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Introduction & Overview of I Have a Dream

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Martin Luther King, Jr.
Research paper on martin luther king jr holiday 2018
Martin Duberman (essay date 1969)

Though King was one of several featured speakers that day, "I Have a Dream" became synonymous with the aims of the march and the entire civil rights movement. His dream represented the dream of millions of Americans demanding a free, equal, and just nation. A scholar and a pastor, King was able to combine academic, political, and biblical elements in his "I Have a Dream" speech. When delivering his address, he spoke with accessible language and used repetition to drive home important points; the phrase "I have a dream" is repeated nine times in the speech.

Though King had a script in front of him, as the speech progressed and the crowd responded, he began to improvise his message. The "I have a dream" section of the speech is the most well-known portion of the address, and it was entirely extemporaneous.

The power of this section is a testament to King's oratory skills and the conviction with which he spoke. Just as his namesake Martin Luther sparked the Protestant Reformation in the sixteenth century, King and his "I Have a Dream" speech emboldened his followers and changed history.

In the speech, King demands the same justice and equality for black Americans that is promised to all citizens in the Declaration of Independence. While he calls on fellow civil rights activists to persevere in the face of brutality, violence, and oppression, he also cautions against the use of violence.

King believed in what Henry David Thoreau termed "civil disobedience," in which individuals use nonviolent means to achieve social change, and studied Mahatma Gandhi's peaceful protests for Indian independence in the s and s.

Television played an important role in delivering King's speech to the masses. Recent events in the civil rights struggle had been televised, including police brutality in Birmingham, Alabama, earlier in , and television had become an important catalyst for the civil rights movement. The March on Washington, including King's speech, was broadcast live throughout the country.

This allowed leaders like King to reach a new demographic. They had talked to the converted and they had talked to the irreconcilable, but it was the vast mass of Americans who either had no opinion of the matter or did not yet care that they needed to reach. Write in three of these brainstorm items in quadrants B, C, and D.

Then have students think of a definition of the word based on their ideas. Encourage students to fill in concept wheels for the other vocabulary words and check their definitions against a dictionary definition.

Project the first pages of the book onto a whiteboard or screen and read them aloud to students. Then project the other special content from the front of the book. Discuss these text features and how they help set up the story of Martin Luther King, Jr. At the end of a chunk, prompt students to work with partners to ask questions to clarify the text and to share reactions.

Ask students to think about this question as they read. Write the question on chart paper or the whiteboard. How does Martin Luther King, Jr. Explain that the book includes important ideas about Martin Luther King, Jr, and the civil rights movement. These important, big ideas are called main ideas. The main idea is supported by smaller ideas called details. The details provide more information about the main idea and help you understand a period of Martin Luther King, Jr.

Display the spread on pages 18—19 about segregation. Read the text on both pages aloud. Then model how to identify the main idea and details in the text, using a graphic organizer like the one below. What is the most important idea? Is it all about black people riding in the back of buses?

The important big idea that everything concerns is: What details give us more information about the main idea? Laws separated blacks and whites in school Detail: Blacks and whites had different hotels Detail: Whites sat in the front of the bus; blacks sat in the back of the bus Detail: Movie theaters were segregated for blacks and whites.

Identify Main Idea and Details for students to practice identifying main ideas and details. Pass out copies of the page and guide students to fill out the graphic organizer to identify main ideas and details from two other parts of the text.

When he is a teenager, how does Martin Luther King, Jr. Martin skips two years of school; when he is on the bus with his debate teacher, Martin at first refuses to move to the back of the bus because he feels segregation is wrong. Name the detail that tells more about this main idea: Martin Luther King, Jr. The boycott lasted over a year; King marched with Rosa Parks, whose actions started the boycott. What is an example from the book of justice?

What is another example of justice in our world today? African Americans being able to vote is an example of justice.

Another example of justice is girls and boys being given equal chances to play sports. Do you think you would have joined the marchers during the civil rights movement? Give students the opportunity to listen to Dr. For a video of the speech , go to the Teacher Tube website. Consider previewing the speech to decide how much of it to play for students.

Provide students with copies of a play about important moments from Martin Luther King Jr. Assign students to the roles of the speakers and narrators and help them rehearse the play until they are fluent at speaking their lines.

Provide them with technology to make an audio recording of their reading. Afterward, ask them to share the new things they learned about Dr. King and the movement from the play. Have students listen to one or several versions of the song available on the Internet; for example, visit YouTube for the Morehouse College Glee Club performance. To give students an idea of what the civil rights movement was like through the eyes of a child, suggest that they visit the website of Ruby Bridges.

Alternatively, you might want to bring into class several books about Ruby Bridges and her history-making courage. Have students work with a partner or small group to report on how Ruby Bridges changed America as a first-grader. Explain that they can use their own ideas or the ideas classmates shared when the question was discussed.

Guide students to develop the topic with facts, definitions, concrete details, quotations, or other information and examples. Direct them to go back to the text to find evidence for the essay. Encourage students to exchange papers to share their essays, or project and read several examples on the whiteboard.

Give each student an opportunity to answer the big question. Encourage students to support their answers with details and evidence from the text. Tell students there is more than one right answer. Challenge students to think big thoughts about their dreams, like Dr. Distribute copies of the Big Activity: I Have a Dream to students and have them use the page for the final draft of their writing.

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3 And that is something that I mus.t say to my pBople who ~tand o.n the worn threshold whieh leads into the palace of justice. In the process of gaining our rightful place.

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The document available for viewing above is from an early draft of the Letter, while the audio is from King’s reading of the Letter later. Letter From a Birmingham Jail | The Martin Luther King, Jr., Research and Education Institute. The Essential Works of Martin Luther King, Jr., for Students. Resource and Curriculum Guide Developed by Andrea McEvoy Spero, Education Director of. Derived from the essay “Letter from a Birmingham Jail”, Martin Luther King Jr. 11 ACTIVITY TWO: “THE SWORD THAT HEALS”.

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DR. MARTIN LUTHER KING, JR. AND ME GRADE LEVEL: 8 TOPIC: The Legal Status of Blacks in Georgia When Students Were Born: Contrasting Dr. King’s Birth-Year with Theirs. King’s 27 June speech, “Nonviolence and Racial Justice,” delivered at the AFSC general confer- 1 18 ence in Cape May, New Jersey; it was published in the 26 July issue of Friends Journal. The Martin Luther King, Jr. Papers Project. said, in substance, that the Negro is not a citizen of the United States; he is merely.