by Lynn Rymarz
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
Dr. Martin Luther King Jr., Changing America
- Barbara Radner
This informational text outlines Dr. King’s accomplishments and leadership in America.Pair “Dr. Martin Luther King Jr., Changing America” with “Justice for All” to provide students with another important contributor to the Civil Rights Movement. How did Ida B. Wells and Martin Luther King, Jr. fight for racial justice? How do students think Wells’ and King’s actions inspired others?
The Underground Railroad
The informational text “The Underground Railroad” provides an overview of the actions of Harriet Tubman and other Underground Railroad conductors.Pair “the Underground Railroad” with “Justice for All” and ask students to discuss how Harriet Tubman and Ida B. Wells were heroes. How did Tubman’s work as a “conductor” compare to Wells’ work as a civil rights activist? How did both women’s work help others?
The Many and the Few
- J. Patrick Lewis
In J. Patrick Lewis’ poem “The Many and the Few,” a speaker describes the historic moment when Rosa Parks refused to give her seat on a bus in Montgomery, Alabama.Pair “The Many and the Few” with “Justice for All” to provide students with a poem about Rosa Parks’ activism. Ask students to discuss how Ida B. Wells’ actions compared to Rosa Parks’? How is Wells one of the “Few” who changed the lives of the “Many,” in terms of J. Patrick Lewis’ poem?
African American Suffragists
- Margaret Gushue
In the informational text “African American Women Suffragists,” Margaret Gushue discusses women’s suffrage and African American women’s contributions to the movement.Pair “Justice for All” with “African American Suffragists” to provide students with additional information about Ida B. Wells. Ask students to discuss how both texts explore the discrimination that Wells faced. How did Wells confront the unfair treatment she received for her race and gender and work to change it?
Standing Up by Sitting In
- Ruth Spencer Johnson
In Ruth Spencer Johnson’s short drama “Standing Up by Sitting In,” a group of students protest segregation with a sit-in.Pair “Justice for All” with “Standing Up by Sitting In” to provide students with information about a leader of the Civil Rights Movement. How did Ida B. Wells protest the unfair treatment she experienced on a train? How do her actions compare to the actions of the students in “Standing Up by Sitting In”? Do students think that Wells’ actions inspired the activists that followed?
- Ruth Spencer Johnson
In Ruth Spencer Johnson’s “Rosa Refuses,” a black girl in Montgomery writes letters to her cousin about the Montgomery bus boycott.Pair “Justice for All” with “Rosa Refuses” to provide students with information about another important figure of the Civil Rights Movement. Ask students to discuss the similarities between Ida B. Wells and Rosa Parks. How do students think Wells’ actions inspired other activists, like Parks?