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Would this be a topic that you would have to run by your administration to teach inside the classroom?

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How would I teach this topic in a future classroom?

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How would I teach this topic in a future classroom?

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I would start teaching this lesson by having students walk into a classroom with a video playing of the people rallying for change, there would be small picket signs around the classroom and an audio recording of Martin Luther King Jr's speech would be playing. I would ask the students to point out anything that they notice. I would then go on to introduce MLK  Jr. himself, his background, history, what he believed in. I would play the speech "I have a dream..." We would then go on to writing our own "I have a dream..." speech. Students would be given a piece of paper with the writing prompt on it, and students would have to choose an idea that they are passionate about and being writing what they would want to future to look like.

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Susan B. Anthony was an activist in the 1848 Seneca Falls, NY women's rights convention.
W.E.B. Du Bois organized the Niagara Movement which turned into the National Association for the Advancement of Colored People (NAACP).
Fanny Jackson Coppin opened a night school for freed slaves and was the second African American to graduate from Oberlin College in the 1860's.
More than 200,000 people attended Martin Luther King Jr's speech on August 28, 1963 for jobs and freedom.
The Civil Rights Act of 1964 signed by President Lyndon Johnson was signed after the speech.

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https://www.pbs.org/wgbh/americanexperience/features/1900-activists-educators/
https://naacp.org/find-resources/history-explained/1963-march-washington#:~:text=It%20didn't%20take%20long,Civil%20Rights%20Act%20of%201964.

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Susan B. Anthony
The daughter of Quaker abolitionists, Susan Brownell Anthony (1820-1906) left her teaching career in 1849 to join her family's work in the abolition and temperance movements. In 1851, Anthony met Elizabeth Cady Stanton, co-organizer of the 1848 Seneca Falls, NY women's rights convention, and joined forces with her to promote the women's movement, temperance, and abolition. The following year, Anthony formed the first temperance group organized by and for women after an existing temperance organization refused women equal rights in the movement. Anthony's work resulted in passage of the 1860 Married Women's Property Act in New York, which became a model for women's property laws in other states. The antislavery movement took all of Anthony's energies during the Civil War, but she returned to the question of women's suffrage after the Fourteenth and Fifteenth Amendments granted equal rights to African Americans and voting rights to all citizens, but not to women. She formed the Women's Suffrage Association in 1869 and was arrested in 1872 along with 12 other women for voting in the presidential election. Although a constitutional amendment granting voting rights to women was presented to Congress each year from 1878, women's suffrage did not become a reality until 14 years after Anthony's death.

Clara Barton
Clara Barton (1821-1912) began her career as an educator, founding one of New Jersey's first public schools, from which she resigned after a male teacher was given the school's highest position. Barton became one of the first appointed female civil servants when she earned a clerkship in the Patent Office in 1854. During the Civil War, Barton distributed supplies by mule team, nursed wounded soldiers, and organized hospitals. During a visit to Switzerland in 1868 to recuperate from overwork and exhaustion, Barton discovered the International Committee of the Red Cross. Her effort to organize a chapter in her own country took five years, until 1881, and she served as president of the American Association of the Red Cross until 1904. In her 70s, Barton returned to nursing to care for soldiers in the Spanish-American War.

W.E.B Du Bois
In the opinion of W.E. Burghardt Du Bois, most African Americans in 1900 were "still serfs bound to the soil or house servants." The Harvard-educated professor of economics, history, and sociology was not content with the gradualism of Booker T. Washington's approach toward racial equality. In Du Bois's opinion, such accommodation to the status quo would lead only to further "humiliation and inferiority" for African Americans. His opinions regarding the unjust plight of African Americans were solidified when he witnessed the brutal burning of an African American man named Sam Hose who was accused of killing his boss over money. The sheer brutality of the act-Hose's charred knucklebones were later displayed by a local drugstore-made clear in Du Bois's mind that African Americans would gain equality only through radical measures. He turned down a position at Booker T. Washington's Tuskegee Institute, and went on to help organize the Niagara Movement, out of which grew the National Association for the Advancement of Colored People (NAACP). Du Bois, frustrated with the progress of civil rights in the US, emigrated to Ghana in 1962 and renounced his American citizenship.

Zitkala-Sa (Gertrude Simmons Bonnin)
Among the contingent of Americans performing at the Paris Exposition in 1900 was Gertrude Simmons Bonnin. Bonnin performed as a violin soloist with the Carlisle Indian Band of Carlisle, Pennsylvania. Bonnin, who would later adopt the Sioux tribal name of Zitkala-Sa, was familiar with the objectives of eastern "Indian" schools like the one in Carlisle. She herself had attended White's Indiana Manual Labor Institute in Wabash, Indiana. The daughter of a full-blooded Sioux mother and a white father she never knew, Zitkala-Sa turned what she called a "miserable state of cultural dislocation" into a prize-winning speech, "The School Days of an Indian Girl."

Initially drawn to the world of literature, Zitkala-Sa decided to instead devote her life to working on behalf of and educating Native Americans. In 1916 she was elected secretary of the Society of the American Indian and went on to edit the American Indian Magazine. Laboring in defense of "Indian citizenship, employment of Indians in the Bureau of Indian Affairs, equitable settlement of tribal land claims, and stabilization of laws relating to Indians," Zitkala-Sa founded the National Council of American Indians in 1926.

Nannie Helen Burroughs
Nannie Helen Burroughs (1879-1961) attended public schools in Washington, DC, where she was influenced by teachers such as Mary Church Terrell. Her lifelong goals were to empower women within the Baptist Church and to organize a training school for women and girls. Her impassioned oration, "How the Sisters Are Hindered from Helping," delivered at the 1900 National Baptist Convention (NBC), was instrumental in establishing the Women's Convention Auxiliary to the NBC, the largest black women's organization in America at that time. The Women's Convention elected Burroughs its corresponding secretary every year from 1900 to 1948, and she was president of the organization from 1948 until her death. Burroughs was also an outspoken foe of lynching and segregation, and tirelessly promoted women's suffrage. After passage of the 19th Amendment, Burroughs formed the National League of Republican Colored Women and worked to mobilize African American women politically.

Fanny Jackson Coppin
Fanny Jackson Coppin (1837-1913) was born into slavery in Washington, DC; an aunt purchased her freedom in early childhood. Determined to get an education, she used money earned as a domestic servant to pay a tutor, and later attended public schools. She hoped to become a teacher, and work to make education available to all black Americans. As a student at Oberlin College in the 1860s, Coppin established an evening school for freed slaves, and was the second African American woman to graduate from the college. Coppin took a position as principal of the female department at the Institute for Colored Youth, a Quaker academy in Philadelphia, where she was later promoted to principal of the school--the highest educational appointment held by a black woman at that time. Coppin anticipated Booker T. Washington's call for vocational training for African Americans, establishing an industrial department at the Institute in the 1880s. This first trade school for African Americans in Philadelphia was an immediate success and had a waiting list for admission throughout its existence. In poor health, Coppin retired as principal in 1902. Coppin State College in Baltimore is named in her honor.

Charles Alexander Eastman
Charles Alexander Eastman (1858-1939), or Ohiyesa ("victor"), was born to a Sioux father and a mixed-blood mother on a Santee Sioux reservation in Minnesota. According to the philosophy of the time, Eastman received his education among whites, attending preparatory school and then Dartmouth College, and later graduating from medical school. He became an agency physician for the Indian Health Service and worked on the Pine Ridge Reservation in South Dakota, where he cared for the wounded after the US Army's 1890 attack on Lakota chief Big Foot's band at Wounded Knee. Eastman moved to Washington, DC, in the late 1890s and lobbied the government on behalf of the Santee Sioux. He then held a succession of government positions; President Roosevelt assigned him in 1903 to revise the allotment of tribal lands and to assign the Sioux family names to protect their land titles. Author of the autobiographical Indian Boyhood (1902), Eastman helped to found the Boy Scouts of America in 1910.

Frances Benjamin Johnson
Photography was all the rage in 1900. Advances in the process allowed everyday people the chance to create and be part of photographs. Journalism, too, was transformed by the addition of photographic pictures that accompanied text. In 1900, 36-year-old Frances Benjamin Johnson stood at the forefront of the burgeoning field of photojournalism. Trained in France as a painter and illustrator, Benjamin Johnson embraced photography, calling it a "more accurate medium." Her skill as a photographer put her in demand among the well-known and the well-to-do. Presidents, socialites, and captains of commerce gladly sat for her. But Frances Benjamin Johnson was not content to merely capture the poses of the high and mighty. When she turned her camera on the lives of ordinary people-factory workers, farmers, coal miners, African American students-her lens revealed personal stories rich with meaning and hope. All the world observed the power of her still images when her collection of photographs depicting progress in the lives of African Americans since Emancipation, commissioned by Thomas J. Calloway, was displayed at the Paris Exposition of 1900.

Jacob Riis
Jacob "Jake" Riis, the Danish-born journalist and photographer, was among the most dedicated advocates for America's oppressed, exploited, and downtrodden. Riis's 1890 book, How the Other Half Lives, documented through word and image the lives of those who lived in New York's slums in a brutal, uncensored fashion. Among those moved by Riis's reportage was Theodore Roosevelt, then New York police commissioner. Alerted to the inhumane conditions endured by many of New York's inhabitants, Theodore Roosevelt accompanied Riis on his rounds of tenement houses and back alleys. Roosevelt grew to consider Riis "the most useful citizen in America."

By 1900, Riis's mission began to yield results: city water was purified, incidences of yellow fever, smallpox, and cholera were waning, and efforts to establish child labor laws were underway. Still, Riis was realistic about how far the "haves" would go toward helping the "have-nots." Reflecting on the prospect of charging a small tax on tenement owners to fund the hiring of additional sanitation inspectors, Riis concluded, "The delicate task is to propose (a tax) that will do the least violence to the Anglo-Saxon reverence for property."

Mary Church Terrell
Mary Church Terrell (1863-1954) was born in Memphis, Tennessee, and educated in Ohio and, later, in Europe. She graduated from Oberlin College in 1884 (later completing a master's degree), and taught at a college in Ohio and at a high school in Washington, DC. Leaving the field of education after her marriage in 1891, Terrell re-entered public life after a close friend in Memphis was lynched. Together with Frederick Douglass, Terrell met with President Harrison to urge his condemnation of racial violence; the president made no public statement on the issue. Terrell used her three-term presidency, which began in 1896, of the National Association of Colored Women to fight for equal rights for women, especially African Americans, and to promote women's suffrage. The District of Columbia appointed Terrell to its school board in 1895, and she served for a total of 12 years. As part of a group protesting segregation in Washington, DC, Terrell won a lawsuit against the District in 1953 that set in motion the desegregation of the capitol.

Booker T. Washington
Booker Taliaferro Washington was born a slave on a Virginia plantation in 1856. Following Emancipation, he labored by day as a coal miner in West Virginia while still a child. At night, he was taught by a local teacher to read and write. His intellectual gifts made themselves apparent at a young age. He was not exposed to a formal education, however, until he attended college at the Hampton, Virginia Normal and Agricultural Institute, working his way through as a janitor. Washington developed a philosophy of personal development rooted in hard work, moral righteousness, and practical knowledge. By 1900, he was among the nation's best known and most highly respected African American orators and educators. His efforts on behalf of the Tuskegee Institute, a vocational training school for African Americans, saw the school grow from a run-down shanty with next to no enrollment to one with 1,500 students and a $2 million endowment.

Washington's moderate-some would say conciliatory-stance toward race relations was predicated upon the notion that African Americans were better off working within the system presented to them. In 1895, speaking at the Cotton States and International Exposition in Atlanta, he said, "The wisest among my race understand that the agitation of questions of social equality is the extremest folly." By 1900, some within the African American community, especially W.E.B. Du Bois, were expressing the opinion that Washington's former statements had given license to continued patterns of racial segregation and discrimination. Washington, himself, expressed deep disappointment around 1900 at efforts aimed at preventing African Americans from exercising their right to vote.

Paul Laurence Dunbar
On the morning of his 24th birthday, the poetry of Paul Dunbar was the subject of a review written by literary critic William Dean Howells in Harper's Weekly. The review read, in part, "In more than one piece he has produced a work of art." The review also noted that Dunbar was the African American son of former slaves. To many who had read and admired Dunbar's lyrical and penetrating poems the fact that his skin was black came as something of a revelation. W.E.B. Du Bois, then a young classics professor at Wilberforce University, later recounted how he was "astonished to find that he (Dunbar) was a Negro." Dunbar was graced with the literary skills to be able to write in a voice that defied compartmentalization. His poetry straddled the line between what was considered "white English" and "black dialect." His admirers crossed all barriers of color also. In 1900, he was one of the most sought after speakers in the nation. Having recently returned from the mountains of Colorado to the Washington, DC home he shared with his wife and mother, Dunbar was looking forward to the heavy workload he faced in the spring of 1900. He had journeyed to the mountains seeking relief from the tuberculosis that had plagued him for much of his life.

Dunbar began writing while he was an elevator operator in the late 1890's. The publication of his first collection of poems cost him $125 of his hard-earned money, but brought him to the attention of admiring readers and editors. His public readings combined elements of high art and bluesy chorus, often resulting in whole audiences reciting his works aloud. While some tried to pigeonhole his work and identity, Dunbar displayed no interest in this preoccupation. Secure in his identity as an African American artist, Dunbar observed, "It is one of the peculiar phases of Anglo-Saxon conceit to refuse to believe that every black man does not want to be white."

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Notable People: Activists, Writers and Educators | American Experience | PBS

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Susan B. Anthony The daughter of Quaker abolitionists, Susan Brownell Anthony (1820-1906) left her teaching career in 1849 to join her family's work in the abolition and temperance movements. In 1851, Anthony met Elizabeth Cady Stanton, co-organizer of the 1848 Seneca Falls, NY women's rights convention, and joined forces with her to promote the women's movement, temperance, and abolition.

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 What is the topic? Why did you chose it?

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 What is the topic? Why did you chose it?

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I chose this topic because in today's world knowing that you have the power to stand up for what you believe in and that you have a voice is so important. I went deeper and chose more around the MLK movement because I think we need now more than ever peace and equality and we have come so far and I have such high hopes for our generation and the diverse minds we are raising and teaching that one day we will be able to fulfill MLKs dream.

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It connects to social justice because activist are fighting to have their human rights and freedom respected. They are hoping to be treated equally amongst everyone no matter the race, gender, background, class, sexual orientation, etc.

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Students will listen to an activism poem about bullying. They will then go onto write about what they can do to use their voices about bullying within their schools. How can they prevent it? What can they do? What does it look like?

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Students analyse a spoken word poem about bullying and consider how they might use their voices to call attention to injustice in their schools or communities.

This resource is intended for educators in the United Kingdom.

Democracy & Civic Engagement

Using the strategies from Facing History is almost like an awakening.

- Claudia Bautista, Santa Monica, Calif

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Students analyse a spoken word poem about bullying and consider how they might use their voices to call attention to injustice in their schools or communities. This resource is intended for educators in the United Kingdom. Democracy & Civic Engagement Using the strategies from Facing History is almost like an awakening.

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Displaying a KWL chart to ask students what they know, what they want to know and continue with reading a story about MLK and completing an activity. Read Martin's Big Words stopping to answer questions or listen to statements that the students may have while reading. Worksheet will include students writing down a dream or wish that they have for the world.

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Students will have a to find a topic they are passionate about (ie: bullying, littering, equality, etc.) and write what they are speaking for. They will then have to come up with one solution to solve the problem at hand. Draw a picture of them partaking in their activist role!

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Start students on the path to activism with this writing activity. After reading "The Lorax", students choose their own cause to speak for. Students can illustrate and write about their illustration using one of the two versions of the activity. For pre-writers or English Language Learners (ESL/ELL), choose the option with a larger box for drawing and fewer lines and have them label as much as they can.
Perfect for Read Across America week/Dr. Seuss's birthday!
Brainstorm a list of causes to "speak for" with your students first to get the ideas flowing.

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Start students on the path to activism with this writing activity. After reading "The Lorax", students choose their own cause to speak for. Students can illustrate and write about their illustration using one of the two versions of the activity. For pre-writers or English Language Learners (ESL/ELL)...

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A newspaper in Main had published an edited version of the MLK Jr's "I Have a Dream..." speech and offered an apology. They had posted a white washed version of the speech completely missing the message of being a voice for equality, freedom, and justice. King's daughter, Bernice King, had made a statement about about distorting her father's words and dreams said she would fight to keep it that way.

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Maine newspaper apologizes for truncated ‘I Have A Dream’ speech

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The paper was criticized for “whitewashing” the address

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New York Times article from August 29, 1963 about the MLK "I Have a Dream" speech and the effects on the community. Impressing politicians in Washington between the force of numbers from church to theatre and the aliveness he had brought out. Demanding equality and fighting towards discrimination was only the beginning of finding peace and gave hopes to many negroes.

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Interviews with people who were children/teenagers during an activist period and what influenced them and their experience. Most were influenced by hearing of their parents activism and encouragement to fight for what they believed in. Some were influenced by their church's and say they didn't understand what the topic was but the passion in the way they spoke about the subject helped them understand how powerful and important it was to join the movement of their time.

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At its height in the 1960s, the Civil Rights Movement drew children, teenagers, and young adults into a maelstrom of meetings, marches, violence, and in some cases, imprisonment. Why did so many young people decide to become activists for social justice? Joyce Ladner answers this question in her interview with the Civil Rights History Project, pointing to the strong support of her elders in shaping her future path: "The Movement was the most exciting thing that one could engage in. I often say that, in fact, I coined the term, the 'Emmett Till generation.' I said that there was no more exciting time to have been born at the time and the place and to the parents that movement, young movement, people were born to... I remember so clearly Uncle Archie who was in World War I, went to France, and he always told us, 'Your generation is going to change things.'"

Several activists interviewed for the Civil Rights History Project were in elementary school when they joined the movement. Freeman Hrabowski was 12 years old when he was inspired to march in the Birmingham Children's Crusade of 1963. While sitting in the back of church one Sunday, his ears perked up when he heard a man speak about a march for integrated schools. A math geek, Hrabowski was excited about the possibility of competing academically with white children. While spending many days in prison after he was arrested at the march, photographs of police and dogs attacking the children drew nationwide attention. Hrabowski remembers that at the prison, Dr. King told him and the other children, "What you do this day will have an impact on children yet unborn." He continues, "I'll never forget that. I didn't even understand it, but I knew it was powerful, powerful, very powerful." Hrabowski went on to become president of the University of Maryland, Baltimore County, where he has made extraordinary strides to support African American students who pursue math and science degrees.

As a child, Marilyn Luper Hildreth attended many meetings of the NAACP Youth Council in Oklahoma City because her mother, the veteran activist Clara Luper, was the leader of this group. She remembers, "We were having an NAACP Youth Council meeting, and I was eight years old at that time. That's how I can remember that I was not ten years old. And I - we were talking about our experiences and our negotiation - and I suggested, made a motion that we would go down to Katz Drug Store and just sit, just sit and sit until they served us." This protest led to the desegregation of the drug store's lunch counter in Oklahoma City. Mrs. Hildreth relates more stores about what it was like to grow up in a family that was constantly involved in the movement.

While some young people came into the movement by way of their parents' activism and their explicit encouragement, others had to make an abrupt and hard break in order to do so, with some even severing familial ties. Joan Trumpauer Mulholland was a young white girl from Arlington, Virginia, when she came to realize the hypocrisy of her segregated church in which she learned songs such as "Jesus loves the little children, red and yellow, black and white." When she left Duke University to join the movement, her mother, who had been raised in Georgia, "thought I had been sort of sucked up into a cult... it went against everything she had grown up and believed in. I can say that a little more generously now than I could have then." Phil Hutchings' father was a lifetime member of the NAACP, but couldn't support his son when he moved toward radicalism and Black Power in the late 1960s. Hutchings reflects on the way their different approaches to the struggle divided the two men, a common generational divide for many families who lived through those times: "He just couldn't go beyond a certain point. And we had gone beyond that... and the fact that his son was doing it... the first person in the family who had a chance to complete a college education. I dropped out of school for eleven years... He thought I was wasting my life. He said, 'Are you ... happy working for Mr. Castro?'"

Many college student activists sacrificed or postponed their formal education, but they were also picking up practical skills that would shape their later careers. Michael Thelwell remembers his time as a student activist with the Nonviolent Action Group, an organization never officially recognized by Howard University and a precursor to the Student Nonviolent Coordinating Committee (SNCC): "I don't think any of us got to Howard with any extensive training in radical political activism. By that I mean, how do you write a press conference [release]? How you get the attention of the press? How do you conduct a nonviolent protest? How do you deal with the police? How do you negotiate or maneuver around the administration? We didn't come with that experience." Thelwell's first job after he graduated from college was to work for SNCC in Washington, D.C., as a lobbyist.

Similar reflections about young people in the freedom struggle are available in other collections in the Library. One such compelling narrative can be found in the webcast of the 2009 Library of Congress lecture by journalist and movement activist, Tracy Sugarman, entitled, "We Had Sneakers, They Had Guns: The Kids Who Fought for Civil Rights in Mississippi." As is readily apparent from that lecture and the previous examples, drawn from the Civil Rights History Project collection, the movement completely transformed the lives of young activists. Many of them went on to great success as lawyers, professors, politicians, and leaders of their own communities and other social justice movements. They joined the struggle to not only shape their own futures, but to also open the possibilities of a more just world for the generations that came behind them.

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Youth in the Civil Rights Movement | Articles and Essays | Civil Rights History Project | Digital Collections | Library of Congress

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At its height in the 1960s, the Civil Rights Movement drew children, teenagers, and young adults into a maelstrom of meetings, marches, violence, and in some cases, imprisonment. Why did so many young people decide to become activists for social justice?

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The history of activism from the Boston Tea Party, Haitian Revolution, Nat Turner's Rebellion, Vietnam War protests, and others are examples of human's needing to make a choice to stand up for what they believe in and choose to be free from oppression and give themselves a voice. 1960's woman activists for Civil Rights and advocating for Equal Rights Amendments and how they marched under guidance of a few leaders. Today's protests for BLM, #MeToo and LGBTQ+ rights.

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Subjugation, inequality, revolution and protest have marked world history for thousands of years. And for thousands of years, human beings have fought oppression and subjugation - both violently and peacefully. History gives us examples of campaigns that both changed the geopolitical landscape to those that although unsuccessful, highlighted oppression. Spartacus' uprising, the Protestant Reformation, the Boston Tea Party, the Haitian Revolution, the Storming of the Bastille, Nat Turner's Rebellion, the Hungarian Revolution, Gandhi's Salt March, the Stonewall Riots, Vietnam war protests, Tiananmen Square, the anti- Apartheid movement are just a few examples of struggles throughout history that represent the human need to make their own choices, to be free from oppression in all forms as well as to be given a voice.

In the United States, peaceful activism has, for the large part, been the foundation of protest. And the primary focus of protest for almost 200 years was the oppression of rights for millions of people of color held in slavery and later denied equal rights; and the secondary status allowed to women. Coverture was legal in most states. This legal status meant that women could not vote, they could not own property and, by law, her assets were controlled by her husband. If divorced, the husband automatically was given custody of her children. While many women were teachers, other professions were closed to them until well into the 19 th century. In most states, for example, women could not practice law. There was no recourse because women were disenfranchised citizens who did not have the legal right to vote. Although women began agitating as early as the 1770s, it was not until 1848, the Women's Suffrage Movement began in Seneca Falls, NY. For the next 72 years, until the ratification of the 19 th Amendment in August 1920, women actively protested for suffrage.

Many of the early suffragists were also ardent abolitionists. Despite the ratification of the 14 th, 15 th, and 19 th Amendments, African American men and women were often denied the rights guaranteed to them by law. In the late 1950s into the 1960s, the Civil Rights movement characterized by peaceful protest and activism addressed the long overdue enforcement of laws.

In the 1960s women activists not only marched in support of Civil Rights, they once again fought for women's rights as they loudly advocated for passage of the Equal Rights Amendment. Across the nation farm workers protested under the guidance of Dolores Huerta and the UFWA. Protests against the Vietnam War were supported by both young women and men across the nation and became another defining mark of the 1960s-a decade of activism, protest, and change.

Today we see the echo of protest for change in such groups as Black Lives Matter, #Metoo, and the struggle for LGBTQ rights. Like activists for the last two centuries in America they seek respect through protest.

Questions to consider: What legacy did the example of over 70 years of peaceful protest and activism did the Suffrage Movement leave? Are the goals of Suffrage Movement echoed in 21 st century society?

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Subjugation, inequality, revolution and protest have marked world history for thousands of years. And for thousands of years, human beings have fought oppression and subjugation - both violently and peacefully. History gives us examples of campaigns that both changed the geopolitical landscape to those that although unsuccessful, highlighted oppression.

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Evans, S. (2016). We March. Square Fish.

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Evans, S. (2016). We March. Square Fish.

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1. What are they doing?
2. What time period could this be in?
3. What are they wearing?

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https://www.youtube.com/watch?v=Em2c6IZ64uc

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1. Who is the man in the photo?
2. Do you think that man is important?
3. What do their signs mean?

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The story "We March" by Shane Evans is about an African American family waking up before dawn preparing to go down and march to the Washington monument where Martin Luther King Jr. delivered his "I have a dream..." speech. They were activist for jobs and freedom and harmony.

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1. Where is this located?
2. Why do you think there are so many people?
3. What are they doing?

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Teaching students about how to stand up for themselves and fight for what they believe in can help them with any internal things that they could be battling. If they are being bullied, students may finally gain the courage to ask for help and tell someone that what is happening is wrong. Or if someone is dealing with any issues at home. Activism reaches very deep into the moral compass and we as teachers are here to help guide students through that.

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Who was Martin Luther King? The history about his upbringing being in the oldest Black fraternity at Morehouse college in Atlanta, GA. How his wife was also an activist and led to them settling down where he joined the Dexter Avenue Baptist church where he would begin his journey into fighting for black equality from meeting Rosa Parks and helping overcome the segregationist system. He helped encourage people to fight and show that being patient and waiting for time to undo the damage was resorting to "never".

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Martin Luther King, Jr: Crash Course Black American History #36