Civil Rights Unit

1st grade
Social Studies

By

Candace Monroe-Speed
Integrated Curriculum
Danny Gasparini

INTRODUCTION

The following is a planned social studies unit that is an introduction to the civil rights
movement. It was taught to a kindergarten through second grade special day class [two weeks
before Dr. Kings birthday.] This unit was preceded by a unit on citizenship and will be followed
by explicit teaching of African-American history that correlates with Black history month. The
majority of students in my all male class are on the Autism spectrum and/or have Emotional and
attention deficit disabilities. There is a wide range of academic abilities as well and because of
this every step of the unit must be differentiated. For English Language Learners and those who
are below reading grade level the following teaching strategies were used:

Model how to complete activities

Think-pair-share responses to questions
Give ample wait time
Have a vocabulary word bank in both English and Spanish with corresponding
pictures
Pair students heterogeneously for language practice and homogeneously for
content depth
I differentiated for behaviors with the following teaching strategies:
Positive praise
Kinesthetic activities
Time for students exploration
Chunking teaching into short increments
Allowing for choice
These are strategies that I use daily for student success.
Through social studies, reading, math, science, art and technology projects students
will learn about the life and work of civil rights leader Dr. King. The unit was introduced by
students experiencing explicit unjust treatment. Only half of the class will be given a special treat
for snack time, while to others observe. After recess, we discussed the students feelings about

snack which lead into a vocabulary lesson. Additionally, the unit includes a virtual field trip to a
few of the important places of the American Civil Rights Movement, as well as, Brain-Pop
videos to allow students to learn with technology.
In the middle of the unit students will discuss what a dream is, listen to an excerpt from
Dr Kings I Have a Dream speech, explain what his dream meant, and then create their own
dreams for America. Students will compare good citizenship to Dr. Kings dream and to their
own. They will analyze their own communities for signs of Dr. Kings dream. To assess student
learning, students will complete an I Have a Dream Too, writing project. This will demonstrate
their understanding of both Dr. Kings dream and citizenship.
The unit will conclude with a birthday party for Dr. King. The students apply their
knowledge of Dr. King life and dream by producing of an iVideo. Other classes in the school will
be invited to the birthday party. The party will also server as the video premire.

DAILY LOG

Learning Objectives

Monday

Tuesday

Students will use

Students will use
meaning of prefixes graphic
and suffixes to
organizers to
explain the
record details.
meaning of known Students will
root words
retell stories from
Students will
diverse cultures
identify
(assessable
connections
through
between words and
speaking/listening
use
).
Students will
Students will
identify
determine what
connections
lesson or moral
between words and
the stories are
use
teaching, as
evidenced by
character actions,
dialogue or
narrator explicitly
naming.

Wednesday

Thursday

Friday

Students will
Students will use Students will
recount plot
details (evidence) experience the 3
happenings not
from the text to
dimensional
explicitly stated
prove or
geometry of paper
in the text.
contradict a
folding, free
statement
about
a
exploration with
Students will
passage.
volume of a 3
identify and
dimensional

Students
will
explain key
shape, and to
details directly
analyze key
record their
stated in the text.
details to
findings in a
determine the
Students will
given set of
central message,
identify a series
exercises.
lesson, or moral
of events, ideas,
of
literary
text.
or steps
Students will
Students will
draw conclusions
identify a series
about characters
of events, ideas,
to determine their
or steps
traits.
Students will
identify a series
of events, ideas,
or steps

Learning Activities

Give treat to of
class
Discuss feelings
about snack
Split drawing of
fair/unfair
Introduce
vocabulary using
GLADD CCD
chart
Refer vocab. to
drawings
Play fly swatter
vocab.

Learning Objectives

Monday

K-W-L chart for Watch Brain Pop

MLK
video
Virtual Field trip MLK timeline
to a few of the
math
important places Complete
of the American
Learned portion
Civil Rights
of K-W-L
Movement.
(Montgomery,
Washington Mall,
Little Rock,
Selma, Memphis)
Read and discuss
My Brother
Martin

Tuesday

Students will
Students will form
sequence the
an opinion
events in a logical including prior
order.
knowledge and
information
provided in book
Students will
produce complete
simple and
compound
sentences.
Students will use
technology to
record and
organize
data/information.

Wednesday

What is a dream? How is MLKs

Write a personal
dream for
dream.
citizenship?
How can we be
Mathematical
good citizens?
Montgomery bus
Write a dream for Start writing
citizenship
script for video
Listen to an
expert of MLKs
dream Cloze read
the expert of the
dream we listened
to

Thursday

Students will
Students will use
predict, observe,
information
and reach
presented and
conclusions about
gathered to write
the inside of eggs
an effective
and then expand
conclusion
those conclusions
to people.
Students will
identify an event
or situation.
Students will
identify characters
and the problem.
Students will
sequence the
events in a logical
order.

Friday
Students will use
technology to
present their
learning to an
audience

Learning Activities

Plan Birthday
Make
invitations
Finish script
writing

Film video
Complete I
have a dream
too writing
assessment
Start MLK art
project (Make
the face of
MLK and
attach to the
suit jacket that
will hold their
finished
writing
assessment

Film video
Does color
matter science
experiment
Continue the
art project

Make
citizenship
flower vase
Decorate for
birthday party

LESSON PLANS

Breaking Color Barriers

VITAL INFORMATION

Total Number of
Students
Area(s) Students Live In

Free/Reduced Lunch
Ethnicity of Students

English Language

6 males total
All students live in East Costa Contra County
2 - Antioch
1 - Walnut Creek
1 - San Ramon
1 - Pittsburgh
4 students qualify for free and reduced lunch
African American- 1
Persian- 1
Mexican - 2
Filipino- 1
Mixed Race - 1
2

Birthday Party
for MLK
Video Premire

Learners
Autism Spectrum 4
Emotional Disorder - 5
Language Impairment - 4

Students with Special

Needs
Subject(s)

American Studies, Elementary, Language Arts (English), Reading, Social

Studies, Special Education
We are beginning our civil rights unit by starting with Dr. Martin Luther King
Jr. In this unit students will learn what the Civil Rights movement was, why it
is important and how they affect their lives today.

Topic or Unit of Study

Grade/Level

Kindergarten, Grade 1, Grade 2

KEY CONCEPTS & STANDARDS

Big Idea &

Essential Questions

Learning
Outcome(s)

Summary

Standards

Does the color on the surface matter? This science experiment illustrates the
uniformity of like organic objects. Activities using different color eggs will allow
students to predict, observe, and reach conclusions about the inside of eggs and
then expand those conclusions to people.

Students will be able to make predictions and record their observations

Students will be able to explain why the color of an egg does not change the
inside contents

Students will be able to describe if the color of a persons skin changes their
physical make up

This science activity consists of students observing two different colored eggs.
They will make predictions about what they think is in each egg. In groups of 3,
students will crack open each egg and record their observations. They will then
whisk the eggs together and make scrambled eggs. As a whole group, students will
share their findings and discuss if color changes the results. We will then compare
the color of eggs to the skin tones of people. We will close by discussing the part of
the I Have a Dream speech that says, "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."
CA- California Common Core State Standards (2012)

Subject: English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects
Grade: Grade 1 students:
Strand: Speaking and Listening
Domain: Comprehension and Collaboration
Standard: 1. Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion).
b. Build on others talk in conversations by responding to the comments of others
through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under
discussion.
Standard: 2. Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
a. Give, restate, and follow simple two-step directions.
Standard: 3. Ask and answer questions about what a speaker says in order to
gather additional information or clarify something that is not understood.
CA- California K-12 Academic Content Standards
Subject: History & Social Science
Grade: Grade One
Area: A Childs Place in Time and Space Students in grade one continue a more
detailed treatment of the broad concepts of rights and responsibilities in the
contemporary world. The classroom serves as a microcosm of society in which
decisions are made with respect for individual responsibility, for other people, and
for the rules by which we all must live: fair play, good sportsman-ship, and respect
for the rights and opinions of others. Students examine the geographic and
economic aspects of life in their own neighborhoods and compare them to those of
people long ago. Students explore the varied backgrounds of American citizens and
learn about the symbols, icons, and songs that reflect our common heritage.
Sub-Strand 1.1: Students describe the rights and individual responsibilities of
citizenship.

Standard 2: Understand the elements of fair play and good sportsmanship, respect
for the rights and opinions of others, and respect for rules by which we live,
including the meaning of the Golden Rule.
Sub-Strand 1.5: Students describe the human characteristics of familiar places and
the varied backgrounds of American citizens and residents in those places.
Standard 1: Recognize the ways in which they are all part of the same community,
sharing principles, goals, and traditions despite their varied ancestry; the forms of
diversity in their school and community; and the benefits and challenges of a
diverse population.
Subject: Science
Grade: Grade One
Area: Physical Sciences
Sub-Strand 1: Materials come in different forms (states), including solids, liquids,
and gases. As a basis for understanding this concept:
Standard a: Students know solids, liquids, and gases have different properties.
Area: Investigation and Experimentation
Sub-Strand 4: Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this concept and
addressing the content in the other three strands, students should develop their own
questions and perform investigations. Students will:
Standard a: Draw pictures that portray some features of the thing being described.
Standard b: Record observations and data with pictures, numbers, or written
statements.
ASSESSMENTS
Assessment/Rubrics

The assessment will be formative. I will do the following:

Check for understanding during group discussions and small group work

Assess the completion of the observation page

MATERIALS AND RESOURCES

Instructional
Materials &
Technology
(handouts, etc.)

1 Egg for each child, use both brown and white eggs
2-3 Electric Skillets and spatulas
2-3 Egg whisks
Butter
Salt
Pepper
Paper plates
Plastic Forks
2-3 Large Glass bowls
Observation record sheet
Markers to record results
Chart paper
Vocabulary word bank

IMPLEMENTATION

Sequence of
Activities

1. Have an aide walk around the group with the eggs placed in the glass bowls,
helping students observe the eggs while the teacher introduces the lesson.
Write responses to the following questions on the board.

Can anyone describe what is in these bowls?

What's different about these eggs?

Do they smell different?

Do they feel different?

If you hold one up to the light does it look any different?

Use a magnifying glass to see if they look any different up close?

2. Teacher will summarize what has been written on the board.

3. Teacher will ask the following questions:

Is it possible there is a difference between these two kinds of eggs that we can't
see, feel or smell?

Can you guess how we'll find out?

What do you think will be inside each egg? (prediction)

4. Teacher will model how to use the Egg Prediction Recording sheet. Then
explain "I'm going to give you a each a paper and I want you to draw/write to

predict what you think will be inside the eggs."

5. Hand out the Egg Prediction Recording page. Ask each child to draw/write
what they predict will happen.
6. Students will be divided into two groups of three. The groups will be sent to
their assigned cracking stations.
7. Teacher and aids who are working the station will help each student crack their
egg, record their observation, whisk their egg, and record their observation.
1. Each student will take turns cracking and watching a cracking in
random order. They will crack both brown and white eggs.
8. After eggs have been whisked and everything has been recorded, students will
help adults scramble their eggs
9. Students will eat their eggs
10.As a whole group we will compare the class findings to their predictions.
11.Teacher will lead a discussion on color and race by asking the following
questions:
1. Did the color of the egg change what was inside?
2. Does the color of peoples skin change the inside of them? (their bones,
muscles, etc.)
3. How does this relate to when Dr. Martin Luther King Jr. said "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."
Grouping
Strategies

Differentiated
Instruction

Whole group for the introduction and closing of the lesson, so we can share all
of understandings

2 small groups for egg observations this is easier for management and lowers
the amount of time students will have to wait

For English Learners and those who are below reading grade level

Model how to complete the activities

Think-pair-share responses to questions
Give ample wait time
Have a vocabulary word bank in both English and Spanish

Pair students heterogeneously for language practice

Our class behavior system praises appropriate behaviors, so I will be implementing

that. Showering them with positive praise and giving them time to move their bodies
around is how I differentiate for their behaviors.
REFLECTIONS

Prior to Lesson

I am afraid that the material may be too above some of the students. I am always
worried about their behaviors, but this is something that I can deal with.
I need to remember to check and see if the learning goals were met.

MATHEMATICAL MONTGOMERY BUS

VITAL INFORMATION
Total Number of
Students
Area(s) Students Live In

Free/Reduced Lunch
Ethnicity of Students

English Language
Learners
Students with Special

6 males total
All students live in East Costa Contra County
2 Antioch
1 - Walnut Creek
1 - San Ramon
1 - Pittsburgh
4 students qualify for free and reduced lunch
African American- 1
Persian- 1
Mexican - 2
Filipino- 1
Mixed Race - 1
2

Autism Spectrum 4

Needs
Subject(s)

Topic or Unit of Study

Grade/Level

Emotional Disorder - 5
Language Impairment - 4
American Studies, Elementary, Mathematics, Social Studies, Sociology,
Special Education
We are beginning our civil rights unit by starting with Dr. Martin Luther King
Jr. In this unit students will learn what the Civil Rights movement was, why it
is important and how they effect their lives today.
Kindergarten, Grade 1, Grade 2

KEY CONCEPTS & STANDARDS

Big Idea & Essential
Questions
Learning Outcome(s)

Summary

Standards

How many people can fit on a bus? Should the color of a persons skin dictate
where they sit on a bus, why? Do you agree with the bus boycott lead by
Martin Luther King?

Students will build a 3-D bus

Students will be find the volume of their bus

Students will be able to describe the importance of Rosa Parks

Students will review the importance of Rosa Parks. They will then experience
the 3 dimensional geometry of paper folding, free exploration with volume of
a 3 dimensional shape, and to record their findings in a given set of exercises.
These activities will help students to relate their background knowledge of bus
riding, to trying to fit people on a bus. Hopefully the connection between Rosa
Parks and MLK will be made.
CA- California Common Core State Standards (2012)
Subject: English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
Grade: Grade 1 students:
Strand: Speaking and Listening
Domain: Comprehension and Collaboration

Standard: 1. Participate in collaborative conversations with diverse partners

about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion).
b. Build on others talk in conversations by responding to the comments of
others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under
discussion.
Standard: 2. Ask and answer questions about key details in a text read aloud
or information presented orally or through other media.
a. Give, restate, and follow simple two-step directions.
Standard: 3. Ask and answer questions about what a speaker says in order to
gather additional information or clarify something that is not understood.
Subject: Mathematics
Grade: Grade 1
Domain: Operations and Algebraic Thinking 1.OA
Cluster: Represent and solve problems involving addition and subtraction. 1.
Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using objects, drawings,
and equations with a symbol for the unknown number to represent the
problem.2 2. Solve word problems that call for addition of three whole
numbers whose sum is less than or equal to 20, e.g., by using objects,
drawings, and equations with a symbol for the unknown number to represent
the problem.
Cluster: Add and subtract within 20. 5. Relate counting to addition and
subtraction (e.g., by counting on 2 to add 2). 6. Add and subtract within 20,
demonstrating fluency for addition and subtraction within 10. Use strategies
such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9);
using the relationship between addition and subtraction (e.g., knowing that 8 +
4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known
sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 =
13).

Cluster: Work with addition and subtraction equations. 7. Understand the

meaning of the equal sign, and determine if equations involving addition and
subtraction are true or false. For example, which of the following equations
are true and which are false? 6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. 7.1
Write and solve number sentences from problem situations that express
relationships involving addition and subtraction within 20. 8. Determine the
unknown whole number in an addition or subtraction equation relating three
whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 + ? = 11, 5 = ?? 3, 6 + 6 = ??.
Domain: Measurement and Data 1.MD
Cluster: Represent and interpret data. 4. Organize, represent, and interpret
data with up to three categories; ask and answer questions about the total
number of data points, how many in each category, and how many more or
less are in one category than in another. 4.1 Describe, extend, and explain
ways to get to a next element in simple repeating patterns (e.g., rhythmic,
numeric, color, and shape). (CA-Standard SDAP 2.1)
Domain: Geometry 1.G
Cluster: Reason with shapes and their attributes. 1. Distinguish between
defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes
to possess defining attributes. 2. Compose two-dimensional shapes (rectangles,
squares, trapezoids, triangles, half-circles, and quarter-circles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and
right circular cylinders) to create a composite shape, and compose new shapes
from the composite shape. 3. Partition circles and rectangles into two and four
equal shares, describe the shares using the words halves, fourths, and quarters,
and use the phrases half of, fourth of, and quarter of. Describe the whole as
two of, or four of the shares. Understand for these examples that decomposing
into more equal shares creates smaller shares.
CA- California K-12 Academic Content Standards
Subject: History & Social Science
Grade: Grade One
Area: A Childs Place in Time and Space Students in grade one continue a

more detailed treatment of the broad concepts of rights and responsibilities in

the contemporary world. The classroom serves as a microcosm of society in
which decisions are made with respect for individual responsibility, for other
people, and for the rules by which we all must live: fair play, good sportsmanship, and respect for the rights and opinions of others. Students examine the
geographic and economic aspects of life in their own neighborhoods and
compare them to those of people long ago. Students explore the varied
backgrounds of American citizens and learn about the symbols, icons, and
songs that reflect our common heritage.
Sub-Strand 1.1: Students describe the rights and individual responsibilities of
citizenship.
Standard 2: Understand the elements of fair play and good sportsmanship,
respect for the rights and opinions of others, and respect for rules by which we
live, including the meaning of the Golden Rule.
Sub-Strand 1.5: Students describe the human characteristics of familiar
places and the varied backgrounds of American citizens and residents in those
places.
Standard 1: Recognize the ways in which they are all part of the same
community, sharing principles, goals, and traditions despite their varied
ancestry; the forms of diversity in their school and community; and the
benefits and challenges of a diverse population.
Subject: Science
Grade: Grade One
Area: Investigation and Experimentation
Sub-Strand 4: Scientific progress is made by asking meaningful questions
and conducting careful investigations. As a basis for understanding this
concept and addressing the content in the other three strands, students should
develop their own questions and perform investigations. Students will:
Standard a: Draw pictures that portray some features of the thing being
described.
Standard b: Record observations and data with pictures, numbers, or written

statements.
ASSESSMENTS
Assessment/Rubrics

The assessment will be formative. I will do the following:

Check for understanding during group discussions and small group

work

Assess the completion of the bus recording page

MATERIALS AND RESOURCES

Instructional Materials
& Technology
(handouts, etc.)

1 Montgomery bus printable for each child

Crayons, markers or colored pencils
Scotch tape
Unifix cubes
Mathematical Montgomery Bus
Mathematical Montgomery Bus Recording page -(1st grade can begin with K1and the
next day use 1-2, 2nd grade can begin with 1-2 and progress to 2-3 where they
can show all their own equations.)
Pencils or markers

IMPLEMENTATION
Sequence of Activities

1. Introduce Lesson: Show a slide show of Rosa Parks while reading her
bio.
2. Ask students the following questions
1. Have you ever ridden on a bus besides a school bus?
2. What did it look like?
3. Can you tell me where you sat on the bus?
4. Did anyone have special seats?
5. Could you choose where you wanted to sit?
3. Let students know that we're going to build our own bus, using the bus
print out (hand out printable)
4. Folding instructions:

1. Place the paper in front of you with the driver closest to your
belly
2. Fold the paper underneath on the dotted line that is running
under the front of the bus, crease it gently with your fingers.
3. Fold the paper underneath on the dotted line that is running
under the back of the bus, crease it gently with your fingers.
4. Unfold the paper and turn it lengthwise in front of you with the
the doors closest to your belly.
5. Fold the paper underneath on the dotted line that is running
under the side wheels, crease it gently with your fingers.
6. Turn the bus around and fold the paper underneath on the
dotted line that is running under the side wheels on the last
side of the bus.
7. Unfold all sides and turn paper right side down, can you see
the crease lines that make a rectangle? Can you see the 4
squares in the corners?
8. Choose a square to start with, touch the corners that are at the
roof of the bus. Pull them up gently together, can you see the
sides of the bus now? When the corners touch, that square
turned into a cone. Did you find it?
9. Fold that piece that is sticking into the center along the dotted
line. Put a piece of tape across the top of the bus where the
triangle is. Now the bus has 2 sides.
10.Now see if you can finish the other 3 sides, if you need help
ask a friend or I'll come over and help.
5. (Allow the children some exploration time with their bus and the
unifix cubes.) After your bus is ready you may take unifix cubes and
see how many fit in your bus. Is it different if cubes are sitting on
each others laps? How many layers can you stack up to the top of the
bus? Does your bus hold the same as the person's next to you?
6. During math centers: Now we are going to take our busses out and
play some story math, we're going for a ride so listen very carefully. I
may try to trick you by asking questions in a different way sometimes.
We'll be following the direction that the dice tell us to do and you'll be

filling up the bus with unifix cubes and recording the answer on the
Mathematical Montgomery Bus Recording Page.
7. There is always a bus driver on the bus. At the first stop (roll dice)
__________ people get on the bus. How many people are on the bus
now? Draw your answer in the square that says "Stop #1". Write the
number in the blank space in the sentence '______ people are on the
bus'.
8. At the second stop (roll dice) __________ people get on the bus. How
many RIDERS are on the bus? Did I trick you? Record how many
people are on the bus now.
9. (I will continue asking questions progressing to using one die for # of
people getting off and one die for # of new people getting on after the
bus fills up. K children can draw their recordings, 1st grade can begin
by drawing their recordings and filling in the sentence and then write
the equations. 2nd grade can write the equations. An extension for
2nd grade is to have "people with their babies" get on who will sit on
their lap, and thus the cubes will be stacked.)
Grouping Strategies

Differentiated
Instruction

Whole group for the introduction and building of the bus, so we can
share all of understandings

During math centers students are working in small homogeneous

groups

For English Learners and those who are below reading grade level

Model how to complete the activities

Think-pair-share responses to questions
Give ample wait time
Have a vocabulary word bank in both English and Spanish
Pair students heterogeneously for language practice

Our class behavior system praises appropriate behaviors, so I will be

implementing that. Showering them with positive praise and giving them time
to move their bodies around is how I differentiate for their behaviors.

RUBRIC FOR ASSESSMENT

Copy of Rubric:

Description of Rubric:
The students informal writing assessment was scored with a 4 point rubric. The rubric
describes if the students acknowledged Martin Luther King Jrs dream, the main idea of the I
Have a Dream Speech, and their own dream for America that makes sense and connects to
citizenship. The rubric also describes if the students used appropriate punctuation, capitalization
and complete sentences.

To obtain a score of 4, the sentences should illustrate all or most of the following the
main idea of Dr. Kings speech is focused and clearly identified; a personal dream for America
that makes sense and directly correlates to good citizenship is stated; all sentences are complete
with appropriate capitalization and punctuation.
To obtain a score of 3, the sentences should illustrate all or most of the following: the
main idea of Dr. Kings speech is defined; a personal dream for America that makes sense and
indirectly correlates to good citizenship is stated; sentences start and end with correct
capitalization and punctuation.
To obtain a score of 2, the sentences should illustrate all or most of the following: the
main idea of Dr. Kings speech is defined generally; attempts of stating a personal dream vaguely
correlate to someone beyond themselves; sentences show some use of capitalization and
punctuation.
To obtain a score of 1, the sentences should illustrate all or most of the following: the
main idea of Dr. Kings speech is not stated clearly; no personal dream for America is evident, if
it is it does not makes sense, or correlates only to themselves; limited use of appropriate
capitalization and punctuation; lacks coherence; and the vocabulary is limited.
It is not common for me to assign the exact assessment to the entire class. While grading
this assessment, I had to keep in mind each students grade and development level, as well as
their individual modifications due to their Individualized Education Program. I expected every
student to know who Martin Luther King Jr. was, as well as the concept of a dream and a good
citizen. For my three second grade students, I expected them to start every sentence with a

capital letter and end it with the correct punctuation mark. For my advanced students, I expected
them to know that the main idea of the speech was equality for all. I expected the rest of the class
to identify that he wanted all people to get along with each other.
**The following are a few student work samples**
Student 1 (2nd)

Student 2 (1st)

Student 3 (K)

Student 4 (2nd)

Student 5 (2nd)

RESOURCES

Childrens Books
Happy Birthday, Martin Luther King
by Jean Marzollo, J. Brian Pinkney Scholastic Incorporated Paperback 32 pages ISBN
0439782244
Let the Scholastic Bookshelf be your guide through the whole range of your child's
experiences: laugh with them, learn with them, read with them! Sixteen best-selling titles
available now! Category: Biography This book is beautifully-rendered study of Martin
Luther King Jr.'s life, told in simple, straightforward language for even the youngest of
readers to understand. Pinkney's scratchboard and oil pastel illustrations convey both the
strength and gentleness of King's character. Both text and art carry his central message of
peace and brotherhood among all people.
Martin's Big Words: The Life of Dr. Martin Luther King, Jr.
by Doreen Rappaport Hyperion Book CH Paperback 40 pages ISBN 1423106350
This picture-book biography is an excellent and accessible introduction for young readers
to learn about one of the worlds most influential leaders, Dr. Martin Luther King, Jr.
Doreen Rappaport weaves the immortal words of Dr. King into a captivating narrative to
tell the story of his life. With stunning art by acclaimed illustrator Bryan Collier, Martins
Big Words is an unforgettable portrait of a man whose dream changed Americaand the
worldforever.
Martin Luther King, Jr. Day
by Linda Lowery, Hetty Mitchell Live Oak Media Sound_recording 56 pages ISBN
1575057093
Illustrated by Hetty Mitchell. Martin Luther King Jr. grew up believing that black and
white people should be treated as equals. He preached the value of using nonviolent
protest to promote change. His courage and determination made him one of the most
beloved and influential civil rights leaders in American history. In 1986, his birthday
became a national holiday in America. Celebrated on the third Monday of every January,
Martin Luther King Jr. Day reminds people everywhere that they can live King's dream
of love, peace and unity every day. less
My Brother Martin: A Sister Remembers Growing Up with the Rev. Dr. Martin Luther King
Jr.
by Christine King Farris Aladdin Paperback 40 pages ISBN 0689843887
"Mother Dear, one day I'm going to turn this world upside down." Long before he
became a world-famous dreamer, Martin Luther King Jr. was a little boy who played
jokes and practiced the piano and made friends without considering race. But growing up

in the segregated south of the 1930s taught young Martin a bitter lesson -- little white
children and little black children were not to play with one another. Martin decided then
Young Martin Luther King, Jr: "I Have a Dream"
by Joanne Mattern Troll Associates Paperback 32 pages ISBN 0816725454
Especially for beginning readers, this biography series has large, colorful illustrations and
easy-to-read texts, focusing on the childhood years of famous men and women.
and there that something had to be done. And so he began the journey that would change
the course of American history
A Picture Book of Martin Luther King, Jr
by David A. Adler, Robert Casilla Holiday House Paperback 32 pages ISBN 0823408477
A brief, illustrated, biography of the Baptist minister and civil rights leader whose
philosophy and practice of nonviolent civil disobedience helped American blacks win
many battles for equal rights.

Websites
My brother martin lesson plan
http://www.readwritethink.org/classroom-resources/lesson-plans/martin-luther-king-identifying257.html?tab=3#tabs
http://en.wikipedia.org/wiki/Assassination_of_Martin_Luther_King,_Jr.
Timeline
http://www2.lhric.org/pocantico/taverna/98/2.htm
Brain pop
https://jr.brainpop.com/socialstudies/biographies/martinlutherkingjr/
https://jr.brainpop.com/socialstudies/biographies/rosaparks/
Virtual Field Trip
http://www.nps.gov/features/malu/feat0001/BirthHomeTour/
http://edtech2.boisestate.edu/croninv/502/virtual_field_trip/virtual_fieldtrip.Html

Lesson Materials

1 Egg for each child, use both brown and white eggs
2-3 Electric Skillets and spatulas
2-3 Egg whisks
Butter

Salt
Pepper
Paper plates
Plastic Forks
2-3 Large Glass bowls
Observation record sheet
Markers to record results
Chart paper
Vocabulary word bank
1 Montgomery bus printable for each child
Crayons, markers or colored pencils
Scotch tape
Unifix cubes
Mathematical Montgomery Bus
Mathematical Montgomery Bus Recording page -(1st grade can begin with K-1and the
next day use 1-2, 2nd grade can begin with 1-2 and progress to 2-3 where they can show
all their own equations.)
Pencils or markers
I have a dream writing assessment
construction paper
art supplies
cut-able pictures of MLK
Special treat
Computer and projector

REFLECTION

Since I teach a kindergarten through second grade special day class, with a wide range of
ability levels, the majority of this unit was taught in small homogenous groups. This grouping
strategy made it easier to differentiate the content and delivery effectively. Students responded to
this set up well, since it fit into the normal routine of the class. Although the message was
ultimately reached, I found that I had difficulty connecting and clarifying how being a good
citizen connected to Dr. Kings dream and creating our own dreams. I feel this was a product of
poor planning on my part. I knew that I wanted the students to study and make these
connections, but I didnt make a clear plan before implementation, therefore the students didnt
have proper expectations. I will be much better prepared the next time I teach this lesson.
Despite the shortfalls, there was much success with this unit. The students in my class
have been expelled from at least two schools and/or special programs because of their emotional
and behavioral disabilities. They are familiar with being academically neglected and learning
something along the way. That is why it is important for me to build a community where they
feel included and can see themselves as agents of change in their own lives. Teaching a civil
rights unit was significant in this process.
Dr. Kings life is a great example of how a boy who experienced acts of injustice could
grow up and attempt to bridge people together. As my class learned more about who Martin
Luther King Jr. was and what he stood for, they started to see themselves in him. The first
connection they made to Dr. King was to the time in his childhood when he could no longer play
with his Caucasian friend because his friends father had forbidden it. All of the students in my

class have had moments in their short lives when someone was not allowed to associate with
them anymore because of their families, background, and/or disability. It was very surprising for
me to watch them discover this connection.
As we began to study the I Have a Dream speech, the students quickly connected their
previous knowledge of his childhood to the part of the speech where he says, 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. Although he is clearly talking about his
own children, my students saw that he did not want his own children or any children (themselves
included) to feel what he felt as a child. However, since they have felt discriminated against at
some point in their lives they felt the need to do something. That is why the class created a video
about who Dr. King was and the video reflected on how we should all get along the way Dr.
King wanted us to.
I became a teacher for moments like these. When I first created this unit, I was afraid the
content and meaning would be too difficult to grasp and go over their heads. I was pleasantly
surprised that the learning meant something to them. They took the information and made it their
own. To me, this is what all teaching and learning experiences should be, hands-on, engaging,
student centered and student guided. Not only did my students share their video to other classes
on campus, they still reference the concepts on the playground when someone is left out. For
students with emotional disturbance, this is a big deal!