The Secret Life of Bees Active Resistance and Social Darwinism

What is Resistance? (Strategy) On your iPad, locate THREE synonyms for the word ‘RESISTANCE.’ On the sheets of paper provided write EACH word on a separate sheet. On the last paper, draw a picture that BEST represents this word. Wait for the instructions before you post your word on the back wall. This activity should be completed in 3 minutes.

Partner Work You will view a short film. As you view the film, please think about the various examples of resistance that you see. Be prepared to share your answer.

Sole Mates (Strategy) In 15 seconds, find a sole mate in the class. If you don’t see anyone with the same style shoe, get as close to it as you can! With your team member, you will share the examples you viewed as possible ones of resistance. The person with the most colors on will begin.

What reasons might someone have to resist authority? Think about it… Pair off with a partner with one of you as partner A and the other as partner B. Think about the following BEFORE you respond: What reasons might someone have to resist authority?

Life in the 60s: Life span was at least 7 years less than the average white person Children only had half the chance of completing high school Only a one-third had a chance of completing college Earned half as much as whites and had minimal hope of entering a profession of their choice.

Equality? Or Not? Blacks were seen as second- class citizens. Segregation of schools persisted and only 1.2% of black children attended class with white classmates. Even though legally able, blacks could not vote, serve on grand juries and trials or attend all-white beaches, restaurants or hotels. Many neighborhoods excluded blacks from living there.

Changes in the Black Mindset Black unemployment increased in the south and many women ran the homes. In only ten years, homes ran by single women jumped from 8 percent to 21 percent. The saying, “If you’re white, you’re right, if you’re brown, stick around; if you’re black, stay back,” lingered in many communities. The hunger for equality grew in the 1960s among blacks. Martin Luther King, Jr. led this vision by stating, “We’re through with tokenism, gradualism and see-how-far-you’ve comeism. We’re through with the we’ve-done-more-for- you-people-than-anyone-elseism. We can’t wait no longer. Now is the time!”

Time For a Change! Blacks began to stand up for their rights despite the consequences they would face. They performed “sit-ins’ at restaurants and all-white stores. Whites spit on, threw things at, and assaulted the blacks present, yet blacks were jailed for all incidents. However, their actions produced change. Blacks in 30 cities followed suit. Many students risked their lives to send a message; “to awaken the dozing conscience of their white brother.”.

South Carolina Not Budging! South Carolina continued to enforce segregation laws even though other states were becoming integrated. The Freedom Riders were formed (13 young men and women). They were beaten and the bus they rode was bombed. Blacks were able to protest and gained white support from those who deemed the actions of their white colleagues wrong. “Jim Crow MUST Go!”

When Does It End? President Kennedy finally steps in as President of the United States to enforce the civil rights of blacks. With an event called The March on Washington, 200,000 gathered with Dr. King to stand for justice and equality. Race relationships continue to be strained today, but the hope is to return to the words of Dr. King when he states, “I have a dream that one day this nation will rise up and live out the true meaing of its creed; we hold these truths to be self-evident; that all men are created equal.”

Let’s READ! As we read, please look for the following: 1. How does Rosaleen spitting on the shoes of the white man represent active resistance? 2. How do Lily and Rosaleen’s responses to oppression differ? 3. How might Rosaleen’s character be compared to that of Rosa Parks, Angela Davis or Harriet Tubman? Please be prepared to present evidence from the text to support your answers.

Complete the reading of Chapter 1 by our next class Complete the reading of Chapter 1 by our next class. (Try reading both tonight as well as tomorrow if you need the time.) Answer the THREE questions you were asked to consider as you read the text. Using the Shared Inquiry Discussion Worksheet, please record your answers and come to class prepared to discuss with your peers. Again ,you receive a grade for your participation. HOMEWORK! Please remember that homework is a key part of what we do in class. If you are not prepared for it, your grade and participation will suffer as a result.