My four-year-old daughter regularly requests reading Book One [the March] at bedtime; the methods of reading, delivering, and processing the book's content vary according to a kid's age and developmental level, but she's deeply affected by the story, asking follow-up questions for days.

One of our priorities when doing "March" is to sort of undo what we feel is the disservice done by what we call the Nine Words Problem. Which is that most American kids, whatever they do learn about the movement, especially in school, is usually limited to Rosa Parks, Martin Luther King, "I Have a Dream." And so there's sort of a layer of unreality; there's not a sense of continuity.

A decade passed between King's assassination and my birth, but the older I get, the more acutely aware I become that 10 years is nothing.

I think being able to identify with young people and...their capacity to change the world and shake things up. I think that's the greatest strength.

People of every age group have connected strongly with the story [the March], identifying with different components of it. A sense of fairness and recognition of injustice seem to be hardwired into kids - I know it was for me, even as an elementary school kid - and I kept that in mind throughout the creation process.

I also think it's crucial to convey that the [Black] Movement largely succeeded because of the unwavering dedication of young people willing to risk their comfort, their safety, their lives.

My four-year-old daughter regularly requests reading Book One [the March] at bedtime; the methods of reading, delivering, and processing the book's content vary according to a kid's age and developmental level, but she's deeply affected by the story, asking follow-up questions for days.