S: Martin Luther King Jr.
FC: Martin Luther King Jr.
1: Martin Luther King Jr. | Freedom | Inspriation | Hope
2: Early Life of Martin Luther King Jr. -Michael Luther King Jr. was born on January 15th, 1929 and later changed his name to Martin Luther King Jr. -He was the son and grandson of black preachers in Atlanta, Georgia. -As a boy he experienced racial discrimination of the time. On one occasion his school teacher and Martin Luther King Jr. were ordered to give up their seats to white passengers. -He attended segregated schools in Georgia and graduated highschool at the age of 15. -He attended segregated public schools in Georgia and graduated high school at the age of 15.
3: -He attended Morehouse College. and Boston University. During college he began his fight for equality. -In Boston he met and married Coretta Scott and had two sons and two daughters.
4: Martin Luther King Jr. and his | 1955- Rosa Park's is arrested for refusing to give up her bus seat to a white passenger. Martin Luther King Jr. is the leader of a bus boycott. 1957- King speaks on civil rights and becomes convinced that nonviolene is the answer. 1963- King delivers the 'I have a dream' speech at Lincoln Memorial. 1964- The Civil Rights Act is passed. 1968- Martin Luther king is murdered in Memphis, Tennessee.
5: fight for equality.
7: I have a Dream ByMark Smith 3rd Grade I have a dream that there will be an end to world pollution. I have a dream that I will help me that are less fortunate than me. I have a dream that all the starving children in the world will be fed. I have a dream that my family and friends will be healthy and happy.
9: Equality Equality: Equality means that people should have equal rights to make things fair. In my family my sister and I both have the same amount of chores and we get an equal allowance of 5 dollars a week. However, it used to be unfair because my sister used to get 10 dollars a week becuase she was older. This was unfair becuase we both did the same amount of chores. This made me feel mad and sad becuase it was unfair. So I talked to my parents about making are allwance equal even though our ages are differet and they agreed. Now that are allowances are equal I'm very happy becuase it's the right thing to do.
10: Martin Luther King Jr. | Freedom | Martin Luther King Jr. Day
11: Vision | Influential | Civil Rights | Education
12: Mixbook Lesson Plan
13: MixBook Lesson Plan SECTION ONE Author: Sierrah Willoughby Email Address: Swilloughby@missouriwestern.edu Semester Created: Spring 2009 LESSON OVERVIEW Title: The Life of Martin Luther King Brief Description: In this unit students will be studying the life of Martin Luther King Jr. The students will collaborate to create a Mixbook and will be assigned a certain project to create. Each project allows the students to explore different attributes of Martin Luther King Jr. life and how it relates to their own life. ESSENTIAL QUESTIONS/GENERALIZATIONS After this unit students should understand Martin Luther King Jr. early life, fight for equality and contributions. ENGAGING QUESTION/SCENARIO Anticipatory Set: In groups students will discuss what makes a hero and who is a hero in their own lives. The students will discuss the attributes that make a hero and as groups decide a list of five qualities a hero must have. SUBJECT AREA(S) (Put an X by all relevant subject areas.) ___ Math ___ Science ___ Reading ___ Writing _X_ Social Studies/History ___ Foreign Language ___ Art ___ Music ___ PE ___ Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) ___ Kindergarten ___ Grade 1 ___ Grade 2 _X_ Grade 3 ___ Grade 4 ___ Grade 5 ___ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION Standards, Benchmarks, Student Learning Targets (use all that apply as related to the “Big Idea” you are addressing) GLE #1: The SWBAT identify the contributions of Martin Luther King Jr. (GLE Social Studies, Missouri, United States, and World History, Standard G-knowledge of contributions of non Missourians, Grade 3) (Process Goals 1.1, 1.4, 1.8, 2.1, 2.3, 2.5, 2.7, 4.2) Objectives: SWBAT to identify meaningful aspects of Martin Luther King Jr. early life and significant events in his fight for equality. The students will be able to listen and decipher the meaning behind the “I have a dream Speech.” Also students will be able to understand the meaning of unfairness, segregation, discrimination, justice and equality. STUDENT ASSESSMENT: Students will be assessed on their understanding of Martin Luther King Jr. through their project assigned to the student. The student will be evaluated on grammar and accurate meaningful knowledge they portray in there designated part of the Mixbook. PERFORMANCE ASSESSMENT CRITERIA Click on Mixbook scoring guide on my front page. COLLABORATION This unit entails a collaboration of the Instructional Technology Specialist in the school computer lab. LESSON IMPLEMENTATION Length of Unit (hours, days): This unit is broken into 5 forty minute class periods Prerequisite Skills: Students must be able to express their ideas verbally and through written discourse. ACCOMMODATION OPTIONS ELL/IEP Students: Students will be assisted as stated in their RTI. Assistive Technology Needs: I will assist any person who needs extra technical needs as well as the Instructional Technology Specialist in the school computer lab. MANAGEMENT/ORGANIZATION TIPS The suggestions I would give to provide others to implement this lesson plan successfully would be to let the students be creative. The students are not limited to one format when exploring their projects and should be able to invent their own ways of interpreting the task assigned. MATERIALS AND RESOURCES REQUIRED FOR UNIT: -Computer -Resource books - “I Have a Dream Speech” - Mixbook - “I Have a Dream Scroll” TECHNOLOGY Web-based resources (name and link): http://www.history.com/content/king/king-s-legacy http://nobelprize.org/nobel_prizes/peace/laureates/1964/king-bio.html UNIT PLAN FLOW CHART/TIMELINE Sequence of Activities: Day 1: Introduction to Martin Luther King Jr. early life and his fight for equality. Day 2: Listen to “I Have a Dream Speech” and discuss in class why the speech was important and how it impacted a nation. Also discuss Martin Luther King Jr. contributions to history. Day 3: The students 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. Day 4-5: Students are put into groups of 3-5 determined by how many students are in the class. There will be four groups. Group 1: The first group will collaborate and determine what they believe to be the most important aspects of the early life of Martin Luther King Jr. The students will then put together the “Early Life” section of the Mixbook. The students can use internet, book, and class notes to gather information of Martin Luther King Jr. early life. Group 2: The second group will collaborate and determine what they believe to be important aspects of Martin Luther King Jr. fight for equality. The students can use internet, book, and class notes to gather information of Martin Luther King Jr. fight for equality. Group 3: The students in this group will work on the project “What is Equality and how has it affected me?” Have students identify what the words: unfair, discrimination, segregation, justice and equality mean. The learners will be able to identify examples of rights and responsibilities; recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice; examine the rights and responsibilities of the individual in relations to his or her social group, such as family, peer group, and school class. Group 4: The students in this group will work on the project “I have a Dream Scroll.” On day 3 the students were able to listen to the speech “I Have a Dream.” The students in this work will reflect on the meaning of this speech and 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. Each student in this group will put their “I have a Dream Scroll” in the mixbook. “I Have a Dream” Scroll: (Group 4)