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1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 1963 1964 1965 1966 1967 1968

Martin Luther King Jr. is

assasinated at 6:01 on April 4 in

Memphis Tenn.

Dec. 1st.: Rosa Parks arrested in

Montgomery, AL for not ceding her seat to

a white. On the 5th the Montgomery bus

boycott started.

“I still believe that one day mankind will bow before the altars of God and be crowned triumphant over war and bloodshed, and nonviolent redemptive

goodwill will proclaim the rule of the land”.

Acceptance of Nobel Prize, Dec.

“I have a dream”

speech. Aug. 28.

COLOR CODE

Event in the life of MLK

Event related to MLK’s mission

Famous quotes and speeches

World events in the liberation struggle

1930Mahatma Gandhi’s Dandi march of the

salt.

1948 At 5-17 p.m. Gandhi shot dead on his way to

evening prayer ground at Birla House, New Delhi.

Dec. 1st. 1955: Rosa Parks arrested in

Montgomery, AL for not ceding her seat to

a white. On the 5th the Montgomery bus

boycott started.

Nelson Mandela enters politics by joining the African

National Congress in 1942.

Timeline

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MLK Jr. marries Coretta Scott, younger daughter of Obadiah and Bernice

McMurray Scott of Marion, Alabama on June

18

Dr. King entered Morehouse College at fifteen. "A Comparison of God in the Thinking of Paul Tillich and Henry

Wieman," was completed in 1955, and the Ph.D. degree was awarded on June 5.

“We must learn to meet hate with

love”. MLK after his house was

bombed on Jan. 30

Palo Alto, CA 94305 August 7, 2000

What Can I Do?

Events and Organizations in the Bay Area:

DoSomething.comBay Area Citizens Against Hate

Post an Event

What Are Other Bay Area Students Doing?Student Projects:Anderson Elementary’s Peace Quilt - 3rd and 4th graders at Anderson Elementary in San Jose put together a “Peace Quilt” celebrating the cultures of the world.

Civil Rights in America Web Portal - 11th grade students from Gunn High School, Palo Alto, have created a web portal with links to civil rights sites.

SUBMIT your own project!

What’s Up in the Bay Area?

OWNER SUES, SAYS RACISM SHUT HIS CLUB 08/07/2000, San Jose Mercury NewsA disgruntled nightclub owner has filed

a federal civil rights lawsuit against Redwood City charging that racist attitudes toward hundreds of young black and Latino patrons forced his hip-hop club out of an otherwise ho-hum downtown. More

CIVIL RIGHTS LEADERS CELEBRATION 08/06/2000, San Francisco ChronicleBay Area civil rights organizations from San Jose, Palo Alto and San Francisco are coming together to celebrate the lives of civil rights leaders. Exhibits on Martin Luther King, Jr., and Ghandi include original documents and photos donated from international archives.More

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Hangin’ Out at the Coffee HouseHangin’ Out at the Coffee House

ONLINEJ. SmithS. ChanD. JohnsonT. SinghC. JanisH. KimP. Williams

Sounds like a good idea!

CHAT ROOM

T. Singh: No, I didn’t now about that!

H. Kim: You’d be surprised howmany students don’t even knowwhat’s going on here in the bay area

D. Johnson: We should organizesome kind of activity where students can learn from eachother.

A Slice of Life: A Slice of Life: Historical Time MachineHistorical Time Machine

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Walk in the leaders’ shoes!Walk in the leaders’ shoes!

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Walk in the leaders’ shoes!Walk in the leaders’ shoes!

Whose birthday do you share?

Peer experiences

Influences

Oppression

Moments in Life

Martin Luther King Jr.

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Walk in the leaders’ shoes!Walk in the leaders’ shoes!

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Walk in the leaders’ shoes!Walk in the leaders’ shoes!

A Slice of Life: A Slice of Life: Historical Time Machine Historical Time Machine

(The virtual living room provides links to media and other features on (The virtual living room provides links to media and other features on the website)the website)

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Access to “Walk in a Leader’s Shoes”

Access to video clips

Access to newspaper

articles

Access to audio clips

Access to “Think Globally, Act Locally”

Access to “Kickin’ It

in the Coffeehouse”

Goals and MethodologyGoals• Engage students in current and historical liberation struggles.• Increase awareness of the universality of liberation struggles.• Motivate students to take social action.

Methodology Methods Who• Conducted student study Focus Group Ami and Amy

(www.stanford.edu/~amimehta)

• Determined major themes Brainstorming All

• Determined new features Brainstorming All

• Developed new features Brainstorming and prototyping All (in subteams)

• Created the site’s look and feel Pulled together the pieces Ami, Anuja, and Cathy

• Prepared the presentationDecker Communications style Ami, Amy, Anuja, Cathy, Salvadorand structured the script

Linking Past to PresentLearning Goals

Help Students:

•Make connections between historical events and events in their present day lives.

•See history as a continuous event instead of fossilized points in time.

•Understand that social change is possible by showing progress over the 20th century.

•Visualize how they can create a better future.

Description of Feature: A Slice of Life: Historical Time Machine

This feature gives students access to historical authentic materials through the concept of a virtual living room. We chose to place the time machine in the context of a living room because that is the place where many Americans access media to learn about current events. The living room also serves as the link to the website’s other pages.

How Students Will Use the Feature

Students use the timeline to visit virtual living rooms throughout the history of the 20th Century and the early 2000s. There will be a different living room (different webpages) for each decade. The media in the virtual living room will reflect the media commonly available in that time period. For example, in the 1930s living room, there will be a radio, but no television set.

The students click on the media icons in the living room to access authentic materials on Liberation struggles from that era. For example, clicking on the television set in the 1960s living room set provides streaming video of Martin Luther King Jr. giving his “I Had a Dream” speech.

Technical Considerations

•Audio clips

•Video clips, streaming video

Content

•Incorporate materials from the MLK archives

Link Global to Local

Learning goals:

1. Provide the student with an easy-to-use tool to learn about the relevant events of the Civil Rights Movement in the U.S. and the Liberation struggle around the world.

2. Allow the student to make connections between events that occurred in different places and times, providing them with a better understanding of the context of the Liberation struggle.

3. Increase awareness on the fact that the Liberation struggle continues everyday and everywhere.

 

Description of Feature: Think Globally, Act Locally

This features provides the user with the capability to work from a worldwide view of events to a more localized perspective in a specific geographical region and vice versa. The user then becomes able to contextualize global or local events. This is accomplished by providing the student with a graphic-intensive map where he can navigate and find relevant information for specific places and times. By combining the timeline with the global map, the student can easily see what is happening at a certain time in different parts of the world.

 

Link Global to LocalHow will students use this feature?

The “Think Globally, Act Locally” feature is supported by two functions: the timeline and the buttons distributed around the globe.

The user has the option to either click on a specific year or click on a specific city to obtain relevant information about the events happening there either at a specific date or in different dates.

Once the user clicks on a year or a city a color code appears, giving the user the option to select what he want to see:

• Events directly related to MLK’s mission.

• Event related to the Civil Rights Movement

• Quotations and outstanding speeches by MLK

• World events related to the Liberation struggle

 Once he/she clicks there, a dialogue box appears with the relevant information in the selected category. In some of the boxes there is the possibility of playing audio/video clips related to the specific event. A complementary option would be to present a summary of the main events (of any kind) that occurred in that year or place.

 A complementary function allows the user to click on a specific year in the timeline and the buttons of the cities where there were relevant events (on any or all of the categories) will light up.

 Media required

•Graphic-intensive display.

•Video clips.

•Audio clips.

 

Link Global to Local

Learning goals:

1. Allow students to find out about civil rights activities and issues in their own communities.

2. Motivate students to get involved in social action.

3. Increase awareness that the Liberation struggles continue everyday and everywhere. 

Description of Feature: Kickin’ It in the Coffeehouse

This features allows students to:

• Search local sources for news articles related to civil rights.

• Find out about local events related to civil rights.

• Submit and view local school or individual projects related to civil rights.

The main purpose of this feature is to increase awareness in the students on the universality of the liberation struggle In one page, students are presented options encompassing the international, national and local arenas. By finding out what’s going on currently in the user’s local area, the user will be able to see how global events affect their community and how he/she can participate in making a difference.

Link Global to Local

How is the feature to be used by students?In the “What’s Going On In My Area?” feature, the user enters their zip code and obtains access to a localized website. On this local site the user finds five sections all related to civil rights:

• “In Other Parts of the World” - International news/events• “National Headlines” - selected articles by MLK staff from both national and regional

papers• “What’s up in [the Bay Area]?” - Local news articles linked from local papers.• “What are other students up to?” - School or individual projects submitted by students

in the local area*• “What can I do?” - Local events in which students could potentially participate (links to

DoSomething.com).• “Where can I find more?” - A search engine for the entire archive of articles, events and

projects.

*Students will be encouraged to submit their school or individual projects for placement on their local site. Other local students viewing the site will recognize that peers from their own cities and even their own schools are concerned with civil rights issues.

Technical Considerations:• Identify and search international, national and local newspapers’ websites on a daily

(weekly?) basis • Build a search engine for the site• Allow students to submit projects electronically.

Learning GoalsHelp students Connect to leaders’ lives through

• Making common traits explicit between students and leaders• Understanding of the roots of leaders• Promotion of their own leadership spirit

Features that accomplish the goals: Walk in the leaders’ shoesThe three main features created are the common birthday, what peacemaker are you,and the toler-o-meter. These feature were chosen because they create a fun atmosphere in which students can relate to the lives of leaders.

Using the Features• Common birthdayStudents choose what month they were born in and are led to a page with the names of leaders who share that month for their birthday. In the page are moments from the leaders lives.• Toler-o-meterStudents answer quiz questions that will tally how tolerant they are at the end of the quiz• PeacemakerStudents are presented with scenarios and possible actions within the scenario. The actions were taken by certain leaders, so when the students finish the questionnaire, they are told what leader they are most similar to.

Content• Incorporate material from the MLK archives • Incorporate material from other websites regarding other leaders of the world

Personalizing Leaders

TOLER-O-METER

1. You go to your favorite restaurant with a bunch of friends and you notice that one of your pals is mistreating an employee on the base of his/her race for a mistake that the employee made. Do youa. Feel indifferentb. Disagree but do nothingc. Join your friend in the disputed. Disagree and publicly intervene in defense of the employee e. Privately tell your friend that his/her conduct was inappropriate

2. You come into the school’s cafeteria and by the time you are done with the line you notice there are only 2 seats available in tables where you do not know anyone. You want to seat. In order to choose where to seat, do youa. Think about the ethnic groups represented in those tables?b. Think about the gender composition?c. Think about whether the people in either table are “like you”?d. Leave the cafeteria?

3. You are with a group of classmates that you have just met. At the end on the meeting you ask for a ride and two people of your same gender but from different ethnic groups offer you a ride. Do youa. Ride with the first person that offered the ride?b. Ride with that person you consider to be more ethnically similar to you?c. Do not accept either offer?

4. When somebody makes a statement that contradicts some of your core values, do youa. Confront it offering an alternative view?b. Hear it and discard it?c. Do not say a word?d. Try to discredit it publicly?

What Type of Peacemaker Are You?

1. Where there is an unjust situation that has lasted for a long time with the complacency of the dominant party in your opinion, what is the best way to re-establish equality?a. Dialogue with the other party to try to come to equal terms?b. Do not dialogue with the party at all, but confront it with any mean necessary?c. Dialogue with the dominant party and only after they refuse to fix the situation confront it with any necessary means?d. Dialogue with the dominant party and only after they refuse to fix the situation confront it through passive resistance?

2. The best way to achieve equality is be:a. Empower the individual of the “weak” side.b. Teach individual act on “self-defense”c. Empower the “weak” group.d. Awaken the conscience of the larger society about injustice.

3. The ideal society to live in is a:a. Society where all persons are equal and part of a diverse society.b. Society where all persons are equal but belong to separate groups.c. Society with clearly defined lines between the ethnic groups.

Further ideas...

Headlines game

Students can go to a future living room (2010?) and a bulletin board appears asking them "What headline would you like to see written on a newspaper in the year 2010?" The student can then post a headline onto the bulletin board that can be looked at by other students. An archive of "headlines of the future can be formed.

This headline feature is designed to give students an opportunity to express their wishes and dreams for what kind of world they would like for the future. It creates a collaborative experience

Diverse living rooms

Why not visit other historical; figures by going to their own living room (or the equivalent) by clicking on the double doors of our main living room.

This would give students an simulated experience of other cultures and customs and about the ambiance in which other leaders have lived . It can also give students a perspective on how leaders and people from other countries view America’s liberation struggles.

Have MLK guide the tour

Instead of starting at our living room, we can start at MLK’s living room and have him (through audio) be our guide for the rest of our visit to the Web site.

This would give the students a sense of getting closer to the MLK figure, plus would make the web site more appealing and easy to use.

MARCHERS DENOUNCE NAACP BOYCOTT PUSHWashington Post

About a dozen protesters waved the Confederate flag outside the NAACP's national convention Sunday and defended the banner that the civil rights organization has deemed a symbol of slavery…. more

In Other Partsof the World

PLAN STIRS BATTLE ALONG CIVIL RIGHTS HIGHWAY USA Today

Plans are under way for a landfill near the highway where civil rights marchers demanded black suffrage and where Viola Liuzzo was slain by Ku Klux Klansmen after the 1965 march…. more

Where Can I Find More?

Search the archive for the following terms:

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