TEACHERS PLEASE READ: Before you begin this lesson, please review the Green Books- (primary source documents) by clicking on the URLs in the second paragraph below. There are a few advertisements in the book from the New York Public Library that make references to selling alcohol. You will also see the term “Negro” used throughout the book. This is a part of the history and can serve as a teachable moment to explain to the students that this word was used during the Jim Crow era and afterwards to describe African Americans. If you are uncomfortable take time to look through the book and determine what pages you would like the students to see- as the first part of this lesson requires the students to jot down names of businesses.

 

Begin the lesson by projecting a primary source document (of the original Green Book) on your board for the students to see. Do not let the students know any information about the books they are looking at. Try to scroll past the title. I have provided links to two copies, as this book was updated yearly and had many volumes.  Use the following URLs.  The first one will take you to The  New York Public Library Digital Collection, where you will see one copy of  the Green Book https://digitalcollections.nypl.org/items/88223f10-8936-0132-0483-58d385a7b928#/?uuid=890ecb80-8936-0132-6e6f-58d385a7b928  and  The South Carolina University Library’s copy of another published Green Book https://digital.tcl.sc.edu/digital/collection/greenbook/id/2.Scroll through each page(after reviewing the book yourself)  and ask the students to make notes about the types of businesses and advertisements that they see. Students should write the names of these businesses and advertisements in their journals. Next, project the following political map on your board: https://geology.com/world/the-united-states-of-america-satellite-image.shtml. Ask the students if they have ever taken a road trip with their parents to any of the states that they see on the map. Allow students time to share (whole group) with one another where they have traveled to.  Ask the students while on their road trip did, they ever stop at any of the following places; a gas stations, a restaurant, hotel, park, stores etc.

 

Ask them when they stopped at these places did their parents ever have to get out of the car (leaving them behind) go into any of these locations and ask permission to use the restroom or purchase a cold drink? Students will most likely say NO!  Ask them why?

 

Tell the students that they will be listening to a story called: Ruth and the Green Book, by: Calvin Alexander.

Explain to them that you want them to listen to the story and compare their experiences to the main character in the book, Ruth.

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STUDENT AND TEACHER PROCEDURES:

Open the book,  and if it is the hard-covered edition read the inside flap to the students. From the title page turn to pages 7-8. Show the students the pictures.

 

Students will analyze the illustration and identify:

1. What they see

2. What they think

3. What they wonder about the picture

 

*This thinking routine was developed as part of the Visible Thinking project at Project Zero, Harvard Graduate School of Education. Explore more Thinking Routines at pz.harvard.edu/thinking-routines

 

*Students should note the expressions on the characters faces on these pages. They should look for details in the pictures as well.

 

Continue reading the book to the students, pausing to show them the pictures. Read the entire  book. When you get to the last page read the History of the Negro Motorist Green Book to the students.

Allow time for the students to reflect in their journals about the story by using the model below called I Used to Think. Now, I Think. Students thoughts should be centered around the Green Book and the idea of segregation.  Allow students to share their thoughts.

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Closing Activity: Students will create an Alpha boxes activity with their table groups.

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Give each student one  pre-made alpha box template. Alternatively,you could also give one alpha box to each group and have them collaboratively complete it together. If you go with the latter option, be sure to have the students select a scribe for the group.

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Students will come together in small groups/pairs and fill in the boxes with statements, vocabulary words, or thoughts that begin with the letter in each box. The teacher should determine how they want the students to fill in the boxes. For example: Let us take the letter “G.” Students may write a sentence that states: “G” The Green Book was used by African Americans during the Jim Crow Era to help them find safe places to visit as they traveled across the United States.

 Give the groups time to fill out their alpha boxes and share their answers with their classmates.

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