Older Than Dirt

JUST FOR FUN!!!

To Whom It May Concern

This activity will help students really connect with history. Review with students the British actions that enraged colonists and eventually led to the Revolutionary War. Then have each child choose the act that, for him/her, seems most offensive. Next, guide the student to imagine that he/she is an angry colonist who writes a letter of protest to the British Parliament or King George. In his/her letter, he/she describes the law and then explains how it is unfair. When a student is ready to write his/her final draft, have him/her tape a feather to his/her pen or pencil and then write his/her letter in his/her best handwriting. After students finish their letters, have parent volunteers bring in tea and cookies for students to enjoy as they read their letters aloud.

W.4.1; W.5.1 Opinion writing

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February 2018 Calendar

Using Historical Thinking Skills

The impact of Martin Luther King, Jr. on American society and politics is immeasurable. His efforts to bring equality to all races living in America led to lasting change and still hold an important place in all American history curricula. As we celebrate the legacy of Dr. King on the third Monday of January every year, it is important to find fresh ways to teach our students about his life, while still incorporating some of the essential reading, writing, and thinking skills students need.

Let’s look at Dr. King’s most memorable speech with a focus on historical thinking skills.

Close Reading:

Close reading asks students to determine a source’s point of view and purpose.  For example, Dr. King’s famous I Have a Dream speech includes the sections:

And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American 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 the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little 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.

Students can break down each line to determine the vision that Dr. King had for his country. They can then summarize the entire section by analyzing the interpretation for each line.

To help students see the speech from an ELA perspective, Presentation Magazine offers a compositional analysis of the speech.

Contextualization:

Contextualizing is the skill that asks students to look at the facts and events surrounding a particular document that may have influenced its creator. To fully understand the context of Dr. King’s message we must look at race relations and segregation in America in 1963. Teaching Tolerance offers a five lesson teacher’s guide to their film A Time for Justice: America’s Civil Rights Movement which chronicles the civil rights movement from the 1954 ruling in Brown vs. the Board of Education to the 1965 passage of the Voting Rights Act. The guide includes primary sources, interactive activities, and the background information that give Dr. King’s words context.

For upper elementary students, Scholastic provides a brief overview of the same era. It provides context for Dr. King’s speech, but does not require a lot of class time to convey much of the same information.

Corroboration:

Corroborating a source’s content is when students locate other sources that back up or contradict the source being analyzed. In trying to corroborate Dr. King’s words, students can be presented with various speeches.

Here are two examples:
The first is by Alabama governor George Wallace, that says, in part,

and I say . . . segregation today . . . segregation tomorrow . . . segregation forever.

The second example is from President John Kennedy, which says:

This afternoon, following a series of threats and defiant statements, the presence of Alabama National Guardsmen was required on the University of Alabama to carry out the final and unequivocal order of the United States District Court of the Northern District of Alabama. That order called for the admission of two clearly qualified young Alabama residents who happened to have been born Negro.

Students should use excerpts of these speeches to corroborate Dr. King’s characterization of a country that is divided and unequal. Students can also use these speeches to make a claim about American society in the 1960s.

Sourcing:

To properly source a document, students must determine if the who, when, and where of a document makes it more or less reliable. All three of our speeches were given in 1963. We know from our contextualizing, that America was in a state of racial turmoil at the time. In our corroborating, we learn that the speeches by President Kennedy and Governor Wallace highlight the issues stated by Dr. King. All sources seem to be a reliable source of history of the time they were created.

Dr. Martin Luther King is a monumental figure in American history. His contributions cannot be overlooked. With some of the sources and activities above, you can honor his work and memory, while still integrating the skills our students need. To learn more about Dr. Martin Luther King, Jr., have students listen to the Read-Aloud: Martin Luther King, Jr. which offers a short overview of his life.

Taken from Hep Teaching

Activities for Using Wikki Sticks

This map uses Wikki Stix to show how America was settled. It includes the dates of each land acquisition, and each land area is outlined in a different color. Taken from Mailbox