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Focus and Motivate

Selection Resources

Before Reading

Scenario Response

The principal accuses you of something you didn’t do.

A younger sibling calls you names to make you angry .

The referee makes a call youthink is unfair .

A friend yells at you for calling a play against him.

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RI 1 Cite textual evidence to support analysis of what the text says explicitly. RI 2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RI 3 Analyze the interactions between individuals, events, and ideas in a text.

Video link at thinkcentral.comThe Noble Experiment

From the Autobiography I Never Had It Made by Jackie Robinson As Told to Alfred Duckett

What do you do when someone yells at you? Some people choose to yell back. Some people explain themselves calmly. But there are times when silence is the most effective response. When does silence give you dignity, or make you worthy of respect? In the selection you’re about to read, Jackie Robinson tells why he needed to find strength in silence.

DISCUSS With a group, decide the best response to each scenario listed. Should you yell back, explain calmly, or simply stay silent?

When is there DIGNITY in silence?

RESOURCE MANAGER UNIT 7Plan and Teach, pp. 87–94Summary pp. 95–96†‡*Text Analysis and Reading

Skill, pp. 97–100†*Vocabulary, pp. 101–103*

DIAGNOSTIC AND SELECTION TESTSSelection Tests, pp. 231–234

BEST PRACTICES TOOLKITCluster Diagram, p. B18T Chart, p. A25Making Inferences, p. A13Spider Map, p. B22

TECHNOLOGY

Teacher One Stop DVD-ROM

Student One Stop DVD-ROM

Audio Anthology CD

GrammarNotes DVD-ROM

ExamView Test Generator on the Teacher One Stop

* Resources for Differentiation † Also in Spanish ‡ In Haitian Creole and Vietnamese

See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com.

RI 1 Cite textual evidence to support analysis of what the text says explicitly. RI 2 Determine two or more central ideas in a text and analyzetheir development over the course of the text. RI 3 Analyze the interactions between individuals, events, and ideas in a text. L 4b Use Latin roots as clues to the meaning of a word.

summaryThis excerpt from Jackie Robinson’s autobiog-raphy tells of the turning point in his career. After a long search, Dodgers president Branch Rickey chooses Robinson to help him achieve his dream of integrating major league base-ball. Rickey warns Robinson that it will not be easy to be the first African American on the team.

When is there DIGNITY in silence?Discuss the question with students. Use the context to define dignity. Ask students to volunteer behaviors that they think make someone worthy of respect. Have students complete the DISCUSS activity and then ask groups to share their responses.

Video link at thinkcentral.com

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TeachMeet the Author

Jackie Robinson1919–1972National Hero Jackie Robinson was the fi rst man at the University of California, Los Angeles, to earn varsity letters in four sports. He then went on to play professional baseball in 1945 in the Negro Leagues. His talent and extraordinary character were quickly noticed. In 1947, he joined the Brooklyn Dodgers. Robinson was honored as Rookie of the Year in 1947 and National League Most Valuable Player in 1949. He was inducted into the Baseball Hall of Fame in 1962. With the help of his wife, Rachel, Jackie paved the way for African-American athletes.Cowriter and Fan Robinson worked on his autobiography with Alfred Duckett, a writer and baseball fan. Active in the civil rights movement, Duckett was a speechwriter for Dr. Martin Luther King Jr.background to the autobiographySegregated National Pastime In the 1940s, African Americans faced many barriers. Segregation kept African Americans separate from whites in every part of society, including sports. In baseball the Negro League was completely separate from the all-white teams of the Major League. Jackie Robinson would help change that.

text analysis: autobiographyAn autobiography is the story of a person’s life as written by that person. The writer• uses the first-person point of view• often introduces people who influenced him or her• shares thoughts and feelings about his or her experiencesAutobiographies not only help you understand a person, but they also help you understand the society in which the person lived. As you read “The Noble Experiment,” note what you learn about Jackie Robinson and his times.

reading strategy: summarizeWhen you summarize, you briefly restate in your own words the main ideas and important details of something you’ve read. As you read “The Noble Experiment,” note important people and events in a log. Later you can use the log to help you identify the main ideas and summarize the selections.

Important Characters

• Branch Rickey—Ohio Wesleyan baseball coach

• Charley Thomas—Player for Ohio Wesleyan

••

Important Events

••

vocabulary in contextThe listed words all help tell about a dramatic turning point in Jackie Robinson’s life. In your Reader/Writer Notebook, write a sentence for each of the vocabulary words. Use a dictionary or the definitions in the following selection pages to help you.

word list

camouflagecapitalizedisillusionmenteloquence

insinuationintegratedretaliateshrewdly

speculatetaunt

Complete the activities in your Reader/Writer Notebook.

Author OnlineGo to thinkcentral.com.KEYWORD: HML7-833

vocabulary in contextDIAGNOSE WORD KNOWLEDGE Have all students complete Vocabulary in Context. Check their sentences against the following definitions:

camouflage (kBmPE-fläzhQ) v. to disguise or portray falsely in order to conceal

capitalize (kBpPG-tl-FzQ) v. to take advantage ofdisillusionment (dGsQG-lLPzhEn-mEnt) n.

disappointment; loss of hope

eloquence (DlPE-kwEns) n. forceful, convincing speech or writing

insinuation (Gn-sGnQyL-APshEn) n. a suggestion or hint intended to insult

integrated (GnPtG-grAQtGd) adj. open to people of all races and groups integrate v.

retaliate (rG-tBlPC-AtQ) v. to get revenge; get even shrewdly (shrLdPlC) adv. wisely; in a clever way speculate (spDkPyE-lAtQ) v. to view or consider

different possibilities; to guess what might happen

taunt (tônt) v. to make fun of

PRETEACH VOCABULARY Use the Vocabulary Study copy master to help students explore the meaning of each boldfaced word.

RESOURCE MANAGER—Copy MasterVocabulary Study p. 101

Read item 1 aloud, emphasizing camouflaged.Point out the context clue “hurt feelings.” Dis-cuss possible meanings for camouflaged, such as “hid.” Have students record their predic-tions. Repeat the procedure for items 2–10.

R E A D I N G S T R A T E G Y

Model the Skill: summarizeTell students that when they summarize it is important to put the main ideas into their own words and keep the ideas in the order of the original text. Demonstrate the skill by summarizing Meet the Author.GUIDED PRACTICE Guide students as they write a summary of a day at school or some other brief period of their lives.

RESOURCE MANAGER—Copy MasterSummarize p. 99 (for student use while reading the selection)

T E X T A N A L Y S I S

Model the Skill: autobiography

Explain that most autobiographies focus on significant events in the author’s life. Review Meet the Author and help stu-dents identify possible events in Jackie Robinson’s life that may be included in his autobiography. Possible answer: Significant events may include earning varsity letters in four sports, playing baseball in the Negro Leagues, joining the Brooklyn Dodgers, and earning various awards.GUIDED PRACTICE Have students describe autobiographical films or television pro-grams they have seen.

V O C A B U L A R Y S K I L L

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Practice and Apply

834 unit 7: biography and autobiography

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I n 1910 Branch Rickey was a coach for Ohio Wesleyan. The team went to South Bend, Indiana, for a game. The hotel management registered

the coach and team but refused to assign a room to a black player named Charley Thomas. In those days college ball had a few black players. Mr. Rickey took the manager aside and said he would move the entire team to another hotel unless the black athlete was accepted. The threat was a bluff because he knew the other hotels also would have refused accommodations to a black man. While the hotel manager was thinking about the threat, Mr. Rickey came up with a compromise. He suggested a cot be put in his own room, which he would share with the unwanted guest. The hotel manager wasn’t happy about the idea, but he gave in. a

Years later Branch Rickey told the story of the misery of that black player to whom he had given a place to sleep. He remembered that Thomas couldn’t sleep.

“He sat on that cot,” Mr. Rickey said, “and was silent for a long time. Then he began to cry, tears he couldn’t hold back. His whole body shook with emotion. I sat and watched him, not knowing what to do until he began tearing at one hand with the other—just as if he were trying to scratch the skin off his hands with his fingernails. I was alarmed. I asked him what he was trying to do to himself.

“‘It’s my hands,’ he sobbed. ‘They’re black. If only they were white, I’d be as good as anybody then, wouldn’t I, Mr. Rickey? If only they were white.’”

“Charley,” Mr. Rickey said, “the day will come when they won’t have to be white.”

noble the

experimentJackie RobinsonAs Told to Alfred Duckett

a

AUTOBIOGRAPHYWhat does Robinson want the reader to know about the society in which Branch Rickey was coaching?

What might you infer from the cover of this 1951 special edition comic book?

Targeted Passage1

read with a purposeHelp students set a purpose for reading. Tell them to read this autobiography of Jackie Robinson to find out how two men worked together to end segregation in baseball.

differentiated instruction

a autobiography

Possible answer: Robinson wants readers to know about the racism that existed in the society.


revisit the big questionWhen is there

DIGNITY in silence?Discuss In lines 15–22, what does this incident show about the effect of discrimination on a person’s dignity? Possible answer: Discrimina-tion makes a person feel inferior and under-mines the person’s dignity.

for english language learners Develop Reading Fluency Point out to stu-dents that dialogue represents a conversation between people. Tell them that fluent readers read dialogue with expression, using the punc-tuation marks to show them when to pause or when to make changes in their intonation to indicate statements or questions. Then have pairs of students read lines 21–24, with one student reading as Branch Rickey and the other as Charley Thomas.

RESOURCE MANAGER—Copy MasterReading Fluency p. 106

for struggling readers In combination with the Audio Anthology CD, use one or more Targeted Passages (pp. 834, 836, 840, 842) to ensure that students focus on key events, concepts, and skills.

1 Targeted Passage [Lines 1–11]This passage describes the major external conflict in the autobiography: society’s discrimi-nation against African Americans.

• How does the hotel management treat Char-ley Thomas? Why? (lines 1–4)

• What does Branch Rickey threaten to do? (lines 5–6)

• What is the compromise that Branch Rickey suggests? What does his action show about him? (lines 7–11)


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background The Negro Leagues Jackie Robinson was recruited by Branch Rickey from the Kansas City Monarchs in the Negro American League. Robinson had joined the Monarchs in 1945. Several other stars of the African-American teams, such as Satchel Paige, Hank Aaron, and Willie Mays, would eventually join him in the majors, deflecting the fans’ attention away from the Negro Leagues. Although there were several leagues between the period of 1920 and the late 1940s, by 1960 the major leagues were racially integrated and the last Negro League had folded.

Analyze VisualsPossible answer: National attention was focused on Jackie Robinson in 1951.

for english language learners Comprehension Support Build background using the note above. Help students read the Summary. Explain that the note-taking log (p. 833) is an outline students will use to write a summary. Explain that Ohio Wesleyan is a college. Read the first targeted passage aloud. Have students continue read-ing independently or listen to the Audio Anthology CD.

beginning early intermediate intermediate early advancedOrally tell the mean-ing of the event in the first targeted passage.

Tell in writing the mean-ing of the event in the second targeted passage.

Tell in writing the mean-ing of the event in the third targeted passage.

Tell in writing the mean-ing of the event in the fourth targeted passage.

RESOURCE MANAGERSummary pp. 95–96

for advanced learners/pre–apEncourage students to read the whole autobi-ography and share the rest of the story with the class. Have them focus on the underlying meaning, i.e., what the events of Jackie Rob-inson’s life meant to him and to all African Americans.




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Thirty-five years later, while I was lying awake nights, frustrated, unable to see a future, Mr. Rickey, by now the president of the Dodgers, was also lying awake at night, trying to make up his mind about a new experiment.

He had never forgotten the agony of that black athlete. When he became a front-office executive in St. Louis, he had fought, behind the scenes, against the custom that consigned black spectators to the Jim Crow section1 of the Sportsman’s Park, later to become Busch Memorial Stadium. His pleas to change the rules were in vain. Those in power argued that if blacks were allowed a free choice of seating, white business would suffer. b

B ranch Rickey lost that fight, but when he became the boss of the Brooklyn Dodgers in 1943, he felt the time for equality in baseball

had come. He knew that achieving it would be terribly difficult. There would be deep resentment, determined opposition, and perhaps even racial violence. He was convinced he was morally right, and he shrewdly sensed that making the game a truly national one would have healthy financial results. He took his case before the startled directors of the club, and using persuasive eloquence, he won the first battle in what would be a long and bitter campaign. He was voted permission to make the Brooklyn club the pioneer in bringing blacks into baseball.

Winning his directors’ approval was almost insignificant in contrast to the task which now lay ahead of the Dodger president. He made certain that word of his plans did not leak out, particularly to the press. Next, he had to find the ideal player for his project, which came to be called “Rickey’s noble experiment.” This player had to be one who could take abuse, name-calling, rejection by fans and sportswriters and by fellow players not only on opposing teams but on his own. He had to be able to stand up in the face of merciless persecution and not retaliate. On the other hand, he had to be a contradiction in human terms; he still had to have spirit. He could not be an “Uncle Tom.”2 His ability to turn the other cheek had to be predicated3 on his determination to gain acceptance. Once having proven his ability as player, teammate, and man, he had to be able to cast off humbleness and stand up as a full-fledged participant whose triumph did not carry the poison of bitterness. c

Unknown to most people and certainly to me, after launching a major scouting program, Branch Rickey had picked me as that player. The Rickey talent hunt went beyond national borders. Cuba, Mexico, Puerto Rico, Venezuela, and other countries where dark-skinned people lived

1. consigned . . . to the Jim Crow section: directed African Americans to sit in a separate section. 2. “Uncle Tom”: an offensive term for an African-American person seen as trying overly hard to please

white people; originally from the novel Uncle Tom’s Cabin, written in 1851 by Harriet Beecher Stowe. 3. predicated (prDdPG-kAQtGd): based.

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SUMMARIZEWhat are the important details about the people Jackie Robinson has introduced you to so far? Add the information to your log.

shrewdly (shrLdPlC) adv. wisely; in a clever way

eloquence (DlPE-kwEns) n. forceful, convincing speech or writing

retaliate (rG-tBlPC-AtQ) v. to get revenge; get even

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AUTOBIOGRAPHYWhy does Jackie Robinson choose to tell you so much about Branch Rickey’s thoughts on the qualities the first major-league black baseball player will have to have?


for struggling readers2 Targeted Passage [Lines 35–44]

This passage identifies Branch Rickey’s goal: to make the Brooklyn Dodgers the first integrated baseball team.• What problems does Branch Rickey expect

as he tries to reach his goal? (lines 35–39)• Why is he so determined to integrate

baseball? (lines 39–41)• How do the directors of the Brooklyn

Dodgers react? (lines 41–44)

Reading Strategy Follow-Up: Summarize Tell students that in a long text, it is often helpful to summarize paragraphs or sections. Have students reread lines 45–58. Work together to fill out a Cluster Diagram showing the qualities that Branch Rickey is looking for in his ideal player. Then have pairs summarize or state the main idea of this paragraph in one sentence. Compare summaries.

BEST PRACTICES TOOLKIT—TransparencyCluster Diagram p. B18

b summarizeHave students record their responses in their logs from page 833. Possible answers:

Important Characters:

• Branch Rickey—• Charley Thomas—Important Events:

• Rickey insists that African-American player Charley Thomas be allowed to stay in the team’s hotel.

• Thomas despairs over discrimination.• Rickey fights for desegregation.


c autobiography

Possible answers: Jackie Robinson is show-ing how much thought went into Rickey’s plan. He is emphasizing the importance of the selection of the player. He is indirectly revealing the qualities that he possesses and the ideal that he must try to live up to.


V O C A B U L A R Y

own the word• shrewdly: Ask students to explain why

Branch Rickey’s wanting to include blacks in baseball was shrewd. Possible an-swer: Because if blacks could play, more blacks would pay to attend games.

• eloquence: Ask students why eloquence would be a good asset for a politician. Possible answer: A politician needs to be an effective speaker to convince people to support his or her position.

• retaliate: Ask students to talk about a time in which they wanted to retaliate against someone, but did not.

Targeted Passage2


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had been checked out. Mr. Rickey had learned that there were a number of black players, war veterans mainly, who had gone to these countries, despairing of finding an opportunity in their own country. The manhunt had to be camouflaged. If it became known he was looking for a black recruit for the Dodgers, all hell would have broken loose. The gimmick he used as a cover-up was to make the world believe that he was about to establish a new Negro league. In the spring of 1945 he called a press conference and announced that the Dodgers were organizing the United States League, composed of all black teams. This, of course, made blacks and prointegration whites indignant. He was accused of trying to uphold the existing segregation and, at the same time, capitalize on black players. Cleverly, Mr. Rickey replied that his league would be better organized than the current ones. He said its main purpose, eventually, was to be absorbed into the majors. It is ironic that by coming very close to telling the truth, he was able to conceal that truth from the enemies of integrated baseball. Most people assumed that when he spoke of some distant goal of integration, Mr. Rickey was being a hypocrite on this issue as so many of baseball’s leaders had been. d

B lack players were familiar with this kind of hypocrisy. When I was with the Monarchs, shortly before I met Mr. Rickey, Wendell Smith,

then sports editor of the black weekly Pittsburgh Courier, had arranged for me and two other players from the Negro league to go to a tryout

camouflage(kBmPE-fläzhQ) v. to disguise or portray falsely in order to conceal

capitalize (kBpPG-tl-FzQ) v. to take advantage of

integrated (GnPtG-grAQtGd) adj. open to people of all races and groups integrate v.

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SUMMARIZEWhat challenges will face Rickey and any African-American player he chooses?

Jackie Robinson in his Kansas City Monarchs uniform shortly before he met Branch Rickey, 1945

for english language learnersConcept Support To help students under-stand the key ideas of segregation (line 73) and integration (line 79), draw a continuum. Label the left end “segregation” and the right end “integration.” In the middle of the line, write “hiring Jackie Robinson.” Explain that segregation and integration are antonyms, words that have opposite meanings. Have students use context clues and the continu-um to define both terms.

tiered discussion promptsIn lines 59–80, use these prompts to help students understand Rickey’s strategy and the possible risks:

Connect Is there a cause you feel strongly about? How do your feelings help you understand Rickey’s determination to carry out his plan? Students may say that they would do whatever it takes to support their cause. Therefore, they understand the lengths that Rickey will go to.Analyze What are the possible risks of Rickey’s plan? Possible answer: If public opinion turns against him, he could lose his job. If the plan backfires, integration could be set back even further.Evaluate What is your opinion of Branch Rickey? Support your opinion with examples from the text. Students may say that they admire Rickey’s courage and willingness to fight for his principles.

V O C A B U L A R Y

own the word• camouflage: Have students name an

animal that camouflages itself to blend in with its surroundings. Possibleanswers: a rattlesnake, a chameleon

• capitalize: Ask students why people might have accused Branch Rickey of try-ing to capitalize on black players. Possible answer: He could take advan-tage of them by making money, but not letting them play in the Majors.

• integrated: Point out that the word integrated comes from the Latin root integrat, meaning “made whole.” Ask students to consider how integration helped make America whole.

hiring Jackie Robinson

segregation integration

d summarizePossible answer: There will be public opposition, resentment among people in baseball, and violence. The player will have to face ridicule and resentment.



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with the Boston Red Sox. The tryout had been brought about because a Boston city councilman had frightened the Red Sox management. Councilman Isadore Muchneck threatened to push a bill through banning Sunday baseball unless the Red Sox hired black players. Sam Jethroe of the Cleveland Buckeyes, Marvin Williams of the Philadelphia Stars, and I had been grateful to Wendell for getting us a chance in the Red Sox tryout, and we put our best efforts into it. However, not for one minute did we believe the tryout was sincere. The Boston club officials praised our performance, let us fill out application cards, and said, “So long.” We were fairly certain they wouldn’t call us, and we had no intention of calling them.

Incidents like this made Wendell Smith as cynical as we were. He didn’t accept Branch Rickey’s new league as a genuine project, and he frankly told him so. During this conversation, the Dodger boss asked Wendell whether any of the three of us who had gone to Boston was really good major league material. Wendell said I was. I will be forever indebted to Wendell because, without his even knowing it, his recommendation was in the end partly responsible for my career. At the time, it started a thorough investigation of my background. e

I n August 1945, at Comiskey Park in Chicago, I was approached by Clyde Sukeforth, the Dodger scout. Blacks have had to learn to

protect themselves by being cynical but not cynical enough to slam the door on potential opportunities. We go through life walking a tightrope4 to prevent too much disillusionment. I was out on the field when Sukeforth called my name and beckoned. He told me the Brown Dodgers were looking for top ballplayers, that Branch Rickey had heard about me and sent him to watch me throw from the hole. He had come at an unfortunate time. I had hurt my shoulder a couple of days before that, and I wouldn’t be doing any throwing for at least a week.

Sukeforth said he’d like to talk with me anyhow. He asked me to come to see him after the game at the Stevens Hotel.

Here we go again, I thought. Another time-wasting experience. But Sukeforth looked like a sincere person, and I thought I might as well listen. I agreed to meet him that night. When we met, Sukeforth got right to the point. Mr. Rickey wanted to talk to me about the possibility of becoming a Brown Dodger. If I could get a few days off and go to Brooklyn, my fare and expenses would be paid. At first I said that I couldn’t leave my team and go to Brooklyn just like that. Sukeforth wouldn’t take no for an answer. He pointed out that I couldn’t play for a few days anyhow because of my bum arm. Why should my team object?

4. walking a tightrope: maintaining a narrow balance.

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AUTOBIOGRAPHYReread lines 96–103. Notice that Robinson uses first-person pronouns such as I and we. To whom does the we refer?

disillusionment (dGsQG-lLPzhEn-mEnt) n. disappointment; loss of hope

VISUALVOCABULARY

throw from the hole v. to throw from deep in the infield (X) to first base (1B)

V O C A B U L A R Y

own the word disillusionment: Have students take

turns acting out the facial expressions and body postures of a person who is experiencing disillusionment.

for struggling readers Comprehension Support Robinson says that African Americans have had to walk a “tight-rope” between being cynical, but not too cynical (lines 105–107). To help students see Robinson’s dilemma, have them complete a T Chart with reasons that support both attitudes. Remind students that the “tight-rope” image implies that navigating between the two attitudes is difficult because both are convincing.

Reasons to be cynical

Reasons to be not too cynical

Have often faced “disillusionment”

Need to be open-minded

Need to “protect themselves”

Don’t “slam the door

on potential oppor-

tunities”

Too many “time-wasting experiences”

Sukeforth seems like

a “sincere person

BEST PRACTICES TOOLKIT—TransparencyT Chart p. A25

for advanced learners/pre–apCompare and Contrast On the eve before Robinson is to meet Rickey, both men are full of different emotions: cynicism is about to meet sincerity. Have students compare Robinson’s reasons for being cynical with Rickey’s motiva-tion for his “noble experiment” by illustrating the thoughts, feelings, and expectations of each man in a separate drawing. Encourage students to add captions, dialogue, and a title. Invite volunteers to explain their illustrations.



e autobiography

Possible answer: “We” refers to Sam Jethroe, Marvin Williams, and Jackie Robin-son, the three players who were asked to try out for the Boston Red Sox.


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I continued to hold out and demanded to know what would happen if the Monarchs fired me. The Dodger scout replied quietly that he didn’t believe that would happen.

I shrugged and said I’d make the trip. I figured I had nothing to lose.

B ranch Rickey was an impressive-looking man. He had a classic face, an air of command, a deep, booming voice, and a way of cutting

through red tape and getting down to basics. He shook my hand vigorously and, after a brief conversation, sprang the first question.

“You got a girl?” he demanded.It was a hell of a question. I had two reactions: why should he

be concerned about my relationship with a girl; and, second, while I thought, hoped, and prayed I had a girl, the way things had been going, I was afraid she might have begun to consider me a hopeless case. I explained this to Mr. Rickey and Clyde. f

Mr. Rickey wanted to know all about Rachel. I told him of our hopes and plans.

“You know, you have a girl,” he said heartily. “When we get through today, you may want to call her up because there are times when a man needs a woman by his side.”

My heart began racing a little faster again as I sat there speculating. First he asked me if I really understood why he had sent for me. I told him what Clyde Sukeforth had told me.

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AUTOBIOGRAPHYReread lines 135–139. What can you infer about Jackie Robinson’s personal life and feelings?

speculate (spDkPyE-lAtQ) v. to view or consider different possibilities; to guess what might happen

Jackie Robinson and Branch Rickey on signing day

for english language learnersVocabulary Support Assign mixed-ability groups several baseball terms from the selection. Have groups use context clues or a dictionary to define the words and phrases and report back to the class.• front-office executive (line 29)• tryout (line 84)• major league (line 100)• scout (line 105)• farm club (line 158)

• hits (line 197)• runs (line 198)• errors (line 198)• box score (line 198)• shortstop (line 248)• stealing (line 249)• spikes (line 249)

Analyze VisualsActivity What inferences can you make from the expression on Jackie Robinson’s face? Possible answer: He looks pleased and hopeful. His meeting with Rickey is going well.

V O C A B U L A R Y

own the word speculate: Invite students to speculate

on what might happen during Jackie Robinson’s meeting with Branch Rickey.


f autobiography

Possible answer: Robinson is afraid that he might lose his girlfriend because his career doesn’t seem to be going anywhere.

IF STUDENTS NEED HELP . . . Use an infer-ences chart to help students see the connection between the details in the text and Robinson’s feelings.

Detail from text Inference

“why should he be concerned about my relationship with a girl” (lines 135-136)

Robinson feels puzzled and confused.

“I . . . hoped . . . I had a girl . . . she might have begun to con-sider me a hopeless case..” (lines 137-138)

Extend the Discussion Why does Rickey care whether Robinson has a girlfriend?

BEST PRACTICES TOOLKIT—TransparencyMaking Inferences p. A13


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“That’s what he was supposed to tell you,” Mr. Rickey said. “The truth is you are not a candidate for the Brooklyn Brown Dodgers. I’ve sent for you because I’m interested in you as a candidate for the Brooklyn National League Club. I think you can play in the major leagues. How do you feel about it?”

My reactions seemed like some kind of weird mixture churning in a blender. I was thrilled, scared, and excited. I was incredulous. Most of all, I was speechless.

“You think you can play for Montreal?”he demanded.I got my tongue back. “Yes,” I answered.Montreal was the Brooklyn Dodgers’ top farm club. The players who

went there and made it had an excellent chance at the big time.I was busy reorganizing my thoughts while Mr. Rickey and Clyde

Sukeforth discussed me briefly, almost as if I weren’t there. Mr. Rickey was questioning Clyde. Could I make the grade?

Abruptly, Mr. Rickey swung his swivel chair in my direction. He was a man who conducted himself with great drama. He pointed a finger at me.

“I know you’re a good ballplayer,” he barked. “What I don’t know is whether you have the guts.”

I knew it was all too good to be true. Here was a guy questioning my courage. That virtually amounted to him asking me if I was a coward. Mr. Rickey or no Mr. Rickey, that was an insinuation hard to take. I felt the heat coming up into my cheeks. g

Before I could react to what he had said, he leaned forward in his chair and explained.

I wasn’t just another athlete being hired by a ball club. We were playing for big stakes. This was the reason Branch Rickey’s search had been so exhaustive. The search had spanned the globe and narrowed down to a few candidates, then finally to me. When it looked as though I might be the number-one choice, the investigation of my life, my habits, my reputation, and my character had become an intensified study.

“I’ve investigated you thoroughly, Robinson,” Mr. Rickey said.One of the results of this thorough screening were reports from

California athletic circles that I had been a “racial agitator”5 at UCLA. Mr. Rickey had not accepted these criticisms on face value. He had demanded and received more information and came to the conclusion that if I had been white, people would have said, “Here’s a guy who’s a contender, a competitor.”

After that he had some grim words of warning. “We can’t fight our way through this, Robinson. We’ve got no army. There’s virtually nobody on our side. No owners, no umpires, very few newspapermen. And I’m afraid

5. “racial agitator”: negative term used for someone who tries to stir up trouble between the races.

insinuation (Gn-sGnQyL-APshEn) n. a suggestion or hint intended to insult

g

AUTOBIOGRAPHYYou may recall that in an autobiography—the story of a person’s life as written by that person—the writer will share private thoughts and feelings. When a writer reveals details about a significant life event, what he or she shares can provide insights into a personality that a biography cannot. Reread lines 153–170. What words and phrases help you understand how Robinson felt during his interview with Branch Rickey?

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This passage presents the turning point in Jackie Robinson’s career: he is offered a chance to play in the major leagues. • How does Jackie Robinson feel when he

hears what Branch Rickey has in mind for him? (lines 153–155)

• Why will Robinson start in Montreal? (lines 158–159)

• Why will he need “guts”? (lines 163–166)

for reluctant readers Connect to the Text Invite students to talk about a time when they faced a difficult challenge. Discuss: What emotions did they experience at the time? How did they tackle the challenge? What advice would they give someone facing a similar challenge? As a class, work together to make a list of tips that could help others when facing a challenge in the future.

Targeted Passage3

tiered discussion promptsIn lines 173–185, use these prompts to help students understand the thought behind the selection of Jackie Robinson:

Connect Think about a time when you had to make a hard decision. How does your experience help you understand Rickey’s extensive search for the right candidate? Students may say that they tried to think of all possible options and consequences before they made their decision, just as Rickey did.Analyze Why is an investigation into Robinson’s background necessary? Possible answer: People will be looking for reasons to criticize the player that Rickey finally chooses. The player has to be someone of great character so that no accusations can be made about him.Evaluate Why is the information that Rickey learns about Robinson from UCLA helpful? Possible answer: Robinson is “a contender, a competitor” (line 185). As a man of strength, he will fight for what he believes in.


g Model the Skill: autobiography

• To model the skill, tell students about an experience you have had that can help students see Jackie Robinson’s perspec-tive—such as a job interview. Describe both the facts—what happened—and what you were feeling at the time.

• Have students practice and apply the skill by pointing out those aspects of the expe-rience that could be described only by you.

Possible answers: “weird mixture churning in a blender,” “thrilled, scared, and excited,” “incredulous,” “speechless,” “questioning my courage,” “hard to take”

V O C A B U L A R Y

own the word insinuation: Have students complete this

sentence and then discuss their answers: When the coach said he didn’t want that kind of player on the team, the coach was insinuating that. . .


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190

200

that many fans will be hostile. We’ll be in a tough position. We can win only if we can convince the world that I’m doing this because you’re a great ballplayer and a fine gentleman.”

He had me transfixed as he spoke. I could feel his sincerity, and I began to get a sense of how much this major step meant to him. Because of his nature and his passion for justice, he had to do what he was doing. He continued. The rumbling voice, the theatrical gestures were gone. He was speaking from a deep, quiet strength.

“So there’s more than just playing,” he said. “I wish it meant only hits, runs, and errors—only the things they put in the box score. Because you know—yes, you would know, Robinson, that a baseball box score is a democratic thing. It doesn’t tell how big you are, what church you attend, what color you are, or how your father voted in the last election. It just tells what kind of baseball player you were on that particular day.” h

h

SUMMARIZEWhat does Branch Rickey really want to find out about Jackie Robinson during this interview? Include these details in your log.

Jackie Robinson crosses the plate after one of his many home-run hits for the Montreal Royals.

Analyze VisualsActivity Direct students’ attention to the photograph on this page. Ask them what they think might help change critics’ opinions about integrated baseball. Possible answer: Jackie Robinson’s superior playing will help sway pub-lic opinion to the side of integrated baseball.

Jackie Robinson

char

acte

r

baseba

ll skills

Rickey says he can play in majors

Rickey says he is great

courage

not a coward

R E A D I N G S K I L L

h Model the Skill: summarizeTo model the skill, summarize details of Jackie Robinson’s meeting with Branch Rickey on the board:

• Jackie is invited to an interview to be a player for the Brown Dodgers.

• Branch Rickey asks many questions about Jackie Robinson’s character.

• Rickey tells Robinson that he wants him to play for the Brooklyn Dodgers.

Have students practice and apply the skill by summarizing Jackie’s response to the offer to play for the Dodgers.

Possible answer:

Important Events:

• Rickey interviews Robinson to find out if Robinson is strong enough to take the abuse and racism in order to achieve their ultimate goal.

for english language learners Comprehension: Task Support Provide sentence frames such as these to help students identify and retell the main ideas of lines 148–202: • Branch Rickey asks Jackie Robinson to .• Rickey warns Robinson that people will

be .• Robinson will have to .

for struggling readersComprehension Support Rickey sought the ideal player—one with the right mix of skills, character, and courage. Direct students to reread lines 151–152, 168–170, 176–178, 182–185, and 189–191. What qualities does Robinson have, as shown by Rickey’s words and Robin-son’s own words and actions? List students’ responses in a Spider Map, as shown. Might Robinson be a good candidate?

BEST PRACTICES TOOLKITSpider Map p. B22 the noble experiment 841

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210

220

230

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I interrupted. “But it’s the box score that really counts—that and that alone, isn’t it?”

“It’s all that ought to count,” he replied. “But it isn’t. Maybe one of these days it will be all that counts. That is one of the reasons I’ve got you here, Robinson. If you’re a good enough man, we can make this a start in the right direction. But let me tell you, it’s going to take an awful lot of courage.”

He was back to the crossroads question that made me start to get angry minutes earlier. He asked it slowly and with great care.

“Have you got the guts to play the game no matter what happens?”“I think I can play the game, Mr. Rickey,” I said.The next few minutes were tough. Branch Rickey had to make

absolutely sure that I knew what I would face. Beanballs6 would be thrown at me. I would be called the kind of names which would hurt and infuriate any man. I would be physically attacked. Could I take all of this and control my temper, remain steadfastly loyal to our ultimate aim?

He knew I would have terrible problems and wanted me to know the extent of them before I agreed to the plan. I was twenty-six years old, and all my life—back to the age of eight when a little neighbor girl called me names—I had believed in payback, retaliation. The most luxurious possession, the richest treasure anybody has, is his personal dignity. I looked at Mr. Rickey guardedly, and in that second I was looking at him not as a partner in a great experiment, but as the enemy—a white man. I had a question, and it was the age-old one about whether or not you sell your birthright. i

“Mr. Rickey,” I asked, “are you looking for a Negro who is afraid to fight back?”

I never will forget the way he exploded.“Robinson,” he said, “I’m looking for a ballplayer with guts enough

not to fight back.”After that, Mr. Rickey continued his lecture on the kind of thing

I’d be facing.He not only told me about it, but he acted out the part of a white

player charging into me, blaming me for the “accident” and calling me all kinds of foul racial names. He talked about my race, my parents, in language that was almost unendurable.

“They’ll taunt and goad you,” Mr. Rickey said. “They’ll do anything to make you react. They’ll try to provoke a race riot in the ballpark. This is the way to prove to the public that a Negro should not be allowed in the major league. This is the way to frighten the fans and make them afraid to attend the games.”

6. beanballs: pitches thrown purposely at a batter’s head.

i

AUTOBIOGRAPHYReread lines 218–226. What is most important to Jackie Robinson?

taunt (tônt) v. to make fun of

Language CoachSlang When made-up words or ordinary words are used in a way other than what is expected, they are called slang. Reread line 211. The word guts means “forcefulness or courage.” In the physical sense, any professional player would need guts. What kind of courage do you think Branch Rickey is referring to?


for english language learnersLanguage CoachSlang Point out to students that the word guts has a literal meaning: a person’s internal organs. Discuss how guts refers to internal courage or strength. Explain that for many slang words, people create a new meaning for an existing word. Ask students to give a literal definition for the word cool. Then have students provide a slang definition for the same word.


This passage describes the kinds of problems that Robinson will face: he will be humiliated, rejected, and insulted regularly because of his race. • What does Branch Rickey say people will do

to Robinson? (lines 213–217)• How must Robinson behave in response?

(lines 216–217)• Does Robinson accept that idea immedi-

ately? Why or why not? (lines 218–228)

revisit the big question When is thereDIGNITY in silence?Discuss In lines 227–231, what different percep-tions of dignity do Rickey and Robinson have? Possible answer: Rickey’s concept of dignity is being “big” enough not to fight back, even when provoked. Robinson’s idea of preserving his dignity is to defend it vigorously and physi-cally if necessary.

V O C A B U L A R Y

own the word taunt: Have students list synonyms for

taunt. Possible answers: tease, ridicule, jeer, scorn, insult

Targeted Passage4

i autobiography

Possible answer: His dignity is what is most important to him. Extend the Discussion If Robinson accepts Rickey’s offer, what will need to become most important to him?



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If hundreds of black people wanted to come to the ballpark to watch me play and Mr. Rickey tried to discourage them, would I understand that he was doing it because the emotional enthusiasm of my people could harm the experiment? That kind of enthusiasm would be as bad as the emotional opposition of prejudiced white fans.

Suppose I was at shortstop. Another player comes down from first, stealing, flying in with spikes high, and cuts me on the leg. As I feel the blood running down my leg, the white player laughs in my face.

“How do you like that, boy?” he sneers. jCould I turn the other cheek? I didn’t know how I would do it.

Yet I knew that I must. I had to do it for so many reasons. For black youth, for my mother, for Rae, for myself. I had already begun to feel I had to do it for Branch Rickey.

I was offered, and agreed to sign later, a contract with a $3,500 bonus and $600-a-month salary. I was officially a Montreal Royal. I must not tell anyone except Rae and my mother. �

250

fpo

j

SUMMARIZEHow does Branch Rickey test Jackie Robinson to make sure he is strong enough to succeed with dignity?

Jackie makes the big time with the Brooklyn Dodgers.

for struggling readersComprehension Support Have students work in small groups to review and complete their summary logs. After they have filled in the details, have them write one or two sentences in response to each of these directives:

1. State the most important ideas about Branch Rickey’s character.

2. Briefly explain Rickey’s plan and describe his ideal player.

3. Tell why Rickey chooses Robinson.

4. Summarize what Rickey says to Robinson about what he should expect.

5. Identify the reasons that Robinson accepts Rickey’s offer.

Have groups share their responses. Help them eliminate unnecessary details in prepa-ration for writing their overall summary.

revisit the big question When is thereDIGNITY in silence?Discuss In lines 252–255, whose dignity does Robinson agree to uphold when he accepts Rickey’s offer? Possible answer: He will beacting on behalf of African Americans, hisfamily, himself, and Branch Rickey.

selection wrap–upREAD WITH A PURPOSE Now that students have read the selection, ask them to explain how Jackie Robinson and Branch Rickey worked together to end segregation in base-ball. Possible answer: Branch Rickey gave Robinson the opportunity to play in the Major Leagues. Robinson agreed to conduct himself as a gentleman and ignore racist attacks.

CRITIQUE Ask students to evaluate whether enough background information on the setting is given for them to understand the enormity of Branch Rickey’s action. What else might the author have included?

INDEPENDENT READING If students want to read more about the

struggle for racial equality, suggest they read Frederick Douglass’s Narrative of the Life of Frederick Douglass, an American Slave, an autobiography of a former slave who spoke up for the civil rights of African Americans.

j summarizeHave students record their answers in their logs. Possible answer:

Important Events:

• Rickey tests Robinson by asking him difficult questions and pretending to be an angry, racist baseball player.



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Practice and Apply After Reading

Comprehension 1. Recall Branch Rickey was searching for a special person to help him

integrate baseball. What qualities did he believe this player needed to have? 2. Clarify Why was Rickey’s search for an African-American player kept secret? 3. Clarify Why was Jackie Robinson suspicious of Clyde Sukeforth’s invitation

to meet with Branch Rickey?

Text Analysis 4. Summarize Review the log you created while reading and cross out details

that don’t seem as important now. Use the remaining information to write a summary of the selection.

5. Draw Conclusions What general statement can you make in regard to the society Jackie Robinson writes about? Cite details to support your answer.

6. Interpret Autobiography How does Robinson feel about Branch Rickey? Cite passages from the autobiography that show Robinson’s impressions of Rickey.

7. Analyze Author’s Purpose Why do you think Robinson wanted to share his experience with the public?

8. Evaluate Title Do you think “The Noble Experiment” is an appropriate title for this selection? Why or why not?

Extension and Challenge 9. SOCIAL STUDIES CONNECTION The 1940s, when Jackie Robinson

entered professional baseball, was a dramatic decade. Create a timeline of the era that gives the events in the autobiography and also those in the Eleanor Roosevelt biography beginning on page 786. Then research to find four other events that were happening in the world at the same time. Add these other events to your timeline.

1943

Branch Rickey becomes the boss of the Brooklyn Dodgers.

When is there DIGNITY in silence? Refer to the Scenario chart on page 832. Now that you’ve read this biography, explain how your group’s responses compare to Robinson’s responses to unfairness.


RI 1 Cite textual evidence to support analysis of what the text says explicitly. RI 2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RI 3 Analyze the interactions between individuals, events, and ideas in a text.

For preliminary support of post-reading questions, use these copy masters:

RESOURCE MANAGER—Copy MastersReading Check p. 104Autobiography p. 97Question Support p. 105For additional questions, see page 91.

answersComprehension

1. The player would have to be able to take abuse, name-calling, and rejection. He also had to be an exceptional ball player.

2. The plan would not have worked if revealed ahead of time. Robinson needed to show he was an exceptional ball player first.

3. Robinson had been invited to try out for the major leagues before by people who had no intention of hiring him.

Text AnalysisPossible answers:4. common core focus Summarize

Summaries should include Rickey’s inten-tions when recruiting Robinson, what qualities he believed Robinson needed, and Robinson’s reaction to being selected.

5. The society was racist. Details include the incident with Charley Thomas (lines 2–11), the Jim Crow section of Sportsman’s Park (line 31), and the tryout with the Boston Red Sox (lines 81–95).

6. common core focus Interpret Autobiogra phy Robinson admires Rickey. His feelings are shown through details about Rickey’s experiences and attitudes toward integration and the risks that Rickey was willing to take to make it happen. Robinson also directly describes Rickey as “an impressive-looking man” (line 130) and says that he spoke from a “deep, quiet strength” (line 196).

7. Robinson may have wanted to inspire others to be courageous and to work to bring about justice.

8. “The Noble Experiment” is a good title because Rickey’s plan was based on a high ideal of trying to end segregation in baseball.

Extension and Challenge 9. SOCIAL STUDIES CONNECTION Students’ timelines should accurately record

the events covered in the texts and should include details related to four other major events, such as World War II, the Cold War, or the first supersonic flight.

When is there DIGNITY in silence? Students’ answers should use evidence from the selection and their own experiences to explain how their responses to unfairness compare to Robinson’s.


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Vocabulary in Context vocabulary practiceChoose the word from the box that is the best substitute for each boldfaced word or term. 1. Branch Rickey cleverly devised a cover story to mislead the press.2. He was accused of trying to gain advantage on African Americans.3. The lack of hope African-American baseball players felt about joining the

major leagues was based on past experience.4. Robinson took time to think about the outcome of his actions. 5. The true goal of Rickey’s plan was to have desegregated major leagues.6. Some players on other teams would make fun of Robinson.7. Robinson was not allowed to get even.

8. A sportswriter made a suggestion intended to insult Robinson. 9. The minister spoke with great verbal skill about the evils of prejudice.

10. Branch Rickey had to conceal his plan.

academic vocabulary in writing

In their quest to change society’s attitudes, Jackie Robinson and Branch Rickey would undertake a major challenge. Using one or more of the Academic Vocabulary words, write a brief paragraph about their personal traits.

vocabulary strategy: the latin root specThe vocabulary word speculate contains the Latin root spec, which means “to see” or “to look.” This root, which may also be spelled spect, is found in many English words. To understand the meaning of words with spec or spect, you can often use context clues and your knowledge of the root’s meaning.

PRACTICE Choose a word from the web that best completes each sentence. Use context clues or, if necessary, a dictionary. 1. The fireworks show thrilled everyone. 2. Interview the witness to get a better on the accident. 3. The health makes sure that all local restaurants are clean. 4. The of speaking before an audience makes me nervous. 5. The police officer carefully removed the blood from the crime scene.

• demonstrate • goal • impact • link • undertake

Go to thinkcentral.com.KEYWORD: HML7-845

InteractiveVocabulary

camouflage

capitalize

disillusionment

eloquence

insinuation

integrated

retaliate

shrewdly

speculate

taunt

spec, spectspecimen

spectacularprospect

inspector

perspective

speculating


L 4b Use Latin roots as clues to the meaning of a word.

answersVocabulary in Context

vocabulary practice1. shrewdly 6. taunt 2. capitalize 7. retaliate

3. disillusionment 8. insinuation4. speculate 9. eloquence

5. integrated 10. camouflage

RESOURCE MANAGER—Copy MasterVocabulary Practice p. 102

academic vocabulary in writingSuggest that students use word webs to gather information about the personal traits of Robinson and Rickey.

vocabulary strategy: the latin root specAsk students to identify the meanings of the words with which they are familiar. Have them use these words first before examining the remaining sentences and choices.Answers:

1. spectacular 4. prospect2. perspective 5. specimen

3. inspector

RESOURCE MANAGER—Copy MasterVocabulary Strategy p. 103

Assess and ReteachAssessDIAGNOSTIC AND SELECTION TESTS

Selection Test A pp. 231–232Selection Test B/C pp. 233–234

Interactive Selection Test on thinkcentral.com

ReteachLevel Up Online Tutorials on thinkcentral.comReteaching Worksheets on thinkcentral.com

Study Skills Lesson 13: SummarizingVocabulary Lesson 10: Latin Roots

for english language learnersVocabulary Strategy Because spec is a Latin root, some Latin-based languages such as Spanish and French have words that are spelled very similarly to those listed here. Point out that the Spanish word espectacu-lar is similar to the English word spectacular.Have students identify other cognates for the words shown on page 845 and use their knowledge of the meanings to help them complete the exercise.

for advanced learners/pre–apVocabulary Strategy Have students create a similar web for another Latin root such as vis (“to see”), tract (“to pull”), or form (“to shape”). Ask students to define each word that they create from the root.


Keywords direct students to a WordSharp tutorial on thinkcentral.com or to other types of vocabulary practice and review.

Interactive Vocabulary


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