Strong Men & Women Online Teaching Guide
Table of Contents
1. Strong Men & Women: Excellence in Leadership Teaching Guide Introduction
2. Elementary Lessons
a. Elementary Lesson- Red Tail Night Fighters
b. Elementary Lesson- In Honor of Strong Men & Women
c. Elementary Lesson- Maya Angelou, “Life Doesn’t Frighten Me”
d. Elementary Lesson- Strong Men & Women Compare and Contrast
e. Elementary Lesson- Strong Men & Women Venn Diagram
f. Elementary Lesson- Notable Firsts of Strong Men & Women
3. Secondary Lessons
a. Secondary Lesson- Tuskegee Airmen “Red Tail Night Fighters”
b. Secondary Lesson- Maya Angelou, “A Phenomenal Woman”
4. Activities for all ages and grade levels
a. Benjamin Carson, M.D. - Activities/Discussion
b. Benjamin Carson, M.D.- Cloze Passage
c. Ralph A. Hunt- Editing Exercise
d. Mae C. Jemison, M.D.- Editing Exercise
e. Annie Brown Kennedy- Editing Exercise
f. Ruth Coles Harris, Ed.D.- Editing Exercise
g. Paul B. Higginbotham- Editing Exercise
h. Corrections to Editing Exercises
i. Ben Carson- “Gifted Hands” Quiz by Dan Brown
j. Answers to “Gifted Hands” Quiz
5. Supplementary Activities for all ages and grade levels
a. Exploring Careers
b. Civil Rights Activity
c. Who Am I?
d. KWL Chart
e. Puzzles
i. Crossword #1
ii. Crossword #2
iii. Crossword #3
iv. Crossword #4
v. Name Search #1
vi. Name Search #2
f. Daily Writing Prompts
i. Prompt #1
ii. Prompt #2
6. Virginia SOLS Covered by Strong Men & Women: Excellence in Leadership Teaching
Guide
Teaching Guide Introduction
Welcome to Dominion’s Strong Men & Women: Excellence in Leadership Series Online Teaching
Guide. We have teamed up with the educational community for many years to make the Strong Men
& Women: Excellence in Leadership Series available to our young people. Through their diverse life
accomplishments, the individuals featured in this popular curriculum set demonstrate the triumph of
hope and effort over frustration and defeat.
In this Teaching Guide, you will find activities for primary and secondary teaching levels along with
lesson plans developed by educators to go along with suggested readings from the Web site
(www.dom.com). We hope this guide will help you and your students explore the achievements of
the Strong Men & Women who have played such vital roles in our history.
Elementary Lesson:
Red Tail Night Fighters
Materials
Needed:
Handout introducing the Tuskegee Airmen.
Objectives:
Students will demonstrate listening skills.
Students will construct a dated timeline of the service of the Tuskegee Airmen in the
United States of America Air Corps.
Students will explore how the Tuskegee Airmen helped African Americans overcome
military obstacles in the United States.
Intro:
Students should listen carefully as the teacher reads the biography of Howard L.
Baugh on Dominion’s Strong Men & Strong Women: Excellence in Leadership
Series found online at www.dom.com keyword “strong” as well as the introduction
of the Tuskegee Airmen.
Ask students the following question and provide an opportunity for them to share
their responses: Have you ever wanted to do something and then were not allowed to? What was
it, and why weren’t you allowed?
Suggested
Vocabulary: obstacle, achievement, discrimination, patriotism, bravery, Squadron, Red Tails, night
fighters, Jim Crow Laws, segregation, prejudice, World War II
Learning
Activities:
Discussion:
Review with students significant events related to the Tuskegee Airmen. Record
students’ responses on chart paper. Recreate the responses in chronological order to
create a timeline. Have students create their own timeline of events for the Tuskegee
Airmen.
Suggested questions for discussion:
Have students discuss some of the obstacles the Tuskegee Airmen overcame to
become pilots during World War II.
Have students discuss the following life lessons and give specific examples of ways
the Tuskegee Airmen used them:
- Always keep your cool
- Do your job effectively
- Take advantage of every opportunity
- Always prepare yourself
Closure:
To support the contributions of the Tuskegee Airmen and their relevance to the
history of our country, have students share their individual timelines.
Elementary Lesson:
In Honor of Strong Men & Women
Materials
Needed:
Dominion’s Strong Men & Women: Excellence in Leadership Series found
online at www.dom.com keyword “strong.”
Access to reference books, internet and other informational materials relating to
individuals highlighted in the series.
Variety of materials to create monuments.
List of Strong Men & Women.
Objectives:
Students will recognize contributions made by men and women highlighted in the
Excellence in Leadership series.
Students will defend ideas with factual research.
Students will write a paragraph of contributions of Strong Men & Women to
American life and society.
Students will create monuments honoring Strong Men & Women and their
contributions.
Intro:
Introduce the students to the Excellence in Leadership series.
Vocabulary: excellence, leadership, contribution, monument, honor, recognition
Learning
Activities:
Review individuals from Excellence in Leadership series and their contributions.
Distribute list of Strong Men & Women.
Students should choose one individual to research.
Tell students they are researching to answer the question: “What contribution did you
make to American life and society?”
Students should write a paragraph of factual information about the individual and
their contribution to American life and society.
Students should construct a monument in honor of the individual.
Discussion:
Suggested questions for discussion:
- What role did education play in the life of Strong Men & Women?
- What challenges did the individuals face?
- What lessons can we take from Strong Men & Women to make ourselves better?
Closure:
Display the students writing and monuments. Have students walk through to learn
about the contributions of Strong Men & Women.
Elementary Lesson:
Maya Angelou’s “Life Doesn’t Frighten Me”
Materials
Needed:
Copy of poem “Life Doesn’t Frighten Me” by Maya Angelou.
Chart paper.
Objectives:
Students will identify the use of rhyme and repetition and their effect on the overall
tone and theme of the poem “Life Doesn’t Frighten Me” by Maya Angelou.
Students will also identify examples of alliteration in the poem.
Intro:
Introduce Maya Angelou, using the attached fact sheet and the biographical sketch in
Strong Men & Women: Excellence in Leadership Series found online at
www.dom.com keyword “strong.”
Suggested
Vocabulary: dedicatory poem, inaugural ceremony, phenomenal, segregated, traumatic, repetition,
refrain, alliteration, tone
Learning
Activities:
Lead students in a discussion about Maya Angelou, focusing on her many talents.
Share the title of the poem with the students, and generate a list of those things that
have instilled fear in them. Beside each fear, have students tell why the fear may have
lessened or disappeared.
Read Angelou’s poem “Life Doesn’t Frighten Me” to the students.
Using chart paper, divide students into groups to write down examples of rhyming
words and alliteration. Groups will share their findings.
Discussion:
Suggested questions for discussion:
- What is the tone of the poem? What lines/words suggest the tone?
- What is the theme of the poem?
- How do you know that the speaker is not afraid in the poem?
- How does the speaker handle his/her fears?
Closure:
As a group activity, create visual frames of the images depicted in the poem.
Other Poems
by Angelou: “Still I Rise”
“On the Pulse of Morning”
“Phenomenal Woman”
Elementary Lesson:
Strong Men & Women Compare and Contrast
Materials
Needed:
Strong Men & Women Venn Diagram.
Web access to Strong Men & Women: Excellence in Leadership Series found
online at www.dom.com keyword “strong.”
Objectives:
Students will become familiar with the names of individuals recognized in the
Excellence in Leadership series.
Students will make a venn diagram to compare and contrast the characteristics,
background, education and accomplishments of two individuals recognized.
Students will identify similarities and differences between the two individuals.
Students will develop an understanding of characteristics of a leader.
Intro:
Introduce students to individuals recognized on the Web site in the Excellence in
Leadership series.
Tell the students that all of these individuals have displayed excellence in leadership
and they are going to identify how the individuals are alike and different.
Suggested
Vocabulary: accomplishment, character, characteristic, excellence, leadership
Learning
Activities:
Closure:
Have students choose two of the individuals from the Excellence in Leadership
series.
Students should read and identify the following for each individual:
− Birth-place
− Education
− Type of career
− Personal beliefs/quotes
− Accomplishments
Students should write the similarities and differences of the individuals on the Venn
Diagram.
To support the understanding of a leader, have students complete the following
writing activity.
If I could be a Strong Man or Woman I would be…. because…
Venn Diagram
Same
Different
Different
Notable Firsts of Strong Men & Women
Clara L. Adams-Ender
First African American Nurse Corps Officer to
graduate from the U. S. Army War College
Diana E. Bajoie
First African American woman elected to the
Louisiana Senate
Sister Cora Marie Billings
First African-American Nun Pastoral Coordinator in
U.S.
Patricia Ann Blackmon
First African American woman to sit on the Court of
Appeals in the state of Ohio
Daniel T. Blue, Jr.
First African American Speaker of the North Carolina
House of Representatives
Guion S. Bluford, Jr., Ph.D.
First African American to fly in space
Carl. M. Brashear
First African American master diver in the Navy
Pamela E Bridgewater
First African American woman to be appointed
Consul General in Durban, South Africa – Native of
Fredericksburg, Virginia
L. D. Britt, M.D.
First African American in the Commonwealth of
Virginia to be appointed Professor of Surgery
Sherian Grace Cadoria
First woman to command a battalion and a criminal
investigation brigade
First African American woman to be appointed
Director for the Joint Chiefs of Staff
Ralph Campbell, Jr.
First African American to win a statewide elected
executive office and to sit on the Council of State of
North Carolina- Native of Raleigh, North Carolina
Billy K. Cannaday, Jr., Ed.D
First African American to serve as Superintendent of
Chesterfield County Public Schools; first African
American to serve as Virginia’s Superintendent of
Public Instruction
Mary T. Christian
First African American to represent the City of
Hampton in the Virginia House of Delegates – Native
of Hampton, Virginia
Eva M. Clayton
First woman in North Carolina to be elected to
Congress
Johnetta B. Cole, Ph.D.
First African American woman to be appointed
President of Spelman College in Atlanta, Georgia
Katie G. Dorsett
First African American woman to be elected to
Greensboro City Council in Greensboro, North
Carolina First African American woman to be
appointed Secretary of the Department of
Administration in North Carolina
Allyson K. Duncan
First African American woman appointed a justice for
the North Carolina State Court of Appeals
Helen S. Faison, Ph.D.
First African American high school principal in
Pittsburgh, Pennsylvania
Evelyn J. Fields
First African American and first woman to become the
Director of the National Oceanic and Atmospheric
Administration
Milton F. Fitch, Jr.
First African American in the state of North Carolina
to preside over the House of Representatives
First African American to be elected House Minority
Leader
Thomas A. Fleming
First Michigan teacher selected National Teacher of
the Year by the Council of Chief State School Officers
in partnership with Encyclopedia Britannica
Edward B. Fort, Ed.D.
First African American to serve on the National
Aeronautical and Space Administration (NASA)
Advisory Council
Henry E. Frye
First African American to serve on the North Carolina
Supreme Court
Clarence Gaines
First African American voted the NCAA Division II
“Coach of the Year”
Israel L. Gaither
First African American to lead The Salvation Army’s
U.S. operations as the national commander
Samuel L. Gravely, Jr.
First African American to command a U.S. Navy
warship
First African American admiral
First African American to command a U.S. Fleet
Native of Richmond, Virginia
Robert L. Gregory
First African American appointed to the United States
Court of Appeals for the Fourth Circuit Court
The Fourth Circuit Court includes the states of
Maryland, North Carolina, South Carolina, Virginia
and West Virginia
Jean L. Harris
First African American admitted to the Medical
College of Virginia
Ruth Coles Harris, Ed.D.
First African American woman to earn a state license
as a certified public accountant in the state of Virginia
Oliver W. Hill
First African American elected to the Richmond City
Council in Richmond, Virginia since Reconstruction
James W. Holley III
First African American elected as Mayor to the
Portsmouth City Council of Portsmouth, Virginia
Bert W. Holmes, M.D.
First African American brigadier general in the
Virginia National Guard
Rear Admiral Michelle J. Howard
First African-American Woman to Command a Naval
Ship in the U.S. Navy.
Cathy I. Hughes
First African American woman owning a company on
the stock exchange
K. Leroy Irvis
First African American Speaker of the House in any
state.
Retired Speaker of the Pennsylvania House of
Representatives
Isaiah Jackson
First American to serve as principal conductor of the
Royal Ballet at England’s Convent Gardens
Allix B. James, Th.D.
First African American to serve on a major company
board
Mae C. Jemison, M.D.
First African American woman in space
Sheila C. Johnson
First African American woman billionaire
Elaine R. Jones
First African American woman to enroll and graduate
from the University of Virginia School of Law
Jerrauld C. Jones
First African American to serve as a law clerk for the
Supreme Court of Virginia
Stephanie Tubbs Jones
First African American woman to serve on the
Committee on Ways and Means of the U. S. House of
Representatives
Anne Brown Kennedy
First woman to be elected president of the Forsyth
County Bar Association
First African American attorney inducted into the
North Carolina Barr Association’s General Practice
Section Hall of Fame
Charles F. Lovell, Jr., M.D. FACP
First African American to serve as president of the
Commonwealth of Virginia Board of Medicine
Robert P. Madison
First African American owner of an architectural firm
in Ohio
Henry L. Marsh, III
First African American to hold the position of mayor
in Richmond, Virginia
Charlene Marshall
First African-American woman to be elected mayor in
WV.
Marie V. McDemmond, Ed.D.
First woman president of Norfolk State University in
Norfolk, Virginia
Yvonne Bond Miller, Ph.D.
First African American woman elected to the Virginia
House of Delegates
First African American woman elected to the Virginia
state senate
Eddie N. Moore, Jr.
First African-American Treasurer of Virginia
Ozzie Newsome
First African American to be named general manager
in the National Football League (NFL)
Barack H. Obama, Jr.
First African-American President of the United States
Michelle R. Obama
First African-American First Lady of the United States
Edward J. Perkins, Ph.D.
First African American ambassador to South Africa
First African American to be appointed director
general of the Foreign Service
Vel R. Phillips
First woman and first African-American Wisconsin
Secretary of State
Vivian W. Pinn, M.D.
First African-American woman to chair an academic
pathology department in the United States
Shirley R. Pippens, Ed.D.
First African American and woman to serve as
president of Thomas Nelson Community College in
the Virginia
Peninsula area
William F. Reid, M.D.
First African American elected to Virginia’s General
Assembly since Reconstruction
Dianne Reynolds-Cane, M.D.
First African-American female President of the
Virginia Board of Medicine
William P. Robinson, Sr., Ph.D.
First African American elected to the Virginia House
of Delegates representing Norfolk, Virginia since
Reconstruction
Louis Stokes
First African American member of Congress from the
state of Ohio
Porcher L. Taylor, Jr. Ph.D.
First African American promoted to full colonel at
Fort Jackson, South Carolina
John Charles Thomas
First African American and the youngest individual
ever appointed to the Supreme Court of Virginia
Jerry Sue Thornton, Ph.D.
First woman president of Cuyahoga Community
College in Ohio
Esther H. Vassar
First African-American woman appointed chair of the
Virginia ABC Board and the first woman to serve
consecutive terms on the board
Melissa Ward
First African American woman instructor pilot in the
Air Force
Belle S. Wheelan, Ed.D.
First African American woman to serve as Secretary
of Education in the Commonwealth of Virginia
L. Douglas Wilder
First African American elected governor of a state
(Virginia)
Dwight L. Williams, Ph.D., P.E.
First African American to be named National Young
Engineer of the Year by the National Society of
Engineers
Secondary Lesson:
Tuskegee Airmen “Red Tail Night Fighters”
Objectives:
Students will demonstrate active listening skills.
Students will explore the contributions of the Tuskegee Airmen and their relevance
to the history of our country.
Students will improve their research skills.
Intro:
Ask students the following question and provide an opportunity for them to share
their responses: Have you ever wanted to do something and were not allowed to? What was it
and why weren’t you allowed? Discuss your feelings.
Suggested
Vocabulary: squadron, Red Tails, night fighters, Jim Crow Laws, segregation, prejudice, racism,
World War II
Learning
Activities:
Discussion:
Read the biography of Howard L. Baugh, from Dominion’s Strong Men &
Women: Excellence in Leadership Series found online at www.dom.com
keyword “strong.”
As the teacher reads, students should take out a sheet of paper and jot down details
about Mr. Baugh’s life.
After listening to the biography, students should number their details. Several
students should be called on to share what they deemed significant. The student with
the most accurate details should receive points on their next quiz as a reward for
demonstrating strong listening skills.
Suggested questions for discussion:
− Although many felt that African Americans were inferior and lacked the skills to fly in
combat, Eleanor Roosevelt visited Tuskegee Institute and asked one of the African American
airmen to take her flying. Explain her actions considering the segregated conditions at the time.
What do you think her actions suggest?
− The Tuskegee Airmen overcame many obstacles, as leaders for civil rights, what importance did
their successes have on social and cultural influences in the United States?
− What priorities did these leaders have decades ago that could serve students of today?
Closure:
Using various search engines, research the contributions of the Tuskegee Airmen
and their relevance to the history of our country. Students should write a report on
their findings or construct a timeline. They will then present their findings to the
class. See attached suggested timeline.
Secondary Lesson:
Maya Angelou’s ”A Phenomenal Woman”
Materials
Needed:
Chapters 1& 2 from Maya Angelou’s autobiography “I Know Why the
Caged Bird Sings”.
Objectives:
Students will become familiar with the life experiences of people living during the
Great Depression in the South.
Students will demonstrate an understanding of setting in a literary work.
Intro:
Introduce the author Maya Angelou, sharing the fact sheet and her bio found in the
Strong Men & Strong Women: Excellence in Leadership Series online at
www.dom.com keyword “strong.” Share also that her first novel “I Know Why the
Caged Bird Sings” focuses on a southern black girl coming of age in the South during
the Great Depression.
Suggested
Vocabulary: Brazos, covenant, crown, juice harps, Texarkana, troubadours.
Learning
Activities:
Students should share their prior knowledge of life during the Great Depression by
listing their comments on a KWL chart. Students should read Chapters 1 and 2 from
“I Know Why the Caged Bird Sings”.
As they read, students should jot down lines or passages that depict the setting and
reveal descriptions of life in a rural segregated community. How would they describe
the setting? Why?
Discussion:
Suggested questions for discussion:
1. What do the descriptions of the setting suggest about life in the South during the Depression?
2. Although Maya Angelou discusses many disturbing aspects of her life in the South, what are
the positive threads running through these two chapters?
3. What specific words/details helped the reader to understand Stamps as a community?
Closure:
Revisit the KWL chart; discuss and list facts that describe life during the Depression
Suggested writing activities:
− One of the themes in Angelou’s works is that we are human beings- more alike than we are
unalike. “It is differences that strengthen and enrich us – while making us more interesting.”
Explain.
− Use specific details to describe one of your favorite places just as Maya Angelou describes
“Stamps” or “the store.”
Secondary Lesson:
Maya Angelou’s ”A Phenomenal Woman”
Extended
Reading:
Hagen, Lyman B. Heart of a Woman, Mind of a Writer, and Soul of a Poet: A Critical
Analysis of the Writings of Maya Angelou. Lanham, Maryland: University Press of
America, 1996.
Megna-Wallace, Joanne. Understanding I Know Why The Caged Bird Sings: A Student
Casebook to Issues, Sources, and Historical Documents. Westport, Connecticut: Greenwood
Press, 1998.
Benjamin Carson, M.D.
Activities/Discussion
1. Carson believes you can turn your dreams into reality. What are your dreams? What are you
doing to ensure your dreams will come true?
2. Carson successfully separated the Binder twins who were joined at the back of the head.
Research the Binder twins. Where are they now?
3. Using the internet, trace Carson’s career path to become a neurosurgeon. What does it take
to become a neurosurgeon?
4. Read Ben Carson’s autobiography “Gifted Hands”. Use the following questions after reading.
Students can work in groups for this activity. A quiz on the autobiography is attached.
− Ben Carson took pride in his listening skills. Why is being a good listener important?
− Much of “Gifted Hands” focuses on Ben’s work ethic. He shares, “The length of time on
the job doesn’t matter, for it’s true even with a summer job. If you work hard and do
your best, you’ll be recognized and move onward.” Do you agree or disagree?
− Ben felt that we create our own destiny by the way we do things. We have to take
advantage of opportunities and be responsible for our choices. Why is this important?
− When Curtis was in junior high school, his school counselor placed him a vocational
program of studies. Mrs. Carson asserted herself by going to the school insisting that he
be placed in a college prep courses. What was the counselor implying by her actions?
Benjamin Carson, M.D. - Cloze Passage
Read the following Cloze Passage about Benjamin Carson, filling in the appropriate missing words. The words must
match exactly with the words of the original text. After completing the passage, read the excerpt from the Strong Men
& Women: Excellence in Leadership series found on Dominion’s Web site at www.dom.com, keyword “strong.”
(The teacher arrives at a percentage by using the formula: # of correct words/ # of total blanks. A score of 40 percent
or less indicated the reader is unable to read the passage effectively.)
In his autobiography, Gifted Hands, Dr. Benjamin Carson tells us that his road to success
included obstacles and detours. ________ wife, Sonja Carson, teachers, mentors, and religious
beliefs provided______________ maps, but being young and stubborn, __________ did not always
heed the signs. As a teenager, Carson developed___________ habits and a terrible temper that
could have landed him in ___________________. After several ____________ calls, he was able to
transform his anger ___________ creative energy.
In 1968, after graduating from his Detroit high school, he _____________________Yale
University on an academic ____________________. Four years later, he returned to Michigan and
attended the University of Michigan’s Medical School. It was there that his God-given skill of hand
and eye coordination _____________him to neurosurgery and the development of an innovative
surgical technique.
When _______________ graduated from medical school, he secured a highly prized
internship and residency in the neurosurgical department at Johns Hopkins University Hospital in
_____________________. In 1984, he was _____________________ chief of pediatric
neurosurgery.
Soon he ______________ world famous by performing brain surgery and saving the
_____________ of children who had little _________ of survival. In 1987, Carson headed a
surgical team of 70 professionals who planned and successfully ____________________ the
Benjamin Carson, M.D. - Cloze Passage
Binder Siamese twins who had been joined at the back of the head. This complex and delicate
operation took twenty two hours.
In addition to his skill as a neurosurgeon, Carson is an outstanding motivational speaker.
He and his wife Candy have designed “Think Big,” a program that shows people of all ages how
to turn their dreams into reality.
Editing Exercises
Read the following excerpts of passages taken from Dominion’s Strong Men & Women: Excellence in Leadership
Series online at www.dom.com keyword “strong.” Edit the passages for common errors regarding grammar, usage and
mechanics. To read the passage in its entirety, visit the Strong Men & Women section of Dominion’s Web site.
Ralph A. Hunt
Growing up in Oxford North Carolina the eight children of Johnnie and Amanda Hunt
enjoyed the benefits of love close family ties and adequate housing, food, and clothing. Mr. and Mrs.
Hunts lack of education did not hinder there quest to lead their children down a path to a better life.
While traveling this path they taught them important values and lessons about life, work, and
education. These values has consistently guided their seventh child, Ralph A. Hunt, Sr., who has
become one of the most dedicated effective and powerful government leaders in North Carolina’s
history.
In 1950, Mr. Hunt enrolled in Johnson C. Smith University in charlotte, north Carolina, on a
work aid scholarship. He interrupted his education in 1953 when he left to serve his country during
the korean war. He returned to the University in 1955 and graduated a year later with a bachelor’s
degree in Mathematics. In 1964, he earned a master’s degree from North Carolina Central
University.
Editing Exercises
Read the following excerpts of passages taken from Dominion’s Strong Men & Women: Excellence in Leadership
Series online at www.dom.com keyword “strong.” Edit the passages for common errors regarding grammar, usage and
mechanics. To read the passage in its entirety, visit the Strong Men & Women section of Dominion’s Web site.
Mae C. Jemison, M.D.
In the 1960’s, when the Gemini and Apollo space flights occurred, a small girl in Chicago
watched in awe, saying softly to herself “I want to do that.
This thoughtful child did not stop to reflect upon being a female and an African American
or about the odds against her becoming an astronaut. Mae Jemison steadfastly believed this was her
destiny.
She realized education was her pathway to the stars and with her parent’s support, she could
accomplish her mission. She prepared herself by reading books on astronomy and other sciences
and she devoured science fiction as well. Her feet were planted firmly on the ground but she was
reaching for the stars.
In 1987, the National Aeronautics and Space Administration (NASA) selected Jemison for
the Astronaut Corps. On September 12, 1992 she blasted into orbit aboard the space shuttle
Endeavor. As chief researcher on that seven-day mission, her main task was to study bone tissue
during the period of weightlessness.
Editing Exercises
Read the following excerpts of passages taken from Dominion’s Strong Men & Women: Excellence in Leadership
Series online at www.dom.com keyword “strong.” Edit the passages for common errors regarding grammar, usage and
mechanics. To read the passage in its entirety, visit the Strong Men & Women section of Dominion’s Web site.
Annie Brown Kennedy
Annie Brown Kennedy born and raised in Atlanta Georgia has shared her passion for law
and justice with Georgia citizens, those in North Carolina and her family. Her quest to uphold the
laws of the land began ore than 50 years ago.
Kennedy earned an undergraduate degree from Spelman College and a low degree from
Howard University. She was licensed to practice law in Georgia in 1952 and moved to North
Carolina in 1953 with her husband and children. She passed the North Carolina bar in 1954 and
immediately began practicing law. At the time that she began practicing law she was the second
African-American female to practice law in North Carolina. In 1955, her husband joined Kennedy in
the practice of law forming one of the first husband and wife law partnerships in North Carolina.
Kennedy whose special interests include the rights of women, African Americans and
children counsels young people to “set goals and high standards for yourself and work hard to
achieve them. Be kind and considerate of other people and always have a posative attitude.”
Editing Exercises
Read the following excerpts of passages taken from Dominion’s Strong Men & Women: Excellence in Leadership
Series online at www.dom.com keyword “strong.” Edit the passages for common errors regarding grammar, usage
and mechanics. To read the passage in its entirety, visit the Strong Men & Women section of Dominion’s Web site.
Ruth Coles Harris, Ed.D.
According to Ruth Coles Harris “If life gives you a lemon, use it to make lemonade.” She
should know. Despite several racial barriers, the retired Virginia Union University (VUU)
professor became, in 1962, the first black woman in Virginia to earn a state license as a certified
public accountant. At the time, there were fewer then 100 black CPAs in the country.
Until her retirement in May 1997 Dr. Harris had worked at the university for 48 years,
more than half her life. Under her leadership, VUUs business program grew from a small
department with two majors and enrollment of 114 students to a school with four majors an
associate major and enrollment of more than 400 students.
Editing Exercises
Read the following excerpts of passages taken from Dominion’s Strong Men & Women: Excellence in Leadership
Series online at www.dom.com keyword “strong.” Edit the passages for common errors regarding grammar, usage and
mechanics. To read the passage in its entirety, visit the Strong Men & Women section of Dominion’s Web site.
Paul B. Higginbotham
When he was a teenager Paul B. Higginbotham and his twin brother made a solemn vow to
each other that they would spend the rest of there lives improving the life of others and bringing
equality and justice to our world. More than 30 years after his vow Paul Higginbotham are the first
African American to serve as a judge on the Wisconsin Court of Appeals.
Higginbotham’s journey for justice began during his childhood. His father was a civil rights
leader in Columbus Ohio and marched with Martin Luther King, Jr., in Montgomery, Alabama, and
at the March on Washington in 1963.
Corrections to the Editing Exercises
Ralph A. Hunt
1. Oxford, North Carolina,
2. love, close family ties,
3. their
4. path,
5. have
6. dedicated, effective,
7. Charlotte
8. Korean War
9. mathematics
Mae C. Jemison, M.D.
1. occurred
2. herself, … that.”
3. stars,
4. sciences,
5. ground,
6. 1992,
7. Endeavor
8. mission
Annie Brown Kennedy
1. born,
2. Georgia,
3. Atlanta,
4. College
5. law
6. Carolina
7. Kennedy,
8. women,
9. positive
Ruth Coles Harris, Ed.D.
1. Ruth Coles Harris,
2. accountant
3. 1997,
4. VUU’s
5. majors, an associate major,
Paul B. Higginbotham, J.D.
1. teenager,
2. their
3. lives
4. vow,
5. is
6. Wisconsin
7. Columbus, Ohio,
“Gifted Hands” Quiz
by Dan Brown
Part I: True or False
For each question below, mark T if the entire statement is true or F if any part of the
statement is false.
_____ 1. Ben Carson was born into the affluent community of Beverly Hills.
_____ 2. Because Ben did not have a father growing up, he felt the stigma of being poor even more.
_____ 3. Ben Carson drew acclaim by successfully transplanting a baboon’s heart into a 6 year old child.
_____ 4. Ben Carson often laments the fact that he grew up an only child.
_____ 5. Ben Carson’s story can be an inspirational one for anyone who wants to make something of their
life from virtually nothing.
Part II: Multiple Choice
For each question below, choose the best answer.
_____ 6. What type of book is “Gifted Hands” considered?
a. A thriller
b. A biography
c. An autobiography
d. An historical drama
_____ 7. When Ben finally gains the acceptance of his high school peers, he is ultimately not happy. Why?
a. Because Ben likes being a loner
c. Because Ben knew there was a better
b. Because Ben had to compromise his
life waiting for him in the not too
values
distant future
d. Because his friends were boring
_____ 8. As a teenager, what was Ben’s biggest character flaw?
a. His temper
c.
b. His lack of money
d.
His inability to make friends
His stutter
_____ 9. As a teenager, what program does Ben credit with helping to put him “on the right track”?
a. Chorus
c. ROTC
b. Drama
d. Scared Straight
“Gifted Hands” Quiz
by Dan Brown
Part II: Multiple Choice continued
_____ 10. What experience does Ben have that makes him think he is destined for something great?
a. He sees a fortune teller
c. He watches his friend, Candy, die in
b. He has a near death experience while
his arms
driving
d. His biological father is appointed
President of the University of
Michigan
_____ 11. Where does Ben feel like he really comes “into his own” as a person and a doctor?
a. While getting his degree at the
c. When he became the Chief Surgeon
University of Michigan
at Brown University
b. While interning at Johns Hopkins
d. During the year he spent in Australia
University
_____ 12. Why is “Maranda” so important that Ben devotes an entire chapter to her
a. He is married to her
c. He performed in important operation
b. She is his daughter
on her
d. She was his real mother
______ 13. Ben has no way to explain why 21 of the 22 hemispherectomy patients he has had have been
what?
a. Poor
c. Allergic to penicillin
b. African American
d. Women
______ 14. Ben credits a lot of his success to what?
a. God
b. Candy
c. Maranda
d. Talent
______ 15. Ben mentions that he doesn’t like to listen to critics – this is largely based on what type of
criticism?
a. People who say Ben’s operations are
c. People who think Ben’s operations
unethical
are done to make him famous
b. People who think that Ben’s
d. People who think Ben doesn’t dress
operations won’t make things better
nicely enough to represent the
hospital
______ 16. What prevented Ben from traveling to West Germany to inspect the Siamese twins personally?
c. Thieves stole his passport
a.
His schedule wouldn’t allow it
d. Protestors blocked him at the airport
b.
His house burned down
“Gifted Hands” Quiz
by Dan Brown
Part II: Multiple Choice continued
_____ 17. How long did the separation surgery take?
a. 2 hours
b. 4 hours
c. 22 hours
d. 44 hours
_____ 18. What was one of the complications that occurred during surgery?
a. They ran out of blood
d. There wasn’t enough skull to cover
both heads
b. One of the kids momentarily died
c. The parents were late
_____ 19. Which piece of advice does Ben NOT give to readers at the end of the book?
a. Stay in school
c. Think big
b. Realize that fulfilling a dream requires
d. Know your God-given talents
hard work
Part III: Discussion
Please answer the question below in at least 4-5 well-written sentences.
Ben Carson has said that part of his story’s appeal lies in the fact that he has defied the odds.
Describe three elements of Ben’s story that shows how he did just that.
“Gifted Hands” Quiz
by Dan Brown
Answers:
1)
F
2)
T
3)
F
4)
F
5)
T
6)
C
7)
B
8)
A
9)
C
10)
B
11)
B
12)
C
13)
D
14)
A
15)
B
16)
C
17)
C
18)
D
19)
A
Exploring Careers Group Activity
In groups of three, read over the different careers represented by Dominion’s Strong Men &
Women: Excellence in Leadership Series. Using the 16 Career Cluster found on the following Web
site: http://www.careerclusters.org/16clusters.cfm
1. Choose at least 3 clusters (preferably representing careers of interest to each one in the group).
2. Scan those featured in the Excellence in Leadership series, listing the individuals that fall under
the selected clusters. On a sheet of paper trace the career paths of the individuals.
3. Use the internet and list at least five occupations under the selected clusters.
Civil Rights Activity
Read the biographical sketches of the individuals listed below. Reflect on the Civil Rights era. Using
dates only, create a PowerPoint of the struggle. Your visual should reflect the conflict of the time
period. You can only use dates with your visuals. No words! Remember the saying: Actions speak
louder than words.
−
−
−
−
−
−
−
−
James Farmer
Oliver Hill
Curtis W. Harris
Dorothy Height
Elaine Jones
Coretta Scott King
Thurgood Marshall
Rosa Parks
Name the first
African American
female Poet Laureate
in the US
First African American
female appointed as
justice for the
NC State
Court of Appeals
First African
American named
general manager in
the National
Football League
The first African
American woman
in NC history
elected to Congress
Who
Am I?
First African American
woman to sit on
the Court of Appeals
in the state of Ohio
First African American
female captain for a
commercial airline
First African African
woman to enroll and
graduate from
UVA’s School of Law
First African
American female
from Ohio elected to
the US House of
Representatives
Name
Date
Complete the K-W-L chart.
K
W
L
(complete before)
(ccmplete before)
(complete during and after)
What do you already know?
What do you want to learn?
What did you learn?
Name
Date
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Movement
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CORE
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ACHIEVEMENT
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Across
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JURIES
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RICHMOND
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notionol ottention when he wos
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It
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F4ovement
Complete the crossword puzzle.
Name
Date
Strong Men-Strong Women - Civil Rights
Mo.gement
Complete the crossword puzzle.
ACHIEVEMENT
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soforids an'd enforce African
Americons rights to serve on
16
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nationaf ottention when he wos
elected to the Richmond City
11
Congress
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2
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MAE JEM]SON
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SPENCER CHRISTIAN
OLIVER HILL
HENRYAARON
THURGOOD MARSHALL
SPOTTSWOOD ROBINSON
BENJAMIN CAR.SON
OPRAH WINFREY
SHEILA JOHNSON
MICHAEL JORDAN
COLIN POWELL
BARBARA JORDAN
MAYA ANGELOU
WILLIAM ROBINSON
DOROTHYHEIGHT
SUSAN TAYLOR
JOIINETTA COLE
EDGAR TOPPIN
BLA]R LNDERWOOD
L. DOUGLAS WILDER
EARL GRAVES
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BILLY CANNADAY
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N,IAE JEMISON
OLIVER HILL
HENRY AARON
THURGOOD MARSHALL
BERNARD SHAW
ARTHUR ASHE
CiiRiSTiAN
DOROTHYHEIGHT
BENJAMIN CARSON
OPRAH WINFREY
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SHEILA JOHNSON
MICHAEL JORDAN
SUSAN TAYLOR
MAYA ANGELOU
SPENCER.
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BARBARA JORDAN
JOHNETTA COLE
EDGAR TOPPIN
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L. DOUGLAS WILDER
EARL GRAVES
HENRY MARSH
BILLY CANNADAY
WILLIE LANIER
W]LLIAM ROBINSON
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Virginia SOLS Covered by Strong Men & Women:
Excellence in Leadership Series Teaching Guide
English SOLs
1.9
1.12
2.8
2.9
3.6
3.10
4.5
4.6
4.7
5.6
5.7
5.8
History and Social Science SOLs
3.11 (specifically Thurgood Marshall, Rosa Parks)
3.12
VS.8
VS.9 (specifically L. Douglas Wilder, Arthur Ashe, Jr.)
USII.3
CE.3
CE.4