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“Dreams of a King”


Holly Blakely


The Civil Rights Movement


In this lesson students will gain deeper understanding of the life and work of Dr. Martin Luther King, Jr., with particular focus on his role in the Civil Rights Movement.  Students will reflect on King's "I Have a Dream" speech, and they will gain a sense of the magnitude and power of the March on Washington, considering both immediate and long-term effects on American society.


Paper and pencil

2 decks of playing cards

chart paper and marker

Materials for making class quilt (attached)

Bill Martin, I Am Freedom's Child. Bowman, 1970

David Adler, A Picture Book of Martin Luther King, Jr.. Holiday House, 1990

Martin L. King, I Have a Dream. New York: Scholastic, 2007

Ellen Levine, If You Lived In the Time of Martin Luther King. New York: Scholastic, 1994

Faith Ringold, My Dream of Martin Luther King. Dragonfly Books, 1998

Harcourt School Publishers. Martin Luther King Jr. http://www.harcourtschool.com/activity/biographies/king/ .

McElrath, Jessica. March On Washington Photos. http://afroamhistory.about.com/od/marchonwashington/ig/March-on-Washington-Photos/index.html .

MLK Online. I Have a Dream Speech Text. http://www.mlkonline.net/ .

 


90 minutes


4Y3


What role did Dr. Martin Luther King, Jr. play in the on-going movement for civil rights? 


Students will be asked to self-define the word FREEDOM.


Students will use a Venn Diagram to compare and contrast themselves with a classmate. (To randomly pair students for this activity, use two decks of playing cards.  Take out enough matching cards from each deck and shuffle them.  Pass the cards out and have the students locate their partner by finding their matching card.)  Remind students to be considerate of feelings and choice of words when completing the Venn Diagram together.  Discuss the various differences noted on the Venn Diagrams and then discuss the similarities, especially the basic needs and feelings of all people.

This activity may be followed by an oral reading of I Am Freedom's Child by Bill Martin, Jr., which beautifully sends the message that we must learn to be tolerant of differences in order to have real freedom.

Students will be invited to share their own definitions of FREEDOM from the Bell Assignment.            


BEFORE LESSON

Key vocabulary:

The teacher will display key vocabulary and meanings on chart paper while previewing them with students orally.

  • Freedom
  • Tolerance
  • Nonviolent
  • Protest
  • Segregation
  • Equality

Think-Pair-Share- To uncover students' prior knowledge of Martin Luther King, Jr., first ask each child to web what he/she already knows about Dr. King. After a set time (use timer), each child will pair with another student to share their webs. (Students may disagree with others about their "facts", but encourage them to disagree kindly.) After a set time, the pairs will join another pair to share and discuss. Then the teacher will record some of the prior knowledge on chart paper, to be revisited during the lesson.

DURING LESSON

Teaching Strategies:  

  • Students will read A Picture Book of Martin Luther King, Jr. by David Adler, which will provide biographical information about Dr. King. (available at http://www.amazon.com/ ) If this book is unavailable, students may find biographical information and a timeline at http://www.harcourtschool.com/activity/biographies/king/ . The teacher will remind students that they may think that the Civil Rights Movement of the 1950's and 1960's was a "one-man-battle" with King doing all the work. The fight for civil rights was the work of countless individuals over time. Dr. King was a leader who always discouraged violence. Dr. King is remembered for many things, including his famous "I Have a Dream" speech at the March on Washington for Jobs and Freedom, which we most likely associate with Dr. King.
  • The teacher will show photos of the March on Washington, found at http://afroamhistory.about.com/od/marchonwashington/ig/March-on-Washington-Photos/index.html . Teacher will lead a discussion about the many people from various walks of life that attended the March on Washington at the Lincoln Memorial. Teacher will ask students why they think these people wanted to be there.
  • The teacher will share a portion of King's speech on an audio/video clip found at http://www.mlkonline.net/ . Quotes from Dr. King's various speeches may be found here as well. The teacher may also wish to share I Have a Dream, written by Dr. King and beautifully illustrated by various artists. (available at http://www.amazon.com/ )

  AFTER LESSON

  • Teacher will ask students to identify a troubling issue in America today. Students will write their own "I Have a Dream" speech to describe what they would like to see happen to address the problem they identified. Their published and illustrated work may be made into a class quilt. (See attachment for directions.)
  • Teacher may choose to read aloud or have students independently read the following books (available at www.amazon.com ):
  • If You Lived in the Time of Martin Luther King by Ellen Levine
  • My Dream of Martin Luther King, by Faith Ringold

 

  

 



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