A Slice of Life: Historical Time Machine

1. A Slice of Life: Historical Time Machine My Hangout My Journal What do we mean by a virtual living room? 1930s 1940s 1950s 1960s 1970s 1980s 1990s 2000s 2010s Team Worksheet Explain Themes: Past to Present Global to Local Personalizing Leadears Search:

2. A Slice of Life: Historical Time Machine My Hangout My Journal 1930s 1940s 1950s 1960s 1970s 1980s 1990s 2000s 2010s Search:

3. Dec. 1st. 1955: Rosa Parks arrested in Montgomery, AL for not ceding her seat to a white. On the 5th the Montgomery bus boycott started. 1948 At 5-17 p.m. Gandhi shot dead on his way to evening prayer ground at Birla House, New Delhi. 1930 Mahatma Gandhi’s Dandi march of the salt. Nelson Mandela enters politics by joining the African National Congress in 1942. COLOR CODE Event in the life of MLK Event related to MLK’s mission Famous quotes and speeches World events in the liberation struggle “I still believe that one day mankind will bow before the altars of God and be crowned triumphant over war and bloodshed, and nonviolent redemptive goodwill will proclaim the rule of the land”. Acceptance of Nobel Prize, Dec. Dec. 1st.: Rosa Parks arrested in Montgomery, AL for not ceding her seat to a white. On the 5th the Montgomery bus boycott started. Dr. King entered Morehouse College at the age of fifteen. "A Comparison of God in the Thinking of Paul Tillich and Henry Wieman," was completed in 1955, and the Ph.D. degree was awarded on June 5. MLK Jr. marries Coretta Scott, younger daughter of Obadiah and Bernice McMurray Scott of Marion, Alabama on June 18 Martin Luther King Jr. is assasinated at 6:01 on April 4 in Memphis Tenn. “We must learn to meet hate with love”. MLK after his house was bombed on Jan. 30 “I have a dream” speech. Aug. 28. Timeline Students march for the liberalization of society. Riots in Paris and massacre in Mexico City. South Africa’s Sobukwe clause of the General Law Amendment Act of 1963, grant the minister of justice authority to hold political prisoners indefinitely without charge 1950 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 1963 1964 1965 1966 1967 1968 A Slice of Life: Historical Time Machine Think Globally, Act Locally 1930s 1940s 1950s 1960s 1970s 1980s 1990s 2000s 2010s Search:

4. Nationally Locally A Slice of Life: Historical Time Machine Kickin’ It in the Coffee House Palo Alto, CA 94305 August 7, 2000 1930s 1940s 1950s 1960s 1970s 1980s 1990s 2000s 2010s What’s Up in the Bay Area? What Are Other Bay AreaStudents Doing? OWNER SUES, SAYS RACISM SHUT HIS CLUB08/07/2000, San Jose Mercury News A disgruntled nightclub owner has filed a federal civil rights lawsuit against Redwood City charging that racist attitudes toward hundreds of young black and Latino patrons forced his hip-hop club out of an otherwise ho-hum downtown. more CIVIL RIGHTS LEADERS CELEBRATION08/06/2000, San Francisco Chronicle Bay Area civil rights organizations from San Jose, Palo Alto and San Francisco are coming together to celebrate the lives of civil rights leaders. Exhibits on Martin Luther King, Jr., and Ghandi include original documents and photos donated from international archives. . more Student Projects: Anderson Elementary’s Peace Quilt - 3rd and 4th graders at Anderson Elementary in San Jose put together a “Peace Quilt” celebrating the cultures of the world. A Poem on MLK, Jr. - Lisa S., age 14, of Mountain View shares a poem written in honor of the upcoming Martin Luther King, Jr. holiday. Civil Rights in America Web Portal - 11th grade students from Gunn High School, Palo Alto, have created a web portal with links to civil rights sites. SUBMIT your own project! What Can I Do? Events and Organizations in the Bay Area: DoSomething.com Bay Area Citizens Against Hate Where Can I Find More? Search the archive for the following terms: Search: Between these dates: to SEARCH

5. Nationally Locally A Slice of Life: Historical Time Machine Extra! Extra! Read all about it! 1930s 1940s 1950s 1960s 1970s 1980s 1990s 2000s 2010s National Headlines In Other Partsof the World MARCHERS DENOUNCE NAACP BOYCOTT PUSHWashington Post About a dozen protesters waved the Confederate flag outside the NAACP's national convention Sunday and defended the banner that the civil rights organization has deemed a symbol of slavery…. more PLAN STIRS BATTLE ALONG CIVIL RIGHTS HIGHWAYUSA Today Plans are under way for a landfill near the highway where civil rights marchers demanded black suffrage and where Viola Liuzzo was slain by Ku Klux Klansmen after the 1965 march…. more Where Can I Find More? Search the archive for the following terms: Between these dates: to SEARCH Search:

6. A Slice of Life: Historical Time Machine Walk in the leaders’ shoes! 1930s 1940s 1950s 1960s 1970s 1980s 1990s 2000s 2010s Try It! Search:

7. January Whose birthday do you share? Martin Luther King Jr. Moments in Life Oppression Peer experiences Influences A Slice of Life: Historical Time Machine Walk in the leaders’ shoes! 1930s 1940s 1950s 1960s 1970s 1980s 1990s 2000s 2010s Search:

8. A Slice of Life: Historical Time Machine Walk in the leaders’ shoes! 1930s 1940s 1950s 1960s 1970s 1980s 1990s 2000s 2010s Search:

9. A Slice of Life: Historical Time Machine Walk in the leaders’ shoes! 1930s 1940s 1950s 1960s 1970s 1980s 1990s 2000s 2010s Search:

10. Personalizing Leaders • Learning Goals • Help students Connect to leaders’ lives through • Making common traits explicit between students and leaders • Understanding of the roots of leaders • Promotion of their own leadership spirit • Features that accomplish the goals: Walk in the leaders’ shoes • The three main features created are the common birthday, what peacemaker are you,and the toler-o-meter. These feature were chosen because they create a fun atmosphere in which students can relate to the lives of leaders. • Using the Features • Common birthday • Students choose what month they were born in and are led to a page with the names of leaders who share that month for their birthday. In the page are moments from the leaders lives. • Toler-o-meter • Students answer quiz questions that will tally how tolerant they are at the end of the quiz • Peacemaker • Students are presented with scenarios and possible actions within the scenario. The actions were taken by certain leaders, so when the students finish the questionnaire, they are told what leader they are most similar to. • Content • Incorporate material from the MLK archives • Incorporate material from other websites regarding other leaders of the world

11. LINK GLOBAL TO LOCAL (and vice versa) Description: This section provides the user with the capability to work from a worldwide view of events to a more localized perspective in a specific geographical region and vice versa. The user then becomes able to contextualize global or local events. How is the feature to be used by students? The “think globally act locally” feature is supported by two functions: the timeline and the buttons distributed around the globe. The user has the option to either click on a specific year or click on a specific city to obtain relevant information about the events happening there either at a specific date or at a specific region over different dates. Once the user clicks on a year or a city a color code appears, giving the user the option to select what he want to see: Events directly related to MLK’s mission. Event related to the Civil Rights Movement Quotations and outstanding speeches by MLK World events related to the Liberation struggle Once he/she clicks there, a dialogue box appears with the relevant information in the selected category. In some of the boxes there is the possibility of playing audio/video clips related to the specific event. A complementary option would be to present a summary of the main events (of any kind) that occurred in that year or place. A complementary function is allowing the user to click on a specific year in the timeline and the buttons of the cities where there were relevant events (on any or all of the categories) will light up. Learning goals: Provide the student with an easy-to-use tool to learn about the relevant events of the Civil Rights Movement in the U.S. and the Liberation struggle around the world. This is accomplished by providing the student with a graphic intensive map where he can navigate and find relevant information for specific places and times. Allow the student to make connections between events that occurred in different places and times, providing them with a better understanding of the context of the Liberation struggle. By combining the timeline with a global map, the student can easily see what is happening at a certain time in different parts of the world. Increase awareness on the fact that the Liberation struggle continues everyday and everywhere. This is accomplished through the map containing references to the main events that happened in different regions. Media required Graphic-intensive display. Video clips. Audio clips. This feature would be a useful tool to have the students learn in a synthetic way about much of the materials contained in the MLK archives.

12. LINK GLOBAL TO LOCAL (and vice versa) Description: This feature allows users to research news articles related to civil rights from local sources, find out about local events, and submit and view local school or individual projects on civil rights. The main purpose of this feature is to increase awareness in the students on the universality of the liberation struggle. In one page students are presented with options encompassing the international, national and local arenas. By finding out what’s going on currently in the user’s local area, the user will be able to see how global events affect their community and how he/she can participate in making a difference. How is the feature to be used by students? In the “What’s going on in my area?” feature the user first enters their zip code and is presented with a localized website. On this local site the user finds five sections all related to civil rights: “In Other Parts of the World” - International news/events “National Headlines” - selected articles by MLK staff from both national and regional papers “What’s up in [the Bay Area]?” - Local news articles linked from local papers. “What are other students up to?” - School or individual projects submitted by students in the local area* “What can I do?” - Local events in which students could potentially participate (links to DoSomething.com). “Where can I find more?” - A search engine for the entire archive of articles, events and projects. *Students will be encouraged to submit their school or individual projects for placement on their local site. Other local students viewing the site will recognize that peers from their own cities and even their own schools are concerned with civil rights issues. Learning goals: Allow students to find out what’s going on in their own communities related to civil rights. The “What’s going on in my area?” feature provides the student with an easy-to-use tool to find articles, events and projects in their local area. Motivate students to get involved. By listing events and linking to DoSomething.com students are informed of opportunities to make a difference in their area. Increase awareness on the fact that the Liberation struggle continues everyday and everywhere. This feature highlights current international, national and local articles to show students that the civil rights struggle is not over for humankind. Technical Considerations: Identify and search international, national and local newspapers’ websites on a daily (weekly?) basis Build a search engine for the site Allow students to submit projects electronically.

13. Goals for Personalizing Leaders section * Describe the leaders' lives in the language of students * Explain life in terms of things that students and leaders have in common * Three main themes we see leaders and students relating on are the following: Peer experience: * peer pressure faced * challenges of the neighborhood Oppression: * being bullied Influences: * friends * family * girlfriends/boyfriends * siblings Students would come to this page in one of two ways 1) Via a calendar hanging up in the living room that has a "birthday" marked on it. 2) Via search from a teacher directed task This section of the page would have a search button for directed searching of the leaders section. It also has an exploratory component that allows the student to pick his or her birthday month. When the student chooses the month, the top bar containing leader names changes to display only those leaders that have birthdays in the month chosen. Once the student clicks on the leader they choose to know about the lifeline below and the sidebar change to reflect aspects specific to the leaders life. Mouse overs on the lifeline will reveal moments of the leader's life that students can relate to. Please feel free to give suggestion and feedback. Navigation Panel for Personalizing Leaders sub-groupHere's my thoughts on organizing the side menu of the MLKpersonalizing leaders "feature". The basic idea of thepersonalizing leaders feature is to have a panel of very personal aspects of leader's lives (see below). Students can select a leader from an icon list (or some such), and then select something from the items below to get the indicated information about the leader. (Or maybe, if no leader is selected, it brings up a list of leaders to select from?)There are obviously too many items, and they are too abstractly worded to use directly. In fact, we need to use the words that kids themselves would use to describe these things (what about age-dependencies?). We probably should recommend some "user testing" (gack!) to establish which items and wording would be most effective with kids. There's obviously redundancy across the categories, but I don't know if that is a bad thing since we are dealing with kids, and not professional researchers. Panel of selections about personal aspects of leadersPersonal Experiences Being discriminated against Life changing Tragedies / hurtful Childhood Fun Conflicts Accomplishments (school projects??) Punishments Great momentsRelationships Girlfriends/boyfriends Wife / Husband Sisters & brothers Mother & Father Other family Formative and influential PublicGrowing up Being punished Bullying Money and allowances Toys and games Feeling outcast Peer pressures Music and dance Hobbies and fun School experiences PetsRock Groups [This might identify rock groups that support things that reflect upon the Lib Curr. and which also relate to in some way to the principles or ideas of one or more of the various leaders. Just an idea...]Personal perspectives Social Justice Social Change Social Consequences

14. TOLER-O-METER You go to your favorite restaurant with a bunch of friends and you notice that one of your pals is mistreating an employee on the base of his/her race for a mistake that the employee made. Do you Feel indifferent Disagree but do nothing Join your friend in the dispute Disagree and publicly intervene in defense of the employee Privately tell your friend that his/her conduct was inappropriate You come into the school’s cafeteria and by the time you are done with the line you notice there are only 2 seats available in tables where you do not know anyone. You want to seat. In order to choose where to seat, do you Think about the ethnic groups represented in those tables? Think about the gender composition? Think about whether the people in either table are “like you”? Leave the cafeteria? You are with a group of classmates that you have just met. At the end on the meeting you ask for a ride and two people of your same gender but from different ethnic groups offer you a ride. Do you Ride with the first person that offered the ride? Ride with that person you consider to be more ethnically similar to you? Do not accept either offer? When somebody makes a statement that contradicts some of your core values, do you Confront it offering an alternative view? Hear it and discard it? Do not say a word? Try to discredit it publicly? WHO DO YOU MATCH BEST WITH? Where there is an unjust situation that has lasted for a long time with the complacency of the dominant party in your opinion, what is the best way to re-establish equality? Dialogue with the other party to try to come to equal terms? Do not dialogue with the party at all, but confront it with any mean necessary? Dialogue with the dominant party and only after they refuse to fix the situation confront it with any necessary means? Dialogue with the dominant party and only after they refuse to fix the situation confront it through passive resistance? The best way to achieve equality is be: Empower the individual of the “weak” side. Teach individual act on “self-defense” Empower the “weak” group. Awaken the conscience of the larger society about injustice. The ideal society to live in is a: society where all persons are equal and part of a diverse society. society where all persons are equal but belong to separate groups. society with clearly defined lines between the ethnic groups.