The Watsons Go to Birmingham- 1963

Table of Contents

Introduction
Summary
About the Author
Opening/Closing Activities
Vocabulary
Cross Curricular Activities
Math
Science
Art
Music
Social Studies/Geography
Technology
Comprehension Strategies
Visualization
Predicting
Summarizing
Questioning
Recall
Making Connections
Making Inferences
Determining Importance
Chapter Reading Guide
Extensions
Writing Connection
Poem
Theme Web
Project
Assessment
Resources
Bibliography

The Watsons Go to Birmingham- 1963
Summary
Kenny Watson lives with his family in Flint, Michigan. His older
brother, Byron continuously gets himself into trouble throughout the
beginning chapters. Kennys mom and dad need to do something drastic
to help Byron straighten up his act. They decide to go visit Kennys
grandmother in Alabama and leave Byron there until he can learn how
to behave. After a long journey to Birmingham, Alabama, the kids
unite with their grandmother and begin finding activities to occupy
their time in Birmingham. The Watsons are enjoying a wonderful
vacation when tragedy strikes the African American community. A
church is bombed, killing four young girls. During the chaos, Kenny
is convinced that his sister, Joetta, might be one of the girls left
in the church. Joetta is safe; however, the bombing deeply troubles
the community and the Watson family. As the Watsons return home to
Michigan, each family member is forced to confront and process the
evil of racism, lack of equality, and the events that occurred on the
Watson family vacation.

The Watsons Go to Birmingham- 1963
Meet Christopher Paul Curtis





Christopher Paul Curtis was born on May 10, 1953 in Flint,
Michigan. After graduating high school, he spent thirteen
years working on an automobile factory line and completed a
degree at the University of Michigan in Flint. When he quit
the job at the factory, he took odd jobs for a few years to
save money in order to take a year off. During his year off,
he wrote The Watsons Go to Birmingham. The book received a
Newberry Honor and a Coretta Scott King honor. He is now a
full-time writer and speaker. He also wrote Bud Not Buddy, the
first book to receive both the Newberry Medal and Coretta
Scott King Author Award.

The Watsons Go to Birmingham- 1963
Opening/Closing Activity

Opening
As students enter the class, they will draw a number, either a one
or a two and take a seat. After everyone has drawn a number, the
instructor will bring out two boxes of donuts. The instructor will
tell the twos to come to the front, pick up a donut and a napkin,
and take it to the ones left sitting in their desks. They are to
make sure that every one receives a donut, and then have a seat,
not getting a donut for themselves. The instructor will then
invite the ones to the front of the room. They will sit, visit,
and play a board game. The instructor will then pass out morning
work to the twos and have them begin completing it. After about
five to ten minutes of this activity, the instructor will call the
class back together and have the ones return to their desks. The
instructor will then ask the twos how they felt during the
activity. The class will discuss equality and what the class felt
was unfair about the activity. This will lead into a short
introduction to the Civil Rights Movement. After gaining some
background knowledge, the instructor will begin the novel study by
simply telling the class that they are going to read a book that
was written about and inspired by an event during the Civil Rights
Movement. The instructor will give a donut to each of the twos
and encourage the class to remember the inequality which occurred
in class as they read through the book.

Closing
The class will go on a field trip to the Birmingham Civil Rights
Museum. Throughout the field trip, students will learn more about
equality and the Civil Rights Movement. They will also walk next
door to 16th Street Baptist Church, where they will be able to
experience the historical event referenced in The Watsons Go to
Birmingham-1963.
The Watsons Go to Birmingham- 1963
Wednesday Word Work- Vocabulary Words to be Learned Throughout the
Study

1. delinquent
2. emulate
3. punctual
4. juvenile
5. conscience
6. welfare
7. peon
8. mercy
9. seniority
10. surrender
11. segregation
12. boycott
13. inspire
14. quest
15. accustom

Think-Tac-Toe
Each Wednesday, fifteen to twenty minutes will be devoted to Word
Wednesday. Students will complete a vocabulary think-tac-toe board
throughout the course of the novel study. Students will complete
one activity on the think-tac-toe board in their reading journals
and mark it off. Over the course of the three week study, students
are required to complete three activities in a straight line.


The Watsons Go to Birmingham- 1963
Think-Tac-Toe Journal Activity

Word Wednesdays: Each Wednesday, pick an activity to complete in
your reading journal. You must be sure to complete three in a row,
column, or diagonal. Mark them off as you complete them.

The Watsons Go to Birmingham- 1963
Cross Curricular Activities
Math

Standard: Math 6
th
Grade (3): Use ratio and rate reasoning to
solve real-world and mathematical problems, e.g., by reasoning
about tables of equivalent ratios, tape diagrams, double number
line diagrams, or equations. [6-RP3]
Solve unit rate problems including those involving unit
pricing and constant speed. [6-RP3b]

Objective: When given a math worksheet, students will solve real
world based on speed and distance during travel, scoring at
least eighty percent.

Activity: The class will work on solving math problems based on
travel. For example, students will work to figure out the
average speed needed for someone to walk a specific distance in
a given time.

Science

Standard: Science 6
th
Grade (1): Identify global patterns of
atmospheric movement, including El Nio, the Gulf Stream, the
jet stream, the Coriolis effect, and global winds that influence
local weather.
Predicting local weather and weather patterns
Interpreting weather data through observations collected
over time

Objective: When creating a video forecast, students will
demonstrate understanding of weather patterns and conditions in
order to create an accurate projected forecast for a city.

Activity: The class will discuss the different weather patterns
in Michigan and Alabama displayed throughout the book. Students
will then work with a partner to create a weekly forecast for an
assigned city. They will video their forecasts and be prepared
to explain justify their forecasts based on past weather
patterns, current conditions in the city, etc.

Art

Standard: Arts Education Grades 6
th
-8
th
(1): Describe historical
and cultural influences on works of art.

Objective: When a blank canvas, students will create a symbol of
equality using a variety of arts supplies.

Activity: When discussing equality, students will create a
canvas that symbolizes equality. They will be able to use the
following resources: magazines, newspapers, pictures, cotton
balls, glue, tissue paper, crayons, markers, and water color.
They will write a one to two sentence description to attach to
the back of the canvas.

Music
Standard: Music Grades 6
th
-8
th
(12) Identify the relationship of
American music to American history.

Objective: When given a prompt about equality, students will
find a song from the Civil Rights Era and write about equality
and how the time period influenced the song.

Activity: The class will spend time listening to music from the
Civil Rights Era such as jazz music and music by prominent
African American artists. The students will then work
independently to find a song and write about how the Civil
Rights time period, Civil Rights events, laws, etc. influenced
their song. They will also seek to connect the song to equality.


Social Studies

Standard: Social Studies 6
th
Grade (9) Critique major social and
cultural changes in the United States since World War II.
Identifying key persons and events of the modern Civil
Rights Movement

Objective: Students will research an event during the Civil
Rights Movement and create an engaging poster. After completing
the posters, students will work together to create a timeline of
the Civil Rights Movement around the classroom.

Activity: Each student will pick a different event from the
Civil Rights Movement. They will research date, place, people
involved, what happened, the events following, etc and create a
poster. After each student has created his or her own project,
the class will work together to create a large timeline of the
Civil Rights Movement. When the timeline is complete, the
students will share their event posters with the class in order
of occurrence.

Technology

Standard: Technology Education Grades 6
th
-8
th
(10) Describe
advances in technology and effects of each on the workplace and
society.

Objective: Students will use a web tool of their choose to
present the way technology has imported communication or
transportation between 1963 and today.

Activity: Students will select a web tool to use for their
technology project. They will work in groups of four to create a
presentation covering the advances in the technology of
communication and transportation between our book based in 1963
and our lives today. They will do in depth research on the
advancements, what made the
advancements possible, and how the advancements have improved
society. Students will make at least one connection to the book
and their own lives. Following completion of the project, groups
will present to the class.
The Watsons Go to Birmingham- 1963
Comprehension Strategies

Visualization

Sketch-to-Stretch: The teacher will read the following paragraph
from the epilogue:
These people are the true American heroes. they are the boys and girls,
the men and women who have seen that things are wrong and have not been
afraid to ask Why cant we change this? They are the people who believe
that as long as one person is being treated unfairly, we all are. These
are our heroes, and they still walk among us today. One of them may be
sitting next to you as you read this, or standing in the next room
making you dinner, or waiting for you to come outside and play. One of
them may be you.

Students will draw a picture or symbols of what came to their
minds when the instructor read about true heroes fighting for
equality for all people.

Students will develop visualization skills as they think about
the the idea of equality for all, the people who fight for
equality, and if they are people who fight for equality and
translate their thoughts into pictures and symbols.

Predicting

Students will complete the attached worksheet.

This worksheet requires students to think about an event they
have read about, predict what will happen next, and record
whether they are right or wrong.

This will require students to use their critical thinking skills
as they draw on prior knowledge from the book and past
experiences to predict what will happen next in the book.

Summarizing:

Students will complete the attached story wheel activity. They
will draw pictures to summarize the eight most important events/
details on the first wheel and write words to describe their
pictures and the events/details on the second circle. They will
attach them to have a two-layered story wheel.

This activity will help students to summarize as they seek to
pick out the eight most important events/details in the book to
create a storyline. They will continue to think about each of
the events/details as they draw pictures and write words to
describe each.

Questioning

Throughout the study, students will complete three questioning
charts, requiring them to ask one question for each chapter, and
will gradually fill out the columns next to their questions as
we continue to read through the book as a class. After they have
found the answer to their questions, they will record the answer
and the evidence in the text to support their answer.

This questioning activity will help them to progress as they are
forced to think of a question each day and reflect on those
questions each day after until the question is answered through
the text. They will also develop the skill of providing evidence
with their answers as they seek to explain why through evidence
for each question.

Recall

The Chapter Reading Guide follows the next tab.

Making Connections

Students will make connections with The Watsons Go to
Birmingham- 1963 through text-to-text, text-to-self, and text-
to-world comparisons.

Text-to-Text: Students will write in their journal about another
novel, short story, poem, etc that they have read in the past
which relates to equality. The will complete the attached Venn
Diagram, comparing and contrasting the two texts.

Text-to-Self: Students will write about a time in their life
when they have felt discriminated against.

Text-to-World: Students will split a poster into four sections
and design representations of four different current or past
worldwide events relating to equality using pictures, words,
etc.

Throughout the novel study, the instructor will guide the class
through discussing the importance of getting to know people
instead of simply judging them based on stereotypes. The class
will discuss the negative effect stereotypes have on society.
The instructor will also lead the class in a discussion about
equality and how students can work to promote equality in their
everyday lives.

Making Inferences

Students will complete the attached worksheet. This activity
requires students to draw on prior knowledge and evidence from
the text in order to make inference. Throughout the novel study,
students will develop at least five inferences and record on the
chart. This activity will challenged students as they are
required to justify their inferences, improving critical
thinking skills and their ability to infer.
Determining Importance

Students will go through a chapter in the The Watsons Go
to Birmingham-1963 and highlight important details with
a blue highlighter and interesting details with a green
highlighter. They will then record the important details
in their reading journal.

This activity will help students to work on determining
whether details are important or just interesting. As
they work through the chapter, they will improve their
distinguishing skills and determine important details to
record in their journal.
The Watsons Go to Birmingham- 1963
Chapter Reading Guide

Chapter 1
1. Describe Kenny and Byrons relationship.
2. How does Kennys mom describe life and the weather in Alabama?
3. The family is referred to as the Weird Watsons in chapter
one. In your opinion, what makes the Watson family weird?

Chapter 2
1. What are the two things that other kids tease Kenny about?
2. Why does Kenny view the new boy on the bus as his personal
saver?
3. What would you do if you saw someone being bullied on the bus
or at school?

Chapter 3
1. Why do you think Kenny tries to avoid spending time with Rufus?
2. Compare and contrast Rufuss life in Arkansas with his life in
Flint.
3. LJ is mean and hateful towards Kenny throughout the chapter.
Why do you think Kenny is friends with him?
4. In your opinion, is LJ or Rufus a better friend to Kenny? Why?

Chapter 4
1. Describe the outfits the Watsons were forced to wear to school
by their mother. Why did she make them dress this way?
2. Describe Kenny and Joettas relationship. What factors
determine how they treat each other?
3. Bryon likes to pick on Kenny, but he stops other people at
school from doing the same. Why does he do this?
4. What trick did Kenny pull on his mother to help Rufus?


Chapter 5
1. What does Byron do to get in trouble at the beginning of the
chapter? How does his mom respond?
2. What is the worst trouble you have ever been in?
3. What was Byrons punishment?
4. After the events in this chapter, do you think Byron will
choose to act better?

Chapter 6
1. What is Byrons concern when momma asks him to go pick up food
for the store and sign for it?
2. Why do you think he is so disturbed by the thought of being on
welfare?
3. How did Byron react after he hit the bird with the Swedish
cookie?
4. Why do you think he was so upset about the dead bird?

Chapter 7
1. What did Byron do in this chapter to get himself into trouble?
2. What does his father make him do?
3. Why do you think Byron continuously does things to anger his
parents and get himself into trouble?
4. What would you do if were Byrons parents?

Chapter 8
1. What was the surprise that dad put into the Brown Bomber?
2. Why was Mrs. Watson so unhappy with the surprise?
3. How would you have felt if you were a member of the Watson
family that day?
4. What big news do the Watsons tell their children? How do the
children react?

Chapter 9
1. Mr. Watson describes the situation in the south to Kenny. How
would you feel if people tried to keep you from going to school
or doing something you wanted to do because of your looks?
2. Describe a time when you or someone you know has been ridiculed
because of how they look. How did this make you feel?
3. What is Mr. Watsons reasoning for leaving Byron in Alabama?
4. Why did Byron have to sleep in his parents room the night
before they drove to Alabama?

Chapter 10
1. Why does Kenny have to force himself to drink another glass of
the nasty Kool-Aid?
2. List at least one characteristic of each of the states the
Watsons drive through in Chapter 10.
3. Why does Mrs. Watson get so angry at Mr. Watson in this
chapter?

Chapter 11
1. Compare and contrast Flint and Birmingham.
2. How many hours did the Watsons drive to reach Birmingham? Why
do you think Mr. Watson insisted on driving the entire way at
once instead of stopping for the night?
3. Describe how Byron talked to Grandma Sands. How was this
different from how he normally acted?

Chapter 12
1. Who is Mr. Robert? Who does Grandma Sands say that he is?
2. What happens to the way Mrs. Watson talks as she sits for hours
with Grandma Sands?
3. What are some of the topics Mrs. Watson and Grandma Sands
discuss?

Chapter 13
1. What happened to Kenny at the pond? What did Byron do?
2. Why do you think Byron was so upset after he helped Kenny?
3. Have you ever been so upset and worried about someone that all
you could do is cry?
4. Did you expect this from Byron?

Chapter 14
1. What had happened when Mr. Watson thought he heard a sonic
boom?
2. What was the news that Byron told Kenny about what had actually
happened?
3. What did Kenny see when he walked into the church?
4. What caused Joey to leave church before the bomb went off?
5. Why do you think the church was bombed?
6. How do you think you would have reacted if you had seen what
Kenny did in the church on that awful day?

Chapter 15
1. How many girls were killed when the bomb went off?
2. Why were Mr. and Mrs. Watson so worried about Kenny?
3. Where would he go whenever he disappeared for hours?
4. Why do you think Kenny was constantly hiding behind the couch?
5. Respond to one of these quotes from chapter 15. Describe how it
makes you feel, what you would have done in the situation, and
how your life would have changed after the bombing.
Quotes:
Option 1: I aint never heard of no sickness that makes you
kill little girls just because you dont want them in your
school. I dont think theyre sick at all, I think they just let
hate eat them up and turn them into monsters (200).
Option 2: I did go to the church, By. I saw what happened. I
saw two of those little girls. I thought Joey got killed too.
We all did, Kenny. There aint nothing wrong with being sad or
scared about that. Im sad about it too. I got real scared too.
The Watsons Go to Birmingham- 1963
Writing Connection

The class will discuss the importance of equality in connection
with the book. Students will then write a narrative about
equality. They may write from any direction and perspective they
choose. Students will be required to go through the writing
process as they complete the writing connection. The instructor
will discuss each step with the class.

Pre-Writing
Students will select a topic, list ideas, determine the audience, and
create their own graphic organizer to organize their ideas.

Drafting
Students will write the first draft of their story. They will work to
develop ideas, plot, theme, etc. as they write.

Revising
Students will edit their writing through adding details and ideas,
improving quality, and arranging ideas and details in logical order.

Proofreading
Students will check for spelling, grammar, and punctuation mistakes.

Publish
Students will decide how to present their writing to the audience.
The Watsons Go to Birmingham- 1963
Summative Assessment Answer Key

1. c
2. b
3. b
4. a
5. d
6. a
7. c
8. b
9. d
10.b
11.c
12.a
13.b
14.c
15.c
16.b
17.a
18.d
19.b
20.c
21.- 25. Based on guided reading questions. A variety of answers
will be accepted as long as content is accurate, details are
provided, and opinions are expressed appropriately.
The Watsons Go to Birmingham- 1963
Poem- Ballad of Birmingham

Mother dear, may I go downtown
Instead of out to play,
And march the streets of Birmingham
In a Freedom March today?

No, baby, no, you may not go,
For the dogs are fierce and wild,
And clubs and hoses, guns and jails
Arent good for a little child.

But, mother, I wont be alone.
Other children will go with me,
And march the streets of Birmingham
To make our country free.

No, baby, no, you may not go,
For I fear those guns will fire.
But you may go to church instead
And sing in the childrens choir.

She has combed and brushed her night-dark
hair,
And bathed rose petal sweet,
And drawn white gloves on her small brown
hands,
And white shoes on her feet.

The mother smiled to know her child
Was in the sacred place,
But that smile was the last smile
To come upon her face.

For when she heard the explosion,
Her eyes grew wet and wild.
She raced through the streets of Birmingham
Calling for her child.

She clawed through bits of glass and brick,
Then lifted out a shoe.
O, heres the shoe my baby wore,
But, baby, where are you?
Ballad of Birmingham inspired
Christopher Paul Curtis to write
The Watsons Go to
Birmingham-1963.
Dudley Randall wrote Ballad of
Birmingham in response to the
September 15, 1963 church
bombing at 16th Street Baptist
Church in Birmingham, Alabama.
Four young girls died in the
explosion.
Activity:
The class will read
Ballad of Birmingham
after reading about the
bombing in The Watsons Go
to Birmingham-1963. The
instructor will lead the
class in a discussion
about the bombing. After
completing the chapter in
the novel and reading the
poem, the students will
pick an event during the
Civil Rights Movement and
write their own poem about
equality.
The Watsons Go to Birmingham- 1963
Theme Web


Equality
The Watsons Go to Birmingham- 1963
Project

Students will listen to Martin Luther King Jrs I Have a
Dream Speech. They will then write and video their own I
Have a Dream speech. Their speech must relate to
equality; however, they may take it in any direction they
wish.


The Watsons Go to Birmingham- 1963
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activities-forthe-watsons-go-to-birmingham-1963