The
Voice that Challenged a Nation: Marian Anderson and the Struggle for Equal
Rights is a biography written by Russell Freedman (2004). Freedman (2004) constructed an 8-chapter nonfiction
book about the life of Marian Anderson, born in 1897, passed in 1993. Marian Anderson was an African American girl
who was passionate about singing from a young age. She sang in a church choir, community events,
and at benefits as well. As Anderson
grew older, she became aware of the inequalities that existed due to the color
of one’s skin. With the help of her
church and public singing opportunities, Anderson was able to afford voice
lessons, high school, and college. Marian
Anderson began travelling for performances, won a singing competition, and
performed in concerts. Anderson even
traveled to Europe to study music, became quite popular, and returned to the
U.S. where her popularity grew as well. Still
struggling with segregation, Anderson was denied a concert in the Constitution
Hall, but performed at the Lincoln Memorial instead, defying racial
discrimination and injustices. This occurrence
even caused Eleanor Roosevelt to resign from DAR (Daughters of the American Revolution);
DAR would later ask Anderson to sing for war relief during World War II,
allowing an unsegregated audience. In
her 40s, Anderson married Orpheus Fisher, and continued on with her demanding
career. Anderson went on to perform at many
more influential concerts, including a performance during the Civil Rights
March. Upon retiring, Marian Anderson
continued with speeches at conservatories, ceremonies, and colleges. Anderson received several awards, and was
also widely known for her influence on the journey toward equal rights.
When considering the quality of
Freedman’s multicultural (2004) biography, the facts follow smoothly with the story line,
and Anderson’s experiences are vivid, detailed, accurate, and related to her
accomplishments (Galda, Cullinan, & Sipe, 2010). Freedman (2004) also avoided personal
opinions, and kept the material to his subject, Marian Anderson, and her life
events. The author also displays his
character as multidimensional, and touches on many areas of her life; Freedman
(2004) not only included her moments of strength, both those of weakness and
doubt as well (Galda et al., 2010). The biography
is also written in a style that keeps the reader engaged and wanting to see what
Anderson accomplished next. The
biography encompassed Anderson’s childhood into adulthood, music, locations,
and civil rights; Freedman (2004) explained all topics adequately, allowing the
reader to understand who Anderson was, what she was doing, and where she was
doing each event. Though the civil
rights, segregation, and discrimination are delicate subjects, Freedman (2004) “honestly
portrayed” the events “in a way that is understandable to children without
being overwhelming” (Galda et al., 2010, p. 289).
Within the biography, Freedman
(2004) also provides a variety of photographs that illustrate the life of
Marian Anderson. Though Anderson’s life
is interesting enough to simply read, the photographs allow an individual to
visualize the place and time in which she lived (Galda et al., 2010). Each photograph included is in black and
white, allowing readers to realize how far back the struggle for equal rights
dated. Freedman (2004) does not only
include photos of Anderson, but those with her family, voice coaches,
historical figures and landmarks, significant life events, concerts, programs,
segregation signs, recital posters, newspaper clippings, and more. Each photograph also illuminates who Anderson
was as an individual, as “she never took her popularity for granted,” because “If
these people believed in me as an artist…then I could venture to be a better
one” (Freedman, 2004, p. 39).
"1939 Let Freedom Sing:" Marian Anderson singing at the Lincoln Memorial in Washington, DC
As an individual, parent, and future
educator, I am very happy that I was able to read and reflect upon this
biography. Marian Anderson not only
displayed courage in her ability to enforce equal rights, but also her
determination to become a singer, with a work ethic that never faltered. I feel that this book would be influential for
students in grades 6 and up. I felt as
though I was knowledgeable on struggles before, during, and after the Civil
Rights Movement, but it is absolutely inspiring to know that Marian Anderson
had such a significant impact during the struggle. I feel that most classrooms simply focus on
Martin Luther King Jr., Rosa Parks, and several others, but Ms. Anderson most
definitely should be included. Anderson
did encounter struggles, whether through being denied applications to school,
the right to sing in the Constitution Hall, or having segregated audiences, but
her voice was able to assist her in moving the nation.
Russell Freedman, the author of The Voice that Challenged a Nation: Marian
Anderson and the Struggle for Equal Rights, did not begin as a book writer
for children. After college, he worked
as an editor and reporter for the Associated Press (Scholastic Inc.,
2013). Such work did, however, help
Freedman get into the art of research and displaying information that the
public would read. When writing books,
Freedman focuses on topics of interest, or those that he wishes to learn about;
he also travels to gain inspiration for book topics. Freedman has written several nonfiction books
including Lincoln: a Photobiography,
Eleanor Roosevelt: a Life of Discovery, and The Wright Brothers: How They Invented the Airplane (Scholastic,
Inc., 2013).
Below are 2 motivational activities and reader response
questions that would be beneficial for students within the classroom:
1.
The first activity would be a task of
reflection and writing for 7th and 8th graders. After having read Freedman’s (2004)
biography, I would ask the students this: “If you were Marian Anderson, would
you have done anything differently during your lifetime?” This task would allow students to reflect
upon Anderson’s life, her triumphs, failures, and her part in the struggle for
equal rights. Students would be required
to complete an essay discussing what he or she would have done differently, and
which events led up to this decision. Following
essay completion, a class discussion would be scheduled to reflect upon the
students’ decisions and thought processes.
Events to think about:
·
After
waiting in line to apply for school, she was denied a form due to the color of
her skin (p. 12-13)
·
Her
encounter with the Jim Crow laws (p. 15)
·
Turning
down a marriage proposal for her career (p. 18)
·
After
receiving harsh criticism following a concert (p. 25)
·
After
being banned from the DAR at Constitution Hall, & then asked by DAR to sing
later (p. 47; 72)
·
Concert
at Lincoln Memorial (p. 57)
·
Refusing
to sing unless no segregation in audience (p. 72)
·
Marrying
Orpheus Fisher (p. 75)
2.
In the 2nd activity, students will
be choosing a person of choice/interest.
Following a lesson on biographies and the reading of The Voice
that Challenged a Nation: Marian Anderson and the Struggle for Equal Rights, students
will be doing his or her own research on the chosen individual. Students will be given time to research his
or her individual, and time to complete a written copy of the biography. Students are also encouraged to collect
photographs that will be used for the end-product. After the papers are typed, students will
attach the biography and photos to a cardboard display. Each project will be displayed at
conferences.
Reader Response Questions:
1.
What emotions did Freedman’s (2004) biography
provoke? Why?
2.
Are
there any portions of the biography that surprised you? Which and why?
3.
What
purpose does Freedman have for writing the biography about Marian Anderson?
Both of the above motivational activities align with the
Saint Leo Core Value of Respect (Saint Leo University, 1889). Activity 1 not only exposes students to the
life of Marian Anderson, but it also allows students to think critically about
her experiences, one’s personal values, and to decide what one would have done
differently (if anything). The strength
of the classroom and the community depend upon diversity; with this, students
are able to make choices on what he or she would have done differently, and
still have the class acknowledge and accept the student’s decision (unity). Activity
2 will give students a chance to choose a person of interest, and display his
or her findings to the class. Each
student possesses unique ideas, talents, and interests, and these will all be displayed
by one’s excellent work in a biography. Students
will not only be respecting one’s classmates, but also the individuals that he
or she has written about. One student
may have decided that Marian Anderson should not have sang at all until audience
segregation was abolished, and another student may choose to research and write
about a controversial subject such as Adolf Hitler; no matter the students’
choice, the class with respect, reflect upon, and encourage the learning of one’s
classmates.
References:
Freedman,
R. (2004). The
Voice that Challenged a Nation: Marian
Anderson and the Struggle
for Equal
Rights. New York, NY: Houghton Mifflin Harcourt Publishing
Company.
Galda,
L., Cullinan, B.E., Sipe, L. R. (2010). Literature and the Child (7th
ed.). Belmont, CA:
Wadsworth, Inc.
McAvoy,
T. D. (1939). “1939 Let Freedom Sing.” [online image]. Retrieved from
http://artsedge.kennedy-center.org/arts-days/april/09.aspx
Saint
Leo University. (1889). Saint Leo
University: Mission & Values. Retrieved from
Scholastic
Inc. (2013). Biography: Russell Freedman. Retrieved from
Scholastic Inc. (2013). “The Voice that
Challenged a Nation: Marian Anderson and the Struggle
for Equal Rights”. [online
image]. Retrieved from
http://www.scholastic.com/teachers/book/voice-challenged-nation
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