"RFK - Grade 11 - Introduction." NYSUT: A Union of Professionals. www.nysut.org

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RFK - Grade 11 - Introduction

Grade 11 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 of 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. In grade 11, students focus on the history of the United States and New York state, touching on issues concerning civil rights, voting rights, workers' rights, equal education, equal opportunity programs, how the United States government works and people who have made significant contributions to American life.

Biography of RFK

The Early Years:

Robert Francis Kennedy was born on Nov. 20, 1925, in Brookline, Mass., the seventh child of Rose and Joseph P. Kennedy. "I was the seventh of nine children," he later recalled, "and when you come from that far down you have to struggle to survive."

He soon moved to Riverdale, N.Y. and lived in the state until 6th grade.

After high school, he served in the Navy during World War II, and attended Harvard University where he played varsity football. Athletics were a lifelong passion and he was known for his legendary touch football games with friends, family and daring for other exploits, including climbing the highest peak in North America, Mt. Kennedy, named for his brother, President John F. Kennedy. He then attended University of Virginia Law School.

Perhaps more important for his education was the Kennedy family dinner table, where his parents involved their children in discussions of history and current affairs. "I can hardly remember a mealtime," Robert Kennedy said, "when the conversation was not dominated by ... what was happening in the world."

In 1950, Robert Kennedy married Ethel Skakel and later had 11 children.

Dedicated Public Servant:

In 1952, Kennedy managed his older brother John's successful campaign for the U.S. Senate from Massachusetts. Later, he worked in the U.S. Senate, winning attention as the Senate's lead lawyer investigating Teamsters' Union leader Jimmy Hoffa for corruption.

In 1960, he managed John F. Kennedy's presidential campaign. After the election, he was appointed attorney general in President Kennedy's cabinet. As attorney general, he won respect for his effective administration of the Department of Justice, fighting organized crime and helping African-Americans exercise their right to vote, to attend integrated schools and to use public accommodations. In 1961 he helped protect students taking part in the Freedom Ride, protesters traveling by bus across the U.S. South to highlight illegal segregation, such as a prohibition against African-Americans using facilities in bus terminals. In September 1962, Attorney General Kennedy sent U.S. marshals and troops to defend the first African-American student (James Meredith) at the University of Mississippi from rioting protesters. Robert Kennedy also helped President Kennedy propose the most far-reaching civil rights law since Reconstruction, the Civil Rights Act of 1964, which passed eight months after President Kennedy's death.

New York's Senator:

Soon after President Kennedy's death, Robert Kennedy resigned as attorney general and, in 1964, ran successfully for the United States Senate in New York. As New York's senator, he initiated a number of projects in the state, including assistance to underprivileged children and students with disabilities and the establishment of the Bedford-Stuyvesant Restoration Corporation to improve living conditions and employment opportunities in areas of Brooklyn. Today, that program is a model for communities across the nation.

A Champion for Human Rights and Peace:

Senator Kennedy was also committed to the advancement of human rights at home and abroad. In addition to supporting the civil rights movement in the U.S., he sought to confront the American people with the facts of poverty, journeying into urban ghettos, Appalachia, Native American reservations, the Mississippi Delta and migrant workers' camps. He proposed legislation to encourage businesses to locate in these poverty-stricken areas to create dignified work for the unemployed so they could support their families.

He traveled to Eastern Europe, Latin America and South Africa to share his belief that all people have a basic human right to participate in the political decisions that affect their lives. He also believed that those who challenge institutional wrongs show the highest form of courage. "Each time a man stands up for an ideal," he said in a 1966 speech to South African students, "or acts to improve the lot of others, or strikes out against injustice, he sends forth a tiny ripple of hope, and …those ripples build a current that can sweep down the mightiest walls of oppression and resistance."

Though Kennedy had initially supported President Johnson's policies in the Vietnam War, as a senator, Kennedy worked to end the war. Kennedy urged President Johnson to cease the bombing of North Vietnam and reduce, rather than enlarge, the war effort. In his final Senate speech on Vietnam, Kennedy said, "[C]an [we] decide, in Washington, D.C., what cities, what towns, what hamlets in Vietnam are going to be destroyed? ... Do we have to accept that? …I think we can do something about it."

Historic Bid for the Presidency:

On March 18, 1968, Robert Kennedy announced his candidacy for the Democratic presidential nomination. He challenged the complacent in American society and sought to bridge the great divides

in American life - between the races, between the poor and the affluent, between young and old.

His 1968 campaign brought hope to an American people troubled by discontent and violence at home and war in Vietnam. He won critical primaries in Indiana and Nebraska and spoke to enthusiastic crowds across the nation.

Robert Francis Kennedy was fatally shot on June 5, 1968, at the Ambassador Hotel in Los Angeles, Calif., shortly after claiming victory in that state's crucial Democratic primary. He was 42 years old.

Although his life was cut short, Robert Kennedy's vision and ideals live on today through the human rights work of the Robert F. Kennedy Memorial in Washington, D.C.

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; 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, 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.