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RFK - Grade 4 - Introduction

Grade 4 Unit on Social Justice

RFK: Speak Up, Speak Out

Essential Question of the Unit

After completing the lessons in this unit, students will be able to answer: What is social justice? How do individuals participate in social change? What can we learn from Robert F. Kennedy's message, social justice ideals and actions?

Background

RFK portrait Robert F. Kennedy was committed to the principles of freedom and social justice. He carried a message of hope and an unflagging conviction that courage would bring change. His central belief in the civic and moral responsibility of each individual and the community to take action against injustice, poverty and prejudice underlined his public life. He urged each person not to turn a blind eye, but instead to tackle the issues that challenge freedom and justice.

The Robert F. Kennedy project presents a unique opportunity to link his social justice agenda to the New York state learning standards in social studies and English language arts.

Biography of RFK

The Early Years:

Robert F. Kennedy was born Nov. 20, 1925, in Brookline, Mass., the seventh child of Rose and Joseph P. Kennedy.

At age 2, he moved to Riverdale, N.Y., and lived in New York until 6th grade. His family traveled to London, England, for two years with his father, Joseph Kennedy, who was the U.S. ambassador to England.

After high school, during World War II, Robert F. Kennedy joined the Navy. After the war, he attended Harvard University, where he played varsity football and other sports. When he was older, he loved to play touch football games with friends and family and even climbed the highest mountain in North America, Mt. Kennedy, named for his brother, President John F. Kennedy. He later graduated from University of Virginia Law School.

A Life of Public Service:

In 1960 he helped his brother, John F. Kennedy become president. After the election, he was appointed U.S. attorney general. As attorney general he stood up to bullies, whether they were in government, law enforcement or on the streets. He fought organized crime and stood up for African- Americans, helping them exercise their right to vote, attend integrated schools and use all public facilities.

New York's Senator:

In 1963 his brother, President Kennedy, was killed. Soon he resigned as attorney general and, in 1964, ran successfully for the United States Senate from New York. He created programs for underprivileged children and students with disabilities in New York state. Kennedy loved children. He and his wife Ethel had 11 children who would often visit him at work. He worked to make sure all children could obtain a good education, a decent place to live and enough food to eat. He also loved dogs, even bringing them with him to work in the U.S. Justice Department, the U.S. Senate and later on the campaign trail as he ran for President.

In 1968, he ran for U.S. president. His candidacy inspired thousands of young people across the country to get involved in politics and brought together people of many different races. Sadly, after a campaign event June 5, 1968, in Los Angeles, Calif., Robert Kennedy was shot and later died.

Courage to Stand Up and Speak Out:

Robert F. Kennedy was not afraid to go after criminals who broke the law, especially those who hurt others or did not respect the rights of other citizens because they were of a different race. He believed all people were born with basic human rights that must be protected. In 1966, he traveled to South Africa and told students "We must recognize the full human equality of all of our people ...We must do it for the single and fundamental reason that it is the right thing to do."

Overview

The unit consists of five lessons that are interdisciplinary and integrate the New York state learning standards for social studies, English language arts, the arts and health. Each lesson has multiple activities that may be taught over several class periods. A suggested number of minutes is given at the beginning of each lesson. As the lessons are reviewed, keep in mind that activities may be adapted to fit into the class time frame. It is suggested that instruction on the introductory lesson be completed prior to the naming of the Robert F. Kennedy Bridge in November of 2008. The remaining lessons may be integrated throughout the school year as appropriate.

Through the sessions and activities in this project, students will have the opportunity to enhance their understanding of justice; learn facts and details about events in our history that shaped the 1960s; and explore a broad spectrum of ideas and concepts about social justice, social responsibility and leadership. Lesson 1 provides the foundation and Lesson 5 is designed to be the culminating activity; however, each lesson can stand alone if time does not permit teaching all five.

Relevance to Current Issues

Many of the social issues Robert F. Kennedy fought against still exist in our society and there are new challenges that require individual commitment to social change and civic action. Local, state and national elections and issues such as the war in Iraq, gun control, affordable housing, energy crisis, illegal immigration, global warming, equal pay and opportunity for jobs, unemployment and affordable health care are just some of these issues. Social causes that our students have become involved in include, but are not limited to, protecting the environment, healthy school lunches and safety in school and on the Internet.

Differentiating Instruction

Teachers should consider the following strategies when adapting instruction for diverse learners:

Students with Disabilities

When beginning the lesson, ask frequent questions and provide clarifying statements.
Use concept maps and graphics. Consider how these can be modified or if the information can be used.
Assign students to work in heterogeneous groups, using cooperative learning when appropriate.
The student's Individualized Education Program (IEP) will provide information on the need for specific modifications.
Create scaffold reading with supports for decoding and vocabulary.
Provide alternate means of presenting information such as written, oral and visual.
Evaluate the accessibility of electronic devices (computer, LCD panels) and/or other alternate means for note-taking.
Break down instructional units into smaller steps.
Teach students learning strategies, tools and techniques used to understand and learn new materials - simple learning strategies such as note-taking, making a chart, asking questions, making an outline, re-reading and highlighting key words or concepts.

English Language Learners

Identify vocabulary words that may be difficult for students and pre-teach new vocabulary in context. Write simple, brief definitions.
Use visuals and graphic organizers to visually represent the main idea.
Summarize text using controlled vocabulary and simplified sentence structures.
Provide the opportunity for students to partner with English-proficient speakers. Arrange the classroom for small-group and paired learning.
Use think-alouds to help students understand the step-by-step thinking process in finding solutions.

Vocabulary

Each lesson has a list of vocabulary words pertaining to the lesson. Create a word wall and ensure that the vocabulary words are used during class discussions and in student writing activities.