Paired Texts > Justice for All
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.
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?
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 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?
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?
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?
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?
In "Elizabeth Jennings Takes a Stand," a Black woman living in New York City in 1854 stands up for her rights and goes on a whites-only trolley.Pair “Justice for All” with “Elizabeth Jennings Takes a Stand” to give students another example of a Black woman, Ida B. Wells, standing up for justice on transportation. How was Ida B. Wells treated unfairly because of her race in “Justice for All”? How did she fight back against this injustice? How was Elizabeth Jennings treated unfairly because of her race in “Elizabeth Jennings Takes a Stand”? How did she fight back against this injustice? How were Ida and Elizabeth’s experiences similar and different?
In "Ida B. Wells," the author explains how Wells, an activist and journalist, helped change laws and fight for equality.Pair “Justice for All” with “Ida B. Wells” and ask students to discuss how Wells-Barnett fought against segregation in all places, including on train cars. How was Rosa Parks from “Justice for All” similar to Wells-Barnett? How might Wells-Barnett’s actions have influenced Parks’s work?
In "Claudette Colvin," Britannica Kids explains how Colvin, a Black teenager who refused to give up her seat on a segregated bus, affected the Civil Rights Movement.Pair “Justice for All” with “Claudette Colvin” and ask students to discuss how Ida B. Wells in “Justice for All” is like Claudette Colvin in “Claudette Colvin.” How were Ida and Claudette’s actions alike? What are some differences between Ida and Claudette? Since Ida died before Claudette was born, how may Ida have affected Claudette?