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I Have a Dream

Discussion Questions and Reading Activities

Reading Apprenticeship Pre-reading Activities

To learn more about Reading Apprenticeship, check out

https://readingapprenticeship.org/ or get a copy of the book

Reading for Understanding.

Why do people read? Directions: Work with your partners. Come up with as many reasons as you can think of why

people read.

Personal Reading History

Topic: Write about some important moments or events in your own development as a reader in English and/or your native language. What experiences come to mind? Can you think of enjoyable moments, or difficult, frustrating moments? What or who supported your development as a reader?

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Supports and Barriers to Reading

Note Taking Page

Supports Barriers

Reading Strategies list

Directions: What are things you do to help you understand a difficult reading? Write down as

many strategies as you can think of.

Activities to Develop Background Knowledge

and Activate Schema

Discussion Questions

Human Rights

1. What are human rights?

2. Do you think everyone is born equal? Why/Why not?

3. Should men and women have the same rights?

4. Do you feel you have all the human rights you need?

5. How are people being treated unfairly today?

6. Which countries do you think have the worst human rights records and why

do you think so?

7. How can the world make sure human rights are protected?

8. How do you think a country with such diverse peoples and cultures can live together and respect each other’s individual rights?

9. Do religions respect human rights?

Civil Rights in the US

10. What do you know about Martin Luther King?

11. What do you know about the civil rights movement?

12. Have you seen or experience racism in the United States?

13. What is the difference between human rights and civil rights?

Dr. Martin Luther King Jr. Day From ESL Holiday Lessons.com

Martin Luther King Jr. Day is a U.S. holiday that

celebrates the birth date of one of America’s greatest civil

rights leaders. Dr. King’s date of birth is January 15th, but the

actual holiday is on the third Monday in January. The holiday

recognizes the great achievements Martin Luther King made

to American society. His leadership in the campaign to

achieve equal rights for black Americans changed America

forever. His focus on non-violent protests led to new laws

that worked to end racial discrimination in America. The USA

became a more equal society. The holiday is only one of four

national holidays in America to commemorate a person. This

shows just how important Martin Luther King was – one of

the greatest Americans ever.

Dr. King was assassinated in 1968. Just 25 years later,

in 1983, then President Ronald Reagan signed this holiday

into U.S. law. People first observed the holiday three years

later, in 1986. At first, the holiday was not popular with all

American states. Some didn’t like the name and so they

called it “Civil Rights Day”. However, in the year 2000, all 50

states observed the holiday using its correct name. The

musician Stevie Wonder helped the campaign for the

holiday. He released a hit single called “Happy Birthday” in

1980. The song made millions of Americans aware of the

campaign. Six million people signed a petition for the

American Congress to create the holiday. It is still the largest

petition in U.S. history in favor of an issue.

Reading Notes

Research Notes:

What do you know about Martin Luther King, the history of slavery and racism in

the US, and the civil rights movement?

Work with your classmates to develop schema (background knowledge) about

these topics. You can use your cell phones to look up information.

Chapter Activities

Chapter 1 You Are as Good as Anyone (5-10)

Before You Read:

❖ Schema References: These are words or terms that refer to some cultural or historical

knowledge. If you don’t know what they are, then you will not be able to completely

understand the story.

Directions: Before you read chapter one, do a little research about each of the things below.

Come to class ready to share with your classmates what you learned.

slavery (in the United States)

segregation

prejudice “Whites Only” signs

While You Read:

❖ Confusions: While you read the chapter, pay attention to places where you feel confused or

lost. Underline or highlight these places so we can talk about them in class.

❖ New Words: Keep a new words list in your notebook. Write down new words you find in the

chapter.

❖ Golden Line: While you read, look for a line that shows prejudice. Underline or highlight the

line, so you can share it with your classmates. You will tell them why you chose the line. Write

the page number here _____________.

After You Read:

❖ Confusions: Share one confusion you had while reading the chapter. What confused you?

What reading strategies helped you understand? Is anything still unclear?

❖ Golden Lines: Share your golden line with the class or in small groups. Read the line and

explain why you think it represents prejudice.

❖ Group Discussion: Talk with your group about each of these questions. Take notes.

1. The book starts with a story. What happened to Martin when he was a kid?

2. Why did Martin’s friends’ mother tell Martin he couldn’t play with her kids anymore?

3. How do you think young Martin felt when he learned the reason he couldn’t play with

his friends?

4. What did Martin’s mother tell him when he was upset about his friends?

5. Why do you think the Chapter is called “You Are as Good as Anyone”?

Extension Questions

1. Has anyone ever treated you unfairly? What happened? How did you feel?

2. Do you think racial inequalities still exist in this country? Why/why not?

3. Have you ever experienced prejudice? What happened?

Chapter 2 I’m Going to Get Me Some Big Words (11-17)

Before You Read:

❖ Discussion Question: Look at the title of the chapter “I’m Going to Get Me Some Big

Words…” What do you think it means? What do you think will happen in the chapter? Make

predictions.

❖ Schema Reference: Do little research about the following term. Come to class ready to share

what you learned.

sharecropper

While You Read:

❖ Confusions: While you read the chapter, pay attention to places where you feel confused or



chapter.

❖ Golden Line: While you read, look for a line (a sentence or two) that shows strength.

Underline or highlight the line, so you can share it with your classmates. You will tell them why

you chose the line. Write the page number here _____________.

After You Read:

❖ Quick Write: Take 10-15 minutes to write about the following topic.

What did you learn about Martin Luther King Jr. and his father Daddy King? What were they

like? Describe what you think their personalities were like.

❖ Confusions: Share one confusion you had while reading the chapter. What confused you?


❖ Key Vocabulary and Expressions Review: In your groups, review the key vocabulary terms.

What do they mean?

red in the face reverend / minister Jr. / Sr.

colored negro boy

dumb as a mule to keep someone in their place


explain why you think it represents strength.


1. Why did Daddy King go to Atlanta?

2. Why do you think the Policeman pulled Daddy King over?

3. What did Daddy King think about segregation?

4. What are some ways that Daddy King resisted segregation?

5. Was Martin Luther King Jr. good with words? What does the chapter tell us? How do

you think this might be important later in the story?

Extension Questions

1. Do you know of other places in the world that had laws similar to segregation in the

United States?

2. How important do you think education is?

3. Why do you think laws of segregation were started in the United States?

Chapter 3 A Dream Begins to Grow (18-28)

Before You Read:

❖Schema References: Discuss each schema reference and take notes. Do some research to

better understand the schema references if you need to.

The North (19)

The Civil War (19)

Human rights (19) Olympic games (21)

While You Read: ❖ Confusions: While you read the chapter, pay attention to places where you feel confused or



chapter.

❖ Golden Line: While you read, look for a line that shows frustration. Underline or highlight

the line, so you can share it with your classmates. You will tell them why you chose the line.

Write the page number here _____________.

After You Read: ❖ Confusions: Share one confusion you had while reading the chapter. What confused you?



explain why you think it represents frustration.

❖Important Expressions: What do these expressions mean? Find them in the book, and look at

the context.

right that minute (19) turning his back (25)

anger softened (25) stamped their feet (26)

hand in hand (27)

❖Learning by Context: Read the context sentence, and then discuss what you think the

underlined word might mean. Don’t use the dictionary. Learning by context is a great language

skill.

1. “Usually, black children went to the worst schools. They lived in the most run-down

houses. When they grew up they had to take the hard jobs, the dirty jobs that no one

else wanted” (22).

2. “Martin was protected from some of the worst effects of segregation. But it touched his

life all the same” (22).

3. “They sat in the back, for that was the law” (23).

4. “The church is the heart of the community. It’s where you can reach the most people at

one time” (27).


1. What did Harriet Tubman, Frederick Douglass, and Booker T. Washington do to help

African Americans?

2. How do you think reading about important African Americans help Martin Luther King,

Jr.?

3. What happened on the bus after the speech contest?

4. How did what happened on the bus affect Martin Luther King, Jr.? Do you think it made

him more determined to change things?

5. How did being part of the discussion club affect Martin Luther King, Jr.?

6. What was Martin’s opinion of many of the southern black ministers?

7. What do you think were Martin’s views about education and its importance?

8. Why did Martin decide to become a minister?

Extension Questions

9. Who is an important role model you learned about when growing up? How did this

shape (affect/change) you?

10. What racial inequalities do we still see today?

Chapter 4 Some Big Ideas (29-36)

Before You Read:

❖Quotes: work with your partners to read the quote you were assigned. What do you think it

means? Discuss and then write an explanation to share with the rest of the class.

Group 1 Group 2 Group 3 Group 4

“To go against your conscience – your sense of right and wrong – is neither safe nor right.” ~Martin Luther

“Men in groups commit greater crimes and sins than they do as individuals.” ~Reinhold Neibuhr

“He who lives by the sword shall die by the sword” ~Jesus

“If there is no struggle, there is no progress.” ~Frederick Douglass




chapter.

❖ Golden Line: While you read, look for a line that shows wisdom. Underline or highlight the






explain why you think it represents wisdom.


underlined word might mean. What part of speech is it? Don’t use the dictionary. Learning by

context is a great language skill.

1. “But most of the students seemed eager to be friends. They seemed to be saying, Hey,

we’re interested in you, not the color of your skin” (30).

2. “Then one day martin heard a lecture by a teacher who had just come back from India”

(33).

3. “Gandhi believed that no matter what you did to protest wrong – weather it was a strike

or a boycott or a march or a demonstration – you must never use violence” (33).

4. “She wanted to be a professional singer. Also, she did not want to marry a minster and

become a minister’s wife. It sounded so dull to her” (36).


1. When Martin first went to Crozer, he felt nervous. The book says “He felt he had to be

extra careful, extra neat, extra polite” (30). Why do you think he felt that way?

2. Why do you think Coreta didn’t agree to marry Martin right away?

3. Martin learned about two influential people: Henry David Thoreau and his idea of civil

disobedience and Mahatma Ghandi and his idea of nonviolent protest. Read what each

of these people said, then answer the questions.

“If a law is unjust, men should refuse to

cooperate with it. They should even be

willing to go to jail for not obeying such a

law.” ~David Thoreau

I want to touch your hearts. Only then will

you change.

~Mahatma Ghandi

a. What do you think these quotes mean?

b. What influence do you think these ideas had on Martin Luther King, Jr.? How did

these ideas change the path of his life?

c. What do you think will happen later in the book? What will Martin do in his life?

Extension Questions

4. Are there any unjust laws today?

5. Do you think peace and love are more powerful than anger and violence? Explain.

6. Do you think it’s possible for people to be peaceful and loving even when others are

hurting them and treating them badly?

Chapter 5 The Man and the Movement (38-52)

Before You Read:

❖Jim Crow Laws: work with your partners to read the law your group was assigned and talk

about it. What does it mean? What does it tell us about the hatred/racism of the time? Be

ready to explain it to the class.

Group 1 Amateur Baseball - "It shall be unlawful for any amateur white baseball team to play baseball on any vacant lot or baseball diamond within two blocks of a playground devoted to the Negro race, and it shall be unlawful for any amateur colored baseball team to play baseball in any vacant lot or baseball diamond within two blocks of any playground devoted to the white race." (Georgia law)

Group 2 Teaching - "Any instructor who shall teach in any school, college or institution where members of the white and colored races are received and enrolled as pupils for instruction shall be deemed guilty of a misdemeanor, and upon conviction thereof, shall be fined..." (Oklahoma law)

Group 3 Barbering - "No colored person shall serve as a barber [to] white women or girls." (Georgia law)

Group 4 Marriage - "All marriages between a white person and a negro, or between a white person and a person of negro descent to the fourth generation inclusive, are hereby forever prohibited." (Florida law)

Group 5 Buses - "All passenger stations in this state operated by any motor transportation company shall have separate waiting rooms or space and separate ticket windows for the white and colored races." (Alabama law)




chapter.

❖ Golden Line: While you read, look for a line that shows courage. Underline or highlight the






explain why you think it represents courage.




1. “Besides, Martin felt that something was stirring in the south. The United States

Supreme Court had just ruled that separate schools for blacks and whites were

unconstitutional- they were against the law of the land” (39).

2. “If a bus was full and more whites got on, blacks had to give up their seats and stand”

(41).

3. “He said that Rosa Parks had been tracked down by the Zeitgeist – the spirit of the

times” (42).

4. “They decided to call for a boycott on Monday, December 5. On that day they wanted

all black riders to stay off the buses” (43).

5. “Someone saw a very old woman hobbling down the street. ‘Why didn’t you stay home

today, Granny?’”

6. “Cars were jamming the road. The sidewalks were filled with people” (49).


1. What was the first major Supreme Court ruling that started to weaken segregation?

2. Why did Martin choose to move to the south instead of the north?

3. Who was Rosa Parks? What did she do? Why was what she did significant (important)?

4. What is a boycott? Why did they decide to boycott?

5. How did they tell people about the boycott?

6. Why didn’t the boycott end after one day?

Extension Questions

1. Where do you think hate and prejudice come from? Are we born with it or do we learn

it?

2. In the segregated south, a person could get arrested for simply sitting in a bus seat. Why

do you think humans throughout history have oppressed minorities and created unfair

systems to suppress them?

Chapter 6 The Walking City (53-60)

Before You Read:

❖Quick Write: Read the following quote from Martin Luther King. What do you think it means?

Write for a few minutes about the quote and then discuss it with your partners.

“Don’t let anyone pull you so low as to hate them.”




chapter.

❖ Golden Line: While you read, look for a line that shows persistence. Underline or highlight






explain why you think it represents persistence.

❖ Vocabulary Chart: Work with your partners to complete the vocabulary charts.

Word: sink in Context Sentence: “So little by little it began to sink in – these people were

serious” (55).

Part of Speech: Definition:

Example Sentence: (using the same part of speech and the same definition)

Word: aides Context Sentence: “So Martin and his aides, the people who worked most closely

with him, got in their cars and visited as many restaurants social clubs, dance halls,

and bars as they could” (55).


Example Sentence:


1. Why is the title “The Walking City”?

2. What three things did the MIA want?

3. What three strategies did the city use to try and stop the boycott?

4. Why did Martin go to jail? How did he feel?

5. What made martin almost end the boycott? What helped to change his mind?

6. Why do you think people wrote hate mail and made angry phone calls to Martin?

7. Why do you think the city resisted the boycott for so long and refused to give the MIA what they wanted?

Extension Questions

1. Think about the following quote. What do you think it means? “Hate is like a disease.

You can’t cure it by spreading it.”

2. What can we do to create peace and love in our world?

Chapter 7 The Miracle of Montgomery (61-67)

Before You Read:

❖Discussion: Talk with your partners about the following question.

What would you do if someone tried to hurt one of your family members?




chapter.

❖ Golden Line: While you read, choose a line that you think is particularly important that you

want to share with the class.



❖ Golden Lines: Share your golden line with the class or in small groups. Read them the line

and tell them why you chose it.


Word: go after Context Sentence: “They were ready to go after any white people in sight”

(62).


Example Sentence:

Word: case Context Sentence: “Martin’s lawyers said they would take the case to the supreme

court” (64).


Example Sentence:


1. What terrible thing happened at the beginning of chapter 7?

2. What was the people’s response to the bombing of Martin’s house?

3. How did Martin respond to the people?

4. What does the phrase “They’re getting out of hand” mean? (62).

5. What did the bus company do next? Did they give in and change the rules?

6. What do you think an antiboycott law is?

7. What inference can you make about what the reporter meant when he said “I’ve seen many mass movements, but nothing like this. It’s is one of laughter and song” (65).

8. Did the movement end after “the federal judges ruled in favor of the MIA”?

9. What lawsuit did the city bring against the carpools?

10. What ended the boycott?

Extension Questions

3. After his house was bombed, Martin calmed the angry crowd and preached nonviolence. How can people learn to choose love and nonviolence even when hate and anger might seem very tempting?

4. The boycott started because Rosa Parks refused to give her seat up even though it was against the law for her to remain seated. Do you think that was an act of civil disobedience? Do you think the boycott would have started if she didn’t do that?

Chapter 8 The Movement Grows (68-75)

Before You Read:

❖Discussion: Look at this picture. What do you think is happening in this picture? Who are the

people standing? What are they doing? Who are the people sitting? What are they doing?




chapter.

❖ Golden Line: While you read, look for a line that shows stubbornness. Underline or highlight






explain why you think it represents stubbornness.




1. “Life became a whirlwind for Martin. He helped plan other boycotts. He worked for the

right to vote. He traveled hundreds of thousands of miles each year giving speeches to

raise money for the SCLC. He wrote a book about the Montgomery bus boycott. And all

the while he tried to be a full-time pastor at the Dexter Avenue Baptists Church” (69-

70).

2. “Your daddy is a brave and kind man. He went to jail to help people. Some people don’t

have enough to eat. They don’t have comfortable homes to live in, or enough clothes to

wear. Daddy went to jail to help all people get these things” (75).


1. What did president Benjamin Mays mean when he said “You are mature beyond your years. You are wiser at 28 than most men are at 60.”

2. What happened on February 2nd, 1960?

3. What happened in Greensboro?

4. What was the sit in movement?

5. What was unique about the sit in movement? (page 73)

6. What did the city do to try and stop sit ins?

7. What was the song of the civil rights movement?

8. What was the Montgomery way?

9. Why was the Montgomery way so important?

Extension Questions

1. What is something you think should be protested today? Why? How? 2. What do you think is the best way to change people’s minds about something?

Chapter 9 The Children’s Crusade (76-90)

Before You Read:

❖Quick Write: Read the following quote from chapter 9. Take 15 minutes to write about what

you think this quote means. Then discuss with your partners.

We want freedom now. We do not want freedom fed to us in teaspoons over another 150 years” (76-77).

❖Discussion: What do you think the title of this chapter means? What does the word

“Crusade” mean?




chapter.

❖ Golden Line: While you read, look for a line that shows bravery. Underline or highlight the






explain why you think it represents bravery.

❖Learning by Context: Find the following words in the chapter. Read the context each word is

in. Discuss with your group what you think each word means. Don’t use a dictionary. Learning

by context is a great language skill.

to meet head on (76)

an empty threat (77)

face itself (78)

badge of honor (79)

‘em (slang) (79)

to be sunk in gloom (80)

to falter (82)

to club someone (86) “…clubbing anyone they could reach.”


1. What analogy does the author use to describe segregation in the first paragraph of this chapter?

2. Why did Martin go to Birmingham to protest?

3. What did the SCLC demand of the city of Birmingham?

4. What did King say would be people’s “Badge of Honor?”

5. Why did Martin want people to go to jail?

6. What did the white ministers write to Martin while he was in Jail?

a. How did this make him feel?

b. What was his response?

c. How do you think religious people who believed in a loving god justified hatred and racism?

7. How did the Birmingham police treat the protestors? What did they do to them?

8. What finally helped the protestors win?

9. What does the following phrase mean? “soul-force was stronger than body-force” (90).

Extension Questions

1. Would you let your child participate in a potentially dangerous protest where they

might also get arrested or hurt? Why / Why not?

2. Why do you think the children wanted to participate in the protest so badly?

Chapter 10 I Have a Dream Today… (91-98)

Before You Read:

❖Quick Write: Read the following quote. Take 15 minutes to write about what you think this

quote means.

“I have a dream that my four little 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.”

❖Discussion: Do you know anything about Martin Luther King Jr’s “I Have a Dream” speech? If

not, what do you think it might have been about?




chapter.

❖ Golden Line: While you read, look for a line that you think is particularly important.






and tell them why you think it is important.


Word: dream Context Sentence: “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’” (95).


Example Sentence:

Word: grip Context Sentence: “All Coretta could was move closer and grip his hand in hers”

(99).


Example Sentence:


10. Why did Martin decide to plan a march on Washington?

11. How many people came to the march on Washington?

12. Who came to the march on Washington?

13. Why was 1963 and year of triumphs?

14. Why was 1963 also a year of tragedies?

Extension Questions

1. Would you continue fighting for a good cause even if you knew you would probably die because of it?

2. Do you know anyone who reminds you of Martin Luther King Jr.? Describe him/her.

Chapter 11 The Greatest Award of All… (99-103)

Before You Read:

❖Discussion: Read the following quote from Martin’s acceptance speech for the Nobel Peace

Prize. Talk to your partner. What do you think he means?

“Negroes of the United States, following the people of India, have demonstrated that nonviolence is not sterile passivity, but a powerful moral force which makes for social

transformation. Sooner or later all the people of the world will have to discover a way to live together in peace…”




chapter.

❖ Golden Line: While you read, look for a line that you think is particularly important.






and tell them why you think it is important.

❖ Verbs: Look at these simple past tense verbs from the chapter. Write the base form and the

past participle form for each verb.

Base Form Past Form Past Participle

took

loved

was

made

won

flew

sat

began

went


1. What was Martin like when he was at home?

2. Why did Martin win the Nobel Peace Prize?

3. Why did the king of Norway stand and clap?

4. Why do you think Martin was most happy with the dinner given to him in Atlanta?

Extension Questions

1. Who do you think should win the Nobel Peace Prize this year? Why?

2. Do you think we have more peace or less peace now than we did in Martin’s time?

Chapter 12 Bloody Sunday (104-113)

Before You Read:

❖Discussion: Look at the following images. What do you notice about them? What do they

make you think?

❖Discussion: Do you think having the right to vote is important? Why? Or Why not?




chapter.

❖ Golden Line: While you read, look for a line that shows violence. Underline or highlight the






explain why you think it represents violence.


Word: aim Context Sentence: “‘I’ve been keeping blacks in their place for years,’ Sheriff

Jim Clark bragged, ‘and I don’t aim to stop now’” (105).


Example Sentence:

Word: death bed Context Sentence: “So I stand before you today with the conviction that segregation

is on its death bed” (112).


Example Sentence:


15. What analogy does the author use in the first use in the first paragraph of this chapter?

16. What did Martin and the SCLC want to change in Selma, Alabama?

17. What are some of the ways that Alabama kept black people from voting?

18. Who was Jimmie Lee Jackson?

19. What did the state troopers do to try and stop the marches?

20. Who came from across the country to participate in the marches?

21. Why do you think the white ministers were attacked?

22. How did “Bloody Sunday” get its name?

Extension Questions

1. What role do you think the news played in getting the nation to act against segregation?

2. Do you think social media today helps in the same way that television images of the violence helped back then, or do you think we have become desensitized?

Chapter 13 The Poor People’s March (114-119)

Before You Read:

❖Political Cartoon: Look at the following cartoon. Take a few minutes to write about what you

think of it. What do you think it’s trying to say?

❖Discussion: Talk to your partner about what you wrote?



❖ New Words: Keep a new word list in your notebook. Write down new words you find in the

chapter.

❖ Golden Line: While you read, look for a line that shows frustration. Underline or highlight






explain why you think it represents frustration.


1. What did Martin protest next?

2. What started the riot in Watts?

3. What was Martin’s reaction to the Watts riot?

4. Martin said “We must continue to work for first-class citizenship, but we must never use

second class methods to gain it” (118). What do you think he meant by this?

5. Why do you think Martin gave Coretta plastic flowers?

Extension Questions

1. Do you think violence can ever solve problems?

2. Do you think nonviolence is easy or hard? Explain

3. What do you think causes poverty?

4. What are some solutions to poverty?

5. Would you continue to do something you believed in if you thought it would get you killed?

Chapter 14 Black and White Together…We Shall Overcome… (120-127)

Before You Read:

❖Discussion: If you could live a long and uneventful life or a short life that changed the world

for good, what would you choose? Why?



❖ New Words: Keep a new word list in your notebook. Write down new words you find in the

chapter.

❖ Golden Line: While you read, look for a line that you think shows grief. Underline or highlight






explain why you think it represents grief.

❖Parts of Speech: Look at the following sentences from different chapters in the book. Decide

what part of speech the underlined words are.

1. “Black garbage workers there were striking for higher pay. The city government was not

paying any attention to their demands. So the strike leaders wanted Martin to come to

their city and lead a march.”

2. They marched seven miles that day before they set up camp for the night.

3. For the next few days they would work with the people of Memphis to see that this

march stayed peaceful.


1. Why were people in Tennessee going on strike?

2. Why did Martin go to Tennessee?

3. Why did Martin end the march as it was starting?

4. Who was James Earl Ray?

Extension Questions

1. What do you think The United States would be like today if Martin Luther King Jr. had

never protested segregation?

2. What do you think The United States would be like today if Martin Luther King Jr. had

not been killed?

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