Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Purpose:
In this lesson, the students experience unequal treatment first hand and discuss fairness. Children reflect on Martin Luther King, Jr.’s dream. Through this activity, the students personalize a way to act out his dream.
Duration:
One Sixty-Minute or Two Thirty-Minute Class Periods
Objectives:
The learner will:
- listen and respond to Martin’s Big Words (see Bibliographical Reference).
- create a cloud with a dream for the world written on it.
- write a journal reflection on ways to treat others fairly.
Materials:
- Martin’s Big Words by Doreen Rappaport (see Bibliographical References)
- White construction paper, two sheets per student
- Cloud pattern for tracing (approx. dimensions: 8" x 11")
- Old newspaper to stuff the clouds
- Stapler
- Fishing line, if hanging the clouds from the ceiling
- Drawing materials
- I Have a Dream (Attachment One)
Instructional Procedure(s):
Anticipatory Set:
Explain to the children that they will be participating in a simulation – a game that will imitate something that happened in real life. Tell the students that during the simulation not everything will be fair, but after the simulation they will all be treated fairly. Pass out candy to only the students who share a certain characteristic. Tell them the characteristic. For example, "All of the students wearing blue jeans get a treat today." Listen to their reactions. Some students may get very upset. Encourage those students to share their feelings by restating their feelings: "You seem pretty angry about this." "You think it isn’t fair." "You think treats shouldn’t be given for the clothes someone is wearing." After the students seem to understand the point, tell them you agree (they have convinced you with their words) that it isn’t fair to treat people differently because of how they look. Pass out the treat to the remaining students.
- Tell the students that they should be proud of themselves for solving the treat problem with words. No one took someone else’s candy. They are following the example of a great man who lived (40) years ago, Martin Luther King, Jr. Tell them that you are going to read a book about this man and you want them to listen for how he felt about unfair treatment of people and how he tried to solve the problem.
- Ask the students what big words are used for. Before reading, say, "I wonder what big words the author thought were so important that she put it in the title?" Read the book Martin’s Big Words by Doreen Rappaport. Stop periodically to check for understanding: What people were not treated equally/fairly? In what ways? What does segregation mean? How did MLK "fight" the problem? How did the government (mayors, governors, police chiefs and judges) respond to the protests? What is the Nobel Peace Prize?
- After reading, ask the students to respond to the text and each other. Questions may include the following: How did Martin Luther King, Jr. use big words? What was Martin Luther King Jr.’s dream? How did he "fight" for his dream? How can we keep this dream alive today? How should we respond when we see some unfair treatment? How was MLK a philanthropist? (A philanthropist gives time, talent or treasure for the common good.)
- Read aloud MLK’s dream paragraph taken from a speech in 1963. See Attachment One: I Have a Dream. Discuss the big words he uses, the images that help you understand him and the meaning of his dream—what is he working toward?
- Have the students write/draw in their journals. They may communicate their dreams for a better community. Or they may write about inequality they have seen and how they will act when they see inequality.
- Pass out the papers for students to cut into a cloud shape (provide a pattern or cut out in advance for younger students). Staple the two clouds together but leave an opening for stuffing with newspaper. Students write "I Have a Dream" on one side of the cloud shape. On the other side, they draw a picture and write a sentence about their dreams for a better place to live. (Younger students may dictate their thoughts to an adult helper or older reading buddies.)
- Stuff with one sheet of newspaper to give the cloud a 3-D look. Hang the clouds from the ceiling.
Assessment:
- For a successful cloud project, the student uses complete sentences, correct punctuation and appropriate ideas.
- Observe the students as they respond to the unfair treatment. Look for growing comprehension through the discussions and writing activities.
School/Home Connection:
Interactive Parent / Student Homework:
For homework, students ask their families about their dreams and how they are working toward achieving them.
Cross-Curriculum Extensions:
Math and Social Studies: Students can take a long strip of paper and make a timeline of Martin Luther King, Jr.’s life.
Bibliographical References:
-
I Have a Dream Speech infoplease® http://www.infoplease.com/ipa/A0874987.html.
- Rappaport, Doreen. Martin’s Big Words. Jump at the Sun, Inc., 2001. ISBN 0786807148.
Lesson Developed By:
Lynda ThatcherGrand Rapids Public Schools
C.A. Frost Elementary
Grand Rapids, MI 49504
Handouts:
Handout 1Print Handout 1
I Have a 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 slave owners 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.
Taken from the speech delivered on the steps at the Lincoln Memorial in Washington D.C. on August 28, 1963. Source: infoplease® found at http://www.infoplease.com/ipa/A0874987.html. Retrieved 3/3/05.
Unit Contents:
Overview:Dr. Martin Luther King, Junior - His Life, His Legacy Summary
Lessons:
- 1.
- The Man, The Dream
- 2.
- Reaching to the Clouds for Equality
- 3.
- The Many Shades of Our World
- 4.
- Bringing Us Together
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.
Comments
My students loved this lesson, they didn't stop talking about their dreams to help Dr. King's dream stay alive.
I also used the clouds for the dreams to talk about the weather during my science lessons. We had a great time making the clouds.
Thanks!