Celebrating Martin Luther King Jr. Day
Studing the life and work of Martin Luther King, Jr.

Primary Learning Outcome(s):
*Students will recognize how Blacks were treated during Martin Luther King's life time.
*Students will demonstrate their understanding of civil rights.
*Students will identify ways that they can treat others more fairly, equally, and with respect.

Materials:
At least one biography (written on a 4th or 5th grade level) on Martin Luther King, Jr.
Textbook or other resource containing information on civil rights
Old magazines, construction paper, glue, and scissors for collages

Procedures: 
Brainstorm: Divide students into groups of three or four. Have students in each group write down all the holidays or celebrations they can think of. (Only give students 1-3 minutes to do this). Then have one person from each group share the results with the class while the teacher writes the holidays on the board. If students mention Martin Luther King Day, tell them that we are going to be talking about this man, some of the things he did in his life, and how his actions affect us today. If students do not mention Martin Luther King Day, tell them that they are missing a very important holiday and give them hints until they mention it.

Internet: Have students visit web sites on the Civil Rights Movement and Dr. Martin Luther King Jr. to view history, pictures, etc.

 Discussion and Art Work: Review the fact that Martin Luther King always tried to treat others equally and with respect. He even did this with people who treated him unkindly. Have a class discussion about how the students can treat their classmates and others fairly, equally, and with respect. Stress that sometimes we may have disagreements, but that there are good and healthy ways to deal with these. Give examples from Martin's life when he settled disagreements in a good way. (He gave a speech on love and peace several days after his home was bombed.) Have students make collages (could use pictures from magazines or draw or cut out their own pictures) that depict people treating others equally and with respect. These should show instances that the students come in contact with and not necessarily the problems between Blacks and Whites during Martin Luther's time. Arrange the collages on a bulletin board. Allow students to come up with a title for the board.

Product:
Assess students during group discussion to check for understanding of Dr. Martin Luther king Jr. Day.
Assess students during internet time to check for understanding of the civil rights movement and how Blacks were treated during this time period.
Assess individual collages and completed bulletin board. Check for understanding of how they can treat others more fairly, equally, and with respect.

Primary Learning Outcome(s):
Students will cite evidence and information gathered from a web site (Historical Places of the Civil Rights Movement) about famous Civil Rights locations in the United States, create a map of assigned locations with brief descriptions of the sites, and present them to the class.

Materials:
Computer
Internet Access: Historical Places of the Civil Rights Movement web site
Contruction Paper
Scissors
Glue
White Poster Board
Sharpie (black)
Pictures of maps of the United States (Topographical)
Templete of United States Map (optional)
Example of a complete map (optional)

Procedures:  
Students will be divided into groups. Each group will be assigned a section of the United States to research. Once the students are divided into groups, one or two people in the group need to be desinated as the person who write down all information obtain from the web site, one person needs to be desinated as the navigator to be in charge of navigating the group through the web site. This should take no more than 5 minutes. When all roles have been assigned the students may move to an open computer with internet access and began gathering informaton. Students must be aware that all information obtain should be in their own words not copied straight off the web page. The instructor  should walk around to monitor during all internet activity. The instructor may also want to assist students if they are unfamiliar with using the internet (ex. write web site address on the board, guide students through the web site using a projector, etc.). Give the students adequate time to gather information, once the instructor feels that the students have gathered enough information they can move on to the next part of the activity.

Students are to stay in their groups and move to an area where they have access to art supplies.  The students wil then create a map of their assigned section of the United States citing historical places of the Civil Rights Movement and giving a brief description of the site. The instructor may use an example or template to assist  student with ideas or you can let them be creative on their own. Once students have completed their maps they are to present their section to the class. Each section of the United States should be presented.

Product: 
Assess students during group presentations (Map and information provided) to check for understanding of the location and description of  historical sites in the Civil Rights Movement in the United States.

Primary Learning Outcome(s):

1.) Children will observe and record differences among their classmates while participating in activities that promote thinking and enhancing social skills.

2.) Students will be able to select and defend a word that they think best describes Ruby Bridges.

3.) Children will gain a knowledge of Ruby Bridges and of her contribution to our society.

Materials:

Coles, Robert. (1995). The Story of Ruby Bridges. New York, NY: Scholastic.

Procedures:
Individually, have students think of the many differences they note among their classmates. For example, eye color, hair color, languages spoken, having the ability to roll their tongue, etc. In pairs, have the children share the differences they thought of. As a class, students will list all of the differences they came up with. The students will then chart these differences. While charting these differences, the teacher will point out that there are numerous differences among the class and that each difference makes us unique from everyone else. Discuss the differences charted from the think pair-share activity.

Define the term equality and ask children if these differences make one person better than another. Provide children with hypothetical situations in which some of the class members were given certain privileges that other students could not participate in because they were different. Ask students how they would feel if they couldn't do everything that other children could do just because they were different in some way. Emphasize that although we may be very different from one another, we are all equal and that we each deserve the same opportunities and privileges.

Introduce Ruby Bridges to the students as one who was viewed by many as having differences from others. Focus children's attention on Ruby's courage and strength as you read The Story of Ruby Bridges. After reading the book The Story of Ruby Bridges, present the following questions on the board:
1.) Who was Ruby Bridges?
2.) What made Ruby so different from everyone else?
3.) How would you feel if you were Ruby?
4.) What would you do if you were Ruby in that situation?
5.) In what ways has Ruby's strength and courage affected your lives?

Divide the class into groups. Within each of these groups, have children number themselves 1 to 5. Each group will discuss all of the five questions on the board, making sure each member understands both the question and the answer. Once each group has been given enough time to discuss each question, assign the 5 questions on the board a number 1 through 5. Each group member will be responsible for the question that matches their assigned number (given earlier in the activity). Provide students enough time to gather their thoughts. Each group member will then be given the opportunity to orally share what they have discussed as a group.

 
Product: 
1.) Chart will be assessed for students understanding of differences.

2.) Assessment will occur  through observations made by the teacher during the guided discussion for their understanding of Ruby Bridges' contributions.

3.) Assessment will occur informally through observations made by the teacher during the guided discussion and as the groups of students discuss the questions in groups, the teacher will walk around the room and monitor children's participation in the discussion. Final oral responses will also be assessed.

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