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I Have a Dream: Martin Luther King, Jr. Handbook of Activities

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DOCUMENT RESUME ED 299 190 SO 019 326 AUTHOR Duff, Ogle Burks, Ed.; Bowman, Suzanne H., Ed. TITLE I Have a Dream. Martin Luther King, Jr. Handbook of Activities. INSTITUTION Pittsburgh Univ., Pa. Race Desegregation Assistance Center. SPONS AGENCY Department of Education, Washington, DC. PUB DATE Sep 87 CONTRACT 600840 NOTE 485p. PUB TYPE Guides Classroom Use Materials (For Learner) (051) Guides - Classroom Use Guides (For Teachers) (052) EDRS PRICE MF02/PC20 Plus Postage. DESCRIPTORS *Art Activities; Black Achievement; Black Leadership; Class Activities; Curriculum Guides; Elementary Secondary Education; *English Curriculum; Instructional Materials; *Language Arts; Learning Modules; Lesson Plans; Library Skills; *Music Activities; Resource Units; *Social Studies; Songs; Speeches; *Teacher Developed Materials; Teaching Guides IDENTIFIERS *Kind (Martin Luther Jr) ABSTRACT This handbook is designed by teachers for teachers to share ideas and activities for celebrating the Martin Luther King holiday, as well as to teach students about other famous black leaders throughout the school year. The lesson plans and activities are presented for use in K-12 classrooms. Each lesson plan has a designated subject area, goals, behavioral objectives, materials and resources, suggested activities, and an evaluation. Many plans include student-related materials such as puzzles, songs, supplementary readings, program suggestions, and tests items. There is a separate section of general suggestions and projects for additional activities. The appendices include related materials drawn from other sources, a list of contributing school districts, and a list of contributors by grade level. (DJC) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *******************************************************************x*** [ MARTIN LUTHER KING, JR. 0 HANDBOOK OF ACTIVITIES -am. ../......1&........ 4 ...404-14 ... lo I HAVE ADREAM Race Desegregation Assistance Center 0 University of Pittsburgh Pittsburgh, PA15260 FOREWORD This Handbook of Activities is designed by teachers for teachers to share ideas and activities to celebrate the Martin Luther King holiday, as well as to teach students about other famous black leaders throughout the school year. The lesson and unit plan format was chosen since it provides all the necessary information to carry out educational activities, including examples of original materials created by teachers along with references to already-published materials. The suggested efrade level and content emphases are listed at the top ofe ch plan, although this does not preclude the adaptation of the plan for other grade levels. The contributions are in three categories: 1 - Elementary: contributions by teachers in K-5/6 schools 2 - Secondary: contributions by teachers in middle schools, junior high and senior high schools. 3 - General Suggestions/Projects: ideas not in lesson-format but including activities and projects adaptable for specific grades, all-school or all-district use. Appendices follow which include (A) related materials, (B) contributing school districts and (C) contributing educators. Wherever possible, original material was reprinted, and in some cases reprint permission was obtained for other relevant materials. When sources could not be identified, textbooks were cited, or reprint was nrt permitted, every effort was made to reference these items for easy accessibility. The Handbook !s published in a 3-ring notebook style so that it may be pla,.ed in a binder and teachers may continue to add their own and other appropriate materials. We are deeply indebted to all who contributed and hope that this Handbook will serve as an or. -going source for expanding and enriching our students' knowledge and understanding of great black leaders such as Martin Luther King, Jr. Dr. Ogle Burks Duff, Director Ms. Suzanne H. Bowman Race Desegregation Assistance Center i ACKNOWLEDGEMENTS A project such as this is never completed without the help of many people, and to all of these people we owe many thanks. The response to our original request for plans was overwhelming, and we thank each of the teachers whose creativity and expertise is evident in the innovative lessons and units included in this Handbook, and we wish to express gratitude to all who took time from their busy schedules to contribute. To all of the district superintendents, specialists and principals who distributed, reminded, collected, and forwarded the materials to us, we are deeply indebted. Gratimde is given to Rose Czerny, our word- processor, for her ability to read notes, and for her patience above all, but no less for her expertise and knowledge, to Leneeta Cooper, Theresa McCral and Earl Stockwell of the Race Desegregation Assistance Center staff,for the many hours of clerical work, "leg-work," and copying. Thanks and acknowledgement to the authors and publishers who granted us permission to reprint materials: Creative Teaching Press for I:Rainbow Song" Field Publications for American Revolution: Crisis of Law and Change: "Incident at Pettus Bridge" Scholastic Publications for materials from Scholastic News 1/10/86 issue;"Martin Luther King, Jr.: Marching for Rights," 1/84 and "Skeeter," Scholastic Sprint, 1/15/85 Ruth Manier for the songs and music to "He Had a Dream," "Martin Luther King," "Oh, Sing of Martin," "Happy Birthday," and "Sing Out About Martin" Tom Francigetto for "Test Your Knowledge About King" The Detroit Public Schools for their packet of materials The New York Department of Education for "Martin Luther King: A Lifelong Commitment" The Pennsylvania Department of Education for their list of resources. Many thanks to all from the editors, and a thanks by proxy from all the teachers who will have the opportunity to add to their repertoire of activities to celebrate the Martin Luther King holiday. Dr. Ogle Burks Duff, Director Ms. Suzanne H. Bowman Race Desegregation Assistance Center ii io Ogle Burks Duff Suzanne Bowman Editors First Printing: 9/87 This work was performed pursuant to a contract with the U.S. Department of Education, Award No. 600840. The opinions expressed herein do not necessarily reflect the poaition or policy of the U.S. Department of Education, and no official enforsement by that office should be inferred. iii 4) RACE DESEGREGATION ASSISTANCE CENTER DIRECTOR: Dr. Ogle B. Duff ASSOCIATE DIRECTOR: Dr. James E. Mauch The University of Pittsburgh is an educational institution and as an employer. does not discriminate on the basis of race. color. religion. ethnicity. national origin.age. sex. marital or handicapped status. This commitment is made by the University and required by federal. state. and local laws and regulations including Title IX. 86.9. The Center is a service of the School of Education of the University of Pittsburgh. It is funded by Title IV, Section 403 of the Civil Rights Act of 1964. to assist school districts in examining problems of school desegregation related to instruction, curriculum, administration and school personnel, and in planning projects that effectively deal with such problems. The Center's services are available to all school districts in the states of Pennsylvania and Delaware. Further information is available by calling (412) 648-7194. iv TABLE OF CONTENTS Pace FOREWORD ACKNOWLEDGEMENTS ii INTRODUCTION 1 ELEMENTARY LESSONS AND UNITS Kindergarten 5 K-2 28 K-4 31 K -6 33 Pre-First 39 Grade 1 41 Grades 1-3 70 Grade 2 71 Grade 3 112 Grades 3-5 150 Grade 4 152 Grade 5 202 Grade 6 223 SECONDARY LESSONS AND UNITS (includes Middle School, Junior High, and High School) Grade 6-8 235 Grade 7 240 Grades 7-8 242 Grade 8 255 Grade 9 265 Grades 9-11 266 Grades 9-12 269 Grades 10-12 307 Grade 11 312 Grades 11-12 317 GENERAL SUGGESTIONS AND PROJECTS Elementary 320 Secondary 328 District 349 APPENDICES A. Related Materials 351 B. Contributing School Districts 445 C. Contributing Educators 449 INTRODUCTION The Race Desegregation Assistance Center, funded under Title IV of the Civil Rights Act of 1968, was established to assist school districts in the endeavor to overcome problems of school desegregation by providing assistance to teachers and other school personnel in matters of curriculum, administration, student activities, and community relations. This Handbook is an outcome of that endeavor, providing concrete plans and activities for teachers in all grades for use in their efforts toward multi-cultural education. Since the Civil Rights Movement in the 50's, the resulting Supreme Court decisions on desegregation issues, and the 1986 Proclamation of a National Holiday in honor of Martin Luther King's birthday, educators have increasingly included more information and activities dealing with the desegregation issues and prominent black leaders in their curriculum planning. In the process, they found that many of the contributions of blacks to American society tad been previously overlooked both in the teaching of social studies and in literature, as attested to by reviews of literature anthologies and social studies texts (Duff,1972; Golden, 1964; American Federation of Teachers, 1966). As the need for more background knowledge became evident, teachers researched for themselves, to locate information on the black experience and the involvement of blacks in the history, literature, and culture of America. They realized that cultural pluralism was an integral and necessary part of American
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