Robert F. Kennedy Teacher Resources

Find Robert F. Kennedy educational ideas and activities

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In this thinking skills worksheet, learners read a famous quote by Robert F. Kennedy and write a short response on what the famous quote means to them.
In this online interactive American history worksheet, students answer 13 fill in the blank questions regarding the Kennedy presidency. Students may submit their answers to be scored.
In this ESL worksheet, learners listen to a reading about Arnold Schwarzenegger. Students answer 10 multiple-choice questions about the information given.
In this everyday editing worksheet, students correct grammatical mistakes in a short paragraph about Robert F. Kennedy. The errors range from punctuation, capitalization, grammar, and spelling.
Foster discussion in your advanced high school history class with primary sources from the Vietnam War era. After a timeline activity involving manipulatives, pupils get down to business analyzing and categorizing the document set. All of this work is in preparation for a fish bowl discussion and timed essay.
Invite your learners to discover the efforts of Night author Elie Wiesel to promote awareness of genocide in the world. Your class will begin by watching and reading an interview of Elie Wiesel, and then work to create a "living" Holocaust museum by researching instances of genocide around the world and designing posters based on their findings. 
What if Hitler had succeeded in his endeavors? What if the stock market had never crashed in 1929? Considering alternate histories is a fantastic way to not only assess understanding of a historical event and its significance, but to also consider possibilities for modern happenings around the globe. Learners choose and research a particular historical event to develop a scenario describing how the world would be different if that event had never occurred.
How is religious freedom connected to the conflict between China and Tibet? After reading an online passage of background information, your learners will divide into groups and both read and view an interview with the Dalai Lama. They will then explore the idea of non-violence as a response to the Tibetan conflict and offer their ideas through presentation.  
After comparing and contrasting non-violent and violent social movements, your young historians will take a closer look at the work and influence of John Lewis on the civil rights movement. They will then choose a current social justice movement to study and present to the class using a variety of creative options.
A comma can make all the difference in a sentence! Have your class members practice determining when commas are absolutely necessary with a quick exercise. For the 15 given sentences, pupils add commas, but only when necessary. Great practice with commas as well as essential and nonessential phrases and clauses!
Using the variety of videos, articles, and other materials provided here, class members explore the importance of monuments, historical narratives, and shared memory. After reading and participating in a Socratic seminar, pupils choose a monument to research, write a paper about, and re-represent either with description or an actual physical product. An involved project that requires critical and creative historical thinking.
Greek Revival architecture and the Civil Rights Movement? Sure! Examine how the Lyceum and Circle, two historic buildings located on the campus of the University of Mississippi, relate to integration and the 1962 riot on the university campus. Background material on the significance of the Greek Revival style of architecture, what this style symbolized to those opposed to integration, and on the political situation in 1962 is provided. Whether or not you agree with the point of view of the lesson, the resources in the packet are of value.
With the barrage of recent shootings on campuses across the nation, the topic of gun control is sure to engage class members. After reading a background article and an information sheet that summarizes the opinions of handgun owners, gun manufacturers, the general public, and the police, individuals are asked to take a position on the question of whether or not handguns should be illegal. Links to sources of additional information are included.
Develop an understanding of universal human rights, particularly the freedom of expression, with the questions and activities that analyze the conflicts of Vaclav Havel. Learners define, interpret and rephrase the human rights article in their own words, analyze an interview with Vaclav Havel, and discuss the human rights violations that occurred to him. The class is given an opportunity to become a defender of human rights by conducting research, or joining organizations, the options are provided in the resource. Modifications can be made to use this resource at the local level.  
Develop an understanding of how the media and society are connected and responsible for the defense of universal human rights. Learners investigate and examine the conflicts of police brutality as it is portrayed in the media and through the victim advocacy of Van Jones. Pupils discuss issues of police brutality, media impact, the rolls of oppression and repression, and see what it takes to be a human rights defender. This resource is far-reaching and covers local, national, and international issues of the human right violation. The educator can choose to focus on some or all of the issues without sacrificing content or understanding.  
“Humanscape No.65” by Melesia Casas and Ester Hernandez’s “Sun Maid Raisins” launch a study of how works of art can advocate for social change. After examining these two works and discussing the human rights issues raised, class members are encouraged to create their own advocacy graphic. Learning links, reflections, service opportunities, and worksheets are included in the richly detailed plan. 
Progress your learners' comprehension of universal human rights by exploring the violation of human trafficking through the experiences of Juliana Dogbadzi. This activity analyzes and discusses very sensistive and graphic issues but is nonetheless enlightening in its knowledge.  It includes essential skills, vocabulary, and materials needed, and encourages young people to take a stand and defend the human rights of everyone.  
Examine three speeches while teaching Aristotle's appeals. Over the course of three days, class members will fill out a graphic organizer about ethos, pathos, and logos, complete an anticipatory guide, read speeches by Martin Luther King Jr., Robert Kennedy, and George Wallace with small groups, share their findings using the jigsaw strategy, and wrap up with a poster project and individual writing. Materials, ideas for differentiation, and routines are included in this strong, collaborative, and focused Common Core designed activity.
This is an excellent resource for introducing and exploring the topic of child soldiers. Ethics, history, or theology classes will benefit from the high-quality information. This includes detailed instructions for an introductory activity, discussion, written reflections, and extension activities. Don't miss this if you're covering this important subject.
Over the course of two class periods, young historians explore human rights issues; specifically, forced labor in China. This resource provides everything you need, including relevant vocabulary, an anticipatory activity, and a small-group project. The entire class responds to preliminary questions to elicit prior knowledge and understanding of this issue, and then they watch a video clip of Harry Wu's "Speak Truth to Power" service announcement. Next, the class is divided into four groups and each assigned an aspect of Wu's experience to research. By the end of the second class period, each group must be prepared to share what they learned in a presentation (collage/poster, role-play, poem, PowerPoint, or song/rap). Not only is this a well-constructed plan, it addresses several Common Core standards and includes extension activities. Some elements are dated, but this does not impact its usefulness. 

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Robert F. Kennedy