2. recognize the importance of some leaders that emerged to help encourage African- American people to struggle for the freedoms they were entitled to.

2. Read Don't Ride the Bus on Monday , by Louise Meriwether, to the class. List questions the children have about Rosa Parks on the board. See if other children know the answers. If not, keep a copy of the questions to be answered later.

3. Read Fannie Lou Hamer , by June Jordon, to the class. Add more questions to add to the list. Use the book to answer some of the questions. Who is prejudiced in this story? Have the children make posters encouraging people to vote.

4. The children should write an essay telling why it was so important for African- American people to vote.

5. Read Martin Luther King Jr., Free At Last , by David A. Adler, to the children. Make a time line of pictures marking the important dates in King's life.

6. The children should write a story pretending that they are the person being discriminated against at a lunch counter, bathroom, drinking fountain, bus, or train. They should tell how it made them feel. Some of the children may want to do role- plays of the stories.

7. What were the Jim Crow laws? Have the children get in groups of four and write and illustrate as many Jim Crow laws as they can remember. Ask how these laws would make the children feel if they were applied in this classroom. What would they do about it?

8. Read Molly's Pilgrim , by Barbara Cohen, to the class. What was Molly's problem? How did the other children treat her? Why?

Use a world map or globe to trace Molly's trip from Russia to the U.S.

Note : The teacher is encouraged to use other books about other nationalities that demonstrate prejudice so the children understand that prejudice comes in many forms.