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This website hold a link to the video above. In this video, Kid Presidents talks about different ways people think they can change the world and how he believes the world can be changed - through love and kindness. This video gives ideas on how "little people" can make a change.
At the beginning of this unit, I would show this video to get the students thinking about change.
This website offers discussion points to share with students. One I would use, is "What does kindness mean? How can I show kindness at school, home and to the environment? How do I feel when someone is kind to me?" I would have students write this down to look back on throughout the lessons in order to see how their definition of kindness fits in with the change and kindness they see in the stories and people we discuss.
This link shares a matching activity on kindness that the students can complete to look back on later in the lessons as well (for the more visual learners).
This would be an opener to how, who, and why causes are fought for.
On the webpage, there is an additional resource option of a book titled Born to be Good by Dacher Keltner.

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In his latest book, Born to be Good, Dacher Keltner, director for the Berkeley Social Interaction Laboratory, states that our species has "remarkable tendencies toward kindness, play, generosity, reverence and self-sacrifice".

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Kid President - How To Change The World with Kindness

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Teaching kindness to children is part of the fourth National Health Education Standards: Students will demonstrate the ability to use interpersonal communications skills to enhance health and avoid or reduce health risks. Learning to be kind helps build a positive learning environment. Scientific studies prove that kindness has many physical, emotional, and mental health benefits.

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RI.2.1 Answer who and what, where questions to demonstrate understanding of details in a familiar text.
RI.2.2 Identify the main topic of text.

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PE.2.PR.4.1 Explain the value of working cooperatively in group settings.
PE.2.PR.4.2 Summarize the benefits of positive social interaction to make activities more enjoyable.
2.ICR.1.3 Explain why it is wrong to tease others.

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2.H.1.1 Summarize contributions of various women, indigenous, religious, racial, and other minority groups that have impacted American history.
2.H.1.2 Explain ways in which various historical events have shaped American history.

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Can children be change-makers?
How can children make a change?

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- Story Elements (characters, plot, problem, solution)
- Identify the main topic of the text (when reading about these historical figures and what they did)
- Writing - poetry on opinions of what these figures have done
- Sequence of events
- Inequality
- Discrimination
- Human Rights
- Identifying emotions
- Kindness
- Peace
- Conflict-Resolution

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- Suffrage
- Racial Injustices
- Volunteering
- Boycotting
- Protesting

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- What does it mean to "fight for a cause?"
- When can "fighting" be used in a good way?
- How does unfairness make me feel?
- What does fairness look like?

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- What does "equality" mean?
- What does "inequality" mean?
- What are rights?
- Who has rights?

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- What cause would you fight for?
- Was Martin Luther King Jr.'s speech moving/relevant?
- Who can fight for a change (famous people, anyone, smart people, etc.)? Why, why not?

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- How can you fight for a cause?
- Who can fight for a cause?
- Why would someone fight for a cause?
- What did Susan B. Anthony fight for?
- What did Martin Luther King Jr. fight for?
- What did Eleanor Roosevelt fight for?

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This video will give students a chance to see one of these historical figures in action.
They can see and hear what he is fighting for, who is there, what time period it was, how life was different, and more.
This will open conversations about the changes we have seen since then and if Dr. King's dream came true.

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I Have a Dream speech by Martin Luther King .Jr HD (subtitled)

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This short article will give students an insight into what Susan B. Anthony did. It includes links to other articles within it that open and give further insight to the context of her story.

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In the 1800s women in the United States fought to gain equal rights with men. One of the leaders of that movement was Susan B. Anthony.

Susan Brownell Anthony was born on February 15, 1820, in Adams, Massachusetts. When she was 6 years old her family moved to Battenville, New York. As a young woman she taught school.

In the 1850s Anthony became involved in both the temperance movement, which fought alcohol abuse, and the abolitionist movement, which sought to end slavery. She traveled widely, spoke at public meetings, and began to take an interest in women's issues.

At the time, women in the United States did not have the right to vote. To fight this injustice, Anthony and her friend Elizabeth Cady Stanton formed the National Woman Suffrage Association (NWSA) in 1869. "Suffrage" means the right to vote.

To draw attention to the struggle, Anthony tried to vote in the 1872 presidential election. She was arrested, but she refused to pay her fine. In 1890 the NWSA merged with another group to form the National American Woman Suffrage Association. Anthony was president from 1892 to 1900.

Susan B. Anthony died on March 13, 1906, in Rochester, New York. In 1920 the 19th Amendment to the U.S. Constitution gave voting rights to women in all states.

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In the 1800s women in the United States fought to gain equal rights with men. One of the leaders of that movement was Susan B. Anthony. Susan Brownell Anthony was born on...

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Students will collect images or artwork that they think shows diversity or social justice concerns they see. Students will combine these images to form a collage that voices the concerns or things they have noticed.

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Students will create a "self portrait" that includes everything they feel is important about themselves. This will not be a drawn or doodled self portrait but rather a collection of images and symbols that they feel describes who they are.
This activity will show students that there is much diversity just within our classroom. It also opens up the question of "do these differences mean we should learn or be treated differently?"

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Students will write a free verse poem that describes their opinion on one of the historical figures we talk about.
This gives students a chance to choose who and what they choose to write about, and opens the door to writing poetry.
The students will also be able to see what each historical figure discussed means to the other students around them. Why did we choose different figures? Why did they choose different causes? What stood out to us about each one? Do we see something new within our friends' poetry that we may not have noticed before?

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Students can read and/or listen to this book as a group.
Students will list the story elements (characters, setting, plot, problem, solution).
Students can put these story elements in a graphic organizer as a group or individually.
Students can discuss the emotions shown in words and illustrations in the book. This will guide students to think about emotions on different levels (what we show, what we say, and how it is described).
Discussions on the relationships Ruby forms (her teacher, the lack of friends at first, students who came back), how Ruby and her family fought for children of all races to be in the same classroom, infer what Ruby did after she graduated school.
**Follow-up book/read-aloud listed below**

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Ruby Bridges Goes to School: My True Story

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Ruby Bridges Goes to School: My True Story

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After discussions on the childrens inferences about what they think Ruby felt and did, we can read this second book written by Ruby Bridges herself.
This book goes into more detail on Ruby's feelings and her actions during and after school. It also goes into detail about her relationship with her teacher, Mrs. Henry.
As a class, we can discuss if our inferences were right or wrong. We can discuss her feelings and how she expressed her feelings in the moment and now that she is an adult.
We can discuss the positive relationship Ruby had with her teacher and how this helped her.
Students can create an anchor chart activity about their feelings and relationships in school to compare them to Ruby's experiences.

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RUBY BRIDGES: Mrs. Kim Reads Ruby Bridges Goes to School READ ALOUD)

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Through this biography (listed are fun facts, quotes, pictures, and an attached biography printout for the students), students will be able to learn about what and how Susan B. Anthony fought for change.
Students can receive their own copy of the biography or the biography can be displayed digitally for the class to follow along.
While we read the biography, students will be able to highlight or circle the most important things they find (accomplishments, relationships, education, etc). We can write these on the board and discuss the importance that Susan B. Anthony had in our history. We can also discuss our guesses on what things could be like if her cause was not fought for.

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Download this FREE Susan B. Anthony biography for kids! Find out Top 5 Susan B. Anthony facts, quotes, activity Packs & more!

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Students can listen or read along with the story.
During the story, students will infer how characters are feeling based on the illustrations (How do they feel? Why?). We will keep track of these descriptions on the board or an anchor chart to refer to later.
Once the reading is over, we will discuss the feelings of others and the causes and effects Rosa had on people's feelings as well as how she felt while fighting for her cause. Now that we know how and why people felt during the story, we will reread the story using "close reading" tactics to find the causes and effects throughout the book.
Check for understanding can be done during the close reading. Students will raise their hand when they hear a cause that will have an effect later in the story. When a student raises their hand, they will describe the cause and effect they found.

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I am Rosa Parks by Brad Meltzer | READ ALOUD

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(Teacher Resource)
This article shares the life of Dr. King with interesting facts like his shift in focus from peaceful protest for the lives of black citizens in America to focus also on the Vietnam war. He changed pace to focus on peace and equality.
This source and information can be used to discuss cause and effect with students.
"Dr. King was working for equality but realized that other people in the North were not as receptive. He chose to broaden his fight for a cause to include peace to rally more supporters and bring a bigger and better change."
This article shows different causes Dr. King fought for and how. It discusses hardships and successes he experienced through his work.

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Any number of historic moments in the civil-rights struggle have been used to identify Martin Luther King, Jr. - prime mover of the Montgomery bus boycott, keynote speaker at the March on Washington, youngest Nobel Peace Prize laureate. But in retrospect, single events are less important than the fact that King, and his policy of nonviolent protest, was the dominant force in the civil-rights movement during its decade of greatest achievement, from 1957 to 1968.

King was born Michael Luther King in Atlanta on Jan. 15, 1929 - one of the three children of Martin Luther King Sr., pastor of Ebenezer Baptist Church, and Alberta (Williams) King, a former schoolteacher. (He was renamed "Martin" when he was about 6 years old.)

After going to local grammar and high schools, King enrolled in Morehouse College in Atlanta in 1944. He wasn't planning to enter the ministry, but then he met Dr. Benjamin Mays, a scholar whose manner and bearing convinced him that a religious career could be intellectually satisfying as well. After receiving his bachelor's degree in 1948, King attended Crozer Theological Seminary in Chester, Pa., winning the Plafker Award as the outstanding student of the graduating class, and the J. Lewis Crozer Fellowship as well. King completed the coursework for his doctorate in 1953, and was granted the degree two years later upon completion of his dissertation.

Married by then, King returned South to become pastor of the Dexter Avenue Baptist Church in Montgomery, Ala. There, he made his first mark on the civil-rights movement, by mobilizing the black community during a 382-day boycott of the city's bus lines. King overcame arrest and other violent harassment, including the bombing of his home. Ultimately, the U.S. Supreme Court declared bus segregation unconstitutional.

A national hero and a civil-rights figure of growing importance, King summoned together a number of black leaders in 1957 and laid the groundwork for the organization now known as the Southern Christian Leadership Conference (SCLC). King was elected its president, and he soon began helping other communities organize their own protests against discrimination.

After finishing his first book and making a trip to India, King returned to the United States in 1960 to become co-pastor, with his father, of Ebenezer Baptist Church.

Three years later, King's nonviolent tactics were put to their most severe test in Birmingham, during a mass protest for fair hiring practices and the desegregation of department-store facilities. Police brutality used against the marchers dramatized the plight of blacks to the nation at large, with enormous impact. King was arrested, but his voice was not silenced: He wrote"Letter from a Birmingham Jail" to refute his critics.

Later that year King was a principal speaker at the historic March on Washington, where he delivered one of the most passionate addresses of his career. Time magazine designated him as its Person of the Year for 1963. A few months later he was named recipient of the 1964 Nobel Peace Prize. When he returned from Norway, where he had gone to accept the award, King took on new challenges. In Selma, Ala., he led a voter-registration campaign that ended in the Selma-to-Montgomery Freedom March. King next brought his crusade to Chicago, where he launched programs to rehabilitate the slums and provide housing.

In the North, however, King soon discovered that young and angry blacks cared little for his preaching and even less for his pleas for peaceful protest. Their disenchantment was one of the reasons he rallied behind a new cause: the war in Vietnam.

Although he was trying to create a new coalition based on equal support for peace and civil rights, it caused an immediate rift. The National Association for the Advancement of Colored People (NAACP) saw King's shift of emphasis as "a serious tactical mistake." The Urban League warned that the "limited resources" of the civil-rights movement would be spread too thin.

But from the vantage point of history, King's timing was superb. Students, professors, intellectuals, clergymen and reformers rushed into the movement. Then, King turned his attention to the domestic issue that he felt was directly related to the Vietnam struggle: poverty. He called for a guaranteed family income, he threatened national boycotts, and he spoke of disrupting entire cities by nonviolent "camp-ins." With this in mind, he began to plan a massive march of the poor on Washington, D.C., envisioning a demonstration of such intensity and size that Congress would have to recognize and deal with the huge number of desperate and downtrodden Americans.

King interrupted these plans to lend his support to the Memphis sanitation men's strike. He wanted to discourage violence, and he wanted to focus national attention on the plight of the poor, unorganized workers of the city. The men were bargaining for basic union representation and long-overdue raises.

But he never got back to his poverty plans. Death came for King on April 4, 1968, on the balcony of the black-owned Lorraine Hotel just off Beale Street in Memphis. While standing outside with Jesse Jackson and Ralph Abernathy, King was shot in the neck by a rifle bullet. His death caused a wave of violence in major cities across the country.

However, King's legacy has lived on. In 1969, his widow, Coretta Scott King, organized the Martin Luther King Jr. Center for Non-Violent Social Change. Today it stands next to his beloved Ebenezer Baptist Church in Atlanta. His birthday, Jan. 15, is a national holiday, celebrated each year with educational programs, artistic displays, and concerts throughout the United States. The Lorraine Hotel where he was shot is now the National Civil Rights Museum.

Dr. Martin Luther King Jr. establishes himself as the national leader of the civil-rights movement, leading boycotts and staging protests against segregation in the South.

Voting rights becomes the focus of King and other civil-rights leaders. They organize protests across the nation, bringing more attention to their efforts - and more violent responses from opponents.

King's opposition to the Vietnam War makes headlines while his battle for civil rights continues. But on April 4, 1968, an assassin's bullet ends his crusade.

= Key moments in MLK's life and beyond

= Key moments in the Civil Rights Movement and beyond

1929

Jan. 15: Michael Luther King Jr., later renamed Martin, is born to schoolteacher Alberta King and Baptist minister Michael Luther King in Atlanta, Ga.

1953

June 18: King marries Coretta Scott in Marion, Ala. They will have four children: Yolanda Denise (b.1955), Martin Luther King III (b.1957), Dexter (b.1961), Bernice Albertine (b.1963).

1954

Brown vs. Board of Education: U.S. Supreme Court bans segregation in public schools.

September: King moves to Montgomery, Ala., to preach at Dexter Avenue Baptist Church.

1955

After coursework at New England colleges, King finishes his Ph.D. in systematic theology.

Bus boycott launches in Montgomery, Ala., after an African-American woman, Rosa Parks, is arrested December 1 for refusing to give up her seat to a white person.

1956

Jan. 26: King is arrested for driving 30 mph in a 25 mph zone.

Jan. 30: King's house is bombed.

Dec. 21: After more than a year of bus boycotts and a legal fight, the Montgomery buses desegregate.

1957

January: Black ministers form what becomes known as the Southern Christian Leadership Conference. King is named first president one month later.

In this typical year of demonstrations, King travels 780,000 miles and makes 208 speeches.

Garfield High School becomes the first Seattle high school with a more than 50 percent nonwhite student body.

At previously all-white Central High in Little Rock, Ark., 1,000 paratroopers are called by President Eisenhower to restore order and escort nine black students.

1960

King leaves for Atlanta to pastor his father's church, Ebenezer Baptist Church.

The sit-in protest movement begins in February at a Woolworth's lunch counter in Greensboro, N.C. and spreads across the nation.

1961

Freedom rides begin from Washington, D.C: Groups of black and white people ride buses through the South to challenge segregation.

King makes his only visit to Seattle. He visits numerous places, including two morning assemblies at Garfield High School.

1962

King meets with President John F. Kennedy to urge support for civil rights.

Blacks become the majority at Garfield High, 51 percent of the student population - a first for Seattle. The school district average is 5.3 percent.

Two killed, many injured in riots as James Meredith is enrolled as the first black at the University of Mississippi.

1963

King leads protests in Birmingham for desegregated department store facilities, and fair hiring.

April: Arrested after demonstrating in defiance of a court order, King writes "Letter From Birmingham Jail." This eloquent letter, later widely circulated, becomes a classic of the civil-rights movement.

Police arrest King and other ministers demonstrating in Birmingham, Ala., then turn fire hoses and police dogs on the marchers.

June 12: Medgar Evers, NAACP leader, is murdered as he enters his home in Jackson, Miss.

About 1,300 people march from the Central Area to downtown Seattle, demanding greater job opportunities for blacks in department stores. The Bon Marche promises 30 new jobs for blacks.

About 400 people rally at Seattle City Hall to protest delays in passing an open-housing law. In response, the city forms a 12-member Human Rights Commission but only two blacks are included, prompting a sit-in at City Hall and Seattle's first civil-rights arrests.

Aug. 28: 250,000 civil-rights supporters attended the March on Washington. At the Lincoln Memorial, King delivers the famous "I have a dream" speech.

250,000 people attend the March on Washington, D.C. urging support for pending civil-rights legislation. The event is highlighted by King's "I have a dream" speech.

The Seattle School District implements a voluntary racial transfer program, mainly aimed at busing black students to mostly white schools.

Sep. 15: Four girls are killed in a bombing at the Sixteenth Street Baptist Church in Birmingham, Ala.

1964

Seattle City Council agrees to put together an open-housing ordinance but insists on putting it on the ballot. Voters defeat it by a 2-to-1 ratio. It will be four more years before an open-housing ordinance becomes law.

Three civil-rights workers are murdered in Mississippi.

July 2: President Johnson signs the Civil Rights Act of 1964.

King's book "Why We Can't Wait" is published.

King visits with West Berlin Mayor Willy Brant and Pope Paul VI.

Dec. 10: King wins the Nobel Peace Prize.

Out of 955 people employed by the Seattle Fire Department, just two are African American, and only one is Asian, account for less than 0.2 and 0.1 percent of the force, respectively. By the end of 1993, the department is 12.2 percent African American and 5.6 percent Asian.

1965

Jan. 18: King successfully registers to vote at the Hotel Albert in Selma, Ala. and is assaulted by James George Robinson of Birmingham.

February: King continues to protest discrimination in voter registration and is arrested and jailed. He meets with President Lyndon B. Johnson Feb. 9 and other American leaders about voting rights for African Americans.

Feb. 21: Malcolm X is murdered. Three men are convicted of his murder.

Mar. 16-21: King and 3,200 people march from Selma to Montgomery

Aug. 6: President Johnson signs the Voting Rights Act of 1965. The act, which King sought, authorizes federal examiners to register qualified voters and suspends devices such as literacy tests that aimed to prevent African Americans from voting.

Aug. 11-16: Watts riots leave 34 dead in Los Angeles.

1968

Apr. 4: King is assassinated in Memphis, Tenn., by James Earl Ray, unleashing violence in more than 100 cities.

In response to King's death, Seattle residents hurl firebombs, broke windows, and pelt motorists with rocks. Ten thousand people also march to Seattle Center for a rally in his memory.

Aaron Dixon becomes first leader of Black Panther Party branch in Seattle.

There is a rally at Garfield High in support of Dixon, Larry Gossett, and Carl Miller, sentenced to six months in the King County Jail for unlawful assembly in an earlier demonstration. Before the speakers finish, firebombs and rocks begin flying toward cars coming down 23rd Avenue. Sporadic riots break out in Seattle's Central Area during the summer.

1978

Seattle becomes the largest city in the United States to desegregate its schools without a court order; nearly one-quarter of the school district's students are bused as part of the "Seattle Plan." Two months later, voters pass an anti-busing initiative. It is later ruled unconstitutional.

In a blow to efforts to diversify university enrollment, the U.S. Supreme Court outlaws racial quotas in a suit brought by Allan Bakke, a white man who had been turned down by the medical school at University of California, Davis.

1986

Jan. 20: The first national celebration of King's birthday as a holiday.

Feb. 24: King County Council passes a motion to rename King County in honor of Martin Luther King Jr.

2006

Jan. 30: King's widow, Coretta Scott King, dies at age 78. Four presidents - Jimmy Carter, George H.W. Bush, Bill Clinton, George W. Bush - attended her funeral.

2008

Nov. 4: Barack Obama becomes the first African American to be elected president of the United States.

2011

Oct. 16: The national memorial to Martin Luther King Jr. is dedicated and opened to the public in Washington, D.C.

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Martin Luther King Jr: An extraordinary life

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A tribute to Dr. King, through stories of his life, photographs of the times in which he lived, and perspectives from politicians, activists, and ordinary citizens on his tremendous legacy.

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National Women's History Museum: Susan B. Anthony

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National Women's History Museum: Susan B. Anthony

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(Teacher Resource)
This resource from the National Women's History Museum gives insight on the life and actions of Susan B. Anthony as well as her relationships with other activists such as Elizabeth Cady Stanton.
This resource talks about her early life as a Quaker, her beliefs, and her family ties to activism and emancipation. There were several associations that Anthony formed with the help of friends, and there were incidents listed on how she fought. One of the incidents includes being arrested for trying to vote, but the effect of this was bringing the issue to light. This would be a good topic to bring up cause and effect with students.
Her relationships helped her form associations and bring light to the cause she was fighting for. We can discuss how relationships are important and how to make friends.

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Champion of temperance, abolition, the rights of labor, and equal pay for equal work, Susan Brownell Anthony became one of the most visible leaders of the women's suffrage movement. Along with Elizabeth Cady Stanton, she traveled around the country delivering speeches in favor of women's suffrage.

Susan B. Anthony was born on February 15, 1820 in Adams, Massachusetts. Her father, Daniel, was a farmer and later a cotton mill owner and manager and was raised as a Quaker. Her mother, Lucy, came from a family that fought in the American Revolution and served in the Massachusetts state government. From an early age, Anthony was inspired by the Quaker belief that everyone was equal under God. That idea guided her throughout her life. She had seven brothers and sisters, many of whom became activists for justice and emancipation of slaves.

After many years of teaching, Anthony returned to her family who had moved to New York State. There she met William Lloyd Garrison and Frederick Douglass, who were friends of her father. Listening to them moved Susan to want to do more to help end slavery. She became an abolition activist, even though most people thought it was improper for women to give speeches in public. Anthony made many passionate speeches against slavery.

In 1848, a group of women held a convention at Seneca Falls , New York. It was the first Women's Rights Convention in the United States and began the Suffrage movement. Her mother and sister attended the convention but Anthony did not. In 1851, Anthony met Elizabeth Cady Stanton. The two women became good friends and worked together for over 50 years fighting for women's rights. They traveled the country and Anthony gave speeches demanding that women be given the right to vote. At times, she risked being arrested for sharing her ideas in public.

Anthony was good at strategy. Her discipline, energy, and ability to organize made her a strong and successful leader. Anthony and Stanton co-founded the American Equal Rights Association. In 1868 they became editors of the Association's newspaper, The Revolution, which helped to spread the ideas of equality and rights for women. Anthony began to lecture to raise money for publishing the newspaper and to support the suffrage movement. She became famous throughout the county. Many people admired her, yet others hated her ideas.

When Congress passed the which give voting rights to African American men, Anthony and Stanton were angry and opposed the legislation because it did not include the right to vote for women. Their belief led them to split from other suffragists. They thought the amendments should also have given women the right to vote. They formed the National Woman Suffrage Association , to push for a constitutional amendment giving women the right to vote.

In 1872, Anthony was arrested for voting. She was tried and fined $100 for her crime. This made many people angry and brought national attention to the suffrage movement. In 1876, she led a protest at the 1876 Centennial of our nation's independence. She gave a speech-"Declaration of Rights"-written by Stanton and another suffragist, Matilda Joslyn Gage.

"Men, their rights, and nothing more; women, their rights, and nothing less."

Anthony spent her life working for women's rights. In 1888, she helped to merge the two largest suffrage associations into one, the National American Women's Suffrage Association. She led the group until 1900. She traveled around the country giving speeches, gathering thousands of signatures on petitions, and lobbying Congress every year for women. Anthony died in 1906, 14 years before women were given the right to vote with the passage of the in 1920.

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Champion of temperance, abolition, the rights of labor, and equal pay for equal work, Susan Brownell Anthony became one of the most visible leaders of the women's suffrage movement. Along with Elizabeth Cady Stanton, she traveled around the country delive

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As mentioned in one of the resources listed, students will define kindness and how it can affect others and themselves. This will be used to look back upon for reflection as we go through the lessons on others who fought for a cause.
This activity can be done in writing as well as through pictures (cut and paste activity) in order to reach different learning styles.

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During read-alouds, students can be asked to infer how characters are feeling based on the illustrations provided.
We can create a class "Emotional Inference Chart" to utilize throughout the lessons and the year.
This gives students a chance to identify emotions in illustrations that they may feel themselves, but it also gives them cues to how others are feeling.
When students can share why they inferred a character feels a certain way, they will describe what the see. This will be listed on the chart. These will be visual cues for students to see in book and within everyday life to tell how other people are feeling. This also gives them the words to express their own feelings as they need.