Martin Luther King, Jr.'s Christian Pledge

As part of your lessons on Martin Luther King, Jr., help students understand the depth of how Dr. King's Christian faith impacted his leadership in the civil rights movement.

Below is an excerpt from a U.S. State Department website that reminds us of a largely-forgotten part of the non-violent protests for civil rights. For the complete article, click on the link at the end of this article.

IMPORTANT REMINDER: You are not proselytizing for merely teaching your students about Dr. King's passionate insistence that his fellow protesters base their actions on Christian principles.

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Excerpted from "The Martin Luther King We Remember" by Adam Wolfson and Senator Daniel Patrick Moynihan 

The Christian springs of King's statesmanship are abundantly evident. With the successful end of the Montgomery bus boycott, King founded the Southern Christian Leadership Conference (SCLC) in order to take the civil rights struggle and his nonviolent message throughout the South. One of his most trusted aides urged him to drop the word Christian from the new organization. It was argued that such an explicit religious reference would alienate white Northern liberals, whose support would be crucial in the years ahead. King was adamant, however, and the word Christian remained. He also insisted that civil rights participants be guided by Christian principles. For example, volunteers in the Birmingham campaign were required to sign a "Commitment Card" that read in part:

I HEREBY PLEDGE MYSELF--MY PERSON AND MY BODY--TO THE NONVIOLENT MOVEMENT. THEREFORE I WILL KEEP THE FOLLOWING TEN COMMANDMENTS:

1. MEDITATE daily on the teachings and life of Jesus.

2. REMEMBER always that the nonviolent 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 on a demonstration.

To read the full article CLICK HERE.

The Virginia Statute for Religious Freedom (Paraphrase)

An easier-to-understand paraphrase of the Virginia Statute

God created us to be free in our thinking. He is all-powerful but He chose not to force us to obey Him. Throughout history there have been people who have tried to force others to believe a certain way about God. Often times this has led to people being forced to believe what the ruler believed even if it wasn't really true. We don’t want that.

It also isn’t right to force people to give money to religions that they don’t believe. It is best to let people support the religion they believe is the best one. The government shouldn’t even force people to support the religion they do believe is right. Each person should be free to support his religion in the way he thinks is best.

The rights we have, as citizens, shouldn’t depend on which religion we follow. The government shouldn’t tell people that they cannot hold a public office like mayor, or governor, or President just because of their religious beliefs. If the government did that, it would only cause people to lie about their beliefs. They might say they believe this or that religion just to run for political office. Of course, it would be wrong for people to lie about their religious beliefs, but it would also be wrong for the government to tempt people to lie by saying that only people who believe a certain way can be in politics. The government’s job is to help keep a peaceful society, not to tell people what religion to follow.

Truth is a wonderful thing. Truth can defend itself if you just let it be told. People need to be free to talk about what they believe is the truth about God.

Because of all this, we, the leaders of the state of Virginia, have decided the government should not force anybody to follow a religion, nor should the government force anybody to pay money to support a religion. People should decide this for themselves. Also, the government shouldn’t hassle people because of the religion they follow. Instead, everybody should be free to follow, and talk about, their religion.

We know that we are elected by the people to make decisions for right now. We know that in the future some group of Virginia’s leaders may decide to change this law. But, if they did that, we want to say right now that would be wrong, because God created us to be free.

© 2014, Gateways to Better Education.  Permission is granted to use in classrooms.

The Virginia Statute for Religious Freedom

In Virginia, the American Revolution led to the disestablishment of the Anglican Church, which had been tied closely to the royal government. Then the question arose as to whether the new state should continue to impose taxes to be used for the support of all recognized churches. The proposal had a number of supporters who, even if they no longer accepted an established church, still believed that religion should be supported by the public purse.

For some Virginians, however, imposing religion on people smacked of tyranny. Thomas Jefferson and James Madison, both of whom would later be president of the United States, argued that religious beliefs should be solely matters of individual conscience and completely immune from any interference by the state. Moreover, religious activity of any sort should be wholly voluntary. Not only did they oppose taxing people to support an established church, but they also objected to forcing people to pay taxes even for their own church. To Jefferson, a high wall of separation should always keep church and state apart.

Jefferson drafted the following measure, but it was Madison who skillfully secured its adoption by the Virginia legislature in 1786. It is still part of modern Virginia's constitution, and it has not only been copied by other states but was also the basis for the Religion Clauses in the Constitution's Bill of Rights. Both men considered this bill one of the great achievements of their lives, and Jefferson directed that on his tombstone he should not be remembered as president of the United States or for any of the other high offices he held, but as the author of the Declaration of Independence and the Virginia Statute for Religious Freedom, and as the founder of the University of Virginia.

For further reading: William Lee Miller, The First Liberty: Religion and the American Republic (1985); Leonard W. Levy, The Establishment Clause and the First Amendment (1986); Merrill D. Peterson and Robert C. Vaughn, eds., The Virginia Statute for Religious Freedom: Its Evolution and Consequences in American History (1988).

VIRGINIA STATUTE FOR RELIGIOUS FREEDOM

Whereas Almighty God hath created the mind free; that all attempts to influence it by temporal punishments or burthens, or by civil incapacitations, tend only to beget habits of hypocrisy and meanness, and are a departure from the plan of the Holy author of our religion, who being Lord both of body and mind, yet chose not to propagate it by coercions on either, as it was in his Almighty power to do; that the impious presumption of legislators and rulers, civil as well as ecclesiastical, who being themselves but fallible and uninspired men, have assumed dominion over the faith of others, setting up their own opinions and modes of thinking as the only true and infallible, and as such endeavouring to impose them on others, hath established and maintained false religions over the greatest part of the world, and through all time; that to compel a man to furnish contributions of money for the propagation of opinions which he disbelieves, is sinful and tyrannical; that even the forcing him to support this or that teacher of his own religious persuasion, is depriving him of the comfortable liberty of giving his contributions to the particular pastor, whose morals he would make his pattern, and whose powers he feels most persuasive to righteousness, and is withdrawing from the ministry those temporary rewards, which proceeding from an approbation of their personal conduct, are an additional incitement to earnest and unremitting labours for the instruction of mankind; that our civil rights have no dependence on our religious opinions, any more than our opinions in physics or geometry; that therefore the proscribing any citizen as unworthy the public confidence by laying upon him an incapacity of being called to offices of trust and emolument, unless he profess or renounce this or that religious opinion, is depriving him injuriously of those privileges and advantages to which in common with his fellow-citizens he has a natural right; that it tends only to corrupt the principles of that religion it is meant to encourage, by bribing with a monopoly of worldly honours and emoluments, those who will externally profess and conform to it; that though indeed these are criminal who do not withstand such temptation, yet neither are those innocent who lay the bait in their way; that to suffer the civil magistrate to intrude his powers into the field of opinion, and to restrain the profession or propagation of principles on supposition of their ill tendency, is a dangerous fallacy, which at once destroys all religious liberty, because he being of course judge of that tendency will make his opinions the rule of judgment, and approve or condemn the sentiments of others only as they shall square with or differ from his own; that it is time enough for the rightful purposes of civil government, for its officers to interfere when principles break out into overt acts against peace and good order; and finally, that truth is great and will prevail if left to herself, that she is the proper and sufficient antagonist to error, and has nothing to fear from the conflict, unless by human interposition disarmed of her natural weapons, free argument and debate, errors ceasing to be dangerous when it is permitted freely to contradict them:

Be it enacted by the General Assembly, That no man shall be compelled to frequent or support any religious worship, place, or ministry whatsoever, nor shall be enforced, restrained, molested, or burthened in his body or goods, nor shall otherwise suffer on account of his religious opinions or belief; but that all men shall be free to profess, and by argument to maintain, their opinion in matters of religion, and that the same shall in no wise diminish enlarge, or affect their civil capacities.

And though we well know that this assembly elected by the people for the ordinary purposes of legislation only, have no power to restrain the acts of succeeding assemblies, constituted with powers equal to our own, and that therefore to declare this act to be irrevocable would be of no effect in law; yet we are free to declare, and do declare, that the rights hereby asserted are of the natural rights of mankind, and that if any act shall be hereafter passed to repeal the present, or to narrow its operation, such act shall be an infringement of natural right.

Source: W.W. Hening, ed., Statutes at Large of Virginia, vol. 12 (1823): 84-86.

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USEFUL LINKS

ReligiousFreedomDay.com

Lesson Plan: Words That Create A Vision Unit

Lesson Plan for Black History Month

Unit: Words That Create a Vision
“I Have a Dream”

By Susan Harris
Huntsville, Alabama
susan.harris@knology.net

Introduction                  
   Some teachers may ask why there is so much in this unit.  When I began, I wanted to develop something very simple, but I have found that most students do not have the historical background knowledge to understand even simple allusions in speeches, literature, or periodicals.

    This unit was written in response to three requirements by our school system: first, to develop and use interdisciplinary units; second, to participate in Black History Month; third, to develop a concept-based unit; and fourth, to teach the skills for state testing objectives.   Interestingly enough, the more constraints and demands that are placed on teachers actually present increased opportunities for creativity and in-depth studies. 

    I selected a relatively brief speech that was very clear and forthright on the surface, but one that would, on further examination, demonstrate complexity and require in-depth study.  Any number of speeches, songs, or essays could actually be successfully substituted for the “I Have a Dream” speech. 

    It was a pleasure to develop a sense of history and appreciation for the complexity of significant writings /speeches.  One of the most rewarding moments for me was a student’s remark, “How did he do that?”  The student had begun to appreciate the complexity of thought and language expression illustrated in this particular speech.  More importantly, this remark opened the door to discussing how an individual’s world view is an interweaving of what he/she has read, seen, and experienced.  This view takes observable form in one’s conversations, written work, and activities.

   Most of the essential questions and the essential understandings are designed for use with other selections from literature or historical documents.  They are open-ended with higher level questions and goals.  In a few of the activities, the questions are very specific to “I Have a Dream,” but even those can be changed to accommodate other works. 

   Notes:  The optional journal entry references are used if you have the students keep a log or journal for their thoughts and responses.

    Although you may wish to use the entire unit with your personal additions and adjustments for varying grade levels, the activities may be used individually.  Teachers should develop their own ideas from the suggested activities. 

  Grade levels:  I selected grade levels 7-12 because students begin to think abstractly, and they enjoy examining issues.  As they reach high school, they begin to write and speak more deliberately in expressing their views.  Teachers of younger students will find some of the activities, as well as variations of others, useful.  This unit may also be used simply to enrich a teacher’s background knowledge or planning.

    My conceptual lens or “big idea” for the year is Beliefs and Values.  The theme of this unit is “Words That Create a Vision.”

Black History Month   (3 to 6 weeks)  “I Have a Dream”

Conceptual Lens:  Beliefs / Values

Concepts: Vision, justice, passive resistance, persuasion, historical memory, historical context, belief systems, and symbolism.

Skills: Analysis, research / gathering data, identifying sequences, dramatization, classification, mind mapping, identifying figurative language, planning, decision making, visual representations development, sentence structure, journal and speech writing, evaluation, listening, and oral presentation.  They will also have the opportunity to choose support material related to song writing and music composition, cartoon design, video production, and PowerPoint design.  Possible grammar topics for emphasis: sentence structure, vivid verbs and modifiers, and public speaking.

NOTE:  Activities are used according to length of time the unit is used.

Topic / Theme: Words That Create a Vision
Introduction

Over Arching Questions:
1.  What is a vision?  In what ways can visions be shared with others?
2.  How can words be tools for creating a vision?
3.  How have great speakers created a vision to persuade groups or individuals to follow them in accomplishing a task? What have been the consequences of people following the gifted speakers?
4.  What speeches, presentations, or articles have had an impact on your thinking or decisions?  What made them effectively reach you?  
5. How could you determine if a vision is worthy or valid, regardless of the speaker’s ability?
  

Activity:   Discussion of questions and journal entry

Essential Understanding 1
Common historical memory, common vocabulary, and common knowledge may enhance the understanding of and identity with a specific person’s vision.

Essential Questions for activity 1:  
Discuss these questions before and after the following activity.
1. How can your knowledge or lack of knowledge of vocabulary, history, geography, and literary sources affect your understanding of a person‘s vision? 
2. How might the location of a speech affect the presentation or message?
3.  In what ways could the references (direct and indirect)  enhance the message?
Activity 1 (pairs, large group):  Listen to a recording of “I Have a Dream.”  Next, read it in pairs or small groups, marking unfamiliar words or ideas, as well as references you recognize. Classify the different types of problematic areas:  unfamiliar vocabulary, historical events or documents, geography, and figurative language.

Essential Questions for Activity 2:
1.  How can the acquiring of knowledge of the geographic and historical references affect your understanding of the vision presented in a speech?
2.  What is the significance of quoting from primary documents such as those of the United States? 

Activity 2  (groups): 
Research the references to geography and history, including copies of the original historical documents, sharing your findings with the class.  Emphasize the historical context of the documents.  Individual: Draw a map of the sites alluded to in the speech.  

Optional Journal Entry

Essential Understanding 2
Literary techniques such as the use of figurative language (allusions, paradoxes, etc.) may increase the effectiveness of the speech.         

Essential Questions for Activity 1
1.  How can literary devices be used to create an effective argument?
2.  Which devices in this speech enhanced your understanding?
3.   What makes allusions so powerful and distinctive?

Activity 1:   Find examples of figurative language, including allusions and paradoxes.

Essential Questions for Activity 2
1.  What creates an effective word picture?
2.  Do these word pictures influence your response?
 

Activity 2:  Illustrate one of the literary devices used in the speech.
 
Essential Questions for Activity 3           
1.  Why can understanding the logic of the speaker increase our understanding?
2.  In what other ways can a mind map develop an understanding and
appreciation for the speaker’s message?

Activity 3:  Create a mind map of the speech, illustrating the academic disciplines and/or sources from which he draws and the sequential development of the speech.  
Optional Journal Entry

Essential Understanding 3
Visions may be rooted in a common belief or value held, but not necessarily practiced, by a group or society.

Essential Questions for Activity 1
1.  How could a speaker/writer tie the values in the historical documents to contemporary problems?
2.  In what ways do you share Dr. King’s values?

Activity 1:  Review the historical documents to which Dr. King refers for the major points regarding shared values and beliefs at the time.
  
Activity 2:   Read the passages from Hebrew and biblical sources to which he alludes and from which he quotes.  Discuss the historical context for the passages and compare to King’s historical context.

Essential Questions for Activity 2:
1.  How does his speech draw from commonly held values?
2.  Why do you think he quoted Isaiah 40:3-5?
3.  How can you determine if Dr. King was looking forward to more than legally imposed equality of opportunity?

Activity 3:  Illustrate the standards from historical documents and biblical sources against which Dr. King measured achievement and progress.  List the ideals and their sources and present in a visual form.

Essential questions for activity 3:
1.  How did the standards compare with the progress?
2.  What could you possibly infer about the proposed solution to the problem?
3.  Why might people profess one thing, but practice another?
Optional Journal Entry

Essential Understanding 4
You may be affected by powerful speakers to support causes about which you have not researched for factual data.

Activity 1:   Students listen to and read excerpts from speeches.  They attempt to identify the context and totality of the message.    
1.  What standards did you use to evaluate ideas presented in the speech excerpts?
2.  How did your interpretation compare to the real message of the speaker?  How did you react when you discovered its historical context? 3.  How can you be sure that facts quoted by speakers are accurate?     
4.  What responsibilities do you have as a listener?

Optional Journal Entry

Culminating Activities
Group

Select a speech to analyze and present your findings according to the following guidelines:
Assigned parts: 
1.  Using a visual, one student will inform the audience of important historical information, important vocabulary, or unusual language structures.  
2. One student will help develop the visuals and presentations for numbers 1 and 3.
3. One student will dramatize the speech in appropriate period clothing.
4.  The group will develop a tangible means of evaluating the effect on the audience.

Individual
Select a problematic issue that is of special interest to you. 
a.)  Complete historical research to validate facts for your presentation. Document with notes, resources, and bibliographic information.
b.)  Develop a mind map to include the disciplines ( at least three, such as geography, music, history) from which you have drawn references, and include the progression (sequence) of your ideas in the speech.
 c.) Write a persuasive speech presenting the problem and a creative solution to the according to the following guidelines:
      1.  Your standards must be clear.
      2.  It must be based on facts acquired from your research.
      3.  It must demonstrate an understanding of the audience.
      4.  You must use figurative language to capture your audience’s imagination.
       ***  To accompany the speech, you should select a second or supportive approach to presenting your ideas:  political cartoon, song, video, or PowerPoint presentation.

Four Questions to Ask of Any Program or Policy

It sounds ridiculous. How can you dare to question a new program or curriculum your school district's experts want to implement when you don't have all the facts you need? The answer is: It's easy - and you won't even look like a fool. To the contrary, you will be helping your school district achieve excellence.

Here are four questions you can ask when any new program is proposed. If school officials can satisfactorily answer them, that's wonderful. You can support the change. If they evade the questions, watch out. If they stumble in their answers, you know there's a problem. You shouldn't ask these questions to sabotage a program. You should ask them to spur the district on to excellence and greater accountability.

1. What will success look like? 

You want the district to give you measurable definitions of how the program will be called successful. Is success defined as increased scores on tests? What measurable increase can be considered successful? Is success defined as increased graduation rates or decreased vandalism? What percentage of increase or decrease is considered successful? Ultimately, how is student performance increased by this change?

2. Where has this program been implemented successfully? 

Get the names and telephone numbers of school districts where the program has been a success. Call up the superintendent's office in each district. Explain that you are a parent at another school district exploring the pros and cons of the program. Then, ask what they like and dislike about the program. What would they do differently?

3. What are the success benchmarks set up by the district? 

How does the district intend to tangibly measure the success or failure of the program over time? What will be the 6-month measure of success? What will be considered success after having implemented the program for one year? Who will measure it? How will they measure it? When will they measure it?

4. If the program doesn't work well, at what point will it be deemed a failure and greatly modified or removed? 

Once the measure of success is established, you'll want to know how long the district will push for success. Most programs take some adjusting once implemented. That's understandable. But at what point will the district stop chasing after success if it is clear that the previously set measures of success are not being met? One year? Two years? Five years?

These four questions will help you and the community hold the district accountable. They'll also help the district be more successful in establishing clear goals.

© 2002, Eric Buehrer