Though as we move along I will constantly refer to what we have previously read or seen, we will now be able to compare and contrast the lives of Ruby Bridges, Ryan White, and Anne Frank.
“How are their stories alike and different?” “As personalities, how were they alike and different?” “What prejudices did they each face?” “Explain.” “Did each receive the same type of support?” “How did their support vary and how was it similar?” “What was the supportive role played by each family?” “Is religion an obvious influence in all three lives?” “How did each make a contribution to society?” “What were their attitudes toward education?” “What barriers did each face regarding attending school?” “How might you have felt in the same situations?” “How is education an important factor in all people’s survival and feelings of self worth?”
These and similar questions will attempt to reinforce the fact that all three “Survived” very different situations which on the surface had little in common, but were actually quite similar. Hopefully, students will recognize that though each had initial motives which were far more personal, each of these young people made contributions to society as a whole, contributions which have lasted and will continue to last for years.
Getting More Personal
In the final section of this unit, students will be asked to find a survival story among family, friends, hear-say, or stories which appear in the media. Personal accounts will be encouraged. They may be as seemingly simple as a high school graduation or attending college or as obviously complicated as overcoming drug addiction or a jail sentence. They will write a short paper in which they will present the person, the obstacles, and the “survival.” These stories will be shared with the class and perhaps with students in other rooms. They will be printed and compiled into a booklet for each student to keep and share with others at home. Together, they will design a cover appropriate to an anthology of their survival stories.
Finally, they will be asked to examine their own support system. Using the five paragraph expository form that they are taught in fourth grade, they will write an essay on “My Support System.” Besides their introduction and conclusion, they will discuss three individuals or groups that give them support. These essays will be shared in the same manner as their survival stories. In conclusion, an attempt will be made to draw what they have learned about Ruby, Ryan, and Anne together with what is true for each of them.