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1
What do we mean by a virtual living room?
1930s 1940s 1950s 1960s 1970s 1980s 1990s 2
000s 2010s
Team Worksheet
Explain Themes Past to Present Global to
Local Personalizing Leadears
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2
1930s 1940s 1950s 1960s 1970s 1980s 1990s 2
000s 2010s
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3
Think Globally, Act Locally
A Slice of Life Historical Time Machine
1930s 1940s 1950s 1960s 1970s 1980s 1990s 2
000s 2010s
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4
A Slice of Life Historical Time Machine
Kickin It in the Coffee House
Palo Alto, CA 94305
August 7, 2000
1930s 1940s 1950s 1960s 1970s 1980s 1990s 2
000s 2010s
Whats Up in the Bay Area?
What Are Other Bay AreaStudents Doing?
OWNER SUES, SAYS RACISM SHUT HIS CLUB
08/07/2000, San Jose Mercury News A
disgruntled nightclub owner has filed a federal
civil rights lawsuit against Redwood City
charging that racist attitudes toward hundreds of
young black and Latino patrons forced his hip-hop
club out of an otherwise ho-hum downtown.
more CIVIL RIGHTS LEADERS CELEBRATION
08/06/2000, San Francisco Chronicle Bay Area
civil rights organizations from San Jose, Palo
Alto and San Francisco are coming together to
celebrate the lives of civil rights leaders.
Exhibits on Martin Luther King, Jr., and Ghandi
include original documents and photos donated
from international archives. . more
Student Projects Anderson Elementarys Peace
Quilt - 3rd and 4th graders at Anderson
Elementary in San Jose put together a Peace
Quilt celebrating the cultures of the world. A
Poem on MLK, Jr. - Lisa S., age 14, of Mountain
View shares a poem written in honor of the
upcoming Martin Luther King, Jr. holiday. Civil
Rights in America Web Portal - 11th grade
students from Gunn High School, Palo Alto, have
created a web portal with links to civil rights
sites. ? SUBMIT your own project!
What Can I Do?
Events and Organizations in the Bay
Area DoSomething.com Bay Area Citizens Against
Hate
Where Can I Find More?
Search the archive for the following terms
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Between these dates to
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5
A Slice of Life Historical Time Machine
Extra! Extra! Read all about it!
1930s 1940s 1950s 1960s 1970s 1980s 1990s 2
000s 2010s
In Other Partsof the World
National Headlines
MARCHERS DENOUNCE NAACP BOYCOTT PUSHWashington
Post About a dozen protesters waved the
Confederate flag outside the NAACP's national
convention Sunday and defended the banner that
the civil rights organization has deemed a symbol
of slavery. more
PLAN STIRS BATTLE ALONG CIVIL RIGHTS HIGHWAY USA
Today Plans are under way for a landfill near the
highway where civil rights marchers demanded
black suffrage and where Viola Liuzzo was slain
by Ku Klux Klansmen after the 1965 march. more
Where Can I Find More?
Search the archive for the following terms
Between these dates to
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6
A Slice of Life Historical Time Machine
Walk in the leaders shoes!
1930s 1940s 1950s 1960s 1970s 1980s 1990s 2
000s 2010s
Try It!
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7
A Slice of Life Historical Time Machine
Walk in the leaders shoes!
1930s 1940s 1950s 1960s 1970s 1980s 1990s 2
000s 2010s
Search
8
A Slice of Life Historical Time Machine
Walk in the leaders shoes!
1930s 1940s 1950s 1960s 1970s 1980s 1990s 2
000s 2010s
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9
A Slice of Life Historical Time Machine
Walk in the leaders shoes!
1930s 1940s 1950s 1960s 1970s 1980s 1990s 2
000s 2010s
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10
Personalizing Leaders

• Learning Goals
• Help students Connect to leaders lives through
• Making common traits explicit between students
  and leaders
• Understanding of the roots of leaders
• Promotion of their own leadership spirit
• Features that accomplish the goals Walk in the
  leaders shoes
• The three main features created are the common
  birthday, what peacemaker are you,and the
  toler-o-meter. These feature were chosen because
  they create a fun atmosphere in which students
  can relate to the lives of leaders.
• Using the Features
• Common birthday
• Students choose what month they were born in and
  are led to a page with the names of leaders who
  share that month for their birthday. In the page
  are moments from the leaders lives.
• Toler-o-meter
• Students answer quiz questions that will tally
  how tolerant they are at the end of the quiz
• Peacemaker
• Students are presented with scenarios and
  possible actions within the scenario. The actions
  were taken by certain leaders, so when the
  students finish the questionnaire, they are told
  what leader they are most similar to.
• Content
• Incorporate material from the MLK archives

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LINK GLOBAL TO LOCAL (and vice versa) Description
This section provides the user with the
capability to work from a worldwide view of
events to a more localized perspective in a
specific geographical region and vice versa. The
user then becomes able to contextualize global or
local events. How is the feature to be used by
students? The think globally act locally
feature is supported by two functions the
timeline and the buttons distributed around the
globe. The user has the option to either click on
a specific year or click on a specific city to
obtain relevant information about the events
happening there either at a specific date or at a
specific region over different dates. Once the
user clicks on a year or a city a color code
appears, giving the user the option to select
what he want to see Events directly related to
MLKs mission. Event related to the Civil Rights
Movement Quotations and outstanding speeches by
MLK World events related to the Liberation
struggle Once he/she clicks there, a dialogue
box appears with the relevant information in the
selected category. In some of the boxes there is
the possibility of playing audio/video clips
related to the specific event. A complementary
option would be to present a summary of the main
events (of any kind) that occurred in that year
or place. A complementary function is allowing
the user to click on a specific year in the
timeline and the buttons of the cities where
there were relevant events (on any or all of the
categories) will light up. Learning
goals Provide the student with an easy-to-use
tool to learn about the relevant events of the
Civil Rights Movement in the U.S. and the
Liberation struggle around the world. This is
accomplished by providing the student with a
graphic intensive map where he can navigate and
find relevant information for specific places and
times. Allow the student to make connections
between events that occurred in different places
and times, providing them with a better
understanding of the context of the Liberation
struggle. By combining the timeline with a global
map, the student can easily see what is happening
at a certain time in different parts of the
world. Increase awareness on the fact that the
Liberation struggle continues everyday and
everywhere. This is accomplished through the map
containing references to the main events that
happened in different regions. Media
required Graphic-intensive display. Video
clips. Audio clips. This feature would be a
useful tool to have the students learn in a
synthetic way about much of the materials
contained in the MLK archives.
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LINK GLOBAL TO LOCAL (and vice versa) Description
This feature allows users to research news
articles related to civil rights from local
sources, find out about local events, and submit
and view local school or individual projects on
civil rights. The main purpose of this feature
is to increase awareness in the students on the
universality of the liberation struggle. In one
page students are presented with options
encompassing the international, national and
local arenas. By finding out whats going on
currently in the users local area, the user will
be able to see how global events affect their
community and how he/she can participate in
making a difference. How is the feature to be
used by students? In the Whats going on in my
area? feature the user first enters their zip
code and is presented with a localized website.
On this local site the user finds five sections
all related to civil rights In Other Parts of
the World - International news/events National
Headlines - selected articles by MLK staff from
both national and regional papers Whats up in
the Bay Area? - Local news articles linked
from local papers. What are other students up
to? - School or individual projects submitted by
students in the local area What can I do? -
Local events in which students could potentially
participate (links to DoSomething.com). Where
can I find more? - A search engine for the
entire archive of articles, events and
projects. Students will be encouraged to submit
their school or individual projects for placement
on their local site. Other local students
viewing the site will recognize that peers from
their own cities and even their own schools are
concerned with civil rights issues. Learning
goals Allow students to find out whats going on
in their own communities related to civil rights.
The Whats going on in my area? feature
provides the student with an easy-to-use tool to
find articles, events and projects in their local
area. Motivate students to get involved. By
listing events and linking to DoSomething.com
students are informed of opportunities to make a
difference in their area. Increase awareness on
the fact that the Liberation struggle continues
everyday and everywhere. This feature highlights
current international, national and local
articles to show students that the civil rights
struggle is not over for humankind. Technical
Considerations Identify and search
international, national and local newspapers
websites on a daily (weekly?) basis Build a
search engine for the site Allow students to
submit projects electronically.
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Goals for Personalizing Leaders section
Describe the leaders' lives in the language of
students Explain life in terms of things that
students and leaders have in common Three main
themes we see leaders and students relating on
are the following Peer experience peer
pressure faced challenges of the neighborhood
Oppression being bullied Influences friends
family girlfriends/boyfriends siblings
Students would come to this page in one of two
ways 1) Via a calendar hanging up in the living
room that has a "birthday" marked on it. 2) Via
search from a teacher directed task This section
of the page would have a search button for
directed searching of the leaders section. It
also has an exploratory component that allows the
student to pick his or her birthday month. When
the student chooses the month, the top bar
containing leader names changes to display only
those leaders that have birthdays in the month
chosen. Once the student clicks on the leader
they choose to know about the lifeline below and
the sidebar change to reflect aspects specific to
the leaders life. Mouse overs on the lifeline
will reveal moments of the leader's life that
students can relate to. Please feel free to give
suggestion and feedback. Navigation Panel for
Personalizing Leaders sub-groupHere's my thoughts
on organizing the side menu of the
MLKpersonalizing leaders "feature". The basic
idea of thepersonalizing leaders feature is to
have a panel of very personal aspects of leader's
lives (see below). Students can select a leader
from an icon list (or some such), and then select
something from the items below to get the
indicated information about the leader. (Or
maybe, if no leader is selected, it brings up a
list of leaders to select from?)There are
obviously too many items, and they are too
abstractly worded to use directly. In fact, we
need to use the words that kids themselves would
use to describe these things (what about
age-dependencies?). We probably should recommend
some "user testing" (gack!) to establish which
items and wording would be most effective with
kids. There's obviously redundancy across the
categories, but I don't know if that is a bad
thing since we are dealing with kids, and not
professional researchers. Panel of selections
about personal aspects of leadersPersonal
Experiences Being discriminated against Life
changing Tragedies / hurtful Childhood Fun
Conflicts Accomplishments (school projects??)
Punishments Great momentsRelationships
Girlfriends/boyfriends Wife / Husband Sisters
brothers Mother Father Other family Formative
and influential PublicGrowing up Being punished
Bullying Money and allowances Toys and games
Feeling outcast Peer pressures Music and dance
Hobbies and fun School experiences PetsRock
Groups This might identify rock groups that
support things that reflect upon the Lib Curr.
and which also relate to in some way to the
principles or ideas of one or more of the various
leaders. Just an idea...Personal perspectives
Social Justice Social Change Social Consequences
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TOLER-O-METER You go to your favorite restaurant
with a bunch of friends and you notice that one
of your pals is mistreating an employee on the
base of his/her race for a mistake that the
employee made. Do you Feel indifferent Disagree
but do nothing Join your friend in the
dispute Disagree and publicly intervene in
defense of the employee Privately tell your
friend that his/her conduct was
inappropriate You come into the schools
cafeteria and by the time you are done with the
line you notice there are only 2 seats available
in tables where you do not know anyone. You want
to seat. In order to choose where to seat, do
you Think about the ethnic groups represented in
those tables? Think about the gender
composition? Think about whether the people in
either table are like you? Leave the
cafeteria? You are with a group of classmates
that you have just met. At the end on the meeting
you ask for a ride and two people of your same
gender but from different ethnic groups offer you
a ride. Do you Ride with the first person that
offered the ride? Ride with that person you
consider to be more ethnically similar to you? Do
not accept either offer? When somebody makes a
statement that contradicts some of your core
values, do you Confront it offering an
alternative view? Hear it and discard it? Do not
say a word? Try to discredit it publicly? WHO
DO YOU MATCH BEST WITH? Where there is an unjust
situation that has lasted for a long time with
the complacency of the dominant party in your
opinion, what is the best way to re-establish
equality? Dialogue with the other party to try to
come to equal terms? Do not dialogue with the
party at all, but confront it with any mean
necessary? Dialogue with the dominant party and
only after they refuse to fix the situation
confront it with any necessary means? Dialogue
with the dominant party and only after they
refuse to fix the situation confront it through
passive resistance? The best way to achieve
equality is be Empower the individual of the
weak side. Teach individual act on
self-defense Empower the weak group. Awaken
the conscience of the larger society about
injustice. The ideal society to live in is
a society where all persons are equal and part
of a diverse society. society where all persons
are equal but belong to separate groups. society
with clearly defined lines between the ethnic
groups.