Wait a minute! What kind of nine-year-old volunteers to go to jail? And what kind of parent would make sure she gets there? And
why would she get arrested at church? Is this real? Yes. Audrey Hendricks, her mother, Lola, and her father, Joe, are real. So is this story. Audrey was the youngest of three to four thousand black children who marched, protested, sang, and prayed their way to jail during the first week of May 1963, in Birmingham, Alabama. Their goal was to end segregation in the most racially divided and violent city in America. Many young people suffered attacks by snarling German shepherds and days of being crammed into sweltering jail cells. Some wondered if they would survive. And if they did survive, could they accept these punishments with dignity, as they had been trained to do? Or, would they retaliate against the white policemen who were abusing them? Audrey and three other young people—Washington Booker III, James Stewart, and Arnetta Streeter—will be your guides through these harrowing events. Along the way, you'll hear from others who lived through these times as well. —We’ve Got a Job, Cynthia Levinson Write two to four sentences explaining how the author’s use of second- and third-person point of view helps readers understand the Children’s March.
The author uses third-person point of view to tell the overall story, but she uses second-person point of view for a moment to speak to the readers and tell them that they will learn about the Children's March through participants' stories. The people who were there get to tell their stories and express their viewpoints and opinions about the events.
The author uses third-person point of view to tell the overall story, but she uses second-person point of view for a moment to speak to the readers and tell them that they will learn about the Children's March through participants' stories. The people who were there get to tell their stories and express their viewpoints and opinions about the events.
