ページ3:

Part1 (pp-24-25)
予習は次の手順で行いましょう!
Unicorn English Communication2: LESSON2 “The Problem We All Live With"
予習① 本文のCDを聞いて、次の質問に答えてみよう
Q1: What kind of movement "swept Ruby up in a whirlwind"?
Q2: What did Ruby do in the principal's office on her first day at William Frantz Elementary School?
予習②次の新出単語の意味を確認しておこう(単語の意味とオリジナル例文をノートに書くこと)]
civil/movement / swept / whirlwind / marshal / Norman Rockwell / perpetually
behave rush / integration
予習③次の項目を調べておこう
<p.24 >
come-ing ~しながらやって来る
1行目 When I was six years old, the civil rights movement came knocking at the door of our house.
○ came knocking 動詞+補語 (分詞)の用法を確認しよう。 文法 分詞
○ civil rights movement とは具体的にどんなことか調べてみよう.
1950年代から活発なったアメリカの黒人の基本的人権をする
2行目: It was 1960, and history swept "me up in a whirlwind.
○ sweep up の意味は?
A
Aを巻き込む
<<例文もしてみよう>> We were swept up by the shouting of the audience.
私たちは叫び声にすっかり飲み込まれた。
5行目 Our neighbors had been at the house that morning, helping my mother get me ready.
○ had been 過去完了形, どんな時に使われるのか再確認しよう 文法 過去完了
○ help A (to) do の原形不定詞の用法
○ helping my mother... 分詞構文の付帯状況
分詞構文
<BT p.230>
してみよう
<辞書で調べよう>
訳してみよう
<BT p.104>
<BT p.240>
8行目: It's in Norman Rockwell's (painting) in (which) I am perpetually the six-year-old gin in a white dress.
<p.25 >
○ perpetuallyの単語の意味は? また、 なぜ perpetuallyなのか考えてみよう.
訳してみよう
に
文法 関係詞と前置詞
<⇒ BT p.275>
○ in which の前置詞+関係詞の用法を確認しよう.
○ six-year-old girl はハイフンでつなぐ時は year を複数形にはしません。
2行目 By the time we got to the school, there was a large crowd of people outside.
by the time の用法を確認しよう~する時までに
法 接続詞
<<例文も訳してみよう>> By the time I finished my work, the sky was already light.
get to A の意味を調べてみよう。 私が仕事を終えた時までに
Aに到着する。
訳してみよう
< BT p.530>
<辞書で調べよう>
3行目: One of the marshals grabbed me by the hand and rushed me inside, where I was taken straight to the
principal's office.
もうすでに空は明るくっていた。
grab A by the hand 冠詞の用法を確認しよう
体の一部を表すときは
the が必要
< 辞書で調べよう>
○ where 関係副詞の用法を確認しよう。 関係代名詞との違いは? 文法 関係詞
○ one of 複数形 を間違えずに、
訳してみよう
<BT p.280>
<one of 辞書で調べよう>

ページ4:

LESSON 2 The Problem We All Live With by Ruby Bridges Part 1
When I was six years old, / the civil rights movement came knocking at the door of our
house.
It was 1960, and history swept me up in a whirlwind.
One morning / U.S. marshals came and stood outside my family's door.
Our neighbors had been at the house that morning, / helping my mother get me ready.
I was wearing a white dress.
People who didn't see me that day / might remember that dress: /
It's in Norman Rockwell's painting, / in which I am perpetually the six-year-old girl in a
white dress. (←この英文は説明のために文中に挿入されている)
We drove to my new school with the marshals.
I was told to behave.
By the time we got to the school,/ there was a large crowd of people outside.
One of the marshals grabbed me by the hand/ and rushed me inside,/
where I was taken straight to the principal's office.
All I did there / was, watch the other children leaving school.
(to).
I just thought this new school was really easy.
It was the day/when I became the first black student/
to attend William Frantz Elementary School in New Orleans, /
one of the first schools for integration in the South.

ページ5:

LESSON 2 NEW WORDS AND IDIOMS
PART 1
NEW WORDS AND IDIOMS
Ruby Bridges /rú:bi bridgiz/
civil /sivǝl/
movement /mú:vmǝnt/
swept/swépt/ <sweep
whirlwind warlwind/
marshal(s) /máfǝk(z)/
Norman Rockwell /nxrman rákwǝllrák-/
perpetually /parpétfuali l-pétjuǝli/ <perpetual
behave /bihéiv/
rush(ed) /ráf(t)/
principal /prínsəpəl/
William Frantz /wiljam frænts/
New Orleans /nù: 5:rlanzinjù: 5:lianz/
integration /intǝgréifǝn/
MEANING
Q
3.5.
⑧8
(4
⑥
5.3.
⑦
②
sweep up
by the time
relating to the people who live in a country
2 the process of getting people of different races to live and work together
3 to not do things that annoy or offend people
4 a police officer employed by the national government to make sure people do what a
court order says they must do
⑤if an idea, feeling, or activity (
very popular or common
)s a group of people or a place, it quickly becomes
⑥continuing all the time without changing or stopping
⑦most important
8 an extremely strong wind that moves quickly with a circular movement, causing a lot of
damage

ページ6:

Date
1/20 (7) P. 26-27
L2-P2
Q. What did the crowd outside the school do?
1
A1. They stood waiting, ready to pull their children out of class.
if their school had been chosen.
Q2. What was the most important lesson Ruby learned
from Mrs. Henry?
A2, What Martin Luther King, Jr. tried to teach us;
Never judge people by the color of their skin.
<新出単語>
ディセグレゲイト
desegregate (動)交種差別を撤廃する
アジキット
agitate (動) 扇動する。
興奮させる。
scream (動)叫び声を上げる。
*
叫ぶ
hateful (形)憎むべき.
忌まわしい
entire (形)全体の
primary (形) 主要な
重要な
Do
you
know an area
desegregated?
1
got very agitated.
body.
She screamed when she found dead
I have a hateful person.
through entire atmosphere of meeting.
Dagashi is primary in this comic.
Martin Luther King, Jr. (名)『マーティン・ルーサー・キング、ジュニア
skin (3) An
A lot of people expose their skin on the beach in summer.

ページ7:

Part 2
(pp.26-27) Unicorn English Communication2: LESSON2 “The Problem We All Live With"
予習は次の手順で行いましょう!
予習① 本文のCDを聞いて、 次の質問に答えてみよう
Q1: What did the crowd outside the school do?
Q2: What was the most important lesson Ruby learned from Mrs. Henry?
予習②次の新出単語の意味を確認しておこう(単語の意味とオリジナル例文をノートに書くこと)]
desegregate / agitate / scream / hateful / entire / primary
Martin Luther King, Jr. 1 skin
予習③次の項目を調べておこう
<p.26 >
2行目 They had known that some schools were going to be desegregated that day,
but they didn't know which ones.
訳してみよう
○ had known 過去完了形の用法を確認しておこう。
Schools
)
○ which ones の ones がさす語は何か?= (
(being)
4行目: They stood waitingy ready to pull "their children out of class if their school had been chosen.
Q standing. S+V+C (=現在分詞) の用法を確認
分詞
って
している。
<BT p230>
pull out of B の意味を調べよう。 BからAを引き離す.AをBから出す <辞書で調べよう>
<<例文も訳してみよう≫ He pulled his bike out of the crowded parking area.
「~しながら立っている 彼は混んでいる駐輪場から自転車を運び出した。
7行目: The next day, the crowd had almost doubled in size from the day before.
○ 動詞 double の意味を調べてみよう。 ちなみに3倍になる」 は?
2倍になる
triple
8行目 Everyone seemed more agitated: screaming, shouting, carrying hateful signs.
○ seem+ 過去分詞 S+V+C (=過去分詞) の用法を確認 文法 分詞
~のようだ
12行目: It was different inside the building dead quiet
<p.27 >
1行目:
○副詞の dead の意味を調べよう. ex. dead asleep / dead tired
まったく、完全に
Then a woman came walking up to me.
ぐっすり眠って
○ come -ing S+V+C (=現在分詞) の用法を確認
~しながらやって来る。
訳してみよう
<辞書で調べよう>
訳してみよう
<⇒ BT p.250>
< 辞書で調べよう>
くたくたに疲れている
分詞
<BT p.230>
6行目: Though she looked like the people outside, she was nothing like them.
○ look補語 (形容詞 分詞)」 と 「look like+名詞」 は使い方が違います。 注意しよう.
nothing like A の意味を調べよう。 Aとはまったく似ていない
訳してみよう
<⇒ 辞書で調べよう>
<<例文も訳してみよう≫ This dish looks nothing like the picture in the menu. Aとはまったく違う
この料理はメニューの写真とまったくていない。
12行目 but the primary lesson was (what Martin Luther King, Jr. tried to teach us ).
○ 関係代名詞の what の用法 (補語になる) を調べよう。 文法 関係詞
訳してみよう
<BT p277>

ページ8:

Part 2
Most people in the crowd outside / were parents of other students.
They had known/that some schools were going to be desegregated that day, / but they
didn't know which ones.
They stood waiting / ready to pull their children out of class / if their school had been
自分の子どもを学校から連れ出そう
chosen.
The next day,/ the crowd had almost doubled in size from the day before.
群衆は約2倍の大きさになっていた。
Everyone seemed more agitated: / screaming,/shouting, / carrying hateful signs.
忌まわしいプラカードを掲げたりして。
The marshals rushed me in again and said, /
"Walk straight ahead and don't look back."
It was different inside the building/ dead quiet. The school had been emptied out.
建物の中は別世界で、静寂そのものだった。
Then / a woman came walking up to me.
She said, “Hi, / my name is Mrs. Henry. I'm your teacher."
She was white. Until that day, / I had never seen a white teacher.
Though she looked like the people outside, / she was nothing like them.
彼女は学校の外の人々と同じように見えたが、彼らとはまったく違っていた。
wwwm
(接)
We did more than just study; / we played games, / did art projects, and learned music.
私たちは勉強しただけではない
It was just the two of us for the entire year.
丸1年、私たちは2人だけだった。
I learned many things from Barbara Henry that year, /
but the primary lesson was what Martin Luther King, Jr. tried to teach us:/
Never judge people by the color of their skin.

ページ9:

LESSON 2 NEW WORDS AND IDIOMS
PART 2
NEW WORDS AND IDIOMS
desegregate(d)/di:ségrigèit(id)/
agitate(d) /ædzitèit(id)/
scream(ing) /skri:m(in)/
hateful/héitfǝl/
Henry /hénri/
entire /intáiǝr/
Barbara /bá:rbrǝ/
primary/práimeril-mǝri/
Martin Luther King, Jr./márton lútar kin dzúnjǝr/
skin/skin/
pull out of
nothing like
MEANING
b
5
(4)
(3)
2
(1)
⑪most important
2all of a group, period of time, amount etc
③very bad, unpleasant, or unkind
4 to make a loud high noise with your voice because you are hurt, frightened, excited etc
5) to argue strongly in public for something you want, especially a political or social
change
(6) to end a system in which people of different races are kept separate

ページ10:

Date
1/21(木) P28-29
L2-P3
Q1. What mode Ruby realize the importance
of her first grade school
+
A1. The Rockwell
painting did
year?
@2. Why did Ruby decide to travel around?
A2. To tell her story and see how the civil rights movement
is taught. Because she was wanted to know more.
<新出単語〉
Sensitive (形) 取り扱いに注意を要する。 My skin is sensitive to
dry.
★微妙な
integrate (動) 統合する
integrate everyone's idea into one opinion
resistant (1)
Germany
was resistanted to France.
★反対である
avoid (動)避ける。
I want to avoid a
makeup
exam.
*
decade (%) 10
for decades.
entitle (動) 題をつける read the book entitled "Anne of Green Gables".

ページ11:

Part 3 (pp.28-29)
予習は次の手順で行いましょう!
Unicorn English Communication2: LESSON2 “The Problem We All Live With"
予習① 本文のCDを聞いて、次の質問に答えてみよう ]
↓
Q1: What made Ruby realize the importance of her first-grade school year?
Q2: Why did Ruby decide to travel around?
予習②次の新出単語の意味を確認しておこう(単語の意味とオリジナル例文をノートに書くこと)
sensitive / integrate resistant / avoid / decade / entitle
予習 3 次の項目を調べておこう
Sensitive
NWA
気配りがいる
<p.28>
sensible
1行目 In my family. my experience at the school was a sensitive topic.
○sensitive / sensible の意味の違いを調べよう。
www
気配りができる
<辞書で調べよう>
感じやすい
な
[ 分別のある賢い
2行目: While my mother had wanted me to be one of the first students to integrate the schools, my father was
resistant to the idea.
一方で
○ 接続詞 while の用法の確認をしよう。だが、
文法 接続詞
不定詞
○ want A to do の用法の確認をしよう。 Aに~してもらいたい
be resistant to A の意味を調べよう。 Aに抵抗する
(Bagainst A)
Aに反対する
6行目: The first time I saw the Rockwell painting, I was about 18 years old.
○ the first time を接続詞的に用いた場合の意味を調べよう。 文法 接続詞
初めてするかは、初め~した時
78 When I saw it, I realized the importance of (what had happened and why).
○itがさす内容は? the Rockwell painting_
○ what had happened の what の用法を確認しよう.
~こと、
文法 関係詞
訳してみよう
<
BT p.527>
<
BT p.186>
< 辞書で調べよう>
< BT p.531>
訳してみよう
<BT p.277>
8行目 It was not until decades later that fully understood how much my first-grade year shaped my entire life.
○ it was not until A that B (Aして初めてBする) の用法を確認しよう.
訳してみよう
①死ぬ
文法 接続詞
<BT p.379>
11行目: My youngest brother passed away in 1993 and began looking after his daughters, who happened to be
students at William Frantz.
訳してみよう
pass away の意味を調べよう。 pass out と意味の違いは? black out <辞書で調べよう>
気絶する②卒業する pass out
②消える
look after A = take ( care of JA
Aの話をする
happen to do の意味を調べよう? たまたま~する。
< 辞書で調べよう>
<p.29 >
偶然に by accident
chance / coincidence
6行目: "People were reminded of the little girl in the Rockwell painting.
remind of B (本文では受身形) の意味を調べよう。AにBを思い出させる辞書で調べよう>
<<例文も訳してみよう> This picture reminds me of my uncle's house in the country.
この写真を見るとその国にあるおじの家を思い出す。

ページ12:

Part 3
In my family, / my experience at the school was a sensitive topic/
while my mother had wanted me
Imefor
o be one of the first students to integrate the schools,/
my father was resistant to the idea.
m
This caused a lot of problems in my house, / so we avoided the subject..
The first time I saw the Rockwell painting, / I was about 18 years old.
When I saw it / I realized the importance of what had happened and why.
But it was not until decades later/ that I fully understood /
それは数十年後のことだった。/私が十分に理解したのは、
how much my first-grade year shaped my entire life.
1年生の1年間がどれだけ私の全人生を方向づけたのかを
My youngest brother passed away in 1993/
and I began looking after his daughters,/
who happened to be students at William Frantz.
その娘たちはたまたまウィリアム・フランツ校の生徒だった。
I felt I had been brought back in touch with my past/ for some great cause.
私は呼び戻されて自分の過去と向き合うことになったような気がした/何か大切な大義のために、
Not long after a children's book entitled / The Story of Ruby Bridges/ was published.
ほどなくして、
People were reminded of the little girl in the Rockwell painting,/
and they wanted to know more about her.
Since then / I have been traveling around, /
そのとき以来/私は各地を回りながら、
telling my story/and seeing how the civil rights movement is taught.
自らの経験を語り/公民権運動がどのように教えられているかを見てきた。

ページ13:

Date
1/24 (1) 0.29-30
L2-P4
Q1. What does Ruby believe is necessary for us
to be able to move forward?
A1. She believes only with a fuller sense of
what happened is necessery...
Q2. Who was Ruby with when she saw the Rockwell
painting again in 2011?
A2, She was with President Obama.
<新出単語>
demographics (8) Post examine the demographics of Japan.
★人口動勢
equality (s) ** equality of salary
process
(名)過程
know the
process
that make
toys
undergone () undergo (73) a p.p.
battle(名) 戦い
battle of Sekigahara
Versus
闘い
★
VS. ()
★
motivate ()
baseball
... watch the game; America vs. Japan
に意欲を起こさせる Music motivates me.
White House(名)ホワイトハウス

ページ14:

★
President Obama (名) オバマ大統領
guy
(名) みんな
What are
guys doing
now?
★
君たち、
人

ページ15:

Part.4 (pp.29-30)
予習は次の手順で行いましょう!
Unicorn English Communication2: LESSON2 "The Problem We All Live With
予習① 本文のCDを聞いて、次の質問に答えてみよう
Q1: What does Ruby believe is necessary for us to be able to move forward?
Q2: Who was Ruby with when she saw the Rockwell painting again in 2011?
予習②次の新出単語の意味を確認しておこう(単語の意味とオリジナル例文をノートに書くこと)
demographics
White House
/ equality /process/undergone / battle/vs. / motivate
/President Obama/guy
予習③次の項目を調べておこう
<p.29 >
13行目: In fact, William Frantz, (which I had integrated under guard by marshals,) slowly returned to being a
non-integrated school by economics and demographics.
訳してみよう
○ which 関係代名詞の継続用法を確認しよう。
文法 関係詞
< BT p.288>
O in fact = ほぼ同じ意味を表す語句 ( actually
実は
18行目 Unfortunately, in 2005, much of the school was destroyed by a hurricane.
○ unfortunately ⇔ 反対の意味を表す語句 (
Omuch of ~の much の品詞は? 代名詞
Fortunately
)
< 辞書で調べよう>
19行目 My dream now is to build a new school in its place that will stand for integration and equality in education.
○ 関係詞thatが示す先行詞は?
・・・
a new school
○ ... is to build anew... の不定詞の用法はどれか? 名詞的形容詞的副詞的
in its place の意味は?その場所にその代わりに
訳してみよう
< 辞書で調べよう>
<<例文も訳してみよう They pulled down the old factories and made a beautiful flower garden in their place.
彼らはその古い工場を取り壊して、その場所に美しい花の庭をつくった。
その代わりに
<p.30>
4行目: Only with a fuller sense of what happened can we really move forward.
○ 強調のための倒置 (下線部) の用法を調べよう.
文法 倒置
(= We can really move forward only with a fuller sense of what happened.)
5行目: That is part of (what motivates me to open the new school).
○ 関係詞の what の用法を調べよう。
文法 関係詞
<BT p.551>
訳してみよう
< BT p.277>
8行目 President Obama, (standing by me), said, “I think it is fair to say that if it hadn't been for you guys, I might
not be here and we might not be looking at this together."
○ standing by me 分詞構文の用法を調べよう.
文法 分詞
○ hadn't been might not be の仮定法過去完了の用法を調べよう。 文法 仮定法
○ it is fair to say... の it がさす内容は?
訳してみよう
< BT p.240>
<BT p.350>
that if it hodnt been for you guys, I might not be here
and we might not bel lacking of this together

ページ16:

Part 4
“The Problem We All Live With," / the title of Rockwell painting, is still one of today's
problems.
↳ r
私たちだれもが抱える問題」
In fact, William Frantz/which I had integrated under guard by marshals,/
守られながら
slowly returned to being a non-integrated school / by economics and demographics,/
非統合的な学校へとゆっくり逆戻りした
but this time/most of the students were black.
Unfortunately, / in 2005, / much of the school was destroyed by a hurricane.
My dream now is to build a new school in its place /
wwwm
that will stand for integration and equality in education.
人種統合と教育の均等を体現する。
I believe the process we have undergone for integration/
should not be taught/as a battle of black vs. white/
☆ there were key figures of all races/fighting for civil rights.
公民権を得るために闘った重要な人物は人種にかかわらず存在した
Only with a fuller sense of what happened / can we really move forward.
深く理解すること
That is part offwhat motivates me to open the new school.
I met the Rockwell painting again in 2011.
It was at the White House.
President Obama, / standing by me, / said,/
“I think it is fair to say / that if it hadn't been for you guys,/
こう言っても言いすぎではないと思うがもしあなたたちがいなかったら、
I might not be here and we might not be looking at this together."

ページ17:

LESSON 2 NEW WORDS AND IDIOMS
PART 4
NEW WORDS AND IDIOMS
demographics / dèmagréfiks|dima-/
equality/ikwálatilikw5l-/
process/práses | próus-/
undergone /Ändargs:n/ <undergo
battle /bátl/
vs. /vórsas/ <versus
motivate(s)/móutavèit(s)/
White House /hwáit hàus/
President Obama /prézidǝnt oubá:mǝ/
MEANING
guy(s) /gái(z)/
・人口動碧学
平等
過程
経験する
闘い
・対
(2)
に
に意欲を起こさせる
ホワイトハウス
オバマ大統領
④
あなた。君
in one's place
1 if you ( ) a change, an unpleasant experience etc, it happens to you
その代わりに
② to make someone want to achieve something and make them willing to work hard in
order to do this
③information about a group such as the people who live in a particular area
4 (*American English) used when talking to or about a group of people, male, or female
⑤ a situation in which people have the same rights, advantages etc
°
undergo
つらい経験をする
。
experience - 経験する