A Teachers’ Guide to
Stride Toward Freedom
6.Teachers might encourage students to use a vocabulary journal for the new words they learn.Potential journal entries could include word, part of speech, usage, synonyms, antonyms, or sen-tences. Teachers should encourage students to draw on their vocabulary journal regularly.
SUMMARIES AND TEACHING SUGGESTIONS
Throughout the reading of the text, it is important to help students keep track of the names and loca-tions mentioned throughout the text. The following activities can be used to help students deepen theirunderstanding as they read.1.
: Instruct students to keep a timeline of events as they read. Teachers might wish to pro- vide students with a graphic organizer that allows them to keep track of times and dates, or else stu-dents can be instructed to keep track independently. The teacher might also want to create a bulletinboard where students can add event notices, pictures, newspaper clippings, etc., that help them makeconnections between the text and the present.2.
Teachers may advise students to keep history maps as they read to improvetheir understanding of events. These maps ask students to identify key historical events, whatcaused the event, the important people involved, and how the event was resolved.3.
King discusses several problems leading up to the Montgomery busboycott, as well as problems that linger after the boycott. Teachers may assign students to create achart (two-column notes) where they list the problems on one side and solutions on the other sideof the chart to provide students with a visual representation of consequences, causes, and solutions.4.
Teachers might encourage frequent comprehension checks for students as they readthe text. Some summarizing strategies include think-write-pair-shares; quick writing; and turning passages from the text into summaries that are concise and accurate.5.
Double Entry Journals:
Students use a notebook to record textual impressions of what they read.Using two columns, the student records a quotation in the left-hand column and responds to thequotation in the right-hand column.6.
Students can be taught to critically evaluate the images included in the text. The National Archives has several different handouts for teachers to help students with the analysis(http://bit.ly/9G1mD).
Clayborne Carson, founder of the Martin Luther King, Jr., Research and Education Institute,introduces the text. Carson states that
Stride Toward Freedom
is “an essential starting point for anyoneinterested in understand[ing] the sources of his leadership” (p. xiv). Carson’s introduction helps to framethe historical context of the Montgomery bus boycott and offers a critique of King’s work. The intro-duction would be a worthwhile starting point with students, because teachers can begin with the peopleand places listed to build students’ background knowledge before they begin reading, as well as helpthem to read criticism.
1.How does Carson set up two personas for Martin Luther King, Jr. (i.e., who is the person that King wanted people to know, and who is the King that Carson knew)? Why would two different personasbe necessary?2. Carson talks about omissions King made in writing about the bus boycott, particularly of women. Why do you think King would have downplayed the importance of women to his efforts?