We beat the street

1. We beat the street George Jenkins, DMD - Rameck Hunt, MD - Sampson Davis, MD http://www.youtube.com/watch?v=NFda9VYKaEk

2. "All Americans have the same opportunities to achieve." • In your reader’s notebook tell if you think this statement is true or not and why you feel that way.

3. Vocab Chapters 1-4 • Apathy We were stunned by her apathy and couldn’t believe she didn’t even want to help the homeless little girl. 2. Retrospect In retrospect, I should have applied to the graduate program as I know now, I would have been accepted. 3. Daunting I shouldn’t have given up just because it was a daunting task. 4. Swaggered He was so confident he swaggered everywhere he went. 5. Hoisted He hoisted the bag of potatoes over his shoulder. 6. Intensify My feelings of love for my children only intensify over time. 7. Loomed I grew anxious as the date of my concert loomed nearer.

4. 8. Mused It was a tough decision, one I mused over for a long while. 9. Sparse Food was always sparse so we were very thankful for our local food bank that fed us when the cupboards were bare. 10. Debris Make sure you wear gloves when digging through the debris. 11. Asserted When she started high school she really asserted herself and finally started getting good grades.

5. Vocabulary Set #1 (Chapters 1-4) apathy: indifference; lack of interest or concern retrospect: a review of past events; looking back daunting: overwhelming or intimidating swaggered: strutted; paraded; walked with an air of boastfulness hoisted: lifted; heaved intensify: grow stronger or more acute; sharpen loomed: approached, often with a sense of threat or menace; closed in mused: became absorbed in thought; turned over in one's mind sparse: meager; few; scattered debris: the remains of something broken down or destroyed; rubbish asserted: stated or declared positively and often forcefully

6. In your Reader’s Notebook Create 3 pages for:Rameck HuntSampson DavisGeorge Jenkins Every time you learn important information about each character you will record that information on the corresponding page. • Keep track of the events that happen to each of the • authors as well as your impressions of the three as they • progress through grade school, high school, college, and • medical school.

7. Questions for Chapter 1 (pages 1-12) When finished write two of the most important things you learned about Sampson on Sampson’s page in your RRJ. Then, answer the following questions in your RRJ and show your teacher • Based on the first section, what is your impression of Newark and the projects? • What do Sampson Davis, Rameck Hunt, and George Jenkins now refer to themselves as? • Why did they write this book? What was their purpose? What do they hope for? • What happened to Sampson when he was six? • Do you think this experience some how contributed to him becoming a doctor? If so, why?

8. Sampson Davis At age 6 Sampson Davis went with his older brother Andre to the park and while trying to fix a bench a cement slab fell on Sampson’s foot and broke it. Sampson was intrigued by his experience at the hospital. The doctor let him see his x-ray and took the time to label all the bones in his feet.

9. Read Chapter 2 (pages 13-20)Answer QuestionsAdd information to your Rameck page • Why did Rameck’s mother send him to a Catholic school? • What did Rameck like about this school? • What didn’t Rameck like this school? • Why did he end up back in public school? • Who was a positive role model in Rameck’s life?

10. Rameck Hunt • Went to a Catholic school for 2 years where he learned how to work out problems verbally but got into trouble because the work was too easy for him. • Lives with his mother • Went back to public school because his mother couldn’t afford the tuition and his mother didn’t want him in classes that didn’t challenge him. • Was very close to his grandmother who encouraged him to be the best he could be.

11. Chapter 3pages 21-27Answer questionsAdd information to George page • How were George and his older brother Garland different? • How did George feel about school? Why? • Who was a positive role model for George? What idea did she put into his head? • From what you’ve read explain a difference between where you go to school and where George went to school? • Why was Miss Johnson so influential to George?

12. George Jenkins • Has a brother, Garland, 2 years older than him • Loved school when he was 8 and did very well even though it wasn’t “cool” to get good grades. • Had an inspirational 3rd grade teacher, Miss Johnson who taught him Shakespeare and encouraged him to go to college and accomplish great things. Gave him confidence and hope.

13. Chapter 4Read pages 28-35Add info to Sampson’s pageAnswer the following questions then show teacher • What did Sampson believe would help him to have a better life one day? • What was Sampson’s home like? Describe where he lived. • What disturbing scene did Sampson witness when he was only 8 outside his home while playing baseball with some friends? • Seeing the problems drugs cause why would people around Sampson decide to sell them? • What incident occurred that may have prevented Sampson from a potential life of crime?

14. Sampson • At age 8 enjoyed playing baseball outside with his friends. Felt he was very good and may one day play for the majors and have a better future. • Best friends Noody and Will • Saw a drug dealer “The Bomb” beat someone with a bat and vowed to never get involved with drugs. • Tried stealing an Icee from a local store and was caught, owner threatened to feed him to his dogs. Sampson was terrified and thought he would never steal again.

15. Chapters 5-9 Vocabulary plaintively: expressing sorrow or melancholy; mournfully lanky: ungracefully thin and bony gait: a person's manner of walking inquisitive: prone or asking questions; eager for knowledge; intellectually curious sinews: tendons warily: in a watchful manner; on guard for danger deterrent: something that prevents action; curb; check; preventative regally: befitting or resembling a king; with stateliness; splendidly sauntered: walked at a leisurely pace; strolled lumbered: walked or moved with heavy clumsiness

16. Vocabulary Set #2 (Chapters 5-9) 1. Plaintively The old woman sighed plaintively, “my husband's dead and my children have gone far away.” 2. Lanky The lanky basketball star was great at slam-dunking 3.Gait She had a very strange gait and you could always tell it was her coming even when she was far away. 4. Inquisitive The inquisitive little boy asked question after question. 5. Sinews When the horse ran all the sinews in his body seemed to stretch.

17. 6. Warily She watched warily as the stranger approached the porch. 7. Deterrent Prisons are usually considered a deterrent to crime. 8. Regally Wilson sits regally in the center of lounge, wearing designer sneakers and fancy jeans. 9. Sauntered The girl sauntered home as if she had all the time in the world. 10. Lumbered After a long, hard day at the construction site the young man lumbered home.

18. Chapter 5 Read pages 36-43Add to Rameck’s pageAnswer the following questions • What was Rameck’s passion at age 12? Why did he like this? • How did Rameck’s grandmother try to help him pursue his dreams? • What happened that prevented Rameck from fulfilling this dream? • If Rameck had to go back what would he have done differently? • What is Rameck’s advice regarding difficult decisions? Do you think Rameck made the right decision? Why or why not?

19. Rameck • Age 12 was in a gifted and talented program at his middle school. Liked his teacher, Mrs. Hatt who told him he was intelligent. • Loved being in the car with his grandma where he could talk to her about his problems. • Was passionate about acting and his grandma sacrificed her mortgage to give him the money to get a portfolio to move forward with his acting career. • Lived with his mother who was addicted to drugs and his baby sister. • Gave the money to his mother so she could pay the electric bill but instead, she used it on drugs. • Although he lost his dream to become an actor he would make the same choice all over again because he made it with the right intentions- to help his family.

20. Chapter 6Pages 44-49Read, respond to questions, show teacher, try to correct any responses that had points deducted, add information to George’s Page • What experience inspired George to dream of becoming a dentist? • How did the dentist George met with remind you of the doctor who fixed Sampson’s foot in the emergency room years earlier? • Has there been any experiences in your life that led to a dream, goal, or aspiration for you?

21. George Jenkins • At age 11 he was a good student and well liked by his peers • His mother took him to the dentist to get fitted for braces and he was inspired • Dentist noted his curiosity and took the time to discuss the process and tools necessary for the procedure

22. Chapter 7Pages 50-59Read, respond to questions, show teacher, try to correct any responses that had points deducted, add information to Sampson’s Page • Why did Sampson and his friends go visit the cemetery? • What did Reggie teach them? Why did he do this? • What advice did Reggie give to Sampson? • Why was Sampson arrested? • What happened to Sampson’s friend Razor? How did this impact Sampson?

23. Sampson Davis • At age 11 met Reggie, a security guard at a graveyard. He taught the boys Kung Fu and gave them positive messages about staying out of trouble and finding healthy ways to release stress and anger. • He encouraged Sampson to find others with similar goals and surround himself with those people. • Sampson got arrested when unknowingly helping his “friend” Eddie to steal a carpet cleaning machine. • Sampson’s friend, Razor died in a car chase with the police and this greatly impacted Sampson.

24. Chapter 8 Read pages 60-65Respond to questions, show teacherWrite notes on boys’ pages • 1. Why did Sampson lie to his classmates about his grades? • 2. Who didn’t Sampson lie to about his grades? Why do you think he didn’t lie to this person? • 3. What did Sampson’s mom want Sampson to do? Why? • 4. Why didn’t Sampson want to do this? • 5. Where did Sampson meet George?

25. Sampson Davis • Age 12 Sampson’s mother made him take a test to see if he could get into the University High School where he would get a better education. • Sampson’s mother was forced to drop out of school and couldn’t read and was so proud of Sampson and encouraged him to take opportunities • Sampson met George the day of the test

26. Chapter 9 Read pages 66-72Respond to questions, show teacherWrite notes on boys’ pages • At what age did Rameck join University High School? When did most students begin? • How did Rameck continue to follow his passion for acting at University High School? • Describe the dangerous situation Rameck and his friends put themselves in. • Why does Rameck stay in contact with his old friends after he starts at University High School? Can you relate to his desire to maintain these ties, despite obvious negative consequences?

27. Rameck • Started University High School in 9th grade (2 years later than most students) • Continued his love of acting and got the lead in the play, “A Christmas Carole” and played Scrooge • Continued hanging out with his friends from home and getting into trouble because that’s what they were used to doing on their spare time. One time they antagonized the wrong crowd and almost got killed after a tense bus chase. • Rameck was a follower and wanted to be “cool” and fit in so he often made poor choices and followed the wrong crowd into trouble.

28. Chapters 10-13 Vocabulary 1. Malignant The women fell to the floor crying when she found out the tumor was malignant. 2. Seethed When I found out someone was mean to my son I seethed. 3. Insubordinate Due to being insubordinate his jail sentence was increased. 4. Entrepreneur She always wanted to be an entrepreneur and open her own business. 5. Incredulously She listened incredulously to the unbelievable story.

29. 6. Conviction She stated, “I will pass the exam!” with strong conviction. 7. Blustery It was a cold blustery day and when I walked inside my hair was a disaster! 8. Cowering I told my son to stick up for himself when someone picks on him instead of cowering in the corner. 9. Bravado His show of bravado as he climbed into the boxing ring was undermined by his shaking knees. 10. Bristled I could tell the cat was bristled as her hair stood up on end and she was hissing.

30. Vocabulary Set #3 for Chapters 10-13 malignant: something dangerous or harmful in influence or effect; hateful seethed: excited or emotionally stirred up with anger insubordinate: resisting authority; disobedient entrepreneur: one who organizes, manages, or assumes the risk of a business enterprise incredulously: in a manner unwilling to admit something is true; with disbelief conviction: a strong persuasion or belief; certainty blustery: windy cowering: shrinking away from something menacing bravado: blustering, swaggering conduct; a pretense of bravery bristled: took on an aggressive, defensive attitude

31. Chapter 10Read pages 73-81Respond to questions, show teacherWrite notes on boys’ pages • When did Sampson, George, and Rameck become friends? Which two were friends first? • What were some things the boys had in common? • When Sampson turns down drugs on his birthday, Hock accuses him of thinking he's better than his friends. Relate this incident to Sampson's conversation with Rameck and George earlier in chapter 10. Why is staying clean such a challenge in their surroundings? • Describe the situation with Spud. What was Sampson tempted to do? Why did he end up turning this opportunity down? • Why do you think Sampson wasn’t killed after he did not give $2 to the man with the gun?

32. Sampson • By 10th grade was close friends with George and Rameck • They had similar interests (joking around, playing basketball, listening to rap music) • They had the same obstacles (being surrounded by negativity, wanting to succeed in life while still fitting in with their friends) • Sampson turned down doing drugs and selling drugs when given the opportunity. It wasn’t easy but he knew that was a path he did not want to be on.

33. Question Types • Literal- Answer is literally “right there” in the text. Need to read the text to answer correctly. (Why did…? Who did…? What happened when…?) • Inferential- Need to infer, draw conclusions, make inferences. Need to use information from text and your own knowledge, experience, and background info to think. (Why do you think…? What conclusions can you draw…?) • Critical- Question based on situation(s) from text but needs your own opinion + thinking + your prior knowledge/experiences to answer. (What changes would you make to solve…? How would you improve…? What would happen if…? Can you propose an alternative to…? Do you agree with the actions of…? What is your opinion of…? What would you do if…? Can you assess the importance of…? What choice would you have made and why? Would it have been better if….?)

34. Chapter 11Read pages 82-89Respond to questions, show teacherWrite notes on boys’ pages • 1. What group did Rameck help organize? What was the group’s purpose? • 2. What did this group organize? Why did they do this? Were they successful? How do you know? What did Rameck gain from this experience? • 3. How did Rameck get into trouble in eleventh grade and how could this have been the end of his bright future? • 4. What happened that spared Rameck? How do you think he felt? How did this change his feelings towards this person? • 5. Why do you think this person chose to pardon/forgive him?

35. Rameck • In 11th grade Rameck helped organize the United Students Organization with Ahi and Amiri Baraka. • The USO staged a walk out and this peaceful action brought about a positive change- the first curriculum to include African-American and Hispanic history at University High School. Rameck felt like a hero and saw first hand what can be accomplished with peaceful means. • Rameck squirted silly string in a teacher’s face that he didn’t like. It ended up causing an allergic reaction and he was suspended temporarily. Luckily this teacher saw the potential in Rameck and did not press charges and ask that he is able to continue his education at University High School.

36. Chapter 12Read pages 90-99Respond to questions, show teacherWrite notes on boys’ pages • Which of the boys was very good at baseball? • Which boy thought about being a teacher? Why was this ironic? • Which boy wanted to do something in the medical field? • Who thought about being an entrepreneur? • Explain how an opportunity opened itself up to the three boys when they were in 11th grade. What was the opportunity?

37. George Played on the school’s baseball team with Sampson since 9th grade. Wanted a future in the medical field. Sampson Very good at baseball dreams about being in the major leagues or possibly an entrepreneur one day. Rameck Thinks about being a teacher one day to reach kids like him who need more. All Three A chance opportunity presented itself to the three boys on a day they skipped class. A presentation from Seton Hall University told the boys about their program that assists minority students in becoming doctors. The program pays the majority of the cost and provides much assistance, guidance, and tutoring along the way. All boys took an application at George’s suggestion.

38. Chapter 13Read pages 100-108Respond to questions, show teacherWrite notes on boys’ pages • Where is Rameck’s father? • Who warns Rameck against hanging out with his old friends? Why? 3. The narrator describes the incident with the crack addict on the playground and includes a broad range of emotions the boys feel. Make a list of all the emotions the boys experience before, during, and after the beating and stabbing of the man. Discuss the relationship between violence and emotion in this incident and in general. 4. What lessons does Rameck learn during his time in jail? What are his most enduring realizations? 5. Did this incident ruin Rameck’s future? Why or why not?

39. Rameck • In 11th grade against his mother’s wishes he continued hanging out with his old friends that his mother warned would land him in jail like his father. • While hanging out by the school, Rameck’s friend sold drugs to an addict and the addict smoked the drug near the school which they warned him against (was a rule of the streets). • Rameck and his friends beat him savagely, taking out their anger of their lives on him. • Rameck was arrested and spent a few nights in jail vowing he would never again lose his freedom. • The addict survived and never showed up for court so the case was dismissed and Rameck had gained the second chance he prayed for.

40. Vocab Ch 14-17 • Exulted She was exulted and excited as she had won the jackpot. 2. Unfazed The boy was unfazed by his brother’s bad behavior since he was so used to it. 3. Loping He ran back, loping steadily into a run he could have carried on for miles. 4. Admonished After their misbehavior they were admonished and asked to leave the room. 5. Brash The man is loud and brash and often offends people.

41. 6. Remediation If they cause a mess to the environment, they have to clean it up and pay for the remediation. 7. Affirmation I nodded in affirmation. 8. Pulmonary Bronchitis is an example of a pulmonary illness. 9. Antagonize I constantly ask Trever not to antagonize Danny! 10. Dissipated As the midday sun grew stronger the puddles dissipated.

42. Vocabulary Set #4for Chapters 14-17 exulted: felt or expressed joy or triumph; rejoiced unfazed: undisturbed; undaunted loping: walking with an easy, bounding gait admonished: expressing warning or disapproval of, usually in a gently or solicitous manner brash: bold; audacious remediation: the act or process of remedying; correction affirmation: a positive assertion; the act of affirming; validation pulmonary: of, relating to, or occurring in the lungs antagonize: to incur or invoke the hostility of dissipated: slowly broken up or scattered

43. Chapter 14Read pages 109-120Respond to questions, show teacherWrite notes on boys’ pages • What was the most dangerous thing to do in Newark? Why was it dangerous? • What did Sampson and his friends do for money? How did Sampson justify these actions to himself? • What were the results of these actions? • What made Sampson once again promise himself to stay away from crime? This time, did he remain true to this promise? • Why did Sampson stop hanging out with his friends?

44. Sampson • In the summer between 11th and 12th grade Sampson and his friends robbed drug dealers to get their money. • They were caught by the cops and Sampson spent 4 weeks in a juvenile detention center. • A lawyer helped get Sampson out and Sampson promised to never get involved with crime again, and he didn’t. • Sampson stopped hanging out with his friends, he realized the friends you hang out with play a huge role in the outcome of your life. He wanted a better outcome.

45. Chapter 15Read pages 121-127Respond to questions, show teacherWrite notes on boys’ pages • What response did George give on his interview at Seton Hall that most likely impressed the woman interviewing him? Why? • What did all the boys do on their interviews that showed they were loyal friends to one another? • How did the boys’ families feel on their graduation day? Why? • How were the boys feeling about college?

46. Chapter 16Read pages 128-136Respond to questions, show teacherWrite notes on boys’ pages • How many people were accepted into the pre-medical and pre-dental program the year Sampson, George, and Rameck were accepted? What does this tell you about the program? • What are two reasons Rameck chose to go to Seton Hall over Howard? • How did Carla Dickson inspire the boys on their first day of the program? • What are Sampson’s views on how a doctor should dress? Do you agree or disagree? Why? • How was Carla Dickson a positive role model to the three young men? Tell about someone who served (or serves) as a positive role model in your life and explain how/why.

47. All Three • Rameck, George, and Sampson went to Seton Hall over the summer for 7 weeks to participate in a remediation and preparation program required of all students accepted into the program. • With the constant encouragement of Carla Dickson the three boys pushed themselves like never before and successfully finished the program. • Positive peer pressure, role models, team work, and believing in themselves pushed them to succeed.

48. Chapter 17Read pages 137-145Respond to questions, show teacherWrite notes on boys’ pages • Why do Sampson, George, and Rameck feel a little out of place when they start their freshman year at Seton Hall? • Sampson, George, and Rameck share situations where white people treated them negatively because of the color of their skin. Describe these instances. • How did Rameck get himself into trouble with another college student? • What is the purpose of the organization the three men put together? What did they name it and why? • Why did Rameck so badly want to help people in his community?

49. Rameck Freshman year Rameck had cousins visiting him and they were loud drawing the attention of other classmates. When one student refused Rameck’s demands to leave the hallway Rameck threw the student on the ground. Luckily charges were not pressed. All Three George, Rameck, and Sampson created an organization called Ujima (1 of the 7 principles of Kwanzaa meaning ‘collective work and responsibility to the community’) that had elementary schools from urban areas come to visit the Seton Hall campus and learn about college. They did this to inspire children growing up in similar environments as they did.

50. Chapters 18- Conclusion Vocabulary • Tumultuous The tumultuous storm was beginning to lose some of its fury. 2. Acclimated It took us a few days to get acclimated to our new teacher. 3. Livid I was livid when I found out a trusted friend stole from me. 4. Genially “It’s nice to see you” the woman said, smiling genially. 5. Limbo His life seemed stuck in limbo since he couldn’t make any decisions until he found out if he got the job. 6. Palatable The meal was barely palatable.