Social Studies LessonSocial Studies LessonED 629ED 629

Martin Luther King Jr.Martin Luther King Jr.

By: Abby NussbaumBy: Abby Nussbaum

Unit: Martin Luther King Unit: Martin Luther King Jr.Jr.

Grade level: 5Grade level: 5thth

Lesson: The biography Lesson: The biography of Martin Luther King Jr. of Martin Luther King Jr. used to reinforce used to reinforce understanding of fact understanding of fact and opinionand opinion

ObjectivesObjectives After reading a brief After reading a brief

biography of Martin biography of Martin Luther King Jr., Luther King Jr., students will be able students will be able correctly answer 8 out correctly answer 8 out of the 10 questions on of the 10 questions on a fact and opinion a fact and opinion worksheet.worksheet.

Materials NeededMaterials Needed Brief biography of Martin Luther King Jr.Brief biography of Martin Luther King Jr.

http://www.lucidcafe.com/library/96jan/kinghttp://www.lucidcafe.com/library/96jan/king.html .html

Martin Luther King fact and opinion Martin Luther King fact and opinion worksheetworksheet

http://www.educationworld.com/a_lesson/http://www.educationworld.com/a_lesson/TM/WS_MLK_248a.shtmlTM/WS_MLK_248a.shtml

Overhead projectorOverhead projector

Activity 1Activity 1

Explain to students that fact is something real Explain to students that fact is something real or true, and can be proved. Explain to them or true, and can be proved. Explain to them that an opinion is a belief or judgment that that an opinion is a belief or judgment that cannot be proved, and may or may not be true.cannot be proved, and may or may not be true.

Ask students to remember the story of The Ask students to remember the story of The Three Little Pigs.Three Little Pigs.

Write their statements on the Write their statements on the overhead projector.overhead projector.

Demonstrate how to make a Demonstrate how to make a T-chart with fact on one side T-chart with fact on one side and opinion on the other, and opinion on the other, then have the students, in then have the students, in groups of 4, make their own groups of 4, make their own charts.charts.

Then, go through each of the Then, go through each of the statements that were made statements that were made by the class, and ask them to by the class, and ask them to determine which is fact and determine which is fact and which is opinion.which is opinion.

Place each in the appropriate Place each in the appropriate column on the chart column on the chart (encourage students to do (encourage students to do the same).the same).

Tell the children that this Tell the children that this understanding of fact and understanding of fact and opinion will be applied to opinion will be applied to the article of the life of the article of the life of Martin Luther King Jr.Martin Luther King Jr.

Hand out copies of the Hand out copies of the brief biography of Martin brief biography of Martin Luther King to each Luther King to each group of students.group of students.

Read the piece aloud Read the piece aloud with the students.with the students.

Hand each group the fact Hand each group the fact and opinion worksheet and opinion worksheet and have them fill it out in and have them fill it out in their groups.their groups.

Unit: Martin Luther Unit: Martin Luther King Jr.King Jr.

Grade Level: 5Grade Level: 5thth

Lesson: Use a Lesson: Use a variety of sources to variety of sources to discover different discover different places that were places that were important in the life important in the life of Martin Luther of Martin Luther King Jr.King Jr.

ObjectivesObjectives

After reading two different sources about After reading two different sources about Martin Luther King Jr., students will be Martin Luther King Jr., students will be able to identify 3 different places that able to identify 3 different places that were important in the life of Martin Luther were important in the life of Martin Luther King and why.King and why.

Materials NeededMaterials Needed Two different sources of information on Two different sources of information on

Martin Luther KingMartin Luther King

http://www.lucidcafe.com/library/96jan/king.hhttp://www.lucidcafe.com/library/96jan/king.htmltml

http://http://www.infoplease.com/spot/mlkbiospot.htmlwww.infoplease.com/spot/mlkbiospot.html

A blank U.S. mapA blank U.S. map

http://www.abcteach.com/Maps/usa.htmhttp://www.abcteach.com/Maps/usa.htm Computer accessComputer access

Activity 2Activity 2 Hand out the two Hand out the two

biographies about Martin biographies about Martin Luther King to each Luther King to each student.student.

Read through one of Read through one of them together as a class.them together as a class.

Have the students read Have the students read the other article in pairs.the other article in pairs.

As a class, go over the As a class, go over the important places that important places that affected Martin Luther affected Martin Luther King’s life.King’s life.

Have students research Have students research Martin Luther King online Martin Luther King online (in pairs) and see if they (in pairs) and see if they can find other places can find other places important in his life.important in his life.

Have students place a Have students place a star sticker on each state star sticker on each state that was of importance that was of importance and label the city. and label the city.

Have them fill out a Have them fill out a separate key to the map, separate key to the map, telling why each place telling why each place was important to him.was important to him.

Have each pair of Have each pair of students tell the class students tell the class why each place they why each place they found was of found was of importance in Dr. importance in Dr. King’s life.King’s life.

Assessment will be Assessment will be given in the form of a given in the form of a test in which the test in which the students must match a students must match a place name with the place name with the importance it had in importance it had in Martin Luther King’s Martin Luther King’s life.life.

Unit: Martin Unit: Martin Luther King Jr.Luther King Jr.

Grade Level: 5Grade Level: 5thth

Lesson: Students Lesson: Students will use the will use the famous “I Have famous “I Have Dream” speech Dream” speech to create their to create their own speech own speech about their about their dreams in the dreams in the future.future.

ObjectivesObjectives

After reading and listening to Martin Luther After reading and listening to Martin Luther King’s “I Have a Dream” speech, students will King’s “I Have a Dream” speech, students will be able to list 3 of his wishes, and write their be able to list 3 of his wishes, and write their own “I Have a Dream” speech (including at own “I Have a Dream” speech (including at least 3 of their own wishes).least 3 of their own wishes).

Materials NeededMaterials Needed Recording of King’s “I Have a Dream” speechRecording of King’s “I Have a Dream” speech

http://http://www.history.com/media.do?actionwww.history.com/media.do?action==clip&idclip&id==mlk_i_have_a_dreammlk_i_have_a_dream

Copies of King’s “I Have a Dream” speechCopies of King’s “I Have a Dream” speech

http://http://www.usconstitution.net/dream.htmlwww.usconstitution.net/dream.html Copies of the “I Have a Dream Too!” worksheetCopies of the “I Have a Dream Too!” worksheet

http://web.archive.org/web/20060406142608/http://web.archive.org/web/20060406142608/http://library.thinkquest.org/10320/Starter.htmhttp://library.thinkquest.org/10320/Starter.htm

Activity 3Activity 3 Explain to students that Explain to students that

they are about to learn they are about to learn Martin Luther King’s Martin Luther King’s dream for his future dream for his future and tell them to begin and tell them to begin thinking about their thinking about their own dreams for the own dreams for the future.future.

Pass out copies of the Pass out copies of the printed “I Have a printed “I Have a Dream” speech to each Dream” speech to each student and have them student and have them follow along as you follow along as you play the audio version.play the audio version.

Discuss with the class Discuss with the class what kind of dreams what kind of dreams MLK had for the MLK had for the future, and why many future, and why many people consider this a people consider this a great speech.great speech.

Tell the students to Tell the students to think about their own think about their own dreams, pass out the dreams, pass out the “I Have a Dream Too” “I Have a Dream Too” worksheets and have worksheets and have the students complete the students complete them.them.

Unit: Martin Luther Unit: Martin Luther King Jr.King Jr.

Grade Level: 5Grade Level: 5thth

Lesson: Students will Lesson: Students will put events in the life put events in the life of MLK in of MLK in chronological orderchronological order

ObjectivesObjectives

Students will be able to identify and put in Students will be able to identify and put in a timeline, at least 5 important events in a timeline, at least 5 important events in the life of Martin Luther King Jr.the life of Martin Luther King Jr.

Materials NeededMaterials Needed

Access to a computer with internetAccess to a computer with internet Clothespins and Clothesline (or rope)Clothespins and Clothesline (or rope) Index cardsIndex cards TextbooksTextbooks

Activity 4Activity 4 Have students Have students

research individually, research individually, dates that were dates that were important in the life of important in the life of MLK, and record each MLK, and record each of these dates and of these dates and why they were why they were important on separate important on separate index cards (include index cards (include their name as well).their name as well).

Have students get in Have students get in groups of 3 and groups of 3 and discuss the events discuss the events they each found.they each found.

In their groups, In their groups, have students have students organize the events organize the events in chronological in chronological orderorder

Get the class back Get the class back together as a whole together as a whole and tell them King’s and tell them King’s birthday was on birthday was on January 15January 15thth 1929. 1929.

Ask each group if Ask each group if they had an event they had an event that happened in that happened in that year and collect that year and collect the cards the cards accordingly.accordingly.

Once you have Once you have collected all of the collected all of the index cards, hand index cards, hand one out to each one out to each student and have student and have them draw a picture them draw a picture to show that point in to show that point in MLK’s life.MLK’s life.

Attach the index card Attach the index card to each drawing and to each drawing and hang them on the hang them on the clothesline in clothesline in chronological order to chronological order to display their work!display their work!

Unit: Martin Unit: Martin Luther King Jr.Luther King Jr.

Grade Level: 5Grade Level: 5thth

Lesson: Lesson: Students will be Students will be able to correctly able to correctly use a checklist use a checklist to evaluate web to evaluate web resources for resources for bias.bias.

ObjectivesObjectives After reading two After reading two

different sources, different sources, students will be able students will be able to identify 3 bias’ in to identify 3 bias’ in the life of MLK.the life of MLK.

After reading two After reading two different sources, different sources, students will be able students will be able to correctly use a to correctly use a checklist to evaluate checklist to evaluate the Web content for the Web content for biasbias

Materials NeededMaterials Needed

Computers with internet accessComputers with internet access Copies of checklist for evaluating web Copies of checklist for evaluating web

resourcesresources

http://library.usm.maine.edu/research/http://library.usm.maine.edu/research/researchguides/webevaluating.htmlresearchguides/webevaluating.html

Activity 5Activity 5 In pairs, have students find In pairs, have students find

two sources online and two sources online and evaluate the web content evaluate the web content for bias.for bias.

Have students use the Have students use the checklist to help them in checklist to help them in evaluating the web evaluating the web content.content.

In order to assess, you In order to assess, you may want to have students may want to have students fill out an their own fill out an their own individual bias evaluation individual bias evaluation sheets as well.sheets as well.

ResourcesResources http://www.educationworld.com/a_lesson/0http://www.educationworld.com/a_lesson/0

2/lp248-01.shtml2/lp248-01.shtml http://www.educationworld.com/a_lesson/http://www.educationworld.com/a_lesson/

02/lp248-02.shtml02/lp248-02.shtml http://www.educationworld.com/a_lesson/http://www.educationworld.com/a_lesson/

02/lp248-04.shtml02/lp248-04.shtml http://www.educationworld.com/a_lesson/http://www.educationworld.com/a_lesson/

02/lp248-03.shtml02/lp248-03.shtml http://www.education-world.com/http://www.education-world.com/

a_lesson/02/lp248-05.shtmla_lesson/02/lp248-05.shtml