LIBRARY OF CONGRESS PATHWAYS ADVENTURES: Using Historical Documents to Develop Early Literacy. Book Backdrop Title: Civil Rights.

Transcription

1 LIBRARY OF CONGRESS PATHWAYS ADVENTURES: Using Historical Documents to Develop Early Literacy Tara Anderson, Nicole Benischek, Morgana Tjaden, Megan Polzin, Marissa Wilson College of Education University of Northern Iowa Book Backdrop Title: Civil Rights Table of Contents Introduction...2 Lesson Module o Lesson 1-- Does equal mean same? Segregation/Civil Rights...3 o Lesson 2-- I Have a Dream : Who was Dr. Martin Luther King, Jr...6 o Lesson 3-- Sit-Ins: What are they?...10 o Lesson 4-- Getting to Know Rosa Parks...13 o Lesson 5-- The Montgomery Bus Boycott...16 Appendix I: Library of Congress Resources...19 Appendix II: Bibliography and Webliography...,

2 INTRODUCTION Book Backdrop Title: Focus Book Citation: Pinkney, A. (2010). Sit-in: How four friends stood up by sitting down. New York: Hachette Digital, Inc. Focus Book Summary: This book is about the Sit-In in Greensboro, North Carolina that started in February The Sit- in was at the F. W. Woolworth Lunch counter. It follows four African American college students as they sit-in and wait to be served. The students draw closely from the ideals of Martin Luther King Jr. It goes through what the students went through, and how they did not react to anything that happened to them they just sat quietly, and demonstrated a non-violent protest. Book Setting: The books setting is in Greensboro, North Carolina at the F. W. Woolworth store. NCSS Noteable Tradebook Theme: Civil Rights Movement Historical Period: 1950 s-1960 s Grade Range: Primary 2

3 LESSON MODULE Five Lesson Primary Source- Based Book Backdrop Lesson Plans Lesson 1 Title: Segregation/Civil Rights Movement- Does equal mean same? Learning Goals: Knowledge: Students will discuss and re-evaluate their definition of equality. Students will learn about Plessy vs. Ferguson and Brown vs. Board of Education Skills: Students will critically think about their definition of equality Students will be active participants in group and pair activities Students will create a kinesthetic representation of the class timeline Dispositions: Students will develop an appreciation of the equality seen in today s society Students will feel gratitude towards the choices they are allowed to make at home and at school. Links to National Standards: Time, Continuity, and Change Social Studies programs should include experiences that provide for the study of the past and its legacy. People, Places, and Environments Social Studies programs should include experiences that provide for the study of people, places, and environments. Power, Authority, and Governance Social Studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. General Instructional Materials: Chalk/Dry-erase marker/smart pen Writing Utensils Plessy vs. Ferguson handout 3

4 Equal/Same handout Timeline sticky notes LOC Primary Source Materials: Appendix I #16: Picture of African American s protesting education segregation Appendix I #15: Picture of Brown s attorneys Lesson Procedures: Introduction: 1) Write the phrase EQUALITY up on the board. Ask the students... What comes to mind when you see this phrase, what does it mean to you? 2) Create a web with equality in the center surround with student s definition. Expand discussion onto the phrase separate but equal. Ask students at each table group to discuss what they know about the phrase. Bring it back to a whole class discussion. 3) Introduce vocabulary and people Amendment-change to legal document Emancipated- free somebody from restrictions Homer Plessy-Plantiff in Plessy vs. Ferguson case, violated segregation laws, octoroon, born a free man. Octoroon- person with 1/8 African ancestry John Ferguson-Judge in Plessy vs. Ferguson case 4) Draw a line on the board to begin filling in a timeline as the lesson progresses. Development: 1) Plessy vs. Ferguson activity sheet. While passing out the activity, express to students that there was a time African Americans were not treated equally under the law. Ask students to follow along while the teacher reads the paragraph aloud. Allow time to examine the political cartoon Sticky note dates from Plessy vs. Ferguson sheet: 13th amendment-1865 slavery abolished 14th amendment defined citizenship, extended citizenship rights and the equal protection of the laws to African Americans 15th amendment- 1870, intended to insure the right to vote of African American males In 1890, Louisiana passed a law requiring that white and black passengers ride in separate railway and street cars Plessy challenges separate-car law-lost the case 2) Brown vs. Board of Education dialogue 4

5 Introduce Brown vs. Board- Group of Topeka parents vs. white school Draw from class sticks to choose dialogue partners Take turns reading and responding to the questions Group discussion following pair share Sticky note dates from Brown vs. Board: o segregation in schools ruled as unconstitutional Culmination: 1) Read and respond to Does treating people equally, mean treating them the same? 2) Bring back up the equality web, have students share, and add new knowledge 3) Use kinesthetic learning to create a visual representation of our final timeline. Allow students to facilitate their own representation Assessment Strategies Linked to Lesson Goals: 1) Have students write one paragraph about their interpretation of the correlation between equal and same. Write one more paragraph expressing something they learned that they found significant 2) Facilitate conclusion discussion as an informative assessment. 5

6 Lesson 2 Title: I Have a Dream : Who was Dr. Martin Luther King, Jr. Learning Goals: Knowledge: Students will learn about the life of Dr. Martin Luther King, Jr Students will understand terms such as nonviolence equality freedom and justice Students will being to understand segregation within the United States during this time period Students will make connections between big words of Martin Luther King, Jr, and big words present in society today. Skills: Students will actively listen to the speech delivered by Dr. Martin Luther King, Jr. Students will explore nonviolent ways of protesting/ conveying beliefs Dispositions: Students will develop and empathetic understanding of and compassion for persons treated unjustly on the way to the March on Washington Students will begin to view nonviolence as a critical aspect of the Civil Rights movement and continues to be critical today. Students will consider viewpoints of others during the I Have a Dream speech Links to National Standards: Time, Continuity, & Change Social studies programs should include experiences that provide for the study of the past and its legacy. Individuals, Groups, and Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. People, Places, and Environments Social studies programs should include experiences that provide for the study of people, places, and environments. Power, Authority, and Governance 6

7 Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. General Instructional Materials Picture of Martin Luther King Jr delivering speech Board to place picture on for class Writing utensils (pencils, markers, crayons, colored pencils) Paper Children s literature (Martin s Big Words and A Picture Book of Martin Luther King, Jr.) Copies of transcript, specifically to the part of speech students will listen to Access to internet to listen to speech Written out vocabulary words (to place on word wall) LOC Primary Source Materials Appendix I #1- Image: March on Washington, 1963 Appendix I # 2- Speech transcript- I Have a Dream transcript, 1963 Appendix I #3- Image: Dr. Martin Luther King, Jr. delivering I Have a Dream speech, 1963 Lesson Procedures: Introduction 1) Begin by placing a picture of Martin Luther King, Jr. (LOC picture: delivering I Have a Dream Speech) on the board (poster board, whiteboard, chalkboard or promethean board) and ask students to identify the name of this man. 2) After students decide upon identification, ask them to think of words that describe Martin Luther King, Jr. The teacher or the students may write these words around the picture (make sure there are at least three words). 3) Introduce the book A Picture Book of Martin Luther King, Jr. Share with students that this book is about the man in the picture, and important figure in history during the Civil Rights movement. 4) Read the book aloud to students. Be sure to do the following throughout the reading: Depict important facts about Martin Luther King, Jr. Relation and importance of peace and nonviolent actions Following his dream and passion for justice and equality for all Answer questions students may present 5) Be sure to share the timeline at the end of the book, which portrays important facts about Martin Luther King, Jr. Development 1) Review or introduce as new vocabulary: Activist (vigorous action in pursuing a political or social end) Equality (rights, treatment, quantity, or value equal to all others in a specific group) 7

8 Freedom (a state in which somebody is able to act and live as he or she chooses, without being subject to any undue restraints or restrictions) Justice (fairness or reasonableness, especially in the way people are treated or decisions are made) March on Washington (a march in Washington led by Dr. Martin Luther King, Jr. to protest segregation) Nonviolent (the principle of refraining from using violence, especially as a means of protest) Protest (to express strong opposition to or disapproval of something in the form of a public demonstration or other action) Segregation (the practice of keeping ethnic, racial, religious, or gender groups separate, especially by enforcing the use of separate schools, transportation, housing, and other facilities, and usually discriminating against a minority group) 2) Share with students an image of the March on Washington. Explain that it was on this day Martin Luther King, Jr. delivered the I Have a Dream speech in Washington after marching with all of these people. Ask students what vocabulary words could be used to describe this march (March on Washington, nonviolent protest) 3) Explain to students that you will now pass out a copy of Martin Luther King, Jr I Have a Dream transcript. Explain to students that it may be an advanced reading level but we will be listening to the speech at the same time and that it is ok if they cannot read every word. Invite students to read the speech and to follow along while listening to the speech 4) Share the I Have a Dream Speech from the website (start at beginning for We Shall Over Come and skip to it is not advised to have students listen to entire speech due to length) 5) After listening to the speech, allow students to discuss and ask questions about the speech. Allow students to share new ideas and feelings after listening to this speech. Explain We Shall Overcome ask for student s viewpoints on the importance of this song What vocabulary words did you hear? What words were new? How did this speech make you feel? Culmination 1) Introduce the book Martin s Big Words. Ask students to think about how this book may relate to the speech they just heard. 2) Read aloud Martin s Big Words, stopping throughout the highlight important quotes and words present from the speech. 3) Once students have finished watching the I Have a Dream video and reading the book Martin s Big Words ask them to make connections and draw conclusions by asking and discussing: What Are Martin s Big Words? Why were these big words important? Are these big words still prevailing today? If so, how? How have these words developed? 4) Ask students what are your big words? Do you have a dream? 8

9 Illustrate a picture of what your big words are Be sure to caption your illustration Assessment Strategies Linked to Lesson Goals 1) Write a short story in the point of view of one of the following: How do you think you would feel if you were in the audience? How do you think Dr. Martin Luther King, Jr felt while giving the speech How do you think a law enforcement official felt during this speech? How do you think the president John F. Kennedy of the United States felt during this speech? 2) Now that students have learned more about Dr. Martin Luther King, Jr. invite them to make changes and additions to the original board with picture. Have the students justify their reasoning for each word they place on the picture. 9

10 Lesson 3 Title: Sit-Ins: What are they? Learning Goals: Knowledge: Students will learn about the Greensboro, North Carolina Sit-In. Students will understand what a sit-in is. Skills: Students will role play different characters from the book Sit-In How Four Friends Stood Up by Sitting Down, and discuss what they think they were feeling and thinking. Students will write a recipe for kindness/respect. Dispositions: Students will develop an appreciation for the world we live in today. Students will develop empathy and compassion for the people who participated in the Sit-Ins. Links to National Standards: Time, Continuity, and Change Social Studies programs should include experiences that provide for the study of the past and its legacy. People, Places, and Environments Social Studies programs should include experiences that provide for the study of people, places, and environments. Power, Authority, and Governance Social Studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. General Instructional Materials: Picture of African American students at the F.W. Woolworth lunch counter. Writing Utensils Paper Books Sit-In: How Four Friends Stood Up by Sitting Down by Andrea Davis Pinkney Freedom On the Menu: The Greensboro Sit-Ins by Carole Boston Weatherford 10

11 LOC Primary Source Materials: Appendix I #6: Picture of African American Students at the F.W. Woolworth lunch counter. Appendix I #7: Information on the Greensboro, North Carolina Sit-In at Woolworth s. Lesson Procedures: Introduction: 1) Show students the picture of the African American students sitting at the lunch counter at F.W. Woolworths. Ask the students... What do you think is going on in this picture? 2) After the students give their opinions on the picture tell them what is actually going on. Explain that the students are doing a sit-in. Explain that a sit-in is a form of non-violent protest. 3) Read the book Sit-In: How Four Friends Stood Up by Sitting Down. Specify that you want the students to pay attention to the characters in the book. Share specific events from the timeline at the end of the story if you think students may need clarification of some events. Development: 1) Divide the class into groups of 10 people. (can be less depending on class size) 2) Explain to the students that they will be role playing the scenario in the book. 3) Give the students their parts. In the groups there will be... 1 student will represent the waitress 4 students will represent the 4 African Americans sitting at the lunch counter The rest of the students will represent the whites sitting at the lunch counter 4) Explain to students whatever role they get they will be speaking as if they were the actual character. Things the students should include when talking How they think the people they are portraying feel? What the people they are portraying thinking? 5) Give the groups 15 minutes to put together what they are going to say. 6) Have the groups present their skit/role play they developed by acting it out to the class. Desks will already be arranged at the front of the classroom. (nine desks in a row to make it look like a counter) Culmination: 1) Read the book Freedom on the Menu: The Greensboro Sit-Ins. 2) Have the students create a venn diagram comparing the two books read in class. 3) Extension Activity: Have the students write a recipe for kindness/respect. Using the recipe for integration from Sit-In: How Four Friends Stood Up by Sitting Down as an example. 11

12 Assessment Strategies Linked to Lesson Goals: 1) Have students write one paragraph about what they learned from acting out the situation and their character. Focus Questions to get them started could be... What did you learn about Sit-Ins? Do you think Sit-Ins were a good way to fight for what the African American people wanted? 2) Have a class discussion about what they wrote in their venn diagrams, and have them share some of their recipes (if you got that far). 3) Be sure to collect the student s venn diagrams, and recipes. 12

13 Lesson 4 Title: Getting to Know Rosa Parks Learning Goals: Knowledge: Students will learn about the life of Rosa Parks. Students will learn about Rosa s impact with the Civil Rights. Students will learn about Rosa s impact with the Montgomery bus. Skills: Students will participate in a role-play activity centered on Rosa s Montgomery bus incident. Students will begin exploring primary sources of the Montgomery bus incident with Rosa. Dispositions: Students will develop empathy and compassion for Rosa Parks and about the Montgomery bus incident. Students will begin to develop an ability to evaluate multiple perspectives, think about the past, and understand historical issues. Links to National Standards: Time, Continuity, & Change Social studies programs should include experiences that provide for the study of the past and its legacy. People, Places, and Environments Social studies programs should include experiences that provide for the study of people, places, and environments. Individuals, Groups, and Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. Power, Authority, and Governance Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. General Instructional Materials: Picture of Rosa Parks getting fingerprinted by a police officer Picture of Rosa Parks on the Montgomery bus Writing utensils Paper 13

14 The book Parks, R., Clay, W., & Haskins, J. (2001). I am rosa parks. Puffin. The play Sitting in the Right Seat Chairs Black and white paper Signs for colored race and for white race Writing prompts Tape LOC Primary Source Materials: Appendix I #8:Image of Rosa Parks being fingerprinted after the Montgomery bus incident. Appendix I #9:Image of Rosa Parks in Appendix I #10:Image of Rosa Parks sitting on the bus. Lesson Procedures: Introduction 1. Begin by writing Rosa Parks on the board and put a picture up of her (appendix #9) then have students discuss what they know about her with a partner. 2. As a whole class, have students share what they know about Rosa Parks. 3. Give students some background information about Rosa Parks from the website: 4. Read the book aloud to students Parks, R., Clay, W., & Haskins, J. (2001). I am rosa parks. Puffin. 5. During the reading of the book ask questions like: Why was the colored race and white race separate during this time? Why do you think Rosa refused to move on the Montgomery bus? Development 1. Show students the pictures of Rosa Parks on the bus and being fingerprinted. (Appendix I #8 and #10) 2. Ask students questions like: From looking at this picture, was Rosa doing anything wrong? Did she deserve to get arrested? What do you think Rosa is thinking in the picture of her getting fingerprinted? 3. Ask students to share their feelings and thoughts of these pictures. Do you have any questions? Culmination 1.Invite students to participate in a play about the day Rosa Parks was on the Montgomery bus. 2. Set up the chairs in the layout of what the bus was like. 3. Assign students different parts in the play and give them the correct piece of paper to tape to their shirt. (if they are playing a colored person or a white person) 4. Tell the students before they do the play that you are acting like you are the character you are portraying. While we are acting, think about these questions: How does this 14

15 make you feel? Would you have done anything differently than what your character did? What is the character you are portraying thinking? 5. Have students reenact the play. 6. At the end, discuss with the whole class what was going on and how they felt during the play. Assessment Strategies Linked to Lesson Goals 1. Write on the board the writing prompts. a.) Many people admire Rosa Parks for her bravery on the bus. If you had been Rosa Parks in this situation, would you have done the same thing? Why or why not? b.) If you could talk to any of the characters in the play, who would you want to speak with and what would you say to them? Why? 2. Let the students come up with their own writing prompt if they want to, if students have an idea, have them share it with the whole class. 3. After their writing, have the students draw a picture that illustrates their story. 4. Have students share their writing and picture in front of the whole class to promote reflection of Rosa Parks. 15

16 Lesson 5 Title: The Montgomery Bus Boycott Learning Goals: Knowledge Students will understand the goal and purpose of the Montgomery Bus Boycott and their goal of equality. Students will understand what protest means and what it includes. Students will think and understand what life would have been like through the perspective of African Americans. Skills Students will place themselves from a person living during the Montgomery Bus Boycott and write a letter sharing how they feel about equality for bus riding to the president. Dispositions Students will participate in writing a letter as an African American living during the Montgomery Bus Boycott. Students will develop an understanding about why it is important for equality in all aspects of life with African Americans and whites in America. Links to National Standards: Time, Continuity, & Change: Social studies programs should include experiences that provide for the study of the past and its legacy. Individuals, Groups, and Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. People, Places, & Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. General Instructional Materials: Copies of Montgomery citizens stories Paper Pencils 16

17 LOC Primary Source Materials: Appendix #12 - Image: Newspaper Article of Montgomery Bus Boycott Appendix #13 - Recording: Interview of Rosa Parks Appendix #14 - Recording: Interview and speech of Dr. Martin Luther King, Jr. Lesson Procedures: Introduction: 1 After learning about Rosa Parks and her stand against sitting at the back of the bus, ask students If people supported Rosa and her actions, what could people have done to try and make sure that buses were equal for all people? What would you do if your friend was not allowed to sit where they wanted to on the school bus? Would you choose to not ride the bus if your friend wasn t allowed to? 2 Share with students that That is exactly what the African American citizens of Montgomery did. They did not ride the buses of Montgomery because they didn t think it was fair that white people got to sit wherever they wanted and African Americans were treated less than them. 3 Ask students Do you think that the bus system still made a lot of money from the people that were still riding the bus? 4 How would you feel if you weren t allowed to sit where you wanted to? Would you do anything about it? Development 1 Next, share stories from the Montgomery Bus Boycott website ( from average citizens who lived through and witnessed the boycott. (Choose 4-5 different people to share) 2 Ask students What is something that these people felt during this time period? Did they have a feeling in common with each other? Culmination 1 Ask students Do you think that these people only chose to not ride the buses? 2 Ask students Do you think they could have done something else to help prove their point that bus segregation is bad? 3 People of the Montgomery Bus Boycott chose not to ride the buses of Montgomery until it was fair and equal for all people to sit wherever the wanted. They rode cabs with other people and walked to where they wanted to go. 4 Ask students How would you feel if you had to walk everywhere you needed to? Assessment Strategy Linked to Lesson Goals 1 I would like all of you to write a letter from the point of view of an African American from Montgomery whose life is affected by the boycott. This letter will be to the president of the United States and I want you to write about how you feel during this time. What are some challenges you are feeling and facing during this boycott? What is an outcome that you want to happen when the Bus Boycott ends? 17

18 2 Have students share their letters to the president to the class. Ask students What are some feelings that he/she portrayed in this letter? Do you agree with these feelings? 3 After sharing all the students letters, ask the students If we all felt the way about a certain topic, and we all wrote letters, do you think our voices would be heard? 4 How could taking a stand against something important change the United States? 5 Are there any issues for our classroom, school, or community you can think of that you would want to change for the better? (Note: Depending on your class and students, you may have them share in small groups rather than in front of the class. This activity is for students in 3rd grade and up) 18

19 APPENDIX I: Library of Congress Resources 1. Image The Civil Rights Movement March on Washington was lead by Dr. Martin Luther King, Jr Speech Transcript 19

20 A transcribed copy of the famous I Have A Dream speech delivered by Dr. Martin Luther King, Jr. on the steps of the Lincoln Memorial in Washington D.C. on August 28, Five score years ago, a great American, in whose symbolic shadow we stand signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of captivity. But one hundred years later, we must face the tragic fact that the Negro is still not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. So we have come here today to dramatize an appalling condition. In a sense we have come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men would be guaranteed the inalienable rights of life, liberty, and the pursuit of happiness. It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check which has come back marked "insufficient funds." But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. So we have come to cash this check -- a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to open the doors of opportunity to all of God's children. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. It would be fatal for the nation to overlook the urgency of the moment and to underestimate the determination of the Negro. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. Those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges. But there is something that I must say to my people who stand on the warm threshold which leads into the palace of justice. In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us todistrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their 20

21 destiny is tied up with our destiny and their freedom is inextricably bound to our freedom. We cannot walk alone. And as we walk, we must make the pledge that we shall march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream. I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair. I say to you today, my friends, that in spite of the difficulties and frustrations of the moment, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal." I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slaveowners will be able to sit down together at a table of brotherhood. I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today. I have a dream that one day the state of Alabama, whose governor's lips are presently dripping with the words of interposition and nullification, will be transformed into a situation where little black boys and black girls will be able to join hands with little white boys and white girls and walk together as sisters and brothers. I have a dream today. I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together. This is our hope. This is the faith with which I return to the South. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. This will be the day when all of God's children will be able to sing with a new meaning, "My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim's pride, from every mountainside, let freedom ring." And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening 21

22 Alleghenies of Pennsylvania! Let freedom ring from the snowcapped Rockies of Colorado! Let freedom ring from the curvaceous peaks of California! But not only that; let freedom ring from Stone Mountain of Georgia! Let freedom ring from Lookout Mountain of Tennessee! Let freedom ring from every hill and every molehill of Mississippi. From every mountainside, let freedom ring. When we let freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, "Free at last! free at last! Thank God Almighty, we are free at last!" (Screen shot) 3. Image 22

23 This picture shows Dr. Martin Luther King, Jr. delivering the I Have A Dream Speech Video This video is the video of Dr. Martin Luther King, Jr. delivering the I Have A Dream Speech on the steps of the Lincoln Memorial in Washington D.C. 23

24 5. Image Dr. Martin Luther King, Jr. received the Nobel Peace Prize. This is an image of him being congragulated by the King and Prince of Norway, 24

25 6. Image This photo show college students performing a sit-in in Greensboro, North Carolina. It was a common way to perform a non-violent protest. 25

26 7. Greensboro Sit-Ins Information This is brief information on the Library of Congress website about the Greensboro Sit-Ins, and the people who were involved. 26

27 8. Image This photo shows Rosa Parks being fingerprinted after the Montgomery bus incident. w=1440&bih=809&tbm=isch&tbnid=btw79pkaolyc7m:&imgrefurl= /bib/rosaparks/rosaparks.html&docid=oxbn2hczspa17m&imgurl= own/images/br0119s.jpg&w=640&h=511&ei=tsqujulkipoyahn4yhida&zoom=1&iact=hc&vpx=4&vpy=146&dur=2337&hovh=201&hovw= 251&tx=87&ty=95&sig= &page=1&tbnh=135&tbnw=169&start=0&nds p=35&ved=1t:429,r:0,s:0 27

28 9. Image This photo is a picture of Rosa Parks in Image This is a photo of Rosa Parks sitting on the bus. 28

29 11. Newspaper Article about the Montgomery Bus Boycott 29

30 13. Interview of Rosa Parks An interview of Rosa Parks and her reasoning for not giving up her seat of the bus and the result of the Montgomery Bus Boycott Speech and Interview of Dr. Martin Luther King, Jr. A speech and interview of Dr. Martin Luther King, Jr focusing on the Montgomery Bus Boycott Photo taken of Brown s attourneys rd.aspx 16. Photo of people protesting the segregation in education 30

31 APPENDIX II: Bibliography and Webliography Bibliography of Related Children s Literature: Adler, D. (1989). A Picture Book of Martin Luther King, Jr.New York: Holiday House. McKissack, P. (1984). Martin Luther King, Jr.: A Man to Remember. Chicago: Childrens Press. Meyers, W. (2004). I ve Seen the Promise Land: The Life of Dr. Martin Luther King Jr. Amistad: Harper Collins Publisher. Pinkney, A. (2010). Sit-in: How four friends stood up by sitting down. New York: Hachette Digital, Inc. Rappaport, D. (2001). Martin s Big Words: The Life of Dr. Martin Luther King, Jr. New York: Hyperion Books for Children. Weatherford, C. B. (2005). Freedom on the Menu: The Greensboro Sit-Ins. New York: Puffin Books Freedman, R. (2006). Freedom Walkers: The Story of the Montgomery Bus Boycott. New York. Holiday House. Siegel, B. (1992). The Year They Walked: Rosa Parks and the Montgomery Bus Boycott. New York. Four Wind Press. Parks, R., Clay, W., & Haskins, J. (2001). I am rosa parks. Puffin. Mcdonough, Y. Z. (2010). Who was rosa parks?. New York, NY: Penguin Group. Webliography of Supporting Online Resources for Students: National Geographic Kids: Dr. Martin Luther King, Jr. A timeline of events in the life of Dr. King is presented through pictures. Each picture is captioned with a specific description of the picture along with the significance of the event in the life of Dr. King and history. 31

32 Nobel Prize A brief overview of the life of Dr. Martin Luther King, Jr. is provided in biographical form. An emphasis is placed on him being a Nobel Peace Prize winner. An additional bibliography is available. The Sit-In Movement This website talks about how sit-ins began and what sit-ins are. It focused a lot on the Sit-ins in Greensboro, North Carolina. Civil Rights Movement This website gives a lot of information on the Civil Rights movement. It discusses background information, and different events that happened within the Civil Rights Movement. Montgomery Bus Boycott This website includes a timeline of events, biographies of people who participated in the boycott, newspaper articles, and voices of people from the boycott. Webliography of Supporting Online Resources for Teachers: The King Center A link to a digital archive of primary resources from Dr. Martin Luther King, Jr. as well as other activists during the civil rights movement is located within this site. The location in Atlanta is a national historic site. Montgomery Bus Boycott This site gives a brief overview of the Montgomery Bus Boycott along with primary sources such as a diagram of the bus where Rosa Parks sat, a police report of the arrest of Rosa Parks, and her fingerprints from being arrested. There are also classroom activities provided and questions to ask your students. Rosa Parks Biography This is a website that has a timeline and description of important events in Rosa Parks life. 32