Full Lesson

1. Greet students upon entry to the classroom and welcome them to Social Studies. 
2. Display the question, “What is the American Dream?”
3. Encourage students to brainstorm possible answers and examples of the American Dream.
4. Teachers may create an anchor chart or encourage the class to create a word cloud together.
5. Lead a brief discussion on what topics or items people would identify as part of the American Dream. Consider sharing the What is the American Dream resource bank to provide students with additional data points and examples. 
6. Formulate a definition together which may include Merriam-Webster's definition that the American Dream is “a happy way of living that is thought of by many Americans as something that can be achieved by anyone in the U.S. especially by working hard and becoming successful.”
7. Tell students that we are beginning a new inquiry lesson today, covering topics on civil rights and our democracy.
8. Display a few images of Dr. Martin Luther King, Jr. and ask students to identify the subject. Images are available from the National Portrait Gallery or The Martin Luther King, Jr. Research and Education Institute.
9. Display and introduce the compelling question, “has Dr. Martin Luther King’s dream been fulfilled?” Why or why not? 
10. Encourage students to reflect upon our shared class definition of the American Dream. 
11. Ask students to declare their stance on this compelling question using a secret ballot. Responses could be collected via Google Forms, Survey Monkey, hand-written sticky notes, or other simple paper ballots.
12. Allow time to share several responses, if desired.
13. Tell students you will revisit this question at the end of the inquiry lesson.
14. Save the student results on what percent of students believed Dr. King’s dream has been fulfilled so that you may revisit it at the end of the inquiry.

• Allow sufficient wait time for students to formulate answers.
• Consider allowing students think-pair-share time to formulate answers.
• A quick video could be shared with students unfamiliar with the American Dream:The American dream: Is it still alive? | IN 60 SECONDS
• Consider asking student volunteers to rephrase the motivation & compelling questions , if needed.
• Ballot options should include “Yes,” “No,” and “Not Sure” to allow students to demonstrate they need more information to decide.

ELL

• Long descriptions and alternative texts could be translated or provided as audio files for resource bank items, as needed.
• The motivation & compelling questions could be translated or provided as an audio file, as needed.

1. Tell students to answer our larger compelling question, we will break it down into three subtopics with three supporting questions.
2. Display today’s supporting question, “What was Dr. King’s dream?”
3. Provide students with a brief biography about Dr. King, such as one from The King Center or the National Park Service.
4. Using your routine strategy for setting up groups, divide the class into small groups of approximately 3–4 students each.
5. Provide each group with either a paper or e-copy of MLK’s Mind Map organizer.
6. Students will work in groups to complete the MLK’s Mind Map organizer by identifying ideas, topics, or items they think were a part of MLK’s dream. Inform students that it is okay if they are unsure or can not complete all the bubbles, as we will be working today to discover more about Dr. King’s dream.

1. Return class to the full group format.
2. Congratulate the young scholars on conducting today’s investigation.
3. Explain that students will answer today's supporting question (“What was Dr. King’s dream?”) by completing a slide with their response in the MLK's Dream slide deck.

1. Display the cover image of the biography titled Martin’s Big Words: The Life of Dr. Martin Luther King, Jr.
2. Ask students to make a prediction of what the author means by ‘big words.’
3. Inform students that we will enjoy a read-aloud of this biography using Martin's Big Words: The Life of Dr. Martin Luther King, Jr. read by Jeff Perry
4. Ask students to collect the ‘big words’ on a list as they listen to the story.
5. After completing the read-aloud, encourage students to share their collection of big words. 
6. Ask students to identify which words Dr. King used to lead the Civil Rights movement.

• Pause the video, as needed, allowing students additional time to create their ‘big word’ collection.
• Utilize closed captioning when viewing videos or access the Show Transcript feature (when viewing through the YouTube platform) if needed. 
• Consider creating an anchor chart to collect and identify ‘big words.’
• Allow sufficient wait time for students to formulate answers.
• Consider allowing students think-pair-share time to formulate answers.

ELL

• Explore subtitle options to change language when viewing videos through YouTube.

1. Ask students to identify any monuments or memorials that are located on the National Mall in Washington, D.C. Answers may include the Washington Monument, the Lincoln Memorial, the Jefferson Memorial, and/or the Martin Luther King, Jr. Memorial.
2. Ask students why we make monuments and memorials? Lead a brief discussion explaining that monuments and memorials are often built to honor the legacy of individuals, recognize achievements, and/or acknowledge significant moments in history.
3. Display an image of the Martin Luther King, Jr. Memorial in Washington, DC.
4. Ask students why we have a memorial to Dr. King in our nation’s capital. Help students to understand Dr. King is honored for his sacrifice and achievements like other influential American leaders (Ex: Washington, Lincoln, Jefferson).
5. Introduce today’s supporting question, “What accomplishments were achieved & what obstacles were faced by Dr. King?”
6. Ask a student to rephrase the supporting question for the class.

1. Allow students to make predictions about the accomplishments achieved and obstacles faced by Dr. King.
2. Share this MLK Keep Moving quote.jpeg with the students.
3. Tell students that Dr. King included this line in a speech that he gave at Spelman College in 1960 (a historically Black college).
4. Lead a brief discussion on the possible meaning of this quote, which may include encouraging students to never to give up and keep fighting for what they believe.
5. Tell students you will now explore how Dr. King kept fighting for his beliefs.

UDL

• Allow sufficient wait time for students to formulate an opinion.
• Consider allowing students think-pair-share time to formulate answers.
• Display quote visually, if needed.

ELL

• Quote could be translated or provided as an audio file, as needed.

UDL

• The teacher may wish to model how to conduct the primary source investigation with one of the three topics.
• Utilize closed captioning when viewing videos or access the Show Transcript feature (when viewing through the YouTube platform, if needed. 
• Consider allowing students to utilize a speak-to-type feature to record their answers on the graphic organizer.
• Utilize a text reader function when needed.

ELL

• Explore subtitle options to change language when viewing videos through YouTube.

Extension

• If time allows, students could explore one of the other two investigations. 

1. Congratulate the young scholars on conducting today’s investigation.
2.  Revisit today’s supporting question, “What accomplishments were achieved & what obstacles were faced by Dr. King?”
3. Students will now use the Tip the Scales assessment tool to identify whether the events they investigated were accomplishments or obstacles in Dr. King’s life.
4. Encourage students to collaborate with other students.
5. Students should refer to their completed  Keys to the Investigation organizer to guide their decision about where to place evidence on the scale.
6. Conduct a class discussion about how students evaluated each event.  Prompt students to share their reasoning for where they placed the evidence on the scale.

UDL

• The teacher may wish to model how to use the assessment tool.
• Consider allowing students to utilize a speak-to-type feature to record their answers on the assessment tool.

1. Ask students to think about what they already knew about Dr. King and all that they have discovered from the previous days’ lessons.
2. Display the following sentence starter for the students to complete individually:
• Dr. King’s greatest accomplishment was … because…
3. Allow volunteers to share their responses if desired.

UDL

• Allow sufficient wait time for students to formulate answers.
• Consider allowing students think-pair-share time to formulate answers.

ELL

• Explore subtitle options to change language when viewing videos through YouTube.

1. Share the first 37 seconds of this video.Student Civil Rights Activism: Crash Course Black American History #37
2. Ask the class which group of people most effectively makes social change possible, according to the video. Replay the 37-second clip as needed.
3. Display today’s supporting question, “How does Dr. King’s legacy impact your life?”
4. Ask students to share their initial responses to this question.
5. Consider recording answers on an anchor chart.

Note: Before delivering this segment of the lesson, consider cutting out the individual hexagons on the Hexagonal Thinking template, as you will need them for steps 5-8.

1. Display this MLK Doing for Others quote.JPEG quote for students.
2. Tell students it is attributed to King's sermon in 1957.
3. Ask students to explain the meaning of the quote.
4. As a class, develop a list of 10 ways you can serve others. 
5. Record answers on pre-cut Hexagonal Thinking template shapes.
6. Using hexagonal thinking strategies, ask students to connect with the answers you wrote on your shapes. For example, consider pairing ‘welcome a new student’ with ‘being a homework buddy’ and ‘eating lunch with someone new.’
7. Ask students to explain or justify why these three examples could fit together. For example, a way to welcome a new student is to be their homework buddy or invite them to eat lunch with you.
8. As a class, continue the matching for a few more answer shapes, ensuring you encourage discussion about why/how the answer shapes fit or connect together.

UDL

• Ask a student to rephrase the quote for the class.
• Allow sufficient wait time for students to formulate a response.
• Consider allowing students think-pair-share time to formulate answers.
• Breakdown vocabulary, as needed.
• Displaying the Hexagonal Thinking template responses via a document camera would support visual learners.

ELL

• Quote could be translated or provided as an audio file, as needed.
• Provide lesson vocabulary translated in native language of student(s).

UDL

• Teacher may wish to model how to conduct the primary source investigation with one of the three topics.
• Utilize closed captioning when viewing videos or access the Show Transcript feature (when viewing through the YouTube platform) if needed. 
• Consider allowing students to utilize a speak-to-type feature to record their answers on the graphic organizer.
• Utilize a text reader function when needed.

ELL

• Hexagonal starter words could be translated into needed language(s).

Extension

• If time allows, students could explore one of the other two investigations.

1. Provide each group with 5-10 sticky notes.
2. Direct students to review their completed MLK Connections poster as a group and select at least 5 of their best connections.
3. Using a sticky note, the group will justify or explain their connection for the five best connections they selected by completing this sentence starter, ‘These ideas connect because…’

UDL

• The teacher may wish to model how to use the assessment tool.
• Consider allowing students to utilize a speak-to-type feature to record their answers on the sticky note justification part of the assessment tool.

Extension

• If time allows, students could provide additional connection justifications

1. Congratulate the young scholars on conducting this inquiry investigation.
2. Ask students, “Has Dr. Martin Luther King’s dream been fulfilled?”
3. To answer the compelling question, students will record an audio or video response, which will include their claim (answer to the compelling question) supported by evidence of at least three examples gathered from their investigations. 
4. Consider utilizing the Inquiry Reflection Tool for student self-reflection.

UDL

• Alternatively, students could submit written, video, or illustrated responses for the summative assessment.
• Consider allowing students to utilize a speak-to-type feature to record their answers if needed.

Extension

• Students could create a multimedia presentation to answer the compelling question, incorporating primary source evidence collected during their investigations.