Remembering Dr. King: 1929 – 1968 Classroom Resources The following materials are designed to help About the exhibiton: students analyze and interpret the photographs in The Chicago History Museum’s exhibiton the exhibiton. They can be used in the classroom as Remembering Dr. King: 1929-1968 invites well as during a visit to the exhibiton. visitors to walk through a winding gallery that features over 25 photographs depictng key moments in Dr. King’s work and the Civil Rights Included in this packet: movement, with a special focus on his tme in Recommended for grades 6 –12 Chicago. ñ Timeline of Dr. King’s life — contains the informaton from the exhibiton related to the life of Dr. King. Chicago, like other U.S. cites, erupted in the ñ Timeline of Natonal Civil Rights Events — contains the wake of King’s assassinaton on April 4, 1968. informaton from the exhibiton related to natonal events that While the center of his actvism was focused on took place during the Civil Rights Era. dismantling southern Jim Crow, the systems ñ Reading Photographs Worksheet — students “read” and that kept African Americans oppressed in the interpret the photograph and answer some questons. American South, he spent tme in Chicago and ñ Photograph Analysis Worksheet — students analyze, consider ofen spoke out on the realites of northern image context and identfy their questons about the discriminaton, partcularly around the issues of photograph. Please note, this worksheet ends with the same poverty, educaton and housing. wrap up questons as the frst. For more informaton on visitng the Chicago Please note: The photographs used for the actvites are available History Museum, visit htps:// in a second PDF. www.chicagohistory.org/educaton/feld- Suggested Actvites (use one or more): trips/ Using the tmelines: ñ Separate the dates and the events, challenge the students to try to match them back together. ñ Have students research some of the key events on either tmeline, fnding pictures if possible, and present them to their classmates. Using the photographs: ñ As a bell ringer, show one to two photographs and have students think about/discuss the image. ◦ Ex. What is one feeling this photograph evokes?; What topic might we be discussing? What questons does this image raise? ñ Use the Reading Photographs worksheet as an introducton to photograph analysis. Swap photos between students/small groups and ask them to complete the Photograph Analysis worksheet. ñ Cut an image in half. Give smaller groups half the image to analyze using the Reading Photographs worksheet. Students can present fndings then discuss the image as a whole and how that might change the interpretaton. ñ Choose 5-6 photographs for your students to analyze. Write out the four prompts from the top of the Photograph Analysis worksheet on a poster board or larger sized sheet of paper, one poster board for each photograph. Ask students to look at the photographs and respond to the prompts for 6-7 minutes. Next, students rotate to another photograph, read/respond to comments and add their own ideas for 5-6 minutes. Repeat this process, and decrease the tme, untl the students have viewed and responded to all the photographs. When students return to their original photograph, they read and discuss the additonal comments by their classmates. Use the remaining worksheet questons to hold a classroom discussion. Remembering Dr. King: 1929 – 1968 is supported by the Efroymson Family Fund. Standards Alignment for using Photographs Grades 6—8 Grades 9—12 Common Core State Standards — Anchors Common Core State Standards — Anchors Reading 2: Determine central ideas or themes of a text and Reading 2: Determine central ideas or themes of a text and analyze their development; summarize the key supportng analyze their development; summarize the key supportng details and ideas. details and ideas. Reading 6: Assess how point of view or purpose shapes the Reading 6: Assess how point of view or purpose shapes the content and style of a text. content and style of a text. Reading 7: Integrate and evaluate content presented in Reading 7: Integrate and evaluate content presented in diverse media and formats, including visually and diverse media and formats, including visually and quanttatvely, as well as in words. quanttatvely, as well as in words. Writng 1: Write arguments to support claims in an analysis Writng 1: Write arguments to support claims in an analysis of substantve topics or texts, using valid reasoning and of substantve topics or texts, using valid reasoning and relevant and sufcient evidence. relevant and sufcient evidence. Writng 7: Conduct short as well as more sustained research Writng 7: Conduct short as well as more sustained research projects based on focused questons, demonstratng projects based on focused questons, demonstratng understanding of the subject under investgaton. understanding of the subject under investgaton. Speaking and Listening 4: Present informaton, fndings, and Speaking and Listening 4: Present informaton, fndings, and supportng evidence such that listeners can follow the line supportng evidence such that listeners can follow the line of reasoning and the organizaton, development, and style of reasoning and the organizaton, development, and style are appropriate to task, purpose, and audience. are appropriate to task, purpose, and audience. Illinois Social Science Standards Illinois Social Science Standards SS.IS.4.6-8.MC: Gather relevant informaton from credible SS.IS.4.9-12: Gather and evaluate informaton from multple sources and determine whether they support each other. sources while considering the origin, credibility, point of SS.IS.5.6-8.MC: Develop claims and counterclaims while view, authority, structure, context, and corroboratve value pointng out the strengths and limitatons of both. of the sources. SS.CV.1.6-8.MC: Evaluate the powers and responsibilites of SS.IS.5.9-12: Identfy evidence that draws informaton from citzens, politcal partes, interest groups, and the media. multple sources to revise or strengthen claims. SS.CV.3.6-8.MC: Compare the means by which individuals SS.CV.3.9-12: Analyze the impact of consttutons, laws, and and groups change societes, promote the common good, agreements on the maintenance of orders, justce, equality, and protect rights. and liberty. SS.H.1.6-8.MC: Use questons generated about individuals SS.CV.8.9-12: Analyze how individuals use and challenge and groups to analyze why they, and the developments laws to address a variety of public issues. they shaped, are seen as historically signifcant. SS.H.3.9-12: Evaluate the methods utlized by people and SS.H.3.6-8.MC: Use other historical sources to infer a insttutons to promote change. plausible maker, date, place of origin, and intended SS.H.7.9-12: Identfy the role of groups, individuals and audience for historical sources where informaton is not insttutons in people’s struggle for safety, freedom, easily identfed. equality, and justce. Remembering Dr. King: 1929 – 1968 Timeline of Dr. King’s Life Date Event Martn Luther King Jr. is born in Atlanta, Georgia. He is the second of three children of January 15, 1929 Alberta (Williams) King and Reverend Martn Luther King Sr. At age nineteen, King graduates with a bachelor’s degree in sociology from Morehouse June 8, 1948 College, a historically black, all-men’s college in Atlanta. While in graduate school in Boston, King meets Coreta Scot, a music student. June 18, 1953 They marry on this day at her family’s home in Marion, Alabama, and will have four children. King accepts his frst full-tme pastorship at Dexter Avenue Baptst Church in September 1, 1954 Montgomery, Alabama, where he serves untl 1960. King receives a doctorate in systematc theology from Boston University School of June 5, 1955 Theology. Montgomery leaders select Dr. King to head the Montgomery Improvement December 5, 1955 Associaton which organizes the yearlong Montgomery bus boycot, the frst large- scale demonstraton against segregaton in the US. At 9:15 p.m., while Dr. King speaks at a mass meetng, his home in Montgomery, January 30, 1956 Alabama, is bombed. His wife Coreta and their daughter Yolanda are not injured. During an early visit to Chicago, King delivers his “A Knock at Midnight” sermon at February 12, 1956 Shiloh Baptst Church. In it, he calls on churches to be actve in tmes of crisis. King is elected the frst president of the newly formed Southern Christan Leadership February 14, 1957 Conference (SCLS), which helps organize peaceful, nonviolent civil rights protests across the south. The Prayer Pilgrimage for Freedom draws a crowd of 25,000 to Washington D.C.. At May 17, 1957 the Lincoln Memorial, King delivers his “Give Us the Ballot” speech, advocatng for votng rights for African Americans. At a book signing in Harlem for his memoir of the Montgomery bus boycot, Stride September 20, 1958 Toward Freedom, Dr. King is stabbed in the chest by Izola Ware Curry, who inficts a near-fatal wound. Dr. King is arrested during a lunch counter sit-in at Rich’s Department Store in Atlanta. October 19, 1960 He is released from Georgia State Prison at Reidsville on October 27 with the assistance of presidental candidate John F. Kennedy and Robert Kennedy. Convicted of obstructng the sidewalk and parading without a permit in Georgia, King July 10, 1962 chooses to accept a forty-fve-day sentence, but he is released afer his fne is paid anonymously. Remembering Dr. King: 1929 – 1968 Timeline of Dr. King’s Life (continued) Date Event Afer disobeying a court injuncton against marching, King is arrested on April 12 in April—May 1963 Birmingham, Alabama. Placed in solitary confnement, he writes “Leter from a Birmingham Jail,” a defense of nonviolent direct acton addressed to fellow clergymen.