#sschat Archive
#sschat is a network of educators, resources, and ideas that started on Twitter, but has expanded to Facebook, an annual NCSS unconference, and more. Join us to chat asynchronously on Twitter or Facebook, or chat with us live on Mondays from 7-8pm EST.
Monday January 18, 2016
Welcome to . We’re excited to use the tag this evening. Before we get started, please introduce yourself! https://t.co/7DXubzvvwS
Chris from Bloomington, IN. Teach world history for an online HS. Very excited for tonight's chat on such an important topic.
Happy MLK Day . This is Bill Chapman, a retired secondary social studies teacher, checking in from Berkeley, CA.
Matt Doran, Social Studies Coordinator, Columbus OH
Hello, Thomas Mision, Minnesota college student on the way to be a T, eyes-ears open, ready to learn
Joel from Chattanooga, TN 8th American History 1:1 iPad classroom
Glad you could join us this evening.
Welcome everyone to tonight's ! Let's move "Beyond the Dream" to shape our shared reality! I'm in Montgomery, AL.
Hi Brittany from NJ, 6th grade ancient civilizations
Thanks for joining us tonight!
:D Happy to see you here, Joe!
Hi, Thomas! So glad you are with us tonight. Love having pre-service Ts with us in . :)
Hello, June. Looking forward to the chat you're leading tonight.
Thanks! And pardon my username, created this account during my anime-loving,Japanophile days . :)
Hey everybody, I'm Andrew (8th grade SocSt in Massachusetts)
Dan Krutka checking in on from Denton, TX. So important that we understand MLK’s message beyond the “I Have a Dream” line.
So true, Dan. His messages during the last year of his life, especially, are mostly ignored.
I always follow wherever you may go on Will there be a chat this month?
Hi I'm Jake. I'm a 5th grade teacher (all subjects) in Portage, MI. Social Studies major.
Hi Everyone! I'm Stacey Kerr, a doc student in Social Studies/Geography Education at The University of Georgia.
Hello ! Knikole from Dallas, TX
My personal fav is "I've been to the Mountaintop" It was new for most Ss.
Absolutely, Dan! It's time to start discussing our shared reality!
https://t.co/exabqk0pTy
Dan Krutka checking in on from Denton, TX. So important that we understand MLK’s message beyond the “I Have a Dream” line.
A1 I actually had school today, we did movies and discussion about Civil Rights
Ken from Western Oregon Univ. in College of Education
A1) Haven't taught US history in many years but always discuss Dr. King when we talk about Gandhi and non-violence.
A1 I tried to help Ss understand his message of non violence, the need for social justice, the fights for the poor & against war.
A1: it's important I teach my students that there are levels to his messages. We must transcend the myths. https://t.co/z1xguzqRpk
A1.Well, sometime this week for my volunteer I hope to lead a 10 min. meet. w/ 4th graders abt. how MLK continues to affect us
A.1. Conversations about Dr. King must be robust and highlight the controversial nature of his actions and leadership.
A1 former college I worked at closed on MLK Day had every student doing community service to promote community in his honor
A1 - Whatever and however taught, I always hope that was more than a day. Themes of peace and compassion should connect us all!
A1. Relationship to broader patterns of history - influence of Gandhi, social gospel, liberation theology
A1 Peaceful demonstragions,standing firmly for what you believe,equality
What levels have you identified with your students?
A1: I use full texts — not snippets — of MLK works like Birmingham Jail, his Dream or Vietnam speeches. Presents *his* vision.
Let's remember that Dr. King was nonviolent. Civil disobedience sometimes confounds our notion of peace.
Hello and Happy our school will have an assembly this week to remember the past and celebrate freedom
Tho, it's only today that I've discovered how narrow they taught MLK during my MS/HS days, stance on pov., antimilit., not expanded
A1: In our Civil Rights unit: Montgomery Bus Boycott, Ltr From Birmingham Jail, March on Washington, Selma March, assassination
A1 I'm a 1st yr T w/o much time for SS. I had Ss interpret famous quotes and watched Dream speech pausing often to discuss.
it's very one dimensional for my students. "He fought so that Blacks and whites could be friends."
A1 important for Ss to know he had multiple causes the common thread being social justice.
Yes. Have seen several family members on FB quoting Dr. King in resp to BLM movemt like he'd be opposed.
Sometimes a difficult understanding for students. Esp. when the marches, etc. provoked so much violence
A2 very open to what I don't know about race. Let my Ss who do know educate me and other Ss
Indeed.I've also felt Dr. King would be offended by the use of his name & snippets of speech to promote big business
So I find myself teaching them that he was much more dynamic than the whitewashed version of they know
The absence of violence does not always denote peace.
we stress service to others.
A1 (cont) Also like to bring in people in civil rights movement that are relatable to kids. For example, Children's March
Students often come in w/ misconceptions of civil disobedience — they don’t get the acceptance of sacrifice. https://t.co/t2E8TPRhw6
A1 I tried to help Ss understand his message of non violence, the need for social justice, the fights for the poor & against war.
Prepare yourself to discuss race, racism and other difficult topics with students with this article. https://t.co/aLFgMVCFY7
A2 By studying statistics and searching for quotes in order to teach facts and perspectives rather than my own opinions
just reveals the "sanitized" version that those on power want to promote MLK
A1. Link to current events to extend disc. on civil rights - engage with the idea that fight the for civil rights isn't over
“Love is creative, understanding goodwill for all men. It is the refusal to defeat any individual.” https://t.co/usWnuMptgW
Andrea from London, Ontario, Canada. High School English Teacher. TVDSB
Right on! At one pt, he was labeled "Public Enemy #1".
A1: We teach about how MLK & other leaders used the 1st Amendment to make the movement successful https://t.co/vIp38dh47y
but he understood the debilitating power of poverty, just as I'm now understanding. Support Ss, they begin to learn
Most people don’t understand that MLK’s messages are still controversial today! His politics was radical. https://t.co/YelqyXS2JK
A.1. Conversations about Dr. King must be robust and highlight the controversial nature of his actions and leadership.
Indeed, Hoover's FBI labeled him a communist, and attempted to drive him to suicide.
A2: I directly admit to the class that as a white male I have a perspective so there are some things I don't *personally* understand
MLK’s promissory note metaphor offers a powerful way into American history themes. https://t.co/v8O3gJeCJQ
A1 I'm a 1st yr T w/o much time for SS. I had Ss interpret famous quotes and watched Dream speech pausing often to discuss.
respect yourself & others, take risks with open conversations.
A2) I read as much as possible but tried not to push my ideas of race & racism. Try to create environment where Ss safe to discuss.
A2.Race needs to be discussed often and infused in everyday curriculum, not just reserved for around MLK & Black History Month
A2: Whoo, still so difficult, even as a Filipino, never faced racism, because I was "safe," "not threat," or had supportiv. commun.
Important extension. Ss shouldn't finish a civil rights unit believing everything was "solved"
A2: Being in touch with your own thoughts/feelings is key. Prepare yourself by doing reading and reflecting on classroom composition.
Truth. https://t.co/tLxiYe1Mog
A2.Race needs to be discussed often and infused in everyday curriculum, not just reserved for around MLK & Black History Month
A2 have a few classes that have a really good mix of races. I love letting them take the conversation where they want it.
A2: But important to expose myself to that, to research, and to empathize, walk in the shoes of oppressed,
Ss with unlimited resources must discuss the ways privilege can be utilized not given away.
True. I think only a small portion of his work (anti-segregation) is emphasized.Also supported labor causes, antiwar, etc
A2: Make sure you've created a classroom environment where Ss feel safe, respected and able to participate and be open.
Q1: I have grade 10 Ss research various pple who made contributions/were leaders in civil rights. MLK is one of the choices.
A2: Most of my students believe racism is defined as individual acts of meanness based on race. 1/2 https://t.co/muCR8Bgvvw
A2 Bring in people with different backgrounds and experiences from various races to lead discussions.
A2 by bringing in mult perspectives, exploring the institutionalization of "whiteness" & racism. A lot of reflection
Absolutely! When it comes to race and racism we have to open safe spaces for our students to share.
That's the triple crown of classroom climate! :)
A2 we discuss the role of race in every unit in American History and the role of women
A2 teaching World Geo, we don't touch Civil Rights movement, but we connect to it thru Apartheid & racism around the world.
A2: Be careful of being the sage on the stage. Help Ss by being the "guide on the side"--there are no rt or wrong answers.
Is it fair to blame textbooks & publishing companies for that narrow focus?
I teach a Civil Rights History course at RVHS. King's actions, speeches, etc. a large part of the course content.
A2: 2/2 I spend the whole year trying to help them broaden their construct of racism using statistics etc https://t.co/muCR8Bgvvw
Right And much easier said than done. :)
Progress doesn't happen when courageous conversations are taboo. Great point ! https://t.co/9eybI8xmW0
A2.Race needs to be discussed often and infused in everyday curriculum, not just reserved for around MLK & Black History Month
A3 I tried hard to teach them listening and focus skills.
Its a struggle I face, esp. as someone who wants to discuss race w/ Ss, esp. in MN suburbs. I need to know, so SS can kno
Prepare yourself to address an array of emotions that can come up and potentially derail instruction.
A2 Ss need to know that others have the right to different views, we might not agree, but we must respect!
We're hosting a student video contest on free speech and political correctness. Encourage students to apply: https://t.co/Tb9jN4YuHV
A2: I try to read a lot of different perspectives, talk to other Ts, etc. to prepare myself for the discussion.
For sure! As mentioned a moment ago, that usually takes the entire school year!
A2: I don't speak of civil rights first...get right into types of discrimination...senior students learn postcolonial theory
Maybe a tendency to keep legacies of heroes moderate and noncontroversial
A3: I prepare them by normalizing difference throughout the year. If you have to switch gears to teach it, it seems disingenuous.
Yeah! As I always say, exposure can lead to acceptance, isolation = ignorance
A3 Allow them to first connect w/own experiences and thoughts...especially personal racist thoughts...powerful for Ss
A3 Classroom plan of discussion and respect must be in place. Ss need a safe place + positive relations to have meaningful talk.
A3 one of the most important things is to give permission to acknowledge race - so many Ss are afraid to say "black" or "Latino."
Agreed. We often wait until Ss are older to discuss social constructs. Not sure why.
Lea Hansen, Alt-Ed teacher at RVHS, Spring Green, WI
A2 My school has a HS course just on Civil Rights. They hit it hard all semester.
A3: Embrace conflict and dissent. Skills are vital to continue the discussion & prepare Ss socio-emotional skills.
A3: Bring a variety of perspectives to the classroom (video clips, texts, etc.) and work to create a safe environment for open disc.
A3 Establish norms, acknowledge the potential for the dialogue to feel clumsy or awkward, and let it unfold
Yes! We know be able to unpack our own biases and their origins before we can move to unlearn them. https://t.co/O3l5ENvFsr
A3 Allow them to first connect w/own experiences and thoughts...especially personal racist thoughts...powerful for Ss
Important that students understand that MLK was part of a movement of many who made serious sacrifices! https://t.co/njhLZk3Go2
Q1: I have grade 10 Ss research various pple who made contributions/were leaders in civil rights. MLK is one of the choices.
A3 prepare by looking to see how race played a part in each unit. Progress setbacks achievements. Subtly sometimes
Q.4. What people and events do you include when talking about the CRM? Which lessons excite your students? https://t.co/dEiLjYjZlz
Absolutely. Make the personal connection, which is far more powerful than 1000 analogies/examples.
We need to model respect for other opinions and other people - regardless of age, race, gender, sexual orientation, religion, etc.
So often this is saved for a sociology class, but huge implications for study of history
Conversations have gotten easier over the years bc of sexuality, race, & gender acceptance. Hardest thing now is religion.
A3 sometimes when pointing out achievements I never address the race or gender.Just the fact that it was accomplished by an American
A3 Teach about institutionalization & social construction of race. Help Ss know that racism is not always overt. Often subconscious
In a strange way, disagreement is my classes' fuel 😄 Ss and Ts thrive on productive and genuine conflict!
A3: Make acceptance & respect as values for classroom community, keep repeating that we shouldnt judge but accept
Ss should have context. The contributions of Af Ams, and all others, should be a part of a year-long curricular approach.
A3: I agree w/ Ts about openness, tolerance etc. in discussions...but Ss must be pushed to avoid mere generalizations
And English class. Thematic focus allows Ts to allow Ss to research, read, experience.
A3: Ss complete 4 square activity to reflect on times they’ve been perpetrator, victim, bystander, & upstander in face of racism.
A4: Little Rock Nine esp. Warriors Don't Cry memoir. Ss can't believe what happened in a HS to Ss their age
A4. Local leaders, community stories, neighborhood landmarks. Show the rich history of neighborhoods that are often neglected
A4 Bayard Rustin, Stanley Greenburg, Fannie Lou Hamer, A. Philip Randolph, Thurgood Marshall, Andrew Young, Rosa Parks, etc.
A3: I make clear that race & racism are about dehumanization. As a result race impacts all of us & requires all of us to dismantle.
...and insidious. https://t.co/Sgk5LgLxCf
A3 Teach about institutionalization & social construction of race. Help Ss know that racism is not always overt. Often subconscious
A3 Teachers must recognize the diff between Ss grappling with difficult ideas, and just being straight up hateful. Create the space.
A4 Little Rock,Brown vs Board,MalcolmX,...invited spoken word artists who wrkd w/Ss to create original wks https://t.co/HsocmeTXRu
Q.4. What people and events do you include when talking about the CRM? Which lessons excite your students? https://t.co/dEiLjYjZlz
From the World Geo world, so many Ss make connections b/t MLK & Mandela. Both worked to unite. https://t.co/ED8Gen5aV0
Q.4. What people and events do you include when talking about the CRM? Which lessons excite your students? https://t.co/dEiLjYjZlz
A4 Ss loved opportunity to write own pieces and hear original spoken word
A4) Experiences of the Little Rock 9 & work of Daisy Bates always gets Ss riled up b/c they can connect to being Ss in a way.
I agree, Andrew. Ts should explore their biases and generalizations, too--before facilitating conversations w/Ss.
A4 My Ss always got excited about the Children's March. Great for inspiring Ss that they each have the power to make change
Time to put the kiddos to bed, 😞 But join tonight at 10pm est to discuss Edtech Evangelism! https://t.co/3QlxBEXMS4
Writing activity engenders reflection & humility that lays groundwork for listening, learning & support. https://t.co/CvwJAXMpqs
A3: Ss complete 4 square activity to reflect on times they’ve been perpetrator, victim, bystander, & upstander in face of racism.
Self reflecting....should do better about making connections for & with Civil Rights all year long
A4) The murder of Emmet Till also strikes home for Ss powerfully as well as Chaney, Schwerner, and Goodman murders in Freedom Summer
Break all legs--privilege, internalized oppression, internalized superiority & oppression.
A4 We role play to the time period. Give them roles to research, learn and act out. helps to learn the why of racism some.
A3: By first having them share moments when they dealt with injustice
A4. Create interest by connecting curric. with the world and what's happened recently, using something like https://t.co/yow5JgKG2z
A4 try to use local history as much as I can. Makes it real when its at home.
A4: Bayard Rustin allows for complex dialogues about his marginalization b/c of sexual orientation. Brother Outsider is a great doc.
Can you say more, Joel? Sometimes role playing can highlight and introduce stereotypes harbored by all Ss.
A2:By reminding myself that while these convos are difficult it is imperative to have them to better my students and society
A4: As a Cdn T, I don't use 'civil rights' unless in ref to American history; focus instead = promoting diversity & acceptance
A4 we are fortunate to be close to the CRM in Greensboro. The woolworths sit-in is a topic of discussion.
YES! Connecting to current events is vital to helping Ss utilize tools to make sense of the present!
A4:I make sure to focus on the contributions of youth & students to the movement. My students need to see themselves in our history.
A1: That King saw the potential in America despite the racial turmoil and that his steadfast faith and hope are what motivated him
A5) Think the March books offer great entry point into strategy, thinking, training behind sit-ins as well as opposition.
Like how this emphasizes that it was a movement, not just a few leaders
Yes! For example, 1958 sit-ins in Wichita (Dockum Drug) & OKC (Katz Drug) are often ignored nationally.
A5: & I teach utilizing social media for social good through imagining Anne Frank and Frederick Douglas had Twitter.
A4: My ss are always encouraged by the role of young people in the CRM and they love learning about Mammie Till
A5) Also had Ss explore growth of the Black Power movement through images & texts.
A5 For me and my Ss I have to keep reminding that it was not easy before and it may not be easy in the future, but it is worth it.
A4: Starting w present day civil rights issues (BLM, School to Prison Pipeline) that resonate w/ Ss + then going back can be useful
Agreed. Mirror images are powerful, and then empowering them to spark or make change.
Been meaning to order these - will have to now.
A5. Historical thinking is a challenge with civil rights tactics. It's difficult to enter into and think like people of a diff. era.
Imagining texts/tweets Dr. King's kids may have sent would help Ss contextualize youth perspective.
A5: This is one of the most difficult parts of teaching beyond sanitized versions of Many are comfortable w/status quo 1/2
Will second this book recommendation.
...and immigration, refugees, Islamophobia...all wonderful topics to connect to the present with Ss!
A5: 2/2 Because of this comfort, they don't want our students having dominant narrative disrupted. They feel threatened
Indeed. It is easy, lazy, & ahistorical to teach the accomplishments of Civil Rights as an inevitable or obvious result.
A4: Ss are fascinated to discover how context affected journalists’ coverage of civil rights events. https://t.co/EG73hxQjwL
Yes, all of that and more!
I use "A Class Divided" as part of my introduction to this topic in my Civil Rights History class.
they are excellent! Not only great for civil rights tactics, also for visual lit & engaging reluctant readers
Think that was one of most fascinating aspects of Taylor Branch's America in the King Years trilogy.
Too often Civil Rights advocates are presented as marginalized, but teachers don’t talk about who is marginalizing them & why.
A5 The early writings of Robert Coles shows the pain and courage of young blacks seeking to integrate the seg. south.
A4: when rd'g stories w/ civil rights Ss identify events/references to research & share=giving Ss the power to explore = excitement.
Yes, and I think trying to evaluate various courses of action available and what made sense for the time is a challenge.
My school during Black History Month has brought in Local Civil Rights leaders past and present to speak of their experiences.
Let students pick a constitutional right to research & a landmark supreme court case to investigate & reflect on the decision
It is imperative to tell the truth about the opposition civil rights activists encountered. It was life or death.
A5: opposition comes from fear and ignorance and that's why tolerance and social justice are critical to every child's education
A5. Good to talk abt slanted language in media & how that's connected to race, e.g Mob/Riot for POC vs. protest for white people
Q.6. How do you shift your students’ thinking away from single moments to institutions and systems? https://t.co/OLNnr44U0B
Hey . Freshman , studying social studies Ed. Best resources for presidential elections?
We included several events in our timeline about Supreme Court cases that were set backs for the movement.
A5 Pictures, Video, Audio, Primary Sources - allow our kids to learn directly from the actions/images of the oppressor
Sry I went to lurk, but didnt have any ideas to answer prev.?s But A6: Encourage Ss to discover how moment began, what caused it?
Consider teaching topics year round and incl. the voices of other contributions to the broader struggle for cvl rts.
A4 can't tell the CRM without story of Emmet Till - personal powerful relevant
A6. Perfect time to bring in geographic thinking, & related geo questions - What is where? Why there? Why should we care?
A6: Start with institutions they know and understand like school system. I find it's not difficult for students to make that leap.
Q6 is key to making Ss understand racism = institutionalized racism, why rev-racism doesnt really exist. White Privilege, etc.
A5: We talk about events when familiar tactics, like sit-ins, were used to support segregation https://t.co/zRbIFN65WA
Whole school once did a whole day emulating segregation - access for some, not all, inequality for some=powerful exp
Yes! Also, encourage Ss to differentiate between individual and systemic oppression.
True. Jonathan Kozol's The Shame of America may be a must here.
My Latino students often think they were included in this struggle. They see CRM as a Black-only problem.
Wow! that sounds awesome I am gonna mention that
one way is ask Ss Qs & then use Graphic Novel visuals in their evidence, such as analyzing facial expressins
A5: That one person can make a difference, but we must work together to bring about change
My pleasure! I just read it and knew I had to share! Knowledge and Unity = Power TY TY fellow educators
I use diverse voice so that they can see it went beyond Black and white etc
We also can't assume that Ss don't understand racism - for POC this might be their day to day
I hate to leave, but duty calls. Looking forward to reading later.
They often say it's because they were not ever taught otherwise. Many come into this country 1/2
Agreed, just that fairly used to Ss here being surprised w/ racism in general
A6: Students can analyze the Brown case to see how education was used as a tool of oppression
A6 have Ss begin by evaluating their own institutions (school, media, etc) & how they have impacted their own point of views
We have a number of film kits to assist you in teaching “Beyond The Dream.” All free all the time. https://t.co/i4TjZeCGZk
A6 When teaching civil rights, we organize the discussion around legal, social & political inequalitites. https://t.co/jdyZjMaV5v
And read about how it still is in Jonathan Kozol's Shame of the Nation.
2/2 with this racial arrangement and get taught a limited narrative
Yes - talk about something that hits home with Ss. And the continuing inequities have to be known to be fought.
Q.7. What resources do you use to teach about the CRM? How do you resist oversimplifying this history? https://t.co/XhI33lSdDW
A6 Hamilton the Musical-
"This is not a moment, it’s the movement."
Remind Ss that moments lead to movement https://t.co/9eDRMpNQSB
Q.6. How do you shift your students’ thinking away from single moments to institutions and systems? https://t.co/OLNnr44U0B
thanks! I'll certainly check it out. Thanks!
...and connect to the present by realizing existing disparities!
A6:Connect CRM to present day struggles (BLM/Immigration) as well as to international struggles past/present (Apartheid/Climate).
I think it is also important to discuss with students how coded racist language have been used in politics for past 50 years.
Ss think other schools are the same as theirs - this is an eye opener for many
A7 honest - it's a struggle. As a survey/timeline class it's often and end of the year time issue, 1 reason to cover race all year
Yassss! A must. https://t.co/8JWz9gNBKP
A6:Connect CRM to present day struggles (BLM/Immigration) as well as to international struggles past/present (Apartheid/Climate).
A6: more geo-use maps tht show historical redlining (built around race)& things like fed hwy act that decimated communities of color
The CRM is packed with primary sources - articles, speeches, pictures! Use them!!! https://t.co/9B5JUsS14z
Q.7. What resources do you use to teach about the CRM? How do you resist oversimplifying this history? https://t.co/XhI33lSdDW
A7) I used a lot of clips from the Eyes on the Prize documentary. Seeing the actions & opposition were just so powerful for Ss.
“: Awesome! I look forward to learning from you.” Likewise.
Frame your curriculum through essential questions to explore the key concepts, themes, theories, issues, & problems w/in the context
Thinking stretched. How can I as a coach help elevate planning to ensure this isn't the result? https://t.co/V0qHyMHgTE
Indeed. It is easy, lazy, & ahistorical to teach the accomplishments of Civil Rights as an inevitable or obvious result.
A6: younger grades = follow circles of responsibility (from the individual, family, community...world & vice-versa)
A7: Primary sources, photographs, film, music, historical essays and children's lit for younger students.
Just read about impact on Newark of interstate in "The Prize" but also in "Short & Tragic Life of Robert Peace"
A7: Start before Brown so Ss know the years of work to even get to that point. Rise and Fall of Jim Crow is a good resource.
Students need to see setbacks, institutional resistance, & losses. The CRM wasn't just accomplishments.
Have you seen the film or read the book The Autobiography of Miss Jane Pittman?
A7 resources from , Graphic Novels (i.e. March), An Ordinary Hero. Bring in mult perspectives to show complexities
A7: We look @ how advocates for - & against - the CRM used 1st Amendment to achieve their goals. https://t.co/VYK7UvSFcp
were his methods rooted in respectability politics?
I saw this image earlier today & it resonated deeply w/in my spirit. On this , Trayvon, Tamir, Michael, Sandra...😔
Just landed so I missed 😔 but looking at it now and so thankful for such thoughtful educators & resources https://t.co/goZkW66EZt
Welcome to . We’re excited to use the tag this evening. Before we get started, please introduce yourself! https://t.co/7DXubzvvwS
No, but will add it to my list. Thanks for the rec.
A8: Distinguishing between what the CRM was about--explicit racism + discrimination and today's CR issues which are more implicit.
Opposition is key. When Ts and Ss see how violence and the threat of death were used to silence--connection made.
What setback or loss really surprised your Ss?
A7. Broaden the scope with: Sweet Land of Liberty: The Forgotten Struggle for Civil Rights in the North. https://t.co/bmIjgeIPKL
Hey sorry to miss you tonight.
The have wonderful resources
This just popped up in my Facebook feed during ... seems to fit many of tonight's conversations: https://t.co/GUNeCktZ6k
A7: The have wonderful resources
A bit, but it was time and context appropriate. Civil disobedience runs counter to resp. pol. though.
I think would be marching&leading&loving as he'd always done. There's so much to learn from his life, his legacy.
A8 Why is it that so many Americans still believe that President Obama was not born in the US, and is not Christian?
