Dear pupils, look at the picture that we are going to discuss together and answer questions about it

-What do you see in the picture?

- Is this picture familiar to you?

- What feelings do you have about this picture?

-Who do you think is attacking whom and why?

-Why do you think the police have dogs?

-Do you know when and where this picture was taken?

- Do you know what "Racial Discrimination" is? Explain.

- Have you heard about "The Civil Rights Movement"? Explain.

- John F. Kennedy said: "The one unchangeable certainty is that nothing is unchangeable or certain". What do you think?

(The teacher explains and provides information that pupils don't know).

2. 
   Introduction: Introduce the subject of the Civil Rights Movement to the pupils:
   

*If there is a need, a teacher should explain the difference between the terms: "Blacks", or "Nigger" and "African Americans" in terms of political correctness. A teacher should stress the importance of using the term "African Americans" instead of "Blacks" or "Nigger", though these terms carry the same meaning.

1. Give the pupils a definition of compare and contrast:

"When you compare two things, you discover how they are alike; when you contrast two things, you find out how they are different".

Reading comprehension strategies are tools that students can use to help determine the meaning of what they read.

One way to understand the ideas you read about is to compare and contrast them. In everyday language, compare means to look for similarities and differences while contrast means to just look for differences. As a reading strategy, however, compare and contrast are used more specifically. When you compare two things, you discover how they are alike; when you contrast two things, you find out how they are different.To Compare
Look for ways that people, events, things, or ideas are the same. Think about their use, color, size, and shape, or other similar characteristics. Ask yourself questions about the two objects, people, places, or ideas.

Writers often point out comparisons by using signal words and phrases that give you clues about the structure of the passage. Many times, these words and phrases appear in the beginning or middle of a sentence. Look for the words shown below.

Just as there are signal words and phrases that give you clues about comparison, so there are signal words and phrases that show contrast. Look for the words shown below.

1. 
   _____________ Andrew was warned of the risks, he decided to travel alone to South America.
   
2. 
   Maria did not get a promotion ______________ her qualifications.
   
3. 
   Zambia is a land- locked country, ____________ Kenya has a coastline.
   
4. 
   On the one hand, you could rent a flat instead of buying one. __________ you are always at the mercy of landlords.
   
5. 
   This restaurant has a good reputation, ______________ that one does not.
   
6. 
   The city has a 50 kph limit. __________________, people are often caught speeding.
   
7. 
   You won’t be forgiven ___________________ your apology.
   
8. 
   We couldn’t find a house to buy _______________we looked at quite a few.
   
9. 
   He always looks so lonely and sad ____________ his popularity.
   
10. 
    He is quiet and shy, _________________ his sister is lively and talkative
    

Taken from: http://badalonesweb.googlepages.com/EXERCISESONCONNECTORS.doc

Sequencing is an important skill in writing too. You could use graphic organizers or outlines to plan your writing. This makes you think about the logical sequence of events or paragraphs you wish to provide.

Vocabulary Practice: 

/ retrieve/ separated/ segregated/ attain/ Even/ prejudice /advocated /subsequent/ banned /assassin/ ready / captivity/ funds /honoring/ insufficient/ bankrupt/ determination/  face/ discrimination/ poverty/ vast/ exile/ dramatize/declaration/ magnificent/ believe/  legitimate/ granted/ process/ emerges/ rightful/ seek/ conduct/ bitterness/ community/ pledge/ /former/ even/ transform/ believe/ overcome/ retrieve/ 

Nouns	Verbs	Adjectives
Word Meaning	Word Meaning	Word Meaning
……………………………… ……………………………… ……………………………… ……………………………… ……………………………… ………………………………	…………………………………… …………………………………… …………………………………… …………………………………… …………………………………… ……………………………………	…………………………… …………………………… …………………………… …………………………… …………………………… ……………………………

2. Give the pupils an exercise to match words to their definitions in English.

B. Match the words A to their meanings in B (From MLK's speech): 

A                                                          B 

1. bitterness-(n) Something held or owned by a just or proper claim
2. brotherhood-(n) Look for
3. rightful-(adj) Bad tastes or feelings that last a long time 4. conduct-(v) Live together
5. hamlet-(n) Spiritual or social fellowship or relationship
6. notable-(adj) The steps or actions needed to do something 7. seek-(v) Village
8. former-(adj) To manage or direct some actions or processes
9. rank-(v) To meet a challenge 10. process-(n) Past, previous.
11. coexist-(v) Putting one in a position in a group like the army.
12. face-(v) Remarkable; deserving recognition.

C. Use the words in column A in Ex. B to complete the following sentences:

1. He will start to _______________________ a new job next month.
2. People _______________________ many difficulties when they move to another country.
3. The dog and the rabbit _______________________ in the same house.
4. The _______________________ of making a pot of coffee only takes a few minutes.
5. The teammates felt a strong _______________________ after playing together for so long.
6. There was a lot of _______________________ after the divorce.
7. They live in a small _______________________ far from any city.
8. The dangerous experiment was _______________________ in a secret laboratory.
9. The FBI arrested a ______________ member of a terror organization last week.

10. According to the online Free Dictionary the word ______________ means "To exist together, at the same time, or in the same place".

D. Match the following words in A to their meaning or definitions in B. You may look up the difficult words in your dictionary ( From MLK's biography):

A                                                          B 

1. advocate-(v) The act of saying no. 2. assassin-(n) Someone who murders for politics or money
3. perhaps-(adv) To make something move forward.
4. propel-(v) To cause a sense of shared feelings
5. quarter-(n) Make a rule or law against something
6. ban-(v) Support an idea or belief 7. refusal-(n) Next or later.
8. resonate-(v) To divide
9. separate-(v) A judgment or opinion formed without facts
10. subsequent-(adj) Possibly; maybe 11. interest-(n) – To speak or act for another person or group 12. segregate-(v) Reach a goal
13. notable-(adj) - Remarkable; deserving recognition.
14. attain-(v) Attention or concern for something or someone 15. discrimination-(n) Putting one in a position in a group like the army
16. represent-(v) To separate from the majority
17. prejudice-(n) 1/4; 25%
18. rank-(v) The act of judging by group, not individually

E. Use the words in column A in Ex. E to complete the following sentences:

1. Race _______________________ is illegal
2. Until the 1950's, blacks in the US Military were_________________ from whites.
3. Smoking was _______________________ from theaters.
4. She is eighteen, _______________________ twenty, but not older.
5. The president was killed by an _______________________.
6. For sports, the school ______________________ the boys from the girls.
7. His first job was terrible but the ________________ jobs were better and more interesting.
8. He was never happy after her _____________________ to marry him.

9. 2000 was a _______________ year in many respects.

10. Sami _____________a high level of fluency in his English language studies

F. Look up the meaning of the following words in your dictionary (From Rosa Parks' passage):

1. sentence-(n) 2. continuous-(adj) 3. courtesy-(n) 4. discussion-(n) 5. disobedience-(n) 6. extraordinary-(adj) 7. incident-(n) 8. opinion-(n)
9. personal-(adj) 10. position-(n) 11. ready-(adj) 12. retrieve-(v) 13. success-(n) 14. violation-(n) 15. segregate-(v) 16. discrimination-(n) 17. represent-(v) 18. convict-(v) 19. trial-(n) 20. ordinance-(n) 21. community-(n) 22. inform-(v) 23. summarize-(v)

G. Read the clues and complete the crossword puzzle using words from Ex. F:

3. 
   Familiarize the pupils with Martin Luther King Jr.:
   

Martin Luther King Jr. was born in Atlanta, Georgia on January 15, 1929 into a family of pastors--both his father and his grandfather served as pastors for many years. King came of age in a time when Blacks and Whites were separated in much of the U.S. The two groups were unable to attend the same schools, drink from the same water fountains, or eat in the same restaurants. King himself attended segregated public elementary and high schools. He also went to an all-black college in Atlanta, Morehouse, from which he graduated in 1948.

King saw his calling in the family business, going on to attain graduate degrees at Crozer Theological Seminary in Pennsylvania and Boston University, where he received a doctorate in Systematic Theology in 1955. This schooling set him up to lead a church, but his beliefs and determination--and, certainly, his circumstances--propelled him to do even more.

After marrying a woman named Coretta Scott, whom he met while being in graduate school in Boston, King moved to the South where racial segregation and prejudice was deep-seated and rampant. The situation was especially marked in towns like Montgomery, Alabama, where, in 1955, as pastor of the Dexter Avenue Baptist Church, King started fighting for change. Spurred on by Rosa Parks’ refusal to sit in the rear “colored” section of the bus which was followed by a subsequent arrest, King advocated a boycott of public buses that lasted more than a year. In 1956, the U.S. Supreme Court banned segregation on public buses, and a movement fueled by a non-violent protest began.

For more than ten years, King’s inspiring speeches (he gave more than 2,500 in his lifetime) earned him followers across the United States and internationally. He traveled millions of miles; led protest marches, sit-ins and boycotts (which often led to his arrest). Everywhere he saw racial disparity (inequality); published five books, numerous articles and essays, including the “Letter from a Birmingham Jail,” now famously known as the call to action for the Civil Rights Movement and won the Nobel Peace Prize in 1964.

However, King is perhaps best remembered for delivering his 1963 “I Have a Dream” speech in front of a quarter of a million people in the Mall in Washington, DC. His famous line, "I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character," still resonates today. Five years later, he was killed in Memphis, where he lead a protest march. Martin Luther King was shot by an assassin while standing on the balcony outside his motel room. From: http://holidays.kaboose.com/about-martin-luther-king-jr.html

-Now, Can you summarize orally who Martin Luther King was? (A question to the whole class)

- Write down what you have learned from the text and class discussion. Use your own words and write at least two sentences.

……………………………………………………………………………………….

………………………………………………………………………………………

………………………………………………………………………………………

……………………………………………………………………………………….

5. Teach part of MLK's speech:

Dear pupils,

We are going to read part of Martin Luther King’s Speech, one song and one poem related to the theme of the Civil Rights Movement.

Explanation:

“I Have A Dream" is the popular name given to the historical public speech by Martin Luther King, Jr., when he spoke about his desire for the future where Blacks and Whites would coexist harmoniously as equals. King's delivery of the speech on August 28, 1963, from the steps of the Lincoln Memorial during the March on Washington for Jobs and Freedom was a defining moment of the American Civil Rights Movement. Delivered to over two hundred thousand civil rights supporters, the speech is often considered to be one of the greatest and most notable speeches in history and was ranked the top American speech of the 20th century by a 1999 poll of scholars of public address.

" I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.

…….. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quick sands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children.

………..But there is something that I must say to my people, who stand on the warm threshold which leads into the palace of justice: In the process of gaining our rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again, we must rise to the majestic heights of meeting physical force with soul force.

………….

We cannot walk alone.

We cannot turn back.

……………And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal."

I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

I have a dream today!

……………

From every mountainside, let freedom ring!

And if America is to be a great nation, this must become true.

And so let freedom ring from the prodigious hilltops of New Hampshire.

Let freedom ring from the mighty mountains of New York.

Let freedom ring from the heightening Alleghenies of Pennsylvania.

Let freedom ring from the snow-capped Rockies of Colorado.

Let freedom ring from the curvaceous slopes of California.

But not only that:

Let freedom ring from Stone Mountain of Georgia.

Let freedom ring from Lookout Mountain of Tennessee.

Let freedom ring from every hill and molehill of Mississippi.

From every mountainside, let freedom ring.

And when this happens, when we allow freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual:

                Free at last! Free at last!

                Thank God Almighty, we are free at last!

From:  http://www.americanrhetoric.com/speeches/mlkihaveadream.htm

1) What does the “I” in the speech refer to?

2) What does Martin Luther king want to change?

3) What do you think Martin Luther King means when he says “Let freedom ring”?

4) Who do you think is the audience of this speech?

5) Choose one sentence from the speech that you like the most? Explain why!

6) Complete the sentences in your own words:

“Let freedom ring……………………….

“Let freedom ring……………………….

Extra: Ask the students to visit an online site (http://www.americanrhetoric.com/speeches/mlkihaveadream.htm) to listen to MLK's speech. The students could talk about one/two things that they liked most about the speech.

Dear pupils, we have a challenging ONLINE exercise:

Visit the following site: