergirded by the following beliefs or rationalizations: whites were superior to blacks in all important ways, including but not limited to intelligence, morality, and civilized behavior; sexual relations between blacks and whites would produce a mongrel race which would destroy America; treating blacks as equals would encourage interracial sexual unions; any activity which suggested social equality encouraged interracial sexual relations; if necessary, violence must be used to keep blacks at the bottom of the racial hierarchy. The following Jim Crow etiquette norms show how inclusive and pervasive these norms were:

a. A black male could not offer his hand (to shake hands) with a white male because it implied being socially equal. Obviously, a black male could not offer his hand or any other part of his body to a white woman, because he risked being accused of rape.

b. Blacks and whites were not supposed to eat together. If they did eat together, whites were to be served first, and some sort of partition was to be placed between them.

c. Under no circumstance was a black male to offer to light the cigarette of a white female -- that gesture implied intimacy.

d. Blacks were not allowed to show public affection toward one another in public, especially kissing, because it offended whites.

e. Jim Crow etiquette prescribed that blacks were introduced to whites, never whites to blacks. For example: "Mr. Peters (the white person), this is Charlie (the black person), that I spoke to you about."

f. Whites did not use courtesy titles of respect when referring to blacks, for example, Mr., Mrs., Miss., Sir, or Ma'am. Instead, blacks were called by their first names. Blacks had to use courtesy titles when referring to whites, and were not allowed to call them by their first names.

g. If a black person rode in a car driven by a white person, the black person sat in the back seat, or the

back of a truck. h. White motorists had the right-of-way at all intersections.

Stetson Kennedy, the author of Jim Crow Guide (1990), offered these simple rules that blacks were supposed to observe in conversing with whites:

1. Never assert or even intimate that a white person is lying. 2. Never impute dishonorable intentions to a white person. 3. Never suggest that a white person is from an inferior class. 4. Never lay claim to, or overly demonstrate, superior knowledge or intelligence. 5. Never curse a white person. 6. Never laugh derisively at a white person. 7. Never comment upon the appearance of a white female.

Jim Crow etiquette operated in conjunction with Jim Crow laws (black codes). When most people think of Jim Crow they think of laws (not the Jim Crow etiquette) which excluded blacks from public transport and facilities, juries, jobs, and neighborhoods. The passage of the 13th, 14th, and 15th Amendments to the Constitution had granted blacks the same legal protections as whites. However, after 1877, and the election of Republican Rutherford B. Hayes, southern and border states began restricting the liberties of blacks. Unfortunately for blacks, the Supreme Court helped undermine the Constitutional protections of blacks with the infamous Plessy v. Ferguson (1896) case, which legitimized Jim Crow laws and the Jim Crow way of life.

In 1890, Louisiana passed the "Separate Car Law," which purported to aid passenger comfort by creating "equal but separate" cars for blacks and whites. This was a ruse. No public accommodations, including railway travel, provided blacks with equal facilities. The Louisiana law made it illegal for blacks to sit in coach seats reserved for whites, and whites could not sit in seats reserved for blacks. In 1891, a group of blacks decided to test the Jim Crow law. They had Homer A. Plessy, who was seven-eighths white and one-eighth black (therefore, black), sit in the white-only railroad coach. He was arrested. Plessy's lawyer argued that Louisiana did not have the right to label one citizen as white and another black for the purposes of restricting their rights and privileges. In Plessy, the Supreme Court stated that so long as state governments provided legal process and legal freedoms for blacks, equal to those of whites, they could maintain separate institutions to facilitate these rights. The Court, by a 7-2 vote, upheld the Louisiana law, declaring that racial separation did not necessarily mean an abrogation of equality. In practice, Plessy represented the legitimization of two societies: one white, and advantaged; the other, black, disadvantaged and despised.

Blacks were denied the right to vote by grandfather clauses (laws that restricted the right to vote to people whose ancestors had voted before the Civil War), poll taxes (fees charged to poor blacks), white primaries (only Democrats could vote, only whites could be Democrats), and literacy tests ("Name all the Vice Presidents and Supreme Court Justices throughout America's history"). Plessy sent this message to southern and border states: Discrimination against blacks is acceptable.

Jim Crow states passed statutes severely regulating social interactions between the races. Jim Crow signs were placed above water fountains, door entrances and exits, and in front of public facilities. There were separate hospitals for blacks and whites, separate prisons, separate public and private schools, separate churches, separate cemeteries, separate public restrooms, and separate public accommodations. In most instances, the black facilities were grossly inferior -- generally, older, less-well-kept. In other cases, there were no black facilities -- no Colored public restroom, no public beach, no place to sit or eat. Plessy gave Jim Crow states a legal way to ignore their constitutional obligations to their black citizens.

Jim Crow laws touched every aspect of everyday life. For example, in 1935, Oklahoma prohibited blacks and whites from boating together. Boating implied social equality. In 1905, Georgia established separate parks for blacks and whites. In 1930, Birmingham, Alabama, made it illegal for blacks and whites to play checkers or dominoes together. Here are some of the typical Jim Crow laws, as compiled by the Martin Luther King, Jr., National Historic Site Interpretive Staff:

o Barbers. No colored barber shall serve as a barber (to) white girls or women (Georgia). o Blind Wards. The board of trustees shall...maintain a separate building...on separate ground for the

admission, care, instruction, and support of all blind persons of the colored or black race (Louisiana).

o Burial. The officer in charge shall not bury, or allow to be buried, any colored persons upon ground set apart or used for the burial of white persons (Georgia).

o Buses.All passenger stations in this state operated by any motor transportation company shall have separate waiting rooms or space and separate ticket windows for the white and colored races (Alabama).

o Child Custody. It shall be unlawful for any parent, relative, or other white person in this State, having the control or custody of any white child, by right of guardianship, natural or acquired, or otherwise, to dispose of, give or surrender such white child permanently into the custody, control, maintenance, or support, of a negro (South Carolina).

o Education.The schools for white children and the schools for negro children shall be conducted separately (Florida).

o Libraries. The state librarian is directed to fit up and maintain a separate place for the use of the colored people who may come to the library for the purpose of reading books or periodicals (North Carolina).

o Mental Hospitals. The Board of Control shall see that proper and distinct apartments are arranged for said patients, so that in no case shall Negroes and white persons be together (Georgia).

o Militia. The white and colored militia shall be separately enrolled, and shall never be compelled to serve in the same organization. No organization of colored troops shall be permitted where white troops are available and where whites are permitted to be organized, colored troops shall be under the command of white officers (North Carolina).

o Nurses. No person or corporation shall require any White female nurse to nurse in wards or rooms in hospitals, either public or private, in which negro men are placed (Alabama).

o Prisons. The warden shall see that the white convicts shall have separate apartments for both eating and sleeping from the negro convicts (Mississippi).

o Reform Schools. The children of white and colored races committed to the houses of reform shall be kept entirely separate from each other (Kentucky).

o Teaching. Any instructor who shall teach in any school, college or institution where members of the white and colored race are received and enrolled as pupils for instruction shall be deemed guilty of a misdemeanor, and upon conviction thereof, shall be fined... (Oklahoma).

o Wine and Beer. All persons licensed to conduct the business of selling beer or wine...shall serve either white people exclusively or colored people exclusively and shall not sell to the two races within the same room at any time (Georgia).1

The Jim Crow laws and system of etiquette were undergirded by violence, real and threatened. Blacks who violated Jim Crow norms, for example, drinking from the white water fountain or trying to vote, risked their homes, their jobs, even their lives. Whites could physically beat blacks with impunity. Blacks had little legal recourse against these assaults because the Jim Crow criminal justice system was all-white: police, prosecutors, judges, juries, and prison officials. Violence was instrumental for Jim Crow. It was a method of social control. The most extreme forms of Jim Crow violence were lynchings.

Lynchings were public, often sadistic, murders carried out by mobs. Between 1882, when the first reliable data were collected, and 1968, when lynchings had become rare, there were 4,730 known lynchings, including 3,440 black men and women. Most of the victims of Lynch Law were hanged or shot, but some were burned at the stake, castrated, beaten with clubs, or dismembered. In the mid-1800s, whites constituted the majority of victims (and perpetrators); however, by the period of Radical Reconstruction, blacks became the most frequent lynching victims. This is an early indication that lynching was used as an intimidation tool to keep blacks, in this case the newly freed people, "in their places." The great majority of lynchings occurred in southern and border states, where the resentment against blacks ran deepest. According to the social economist Gunnar Myrdal (1994): "The southern states account for nine-tenths of the lynchings. More than two thirds of the remaining one-tenth occurred in the six states which immediately border the South" (pp. 560-561).

Many whites claimed that although lynchings were distasteful, they were necessary supplements to the criminal justice system because blacks were prone to violent crimes, especially the rapes of white women. Arthur Raper investigated nearly a century of lynchings and concluded that approximately one-third of all the victims were falsely accused (Myrdal, 1994, p. 561).

Under Jim Crow any and all sexual interactions between black men and white women was illegal, illicit, socially repugnant, and within the Jim Crow definition of rape. Although only 19.2 percent of the lynching victims between 1882 to 1951 were even accused of rape, lynch law was often supported on the popular belief that lynchings were necessary to protect white women from black rapists. Myrdal (1994) refutes this belief in this way: "There is much reason to believe that this figure (19.2) has been inflated by the fact that a mob which makes the accusation of rape is secure from any further investigation; by the broad Southern definition of rape to include all sexual relations between Negro men and white women; and by the psychopathic fears of white women in their contacts with Negro men" (pp. 561-562). Most blacks were lynched for demanding civil rights, violating Jim Crow etiquette or laws, or in the aftermath of race riots.

Lynchings were most common in small and middle-sized towns where blacks often were economic competitors to the local whites. These whites resented any economic and political gains made by blacks. Lynchers were seldomly arrested, and if arrested, rarely convicted. Raper (1933) estimated that "at least one-half of the lynchings are carried out with police officers participating, and that in nine-tenths of the others the officers either condone or wink at the mob action" (pp. 13-14). Lynching served many purposes: it was cheap entertainment; it served as a rallying, uniting point for whites; it functioned as an ego-massage for low-income, low-status whites; it was a method of defending white domination and helped stop or retard the fledgling social equality movement.

Excerpt from The Narrative of the Life of Fredrick Douglass an American Salve CHAPTER I I was born in Tuckahoe, near Hillsborough, and about twelve miles from Easton, in Talbot county, Maryland. I have no accurate knowledge of my age, never having seen any authentic record containing it. By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant. I do not remember to have ever met a slave who could tell of his birthday. They seldom come nearer to it than planting‐time, harvesttime, cherry‐time, spring‐time, or fall‐time. A want of information concerning my own was a source of unhappiness to me even during childhood. The white children could tell their ages. I could not tell why I ought to be deprived of the same privilege. I was not allowed to make any inquiries of my master concerning it. He deemed all such inquiries on the part of a slave improper and impertinent, and evidence of a restless spirit. The nearest estimate I can give makes me now between twenty‐ seven and twentyeight years of age. I come to this, from hearing my master say, some time during 1835, I was about seventeen years old. My mother was named Harriet Bailey. She was the daughter of Isaac and Betsey Bailey, both colored, and quite dark. My mother was of a darker complexion than either my grandmother or grandfather. My father was a white man. He was admitted to be such by all I ever heard speak of my parentage. The opinion was also whispered that my master was my father; but of the correctness of this opinion, I know nothing; the means of knowing was withheld from me. My mother and I were separated when I was but an infant‐‐before I knew her as my mother. It is a common custom, in the part of Maryland from which I ran away, to part children from their mothers at a very early age. Frequently, before the child has reached its twelfth month, its mother is taken from it, and hired out on some farm a considerable distance off, and the child is placed under the care of an old woman, too old for field labor. For what this separation is done, I do not know, unless it be to hinder the development of the childʹs affection toward its mother, and to blunt and destroy the natural affection of the mother for the child. This is the inevitable result. I never saw my mother, to know her as such, more than four or five times in my life; and each of these times was very short in duration, and at night. She was hired by a Mr. Stewart, who lived about twelve miles from my home. She made her journeys to see me in the night, travelling the whole distance on foot, after the performance of her dayʹs work. She was a field hand, and a whipping is the penalty of not being in the field at sunrise, unless a slave has special permission from his or her master to the contrary‐‐a permission which they seldom get, and one that gives to him that gives it the proud name of being a kind master. I do not recollect of ever seeing my mother by the light of day. She was with me in the night. She would lie down with me, and get me to sleep, but long before I waked she was gone. Very little communication ever took place between us. Death soon ended what little we could have while she lived, and with it her hardships and suffering. She died when I was about seven years old, on one of my masterʹs farms, near Leeʹs Mill. I was not allowed to be present during her illness, at her death, or burial. She was gone long before I knew any thing about it. Never having enjoyed, to any considerable extent, her soothing presence, her tender and watchful care, I received the tidings of her death with much the same emotions I should have probably felt at the death of a stranger. Called thus suddenly away, she left me without the slightest intimation of who my father was. The whisper that my master was my father, may or may not be true; and, true or false, it is of but little consequence to my purpose whilst the fact remains, in all its glaring odiousness, that slaveholders have ordained, and by law established, that the children of slave women shall in all cases follow the condition of their mothers; and this is done too obviously to administer to their own lusts, and make a

gratification of their wicked desires profitable as well as pleasurable; for by this cunning arrangement, the slaveholder, in cases not a few, sustains to his slaves the double relation of master and father. I know of such cases; and it is worthy of remark that such slaves invariably suffer greater hardships, and have more to contend with, than others. They are, in the first place, a constant offence to their mistress. She is ever disposed to find fault with them; they can seldom do any thing to please her; she is never better pleased than when she sees them under the lash, especially when she suspects her husband of showing to his mulatto children favors which he withholds from his black slaves. The master is frequently compelled to sell this class of his slaves, out of deference to the feelings of his white wife; and, cruel as the deed may strike any one to be, for a man to sell his own children to human flesh‐mongers, it is often the dictate of humanity for him to do so; for, unless he does this, he must not only whip them himself, but must stand by and see one white son tie up his brother, of but few shades darker complexion than himself, and ply the gory lash to his naked back; and if he lisp one word of disapproval, it is set down to his parental partiality, and only makes a bad matter worse, both for himself and the slave whom he would protect and defend. Every year brings with it multitudes of this class of slaves. It was doubtless in consequence of a knowledge of this fact, that one great statesman of the south predicted the downfall of slavery by the inevitable laws of population. Whether this prophecy is ever fulfilled or not, it is nevertheless plain that a very different‐looking class of people are springing up at the south, and are now held in slavery, from those originally brought to this country from Africa; and if their increase do no other good, it will do away the force of the argument, that God cursed Ham, and therefore American slavery is right. If the lineal descendants of Ham are alone to be scripturally enslaved, it is certain that slavery at the south must soon become unscriptural; for thousands are ushered into the world, annually, who, like myself, owe their existence to white fathers, and those fathers most frequently their own masters. I have had two masters. My first masterʹs name was Anthony. I do not remember his first name. He was generally called Captain Anthony‐‐a title which, I presume, he acquired by sailing a craft on the Chesapeake Bay. He was not considered a rich slaveholder. He owned two or three farms, and about thirty slaves. His farms and slaves were under the care of an overseer. The overseerʹs name was Plummer. Mr. Plummer was a miserable drunkard, a profane swearer, and a savage monster. He always went armed with a cowskin and a heavy cudgel. I have known him to cut and slash the womenʹs heads so horribly, that even master would be enraged at his cruelty, and would threaten to whip him if he did not mind himself. Master, however, was not a humane slaveholder. It required extraordinary barbarity on the part of an overseer to affect him. He was a cruel man, hardened by a long life of slaveholding. He would at times seem to take great pleasure in whipping a slave. I have often been awakened at the dawn of day by the most heart‐rending shrieks of an own aunt of mine, whom he used to tie up to a joist, and whip upon her naked back till she was literally covered with blood. No words, no tears, no prayers, from his gory victim, seemed to move his iron heart from its bloody purpose. The louder she screamed, the harder he whipped; and where the blood ran fastest, there he whipped longest. He would whip her to make her scream, and whip her to make her hush; and not until overcome by fatigue, would he cease to swing the blood‐clotted cowskin. I remember the first time I ever witnessed this horrible exhibition. I was quite a child, but I well remember it. I never shall forget it whilst I remember any thing. It was the first of a long series of such outrages, of which I was doomed to be a witness and a participant. It struck me with awful force. It was the blood‐stained gate, the entrance to the hell of slavery, through which I was about to pass. It was a most terrible spectacle. I wish I could commit to paper the feelings with which I beheld it.

CHAPTER X

I had left Master Thomasʹs house, and went to live with Mr. Covey, on the 1st of January, 1833. I was now, for the first time in my life, a field hand. In my new employment, I found myself even more awkward than a country boy appeared to be in a large city. I had been at my new home but one week before Mr. Covey gave me a very severe whipping, cutting my back, causing the blood to run, and raising ridges on my flesh as large as my little finger. The details of this affair are as follows: Mr. Covey sent me, very early in the morning of one of our coldest days in the month of January, to the woods, to get a load of wood. He gave me a team of unbroken oxen. He told me which was the in‐hand ox, and which the off‐hand one. He then tied the end of a large rope around the horns of the in‐hand ox, and gave me the other end of it, and told me, if the oxen started to run, that I must hold on upon the rope. I had never driven oxen before, and of course I was very awkward. I, however, succeeded in getting to the edge of the woods with little difficulty; but I had got a very few rods into the woods, when the oxen took fright, and started full tilt, carrying the cart against trees, and over stumps, in the most frightful manner. I expected every moment that my brains would be dashed out against the trees. After running thus for a considerable distance, they finally upset the cart, dashing it with great force against a tree, and threw themselves into a dense thicket. How I escaped death, I do not know. There I was, entirely alone, in a thick wood, in a place new to me. My cart was upset and shattered, my oxen were entangled among the young trees, and there was none to help me. After a long spell of effort, I succeeded in getting my cart righted, my oxen disentangled, and again yoked to the cart. I now proceeded with my team to the place where I had, the day before, been chopping wood, and loaded my cart pretty heavily, thinking in this way to tame my oxen. I then proceeded on my way home. I had now consumed one half of the day. I got out of the woods safely, and now felt out of danger. I stopped my oxen to open the woods gate; and just as I did so, before I could get hold of my ox‐rope, the oxen again started, rushed through the gate, catching it between the wheel and the body of the cart, tearing it to pieces, and coming within a few inches of crushing me against the gate‐post. Thus twice, in one short day, I escaped death by the merest chance. On my return, I told Mr. Covey what had happened, and how it happened. He ordered me to return to the woods again immediately. I did so, and he followed on after me. Just as I got into the woods, he came up and told me to stop my cart, and that he would teach me how to trifle away my time, and break gates. He then went to a large gum‐tree, and with his axe cut three large switches, and, after trimming them up neatly with his pocketknife, he ordered me to take off my clothes. I made him no answer, but stood with my clothes on. He repeated his order. I still made him no answer, nor did I move to strip myself. Upon this he rushed at me with the fierceness of a tiger, tore off my clothes, and lashed me till he had worn out his switches, cutting me so savagely as to leave the marks visible for a long time after. This whipping was the first of a number just like it, and for similar offences. I lived with Mr. Covey one year. During the first six months, of that year, scarce a week passed without his whipping me. I was seldom free from a sore back. My awkwardness was almost always his excuse for whipping me. We were worked fully up to the point of endurance. Long before day we were up, our horses fed, and by the first approach of day we were off to the field with our hoes and ploughing teams. Mr. Covey gave us enough to eat, but scarce time to eat it. We were often less than five minutes taking our meals. We were often in the field from the first approach of day till its last lingering ray had left us; and at saving‐fodder time, midnight often caught us in the field binding blades.

Covey would be out with us. The way he used to stand it, was this. He would spend the most of his afternoons in bed. He would then come out fresh in the evening, ready to urge us on with his words, example, and frequently with the whip. Mr. Covey was one of the few slaveholders who could and did work with his hands. He was a hard‐working man. He knew by himself just what a man or a boy could do. There was no deceiving him. His work went on in his absence almost as well as in his presence; and he had the faculty of making us feel that he was ever present with us. This he did by surprising us. He seldom approached the spot where we were at work openly, if he could do it secretly. He always aimed at taking us by surprise. Such was his cunning, that we used to call him, among ourselves, ʺthe snake.ʺ When we were at work in the cornfield, he would sometimes crawl on his hands and knees to avoid detection, and all at once he would rise nearly in our midst, and scream out, ʺHa, ha! Come, come! Dash on, dash on!ʺ This being his mode of attack, it was never safe to stop a single minute. His comings were like a thief in the night. He appeared to us as being ever at hand. He was under every tree, behind every stump, in every bush, and at every window, on the plantation. He would sometimes mount his horse, as if bound to St. Michaelʹs, a distance of seven miles, and in half an hour afterwards you would see him coiled up in the corner of the wood‐fence, watching every motion of the slaves. He would, for this purpose, leave his horse tied up in the woods. Again, he would sometimes walk up to us, and give us orders as though he was upon the point of starting on a long journey, turn his back upon us, and make as though he was going to the house to get ready; and, before he would get half way thither, he would turn short and crawl into a fence‐corner, or behind some tree, and there watch us till the going down of the sun. Mr. Coveyʹs FORTE consisted in his power to deceive. His life was devoted to planning and perpetrating the grossest deceptions. Every thing he possessed in the shape of learning or religion, he made conform to his disposition to deceive. He seemed to think himself equal to deceiving the Almighty. He would make a short prayer in the morning, and a long prayer at night; and, strange as it may seem, few men would at times appear more devotional than he. The exercises of his family devotions were always commenced with singing; and, as he was a very poor singer himself, the duty of raising the hymn generally came upon me. He would read his hymn, and nod at me to commence. I would at times do so; at others, I would not. My non‐ compliance would almost always produce much confusion. To show himself independent of me, he would start and stagger through with his hymn in the most discordant manner. In this state of mind, he prayed with more than ordinary spirit. Poor man! such was his disposition, and success at deceiving, I do verily believe that he sometimes deceived himself into the solemn belief, that he was a sincere worshipper of the most high God; and this, too, at a time when he may be said to have been guilty of compelling his woman slave to commit the sin of adultery. The facts in the case are these: Mr. Covey was a poor man; he was just commencing in life; he was only able to buy one slave; and, shocking as is the fact, he bought her, as he said, for A BREEDER. This woman was named Caroline. Mr. Covey bought her from Mr. Thomas Lowe, about six miles from St. Michaelʹs. She was a large, able‐bodied woman, about twenty years old. She had already given birth to one child, which proved her to be just what he wanted.

“All Summer in a Day” Figurative Language Interpretations

Directions: As you read the following examples of figurative language from Bradbury’s story, 1) identify the type of figurative language METAPHOR, PERSONIFICATION or SIMILE, 2) Explain what is shown by the author’s use of the figurative language. You may use your literature books to refer to the examples.

example page #

type of figurative language what is shown

“I think the sun is a flower. That blooms for just an hour.” 93 metaphor

This shows that when the sun does come out, it is breathtaking

like a flower.

“They turned on each other like a feverish wheel, all fumbling spokes.”

94

“She looked as though she had been lost in the rain for year and the rain had washed out the blue from her eyes and the red from her mouth and the yellow from her hair.”

94

“She was an old photograph dusted from an album, whitened away.”

94

“and if she spoke at all her voice would be a ghost.” 94

“It’s like a penny.” “It’s like a fire in a stove.” 95

“ . . . and feeling the sun on their cheeks was like a warm iron.” 97

“A boom of thunder startled them and like leaves before a new hurricane, they tumbled upon each other and ran.”

99

“They stood as if someone had driven them, like so many stakes, into the floor.”

99

Name: _____________________________________ Date: _______________ LA pd.________

ALL SUMMER IN A DAY by Ray Bradbury Imagine living on a planet where rain falls continuously, except for two hours every seven years, when the sun comes out. Such is life on the planet Venus as science fiction writer Ray Bradbury imagines it. Although life on Venus is much different from that on Earth, the people he describes are the same as any of us. "Ready?” "Now?" "Soon." "Do the scientists really know? Will it happen today, will it?" "Look, look; see for yourself!" The children pressed to each other like so many roses, so many weeds, intermixed, peering out for a look at the hidden sun. It rained. It had been raining for seven years; thousands upon thousands of days compounded and filled from one end to the other with rain, with the drum and gush of water, with the sweet crystal fall of showers and the concussion of storms so heavy they were tidal waves come over the islands. A thousand forests had been crushed under the rain and grown up a thousand times to be crushed again. And this was the way life was forever on the planet Venus, and this was the schoolroom of the children of the rocket men and women who had come to a raining world to set up civilization and live out their lives. "It's stopping, it's stopping!" "Yes, yes!" Margot stood apart from them, from these children who could never remember a time when there wasn't rain and rain and rain. They were all nine years old, and if there had been a day, seven years ago, when the sun came out for an hour and showed its face to the stunned world, they could not recall. Sometimes, at night, she heard them stir, in remembrance, and she knew they were dreaming and remembering gold or a yellow crayon or a coin large enough to buy the world with. She knew they thought they remembered a warmness, like a blushing in the face, in the body, in the arms and legs and trembling hands. But then they always awoke to the tatting drum, the endless shaking down of clear bead necklaces upon the roof, the walk, the gardens, the forests, and their dreams were gone. All day yesterday they had read in class about the sun. About how like a lemon it was, and how hot. And they had written small stories or essays or poems about it: I think the sun is a flower; That blooms for just one hour: That was Margot's poem, read in a quiet voice in the still classroom while the rain was falling

"Aw, you didn't write that!" protested one of the boys. "I did," said Margot, "I did." "William!" said the teacher. But that was yesterday. Now the rain was slackening, and the children were crushed in the great thick windows. "Where's teacher?" "She'll be back." "She'd better hurry; we'll miss it!" They turned on themselves, like a feverish wheel, all tumbling spokes. Margot stood alone. She was a very frail girl who looked as if she had been lost in the rain for years and the rain had washed out the blue from her eyes and the red from her mouth and the yellow from her hair. She was an old photograph dusted from an album, whitened away, and if she spoke at all her voice would be a ghost. Now she stood, separate, staring at the rain and the loud wet world beyond the huge glass. "What're you looking at?" said William. Margot said nothing.

"Speak when you're spoken to." He gave her a shove. But she did not move; rather she let herself be moved only by him and nothing else. They edged away from her, they would not look at her. She felt them go away. And this was because she would play no games with them in the echoing tunnels of the underground city. If they tagged her and ran, she stood blinking after them and did not follow. When the class sang songs about happiness and life and games her lips barely moved. Only when they sang about the sun and the summer did her lips move as she watched the drenched windows. And then, of course, the biggest crime of all was that she had come here only five years ago from Earth, and she remembered the sun and the way the sun was and the sky was when she was four in Ohio. And they, they had been on Venus all their lives, and they had been only two years old when last the sun came out and had long since forgotten the color and heat of it and the way it really was. But Margot remembered. "It's like a penny," she said once, eyes closed. "No it's not!" the children cried. "It's like a fire," she said, "in the stove." "You're lying, you don't remember!" cried the children. But she remembered and stood quietly apart from all of them and watched the patterning windows. And once, a month ago, she had refused to shower in the school shower rooms, had clutched her hands to her ears and over her head, screaming the water mustn't touch her head. So after that, dimly, dimly; she sensed it, she was different and they knew her difference and kept away.

There was talk that her father and mother were taking her back to Earth next year; it seemed vital to her that they do so, though it would mean the loss of thousands of dollars to her family. And so, the children hated her for all these reasons of big and little consequence. They hated her pale snow face, her waiting silence, her thinness, and her possible future. "Get away!" The boy gave her another push. "What're you waiting for?" Then, for the first time, she turned and looked at him. And what she was waiting for was in her eyes. "Well, don't wait around here!" cried the boy savagely: "You won't see nothing!"

Her lips moved. "Nothing!" he cried. "It was all a joke, wasn't it?" He turned to the other children. "Nothing's happening today: Is it?" They all blinked at him and then, understanding, laughed and shook their heads. "Nothing, nothing!" "Oh, but," Margot whispered, her eyes helpless. "But this is the day, the scientists predict, they say, they know, the sun. . ." "All a joke!" said the boy, and seized her roughly. "Hey, everyone, let's put her in a closet before teacher comes!" "No," said Margot, falling back. They surged about her, caught her up and bore her, protesting, and then pleading, and then crying, back into a tunnel, a room, a closet, where they slammed and locked the door. They stood looking at the door and saw it tremble from her beating and throwing herself against it. They heard her muffled cries. Then, smiling, they turned and went out and back down the tunnel, just as the teacher arrived. "Ready, children?" She glanced at her watch. "Yes!" said everyone. "Are we all here?" "Yes!" The rain slackened still more. They crowded to the huge door. The rain stopped. It was as if, in the midst of a film, concerning an avalanche, a tornado, a hurricane, a volcanic eruption, something had, first, gone wrong with the sound apparatus, thus muffling and finally cutting off all noise, all of the blasts and repercussions and thunders, and then, second, ripped the film from the projector and inserted in its place a peaceful tropical slide which did not move or tremor. The world ground to a standstill. The silence was so immense and unbelievable that you felt your ears had been stuffed or you had lost your hearing altogether. The children put their

hands to their ears. They stood apart. The door slid back and the smell of the silent, waiting world came in to them. The sun came out. It was the color of flaming bronze and it was very large. And the sky around it was a blazing blue tile color. And the jungle burned with sunlight as the children, released from their spell, rushed out, yelling, into the springtime. "Now, don't go too far," called the teacher after them. "You've only two hours, you know. You wouldn't want to get caught out!" But they were running and turning their faces up to the sky and feeling the sun on their cheeks like a warm iron; they were taking off their jackets and letting the sun burn their arms. "Oh, it's better than the sunlamps, isn't it?" "Much, much better!" They stopped running and stood in the great jungle that covered Venus, that grew and never stopped growing, tumultuously, even as you watched it. It was a nest of octopi, clustering up great arms of flesh-like weed, wavering, flowering this brief spring. It was the color of rubber and ash, this jungle, from the many years without sun. It was the color of stones and white cheeses and ink, and it was the color of the moon. The children lay out, laughing, on the jungle mattress, and heard it sigh and squeak under them, resilient and alive. They ran among the trees, they slipped and fell, they pushed each other, they played hide-and-seek and tag, but most of all they squinted at the sun until the tears ran down their faces, they put their hands up to that yellowness and that amazing blueness and they breathed of the fresh, fresh air and listened and listened to the silence which suspended them in a blessed sea of no sound and no motion. They looked at everything and savored everything. Then, wildly, like animals escaped from their caves, they ran and ran in shouting circles. They ran for an hour and did not stop running. And then- In the midst of their running one of the girls wailed. Everyone stopped. The girl, standing in the open, held out her hand. "Oh, look, look," she said trembling. They came slowly to look at her opened palm. In the center of it, cupped and huge, was a single raindrop. She began to cry; looking at it. They glanced quietly at the sky. "Oh.Oh." A few cold drops fell on their noses and their cheeks and their mouths. The sun faded behind a

stir of mist. A wind blew cool around them. They turned and started to walk back toward the underground house, their hands at their sides, their smiles vanishing away. A boom of thunder startled them and like leaves before a new hurricane, they tumbled upon each other and ran. Lightning struck ten miles away, five miles away, a mile, a half mile. The sky darkened into midnight in a flash. They stood in the doorway of the underground for a moment until it was raining hard. Then they closed the door and heard the gigantic sound of the rain falling in tons and avalanches, everywhere and forever. "Will it be seven more years?" "Yes. Seven." Then one of them gave a little cry. "Margot!" "What?" "She's still in the closet where we locked her." "Margot." They stood as if someone had driven them, like so many stakes, into the floor. They looked at each other and then looked away: They glanced out at the world that was raining now and raining and raining steadily. They could not meet each other’s glances. Their faces were solemn and pale. They looked at their hands and feet, their faces down. "Margot."

One of the girls said, "Well. . . ?" No one moved.

"Go on," whispered the girl.

They walked slowly down the hall in the sound of cold rain. They turned through the doorway to the room in the sound of the storm and thunder, lightning on their faces, blue and terrible. They walked over to the closet door slowly and stood by it. Behind the closet door was only silence. They unlocked the door, even more slowly, and let Margot out.

WRITING PROMPT Using specific evidence from the featured text, consider what literary and cinematic techniques are used to capture the story, setting, and characters. How are these techniques used and how are they unique to the text? How do the techniques contribute to the meaning of the text as a whole?

Comparing Print and Performed Text

Featured text in print:

_____________________________________ Featured text in performed version

_________________________________

Notes from Printed Text Notes from film, audio, or performed version

Character: the people or things in the text and how they contribute and propel the plot • What characters say and how • What characters do • Characters’ appearances • What others say about characters • What other characters say to each other

and how

Setting: the time and place of the text, but more importantly, how those details affect the character and plot • The physical world of the work • The time in which the action takes place • The social environment of the characters

(manners, customs, moral values of society, etc.) • How it contributes to mood

Plot: the storyline that is often propelled by conflict

Suspense: the condition of uncertainty or excitement due to waiting for an outcome • foreshadowing • tension • irony

• elements in the story • time • surprises and twists

Theme(s): a central message or something important that the character learns as a result of conflict

Reflect on your notes, focusing on differences and similarities between how the text and the performed versions capture the characters, setting, and story. Create a graphic organizer or chart to present your comparisons and contrasts.

1. How did the details in the text affect your impressions of the characters? Why? 2. In the film, how are framing, lighting, sound, and other cinematic elements used to communicate meaning in

this scene? Describe how each element is used and its effect. For more information about film terms, consult http://www.springhurst.org/cinemagic/glossary_terms.htm.

a. Angles and Framing (high and low angles, long shot, medium shot, close-ups) b. Lighting (high key and low key) c. Sound (diegetic and non-diegetic) d. Other elements (camera movement)

2. What changes in dialogue were made? Why? What is the effect of these changes? 3. Cite specific changes made in the transformation from print to film. Why might those

changes have been made?

RL7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of the techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film.)

Adapted from http://schools.dcsd.k12.nv.us/pwl/class/KERB/documents/L4_U5_activity5_21_SE.pdf Resources for teaching with film: http://www.teachwithmovies.org/literature-subject-list.htm#devices

from http://www.greece.k12.ny.us/academics.cfm?subpage=478 and writedesignonline.com

Frameworks for Comparing and Contrasting

AoW 6

High School Dropouts Costly to American Economy

Source: CBS Reports: Where America Stands

Sarae White is an all-too-typical student in Philadelphia -- she stopped going to school last year, and was on her way to becoming one more dropout.

"The teachers didn't care, the students didn't care," White said. "Nobody cared, so why should I?"

In Philadelphia, the country's sixth largest school district, about one of every three students fails to graduate -- about the national average. CBS News correspondent Bill Whitaker reports that of the four million students who enter high school every year, one million of them will drop out before graduation. That's 7,000 every school day -- one dropout every 26 seconds.

Michael Piscal, Headmaster of View Park Prep Charter School in Los Angeles said, "It's not working for teachers, it's not working for students -- it's not working for society.

The dropout problem is even worse in big cities. Almost half of all students in the country's 50 largest school districts fail to get a high school diploma. Thirty years ago the United States led the world in high school graduation. Today we rank 18th among industrial nations. Besides the intrinsic value of education itself, when Americans lack an education it hurts us all -- in the wallet.

Dropouts cost taxpayers more than $8 billion annually in public assistance programs like food stamps. High school dropouts earn about $10,000 less a year than workers with diplomas. That's $300 billion in lost earnings every year. They're more likely to be unemployed: 15 percent are out of work versus a national average of 9.4 percent. They also are more likely to be incarcerated. Almost 60 percent of federal inmates are high school dropouts.

"You have high schools in Los Angeles that send more kids to prison, than they graduate from college," Piscal said. "It's time for a radical, radical change."

Who Isn’t Graduating From High School?

Source: Gretchen Gavett/ June 4, 2012, As the season of mortarboard flinging, inspirational speeches and $5 billion in

congratulatory gifts is once again upon us, it’s worth pausing to consider that more than 1.3 million students drop out of high school each year — that’s about 7,000 per day. And while America’s graduation rate has been on a slow rise — it’s up to 75.5 percent (as compared to 72 percent in 2001) — there are still concerns that improvements are piecemeal.

So who is most likely not walking with their classmates this month? A black, Hispanic or American Indian teenager, whose graduation rates hover around 65 percent, according to a recent study [PDF] from the Everyone Graduates Center at the Johns Hopkins University School of Education. This is compared to 82 percent of whites and about 92 percent of Asian/Pacific Islanders.

If a student lives in one of a dozen states — including New Mexico, California and Connecticut — he or she may have it even tougher. All three states’ graduation rates dropped between 2002 and 2009 and range from about 65 and 75 percent. Wisconsin has the highest rate at almost 90 percent.

Directions:

1. Mark your confusion.

2. Show evidence of a close reading. Mark up the text with questions and/or comments.

3. Write a one-page reflection on your own sheet of paper.

The study also found that students who graduate earn about $130,000 more during

their lifetimes, which is both good news for them, as well as the country as a whole — that’s $200,000 in higher tax revenue and lower government expenditures over the course of a person’s lifetime.

By the Numbers: Dropping Out of High School

Source: Jason M. Breslow/ September 21, 2012

How costly is the decision to drop out of high school? Consider a few figures about life without a diploma:

$20,241

The average dropout can expect to earn an annual income of $20,241, according to the U.S. Census Bureau (PDF). That’s a full $10,386 less than the typical high school graduate, and $36,424 less than someone with a bachelor’s degree.

12

Of course, simply finding a job is also much more of a challenge for dropouts. While the national unemployment rate stood at 8.1 percent in August, joblessness among those without a high school degree measured 12 percent. Among college graduates, it was 4.1 percent.

30.8

The challenges hardly end there, particularly among young dropouts. Among those between the ages of 18 and 24, dropouts were more than twice as likely as college graduates to live in poverty according to the Department of Education. Dropouts experienced a poverty rate of 30.8 percent, while those with at least a bachelor’s degree had a poverty rate of 13.5 percent.

63

Among dropouts between the ages of 16 and 24, incarceration rates were a whopping 63 times higher than among college graduates, according to a study (PDF) by researchers at Northeastern University. To be sure, there is no direct link between prison and the decision to leave high school early. Rather, the data is further evidence that dropouts are exposed to many of the same socioeconomic forces that are often gateways to crime.

$292,000

The same study found that as a result — when compared to the typical high school graduate — a dropout will end up costing taxpayers an average of $292,000 over a lifetime due to the price tag associated with incarceration and other factors such as how much less they pay in taxes. Possible WN topics

• Why do you think the dropout rate is so high? Reflect. • What might schools do to lower the dropout rate? • Pick one (or more) statistic from this article and reflect.

World War II Posters Partners Check List

Directions: Partners will analyze each slide and check off if there is bias, emotional factors, and/or semantic slanting. Partners will note any poetic devices used: imagery, alliteration, rhyme, etc.

bias emotional factors

semantic slanting

poetic devices (Write which ones are used.)

“America Calling”

“Wanted for Murder”

“Beware: Drink Only Approved Water“

“I GAVE A MAN!”

“Americans will always fight for liberty!”

“Let’s catch him with his panters down”

“Oh, Yeah?”

“This man is your Friend; he fights for Freedom”

“BITS OF CARELESS TALK”

“Food is a weapon. Don’t waste it!”

“…teach these noobs the ropes”

“United we win!”

“Grow your own. Can your own.”

“United we are strong! United we will win!”

“Buy War Bonds”

“GEE! I wish I were a MAN. I’d join the Navy!”

“I’m counting on you”

“Airborne all the way! They’ve got guts!”