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ExploringLifein1898Wilmington&theWilmingtonRaceRiotwithCROW,

anovelforyoungadults

OverviewCROW,anovelforyoungadultsbyBarbaraWright,isanexcellentwaytoengagestudentsinlearningaboutthe1898WilmingtonRaceRiotandrelatedthemessuchasslavery,JimCrow,democracy,theruleoflaw,overcomingadversity,andmore.Writtenfromtheperspectiveof12-year-oldMosesThomas,thenovelgivesstudentsapersonalperspectiveofthethrivingAfricanAmericancommunityofWilmingtonandhowitsrightsandfreedomswereviolentlychallengedintheonlysuccessfulcoupd’étatinUShistory.ThisguideprovidesresourcesforusingCROWineithertheSocialStudiesorLanguageArtsclassroom,orideally,asaninterdisciplinaryunitforbothcourses.Throughtheattacheddetailedreadingguide,teacherscanengagestudentsinchapterbychapterdiscussionsthatencouragecriticalreadingandhigherorderthinking.Thenumerousactivityoptionsprovidedallowstudentstocreativelyexplorethefictionallifeofthecharactersastheyrelatetorealworldhistoricaleventsthroughgroupwork,drama,art,creativewriting,deliberation,examinationofprimarysourcedocuments,andmore.Teachersshouldpreviewthequestionsandactivitiesprovidedandchoosewhichbestmeettheirparticularcourse’slearninggoals.Contents• CROWIntroduction&Reviewof1898Wilmington…………………….…p.3-5• OverviewsofPotentialActivities……………………………………………p.5-11

§ Activitychoicesinclude:o IntegratingPrimarySourceso DesignanAdvertisementfrom1898o RespondingtotheWhiteDeclarationofIndependence….…handoutsonp.13-16o CreateaSensoryFigureo RememberingJacksonThomas………………………………...handoutsonp.17-18o CROW,theMovie……………………………………………….handoutonp.19o “TheStoriesthatBindUs”

• CROWDiscussionQuestions………………………………………...……….p.20-31

Ø TeacherNote:Teachersarenotexpectedtoimplementallquestionsandactivitiescontainedinthisdocument.Rather,thisprovidesnumerousoptionsfortheSocialStudiesand/orLanguageArtsteachertochoosebetween.

NCEssentialStandardsfor8thGradeSocialStudies• 8.H.1:ApplyhistoricalthinkingtounderstandthecreationanddevelopmentofNorthCarolinaandtheUnited

States.• 8.H.2.1:Explaintheimpactofeconomic,political,social,andmilitaryconflictsonthedevelopmentofNorth

CarolinaandtheUnitedStates• 8.H.2.2:SummarizehowleadershipandcitizenactionsinfluencedtheoutcomeofkeyconflictsinNorth

CarolinaandtheUnitedStates.• 8.H.3.3:Explainhowindividualsandgroupshaveinfluencedeconomic,politicalandsocialchangeinNorth

CarolinaandtheUnitedStates.

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• 8.C&G.1.4:AnalyzeaccesstodemocraticrightsandfreedomsamongvariousgroupsinNorthCarolinaandtheUnitedStates

• 8.C&G.2.1:EvaluatetheeffectivenessofvariousapproachesusedtoeffectchangeinNorthCarolinaandtheUnitedStates

• 8.C&G.2.3:ExplaintheimpactofhumanandcivilrightsissuesthroughoutNorthCarolinaandUnitedStateshistory.

CommonCoreStandardsfor8thGradeLiteratureandWriting• CCSS.ELA-Literacy.RL.8.1:Citethetextualevidencethatmoststronglysupportsananalysisofwhatthetext

saysexplicitlyaswellasinferencesdrawnfromthetext.• CCSS.ELA-Literacy.RL.8.2:Determineathemeorcentralideaofatextandanalyzeitsdevelopmentoverthe

courseofthetext,includingitsrelationshiptothecharacters,setting,andplot;provideanobjectivesummaryofthetext.

• CCSS.ELA-Literacy.RL.8.3:Analyzehowparticularlinesofdialogueorincidentsinastoryordramapropeltheaction,revealaspectsofacharacter,orprovokeadecision.

• CCSS.ELA-Literacy.W.8.7:Conductshortresearchprojectstoansweraquestion(includingaself-generatedquestion),drawingonseveralsourcesandgeneratingadditionalrelated,focusedquestionsthatallowformultipleavenuesofexploration.

• CCSS.ELA-Literacy.W.8.9:Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.

• CCSS.ELA-Literacy.W.8.2:Writeinformative/explanatorytextstoexamineatopicandconveyideas,concepts,andinformationthroughtheselection,organization,andanalysisofrelevantcontent.

EssentialQuestions• WhatwereJimCrowlaws?WhattypesofconsequencesdidAfricanAmericansandotherminoritiesriskwhen

breakingoneoftheselawsorexpectations?• WhywasWilmington,NC,consideredasymbolof‘blackhope’inthelate19thcentury?• Whatweretheeventsofthe1898RaceRiotinWilmington,NC?• HowdidtheexistenceofJimCrowenabletheWilmingtonRaceRiottooccur?• Whatimpactdidpropagandaandgangmentalityhaveontheunfoldingof1898events?• WhatdoesCROWhighlightregardingslavery,JimCrow,democracy,theruleoflaw,andtheWilmingtonRace

Riot?• HowarethecharactersinCROWimpactedbythe1898RaceRiot?• Howdidtheeventsof1898impactAfricanAmericanprogress?Materials• AccompanyingPowerPoint,availableathttp://civics.sites.unc.edu/files/2013/05/1898CROWppt.pdf

o ToviewthisPDFasaprojectablepresentation,savethefile,click“View”inthetopmenubarofthefile,andselect“FullScreenMode”

o TorequestaneditablePPTversionofthispresentation,sendarequesttoCarolinaK12@unc.edu• Wilmington,NorthCarolina,1898:PreludetoaRiot(8minutevideo):

http://www.teachersdomain.org/asset/bf10_vid_wilming/• WilmingtonRaceRiot(4minutevideo):http://www.teachersdomain.org/asset/bf09_vid_lossrights/• Attachedactivityhandouts:

o WhiteDeclarationofIndependence,DeclarationofCitizens’Rightsassignment&outline(pg.13-16)o RememberingJacksonThomasassignmentsheet(p.17)o SampleObituary&Eulogyassignment(p.18)o CROW,theMovieassignment(p.19)

• DiscussionQuestions(attachedonpg.20-31)

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AdditionalResources• AuthorwebsiteforCROW:http://www.barbarawrightbooks.com/BW_Books/Crow.html• WilmingtonRaceRiotCommission:http://www.history.ncdcr.gov/1898-wrrc/• TheNCElectionof1898:http://www.lib.unc.edu/ncc/1898/1898.htmlPreparation• StudentsshouldhaveabasicunderstandingoftheWilmingtonRaceRiotpriortoreadingCROW.Asan

optionalhomeworkassignmenttoprovidetheeveningbeforeintroducingCROW,assignLEARNNC’soverviewreadingontheWilmingtonRaceRiot:http://www.learnnc.org/lp/editions/nchist-newsouth/4360.

• ForamoreindepthSocialStudieslessonontheWilmingtonRaceRiot,seetheCarolinaK-12’slessonathttps://database.civics.unc.edu/files/2012/04/WilmingtonRaceRiot8.pdfandaccompanyingPowerPointathttp://database.civics.unc.edu/files/2012/04/WilmingtonRaceRiotPPT.pdf.ThislessonmakesanexcellentpreludetointroducingCROW,oralternatively,variouspiecesofthislessoncanbeintermingledthroughoutthereadingofthebookaseachhistoricaleventisalludedto.

• WhileCROWandthehistoryitreferstodealswithsensitivetopics,itisimportantforstudentstoexploretheeventsof1898.Inordertostudythishistoryeffectivelyandsafelyhowever,teachersmusthaveestablishedasafeclassroomwithclearexpectationsofrespect,open-mindedness,andcivilconversation.SeetheCarolinaK-12’s“Activities”sectionoftheDatabaseofK-12Resourceshttp://database.civics.unc.edu/forwaystoensureaclassroomenvironmentconducivetotheeffectiveexplorationofcontroversialissues.

• TeachersshouldexplicitlypreparestudentsinadvancethattheywillencounternumerousexamplesofracismandracistlanguagewhenreadingCROWandstudyingthistimeperiod.Itisimportanttomakeitclearthatsuchracistlanguageusedinthebookshouldnotberepeatedoutsidethecontextofquotingaparticularpassageand/ordiscussingthehistoricaltimeperiod.

Procedure

AnIntroductiontoCROW&aReviewof1898Wilmington1. BeginbyholdingupacopyofthebookCROW(orprojectinganimageofthebookcover,availableonslide2

oftheaccompanyingPowerPoint)andtellstudentstoexamineit.Ask:• Basedonwhatyousee,whatdoyoupredictthisbookmightbeabout?Whatspecificallymakesyou

thinkthis?

2. TellstudentsthatCROWissetin1898Wilmington,NorthCarolina,anditsmaincharacter,MosesThomas,isa12-year-oldAfricanAmericanboygrowingupthere.Askstudentsiftheyhaveanyadditionalpredictionsbasedonthisinformation.Furtherdiscuss:• Whatdoyoualreadyknowregardingsouthernsocietyin1898?• Inparticular,whattypesofchallengesdidAfricanAmericansandotherminoritiesfacein1898?

o Projectslide3&4toreviewJimCrowlawsandslide5toreviewsomeoftheexpectedetiquetteduringJimCrow.

• WhattypesofconsequencesdoyouimagineAfricanAmericansandotherminoritiesreceivedwhenbreakingoneoftheselawsorexpectations?

• EventhoughtheSouthwasplaguedbytheseunfairlawsandexpectations,Wilmington,NC,wasconsideredasymbolof“blackhope”inthelate19thcentury–why?

• Whatoccurredthatcrushedsuch“blackhope”in1898Wilmington?WhatdoyoualreadyknowabouttheWilmingtonRaceRiot?

Ø TeacherNote:Whilethehistoricalbackgroundknowledgeprovidedon1898Wilmingtoniswellsuitedfora

SocialStudiesclassroom,LanguageArtsteachersimplementingCROWwithouttheparticipationofaSocialStudiesteachercanstillmakeuseofthematerialasabriefintroductiontothenovel.Thevideoclipsandsubsequentdiscussioncanbedoneinaslittleas20minutes.Muchcanstillbegainedfromthenoveleven

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withoutsuchhistoricalbackground,however;soifnecessary,teacherscanalsochoosetoomitthehistoricaloverview/reviewinthebeginningandprovideinformationtostudentsasneededthroughouttheirreading.

3. RemindstudentsthatevenwithJimCrowloomingthroughoutthesouth,AfricanAmericansinWilmington,NC,wereabletoformastrongmiddleclassandinmanywaysprosper.However,aseriesofeventsoccurringaroundthe1898electionsinWilmingtonusheredinawaveofracismwhereJimCrowandfearreigned.Showtheshort8minutevideo,“Wilmington,NorthCarolina,1898:PreludetoaRiot”tohelpstudentsreview/andorunderstandbettertheeventsof1898Wilmington:http://www.teachersdomain.org/asset/bf10_vid_wilming/thendiscuss:• WhywereAfricanAmericanssosuccessfulinWilmington?Whyistheirsuccessevenmoreadmirable

consideringtheexistenceofJimCrowlawsthroughoutthesouth?• WhowasAlexManly?• WhydidthewhitepopulationinWilmingtongrowfearfulofAfricanAmericans?• Inparticular,whywerewhitefearsofwhitewomenbeingabusedbyblackmensoridiculous?

o Teachersshoulddiscussthehypocrisyofsuchfear,giventhatoneoftheknowncrueltiesofslaveryinvolvedtheabuseofenslavedwomenbywhitemasters.Ø Teachernote:Whilethisisasensitivesubjecttodiscuss,itisimportanttoaddressitgiventhat

itwassuchamajorpartofthefearcampaignthatresultedinthe1898raceriot.Tellstudentsthatyoutrusttheycanhandlethereferencestothisinthebookandsubsequentdiscussionsinamaturefashion;fortips,see“Preparation”above.)

• Whatimpactdidthisfear,combinedwithpropaganda,haveonthe1898election?HowdidwhitemensuchasCharlesAycock,JosephusDaniels,andAlfredWaddellstrategicallyusesuchfearandhowdiditescalatetothepointofthe1898raceriot?

• WhatwasthegistofRebeccaFelton’sspeechandhowdidAlexManlyrespond?InwhatwaysdidAlexManly’sresponsetoFelton’sspeechunfortunatelyplayrightintothefear?WhydoyouthinksomeAfricanAmericansinthecommunityconsideredManly’sresponse“Atruthunwiselysaid”?

• Whatwerethevariouswayswhitestriedtointimidateblackmentonotvote?• WhatwastheresponseofsomeofWilmington’sblackwomentotheideaofAfricanAmericanmennot

voting?

4. Afterdiscussing,play4moreminutesofvideotoconcludethereviewoftheWilmingtonRaceRiot:http://www.teachersdomain.org/asset/bf09_vid_lossrights/.Discuss:• AlfredWaddellsaid,“Weshallwintomorrowifwehavetodowithguns.Ifwehavenotthevotestocarry

theelection,wemustcarryitbyforce.IfyoufindtheNegrooutvoting,tellhimtoleavethepolls.Ifherefuses,killhim,shoothimdowninhistracks.Weshallwintomorrowifwehavetodoitwithguns.”(Projectslide6whichcontainsthisquote.)AsanAfricanAmericanlivingin1898,howwouldyoufeelhearingthis?

• WhydoyouthinkmanyAfricanAmericansstillshoweduptovote,evenwiththethreats?• Whatweretheresultsoftheelection?Whattranspiredaftertheelection?• WhywereAfricanAmericanbusinessownersandotherprominentblackcitizensrunoutoftown?• HowdidPresidentMcKinleyrespondwhenAfricanAmericansfromWilmingtonresidentscontactedhim

forhelp?• Overall,howdidWilmingtonchangeafterthe1898electionandsubsequentriot?

5. ExplaintostudentsthattheyaregoingtobereadingthebookCROW,andthatwhileitisaworkoffiction,itis

basedontheveryrealeventsthatunfoldedin1898Wilmingtonasexperiencedinthelifeof12-year-oldMosesThomas.Readthefollowingasanintroduction/”teaser”tothebook:• “Theyearis1898–33yearsaftertheconclusionoftheCivilWar–andtheendofslavery.Althoughthe

13th,14th,and15thAmendmentstotheConstitutionhaveendedslaveryandgrantedNegroAmericansdueprocessandvotingrights,segregationandracismarealiveandwellinWilmington,NorthCarolina,

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where12-year-oldMosesThomaslivesin‘Darktown’withhisfamily.Moses’sfather,aprofessionaljournalistandoneofthecity’sfirst‘colored’aldermen,hasraisedhissontobelievethateducationandthedemocraticprocesswillleveltheplayingfieldbetweentheraces,yetMosesisbeginningtounderstandtherealitiesofbeingblackintheSouth:insults,humiliations,andworstofall,theJimCrowlawsthatlegalizesegregation.WhentheeditoroftheNegronewspaperpublishesaneditorialthatchallengesracistconceptions,tensionsrise,andinthewordsofMoses’sgrandma,BooNanny,‘Bigtrouble’sa-brewing.’Asthecityteetersonthebrinkofaracewar,Mosesmustfacethetruthaboutthehatredthatsurroundshim,andfigureoutawaytosavehisfamilyfromdisaster.”(Source:EducatorsGuideforCROW)

ReadingGuideforCROW

6. Teachersshouldgothroughthebookatwhateverpaceworksbestfortheirclass.Teachersmaywanttoalternatebetweenhavingstudentsreadindependentlyinclass,independentlyathome,inpartnersinclass,aswellasreadingparticularpartsofthebookoutloud.Chapterbychapterdiscussionquestionsareattached;uponfinishingeachchapter,thesequestionscanbediscussedasanentireclass,canbeassignedaswrittenresponses(i.e.,journalentries,shortessays,etc.),orcanbediscussedinsmallgroups.Teachersdonotneedtouseallquestionsprovided;rather,theyshouldchoosethosethatbestmeettheirparticularlearningobjectivesforstudentstodiscuss.

ActivitiesforCROW7. Thefollowingactivitiescanbeimplementedduringthereadingofthebookorafterstudentsfinishthebook

ineitheraSocialStudiesorLanguageArtsclassroom.Teachersshouldpickandchoosewhichactivitiesbestmeetthegoalsfortheirparticularcourse,and/orwhichactivitiesbestfitwithinthetimeframeavailableforimplementation.

IntegratingPrimarySourcesTeachersmaywanttoprojectactualphotographsofthehistoricaleventsand/orpeoplethatarereferredtoineachchapter.Thesenotonlyprovideexcellentfodderfordiscussion,butalsoremindstudentsthatwhileCROWisaworkoffiction,itisbasedonveryrealevents.SeveralimagesareincludedintheaccompanyingPowerPoint.Foradditionalimagesandotherprimarysourcedocuments,consultthesourcesnotedunder“AdditionalResources.”

• Slide7:ImagesofMillieChristine(ChapterThree)o AreyousurprisedthatMillieChristineisn’tafictionalcharacter?o Whatcanwelearnregardingtolerance,diversity,differences,etc.fromMillieChristine?

• Slide8:AlexManly(Chapter5)• Slide9:RebeccaFelton(Chapter5)• Slide10:RedShirts(Chapter8)

o Describethemeninthispicture.o Whatdoyouthinkoccurredbeforeand/orafterthisphotowastaken?o Ifyoucouldaskthesemenaquestion,whatwouldyouwanttoknow?

• Slide11:TheburningofTheRecord(Chapter11)o Whatdoyousee?Whatfirststrikesyouabouttheseimages?o WhatistheattitudeofthemenposinginfrontofthedestroyedDailyRecord?o Whydoyouthinktheyhadtheirpicturetakeninfrontofthebuilding?o Whatdoyouthinkhappenedtothebackissuesofthenewspaper?Whatimpactwillthishaveon

thehistoricalrecordofWilmington’sblackcommunity?• Slide12:WilmingtonLightInfantryescortingAfricanAmericansoutoftown(Chapter13)

o HowdoyouthinktheAfricanAmericansbeingescortedoutoftownfeelinthismoment?o Ifyouwerestandingonthesidelineswatchingthisoccur,howwouldyoufeel?Whatwouldyouwant

tosay?o WhydoyouthinktheWilmingtonLightInfantryparticipatedinthe1898riot?

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DesignanAdvertisementfrom1898ThisactivitycanbeassignedatanypointafterreadingChapter6a) Inchaptersix,Mosescreatesanadvertisementforthebikecontest,whichhedoesn’twinduetotheunfair

andracistmentalityofthestoreowner.Informstudentsthattheyaregoingtobecreatingtheirownadvertisement,designedtoappearasifitwascreatedin1898.Projectslide13oftheaccompanyingPPT,whichcontainssamplesofoldadvertisements.Allowstudentsaminuteortwotosilentlyviewtheimages.Then,discussthefollowingquestionswiththeclass:• Whatdofirstnoticeabouttheseads?Whatisthepurposeofeachad?• Dotheseadshaveslogans?Ifso,whatarethey?Whatdoestheslogantellyouabouttheproduct?• Whatdotheseadstellusaboutthetimeduringwhichtheywerecreated?• Howaretheseadsdifferentfromadsyouseetoday?

b) Tellstudentsthattheyaregoingtodesigntheirown1898advertisementandthatsimilartotheexamples

theyviewed,itmustcontainaslogan,descriptivetext,andanimage.Teachersshoulddeterminethesubjectmatteroftheadvertisement;choicesinclude:• Havestudentsresearchvariousproductsthatwouldhavebeenusedin1898byMosesandhisfamily.

Studentsshouldchooseonesuchproductanddesigntheirad.• HavestudentsdesignanadforthenovelCROW,asifitwerebeingadvertisedin1898.(Ifchoosingthis

option,teachersmaywanttodelaythisassignmentuntilstudentshavefinishedthebook.)• Havestudentsdesignathematicadpromotingtolerance,anti-hate,openmindedness,oranother

qualitythatwaslackingin1898andthuscontributedtotheoccurrenceoftheraceriot.Whilethesentimentoftheadwillbemodernday,thedesignshouldbeasifitwerecreatedin1898.

c) Letstudentsknowwhentheiradisdue.Ontheduedate,studentscaneithersharetheiradsinsmallgroups,

orpostthemaroundtheroomandallowtheclasstodoa“gallerywalk”atthebeginningofclass,duringwhichtheyrotateamongtheimages.Provideeachstudentwithapost-itnoteandtellthemtoplacetheirpost-itbytheirfavoritead.Afterthegallerywalk,discusstheadswiththeclass,askingwhattheyparticularlyfavoredabouttheadtheychoseastheirfavorite.

RespondingtotheWhiteDeclarationofIndependenceThisactivityisbestimplementedaftercompletingChapter10.a) UponfinishingChapter10,askstudentstoimaginethattheyarelivingin1898Wilmingtonandthattheyhave

beenchosenbytheAfricanAmericancitizenstowritetheresponsetoAlfredWaddell’s“WhiteDeclarationofIndependence”.Dividestudentsintogroupsof3–5andprovideeachstudentwithacopyoftheattached“WhiteDeclarationofIndependence,”aswellasthe“DeclarationofCitizen’sRights”assignmentandoutline.Assignthefollowingrolestostudentsineachgroup:• Chair:Responsibleforkeepingeveryoneontaskandmakingsurethateveryoneinthegrouphasa

chancetoparticipate.• Timekeeper:Keepstrackoftimeremainingtoensuregroupfinishesontime;theTimekeeperalsoreads

thegroup’sfinalresponsealoud.• Reporter:Takesnotesofthegroup’sdiscussionandrecordsthegroup’sformalresponse.

b) Reviewthehandoutofinstructionswiththeclass.Answeranyquestionsandletstudentsknowwhentheir

finalresponseisdue.(Teachersmaychoosetohavestudentspresentassoonastheendofclass,orduringanotherclassperiod.)

c) Onthedaytheresponsesaredue,reviewtheexpectationsofrespectfulaudiencemembersandhavetheTimekeeperofeachgroupreadhis/hergroup’sresponsetotheclass.Onceallofthegroupshavepresented,allowstudentstovoteonthemosteffectiveresponsetodelivertoWaddell.Inadditiontothequestionsprovidedinthereadingguideforchapterten,furtherdiscuss:

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• WhydoyouthinkAlfredWaddellgavetheAfricanAmericancitizensofWilmingtonlessthan24hourstorespondtohisDeclaration?

• Whydidn’ttheresponsereachWaddellbythedeadline?Doyouthinkitwouldhavematterediftheresponsewasontime?

• HowdoyouthinkAfricanAmericansfeltwhenreadingthe“WhiteDeclarationofIndependence”andwhy?

• OneofthebigcomplaintsfromAlfredWaddellwasthatAfricanAmericansweretakingjobsfromwhites;doyouthinkthisistrue?Whyorwhynot?

• WhydidWaddellwanttodestroythenewspaper,theRecord?• WhydoyouthinktheWilmingtonRaceRiotwasallowedtoescalateandtakeplace?Couldsomething

likethishappentoday?Whyorwhynot?CreateaSensoryFigureThisactivitycanbeassignedatanypointoncestudentshaveasenseofthevariouscharacters.a) Instructstudentstocreatea“SensoryFigure”foraparticularcharacterfromCROW.(Teachersmaywantto

assigneachstudentacharactertoensureafairlyevennumberoffigurespercharacterarecreated.)Instructstudentsto:• Visualizewhatyouimagineyourassignedcharactertolooklike(considerphysicalcharacteristics,

clothing,accessories,etc.)Asbestyoucan,drawthecharacterasyouimaginehim/hertoappear.• Next,considerthischaracter’sthoughts,emotions,dreams,struggles,etc.Whatarethemajoraspectsof

yourcharacter’soverallpersonalityandcorenature/motivation?• Connectthemajoraspectsofyourcharactertovariouspartsofyourdrawing.Forexample,youmight

drawalinetothecharacter’sheartandfillinthestatement,“Idream…”Youmightalsodrawalinetothecharacter’shead(“Ithink…”or“Ihope…”),eyes(“Isee…”),ears(“Ihear…),etc.Connectionsandstatementscanbeliteralorabstract.

• Yourfinalsensoryfigureshouldhaveatleast7statements.b) OnthedaytheSensoryFiguresaredue,havestudentshangtheirworkaroundtheroom.Teachersshould

haveallthesamecharactersplacedinthesamesectionforeasycomparison.Providestudentsafewminutestobrowsethevariousfigures,thenassignagroupofstudentstoeachparticularcharacter/sectionandinstructthemtodiscussthefollowingquestionsforafewminutes.(Teachersmightpurposelyassignstudentstoalternatecharactersfromtheonetheyfocusedonfortheirhomeworkassignment.)Aftergroupdiscussion,eachgroupshouldreportoutontheirassignedcharacter.• Basedonwhathastakenplaceinthebookthusfar,andbasedonthevarioussensoryfigures,howwould

youdescribe<insertcharactername>?• HowisyourcharacterdifferentfromtheothercharactersinCROW?Howishe/shesimilar?Dependingonwhenthisisassigned,teacherscanalsorefertotheoverallquestionsrelatingtothebook’scharactersthatareprovidedinthereadingguide.

RememberingJacksonThomasThisactivityshouldbeassignedafterfinishingthebook.a) InformstudentsthattheywillassumetheroleofMosesThomasfromCROWandthattheyareresponsiblefor

memorializingMoses’father,JacksonThomas.ExplaintostudentsthattheywillchoosetoeitherwriteashortobituaryorpresentaeulogyaboutJackson,andthenchooseoneotherwaytomemorializehim,eitherbychoosingasongthatrepresentshislifetobeplayedathisfuneral,designinghistombstone,orchoosinganobjectfromthebooktoleaveathisgravesite.Distributetheattached“RememberingJacksonThomas”handoutandreviewtheinstructionswiththeentireclass.Discuss:• Whatisthepurposeofanobituaryandaeulogy?(Teachersmaywanttodistributeorreadtheattached

sampleobituaryandeulogy.)• HowdoyouthinkJacksonThomaswouldwanttoberemembered?

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• WhatmightsomeofthecharactersfromCROWsayaboutJacksonThomas(i.e.,Moses?Sadie?BooNanny?AlexManly?)

a) AsstudentsbegintoconsiderhowtomemorializeJackson,letthemknowthatiftheychoosetopresenta

eulogy,theywillbedoingsoinfrontoftheclass(orinsmallgroups,dependingontimeconstraints.)

b) Answeranyquestionsstudentsmayhaveabouttheassignmentandprovidethemwithaduedate.

c) Allowstudentstousetheremainingclasstimetobeginworkingontheirmemorialprojects.Onthedaythattheassignmentsaredue,havestudentssharetheirworkinsmallgroups.Afterwards,discuss:• WhateventsfromJackson’slifedidyouchoosetoremember?Why?• Whateventsdidyouleaveout?Why?• WhodidyouchoosetoquoteforJackson’sobituaryoreulogy?Why?• Whydidyoumakethechoicesyoumadeconcerningthehymn/tombstone/object?• Whatdoyouconsidertobea“goodlife?”DoyouthinkJacksonlivedagoodlife?Whyorwhynot?

Ø TeacherNote:Iftimeislimited,teacherscanchooseoneoftheactivitiesinthememorialprojecttoinstructstudentstocompleteratherthanassigningallcomponentsorofferingallchoices.Alternatively,teacherswithadditionalclasstimetodevotetothisactivitycanhavestudentshostafullfuneralforJacksonThomasinclass,duringwhichtheyassumetherolesof1898mourners,comedressedinfuneralattire,presenttheireulogies&songs,laytheirobjectsbytheirdesignedtombstones,etc.

CROW,theMovieThisactivityshouldbeassignedafterfinishingthebook.a) TellstudentstoimaginetheyhavebeenhiredbyUniversalPicturestoturnCROWintoamovie.Students

shouldthinkaboutwhatfamousactorsmightplayeachcharacterinthebook,wherethemoviewouldbefilmedandwhatactionwillmakethemovieaboxofficehit.Distributetheattachedassignmentsheetandgoovertheinstructionswithstudents.

b) Teachersshoulddetermine:• Whethertoassignthisindividuallyorasagroupproject• Howmuchclasstimeand/orhomeworktimetoprovideforcompletion;thiscanbeaquickactivityto

becompletedinoneclass,orcanbemoreextensivewithstudentsworkingonitoverthecourseofseveralclasses.

• Whetherstudentswillperformtheirworkinclass(eitheractedoutinfrontoftheentireclass,readoutloudfortheentireclass,orreadoutloudinsmallgroups.)

• Ifstudentsperform,teachersshouldlikewisedeterminehowelaboratetomaketheproject(i.e.,whethertohavestudentswearcostumes)

c) Onthedayprojectsaredue,ensurestudentsunderstandrespectfulaudienceexpectationsifscenesarebeingreadaloudorperformed.Aftereachscene,havetheaudienceprovidefeedback:• Whatdidyoulikeaboutthatscene?• Didyougainanyinsightsintoanyofthecharactersbasedonthisinterpretation?• Whatquestionsdoyouhave?

“TheStoriesthatBindUs”a) InaNewYorkTimesarticle,BruceFeilercitesstudiesshowingthatchildrenwhoknowtheirfamilystoriesare

moreconfidentandbetterabletofacelife'schallenges.Hecallsthisastrong"intergenerationalself."(Accessthearticleathttp://www.nytimes.com/2013/03/17/fashion/the-family-stories-that-bind-us-this-life.html?pagewanted=all&_r=0)OnecouldarguethatMosesexemplifiesthisconcept.Discusswithstudents:

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• InwhatwaysdoesMosesbenefitbyhavingtheloveandinfluenceoftwogenerations(hisparentsandBooNanny?)

• InwhatwaysdoJacksonandBooNannyreacttotheworlddifferently?HowdotheirownexperiencesandpersonalstoriesshapetheirreactionsandwhattheyimparttoMoses?

• WhyisitisimportantforMosestodiscoverwhatBooNannywentthroughwhileenslaved?(Discusshowitisimportantnotonlybecausehecanbetterunderstandwhosheis,butalsobecauseitgiveshimafeelingofbelongingtoastorybiggerthanhimself.)

• Whatcanwegainfromlearningaboutthehistoryofourfamilies,particularlybysittingdownandtalkingwitholdergenerations(“intergenerationalcommunication”)?

b) Instructthestudentstointerviewsomeonefromtheirfamilywhoisolder(i.e.,agrandparent,anauntoruncle,anothercloserelative,etc.)abouttheirlife.(Teachersshouldbesensitivetothefactthatsomestudentsmaynothaveextendedfamilywithwhomtheyareabletospeak,somakesurestudentsknowtheycanalternativelyspeakwithaneighbororafamilyfriendshouldtheychoose.)Thestudentswillreportbackorallyand/orwriteashortpieceregardingtheinterview.

c) Gooverthefollowingstepsforcompletionwithstudents:• Brainstormpeoplewhoyoucouldinterview.Considerwhomightbemostcomfortabletalkingabout

themselves,and/orwhomighthavethemostcompellingstorytotell.Decidewhotointerviewthenscheduleatimetotalktothatperson,eitherviaphoneorinperson.

• Prepareforyourinterviewbythinkingaboutwhatyou’dliketoknowaboutthisperson’slife,suchas:o Familyhistory,traditions,stories,etc.o Lifehighlights/momentsofwhichthepersonismostproudo Challengesfaced/timeswhenheorsheovercameadversityo Lessonslearnedo Differencesintoday’ssocietyandthatduringwhichtheygrewup

• Createopenendedquestionstoask.(Questionsthatcan’tbeansweredwith“yes”or“no.”)Alsomakesureyourquestionsaresensitiveandrespectful.

• Takedetailednotesduringtheinterview.Afterwards,reflectonyourconversationandcompileyournotesintoanarrativeaboutthepersonandhis/herlife.Thenarrativeshould:

o explaintheinterviewee’sroleinyourfamily/relationshiptoyouo summarizesomeofthememoriesandexperiencessharedandwhattheymeaninterms

ofyourfamily’shistoryo compareandcontrasttheirchildhoodtosocietytoday.Whatthingshavechanged?What

thingshavestayedthesame?Howisoursocietytodayimpactedbythishistory?o reflectonyournewunderstandingthispersongaveyouregardingyourfamilyhistory.

• Bepreparedtoshareasummaryofyournarrativeinclassinsmallgroupsontheduedate.Bepreparedtoanswerquestionsyourgroupmatesmayhave.

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Activity

Attachments

11

WhiteDeclarationofIndependence

BelievingthattheConstitutionoftheUnitedStatescontemplatedagovernmenttobecarriedonbyanenlightenedpeople;BelievingthatitsframersdidnotanticipatetheenfranchisementofanignorantpopulationofAfricanorigin,andbelievingthatthosemenoftheStateofNorthCarolina,whojoinedinformingtheUnion,didnotcontemplatefortheirdescendantssubjectiontoaninferiorrace:

We,theundersignedcitizensoftheCityofWilmingtonandCountyofNewHanover,doherebydeclare

thatwewillnolongerberuled,andwillneveragainberuledbymenofAfricanorigin.ThisconditionwehaveinpartenduredbecausewefeltthattheconsequencesoftheWarofSecessionweresuchastodepriveusofthefairconsiderationofmanyofourcountrymen.Webelievethat,aftermorethanthirtyyears,thisisnolongerthecase.

Thestandwenowpledgeourselvestoisforceduponussuddenlybyacrisisandoureyesareopentothe

factthatwemustactnoworleaveourdescendantstoafatetoogloomytobeborne.WhilewerecognizetheauthorityoftheUnitedStates,andwillyieldtoitifexerted,wewouldnotfora

momentbelievethatitisthepurposeofmorethansixtymillionsofourownracetosubjectuspermanentlytoafatetowhichnoAngloSaxonhaseverbeenforcedtosubmit.Wetherefore,believingthatwerepresentunequivocallythesentimentoftheWhitePeopleoftheCountyandCity,herebyforourselves,andasrepresentingthem,proclaim:

• First,thatthetimehaspassedfortheintelligentcitizensofthecommunityowning90%oftheproperty

andpayingtaxesinlikeproportion,toberuledbynegroes.

• Second,thatwewillnottoleratetheactionofunscrupulouswhitemeninaffiliatingwiththenegroessothatbymeansoftheirvotestheycandominatetheintelligentandthriftyelementinthecommunity,thuscausingbusinesstostagnateandprogresstobeoutofthequestion.

• Third,thatthenegrohasdemonstratedbyantagonizingourinterestineveryway,andespeciallybyhis

ballot,thatheisincapableofrealizingthathisinterestsareandshouldbeidenticalwiththoseofthecommunity.

• Fourth,thattheprogressiveelementinanycommunityisthewhitepopulationandthatthegivingof

nearlyalltheemploymenttonegrolaborershasbeenagainstthebestinterestsofthisCountyandCityandisasufficientreasonwhytheCityofWilmington,withitsnaturaladvantageshasnotbecomeacityofatleastfiftythousandinhabitants.

• Fifth,thatweproposeinthefuturetogivetowhitemenalargepartoftheemploymentheretoforegiven

tonegroesbecausewerealizethatwhitefamiliescannotthrivehereunlesstherearemoreopportunitiesfortheemploymentofthedifferentmembersofsaidfamilies.

• Sixth,thatthewhitemenexpecttoliveinthiscommunitypeaceably;tohaveandprovideabsolute

protectionfortheirfamilies,whoshallbesafefrominsultorinjuryfromallpersons,whomsoever.Wearepreparedtotreatthenegroeswithjusticeandconsiderationinallmatterswhichdonotinvolvesacrificesoftheinterestoftheintelligentandprogressiveportionofthecommunity.Butareequallypreparednowandimmediatelytoenforcewhatweknowtobeourrights.

• Seventh,thatwehavebeen,inourdesireforharmonyandpeace,blindedbothtoourbestinterestsand

ourrights.Aclimaxwasreachedwhenthenegropaperofthiscitypublishedanarticlesovileandslanderousthatitwouldinmostcommunitieshaveresultedinthelynchingoftheeditor.Wedeprecate

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lynchingandyetthereisnopunishment,providedbythecourts,adequateforthisoffense.Wethereforeoweittothepeopleofthiscommunityandofthiscity,asaprotectionagainstsuchlicenseinthefuture,thatthepaperknownasthe“Record”ceasetobepublishedandthatitseditorbebanishedfromthiscommunity.

WedemandthatheleavethisCityforeverwithintwenty-fourhoursaftertheissuanceofthisproclamation.

Second,thattheprintingpressfromwhichthe“Record”hasbeenissuedbepackedandshippedfromtheCitywithoutdelay,thatwebenotifiedwithintwelvehoursoftheacceptanceorrejectionofthisdemand.

Ifthedemandisagreedto,withintwelvehourswecounselforbearanceonthepartofallwhitemen.Ifthedemandisrefusedorifnoanswerisgivenwithinthetimementionedthentheeditor,Manly,willbeexpelledbyforce.EditedforformattingbytheNCCivicEducationCarolinaK-12fromthefollowingsource:http://www.history.ncdcr.gov/1898-wrrc/report/Chapter4.pdfTheChairwillleadyourgroupinadiscussionofthefollowingquestions:• Whatareyourfirstreactionstothisdocument?Whatdiditmakeyouthinkand/orhowdiditmakeyoufeel?• Whatisthetoneofthisdocument?Whyaretheauthorsofthisdocumentupset?• Whatisthepurposeofthisdocument?• Whodoesthisdocumenttargetandwhy?Whatdemandsdotheauthorsofthisdocumentmakeofthe

AfricanAmericancitizensofWilmington?• WhydotheysingleoutAlexManly?Whatdoyouthinktheauthorsmeanwhentheysayhe“willbeexpelled

byforce”?• Whydotheywanttodestroythenewspaper,theRecord?• HowdoesthisdocumentabovedifferfromaccountsofAfricanAmericanlifeinWilmingtonasportrayedin

CROW?• ThedocumentdiscussestherightsofWilmington’swhitecitizens.Howmightyourespondinordertostand

upfortherightsofAfricanAmericansandallcitizensinWilmington?

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DeclarationofCitizen’sRightsDirections:InChapterTenofCROW,theprotagonist,MosesThomas,describesameetingofWilmington’sAfricanAmericancitizensinabarbershop.Atthemeeting,thegroupdiscussestheirresponsetoAlfredWaddellandtheCommitteeofTwenty-Five’s,“WhiteDeclarationofIndependence”.Imaginethatyouandyourgroupmembershavejustattendedthebarbershopmeetingandthatyouhavebeenaskedtowritetheresponsetothe“WhiteDeclarationofIndependence”thatwillbedeliveredtoAlfredWaddell.I.Assumeoneofthefollowingroles:

• Chair:Responsibleforkeepingeveryoneontaskandmakingsurethateveryoneinthegrouphasachancetoparticipate.

• Timekeeper:Keepstrackoftimeremainingtoensuregroupfinishesontime;theTimekeeperalsoreadsthegroup’sfinalresponsealoudtothecommunity

• Reporter:Takesnotesofthegroup’sdiscussionandrecordsthegroup’sformalresponse;theReporteralsoreadsthegroup’sfinalresponsealoudtothecommunity.

II.Completethefollowingsteps:

a) Asagroup,carefullyreadtheWhiteDeclarationofIndependencetogether.Asyouread,underlineorstaranypartthatstrikesyouinsomeway(makesyouangry,confusesyou,makesyouthinkofsomethingyou’dliketorespondwith,etc.)

b) Afterreading,theChairwillleadadiscussionusingthequestionsprovided.Ifyourgrouphasanyquestionsregardinganypartofthedocument,makealistofthem.Ifyouareunabletofindtheanswersyourselves,raiseyourhandtodiscusswithyourteacher.

c) Together,begintobrainstormthemosteffectiveresponse.AlthoughyourresponseispredominantlyregardingAfricanAmericans,youwanttodraftyourresponsekeepingtherightsofallofWilmington’scitizensinmind.Usethesampleoutlineprovidedtohelpyou.Youdonothavetofollowtheformatprovided,butitmayhelpwithorganizingyourthoughtsinalogicalmanner.

d) Asyoubrainstormandbegindrafting,furtherconsideranyadditionalinformationthatcanhelpsupportyourresponses.(i.e.,aquotefromtheConstitutionorDeclarationofIndependence,orapassagefromCROW.)Remember,yourresponsemustreflectthetimeperiod(late1890s),soitcannotreferenceanythingfromthe20thor21stcenturies(i.e.,Dr.MartinLutherKingortheCivilRightsMovementofthe1950s&60s).

e) Writeyourformalresponse,whichwillbesharedwiththerestoftheclassbytheTimekeeper.

DueDate:___________________________________________

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SampleResponseOutline

I) Introduction:WethepeopleofWilmington,NorthCarolinaproclaim:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

II) Responsetopoint#1-3:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

III) Responsetopoint#4-5:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IV) Responsetopoint#6-7:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

V) Conclusion:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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RememberingJacksonThomas

Directions:ImaginethatyouareMosesThomasandyouhavetheresponsibilityofhonoringyourfather’smemory.UseinformationfromthenovelCROWandyourknowledgeofJacksonThomastohonorthemanyfacetsofhislife:husband,father,alderman,communityleader,newspaperreporter,etc.Youmusthonorhislifeandlegacybyeitherwritinganobituaryorpresentinganeulogy,aswellaschoosingoneothermethodofmemorialization(music,tombstone,orobject.)I. CREATEANOBITUARYOREULOGYObituary(writtenassignment)Anobituaryisasummaryofaperson’slife,usuallywrittenforanewspaper,afterapersondies.Usethesampleobituariesprovidedbyyourteacherasamodel.Yourobituaryshouldbe250–500wordsandmustincludethefollowingcomponents:• Biographicalinformation,suchasthesubject’sfullname,theirbirthdayanddaytheydied,age,hometown,

etc.• Causeofdeath• Thenamesoftheirfamilymembers• Professionandlifeexperiences,includingatleastTHREEimportanteventsfromtheperson’slife• Quotesfromfamilyandcommunitymembersaboutthedeceased.• Whatthepersonwillberememberedfor

Eulogy(verbalassignment)Aeulogyisaspeechhonoringaperson’slife,typicallypresentedatthefuneralorwake.Itcontainssimilarinformationtothatincludedinawrittenobituary(seeabove).Ifyouchoosetopresentaeulogy,yourpresentationshould:• IncludeaccurateinformationaboutthelifeandworkofJacksonThomas• Becreative,inspirational,andcomforting• Bepresentedinaclear,articulateandengagingvoice

II. INADDITION,CHOOSEONEOFTHEFOLLOWING…

FuneralMusicSinceJacksonThomaswasonegenerationremovedfromslaveryandhiswifewasfondofsinginghymns,imaginehisfamilychoseaslavehymnaltosingbythegraveside.Usethefollowinglinkstoresearchsongswithrootsinslavery.ChooseoneandwriteaparagraphexplainingwhyyoubelievethissongwouldbeappropriatetosingatJackson’sfuneral(i.e.,whyitconnectstothelife,character,andbeliefsofJacksonThomas.)• http://voices.yahoo.com/twelve-slave-songs-civil-war-5595764.html?cat=37• http://www.pbs.org/wnet/slavery/experience/education/feature.html

TombstoneDesignandsketchatombstonetomemorializeJacksonThomas.Includeitemsorsymbolsrepresentinghislifeandwhatyouthinkheshouldberememberedfor.Writeashortparagraphdescribingyourdesignchoices.

Object

Inthenovel,Mosesnotesthathefoundhisfather’sgravesitecoveredwithobjectstohonorhim.ChooseanitemthatyoubelieveMosesmightleaveonhisfather’sgrave.Drawasketchofthatitemandwriteashortparagraphexplainingwhyyouchosethatitem.

DueDate:___________________________________________

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SampleObituary(254words)'Bill'Smith,63FormerAnchorageresidentWilliamFloyd“Bill”Smith,63,diedDec.16,2000,athishomeinAurora,Ore.AservicewasheldFridayatFisherFuneralHomeinWilliamsport,Ind.BurialtookplaceatWestLebanonCemetery.Mr.SmithwasbornJan.25,1937,inChehalis,Wash.,toLouisF.andLydiaM.(Merrill)Smith.HegraduatedfromOlympiaHighSchoolin1955.HemarriedPaulineLaToucheonJuly15,1967,inWilliamsport.HecametoFortRichardsoninthe1950swhileservingintheU.S.Armyasacommunicationstechnician.Afterhisdischarge,hewasemployedbyChevronUSAasanengineertechnologistfor28years,retiringin1987.HecoachedLittleLeaguesoftballfor10yearsinAnchorage.HehadlivedinAnchoragefor40yearswhenhemovedtoAurorain1995.Inretirement,heenjoyedwoodworkingandespeciallywoodart.Mr.SmithwasamemberofChevronRetireesAssociationandtheAmericanAssociationofRetiredPersons.Hisfamilywrote:“Bill’sgenerosityandkindheartwereaninspirationtohisfamily.Helivedhislifewithintegrityandbravery.”Heissurvivedbyhisdaughterandson-in-law,MichelleandRogerConnorofWilliamsport;sonanddaughter-in-law,MichaelandAmySmithofYukon,Okla.;grandchildren,BrandiandCraigDavisofWilliamsport,Ind.;brother,LeroySmithofAuburn,Wash.,andsister,WilmaMacLeroyofSeattle.Mr.Smithwasprecededindeathbyhiswife,Pauline;aninfantchild;andhisbrother,Ronald.ChaseFuneralHomewasinchargeofarrangements.(Source:http://www.adn.com/sample-obituary/#storylink=cpylinknotworking)

SampleEulogy

Losingalovedoneisoneofthemostdifficultthingswecangothrough,somuchmoreifitisaparent.NowordscanexpresswhatIamfeelingrightnowandI’msureonlytimecanhelpmeacceptthefact.Myfatherwasoneofthosehardworkingfathersthatalwaysgothisway.Hiswordswerethelawinourhouse.IusedtofearhimbutIneverthoughthewasalreadyteachingmeoneofthemostvaluablelessonsinlife,standingupforwhatyoubelievein.Don’tletanybodytellyouotherwise.AsIgrewolder,Islowlyunderstoodwhyhetreateduslikethat.AndIalsodiscoveredthathewasaverycompassionateandkindperson.Ilearnedthatthemostimportantthingthathehadwasus,hisfamily.ThoughhemayneverhavesaiditoutloudIknowthathewasreallyproudofwhatwehavebecome.Wearewhowearenowbecausewehadafatherlikehim.Asmostofyoumayknowmyfathernevershowedhisfeelings.Youwouldonlyseethatlookthattoldyouthatyoudidsomethinggreat,andseeinghimlikethatmadeyoufeellikeyouownedtheworld.Irememberwhenwewerelittleourfatherfoundtimetobuildusthemostbeautifultreehouse.Hespentalmostamonthtofinishit.AndIrememberhealwaysbroughtsomethingforuswhenhecamehomefromwork.Hewasverystrictasafatherbutthat’sonlybecausehecaredforus.Tohisfriendshewasaverykindpersonandwasalwaysreadytohelp.Healwayshadasolutiontoeveryproblemandhadhiswaysofmakingthingssimple.Heneveraskedanybodyforhelpbuthewasaverygenerousman,andheneverwantedtobeacknowledgedforanythinghedid.Whenhehelpedhesimplyhelped.Heshowedstrengthuntiltheendandstillhadsomeenlighteningwordsforus.IpromisethatIwillcontinuewhatmyfatherhasstarted.IknowI’llbefillinghugeshoesbutwithyourhelpIthinkIcandoit.Let’sjustremembereverythingthatmyfathersharedwithus.Andlet’sbehappythathehasfinallygonehometoourcreator.(Source:http://www.eulogyspeech.net/sample-eulogy/Father-Eulogy-Sample.shtml#.UYUluqLvuzY)

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CROW,theMovie

ImaginethatyouhavebeenhiredbyUniversalPicturestoturnCROWintoamovie.Thinkaboutwhatfamousactorsmightplayeachcharacterinthebook,wherethemoviewouldbefilmedandwhatactionwillmakethemovieaboxofficehit!Onceyou’veimaginedCROWonthebigscreen,brainstormandwriteoneormorenewscenesforthemovienotincludedinthebook.Thescenecantakeplaceatanypointinthestory.(Forexample,youmightwriteanewscenethattakesplaceafterthelastchapter,orperhapsit’sascenethathappensduringtheelectionthatwasn’tinthebook.)YoursceneshouldinvolveatleasttwooftheoriginalcharactersfromCROW,butcanalsointroducenewcharactersifneeded.Yourfinalproductshould:

o Haveabeginning,middleandendo Containaction(somethingsignificantshouldhappen)o Includeatleasttwo(ormore)oftheoriginalcharactersfromCROW.Ifdesired,youcanintroducenew

characters.o Containsadescriptionatthestartofthescenedescribingwherethesceneistakingplace(setting)and

whichfamousactorsyouenvisionplayingeachrole.o Includeanewtitleatthetopofthepageo Beatleastthreepageslongandwritteninthefollowingformat:

Title

Setting:Thisscenetakesplacein…Thecharacterspresentare…Character1: (Anyaction/movementacharactertakesshouldbedescribedinitalicsandparentheses.)

Hello?Isanyonehome?Character2: Inhere!I’mlyingdown.Character1: AreyoufeelingOK?Wouldyoulikeadrinkofwater?Character2: Oh,yesplease.Thatwouldbelovely.

Yourmoviesceneisdueon:________________________________

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ReadingGuideforCROWDiscussionQuestionsbyChapterChapterOne1. ThereaderisintroducedtothreecharactersinChapterOne.Whatisyourfirstimpressionof:

• Moses• BooNanny,Moses’sgrandmother• Jackson(Jackson)Thomas,Moses’sfather

2. Whatdoesitmeantobesuperstitious?ItisevidentthatBooNannyissuperstitious.Areyouordoyouknowanyonesuperstitious?Whatdoyouthinkcausesapersontobesuperstitious?Whataresomeexamplesofsuperstitionsthatyouhaveheardof?

3. DescribetheconditionsofMoses’sschool.(p.3)Whydoyouthinkhisschoolisinsuchdisrepair?4. WhatdowelearnaboutwhereMoses’sfatherworksinthischapter?(p.4)5. Mosesnotesthathisfathertaughthimthat“Agoodgripshowsyou’retheequalofanyman.”Whydoyou

thinkhisfatherviewsthisasimportant?(p.6)6. Whatisyourdefinitionofdemocracy?Inyourmind,whatmakesforastrongdemocracy?Moses’sfather

notesoftheprintingpress,“Thepressallowsustoprintthepaperdailyinsteadofweekly,anddeliveritstatewide.Ourpeoplewillbebettercitizensandvotemoreintelligentlyiftheyareinformedabouttheissues.Thatmakesforastrongerdemocracy.”(p.9-10)Doyouagree?Whyorwhynot?

7. JacksontellsMoses,“‘Moses,don’tevermakefunofpeoplelessfortunatethanyou.There’snothingtobegainedbyit…Youaren’tnecessarilysmarterthantheyare–justluckier…thoseboysprobablyhavetoworktosupporttheirfamilies.Trytoputyourselfintheirskin,lookattheworldfromtheirpointofview.’”WhatisJacksontryingtoteachMoses?Whyisthisanimportantlessontolearn?Inwhatwaymightthisapplytoyourownlife?(p.10)

8. WhydoyouthinkBooNannyrefusestodiscussherdaysinenslavement?WhatdoyouimagineBooNanny’slifewaslikewhileenslavedonaturpentineplantation?Whatdoesshemeanwhenshesays,“Themstoriescouldscareyoufortrue,”and“Bestnotwakeupthemoldsorrows…It’slikethemhaints.Onceyoustirthemoutoftheybed,theydon’tgobacksoeasylike”?(p.19)

ChapterTwo9. WhatdoyoulearnregardingclassandsocietyinChapterTwo?(i.e.,the“richwhitesideoftown”anda

“bankthatlentmoneytoNegroes”;p.22)10. DescribeLewis.Whatishelike?HowwouldyoucharacterizehisfriendshipwithMoses?WhatisBooNanny

tryingtoteachMoseswhenshesays“Honeybaby,youyouownman.IfLewissayjump,yougonehurlyouownselfoffthecliff,just‘causehesayit”?(p.24)

11. WhatdoesthefactthattherearetunnelsthatrununderWilmingtonteachusaboutthecity’shistory?(p.25)

12. WhydoesMosesflattenJohnny’stire?(p.30)Haveyoueverfeltoractedsimilarly?Explain.13. HowdoesMosesviewhisfather?(p.32)14. Whydoesn’tBooNannyknowhowtoreadandwrite?(p.32)Doesthefactthatsheisilliteratemeanthat

sheisunintelligent?Explain.15. WhydoyouthinkBooNannyvaluescommonsense?(p.33)16. HowdoBooNannyandMoses’sfather’sviewsofeducationdiffer?(p.34)Whowouldyousidewithinthis

argumentandwhy?17. DescribeMoses’srelationshipwithhisgrandmother.Isthereanyoneinyourlifewithwhomyouhavea

similarrelationship?Explain.18. WhatdoesMoses’fathertelltheshopownerregardinghispolitics?(“…I’maRepublican,butwebanded

togetherwiththePopuliststodefeattheDemocratsinthelegislaturelastyearandputinaFusiongovernor…”p.43)

19

19. HowdidtheRepublicanPartyof1898differfromtheRepublicanPartytoday?(EnsurestudentsunderstandthattheRepublicanPartyin1898wasthepartyofLincoln,andtheonepreferredbymostblackvoters.).

20. WelearnthatMoses’fatherisontheBoardofAldermen.WhatarethepurposesandresponsibilitiesofsuchaBoard?(p.43)

ChapterThree21. WhoisMillieChristineandwhatisspecialabouther,beyondherphysicalcondition?(p.52)22. WhatcommentaryisBooNannymakingwhenshesays,“Oneofourowngotstwoheadsandfourfeet,then

whitefolkcan’tgetenoughofthem.Thetwo-leggedkind,theyfineanddandytodowithout”?(p.53)Inwhatwaydoesthishighlightthehypocrisymanywhitepeopleexhibited?

23. WhydoyouthinkMoses’smothercriesatMillieChristine’sperformance?(p.57)24. WhydothewhitecitizensofWilmingtoncelebrateaseparateMemorialDayonMay10?Whatdoesthisfact

tellusaboutWilmingtonsocietyin1898?25. WhydoesMosesconsiderhisfatherthesmartestpersonheknows?(p.59)26. WhatfactsregardingtheCivilWardoesJacksonshareinhisspeech?(p.61)Whatdoyoualreadyknowabout

theUSColoredTroops?27. WhatexamplesdoesJacksonshareregardinghowblacksarethrivinginWilmington?(p.61)28. WhydoyouthinkJacksonmakesMosesreturnthebikewithanapology,eventhoughthemanexhibitsa

racistattitude?29. WhenMosesexpressesfearreturningthebiketoitsowner,hisfathertriestoreassurehimbysaying,“It’s

easyforamantobehatefulinagroup.It’sharderwhenhe’sfacetoface.You’llshowhimwhatyou’reworth.Arealmanadmitshismistakes.”Whatmessageishetryingtoconveyregardinghateandresponsibility?(p.72)

ChapterFour30. DescribeMoses’srelationshipwithTommy.WhydoesMosesfeelguiltyabouttheprankheandLewisplayed

onhim?31. WhatisyouropinionofMoses’schoiceregardingwhethertoturnTommyinashisswimmingcompanion?

Whatwouldyouhavedoneandwhy?32. WhenMosescomplainsregardingthelawaboutswimming,hisfatherresponds,“Youmaynotagreewiththe

laws,butwecan’tgovernacityifpeoplepickandchoosewhichlawstheywanttofollow.”Whatmessageishetryingtoconveyregardingtheruleoflaw?(p.94)

33. Mosessaysofhisfather,“Asaleaderofthecommunity,hewasalwaysthinkingaboutthegreatergood.”Whatdoesthephrase“greatergood”mean?Inwhatwaysisgovernmentsupposedtoprotectthegreatergood?Howeffectivewasgovernmentatdoingthisin1898?Howeffectiveisourgovernmenttodayinprotectingthegreatergood?(p.94)

34. WhydoesMoseshavetotakeajobpickingokra?Whydoeshegetfiredfromthisjob?(p.101-102)ChapterFive35. WhatdifferencesbetweenBooNannyandJacksonarehighlightedinthischapter?36. WhatdoesBooNannymeanwhenshesaystoMoses,“‘Now,yourdaddycouldtalkapossumoutofatree,

butsometimeshecan’tseewhat’sdeadstraightinfrontofhisnoseifitain’tinabook.Knowing’sfirstandforemost‘boutseeingwhat’sinfrontofyou…”?(p.107)

37. Mosesnotesofhisfather,“Daddybelievedthattheonlywaytoimproveourracewasthrougheducation.”WhydoyouthinkJacksonfeelsthisway?InwhatwaysmighteducationimprovethelivesofAfricanAmericansin1898?Isthereanythingyouwouldargueismorenecessarythaneducationforsuchimprovementsin1898?(p.108)

38. WhydoyouthinkBooNannyisafraidoftryingtolearntoread?(p.109)39. AccordingtoJackson,whydoesBooNannylackself-confidence?(“Shegrewupasaslave,whenitwas

againstthelawtoteachNegroestoreadandwrite.Shespentherformativeyearsinbondage.Your

20

grandmotherisanamazingwoman,butwhenyou’reboughtandsoldlikeamule,treatedlikedirt,toldyou’reinferior,andtakenadvantageofinwaysyoucan’tbegintoimagine,it’shardtodevelopanyself-confidence.”p.109)

40. WhoisMrs.Feltonandwhatwasthegistofherspeech’smessage?WhatdidMrs.Feltonmeanwhenshesaid,“Ifittakeslynchingtoprotectwoman’sdearestpossessionfromtheraveninghumanbeasts,thenIsaylynchathousandtimesaweekifnecessary.”(p.114)

41. HowdidAlexManlyrespondtoMrs.Felton’sspeech?Whatpointwashemakingwhenhewrote,“Tellyourmenthatitisnoworseforablackmantobeintimatewithawhitewomanthanforawhitemantobeintimatewithacoloredwoman”?(p.115)

42. Whatdoyoualreadyknowregardinglynching?HowdoesMoses’sfatherexplainlynchingtohim?Jacksonnotes,“Sometimesmengettogetheringroups,andaherdmentalitydevelopsandtheydothingstheywouldn’tdoindividually.”Whatexamplescanyouthinkofthatillustratetheconceptof“herdmentality?”(p.117)

43. AccordingtoJackson,howdoesviewingpeopleas“others,”ortakingawaytheirdignitybycallingthemnameslikebruteorbeast,makeiteasiertotreatthempoorly?(p.117)Whatexamplesthroughouthistory,orincurrentevents,canyouidentifythatillustratethisconcept?

44. HowdoesBooNannyfeelaboutManly’smessage?Whatisshereferringtowhenshesays,“ThatMrs.Feltondon’tgetherselfexercisednoneoverthebrutalityourwomensendureatthehandofthewhiteman.Thismixingdonehumiliatedus,toreourfamiliesapart,andsomesocietyladyhasthenervetosuggestthattheirpreciouswomanhoodbeatrisk.Thatwomanbeahypocrite”?(p.120)

45. WhydoesthebuildingownerbecomeangrywithAlexManly?Hestates,“Givethemalittlepowerandthat’swhatyouget.Insolencelikethatdeservesagoodthrashing.”Whatisinsolence?WhatisabetterdescriptionofhowAlexManlyspoke?(p.123)

46. HowwouldyoucharacterizeAlexManlybasedonwhatyouhavelearnedabouthimthusfar?WhathasheriskedbyrespondingtoMrs.Felton’sspeech?

47. WhataresomeoftheconsequencesthathaveresultedthusfarfromAlexManly’seditorial?Predictwhatadditionalrepercussionsmayresult.

ChapterSix48. HowdoesthetreatmentMosesreceivesfromthehardwareclerkdifferfromthatofthewhiteboyandhis

father?(p.126-127)49. Whydidn’tMoseswinthebikecontest?Howwouldyoufeelifyouwereinthissituation?50. InwhatwaysareMoses’sfatherandgrandmotheralike?Inwhatwaysaretheydifferent?(“Now,your

daddy’sthesmartestmanIknow,butforallhisbooklearning,hecouldn’ttellthedifferencebetweenabuzzardandacrow.He’samodernman,alwayslookingahead.BooNannyfavorstheoldways,thestoriesandcuresandsuperstitionsfromslavedays,passeddownfromAfricabymouth‘causefolkscouldn’twrite.”p.137)

51. WhydoesBooNannyrefusetotalkaboutslavery?WhydoyouthinksherefusestotellSadieaboutwhoherfatheris?(p.137)

52. UnderwhatconditionsdidBooNannyleavetheplantation?Whatdoyouimagineittookforhertosucceed?(p.138)

ChapterSeven53. WhatdoesMoses’smotherfindoutaboutherfather?(p.143)54. Whattypeofskillsdoyouinferthatenslavedpeopleworkingonaturpentineplantationpossessed?(p.147)55. WhathappenedtoBooNanny’firstbaby,Henry?56. WhatdoesMosesmeanwhenhesays,“SometimesIwantedtobeaman,butthatnight,Iwantedtobea

boy,soIdidn’taskanymorequestions”?(p.156)57. WhywasMosesgivenhisname?(p.156)

ChapterEight

21

58. WhatdoesMosesexperiencewhentakingaseatonthetrain?Howdoyouimaginethisexperiencefelt?Howdoyouimagineitfeltforhisfather?

59. Howdotheconditionsofthe“coloredcar”comparetothatofthecarsforwhites?(p.159)60. WhywasitsodangerousforMosestogetseparatedfromhisfather,particularlywhiletheDemocraticrally

wastakingplace?61. DescribethesceneattheDemocraticrally.HowdoyouimagineMoses’sfatherfeels,giventhathe

understandswhatthesepeoplestandfor?62. WhatisyourimpressionofBenTillman?Describethetoneofhisspeech.Whatishismessage?Whatishis

goalwiththespeech?(p.166-167)63. WhyareTillmanandtherallyparticipantssoupsetoverFusionism?(p.167)64. WhoaretheRedShirts?(p.170)65. WhatistheFusionPartyandwhyaremanywhitessoagainstit?(p.171)66. Moses’sfathersays,“Ifpeopleareafraid,they’lldoanything.”Whatexamplesthroughouthistorycanyou

identifythatexemplifythis?(p.171)67. Mosesaskshisfatherwhywhitepeoplehatethem.Whatishisexplanationanddoyoufeelhedidagoodjob

answeringthequestion?Whyorwhynot?Whatwouldyouaddtohisanswer,ifanything?(“‘Ignorance.Peoplehateandfearwhattheydon’tunderstand.Thebestthingwecandoisgettoknowourwhiteneighbor,workwithhim,showhimwhatmakesustick–thatwe’renodifferentfromhim.’”p.171)

68. HowdoesMoses’sfatherexplaindifferences?(p.172)69. AccordingtoJackson,whyisgovernmentimportantgiventhatdifferencesexist?(“That’swhyweneedgood

government–tomakesurethingsareequal,tocounteractman’stendencytograbthespoilsforhisownkindandcutouttheothers.”p.172)

70. WhatworrydoesMoses’sfatherhaveregardingtheupcomingelectionforstateandcountyofficials?(p.173)71. BooNannysays,“Trustwhitefolksifyouwants,butmightaswellputyouhandinapitofvipers.”Whydo

youthinkshefeelsthisway?(p.173)72. WhydoesMosessayhenolongerwantstogrowup?Haveyoueverfeltthisway?Explain.(p.173)ChapterNine73. JacksontellsMoses,“Neverjudgeamantillyou’vewalkedamileinhisshoes.”Inwhatwaysdoesthis

messagerelatetomanyoftheeventsinthebookthusfar?(p.175)74. WhenMosesquestionswhy“CrazyDrake”canvote,howdoeshisfatherdefendthisright?Doyouagreeor

disagree?(p.176)75. Jacksonrefersto“commoninterest”inthischapter(whichissimilartocommongood)–whatisthisconcept

asitrelatestodemocracy?(p.176)76. WhydoesJacksonbelieveitissoimportanttovote?Hestates,“Avoteisthestrongestrightacitizenhas.If

wedon’texercisethatright,we’llneverhaveavoice.”Doyouagreeandwhy?Domostpeoplefeelthiswaytoday?Explain.(p.177)

77. WhatreasonsdoesJacksongivepeopleforvoting,andinparticular,votingRepublican?(p.177)78. WhyaremanyoftheAfricanAmericansthatMosesandJacksonspeakwithafraidtovote?HowdoesJackson

trytopersuadethemtoovercometheirfear?(“TheDemocratsaretryingtheirbesttoscareusawayfromthepolls.Youdon’thavetoworry.YourrighttovoteisprotectedbytheConstitution.”p.177)

79. OnemanrespondstoJackson’smentionoftheConstitutionbystating,“TheConstitutiondon’tmeannothingwhenIbelayingthere,cemeterydead.”Whilethisisfunny,whattruthlieswithinthisstatement?(p.178)

80. Jacksonstatesthat“Democracyishardwork.”Isthishowmostpeopleviewdemocracy,assomethingthatisactiveandthatisdifficultwork?Explain.(p.178)Doyouagreeordisagreethatdemocracyisdifficultandwhy?

81. WhydoyouthinkthewhitenewspaperreprintedAlexManly’sarticle?(p.178)82. WhydoyouthinktheRedShirtspullthegunthroughthecoloredsectionoftown?Atthispoint,Moses

thinksbacktothemenwhowereafraidtogotothepollsandasks,“Whatwouldtheythinknow?”HowdoyouthinkthiswillimpactAfricanAmericanvoters?(p.181)

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83. “’Ihearwhitefolkisorganizingblockbyblock,militarystyle,’Mamasaid.‘Theyconvincedourpeoplegonetorchthetown.’”Whydoyouthinkthisisthecase?Whatarethesewhitepeopleafraidofandwhyaretheyreactinginthismanner?(p.181)

84. Whenaskedhowsheoverhearsheremployers’conversations,Sadiereplies,“Jackson,tothesefolk,Ibethesamecolorasthatwindowpanethere.‘Causelongasthestewgetsonthetableandthedishesbecleared,Imightaswellbeinvisible.”WhatdoesthisstatementtellusregardingtherelationshipbetweenAfricanAmericanhousekeepersandtheirwhiteemployers?(p.182)

85. Jacksonbelievesthatvotingis“themostimportantthingIdoasacitizen”–doyouagree?Ingeneral,whyisvotingsoimportant?Whydoyouthinkit’ssoimportanttoJacksoninparticular?(p.183)

86. WhenJacksontalksofhowAfricanAmericanscanmakeadifferencewiththeirvote,BooNannyresponds,“Imaybeanunletteredoldcrow,butIknowsthemassa’smath…”Whatdoesshemean?(p.183)

87. CharacterizeAlfredWaddell’sspeechinfrontofThalianHall.InwhatwaysarewhitessuchasWaddellandBenTillmanusingfeartoimpacttheupcomingelection?

88. InhisspeechinfrontofThalianHall,Waddelltellsthecrowd,“YouareAnglo-Saxons!Youarearmedandprepared,andyouwilldoyourduty.Bereadyatamoment’snotice.IfyoufindtheNegrooutvoting,tellhimtoleavethepolls,andifherefuses,killhim,shoothimdowninhistracks.Weshallwinthiselection,evenifwehavetodoitwithguns.”Hegoesontosay,“WewillneversurrendertoaraggedraffleofNegroes,evenifwehavetochoketheCapeFearRiverwithcarcasses…”HowwouldyoufeelhearingthisasanAfricanAmerican?Wouldyouvote?Whyorwhynot?Inreality,whatwouldyouberiskingtovote?(p.185)

89. RegardinghisinteractionwithAlexManly,Mosessays,“OnethingIneverwantedtobewasawriter.Notafterthebicyclecontext.”RecognizinghowoneunjustexperienceimpactedMosessodeeply,whatcanthisteachusaboutwhatwesaytoandhowwetreatothers?(p.187)

90. WhyarewhitepeoplenotsellinggunsorammunitiontoAfricanAmericans?Whatisironicregardingthe“fear”thewhitecommunityisexhibiting?(p.188)

91. TheReverendvisitsManlyandwarnshimheisindanger,yetrefusestolethimhideinhischurchexplaining,“Ihavetostrikeabalancebetweenbeingtruetomyconvictionsandkeepingmyjob.”(p.189)Inyouropinion,didtheReverenddoenoughtohelp?Whatexamplescanyounotethatillustratehowotherswalkedthissamelinethroughouthistory(helpingbutalsoprotectingthemselves?)

92. CharacterizeMoses’sdecisiontohelpAlexManlyescape.Wouldyouhavedonethesame?Whyorwhynot?WhatwasMosesrisking,whetherherealizeditornot,byhelping?Whileitiseasyasareaderlivingintoday’stimetoassumewewouldhavehelped,ifwewereactuallylivingin1898,whywouldthisdecisionhavebeenahardone?

93. DescribeAlexManly.Consideringthatthisisaneducatedmanwhoexercisedhisfreedomofspeechagainstinjustice,whatarethevariousemotionshelikelyfeelswhilehidinginthetunnelandwhy?

94. MosesaskedBooNannywhypicturesofangelsarealwayswhite.(p.192)Whatanswerwouldyougivehim?95. WhatsensedoyougetregardingtheclimateofthecityasMr.HansonandMosesdriveAlexManlyoutof

town?96. Mosesdescribesthescene:“Iwassurprisedbythenumberofmenwhowerepatrollingthestreetswith

weapons.Astrangermightthinkthecitywasatwar.Themengatheredaroundtarbarrelsatthecornersandlitteredinparksandmedians.Theydidnotlookparticularlyprosperousororganized.Someworetatteredcivilianclothes,othersfragmentsofRoughRideruniforms,Confederategrays,orthenewoutfitofchoice,aredshirt.TheWhiteGovernmentUnionwarriorsworewhitearmbands.Manymenweredrinking.Thealdermenhadpassedanordinanceoutlawingalcoholwithinfivedaysoftheelection,buttherewasnoonetoenforceit.”Giventhis,whatdoyoupredictmighthappenonElectionDay?(p.193-194)

97. Moseswonders,“Wherewasthegovernmentnow…?”Whyisn’tanyonestoppingthelawlessnessthatisoccurring?Canyourelatethistootherhistoricalormodernoccurrences?(p.194)

98. Attheroadstop,themanmentionsa“necktieparty”–whatishereferringto?Whatroledidlynchingplayduringthe1800s?(p.195)

99. WhywasJacksonsoupsetwhenhefoundoutMoseshelpedManlyescape?(p.199-200)100. JacksontellsMoses,“There’salotmoreuglinessouttherethanI’veledyoutobelieve,andIhaven’t

preparedyouforit.IsawthisclearlywhenyoutoldmeaboutMr.Manly’sescape.Youdidn’trealizethe

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dangeryouwerein,andbecauseofthat,Icouldverywellhavelostyou.AndIwouldhavehadnoonetoblamebutmyself.I’vebeennaïve.I’vetaughtyoutoliveinaworldIwantedtoexist,notonethatactuallydoes.”Whatdoeshemeanbythis?WhatisthedifferenceintheworldJacksonwantstoexistandtheonethatactuallydoesin1898?(p.202)

101. JacksonandMosesdiscuss:“’Iraisedyouinthebeliefthatwhatittooktosucceedinlifewasthesamethingthatittooktobeagoodman:honestyandhardwork,courageandcuriosity,loyaltyandpatriotism.Butwe’reupagainstsomethingIdon’tunderstandanddon’tknowhowtoadaptto.I’veshelteredyoufromit,andintheprocesshavemadeyoumorevulnerable.’”“‘What’sthat?’”“’Theintractabilityofhate,’hesaid.”(p.202-203)

Whatisintractability?WhatdoesJacksonmean?Whywouldthisbesuchadifficultconversationtohavewithyourchild?

102. HowdoesMosesrespondtohisfather’sdeepadmission?Whydoyouthinkheanswersinthisway?Howdoes“CanIgetadog?”illustrateMoses’syouth?(p.203)

Chapter10103. Whataretheresultsoftheelections?Moses’sfatherreportsthattheDemocratswontheelectionfairly,but

BooNannydisagrees.Why?Whichpersondoyouthinkiscorrectandwhy?(p.206)104. WhoaretheCommitteeofTwenty-Five,accordingtoMr.Williams?Whoaretheyinactuality?105. WhatdoesMr.WilliamsandtheCommitteeexpectofJacksonandtheotherAfricanAmericanofficials?(p.

209-210)Whatisironicaboutacommitteeofwhitepeoplebeingconcernedaboutrestoringordertothecity?”

106. Mr.WilliamstellsJacksonthatheandtheCommitteeareworriedaboutWilmington’scommunityandreputation.HowdoesJacksonrespondtohim?Whatmessageisheconveyingwhenhesays,“Youcan’tpreachhateandthenshirkresponsibilityforthewayhateismanifested.”(p.210)

107. HowdoesJacksonrespondtoMr.Williams’srequestthatheresignasalderman?(p.211-213)WhatdoeshehighlightregardingWilmingtoninhisresponse?

108. Jacksonsays:“Mywifewasbornintoslavery,butgrewuptoknowwhatfreedomandopportunityarelike.Andmywife’smother,she’sworkingoutinthebackyardrightnow.Shelivedherfirstthirtyyearsasaslave,boughtandsoldlikethemulesthatyoutradeatmarket.Forthepastweek,thesetwowomenhavebeencoweringinsidethehouseinfear…Andmysonsittingherbesideyou,he’sasmartboy.Hewantstogotocollege.Hewilldogreatthingsintheworld.WeliveinWilmingtonbecauseit’sagoodplacetoraiseafamily.There’sopportunity.Hehasrolemodelswithpeopleofcolorinthepoliceandfiredepartments,asalderman…Thatboy,I’msoproudofhim,andIwanthimtobeproudofme.How’shegoingtodothatifIcaveintotheridiculousdemandsofamobthathasstolentheelections,ignitedviolence,andthenpointedfingersatthemostpowerlesspeopleonthepoliticalladder?...No,Mr.Williams,Iwillnotresignasalderman.Iwasdemocraticallyelected.Yougobackandtellthatself-appointedCommitteeofTwenty-Fivethatifthepeopleinmywardwantmeout,there’sawayforthemtoexpresstheirwishes.It’scalledanelection,andbymycalendar,it’snotscheduleduntilnextspring…Nowgetoffmyporch,beforeIdosomethingthatwilljustifyyourviewofmyrace.”(p.212-213)Howwouldyoucharacterizehisresponseoverall?WhatdoeshisresponsetellyouaboutJackson?

109. JacksontellsthegroupassembledattheCapeFearClub,“Itisnowthirty-fiveyearssinceEmancipation.Nooneappreciatestherighttovotemorethanthosewhohavebeendenieditforsolong.Anythingispossibleaslongaswehavethevote.Wecannotletthemtakeawaythatpowerwithoutafight.”Whydoyouthinkvotingissoimportanttohim?Doyouagreewithhim?Whyorwhynot?Doyouthinkmostpeopletodayfeelasstronglyregardingtheimportanceofvoting?Explain.(p.219)

110. Whatisthe“WhiteDeclarationofIndependence?”Whatdoesitsetforth?HowwouldyoufeelreadingthedocumentifyouwereanAfricanAmericanlivingin1898?

111. WhydoyouthinkJacksonfeelsitisimportantthattheAfricanAmericancommunityrespondverycarefullytothe“WhiteDeclarationofIndependence,”particularlywithnoviolence?(p.220)

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112. WhatareallthevariouschoicesthegrouphasinrespondingtotheWhiteDeclaration?Imagineyouareintheroom.Whatwouldyouadviseintermsofhowtorespond?

113. Jacksonsays,“Iaspiretoaworldinwhichmysoncanbecomewhateverhistalentsandhisvisioncombinetomakehim.Aworldwhere,ifheworkshardandtreatsotherswithrespect,thereisnolimittowhathecanaccomplish.Asaparentandasacitizen,thisiswhatmattersmosttome.”HowwouldJacksonfeelregardingoursocietytoday?Hashisvisionbecomereality?Whyorwhynot?(p.221)

ChapterEleven114. WhataretwospecificwaysJacksondefiesJimCrowatthestartofthischapter?(p.227)115. WhathappenstoTheRecord?WhatdoesthetorchingofTheRecordillustrateregardingwhatisoccurringin

Wilmington?116. Jacksonsays“Youcan’treasonacrossthetablefromhatred.”Whatdoeshemean?Doyouagree?Explain.

Howshouldhatredbehandledwhenfacedwithit?Whatexamplesofhatredcanyouthinkofthroughouthistoryandhowdidpeoplerespond?(p.232)

117. WhenJacksonlearnsthatfiremenaren’tcoming,hegoestogetthem.HowdoyouthinkheconvincedthemtocontinueontoTheRecord?(p.237)

ChapterTwelve118. HowdoesMrs.Gilchrist’sunderstandingofwhattookplaceatTheRecorddifferfromwhatactually

happened?Whatrolehasmisinformationplayeduptothispointintheunfoldingevents?119. WhatoccursatSprunt’sCottonCompress?CharacterizeMr.Sprunt’sresponsetothemob.(p.244-245)120. Mosesthinksofhisfather’ssayingthat“Fearturnsmen’sbrainstomush.”Whatexamplesfromthebook

thusfarillustratethis?Whatexamplesthroughouthistoryandinmoderntimesillustratethisconcept?(p.244)

121. SummarizetheeventsthattookplaceatWalker’sgrocery.Whydoesn’ttheambulancepickupthewoundedAfricanAmericans?(p.247-250)

122. Whyaresomanygroups(i.e.,RoughRiders,Redshirts,andtheWilmingtonLightInfantry)patrollingtheAfricanAmericanneighborhood,whenit’snotAfricanAmericansbrandishingweaponsorcommittingcrimes?(p.251)

123. WhydoesTommykickMoses,whohehadcometoknowasafriend?WhyisthissohurtfultoMoses,evenbeyondtheobviousphysicalpain?(p.254)

124. Inwhatwaysisracismoftenlearned/passeddownfromparentstochildren?HowisTommyillustrativeofthis?

125. WhyaresomeAfricanAmericansfleeingintotheswamp?Whataretheconditionslikethere?WhatdoesthischoiceillustrateregardingtheenvironmentinWilmington?(p.260)

126. HowdidyoufeelwhenreadingaboutthelittlegirlMosesfinds?127. Describetheconditionsattheblacksectionofthehospital.(p.262)ChapterThirteen128. WhyisMoses’sfathersoupsetbytheburningoftheRecord?Jacksonnotes,“Now’sthetimeourcommunity

reallyneedsapapertomakesenseofwhat’sgoingon.Butit’sdestroyed,alongwithallofthebackissues.Ican’tstandtothinkaboutit–thevoiceofthepeoplesilenced,thehistoricalrecordwipedout.”(p.266)Whydoesheconsiderthenewspaperthe“voiceofthepeople?”Doyouthinkthisistrueofnewspaperstoday?Explain.

129. WhyisMoses’sfatherbeingbanishedfromWilmington?HowistheCommitteeofTwentyFivegettingawaywithexilingthosethatthreatenthem?

130. HowdoesJacksonviewtheCommitteeintermsofdemocracy?(“Iseeyouholddemocracyinhighregardformembersofyourownrace.Ifthere’saunanimousvotebyaself-selectedgroupthatsupportsyourpurpose,you’reallforit.Butifthecitizensexpressthemselveslegallythroughelectionsandyoudon’tliketheresults,thenyoufeeljustifiedinoverturningthewillofthepeople.”p.268)

131. CharacterizeJackson’sresponsetothemenwhoshowuptoremovehimfromhishomeandcity.

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132. Jacksontellsthemen,“Let’sbeclear.Thisisnotaboutyourprotectingmeorprotectingmycommunity.Thisisaboutmobrule,awhiteminoritythathasseizedcontrolofacityandthrownouttheruleoflaw,alongwiththedemocraticallyelectedcitygovernment.Markmywords,thiswillnotstandthescrutinyoftime.”Doyoufeelhisprophecycametrue?Doyouthinkmostpeopleknowallofthefactsregardingwhattookplacein1898?Whyorwhynot?WhyisitimportanttoknowwhattookplaceduringtheWilmingtonRaceRiot,eventhoughittookplacebackin1898?(p.270)

133. WhatisSadie’spointwhenshesays,“Whitefolkthinkswesodangerous,yettheyletsustakecareoftheirbabies.Whatsensedothatmake?”(p.273)Whatotherexamplesofwhitehypocrisycanyouidentify,eitherfromthebookorfromyourownknowledgeoftheJimCrowera?

134. “DespitetheproclamationsofwantingtoridthePortCityofignorantNegroes,itwastheeducated,successfulblackswhowerechosenforexile.”Whywasthisthecase?(p.274)

135. CharacterizeJackson’sspeechonthetrainplatform.136. Jacksontellsthecrowd,“Thewhitesupremacistsamongyoudecryblackcrimeandblacklaziness,butitis,in

truth,blackcompetenceandindependencethatyoufearmost.Witnessherethemenyouhavechosentobanish…Thesemenarenotminstrels,buffoons,orfaithfulretainers.Thosetypesposenothreat.No,thesemenareeducated,ambitiousachievers–preachers,lawyers,menwhoownbusinessesandhomes.Thatiswhatscaresyou.”Whatdoeshemean?(p.276)

137. Jackson’slastwordstoMosesareinterruptedashediessaying,“Nevergiveup.Always…”Whatdoyouthinkhewasgoingtosay?Alwayswhat?(p.278)

138. WhyisJacksonconsideredahero?WhatdoyouthinkthismeanstoMoses?(p.279)Fourteen139. WhydoyouthinkitissoimportanttoMoses’smotherthathenotquitschool?(p.281)140. CharacterizethewayMoseshandleshimselfattheorganshop.Whatgavehimthecouragetobehaveinthis

way?(p.284-287)141. Mosesasked,“What’stobecomeofus?”Whatdoyouthinkwillhappentothefamily?Wereyoutowritethe

nextchapterofthebook,whatmightitinclude?(p.282)142. ThebookendswithMosesrunningintoTommy–whydoyouthinkneithermentionsthelasttimetheysaw

oneanother?Whydoyouthinktheauthorchosetoendthebookwiththeirreconnecting?Whatmightthissymbolize?

CulminatingDiscussionQuestionsCharacters• Whoisyourfavoritecharacterandwhy?• Whichcharacterdoyoufindmostinspiringandwhy?• Ifyoucouldaskanyofthecharactersaquestion,whatandwhowouldyouask?• OfeverythingMosesdealtwith,whatdoyouthinkwasmostdifficultandwhy?• ConsideringeverythingyoulearnedregardingBooNannythroughoutthebook,whatismostadmirableabout

her?• WhatdoesMosesgainfromfindingoutwhathappenedwhenBooNannywasenslaved?• ConsiderthecharactersofBooNannyandJackson.Inwhatwaysaretheysimilar?Inwhatwaysarethey

different?DescribethedifferentlifephilosophiesofJacksonandBooNanny.HowdoesMosesbenefitfromeach?PutyourselfinMoses’sshoesandimaginethatforwhateverreason,youhadtochoosebetweenlivingwith/beingraisedbyonlyoneofthetwo.Whowouldyouchoose–BooNannyorJackson–andwhy?

• Inyouropinion,whatdoesitmeantobeeducated?HowdoBooNannyandJackson’sviewsoneducationdiffer?Withwhomdoyoumoreagreeandwhy?Quotestoconsider:o “Ain’tnoreasonhecan’tlearnbylivingandbooklearning.”(p.34)o “Shegrewuponaplantationbytheoceanandknewanawfullotforsomeonewhocouldn’treador

write.ShetaughtmethingsthatDaddy,withallhisdegrees,didn’tknow…”(p.106)

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o “‘Now,yourdaddycouldtalkapossumoutofatree,butsometimeshecan’tseewhat’sdeadstraightinfrontofhisnoseifitain’tinabook.Knowing’sfirstandforemost‘boutseeingwhat’sinfrontofyou,’shesaid.”(p.107)

o “Now,yourdaddy’sthesmartestmanIknow,butforallhisbooklearning,hecouldn’ttellthedifferencebetweenabuzzardandacrow.He’samodernman,alwayslookingahead.BooNannyfavorstheoldways,thestoriesandcuresandsuperstitionsfromslavedays,passeddownfromAfricabymouth‘causefolkscouldn’twrite.”(p.137)

• ConsideringJackson’spersonalityandcharacter,whatdoyouthinkwouldbemostimportanttohimregardingwhatMosesdoesandhowhebehavesthroughouthislife?

Racism,Inequality&Hate• Duringslavery,itwasagainstthelawtoteachslavestoreadandwrite.Doctorsandmedicinewerenot

available,andstorytellingwastheonlywaytopreservehistory.HowdidBooNanny'sexperiencesasaslavehelpshapeherworldview,herinterests,andherattitudesaboutwhitepeople?HowdoherviewsdifferfromthoseofJackson,whowasbornafreeblack?

• Inyouropinion,whatcausedthe1898WilmingtonRaceRiots?Whydidtheeventsescalatetothepointthattheydid?

• Whatisprejudice?DescribeatimewhenMosesexperiencesprejudiceorwitnessesprejudice.DescribeatimewhenMoses,withoutknowingit,revealshisownprejudices.Doyouthinkyouarealwaysawareoftheprejudicesyoumighthave?Explain.

• Whatisracism?Whatarethevariouswaysracism/racialinequalityisevidentthroughoutthebook?Whydidsuchinequalityexist(bothinsocietyandinthelaw)andwhatdidittakeforimprovementstooccursothatwehaveabettersocietytoday?Whilesocietytodayhasimprovedsincethatof1898,whatimprovementsarestillneeded(insociety,inlawandthejusticesystem,etc.)?Explain.

• InwhatwaysdoesJacksondefyJimCrowthroughoutthebook?• Thebooktakesplacein1898,35yearsaftertheissuingoftheEmancipationProclamationand33yearsafter

theendoftheCivilWar.Inwhatwaysaretheaftereffectsofslaverystillpresentthroughoutthebookandhowdidthiscontributetotheeventsthatunfolded?

• Couldsomethinglikethe1898WilmingtonRaceRiot,whichincludedtheoverthrowingandexileofAfricanAmericanleadersandwhitesympathizers,happentoday?Explain.

• Whatisourresponsibility(individuallyandasasociety)toensureeventssuchasthe1898WilmingtonRaceRiotdonotoccuragain?Whatdoesittaketokeephistoryfromrepeatingitself?

• Quotestoconsider:o “There’salotmoreuglinessouttherethanI’veledyoutobelieve,andIhaven’tpreparedyouforit.Isaw

thisclearlywhenyoutoldmeaboutMr.Manly’sescape.Youdidn’trealizethedangeryouwerein,andbecauseofthat,Icouldverywellhavelostyou.AndIwouldhavehadnoonetoblamebutmyself.I’vebeennaïve.I’vetaughtyoutoliveinaworldIwantedtoexist,notonethatactuallydoes.”Whatdoeshemeanbythis?WhatisthedifferenceintheworldJacksonwantstoexistandtheonethatactuallydoesin1898?(p.202)

o “’Iraisedyouinthebeliefthatwhatittooktosucceedinlifewasthesamethingthatittooktobeagoodman:honestyandhardwork,courageandcuriosity,loyaltyandpatriotism.Butwe’reupagainstsomethingIdon’tunderstandanddon’tknowhowtoadaptto.I’veshelteredyoufromit,andintheprocesshavemadeyoumorevulnerable.’”“‘What’sthat?’”“’Theintractabilityofhate,’hesaid.”(p.202-203)

o “Iaspiretoaworldinwhichmysoncanbecomewhateverhistalentsandhisvisioncombinetomakehim.Aworldwhere,ifheworkshardandtreatsotherswithrespect,thereisnolimittowhathecanaccomplish.Asaparentandasacitizen,thisiswhatmattersmosttome.”(p.221)

o “Mywifewasbornintoslavery,butgrewuptoknowwhatfreedomandopportunityarelike.Andmywife’smother,she’sworkingoutinthebackyardrightnow.Shelivedherfirstthirtyyearsasaslave,boughtandsoldlikethemulesthatyoutradeatmarket.Forthepastweek,thesetwowomenhavebeen

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coweringinsidethehouseinfear…Andmysonsittingherebesideyou,he’sasmartboy.Hewantstogotocollege.Hewilldogreatthingsintheworld.WeliveinWilmingtonbecauseit’sagoodplacetoraiseafamily.There’sopportunity.Hehasrolemodelswithpeopleofcolorinthepoliceandfiredepartments,asaldermen…Thatboy,I’msoproudofhim,andIwanthimtobeproudofme.How’shegoingtodothatifIcaveintotheridiculousdemandsofamobthathasstolentheelections,ignitedviolence,andthenpointedfingersatthemostpowerlesspeopleonthepoliticalladder?...No,Mr.Williams,Iwillnotresignasalderman.Iwasdemocraticallyelected.Yougobackandtellthatself-appointedCommitteeofTwenty-Fivethatifthepeopleinmywardwantmeout,there’sawayforthemtoexpresstheirwishes.It’scalledanelection,andbymycalendar,it’snotscheduleduntilnextspring…Nowgetoffmyporch,beforeIdosomethingthatwilljustifyyourviewofmyrace.”(p.212-213)

Democracy,voting,&ruleoflaw• WhatisthegreatestlessonthereadercanlearnfromJacksoninyouropinion?• Whatisyourdefinitionandunderstandingofdemocracy?HowdoesMoses’sfatherviewdemocracy?Whydo

youthinkhefeelsdemocracyissoimportant?• WhydoesJacksonbelievevotingissoimportant?Doyouagreewithhisviewandwhy?• Mosessaidofhisfather,“Asaleaderofthecommunity,hewasalwaysthinkingaboutthegreatergood.”In

whatwaysdidgovernmentfailtoprotectthegreatergoodin1898Wilmington?• HowdoesJacksonfeelregardingtheruleoflaw?Whileheneverdirectlyaddressesit,howdoyouimagine

theexistenceofJimCrowlawsimpactedhisbeliefs?• Quotestoconsider:

o “Youmaynotagreewiththelaws,butwecan’tgovernacityifpeoplepickandchoosewhichlawstheywanttofollow.Asaleaderofthecommunity,hewasalwaysthinkingaboutthegreatergood.”(p.94)

o “That’swhyweneedgoodgovernment–tomakesurethingsareequal,tocounteractman’stendencytograbthespoilsforhisownkindandcutouttheothers.”(p.172)

o “Itisnowthirty-fiveyearssinceEmancipation.Nooneappreciatestherighttovotemorethanthosewhohavebeendenieditforsolong.Anythingispossibleaslongaswehavethevote.Wecannotletthemtakeawaythatpowerwithoutafight.”(p.219)

General• WhatdidyoulikeaboutCROW?Whatwasyourfavoritepartofthebookandwhy?Whichpartdidyoufind

mostexciting?Mostupsetting?• Ifyouweretheeditor,isthereanythingyouwouldchangeaboutCROW?Explain.• WhydoyouthinkthebookistitledCROW?Ifyouhadtoselectanothertitle,whatwouldyoucallitandwhy?• Ifyoucouldasktheauthoraquestion,whatwouldyouwanttoknow?• Whydoyouthinktheauthorchosetowriteabooksetduringthe1898riot?• Basedoneverythingyou’velearnedabouttheeventsin1898WilmingtonandyourreadingofCROW,is

referringtotheeventsasa“raceriot”appropriate?Whyorwhynot?Thetermsmassacre,insurrection,andcoupd’étathavealsobeenused.Doanyofthesedescriptionsfitbetter?Whatmightyoucallitalternatively?

• Whyisitimportanttoknowaboutthe1898WilmingtonRaceRiot?