I Am Ruby Bridges
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Summary
I Am Ruby Bridges tells the powerful and true story of Ruby Bridges, who at six years old became one of the first African American children to attend a previously all-white elementary school in New Orleans in 1960. This picture book vividly captures Ruby’s experiences, courage, and perseverance as she faced crowds of angry protesters, isolation, and the challenges of integration with grace and bravery. Through Ruby’s voice, young readers explore themes of fairness, bravery, resilience, and the power of standing up for what is right.
Sensitivity Note: This story depicts Ruby facing racism, hostility, and exclusion because of the color of her skin. Some children may find these themes upsetting. Facilitators should introduce the book with care, giving students time to ask questions and share feelings, and pausing to acknowledge the unfairness Ruby experienced. Emphasize the story’s message of courage, community, and hope while remaining attentive to the seriousness of the injustice portrayed.
Guidelines for Discussion
I Am Ruby Bridges offers young readers an opportunity to think about some of the biggest ethical and social questions in a way that connects directly to their own lives. A facilitator does not need to be a trained philosopher to guide these conversations, but it is helpful to be aware of the themes and distinctions that can emerge. This book raises four central areas for reflection: courage, fairness, community, and justice.
First, the story illustrates the difference between personal courage and fearlessness. Ruby is not portrayed as unafraid—rather, her bravery lies in facing real fear and walking into school despite it. Children can reflect on how bravery often means moving forward while still feeling scared, and how everyday situations in their own lives may call for this kind of courage. This connects to a long philosophical conversation about the nature of virtue: is courage the absence of fear, or the ability to act rightly despite fear?
Second, the book invites discussion about fairness and justice. Ruby was treated differently simply because of her race, and her story opens up space for children to ask what makes something fair or unfair. Philosophers distinguish between fairness as equality (everyone treated the same) and fairness as equity (making sure everyone has what they need to succeed). Ruby’s experience makes these questions concrete and accessible for children to explore.
Third, Ruby’s actions show how an individual can influence community and social change. Facilitators can help students see that Ruby’s walk to school was not just personal but also historical—it helped reshape a community’s understanding of justice. This raises questions about whether one person really can make a difference, and what kinds of actions help bring about larger change. These discussions can make children more attentive to their own power in their classrooms and neighborhoods.
Finally, the book raises the theme of standing up for others. Ruby’s courage was her own, but it also mattered for other children who would come after her. Discussing this invites children to think about moral responsibility beyond themselves: why should we care about what happens to others, and how do we act when we see someone treated unfairly? Philosophers sometimes describe this as a question of empathy and justice—what it means to recognize another person’s dignity and to respond to injustice.
By keeping these themes in mind, a facilitator can guide the conversation in ways that help children move beyond simply retelling Ruby’s story. The goal is not to find “right” answers, but to open space where students can compare their own ideas about courage, fairness, and justice, and begin to see how individual actions shape the communities we live in.
Discussion Questions
Ruby’s Courage
- What makes Ruby brave?
- Can someone feel scared and still be brave? Why or why not?
- Have you ever done something brave? What happened?
Fairness and Justice
- Why were people angry about Ruby going to the new school?
- Was it fair that Ruby was treated differently because of her skin color?
- How do we know if something is fair or unfair?
Community and Change
- How did Ruby help make her community better?
- Can one person really change how others think and behave?
- Have you ever helped change something in your school or community?
Standing Up for Others
- Why is it important to stand up for people treated unfairly?
- What are some ways we can stand up for others in our daily lives?
- How would you feel if someone stood up for you?
Suggested Activity: Courage Collage
To extend the discussion, students can create a “Courage Collage” that expresses their own ideas of bravery. Begin by reminding them of Ruby’s walk to school and asking what made her courageous. Then invite each student to think about what courage means to them personally, whether in moments from their own lives, from stories they know, or from people they admire. Provide magazines, newspapers, scissors, glue, and paper, and encourage students to search for images, words, or symbols that connect to their understanding of courage. If materials are limited, they may also draw their own pictures or write key words. As students cut, paste, and arrange their collages, move through the room to ask guiding questions about their choices and encourage them to connect their work back to Ruby’s story.
When the collages are complete, students can share their work in small groups or with the whole class, explaining the meaning of the images and words they selected. Facilitators should encourage students to notice both the similarities and differences in how their classmates interpret courage. To close the activity, bring the group back together to reflect on what they learned. Ask students: How did Ruby’s courage inspire your own ideas about bravery? How do the many different versions of courage we created help us understand what it means to stand up for ourselves and others? This reflective conclusion reinforces empathy, perspective-taking, and the broader lesson that courage can take many forms.
About the Prindle Institute
As one of the largest collegiate ethics institutes in the country, the Prindle Institute for Ethics’ uniquely robust national outreach mission serves DePauw students, faculty and staff; academics and scholars throughout the United States and in the international community; life-long learners; and the Greencastle community in a variety of ways. In 2019, the Prindle Institute partrnered with Thomas Wartenberg and became the digital home of his Teaching Children Philosophy discussion guides.
Further Resources
Some of the books on this site may contain characterizations or illustrations that are culturally insensitive or inaccurate. We encourage educators to visit the Association for Library Service to Children’s resource guide for talking to children about issues of race and culture in literature. They also have a guide for navigating tough conversations. PBS Kids’ set of resources for talking to young children about race and racism might also be useful for educators.
Philosophy often deals with big questions like the existence of a higher power or death. Find tips for leading a philosophical discussion on our resources page.
