What is Equality and How Has it Affect Me

What is Equality and How Does it Affect Me?

A Unit for 4^th Graders

taken from: www.claybennet.com

Brandy Johnson, Diane Erickson, and Lauren Sullivan

Table of Contents

Overview and Rationale

Teacher Background information

Unit Planning Chart

Organization and Subject Matter Overview with Goals and Objectives

Learning Activities Bank

Introduction to: What is Equality and How Has it Affect Me
Martin Luther King Jr.
I Have a Dream
Civil Rights
Segregation and Equality
How Women Got the Right to Vote
Women Making a Difference
Is This Fair?
Introduction lesson for classroom differences: All Students are Important
Families are Different and Important
Math and Me
Final Project: The Commercial

Assessment

Appendices

Overview and Rationale

This unit on social justice issues is designed for the 4^th grade. The National Council for the Social Studies says that teachers must help students identify examples of rights and responsibilities (NCSS 10b); recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice (NCSS 6h); examine the rights and responsibilities of the individual in relations to his or her social group, such as family, peer group, and school class. (NCSS 6a). In order to achieve this goal we feel it is important for our students to understand diversity, the civil rights of African Americans, the rights of males and females, and student differences in the classroom community. We feel it is important for our students to understand that all people must be treated fairly and equally. We also want them to have knowledge of the fact that not all people have been treated equally and many still experience discrimination. In the 4^th grade Utah State Core students focus on ways to help and contribute to their community (Utah, Standard: 4, Objective:2) and show appreciation for other cultures. (Utah, Standard:4, Objective:1). In this unit the students will participate in various activities that give them a first hand look at equality. The activities are based so that they will be meaningful and engaging for every student.

We feel that it is important for students to learn about the history of Civil Rights and equality. They need to understand the role that Martin Luther King Jr. played in getting African Americans their rights and also that he did it in nonviolent way. Martin Luther Kind Jr. has modeled that tension can be solved without hatred and war. Also if you want something bad enough and you are persistent your dreams really can come true. The students also need to be able to reflect on their own rights and dreams and their role in an equal community.

In the forth grade students are to be learning citizenship skills. We believe that teaching students about women getting the right to vote and about gender equality will help students be more appreciative and aware of gender equally. We also believe that social studies should teach students how the past affects their lives today. We believe that through teaching gender equality and how women weren’t able to vote since the 1920’s will give our students a better understanding of why women have been left out in history and why they have been stereotyped as the weaker gender. We also believe that it’s important for our students to understand that voting hasn’t always been a right. We believe that in teaching students that the right to vote is something that others have fought for and have been denied will make them have a greater appreciation for having the right to vote when they turn of age.

We also believe that our lessons in gender equality will help our students see the importance of not discriminating against gender and that one gender is not better or stronger then another. In the Utah State Core fourth graders are to gain an understanding of culture. In teaching about gender equality students can gain an in-depth understanding of how women were treated in the past, how women were treated played a part of created and shaping the U.S. culture, and help students understand why women are sometimes viewed differently then men. We also believe that our lessons in gender equality will help student’s correct misconceptions and stereotypes about gender. Lastly, we believe that teaching our students about gender equality and how it came to be will help teach the idea that everyday people can bring about big/great changes. Everyday people can make a difference, they might not see the results for a long time or maybe not even in their lifetime but they should never give up on what they believe is right and equal.

We feel it is important for students to be knowledgeable and respectful of other cultures and people and learn to identify how those differences help shape our community. Our lessons are designed to help make it meaningful to the lives of our students by incorporating them in activities about them. Each of the four activities in the last four lessons incorporates the students’ lives by asking questions about themselves, their family and their community. We believe that teachers hold great power in helping to create a community is which people are respectful of one another and understand different cultures and backgrounds.

After completing this unit on equality our students will have deeper understanding of what equality is, how it effected the past and how it affects them everyday of their life. It is our hope that the students will treat each other, their families, their friends, people in their community and anyone they come in contact with in their life with respect and genuine equality.

Teacher Background Information

In order to teach the lessons on Martin Luther King Jr. and Civil Rights the teacher needs to be familiar with Martin Luther Kind Jr. and his involvement in the Civil Rights. The following is an extraction from the African American Almanac.

The life of Martin Luther King Jr.

Any number of historic moments in the civil rights struggle have been used to identify Martin Luther King, Jr. — prime mover of the Montgomery bus boycott, keynote speaker at the March on Washington, youngest Nobel Peace Prize laureate. But in retrospect, single events are less important than the fact that King, and his policy of nonviolent protest, was the dominant force in the civil rights movement during its decade of greatest achievement, from 1957 to 1968.

King was born Michael Luther King in Atlanta on Jan. 15, 1929 — one of the three children of Martin Luther King Sr., pastor of Ebenezer Baptist Church, and Alberta (Williams) King, a former schoolteacher. (He was renamed "Martin" when he was about 6 years old.)

After going to local grammar and high schools, King enrolled in Morehouse College in Atlanta in 1944. He wasn't planning to enter the ministry, but then he met Dr. Benjamin Mays, a scholar whose manner and bearing convinced him that a religious career could be intellectually satisfying as well. After receiving his bachelor's degree in 1948, King attended Crozer Theological Seminary in Chester, Pa., winning the Plafker Award as the outstanding student of the graduating class, and the J. Lewis Crozer Fellowship as well. King completed the coursework for his doctorate in 1953, and was granted the degree two years later upon completion of his dissertation.

Married by then, King returned South to become pastor of the Dexter Avenue Baptist Church in Montgomery, Ala. Here, he made his first mark on the civil-rights movement, by mobilizing the black community during a 382-day boycott of the city's bus lines. King overcame arrest and other violent harassment, including the bombing of his home. Ultimately, the U.S. Supreme Court declared bus segregation unconstitutional.

A national hero and a civil-rights figure of growing importance, King summoned together a number of black leaders in 1957 and laid the groundwork for the organization now known as the Southern Christian Leadership Conference (SCLC). King was elected its president, and he soon began helping other communities organize their own protests against discrimination.

After finishing his first book and making a trip to India, King returned to the United States in 1960 to become co-pastor, with his father, of Ebenezer Baptist Church.

Three years later, King's nonviolent tactics were put to their most severe test in Birmingham, during a mass protest for fair hiring practices and the desegregation of department-store facilities. Police brutality used against the marchers dramatized the plight of blacks to the nation at large, with enormous impact. King was arrested, but his voice was not silenced: He wrote "Letter from a Birmingham Jail" to refute his critics.

Later that year King was a principal speaker at the historic March on Washington, where he delivered one of the most passionate addresses of his career. Time magazine designated him as its Person of the Year for 1963. A few months later he was named recipient of the 1964 Nobel Peace Prize. When he returned from Norway, where he had gone to accept the award, King took on new challenges. In Selma, Ala., he led a voter-registration campaign that ended in the Selma-to-Montgomery Freedom March. King next brought his crusade to Chicago, where he launched programs to rehabilitate the slums and provide housing.

In the North, however, King soon discovered that young and angry blacks cared little for his preaching and even less for his pleas for peaceful protest. Their disenchantment was one of the reasons he rallied behind a new cause: the war in Vietnam.

Although he was trying to create a new coalition based on equal support for peace and civil rights, it caused an immediate rift. The National Association for the Advancement of Colored People (NAACP) saw King's shift of emphasis as "a serious tactical mistake" the Urban League warned that the "limited resources" of the civil-rights movement would be spread too thin;

But from the vantage point of history, King's timing was superb. Students, professors, intellectuals, clergymen and reformers rushed into the movement. Then, King turned his attention to the domestic issue that he felt was directly related to the Vietnam struggle: poverty. He called for a guaranteed family income, he threatened national boycotts, and he spoke of disrupting entire cities by nonviolent "camp-ins." With this in mind, he began to plan a massive march of the poor on Washington, D.C., envisioning a demonstration of such intensity and size that Congress would have to recognize and deal with the huge number of desperate and downtrodden Americans.

King interrupted these plans to lend his support to the Memphis sanitation men's strike. He wanted to discourage violence, and he wanted to focus national attention on the plight of the poor, unorganized workers of the city. The men were bargaining for basic union representation and long-overdue raises.

But he never got back to his poverty plans. Death came for King on April 4, 1968, on the balcony of the black-owned Lorraine Hotel just off Beale Street. While standing outside with Jesse Jackson and Ralph Abernathy, King was shot in the neck by a rifle bullet. His death caused a wave of violence in major cities across the country.

However, King's legacy has lived on. In 1969, his widow, Coretta Scott King, organized the Martin Luther King Jr. Center for Non-Violent Social Change. Today it stands next to his beloved Ebenezer Baptist Church in Atlanta. His birthday, Jan. 15, is a national holiday, celebrated each year with educational programs, artistic displays, and concerts throughout the United States. The Lorraine Hotel where he was shot is now the National Civil Rights Museum.

— Based on The African American Almanac, 7th ed., Gale, 1997.

In order to teach the lessons on gender equality the teacher needs to have a general understand of when and how women got the right to vote. It wasn’t until 1920 when women received the right to vote. Until then women had to go along with what the men voted for and wanted. The women were basically to be seen and not heard. Women had a limited amount of rights. They were seen as a weaker human being because of their gender. The 19^th amendment is what legally gave women the right to vote and to have more of a voice in their daily lives. There were many struggles and protests that took place in order for the issue to be acknowledge and changed. Many people helped get the 19^th amendment passed but there are two people that really fought and got this movement started. These two ladies are Susan B. Anthony and Elizabeth Cady Stanton. Both women believed, dreamt, and never gave up on the idea that women should be able to vote. They believed that women should be given the same rights as men. These two women worked together to help women receive the right to vote. Although neither one lived to see the 19 amendment became part of the U.S. constitution they never gave up in the fight for women to be able to vote. In order to become more knowledgeable about Susan B. Anthony, Elizabeth Cady Stanton, and the 19^th Amendment teacher can read articles found in lesson six. (attachment #1)

The teacher also needs to understand that all people are equal and important. Being different make us individuals and unique. It’s important that teachers help students identify and appreciate each others differences. Diversity exists in everything we do and every where we go, it is all around us. The more we learn about other peoples differences the more we can learn to love and respect them and cherish our own differences.

Unit Planning Chart

Unit Issue: What is Equality and How Has it Affected Me?

Social Skills: respect

Outcomes/Unit Goals: The learners will be able to identify examples of rights and responsibilities (NCSS 10b); recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice (NCSS 6h); examine the rights and responsibilities of the individual in relations to his or her social group, such as family, peer group, and school class. (NCSS 6a).

Social Studies:

-Martin Luther King Jr. “I Have a Dream” speech

-Role-play equality situations

-Segregation and multiculturalism

-Why did Dr. King receive the Noble Peace Prize

-Discuss Rosa Parks

-Timeline of Civil Rights movement

-Diversity in classroom

-Why didn’t women have the right to vote?

-How did women get the right to vote?

-What have women done that has helped are world?

-Do a timeline of women getting the right to vote

-What other areas did women not have a voice in?

Teacher Resources:

-internet

-books

-people who experienced that era

Read Alouds:

-Goin’ Someplace Special by Patricia c. Mckissack and Jerry Pinkney

-The Other Side by Jacqueline Woodson

-Freedom Summer by Deborah Wiles

-The Rage Coat by Lauren Mills

-books about fairness, discrimination, segregation, justice, and equality

-books about gender equality

-books about diversity

Students Reading/Literature:

-Biographies of Martin Luther King Jr.

-Read Alouds

-Articles from internet

-Biographies of women who have achieved

Oral Language:

-Prepare own dream speech and recite it

-role-play

-talking with groups and/or pairs

Written Language:

-define words: fairness, segregation, discrimination, justice, and equality

-Research Noble Peace Prize

-Martin Luther King Jr. essay sheet

-books about me (student makes books for themselves)

-written papers

Science:

-cotton

-Earth Day

-Radium

-Radioactivity

-Cancer

Math:

-graphs of: equal pay in past and present, occupations (male/female), political leaders (male/female), diversity

Technology:

-The Cotton Gin

-Research on internet women that made/or are making a difference in the world

-movies

-DVD’s

-internet

-projector

Music:

-Song: The World is a Rainbow

-African drum groups/cultural music

-Songs about: gender and it’s great to be different

Physical Education/Movement/Health:

-Teach a new activity/game that’s not stereotyped as a male or female activity/game

-Have students create a game/movement that’s for all genders

-Different cultural dances

Accommodations for Learners:

-draw pictures

-label instead of writing

-Verbally tell

-Model for students

-work with others/parent volunteers

Field Trips/Guests:

-Different cultures

-Law makers

-Have a person that lived in the 1920’s come and talk to class.

-Have a council person come in and talk about voting

-Go to an election

Assessment:

-notes

-papers

-observations

-role-plays

-portfolios

-test

Culminating Activity/Unit Projects:

-Commercial

-Make a book about Equality

-Do an assembly about Equality for school

Organization and Subject Matter Overview with Goals and Objectives

The overall question that will be addressed in this unit is: What is equality and how does it affect me? The unit will address three NCSS standards in particular: Power, Authority, and Governance (6) and Civic Ideals and Practices (10). Our unit goals are the following three NCSS performance expectations: Identify rights and responsibilities (10b), recognize and give examples of tensions between the wants and needs of individuals and groups, and concepts such as fairness, equality, and justice (6h), Examine the rights and responsibilities of the individual in relations to his or her social group, such as family, peer group, and social class (6a). The Utah State Core standard 4 objective 1 and 2 support our goals for this unit. This unit is organized under the same theme (equality) into three different sections. The first section focuses on Civil Rights and Martin Luther King Jr. We chose to address these issues to give the students some background knowledge on equality and social justice. They need to be aware that everyone should be treated fairly, and that in history and still today people are not receiving equality. People who are unaware of their individual rights are more likely to have those rights abused. The second section of this unit focuses on gender equality. We chose to address this issue because we wanted our students to understand that one gender is not stronger or more superior to the other. Again history plays a big role in addressing this issue because women have been treated and represented differently than men. The last section of this unit is to address the issue of equality in the classroom. We feel that it is important for students to be knowledgeable and respectful of other cultures and people and learn how to identify those differences that help shape our community. Teaching equality in the classroom teaches the students the importance of viewing different perspectives and cultures. History is made up of many points of view and is consistently changing. “Interpretation is an inseparable part of historical understanding” (Levstik & Barton pg.7).

In this unit, the lessons are integrated across the curriculum. For most of the lessons in this unit, a one hour block is needed every day. The learning activity bank lists lesson that could be taught, however, twelve sample lessons are provided in great detail. All of the activities will be done in groups of 5 or on an individual basis to obtain our main goal: what is equality and how has it affected me? In some of the lessons, the teacher will been to be involved in helping the students lead a conversation and answer questions. Students will be learning about different aspects of equality and transferring their knowledge of equality to their work which will be displayed around the classroom and even the school. In some of the lessons, the students will be moving around from center to center in groups. Because of this, you will need adequate room for these activities. The classroom will be filled with books and other resources on equality so that if students finish their work early, or have a personal inquiry about equality, they will be able to gather and collect their information easily. (see classroom plan below)

	WEEK 1	WEEK 2	WEEK 3	WEEK 4
TOPIC	Civil Rights	Gender Equality	Utah Pioneers	Student Differences
NCSS STANDARDS	• The learners will be able to identify examples of rights and responsibilities (NCSS 10b) • Recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice (NCSS 6h) • Examine the rights and responsibilities of the individual in relations to his or her social group, such as family, peer group, and school class. (NCSS 6a)
UTAH OBJECTIVE	4.1 Show appreciation for the uniqueness of other cultures.		4.1 Demonstrate respect for cultural differences and promote cultural understanding and good citizenship.
UTAH OBJECTIVE	4.2 Identify ways to help and contribute to the community.
LEARNING ACTIVITIES	Intro. to Equality Making a poster and defining words.	Learned how women earned their voting rights.	Read aloud about Pioneer life and write a play.	Make a class quilt to demonstrate that each child is important.
	Study Martin Luther King and his fight for equality.	Create a paper about a women of their choice.	Discuss why the Utah Pioneers were moving west and draw maps.	Participate in centers that will help students to understand the uniqueness of families.
	Listen to Martin Luther Kings “I have a Dream Speech” and write their own.	Discuss situations of fairness.	Play a game about Pioneer life and see if the students can last through the winter with the food supply they chose.	Incorporate a graph to demonstrate the logistics of the classmates.
	Students learn what their rights are and design a poster after discovering the feelings of African Americans through a coral reading.	Write about a time when a student felt discrimination.	Students participate in a choral reading of the feelings pioneers felt as they moved west.	Create a public service announcement about equality.
	Discuss freedom in The classroom and design a stamp.	Discuss and write a story about what it would be like today if women couldn’t vote.	Play a guessing game where students have to guess what or who they are related to what they have been learning.	Students create a collage about themselves.

Classroom Plan

Learning Activities Bank

Lesson One

Title of Lesson: Introduction to: What is Equality and How Has it Affect Me?

Teachers: Diane Erickson, Lauren Sullivan, Brandy Johnson

Date:

Time Allotted: 1hr 25 minutes

Grade Level: 4th

Number of Learners: 30

Unit Theme: What is Equality and How Does it Affect Me?

Standard(s) Met: (see below)

Goal: The learners will be able to identify examples of rights and responsibilities (NCSS 10b); recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice (NCSS 6h); examine the rights and responsibilities of the individual in relations to his or her social group, such as family, peer group, and school class. (NCSS 6a).

Objectives: The learns will participate in a situation in which unfairness takes place in the classroom, they will reflect on how it made them feel, define and role-play situations in: unfairness, segregation, discrimination, justice and equality, in order to identify situations in which human affect equality for others. (Utah State Core, Standard: 4 Objective: 2)

Materials Needed: note (see attachment #1), dictionaries, 4 poster papers, 30pencils, markers, crayons

Motivation: Have secretary bring in note. (see attachment #1)

Procedures:

Read note to students. (attachment #1). (two minutes)
Send students on list to office to be rewarded. Have principal greet students at lunchroom and reward students with popsicles. Have the principal reinforce the idea that he/she has really noticed the class doing a great job. Have the principal send students back in ten minutes. (13 minutes)
Tell other students that we can’t continue with what we were doing since other students are gone because it wouldn’t be fair for them to miss out.
Tell the rest of the students that until the others get back we will be cleaning up the room.
Have students pick up papers, clean off selves, spray down counters, clean windows, etc. (13 minutes-until other students get back)
When students get back have all the whole class return to their seats. Have the students tell what they did with the principal in the lunchroom. (3 minutes)
Ask students if it was fair for only some of the class to get rewarded while the others had to stay and clean the classroom. Have a classroom discussion about what just happened and how it made them feel. (5 minutes)
Tell students that over the next few weeks they will be learning about people that were treated unfairly, discriminated, segregated, didn’t receive justice, and treated unequally. It’s important that they each understand what the words: unfair, discrimination, segregation, justice, and equality mean.
Have students work in five groups to identify what the words: unfair, discrimination, segregation, justice and equality mean. (2 minutes)
Group the 30 students in 5 groups of 6. (2 minutes)
Give groups their word they will be working on and poster paper. (2 minutes)
Tell the groups they need to find out what the word means by asking each other and looking it up in other resources around the room. They need to write the word and definition on the poster paper. The posters will then be displayed around the room. They then need to develop a three to five minute role-play situation in which (unfairness, discrimination, segregation, justice, or equality) takes place. The role-play needs to help other classmates have a better understanding of unfairness, discrimination, segregation, justice, and equality taking place in life. (4 minutes)
Ask students if anyone ask any question on what they are going to be doing for the next 15 to 20 minutes. (2 minutes)
Let groups work on their poster and developing role-play situation. (15 to 20 minutes)

Accommodations: ESL learners will draw a picture of a situation in which they have had to deal with an unfair situation or been treated differently then others. They will also write a caption for their picture.

Closure: Each group will share their poster and role-play situations. Also one or two ESL students will share their picture. (25 minutes)

Assessment/Evaluation: Listen and take notes on how students define unfairness, discrimination, segregation, justice and equality. Also note how students role-play the situation and what background knowledge they use. File notes on students in their portfolio.

Extension: Groups that finish early can make a KWL chart on: unfairness, discrimination, segregation, justice, or equality.

Teacher Reflection: What will I change next year? What went really well this time?

Attachment #1

Mrs. Erickson and class,

I have been noticing that your class has been working extra hard. Every time I see your class they are on task, working hard, and learning. I would like to reward your class for a job well done. Please send down the following to the lunchroom: Matt, Sherry, Jaxson, Andrea, Jacob, Julie, Tyler, Braden, Alex, Caleb, Brett, and Rachel to be rewarded for a class that is doing an excellent job!

Thanks for being such great Naples Elementary Wise Owls. Keep up the great work Mrs. Erickson and class!

Sincerely,

Dr. Klien

Naples Elementary Pricipal

Lesson Two

Title of Lesson: Martin Luther King Jr.

Teacher(s): Lauren Sullivan, Diane Erickson, Brandy Johnson

Date:

Time Allotted: 50 min.

Grade Level(s): 4^th

Number of Learners: 30

Unit Theme: What is Equality and how does it affect me?

Standard(s) Met: See Below

Goal: The learner will be able to identify examples of rights and responsibilities (NCSS 10b); recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice (NCSS 6h); examine the rights and responsibilities of the individual in relation to his or her social group, such as family, peer group and school class. (NCSS 6a)

Objectives: Given the materials, the learner will listen to a read aloud about equality, listen to a poem about Martin Luther King Jr., contribute to a web about him and what he did for the African American people, and write some ideas about how they can make the world a more peaceful place in order to identify ways to help and contribute to the community. (Utah standard 4 objective 2)

Materials Needed: Goin’ Someplace Special by Patricia C. Mckissack and Jerry Pinkney, Martin Luther King poem by RHL School (attachment #1), 30 pieces of drawing paper, 30 pencils, and 30 copies of Martin Luther King Jr. essay papers. (attachment #3)

Motivation: Read the Martin Luther King poem aloud to the class. Who was Martin Luther King Jr.? What is he famous for? What makes him a hero? Why do we celebrate his birthday every year? (5min)

Procedures:

Pass out a white sheet of paper to every student. On their piece of paper and on the white board, make a web of what the students know about Martin Luther King Jr. (5min)
Summarize the background information (attachment #2) about Martin Luther King Jr. to the class. (5min)
Add what they have just learned about Martin Luther King Jr. to the web. (4min)
Read Goin’ Someplace Special by Patricia C. Mckissack and Jerry Pinkney (7min)
Talk about why people were treated differently and what Martin Luther King Jr. did about it. (5min)
Make sure that the kids understand that he fought for rights, equality, and freedom in a non-violent way. (5min)
Talk about Martin Luther King Jr. receiving the Nobel Peace Prize. Was this a great honor? Why? (7min)
Ask the students what they can do to make the world a more peaceful place. (5 min)
Pass out the Martin Luther King Jr. essay sheets and have them write their ideas of how they can make the world a more peaceful place. (15 min)

Accommodations: Provide ESL students with an essay sheet written in Spanish.

Closure: Have a few students share their essays with the class. (5min)

Assessment/Evaluation: Review each student’s web about Martin Luther King Jr. and essays before filing them in student working portfolio files.

Extension: Write your own poem about Martin Luther King Jr.

Teacher Reflection: What will I change next year? What went really well this time?

Attachment #1

Martin Luther King, Jr.

You faced injustice, hate and strife.
You fought for what should be.
You risked and finally gave your life,
So others could be free.

You could have hated, but you chose
To love and understand,
Rejecting violence to oppose
An evil in our land.

You'd not inflame, but still inspire,
With hope that wouldn't yield.
You called for boycotts, not for fire,
With faith your only shield.

You marched in protest for the poor
Of every shade and hue.
So many hardships you'd endure
For those who needed you.

You stirred a nation's heart and mind;
Your message still is clear:
That color's not how we're defined.
Your memory's always near.

Each year your birth's a holiday.
The nation honors you,
And wonders when we'll see the day
Your dream at last comes true.

Attachment #2

The life of Martin Luther King Jr.

After finishing his first book and making a trip to India, King returned to the United States in 1960 to become co-pastor, with his father, of Ebenezer Baptist Church.

— Based on The African American Almanac, 7th ed., Gale, 1997.

Attachment #3

Martin Luther King, Jr. Day is celebrated in the United States on the third Monday in January. Dr. King’s birthday is January 15, 1929.

Martin Luther King, Jr. was a great Civil Rights leader. He knew the hazards of his work, but he believed in nonviolent protest and the need for change. His integrity demanded that he do the work despite the dangers of hatred and fear. It was a great deal of work for one man, and he knew that he could not do it alone. It was when people joined together the real progress was made. The work of every individual mattered.

Dr King has been dead for many years, but his work lives on. How can you help? Use the space below to list the things you can do today to make the world a more peaceful place.

________________________________________________________________________

Lesson Three

Title of Lesson: I Have a Dream

Teacher(s): Lauren Sullivan, Diane Erickson, Brandy Johnson

Date:

Time Allotted: 50 min

Grade Level(s): 4^th

Number of Learners: 30

Unit Theme: What is Equality and how does it affect me?

Standard(s) Met: See Below

Objectives: Given the materials, the students will listen to Martin Luther King Jr.’s “I Have A Dream” speech, identify what makes a speech great, think about their dreams for their family and themselves what would it be, and write a speech following the same format that Martin Luther King Jr. used, in order to identify ways to help and contribute to the community. (Utah standard 4 objective 2)

Materials Needed: A computer with internet to access an audio clip of “I have a Dream” speech (a text copy is included as attachment #1), 30 pencils, 30 If I had a dream handouts (attachment #2).

Motivation: Why do you think people thought that Martin Luther King