Social Justice Project: Pre K - 2 Grade

Brooke Beaird
Social Justice Project

Pre K 2nd Grade
1. What
If The Zebras Lost Their Stripes? (ism is racism)

Author: John Reitano
Illustrator: William Haines
Year Published: 1998
Summary: The story begins by asking the reader, what if
the zebras lost all of their stripes? If some zebras lost their
black stripes and some their white stripes how would they
react? Maybe the zebras would think it was fine or maybe it
would cause them to fight. The zebras might separate into
two completely different groups. They might not even see
themselves as zebras at all but rather as colors instead.
Land could be divided based on color. Friendships would be
torn apart and loved ones would be separated. But zebras
were born with stripes for a reason. They have stripes so
that there would be no black and white.
2. Cups
Held Out (ism Socio-Economic Issues)

Author: Judith L. Roth
Illustrator: Brooke Rothshank
Summary: A little girl and her father drive from San Diego
down into Mexico. They drive through Tijuana to Ensenada.
The girls father tells her that this time he is ready for the
poor people of Mexico. Last time he didnt expect to see so
many saddened people holding out cups for money. On his
first trip her father had only large bills and no change in his
wallet. He felt ashamed of having money. But this time, the
father assures her daughter that he is ready. They park
their car and walk towards the main market in town. They
go into a shop but dont buy anything just yet. They go
back to the main street and see a group of young kids
asking people for extra change. The little girl gives a child
a quarter from her pocket and her father puts a dollar into
every raised cup. It gets late and the girl and her father
have no more money to hand out. They return to the first
shop in the market and the dad buys a blanket and a
piata, explaining that he thinks it helps to buy something
because it puts some money into the country. They return
to their car and during the drive the father says he doesnt
know what to do about poor people and wishes he could

help them more. Although he doesnt know how to help
them he thinks its important for his daughter to know
about them. They both wonder about how to help. The little
girl thinks about an expensive bike she has longed for back
home. Suddenly she realizes that her old bike works just
fine for her and that she doesnt need a new one right now.
3. In Jesses Shoes: Appreciating Kids With Special Needs (ism
Disabilities)
Author: Beverly Lewis
Illustrator: Laura Nikiel
Summary: The book begins with a girl named Allie walking
her brother Jesse to the bus stop. Jesse is easily distracted
and often runs off to look at things like clouds, flowers,
bugs, and plants. Allie talks about how her parents
explained to her that Jesse is special and is wired just a
little bit differently. Jesse is sometimes hard to understand
and speaks in a jumble of words. Allie gets Jesse to walk
towards the bus again by pointing out his friend. As Jesse
and his sister run towards the bus a group of kids across
the street point and laugh at them. Jesse finally makes it to
the bus and leaves for school. The kids from earlier cross
the street and walk over to Allie. They tease Jesse and ask
her what is wrong with him. They imitate Jesse and
embarrass Allie. Later on Allie feels guilty for not sticking
up for Jesse but at the same time is tired of being
embarrassed by him. For the rest of the day she thinks
about how Jesse is different and wonders why he acts the
way he does. Allie goes home and her dad explains that
she doesnt understand Jesse because she hasnt walked in
his shoes. This helps her realize that she should love Jesse
just the way he is. The next day Allie meets Jesse after
school to walk him home. Jesse goes over to a bench and
begins to take his shoes off. He puts them on his sisters
feet and tells her to walk in his shoes. Allie puts on the
shoes and plays along. Jesse pulls his sister along and
looks up at the sky, pointing out different shapes in the
clouds. They continue along and Allie does everything
Jesse does: she smells the flowers he smells, looks at the
bugs on plants, and lays down in the grass. Allie begins to
feel what Jesse feels and begins to understand what her
parents meant when they said he was wired differently.
The two smile at each other and continue on their way

home. On the way they run into the kids who teased Jesse
earlier. They begin to tease him but Allie explains that in a
lot of ways Jesse is just like them. She explains that doctors
told her family that Jesse would never walk or talk but he
does both all the time. She tells them that being different
isnt a bad thing its just different. They continue home and
Allie looks at her feet and sees that she is still wearing
Jesses shoes.
4. Best
Friends (ism language/culture)

Author: Loretta Krupinski
Illustrator: Loretta Krupinski
Summary: The book begins with a woman named Charlotte
who is reminiscing about her childhood. When she sees her
old doll she thinks of her childhood friend Lily. The book
then begins a flashback sequence. The doll was given to
Charlotte by her Aunt Sophie as a going away present
because she and her family were moving to Idaho.
Charlotte named the doll Mary after her best friend. Once
the family had settled into Salmon Creek, Charlotte made a
discovery about her doll. She accidentally knocked the
head of her doll and thought she was broken. Her mother
pointed out that the doll wasnt broken and that the head
just screwed back on. Charlotte decided to use the hollow
space in the dolls head to hide her greatest treasures. One
day Charlotte was playing with Mary by a stream when a
young Indian girl approached. At first Charlotte was afraid
but then the little Indian girl, Lily, smiled and Charlotte
knew she had nothing to fear. The girls became fast friends
and used their hands to communicate. Lily makea a shell
bracelet for Charlotte and Charlotte teaches Lily to read
and write. Two years of friendship passed. In August a man
came to Charlottes home to tell her father news that
soldiers were coming to round up the Indians who were
using land that belonged to miners and ranchers. Suddenly
the local doctor who frequented the Salmon Creek families
arrived at the house. Charlotte became very afraid for Lily
and her people. Charlottes mother says theres no way to
warn the Indians because they couldnt read a written
message. When Charlotte tells her mother that Lily can
read she begins to write a message warning the Indians of
the soldiers. She unscrews Marys head and puts the note
in. She gives the doll to the doctor and tells him to give it
to Lily. Charlotte never saw Lily after that and did not know
what happened to her. She heard that the Indians had
disappeared by the time the soldiers arrived and Charlotte
knew that she had helped them. Charlotte grew up and
moved away from Salmon Creek but she returns to her
parents cabin every summer. Charlotte and her family
arrive at the Salmon Creek cabin and see that the door is
open. They go inside and see Charlottes old doll, Mary
sitting in a chair. The doll has a note attached to it. The
note is from Lily thanking Charlotte for helping her people
escape. Charlotte finally understands how far friendship
can go.
5. Dont Call Me Special (ism disabilities)
Author: Pat Thomas
Illustrator: Lesley Harker
Summary: Sometimes kids have a hard time joining in on
sports and games at recess. You might think it would be a
child in a wheelchair but really it could be a child that
doesnt like to play begins he runs slower than his friends.
We make assumptions when we see people who are
different from us, but more often than not these
assumptions just ending up hurting peoples feelings.
Everyone in the world is different. We can all do some
things easily and other things we need help with. Children
with disabilities often use special equipment to help do
their best. Using a ramp to help move around is no
different than using glasses to help you see better. People
can be born with disabilities or can have them due to an
accident or illness. There are all kinds of disabilities. People
with disabilities do not like being called special because
it makes them seem too different. Today many children
with disabilities attend regular schools. Although they may
look different on the outside, inside they are as normal as
anyone else. Sometimes children with disabilities need
extra teachers or helpers. Everyone learns differently and
sometimes people with disabilities take a little longer to
learn. People with disabilities sometimes need extra help
and with that help they can learn, play, and do things just
like everyone else.
6. An Amish Wedding (ism Religion and Culture)
Author: Richard Ammon

Illustrator: Pamela Patrick
Summary: The book begins with a little Amish girl
explaining that her sister Anna is getting married. Samuel
and Annas wedding is announced to the congregation and
the wedding preparations begin. Anna is getting married in
her family house so work must be done to make sure it
looks its best. The little girl and her brother repaint the
house over the summer and Anna sews her wedding dress.
A date is chosen for the wedding and invitations are sent
out to relatives and a few friends. A few days ago Samuel
and Anna met with their friends for the last time as singles
and sang songs in German. Samuel and Anna actually met
two years ago at another persons singing. The day before
the wedding the final preparations are completed. The next
morning is the wedding day and the girl is very excited.
Relatives are arriving and the food is being prepared. The
guests are greeted by the bridal party and led to their
seats. The guests begin to sing and Samuel and Anna enter
the room. The Bishop goes through the ceremony and
declares Samuel and Anna married. After the ceremony is
over tables are brought into the room and the food is
served. After everyone has eaten, Anna goes upstairs,
takes off her black cap, and puts on the white cap of a
married woman. As Anna leaves the room she steps over a
broom laid outside the door, symbolizing her
transformation to homemaker. Samuel and Anna begin to
open the gifts of candies and sweets given to them for the
wedding. Everyone sits back down for dinner. After dinner
more hymns are sung and eventually all of the guests
leave. The girl explains that the Amish dont go on
honeymoons but every winter they will visit their families
and receive a wedding present. The little girl sits down and
begins to wonder what her wedding day will be like.
3rd 4th Grade

1. Let Them Play (ism Racism)
Author: Margot Theis Raven
Illustrator: Chris Ellison
Summary: In the year 1955 in South Carolina the African
American boys in Charleston dreamed of being a part of
one of the Cannon Street YMCA Little League Teams. South
Carolina had many chartered Little Leagues but Cannon

Street had the only black teams in the state. At the time
white Little League teams never played black teams
because the two groups were supposed to live separate
but equal. In the summer of 1955 the first all black Little
League all-star team was created. They were to compete in
a city tournament and if they won had the possibility of
advancing to the Little League World Series. All of the
parents of the boys on the team were very excited and
helped out as much as possible. Everything seemed to be
going well until the Little League state director got wind of
the black all-star team. The director said that no white
team would play the black team. He encouraged white
teams to drop out of the state Little League and join his
own new all white baseball program. Many teams dropped
out and eventually the Cannon Street team was the only
Little League team left in the South. They were declared
the Southeastern Champions and would advance to the
Little League World Series by default. Because the team
had not played a single game the Little League Officials
decided that the Cannon Street team would not play in the
finals. The boys were saddened by the decision but the
Cannon Street coach, Coach Singleton brought them good
news to hearten their spirits. The Cannon Street team had
been invited to attend the World Series with the guarantee
that they would be treated like any other team but with no
guarantee that theyd get to play. The boys were very
excited and took a bus to Williamsport where the World
Series was being held. When they arrived Coach Singleton
met with the Little League President to try and convince
him to let the Cannon Street team play. The decision was
made that the Cannon Street team would be allowed to
warm-up but not actually play another team. The next day
the boys entered the field for their warm-up. The boys
showed off their talent and amazed the crowd. The crowd
began to chant, Let them play over and over. They were
cheering louder than ever when suddenly the warm-up
time was over. The Cannon Street boys left the field to
watch the other teams play. The next day the boys drove
home. Coach Singleton thought about how proud he was of
his team. He had a dream to live equal everywhere and not
separate anywhere. Although the boys didnt win they
would never forget their time on the field and the cheers of
thousands of fans chanting, Let them play!
2. The Adventures of Andy and Spirit (ism Disabilities)

Author: Mary Jean Kelso
Illustrator: K.C. Snider
Summary: Andy is a young boy who is in a wheelchair. He
gets easily frustrated at his lack of mobility and doesnt
understand why adults call him a special-needs child. Andy
is often bullied at school by the other kids and wishes that
he could somehow find a way to stand up to them. Andy
lives near Triple T Ranch, which is owned by a couple
named Tracy and Tim. One winter Tracy began to grow
worried about the group of wild mustangs that lived near
their land. It had been snowing heavily the past several
days so Tracy and Tim decide to get in their truck and drive
out to check on the herd and bring them some extra food.
As the couple spread out the food Tracy spots an albino
mustang in the distance. Tracy wants to help the horse
because the rest of the herd shunned it because of its
strange color. Tracy decides to call her Spirit and although
she wants to help the horse she cant because the
mustangs are wild and cant be owned by anyone. The
next spring Tracy rides out every day looking for Spirit and
eventually finds her. Tracy begins to approach her but
before she can a large stallion attacks Spirit. Tracy has to
run away before she too is attacked but prays that Spirit
will be okay. Time passes and Spirit has managed to not
only survive but to thrive. She grew strong and aggressive
towards the other mustangs as well as other riders.
Eventually the Bureau of Land Management Office
determined that Spirit needed to be removed from the
range so that she wouldnt harm anyone. In the mean time
Andys mother takes him to go ride horses at Triple T
Ranch. Andy is very nervous about trying to ride a horse
but puts on a brave face for his mother. Tracy comes to
greet them at the stables and introduces Andy to Spirit.
Tracy explains that Spirit was once a wild mustang but was
put through a horse-gentling program and then adopted by
Tracy and her husband. She tells Andy that Spirit is an
albino and because of this she has several physical
problems and was shunned by her own herd. Despite all
this Spirit is one of the gentlest horses Tracy owns. Andy
begins to feel more comfortable and is ready to try riding
her. Andys mother lifts him onto the saddle and Tracy
begins to lead Spirit around the coral. While riding Spirit,
Andy feels powerful and free. He feels as if he can do
anything and go anywhere. As the ride ends Andy cant

wait to continue his lessons. Spirits story inspires Andy
and makes him believe that if Spirit could overcome her
disabilities so could he. Together Andy and Spirit compete
in many competitions and have many adventures together.
3. The Legend of the Bluebonnet (ism culture/heritage)
Author: Tomie dePaola
Illustrator: Tomie dePaola
Summary: The book begins with members of the
Comanche tribe praying to the Great Spirits to end a
drought. The people waited for the healing rains but they
never came. A little girl named She-Who-Is-Alone sits by
herself and watches a group of rain dancers. The girl holds
onto a doll made from buckskin that has blue jay feathers
in its hair. The girl tells the doll that soon the tribes
shaman will go to speak to the Great Spirits and they will
know what to do so that the rain will return. She-Who-IsAlone thinks of her mother who made the doll for her. Her
parents and grandparents all died from the droughtinduced famine. The doll is the only thing she has left from
her family. The next day the shaman returns to the tribe
and tells them that the Great Spirits spoke to him. The
Great Spirits told him that the people of the earth have
been selfish and took without giving anything back. To be
blessed with rain again they must burn the most valued
possession among the tribe and scatter the ashes to the
wind. The people thank the spirits and that night they
discuss possession should be sacrificed. Everyone goes
into their tipis to think except for She-Who-Is-Alone. SheWho-Is-Alone looks at her doll and says that it is her most
valuable possession and the Great Spirits want it. When
everyone is asleep She-Who-Is-Alone goes outside and
takes a glowing stick from the tipi fire. She goes to the hill
where the shaman spoke to the Great Spirits and offers her
doll, the last connection to her family, to the spirits. She
builds a fire and places the lit stick into the pile of twigs.
She thinks of her family and places her doll in the fire. She
scatters the ashes to the wind and falls asleep on the hill.
The next morning she wakes up and sees that the hill is
covered with flowers as blue as the feathers in her dolls
hair. The people see the flowers and know that it is a sign
of forgiveness from the Great Spirits. The people sing and
rain begins to fall. From that day on She-Who-Is-Alone

became known as One-Who-Dearly-Loved-Her-People.
Every spring the Great Spirits remember the girls sacrifice
and fill the land with the blue flowers.
4. Keeping the Promise: A Torahs Journey (ism Religion)
Author: Tami Lehman-Wilzig
Illustrator: Craig Orback
1. Bride
Summary: The story begins with the Israeli astronaut, Ilan

Ramon, meeting a science professor. He sees a tiny Torah
on the professors bookshelf and asks if there is a story
behind it. The professor then begins the story of the Torah.
Simon Dasberg was a Dutch rabbi who had a tiny Torah
that could fit into his jacket pocket. When the Nazis began
to seize control they forced the Jews to wear yellow stars
on their clothes. Rabbi Dasberg wore his proudly and
helped comfort others in the distressing times. Life for Jews
in Holland became even harder. They were sent to work in
concentration camps where they were treated terribly.
Rabbi Dasberg was sent to a camp. He was taken to the
sleeping quarters that were far too small to hold the
number of men housed there. Rabbi Dasberg changed into
his work clothes and hid his tiny Torah under his mattress.
Life at the camp was incredibly hard but Rabbi Dasberg
made time to pray and read his Torah. One day the Rabbi
sees a little boy who tells him that he is thirteen. Rabbi
Dasberg asks the boy if he wants to learn to read from the
Torah so he can have a Bar Mitzvah. The boy says yes and
the Rabbi begins giving him secret lessons every night. A
few days before the boys thirteenth birthday the Jews
begin their plan. They cover the windows with blankets and
light candles. Rabbi Dasberg wakes up the boy and they
begin the ceremony. Suddenly someone opens the door. It
is the boys mother who wanted to be there for the
ceremony. She waits outside and listens by the window.
The service continues and the boy recites his blessings.
The ceremony ends and the boy is pronounced a man and
is given gifts. Suddenly they hear the sound of whistles and
everyone removes the blankets and candles. The boy runs
out to say goodbye to his mother. Inside the Rabbi gives
the boy his tiny Torah and has him promise that he will
share the story. It then shifts back to the professor, who is
actually the boy from the concentration camp. Ilan Ramon
enjoyed the professors story so much he asked him if he
could take the Torah to space. The professor gives him the
Torah so that Ilan can share its story with the world. 5th
6th Grade
to Terabithia (ism Gender Issues)
Author: Katherine Paterson
Illustrator: Donna Diamond
Summary: The book begins with Jess Aarons. Jess is a little

boy who lives with his family on a farm. He has five sisters
and a very strained relationship with his father who he
longs to impress. Over the summer Jess has been
practicing for the races held during recess at his school. He
wants to be the fastest runner in fifth grade. Jess loves to
draw and is very talented in the subject. His favorite
subject in school is music because he loves the teacher,
Miss Edmunds. Jess begins to go on his daily jog and on his
way runs into his new neighbor. Jess studies the person and
wonders whether they are a girl or boy because he is
unsure. The person says that her name is Leslie Burke. The
next day is the first day of school and the day of the fifth
grade races. The races begin and Leslie and Jess run in the
same race. Jess believes that he can easily win the race
but Leslie pulls ahead and wins. When the race finals are
over Leslie talks to Jess and tries to be nice to him but Jess
tries to ignore her. Jess continues to ignore her but
eventually realizes that this is pointless and sees that they
could be friends. Leslie is very different than the other
students at school. They believe she is odd and tease her
when she tells them that her family doesnt own a TV.
When the schools biggest bully teases Leslie, Jess stands
up for her. Jess and Leslie decided to hang out after school.
Leslie decides that she and Jess should create a place just
for the two of them. Together they create the magical land
of Terabithia. They get to Terabithia by swinging across a
creek on a magical rope. Leslie and Jess begin to spend
more and more time together in Terabithia. They rule over
Terabithia and have many adventures together. Through
this their friendship grows even stronger. Over Christmas
Jess gives Leslie a puppy that she declares to be Prince
Terrien, prince of all Terabithia. Several weeks pass and
Leslies family begins renovating their house. This causes
Leslie to spend more time with her father. This leads Jess to
become jealous and irritated. Eventually Leslie invited Jess
to help her and her family with their renovations. Jess has a
good time and feels a little more comfortable around
Leslies parents. Over Easter Leslie attends church with
Jesss family. One day Jess and Leslie feel very irritated
because it has rained for an entire week preventing them
from going to Terabithia. Leslie decides that they should go
to Terabithia anyway. The creek has grown very wide due
to the rain and Jess is afraid to cross but does so anyway
because he doesnt want Leslie to know hes afraid. After
they swing across Jess realizes that Leslie will want to go to
Terabithia no matter how much it rains. The next day Jesss

music teacher, Miss Edmunds, calls him to take him on a
field trip to an art gallery. Jess asks his mother for her
permission while she is still half asleep so that she wont
say no. Jess has a perfect day at the gallery and returns
home at the end of the day. He goes into the house and his
family informs him that Leslie is dead. She was trying to go
to Terabithia but the swing broke causing her to hit her
head and drown. Jess is angry and depressed over the next
few days. After Jess finds out that Leslie is being cremated
he runs from his house crying. His father finds him in the
woods and hugs him. Jess begins to feel better after his
father comforts him and tells him that he is sure Leslie is in
heaven. The next day Jess goes to Terabithia by crossing a
log and realizes that the magic is still there even without
Leslie. Leslies parents soon move out of their house and
say goodbye to Jess. The next day Jess goes to Terabithia
and builds a bridge across the creek. He brings May Belle
to the bridge when it is finished and introduces her to the
magical land of Terabithia.
2. Island of the Blue Dolphins (ism Culture/Heritage)
Author: Scott ODell
Illustrator: Ted Lewin
Summary: Karana is a young girl who is a member of an
indigenous tribe of people living on the island of Ghalas-at.
The book begins with Karana remembering the arrival of a
ship on her island. The ship carried a group of Aleut men
who come to the island to hunt otters for their pelts, which
Karanas father Chief Chowig allows in exchange for goods.
Eventually the Aleuts try to leave with the otter pelts and
give the tribe one basket of goods rather than the agreed
upon three. A fight breaks out the Chief along with many of
the villages men are killed. The remaining villagers work
to survive until one day another ship arrives with me who
will try to capture the tribe members. Everyone flees into
boats to abandon the island and as Karana is getting on
she realizes she cannot find her brother Ramo. Karana
jumps off the boat to find him and the other villagers are
forced to leave without her. Ramo and Karana must survive
together. One day Karana finds that Ramo is missing and
goes looking for him. She finds him dead and surrounded
by the islands pack of wild dogs. Karana vows to hunt
down the pack and kill them. In order to protect herself
Karana makes weapons for herself that will enable her to

better survive. Karana briefly leaves the island but returns
and builds herself a new home. Karana begins to focus on
the task of hunting down the dogs that killed Ramo. After
making a spear she attacks the dogs and kills several. She
later finds one of the dogs injured but cannot kill him.
Instead she nurses him back to health and names him
Rontu who becomes her companion that protects her from
the other dogs. Seasons pass and Karana continues to see
no signs of a ship. Finally after two years since their
departure the Aleuts return to the island. Karana begins
observing the Aleut camp. She ends up befriending a
young Aleut girl named Tutok. Eventually the Aleuts depart
and Karana is pleased that they are gone but finds that she
misses Tutok. Time passes and Karana continues to
survive. One day, however, Rontu is acting very tired and
later that night dies. Karana builds a trap to catch a wild
dog that she think is Rontus pup. She eventually captures
him and names him Rontu-Aru. More seasons pass and one
day a ship arrives on the island that Karana does not
recognize. A man from the ship walks on the beach and
calls to Karana. She leaves the beach and when she returns
the ship is gone. The ship does not return until two years
later. The men from the ship come to Karanas house and
make her a new dress. She is glad to have human
company. The men on the ship tell her that the ship
carrying her fellow tribesmen sunk and never reached its
destination. Karana and Rontu-Aru decide to leave the
island and go with the white men on the ship.
3. Roll of Thunder Hear My Cry (ism Racism)
Author: Mildred D. Taylor
Illustrator: None
Summary: The book begins with Cassie, Little Man,
Christopher-John and Stacey Logan walking to their first
day of school. Along the way they meet up with Staceys
friend, T.J. Avery who informs them of some terrible news.
He informs them that a few nights ago some white men,
the Wallace boys, burned an African American man. As the
children walk a bus taking a group of white kids to school
passes by and sprays dirt over the Logans. Eventually they
arrive at school and go to their respective classrooms. At
school the students are told that this year they will have
books. The books are old, tattered hand-me-downs from
the white school. Cassie and Little Man refuse to use the
books and as punishment are whipped. Several days later
when the Logans are at church news spreads that the
African American man John Berry died from the burns the
white men gave him. Papa warns all of the Logan children
to avoid the Wallace Store. As the weeks go on the children
grow tired of the white bus splashing them with puddles
and dirt so they dig a whole in the mud, which causes the
bus to become stuck. That night news spreads that the
white men are riding tonight and the children worry it is
because of the trick they played on the white bus. At
school the next day Stacey gets in a fight with T.J. because
T.J. used a cheat sheet on a test. After school the two end
up at the Wallace Store where they begin to fight. That
evening Stacey tells his mother that he went to the Wallace
Store despite being told not to. As a punishment she makes
Stacey go around the community with her and tell families
not to allow their children to go to the Wallace Store.
Several days later Cassie, Stacey, their mother, and T.J. go
into Strawberry to shop. Cassie runs into some trouble in
the general store when she tries to get the attention of a
white store clerk. Later that day the children go home and
see that their Uncle Hammer has come to visit them for
Christmas. Several days after Christmas Mr. Jamison visits
the Logan house to give his support in the boycott of the
Wallace Store and suggest that goods be bought in
Vicksburg instead. Unfortunately Harlan Granger also visits
Papa and Uncle Hammer to try and convince them to stop
the boycott but both of the men refuse to listen. Although
things seem to be going well for the Logan family, they
soon take a turn for the worse. Mama is fired from the
school after they find out that she covered the word
niger in the childrens textbooks. Many local
sharecroppers are also being forced to return to the
Wallace Store because of threats from plantation owners.
Despite the decrease in participation in the boycott Papa
goes to make a run to pick up goods from Vicksburg but is
attacked and ends up with a broken leg. The Logans suffer
greatly financially due to Papas injury. In order to pay an
outstanding loan Uncle Hammer is forced to sell his car. In
the meantime T.J. has begun to spend more and more time
with Melvin and R.W. Simms, two white boys known to stir
up trouble wherever they go. Late one night T.J. arrives at
the Logans house. He tells them that he went with R.W.
and Melvin to Strawberry, where he watched the two boys
rob the general store. The Logan kids walk T.J. home but a
lynching mob begins to attack him, thinking that T.J. was

the one who robbed the store. The Logan kids run back
home to get Papa. As they are about to leave they notice
that the cotton field has caught fire. The fire distracts the
mob and both white and black farmers work together to
stop the fire. The fire is safely put out and no one was hurt.
At the very end of the book Cassie realizes that it was
actually her father who started the fire.
4. The Cay (ism Racism)
Author: Theodore Taylor
Illustrator: None
Summary: Phillip Enright is a young boy from Curacao, a
small island near Venezuela. One day German submarines
arrive and begin to patrol the island. The presence of the
submarines as well as news on the war makes Phillips
mother, Grace increasingly nervous about living in
Curacao. His mother misses living in America and although
her husband disagrees, she decides that she and Phillip
should move back to Virginia. Several weeks after Graces
decision she and Phillip board as ship called the S.S. Hato
that is bound for America. In the middle of the night a
German submarine fires a torpedo that hits the S.S. Hato.
Phillip and his mother climb into a lifeboat but it tips as its
being lowered causing everyone falls into the ocean and
Phillip to be knocked unconscious. Phillip wakes up several
hours later on a raft. An older black man and a cat are also
on board with him. The man, who Phillip recognizes as a
crewmember from the Hato, tells Phillip that he pulled him
and the ships cat from the water. The man tells Phillip that
they are most likely somewhere close to the cays. Phillip
suddenly becomes very upset and afraid but the man
manages to calm him down. The man later introduces
himself as Timothy and catches several fish for them to eat
for dinner. Phillip begins to grow tired and goes to sleep.
When he wakes up he cannot see and realizes that the
object that knocked him unconscious on the Hato has
caused him to go blind. After several days of being on the
raft Timothy spots land in the distance. Timothy believes
its an uninhabited cay and he begins to steer the raft
towards it despite Phillips wish not to land there. On the
island Timothy is able to create a small hut for shelter and
captures a lobster for them to eat for dinner. Phillip tries to
cope with his blindness and relies heavily on Timothy for
emotional comfort. He becomes very frustrated whenever

Timothy leaves his side. He thinks Timothy is being selfish
and starts to believe in Graces stereotypes about black
people. The next day Timothy creates a signal fire so that
planes will be able to see that they are in distress. As
Timothy builds the fire he asks Phillip how to spell help
because he does not know how to read or write causing
Phillip to feel superior to the old man. Timothy feels that
Phillip should begin overcoming his blindness and tries to
help him do this. Phillip ends up becoming frustrated and
calls Timothy a stupid black man. The two get in a fight but
Phillip eventually apologizes and they become friends
again. As more time passes life on the island seems to
become more normal. Timothy begins to worry because
there has been no sign of help so far and he fears for
Phillips safety if he dies of old age on the island. Timothy
tries to teach Phillip as much as he can and helps the boys
confidence in himself grow despite his vision impairment.
Three months after arriving on the cay a storm hits.
Timothy prepares for the storm by tying himself and Phillip
to a tree. The hurricane arrives and Timothy shields
Phillips body from most of the rain and debris. When the
storm passes Timothy is gravely injured and exhausted.
Timothy asks Phillip if he is okay and then loses
consciousness. Phillip slowly falls asleep and when he
wakes up, Timothy is dead. Phillip buries Timothy and is
able to survive on the island thanks to the old mans
teachings. About a month after Timothys death, Phillip
hears the sounds of navy ships in battle and goes to light a
distress signal fire. A passing plane sees the fire and Phillip
is rescued. After his rescue Phillips vision is partially
recovered due to a series of operations on his eyes. Phillip
returns to Curacao with his mother, who survived the ship
sinking. Phillip spends his days with the black people in the
Curacao harbor because they remind him of his dear friend
Timothy.
Pre K 2nd Grade (Lesson Plan 1)

Discussing: Socio-economic status/poverty and how people are
affected by it
Lesson Plan Title
What Are Our Basic Needs?
General Goals
The student will learn that many people all over the world do not
have the resources to fulfill basic needs

The student will learn why it is important for them to care about
people who are affected by poverty
Specific Objectives
The student will learn the difference between a want and a need
The student will have the opportunity to describe how they can
help with the issue of poverty by completing the admit/exit slip
activity
Required Materials
Book: Cups Held Out by Judith L. Roth

Students will need a pencil and two worksheets (one will be the
admit slip and one will be the exit slip)
Admit Slip:
What is the difference between a want and a need?
Exit Slip:
Name one way you could help people who are unable to fulfill basic
needs.
Poster board divided into two categories: Wants and Needs

Pictures of objects to represent wants (ex. iPod, stuffed animal,
TV, jewelry, etc) and needs (ex. food, house, clothing, etc)
Anticipatory Set
One day prior to the lesson the students will be given the admit
slip to fill out at home

In class the teacher will ask the students to discuss their admit
slip responses with one another

Read the book aloud
Step-By-Step Procedures
Complete the anticipatory set

Place the poster (prepared by teacher ahead of time) and the
wants and needs pictures on the dry erase board using clips or
magnets
Tell the class that some of the pictures represent wants and some
represent needs
Have students raise their hands to be called on to place a picture
in one of the categories

After all of the pictures have been sorted explain to students that
a need is something you have to have in order to survive
whereas a want is something you would like to have

As a class go through each picture on the chart, if any are sorted
incorrectly move the picture to the correct side and explain why
it belongs there
Explain to the class that many people are unable to fulfill basic
needs such as food and shelter
Discuss as a class why it is important to care about people who
lack basic resources

After the class discussion pass out an exit slip worksheet to each
student and allow students to complete it and hand it in at the
end of class
Plan for Independent Practice
Have the students write a journal entry on why they think the
little girl from the story decides she does not need a new bike
Encourage the students to do research at home on ways that
they can volunteer and become more involved
Assessment on Objectives
Look over the students exit slips to see how they want to
become more involved

Read the students journal entries to check on comprehension of
the story as well as understanding of wants versus needs
Pre K 2nd Grade (Lesson Plan 2)

Discussing: Disabilities and respect for the differences that make us
unique
Lesson Plan Title
How Are We Alike and Different?
General Goals
The student will become aware of the importance of respecting
the differences that make people unique

The student will understand what a disability is and how they can
affect people
Specific Objectives
The student will learn that the word different does not have to
carry a negative connotation

The student will be able to identify similarities with people who
have disabilities despite apparent differences (through the use of
the Venn diagram activity)
Required Materials
Book: In Jesses Shoes: Appreciating Kids With Special Needs by
Beverly Lewis
Venn diagram drawn on a poster board containing the labels
Jesse on the left circle and Allie on the right circle (Inside circles
in Venn diagram should be left blank for activity, the one below
serves as an example for the lesson)
Jesse
Sometimes
hard to
understand
Gets
distracted
easily
Takes his
time
Does not care
what others
think
Allie
Like to play
together
Like
chicken
fingers with
ketchup
Afraid of
thunder
Go to
baseball
games
Love the
beach
Speaks clearly
Focused
Walks along
quickly
Easily
embarrassed
Each student will need a writing utensil and a worksheet with the
Venn diagram shown below on it
Jesse
Me
Anticipatory Set
Ask
the students what the

word disability means
and discuss it as a class

Have the students brainstorm about how a disability can affect a
person with the other students at their table

Have the students sit quietly, then read the book aloud to the
class

Display the Venn diagram poster at the front of the class
Explain to the students that as a class they will complete a Venn

diagram to identify the differences and similarities between the
characters Jesse and Allie (Differences will go in either outside
circle and similarities will go in the middle)

Ask the student to raise their hands and list the differences
between Jesse and Allie

Ask the students to raise their hands and this time list similarities
Explain to the students that although people with disabilities may
have some differences, they are also very similar to any other
person (Jesse likes to watch baseball games, eat chicken fingers,
play in the park; things that any young child likes to do)
Pass out the worksheets with the Venn diagrams on them and tell
the students that they will complete their own Venn diagram
where they will compare themselves with the character of Jesse
Have the students work individually to complete a Venn diagram

comparing themselves to the character of Jesse
Look at the individual Venn diagram worksheets to see what the

students found in common with Jesse
3rd 4th Grade (Lesson Plan 3)

Discussing: Racism and prejudice during the 1950s in the United
States
Lesson Plan Title
What is Racism?
General Goals
The student will become aware of prejudice and racism

The student will understand the importance of equality and
tolerance
Specific Objectives
The student will learn about prejudice African Americans faced in
the 1950s in the United States

The student will demonstrate their knowledge of prejudice in the
United States by filling out the anticipation guide
Required Materials
Book: Let Them Play by Margot Theis Raven

Students will need a writing utensil and a copy of the anticipation
guide worksheet
Response Before
Topic: Racism
Lesson
Response After
Lesson
In the 1950s black

and white people had
to live separate but
equal
Black and white
people have always
had equal rights
Discrimination is the
unfair treatment of a
group of people based
on race
Sports were affected
by racism in the
1950s
In the 1950s there
were separate schools
for black students and
white students
There were no
baseball programs for
African American kids
in the 1950s
Anticipatory Set
Give the students ten minutes to answer either true or false

under the response before lesson section of the anticipation
guide
After they are done read the book aloud
As a class discuss the definition of racism and discrimination

Have students raise their hands and list possible examples of
racism or discrimination from the book

After having read the book and discussed it in class have the
students complete the response after lesson section of their
anticipatory guide
Divide students into groups of four or five and have them work
together to write a letter to the Little League World Series
officials in the story, persuading them to let the Cannon Street
boys play in the finals
Plan for Independent Studies
African American baseball player, Jackie Robinson, is mentioned

as a role model to several of the boys in the story. Have the
students research at home how Jackie Robinson helped
contribute to the fight against racism
Review the students anticipation guides and see how their
answers changed after the class discussion

Read over the persuasive letters written by each student group
and look for proper sentence structure, grammar, and
appropriate content
3rd 4th Grade (Lesson Plan 4)

Discussing: Disabilities
Lesson Plan Title
Overcoming Obstacles
General Goals
The student will become aware of how people with disabilities

can do many of the same activities other people might do, but
just in a different way

The student will understand how people with certain disabilities
can overcome obstacles
Specific Objectives
The student will demonstrate their knowledge on how disabilities
affect people by filling out the anticipatory guide

The student will learn about adapted sports
Required Materials
Book: The Adventures of Andy and Spirit Book 1 by Mary Jean
Kelso
Each student will need a writing utensil and the anticipation
guide worksheet (shown below)
Response Before
Topic: Disabilities
Lesson
Response After
Lesson
Adaptive equipment
helps people with
disabilities perform daily
tasks
People in wheelchairs
cannot go horseback
riding
Animals can have
disabilities
There are no sports
leagues for people with
disabilities
People with disabilities
cannot overcome their
physical obstacles
Link to the American Association of Adapted Sports Programs

video (http://www.adaptedsports.org/)
Anticipatory Set
Allow students ten to fifteen minutes to answer either true or

false under the Response Before Lesson section of the
anticipation guide
Read the book aloud to the class
Discuss as a class how Andys disability made him feel

Ask the students to raise their hands and describe how
participating in horseback riding made Andy feel about himself

Tell the students to take ten minutes to fill out the Response After
Lesson section of the anticipation guide

Explain to students that there are programs that enable kids with
disabilities to participate in sports

Introduce students to the American Association of Adapted
Sports Programs (AASP) and explain that it is a program that sets
up athletic programs in schools designed for people with
disabilities
Show the students the AASP video on adapted sports
After watching the video have the students write two paragraphs
on why they think adapted sports programs are important
Have the students write a two paragraph response expressing

why they believe adapted sports programs are important
Assessment Based on Objectives
Check lesson comprehension by looking over the anticipation
guides and observing how student responses changed

Read the students short responses on adapted sports programs
to check for correct sentence structure, grammar, and lesson
comprehension
5th 6th Grade (Lesson 5)

Discussing: Gender roles and the pressure to conform to those roles
Lesson Plan Title
What Are Gender Stereotypes?
General Goals
The student will become aware of gender roles and stereotypes

The student will understand the importance of individuality
rather than conformity
Specific Objectives
The student will learn about how society can influence people to
conform to a certain role

The student will give their opinion on how to push past
stereotypes and pursue interests based on passion rather than
the pressure to fit in
Required Materials
Book: Bridge to Terabithia by Katherine Paterson (one copy for
each student)
Each student will need a writing utensil and the RAFT instructions
(below)
Role:
Audience:
Format:
You will assume the role of Jess Aarons from the novel
Bridge to Terabithia
The audience is himself
In the novel Bridge to Terabithia one of the overlying
themes is on gender roles. Throughout the book Leslie
continually defies the stereotype of her gender while
Jess feels pressure from his parents to conform to his.
Jess wants to be an artist but when he shares this with
his parents his father is angered because he feels that
Topic:
Writing
Task:
drawing is for girls not boys. Imagine that you are Jess.
How does he feel about his parents negative response
to him becoming an artist? What was he thinking?
What do you think he wanted to say? Write a journal
entry in first person, as if you are Jess. Use words to
describe how you feel.
Write a journal entry from Jesss point of view about his
wish to be an artist. Leslie constantly encourages Jess
to be whatever he wants to be while Jess himself
struggles to overcome the pressure to conform to a
masculine gender role. Imagine that you are Jess and
you want to tell your father that you want to become
an artist.
Write a journal entry in which you assume the role of
Jess. Do your best to imagine how he was feeling and
what he was thinking. Write a detailed one-page
journal entry. Remember to write in the first person.
Anticipatory Set
Prior to the lesson all the students need to have read Bridge to
Terabithia
Have the students take out a sheet of paper and write down what
they believe the word stereotype means and whether it is a
positive or negative word

Allow students to share with the class what their idea of
stereotype is
Explain that men and women have traditional stereotypes that
are associated with each gender and people often feel pressure
to conform to these stereotypes
Ask students to raise their hands and list stereotypes associated

with men, then repeat the exercise but this time with women
(write down their answers on the board)

Discuss as a class how the character of Leslie defies the
traditional female stereotype while Jess feels pressure to conform
to the traditional male stereotype

Pass out the RAFT instructions to the class and tell the students
to individually complete the assignment
Have the students complete the RAFT assignment

For homework assign the students to write a two paragraph
response on how gender stereotypes are affected by the media
Look over the students RAFT assignments to check for lesson

comprehension as well as well as use of detailed and descriptive
sentences
Read through students homework to check for thoughtful and
insightful writing
5th 6th Grade (Lesson 6)

Discussing: Racism and its consequences
Lesson Plan Title
The Consequences of Racism
General Goals
Students will become aware of the racism African Americans
faced in the United States

Students will understand how racism negatively affected all of
society
Specific Objectives
Students demonstrate reading comprehension through the RAFT
exercise
Students will learn about the importance of equality for the good
of society as a whole
Required Materials
Book: Roll of Thunder, Hear My Cry by Mildred D. Taylor

Each student will need a writing utensil and a copy of the RAFT
assignment
Role:
Audience:
Format:
You will assume the role of Cassie from Roll of Thunder,

Hear My Cry by Mildred D. Taylor
The audience is herself
Throughout the novel, the Logan family is faced with the
challenge of racism no matter where they go. This
escalates towards the end of the novel when the
lynching mob beats T.J. Imagine how Cassie must have
felt. What was she thinking? What did she think she
needed to so to help the situation? What did she think
her family needed to do? Assume the role of Cassie and
write in the person, a prayer describing how Cassie
Topic:
Writing
Task:
would feel.
Assume that you are Cassie and you have just seen the
lynching mob begin to assault T.J. Write a prayer
describing how Cassie was feeling at the moment.
Write a prayer from Cassies point of view. Imagine how
she felt after seeing the lynch mob arrive at TJs house.
Use descriptive and detailed sentences to express
Cassies thoughts and feelings. Your response must be at
least two paragraphs long.
Anticipatory Set
Prior to the lesson all students need to have read Roll of Thunder,
Hear My Cry
Ask the students to write the word racism at the top of a piece
of paper
Tell the students to write down words or short statements that
they associate with the word racism on their paper

Ask for volunteers to share what they wrote about racism on
their paper
Discuss as a class how racism negatively affects everyone (it can
cause physical harm to the group being discriminated against,
while it teaches the other group that it is acceptable to terrorize
someone based on race, gender, etc)

Allow the students fifteen minutes to write down a short
response on how the characters in the story overcame their
racial differences to stop the fire

Pass out the RAFT assignment to the students and tell them to
work on it individually and turn it in at the end of class
Have the students complete the RAFT assignment

Have the students write a short answer on how the characters in
the book overcame racial differences
Look over the RAFT assignments to make sure the students

successfully wrote in the first person and used detailed
sentences
Read over the short answer responses to check for reading
comprehension

Social Justice Project: Pre K - 2 Grade

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Social Justice Project: Pre K - 2 Grade

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Brooke Beaird

Social Justice Project

If The Zebras Lost Their Stripes? (ism is racism)

Held Out (ism Socio-Economic Issues)

know what to do about poor people and wishes he could

The two smile at each other and continue on their way

Friends (ism language/culture)

Author: Richard Ammon

3rd 4th Grade

Carolina had many chartered Little Leagues but Cannon

2. The Adventures of Andy and Spirit (ism Disabilities)

anything and go anywhere. As the ride ends Andy cant

rain begins to fall. From that day on She-Who-Is-Alone

Summary: The story begins with the Israeli astronaut, Ilan

Summary: The book begins with Jess Aarons. Jess is a little

Terabithia no matter how much it rains. The next day Jesss

Karana makes weapons for herself that will enable her to

lynching mob begins to attack him, thinking that T.J. was

emotional comfort. He becomes very frustrated whenever

Pre K 2nd Grade (Lesson Plan 1)

What Are Our Basic Needs?

have the resources to fulfill basic needs

Book: Cups Held Out by Judith L. Roth

Poster board divided into two categories: Wants and Needs

slip to fill out at home

slip responses with one another

Complete the anticipatory set

in one of the categories

whereas a want is something you would like to have

Discuss as a class why it is important to care about people who

lack basic resources

Plan for Independent Practice

become more involved

Pre K 2nd Grade (Lesson Plan 2)

How Are We Alike and Different?

The student will become aware of the importance of respecting

the differences that make people unique

carry a negative connotation

Book: In Jesses Shoes: Appreciating Kids With Special Needs by

the students what the

and discuss it as a class

person with the other students at their table

Complete the anticipatory set

Explain to the students that as a class they will complete a Venn

circle and similarities will go in the middle)

between Jesse and Allie

Plan for Independent Practice

Have the students work individually to complete a Venn diagram

Look at the individual Venn diagram worksheets to see what the

3rd 4th Grade (Lesson Plan 3)

The student will become aware of prejudice and racism

The student will learn about prejudice African Americans faced in

the 1950s in the United States

Book: Let Them Play by Margot Theis Raven

In the 1950s black

Give the students ten minutes to answer either true or false

As a class discuss the definition of racism and discrimination

racism or discrimination from the book

Plan for Independent Studies

African American baseball player, Jackie Robinson, is mentioned

Review the students anticipation guides and see how their

answers changed after the class discussion