An Educator’s Resource For - Walden Media
NOW AFEATURE FILMFROMAn Educator’s Resource forEducator’s Resource AuthorsRobert L.Selman and Tracy ElizabethCopyright Zaner-Bloser, Inc. All rights reserved.Not to be reproduced in any manner without permission.WALDENMEDIA
ROBERT L. SELMAN is the Roy E. LarsenProfessor of Human Development andEducation and Professor of Psychology inPsychiatry at Harvard University; 609 LarsenHall, 14 Appian Way, Cambridge, MA 02478;email: robert selman@harvard.edu.He conducts research on social developmentand its integration with curriculum andinstruction in elementary and secondaryschools and with social media, t.TRACY ELIZABETH is a doctoral studentin the Human Development and Educationprogram at Harvard University; 611 LarsenHall, 14 Appian Way, Cambridge, MA 02478;email: tracy elizabeth@harvard.edu.Her research focuses on the promotion ofchildren and adolescents’ academic, social,and moral development through educationcurricula and entertainment media.Voices is a registered trademark of ZanerBloser, Inc., a subsidiary of Highlights forChildren.Copyright Zaner-Bloser, Inc. All rightsreserved. Not to be reproduced in anymanner without permission.For more information, contact Zaner-Bloserat 800.421.3018 (8:00 am to 6:00 pm EST,Monday–Friday) or visit the Zaner-Bloserwebsite:www.zaner-bloser.com
Coming this fall from Walden Family Theater,The Watsons Go to Birminghamis the tale of a summer journey that leaves a family—and a nation—forever transformed.Starring Tony-winning and Grammynominated actress Anika Noni Roseand three-time Tony nominee DavidAlan Grier, the film is an adaptationof Christopher Paul Curtis’ NewberyHonor and Coretta Scott King HonorAward winning book The Watsons GoTo Birmingham – 1963. Skai Jackson,LaTanya Richardson, Wood Harris,Bryce Jenkins and Harrison Knightalso star.Watsons is faithfully adapted byacclaimed children’s book authorand screenwriter Tonya Lewis Lee.The film is produced by Ms. Lee andNikki Silver and is directed by TonyAward nominee Kenny Leon.Produced by Walden Media, ARC Entertainment and Tonik Productions, LLC, inassociation with Walmart and P&G, The Watsons Go to Birmingham premieresSeptember 20, 2013 on the Hallmark Channel.
Table of ContentsAbout VoicesAbout the BookAbout the Educator's Resource8About Voices8Voices & LiteracyReading ComprehensionWritingVocabulary & Literary AnalysisOral Language, Listening, & FluencySelf and Social Awareness Development:Core Awareness, Skills, and Values10The Voices Instructional Plan for The Watsons10Instructional Formats11Additional Resources in the Guide12About the Book1213131718Story SummaryAbout the AuthorHistorical ContextAwards and HonorsAbout the Educator’s Resource1819192022Exploring the Central ThemeDeveloping Literacy SkillsPromoting Self and Social DevelopmentUnit Planner for The Watsons Go to Birmingham — 1963Academic Language for The Watsons4
Table of ContentsUnit Plan for The Watsons24Lesson #1: Family Relationships30Lesson #2: Accepting Differences35Lesson #3: Friendship & Forgiving40Lesson #4: Empathy & Conflict Resolution45Lesson #5: Choices & Consequences50Lesson #6: Empathy & Understanding55Lesson #7: Choices & Consequences60Lesson #8: Family Relationships65Lesson #9: Culture & Conflict69Lesson #10: Fears & Differences74Lesson #11: Family Dynamics & Perspectives79Lesson #12: Community & Culture83Lesson #13: Risk & Identity88Lesson #14: Acceptance & Adversity93Lesson #15: Courage & CompromiseChapter 1: Pages 1-19Chapter 2: Pages 20-31Chapter 3: Pages 32-46Chapter 4: Pages 47-63Chapter 5: Pages 64-74Chapter 6: Pages 75-85Chapter 7: Pages 86-99Chapter 8: Pages 100-120Chapter 9: Pages 121-137Chapter 10: Pages 138-148Chapter 11: Pages 149-161Chapter 12: Pages 162-168Chapter 13: Pages 169-179Chapter 14: Pages 180-190Chapter 15: Pages 191-2065
Table of ContentsReader’s Movie Theater forThe Watsons Go to Birmingham1Reader’s Movie Theater for The Watsons Go to Birmingham99100The Three-E Framework for using Readers Theater in MediaEducational OpportunitiesEntertainment OpportunitiesEthical OpportunitiesA Note on a Developmental Difference in the Book101and in the Film102 Text to Film Lesson 1: Scene 11104 Text to Film Lesson 2: Scenes 11-13108 Text to Film Lesson 3: Scene 56112 Text to Film Lesson 4: Scenes 58 & 59115 Text to Film Lesson 5: Scene 66Appendices2120 Appendix A: Reading Formats & Their Benefits121 Appendix B: Recommendations for Discussion Activities123 Appendix C: Strategies for Facilitating Healthy Discussions127 Appendix D: 4 Little Girls Video Connection Activity128 Appendix E: Historical ResourcesThis section is original material, copyright Selman and ElizabethThis section is original material, copyright Elizabeth126
About VoicesAbout the BookAbout The Educator’s Resource7
About VoicesAbout VoicesThe Voices approach to the promotion of literacy, self and social awareness.Voices uses theory and evidence based research (Selman, 20033; Snow, 20094) todevelop resource guides for children’s and young adult literature that encouragesyoung people to develop their own voice. These innovative materials featureaward-winning multicultural texts and comprehensive Educator Resources thatintegrate social and moral development, character education, violence prevention,social and emotional learning, literacy, reading comprehension, and writing.Voices & LiteracyReading ComprehensionIn this guide, students learn, practice, and apply both simple and deep comprehensionstrategies that help deepen their understanding of the text. The instructional plan leads to thegradual transfer of responsibility from educator to student through these steps:WritingThe Educator’s Resource suggests writing activities that encourage students to express theirthoughts, opinions, and ideas across a range of writing genres and to demonstrate theirunderstanding of the social development themes within the book.Academic Language & Literary AnalysisStudents expand their vocabulary by relating vocabulary words to the mood, plot, characters,and setting of the story. This guide also features vocabulary words that give students a commonunderstanding of academic language crucial for understanding and discussing the thematicsocial development concepts they encounter in the book.3Selman, R. L. (2003). The promotion of social awareness: Powerful lessons from the partnership ofdevelopmental theory and classroom practice. New York, NY: Russell Sage Foundation.4Snow, C., Lawrence, J., & White, C. (2009). Generating knowledge of academic language among urbanmiddle school students. Journal of Research on Educational Effectiveness, 2(4), 325–344.8
About VoicesOral Language, Listening, & FluencyOral language development, or oral literacy, involves fluency in speaking and listening, andboth are related to improved text comprehension. Through activities such as partner sharing,paired reading, reader’s theater, classroom discussion and debate, and others, students deepentheir understanding of themselves, of others, and of the text.Self and Social Development: Core Awareness, Skills, and ValuesSix thematic concepts are embedded in this Special Edition Resource to help students developself-understanding, enhance their social-emotional skills, value their family, friends, andcommunity, and strengthen their understanding and appreciation of democracy.Personal & Cultural Identity AwarenessStudents explore who they are and how to integrate the variousparts of their lives into a healthy self-concept within the culture inwhich they are growing up.Perspective Taking & Coordination SkillsStudents learn to express their own points of view and to take theperspectives of their peers and the characters from the literaturethey read.Social Conflict Resolution SkillsBuilding on Perspective Taking, students learn ways to resolveconflicts with their peers and in society.Family, Friends, & Community ValuesStudents gain insight into the nature of their relationships withfriends, family members, and neighbors.Social & Civic AwarenessStudents develop their awareness of social and civic realities,cultural differences, and injustices that need to be righted.Democracy: Freedom & Responsibility ValuesStudents reflect and act upon their social responsibilities in ademocratic society.9
About VoicesThe Voices Instructional Plan For The WatsonsThis Educator’s Resource is organized around a Central Theme related to the primarythemes of the book. Each of the following five Instructional Formats promote the CentralTheme of the story, while also promoting literacy skills, social and emotional learning,and civic awareness. In the resource, specific methods to implement these InstructionalFormats are provided for each of the fifteen lessons that are aligned with each of thefifteen chapters of The Watsons Go to Birmingham – 1963.Instructional FormatsConnectThis section suggests activities that introduce the students to the essentialthemes of the chapter, provides students with the social and historical context ofthe story, and gives students and the educator the opportunity to connect theirown personal experiences to the issues raised in the book.ReadThis section of the lesson is critical to the students’ understanding of the storyand how the story connects to their lives. It is up to the educator to determinethe most appropriate reading format for the students. Appendix A offers a list ofpossible reading formats and their respective literacy benefits.DiscussThis section suggests open-ended critical thinking questions and discussionbased activities designed to deepen students’ comprehension of the content andbroaden their perspectives about social issues addressed in the text. For moreinformation, please see Appendices B & C.WriteThis section suggests writing prompts that deepen students’ reflections oncritical issues in the story and how those issues may be resolved or contemplatedusing prosocial strategies like empathy, self-awareness, and perspective taking.ReflectThrough a variety of oral prompts, this section encourages students to developtheir own reflective capacity by likening complicated events in the text to theirown lives and greater community. The exercises encourage students to reflectupon the personal and social meaning of what they have read, heard, anddiscussed with their peers.10
About VoicesAdditional Resources in the GuideAdditional resources are available in the appendices of this guide. These include:Appendix A:A list of possible reading formats and theirrespective literacy benefits.Appendix B:Recommendations for possible discussionbased activities, with descriptions of howto conduct these discussions.Appendix C:A list of strategies for how the educatorcan effectively facilitate and promotehealthy classroom dialogue.Appendix D:Optional connection video activity forolder students. Four Little Girls.Appendix E:A speech by Josephine Baker at the Marchon Washington, 1963.11
About The BookAbout The BookThe Watsons Go to Birmingham – 1963Author: Christopher Paul CurtisPublisher: Random HouseChildren’s BooksDate: 1995Length: 210 pagesISBN: 978-0-385-38294-6Story SummaryThe everyday routines and lifestyle of the Watsons, an African American family living in Flint,Michigan, are irrevocably changed after they decide to visit their grandma in Alabama in thesixties. The character of Kenny Watson, a smart, thoughtful and impressionable 10-yearold, tells the story. Kenny brings his family - Momma, Dad, little sister Joetta, and Byron, his13-year-old “official juvenile delinquent” brother - to life as he walks us through some of theirhilarious escapades. The Watsons set out for Birmingham for the main reason of droppingoff Byron for the summer at his Grandma’s house so that she can put some sense into him.It’s 1963 and things in Birmingham are nothing like they are in Flint. The Watsons soon findthemselves embroiled in the ugliness, violence and hatred brewing in Alabama. Ultimately,the trip changes the lives of the Watsons, especially Kenny and Byron, forever. This powerfulstory is comical, yet tragic at the same time. In the end Kenny finally understands what heneeds to do in order to develop the strength to deal with the challenges he and his familyface, and where these strengths can be found. They are inside him.12
About The BookAbout the AuthorChristopher Paul Curtis won the Newbery Medal and the Coretta Scott King Award for hisbestselling second novel, Bud, Not Buddy. His first novel, The Watsons Go to Birmingham—1963,was also singled out for many awards, among them a Newbery Honor and a Coretta Scott KingHonor and is now a Hallmark Channel Original Movie. His most recent novels for RandomHouse include The Mighty Miss Malone, Mr. Chickee’s Messy Mission, Mr. Chickee’s Funny Money,and Bucking the Sarge.Christopher Paul Curtis grew up in Flint, Michigan. After high school he began working on theassembly line at the Fisher Body Plant No. 1 while attending the Flint branch of the Universityof Michigan. He is now a full-time writer. He lives with his family in Detroit.Historical ContextIt is critical that educators thoroughly read andfamiliarize themselves with the historical contextprovided in this section. This section is designedto offer educators a deep understanding of thesignificance of this book and how to bolsterstudents’ background knowledge surround issuesthat led up to the 1963 Birmingham bombings.A familiarity with the Civil Rights movement willalso prepare teachers to answer tough questionsthat will be asked by students and will offersupport when making text-to-world connectionsfor students. Much of this content echoes what isintroduced in the Epilogue of The Watsons Go toBirmingham–1963; this information is important toconsider before reading the book to the students.Discriminatory signage typical in heavilysegregated Birmingham, AL.Although the 13th, 14th, and 15th Amendments of the U.S. Constitution ended slavery andextended the rights and protected the citizenship of blacks, these changes did little to changethe attitudes and behaviors of white Americans, especially those living in the South. Fromthe 1930s through the early 1960s, where black people could go and what they could do wasseverely limited by segregation - a series of laws and customs that kept blacks and whites apartin many ways. Segregation meant different things in different places. In the South, blacks andwhites often lived near one another. In the North, blacks and whites lived in completely separateneighborhoods. Southern communities and states passed segregation laws that allowed fordiscrimination in schooling, housing, and career opportunities. Segregation was enforced bycreating separate facilities for blacks and whites. The worst sections of public facilities andaccommodations were for “Coloreds Only.” Whatever the specific laws were, white peoplewere treated better than black people. In order to just live, it seemed that black people wereexpected to just learn to make the best of situations that were meant to hurt and insult them.13
About The BookMarch to Washington, D.C. for MartinLuther King’s “I have a dream” speech,August 1963.Beginning in the 1950s a number oforganizations began to crop up thatstrove to put an end to segregationand discrimination. Some of thesewere the National Associationfor the Advancement of ColoredPeople (NAACP), the Congress ofRacial Equality (CORE), and theSouthern Christian LeadershipConference (SCLC). Individualssuch as Thurgood Marshall, RalphAbernathy, and Dr. Martin LutherKing, Jr., along with many others worked along side these organizations to change the lawsthrough nonviolent resistance. They adopted many of the nonviolent teachings and techniquesthat Mohandas K. Gandhi used to free the Indian people from the rule of the British.In 1954 the first real step toward ending segregation in America happened in the form ofthe Supreme Court’s ruling in the famous case called Brown v. Board of Education of Topeka,Kansas. In this ruling segregation in the public school system was deemed unconstitutional.Brown signaled to many people a hope that segregation might end soon. Southern lawmakers,who were all white because of Jim Crow laws that limited the number of black people eligibleto vote, resisted desegregation. Jim Crow laws mandated racial segregation in all areas ofpublic life. Blacks and whites had separate schools, trains, movie theaters, hotels, restaurants,parks, restrooms, and even waterfountains. Public facilities for blackpeople were often inferior and notas well maintained as those for whitepeople.In 1955, Rosa Parks refused to followan Alabama law that required blackpassengers on city buses to give uptheir seats for white passengers. Aftershe was arrested, Martin Luther King,Jr. helped to organize a boycott of citybuses until they treated black andwhite passengers the same.The sit-ins and boycotts that followedapplied economic pressure wherechange was most needed. FreedomRiders - black and white Americans -Bomb damage to Gaston Motel in Birmingham, AL, 1963.Birmingham was unofficially named “Bombingham” forthe number of bombings taking place there.14
About The Booktook bus trips throughout the South to test federal laws thatbanned segregation. Black students enrolled in segregatedschools. Protest marches and demonstrations continued tomake headlines. Civil rights workers carried out programsfor voter education and registrations. The goal to createtension and provoke confrontations peacefully in order toforce the federal government to step in and enforce the lawswas beginning to work. Inspired by these successes as wellas others, more and more people believed the time was nearwhen black Americans would be granted the civil rights theydeserved as citizens of the United States, the rights otherAmericans took for granted. Even people who didn’t agreehad begun to pay attention to the growing numbers of thosewho were willing to protest against segregation.Unfortunately, the goal of nonviolence was not always met.Gunshots, fires, and bombings often answered the trialsand tribulations of the movement. These attacks were notDemonstrators marching in theonly directed against the brave people who so heroicallystreet holding signs during theMarch on Washington, 1963.fought to achieve change. Despite the danger, the civilrights movement grew stronger, gaining support all over thecountry. On May 2, 1963, almost a thousand children joined what some called the Children’sCrusade, a march from the Sixteenth Street Baptist Church into the center of Birmingham. Theentire city was shocked, even the police, who were too surprised to do anything. Inspired bythe success of the demonstration, the marchers returned the next day, but this time the policewere ready for them. They came with their dogs, and the fire department came with theirhoses. As the rest of the country turned on their televisions that night, they watched the policeand their dogs abusing the blacks, they watched the dogs bite and chase the children. Theywatched as the water knocked down men, women, and children.Many people who had never thought about civil rightsbefore began to think about them. On August 28, 1963,more than 250,000 people from all over the countrymarched on Washington, D.C. to pressure Congress topass the Civil Rights Bill - to demand equal rights forblack Americans. It was there, in front of the LincolnMemorial, that Martin Luther King, Jr. delivered hisfamous “I have a dream” speech. However, the hatredand the evil continued. A few weeks later a black churchin Birmingham was bombed and four little girls, ageseleven and fourteen, were killed. Then, finally, a littleless than a year later, on July 2, 1964, President LyndonJohnson signed the Civil Rights Bill.Little Rock Nine- Elizabeth Eckford is being yelled atby segregationists as she walks to school, 1957.15
About The BookThe Watsons Go to Birmingham–1963
is the tale of a summer journey that leaves a family— and a nation—forever transformed. Produced by Walden Media, ARC Entertainment and Tonik Productions, LLC, in association with Walmart and P&G, The Watsons Go to Birmingham premieres September 20, 2013 on the Hallmark Channel. able of ContentsT About Voices About the Book About the Educator's Resource 8 About Voices 8 Voices & Literacy .
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