Context.
The group targeted was a year 9 class, set2. The classes are set according to their abilities in the Humanities subjects. The group was working on a unit titled "Why do we suffer?" (see appendix A). The unit aims to look at the problem of suffering and consider different religious responses to it. The scheme of work had been quite successful in previous years. However, one area for development was the work done on the life of Martin Luther King. In previous years, students had been asked to do research and produce a project on the life of Martin Luther King. Whilst students often produced excellent accounts of his life (usually pages and pages!), the result was often very descriptive and only involved low-level thinking skills. We decided to look at learning strategies which would be more engaging and encourage the development of empathy and analysis skills, which are essential in the GCSE RE course.
Non-violence-the easy option?
The lesson began with a re-cap on Martin Luther King's main beliefs and influences. We focused the lesson on his firm belief in non-violence and completed the first task on the worksheet (see appendix B). Most pupils felt that non-violence was a belief they shared and agreed was important. Previous lessons had shown that Martin Luther King was sometimes accused of being too soft for holding on to this belief at all times. The rest of the lesson was based on activities which would get the students to reflect upon how difficult this actually is.
The first task was a short questionnaire which students were asked to complete (see appendix C). This worked very well as all students were engaged and could relate to the questions from their personal experiences. The resulting discussion highlighted that whilst most students weren't physically violent, most would react with a negative thought or comment.
The second task involved looking at the pledge which protesters were asked to sign if they were participating in the Birmingham sit-ins (see appendix D). In groups, students were given a set of cards which had the different commandments written on them (see appendix E). The students were asked to put the commandments in rank order, the most difficult at the top and the easiest at the bottom. The group then had to come up with reasons to justify the order they had put them in. This reinforced the idea that whilst many people found that they weren't physically violent, it was much more difficult to control their speech and thoughts. These two tasks provided the students with plenty of ideas and thoughts necessary to answer the homework question, which was "Non-violence is cowardly." Do you agree? Give reasons for your answer showing you have considered more then one point of view.
How happy would Martin Luther King be with life in 2003?
The lesson began with looking at King's "I have a dream" speech (see appendix F). Students were asked to work in groups and analysis the speech following the instructions. This highlighted King's key beliefs and hopes for the future. Previous experience showed that many students struggled to make sense of the speech. The instructions helped the students to analyse the speech and made the text more accessible.
We then planned to answer the original question "How happy would Martin Luther King be with life in 2003?". Many students often find it difficult to show two opposing views in their answer. I asked the students to write the question across a double page in their exercise books. They then drew around one of their hands on each page. I asked the students to come up with five reasons why King would be happy on the digits of one hand. We did this as a group. Students came up with ideas such as mixed race marriages were more common and accepted, that schools and public services were mixed and that laws have been introduced to combat racism. Students were then asked to come up with five reasons to go "on the other hand". The students spent about 20 mins planning for the question, which they then answered for homework.
Findings.
Just by introducing a few different learning strategies, I found that the students were much more active and engaged in the lessons. Student's written work showed much higher level thinking skills. The written work they produced on Martin Luther King was much more concise but of a much higher standard. Hence, less marking!!
Big Point Summary
a. I want all kinds of people that are treated unfairly to be treated equally
and with respect.
b. America has supposed to always be about treating people equally.
c. We can only do this if we work together and ensure that black people are treated equally.
d. Only then will old songs have real meaning for both black and white people.
e. I hope that those who run parts of America and have said and done terrible things towards black people will one day live peacefully together.
f. Martin Luther King begins to use family details to raise the level of passion in his speech.
g. I don't just want black people that I know to be treated equally and have freedom, I want all those across America to be treated like this.
h. In the future those who once hated each other will be able to live together peacefully.
i. In the future I hope that children will be allowed to mix freely with each other without fear or hatred.
j. All the things I am saying are part of what America should be about. We should live in a land of freedom and equality.
Appendix A
Year 9 Scheme of Work - Unit 4 : Why do we suffer?
About the unit:
In this unit pupils consider a variety of forms of suffering, and study Christian responses. They draw, and where appropriate select, information from a variety of written and visual sources. Pupils explore specific examples of Christian help to those who suffer. They also consider related 'fundamental questions' which all people might ask. Pupils evaluate various responses to suffering and related questions, as well as formulating their own response.
This unit is expected to take approximately 7 hours.
Where the unit fits in:
The unit is appropriate for pupils in year 9 as they begin to look out from themselves to the world in which they live. Pupils will be expected to draw on the knowledge of Christian beliefs and values gained in years 7 and 8, and to build on knowledge of Christian values and commitment gained in the key stage 2 scheme of work.
This unit prepares pupils for study at GCSE, particularly the Short Course.
Expectations:
At the end of this unit
Most pupils will: know a variety of examples of suffering and explain various
responses and explanations; explain the premises on which Christians base
their beliefs about suffering, including an explanation to the suffering of
Jesus; make informed responses to these ideas; give an account and explanation
of an individual who has worked to combat or care for the suffering; have
a clear grasp of other related fundamental questions in life.
Some pupils will not have made so much progress and will: give at least one
example of more than one type of suffering, possibly naming categories; explain
in simple terms how and why Jesus suffered; give simple explanations of the
Christian views about suffering and state their own view: know a little about
an individual who seeks to combat suffering or care for the suffering; give
examples of other related, fundamental questions in life.
Some pupils will have progressed further and will: know a wide variety of
examples of suffering and explain various responses and explanations in detail;
explain clearly the premises on which Christians base their ideas about suffering,
and support this with detailed reference to the suffering of Jesus; articulate
their own views fully and evaluate those of others, drawing well-reasoned
conclusions; give a full account and explanation of the work of an individual
who has worked to combat suffering or care for the suffering; have a clear
understanding of other related fundamental questions in life.
Appendix B
Non-violence - the easy option?
"I am convinced that if we succumb to the temptation to use violence
in our struggle for freedom, unborn generations will be recipients of a long
and desolate night of bitterness, and our chief legacy to them will be a never
ending reign of chaos"
(Martin Luther King)
"You have heard that it was said, 'eye for eye and tooth for tooth'. But I tell you…..if someone strikes you on the cheek, turn the other cheek."(Matthew 5:38-39)
"An eye for an eye and soon we shall all be blind"(Mahatma Gandhi)
Task.
Using the quotations above and the ideas you have discussed in lessons, explain why non-violence was so vitally important to Martin Luther King.
"Non-violence is cowardly."
Do you agree? Give reasons for your answer showing you have considered more than one point of view.
Appendix C Thou shall not kill!!
How violent are you?
1. Your younger brother spills coffee over your brand new shirt/top. Do you……….
a) throttle him?
b) go mad and demand he pays for a new one?
c) accept that it was an accident?
2. Someone at school calls you a muppet. Do you ………….
a) lay into them?
b) call them a muppet back?
c) ask them which muppet you are?
3. You're out in town and someone knocks into you. Do you ……….
a) threaten to rearrange their face?
b) tell them to watch where they are going?
c) ignore - it was just an accident after all?
4. You have an argument with your girl/boyfriend. They slap you across the
face. Do you ………..
a) slap them back twice as hard?
b) say the most cruel and spiteful thing you can think of?
c) Speak to them later when they have calmed down?
5. You've just deleted your homework project on the computer by mistake and
it's due in tommorow. Do you………
a) kick the cat?
b) swear at the computer?
c) shrug your shoulders and accept that these things happen?
6. You're out with a group of friends when another group starts calling you
names. Do you…………..
a) kick the hell out of them?
b) ignore them - but hope someone else kicks the hell out of them?
c) ignore them?
If you answered mainly A's anyone who gets on the wrong side of you had better
watch out. You fly off the handle easily and you don't mind who's in the way.
If you answered mainly B's you're not into inflicting GBH, but you don't mind
giving someone a verbal earbashing if they deserve it.
If you answered mainly C's you are a very cool customer indeed and you are
few and far between.
Appendix D
Would you be able to sign this pledge in 1963 as part of the sit down demonstration
protesting about segregation eating facilities in Birmingham, Alabama?
I hereby pledge myself - my person and body - to the non-violent movement. Therefore, I will keep the following Ten Commandments:
1. MEDITATE daily on the teaching and life of Jesus.
2. REMEMBER always that the non-violent movement in
Birmingham seeks justice and reconciliation - not victory.
3. WALK and TALK in the manner of love, for God is love.
4. PRAY daily to be used by God in order that all men might be
free.
5. SACRIFICE personal wishes in order that all men might be
free.
6. OBSERVE with both friend and foe the ordinary rules of
courtesy.
7. SEEK to perform regular service for others and for the
world.
8. REFRAIN from the violence of fist, tongue or heart.
9. STRIVE to be in good spiritual and bodily health.
10.FOLLOW the directions of the movement and of the captain
of a demonstration.
I sign this pledge, having seriously considered what I do and with the determination
and will to persevere.
Name
Address
Phone
Nearest Relative
Address
Besides demonstrations, I could also help the movement by (Tick the proper
items.
Run errands Drive my car
Fix food for volunteers Clerical work
Make phone calls Answer phones
Mimeograph Type
Print signs Distribute leaflets
MEDITATE daily on the teaching and life of Jesus. REMEMBER always that the
non-violent movement inBirmingham seeks justice and reconciliation - not victory.
WALK and TALK in the manner of love, for God is love. PRAY daily to be used
by God in order that all men might be free.
SACRIFICE personal wishes in order that all men might be free. OBSERVE with
both friend and foe the ordinary rules ofcourtesy.
SEEK to perform regular service for others and for theworld. REFRAIN from
the violence of fist, tongue or heart.
STRIVE to be in good spiritual and bodily health. FOLLOW the directions of
the movement and of the captainof a demonstration.
Appendix F
" I have a Dream."
I say to you today, my friends, that in spite of the difficulties and frustrations
of the moment, 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 a table of brotherhood.
I have a dream that one day even the state of Mississippi, a desert state,
sweltering with the heat of injustice and oppression, will be transformed
into an oasis of freedom and justice.
I have a dream that my four 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.
I have a dream that one day the state of Alabama, whose governor's lips are
presently dripping with the words of interposition and nullification, will
be transformed into a situation where little black boys and black girls will
be able to join hands with little white boys and white girls and walk together
as sisters and brothers.
I have a dream today.
I have a dream that one day every valley shall be exalted, every hill and
mountain shall be made low, the rough places will be made plain, and the crooked
places will be made straight, and the glory of the Lord shall be revealed,
and all flesh shall see it together.
This is our hope. This is the faith with which I return to the South. With
this faith we will be able to hew out of the mountain of despair a stone of
hope. With this faith we will be able to transform the jangling discords of
our nation into a beautiful symphony of brotherhood. With this faith we will
be able to work together, to pray together, to struggle together, to go to
jail together, to stand up for freedom together, knowing that we will be free
one day.
This will be the day when all of God's children will be able to sing with
a new meaning, "My country, 'tis of thee, sweet land of liberty, of thee
I sing. Land where my fathers died, land of the pilgrim's pride, from every
mountainside, let freedom ring."
And if America is to be a great nation this must become true. 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 snowcapped Rockies of Colorado!
Let freedom ring from the curvaceous peaks 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 every molehill of Mississippi. From every
mountainside, let freedom ring.
When we let 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!"
· Using a red highlighter pen, underline the times when Martin Luther King talks about violence, hatred and difficult times in America.· Using a green highlighter pen, underline the times when Martin Luther King talks about peace, equality and freedom.· Using a blue highlighter pen, underline the times when Martin Luther King gets the listener to believe that America could be a great country but isn't yet.