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FRANCIS MILLER/THE LIFE PICTURE COLLECTION/GETTY IMAGES

I Have a Dream

Based on Events From the Childhood of Martin Luther King Jr.

By Mack Lewis | Illustrated by Ying-Hwa Hu and Cornelius Van Wright
From the February 2018 Issue

Learning Objective: After reading a play based on events from Martin Luther King Jr.’s childhood, students will examine how the events contributed to his becoming a civil rights leader.

Guided Reading Level: U
DRA Level: 50
Topics: Civil Rights,
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Cause and Effect

As you read this play, think about how events in Martin Luther King’s childhood affected his actions as an adult.

Scene 1

Narrator 1: As a young boy, Martin Luther King Jr. lives in Atlanta, Georgia. It’s the 1930s, back when Babe Ruth is still hitting home runs.

Clark: Pitch it, Wallace.

Martin: Can I play too?

Narrator 2: Martin enjoys singing and riding his bicycle. He delivers newspapers. And he loves to play baseball. He especially likes playing ball with two White boys in his neighborhood.

Clark: Hey, yeah! Martin’s on my team!

Wallace: Nuh-uh! I get him. He played on your team last time.

Clark: So? I called it! He’s on my team.

Wallace: Don’t try to push me around, Clark. Or we’ll have to fight this out.

N1: The two brothers often argue about who gets to have Martin on their team. Sometimes they call each other names, and sometimes they get into fistfights. But even as a young boy, Martin is already a peacemaker.

Martin: Cut it out, you two! My daddy says you shouldn’t talk like that. And there’ll be no fighting either.

Wallace: Your daddy may be a preacher, but he isn’t an umpire.

Martin: I was on your team last time, Wallace. I’ll play for Clark today. That’s fair.

Scene 2

N2: Martin’s father is the pastor of Ebenezer Baptist, a church that Martin’s grandfather led many years before Martin was born.

N1: The church members call Martin’s father Daddy King.

Daddy King: Just as the Bible says, we must forgive those who act hatefully toward us. Whether Black or White, whether young or old, we must love our neighbors as ourselves.

Viola: Look, Lorraine, there’s young Martin. Isn’t he just adorable?!

Lorraine: Martin, doesn’t it make you proud to see your father standing so tall before all the people at church?

Martin: Yes, ma’am.

Viola: Will you become a preacher like your daddy and your granddaddy?

Martin: No, ma’am. I’m proud of my daddy. But my dream is to be a shortstop.

N2: Martin doesn’t know it yet, but someday he’ll be known as the Reverend Martin Luther King, just like his father.

N1: But there will be some hard lessons along the way.

Mrs. King (to Viola and Lorraine): Hello, ladies. It’s nice to see you both. We must be heading home. We have to pick up a few groceries on the way.

N2: The grocery store near Martin’s house is owned by Clark and Wallace’s parents.

N1: Martin thinks it’s strange that whenever he and his mother go there, instead of just walking across the street, they walk all the way around the block to enter through the back door.

N2: Like all the Black customers, they have to wait behind the White customers to get served. Martin doesn’t think it’s fair.

Mrs. King: That’s just the way it is, Martin. Be polite and hold your tongue.

N1: Finally, Mrs. Conner comes over to take their order.

Martin: Your boy Clark is quite a ballplayer, Mrs. Conner. The other day he struck me out two times.

Mrs. Conner: You play ball with my boys?

Martin: Yes, ma’am. They’re my best friends!

Mrs. Conner: They are, are they?

N2: Mrs. Conner takes a long pause as she looks at Martin.

N1: Then she hands Mrs. King her purchases and reminds her to head out the back.

Scene 3

N2: The next time Martin goes to play ball with Mrs. Conner’s boys, he brings his friend Medgar along.

N1: When they arrive at the park, no one is there.

Medgar: So where are they?

Martin: I don’t know. We’ve been playing right here every day after school.

Medgar: I think you’re making it up. You haven’t been playing with any White boys.

Martin: I don’t have any reason to lie, Medgar. The other day, I hit a home run off Wallace. It cleared the fence right over there.

Medgar: Well then, why aren’t they here?

Martin: You wait here. I’ll go find them.

N2: Martin runs all the way to the grocer’s house. When he knocks on the door, Mrs. Conner answers.

Martin: Where are your boys, Mrs. Conner? They were supposed to play ball today.

Mrs. Conner: Clark and Wallace can’t play. They’re . . . they’re sick in bed.

N1: Martin can see past Mrs. Conner into the house. Clark and Wallace are standing in the shadows.

N2: Both boys are frowning. Clark shyly waves at him.

N1: Martin stares at Mrs. Connor, confused. Then he understands what she means.

N2: Mrs. Connor doesn’t want her boys spending time with Black people.

Scene 4

N1: A few minutes later, at the King House, Mrs. King finds Martin hiding in the garden. He’s crying.

Mrs. King: What’s wrong, Martin? Are you hurt?

Martin: Mrs. Conner doesn’t want her boys to play ball with me anymore.

N2: Martin’s mother comes close and puts her hands on his shoulders.

N1: Martin sees she understands what happened.

Mrs. King: I’m so sorry, Martin.

Martin: Why does my skin color matter?

Mrs. King: There are a lot of people around who don’t like those who look different from them.

Martin: But Clark and Wallace don’t feel that way. They like me. We have fun together.

Mrs. King: The boys may not feel that way, but their parents do. That’s why they make us go through the back door of their store. That’s why they serve their White customers first. They’re punishing us because they think we’re different. And they’ll teach their children to do the same.

Martin: But that’s not fair! How can they do that?

Mrs. King: There are laws that allow them to discriminate against us.

N2: Mrs. King is referring to Jim Crow laws. These laws made it legal for White people to treat Black people unfairly.

N1: Black people weren’t allowed to use the same restrooms as White people or eat at the same restaurants.

N2: They couldn’t go to the same schools. And often, they weren’t allowed to vote.

Martin: Well, somebody needs to do something about it.

Mrs. King: Yes, Martin. Somebody does.

Scene 5

N1: One day, Martin would do something about Jim Crow laws and other forms of discrimination.

N2: In 1955, at the age of 26, he’d become famous for leading a boycott of city buses in Montgomery, Alabama. The boycott would help put an end to laws forcing Black people to sit at the back of the bus.

N1: By 1964, he’d help get the Civil Rights Act passed. That law protects people from being treated unfairly because of their skin color.

N2: But as a boy, Martin just wants to play ball at the park.

Clark (excitedly): Hey look, it’s Martin!

Martin: Can I play?

Wallace: Remember what Ma and Pa said. We’re not allowed to talk to him.

Clark (sadly): Sorry, Martin. We could use a shortstop, but our parents say we’ll be in big trouble if we play with you.

Martin: But what do you think? How come my skin color didn’t matter last week?

Clark: We don’t want any trouble, Martin. We just do what we’re told.

Scene 6

N1: A few days later, Martin is at his father’s church.

Daddy King: As it says in the Bible, strive for peace with all men. Stand up for yourself, speak your mind, but always strive for peace.

Lorraine: Preach, Reverend!

N2: Perhaps it’s then that Martin first imagines himself following in his father’s footsteps.

Daddy King: May you live in harmony with one another, so that together you may with one voice shout “Hallelujah!” [haluh-LOO-yuh] to the heavens.

Viola: Amen!

Martin (softly): Amen.

FRANCIS MILLER/THE LIFE PICTURE COLLECTION/GETTY IMAGES (MLK)

A Legendary Speech

Martin Luther King Jr. delivered his “I Have a Dream” speech during the 1963 March on Washington, a protest he led to demand rights for Black Americans. The speech is one of the most famous in U.S. history.

Scene 7

N1: Twenty-eight years after Martin was told by his friends that he couldn’t play ball with them, he would preach to more than 200,000 people of every race and color at the Lincoln Memorial in Washington, D.C.

Adult Martin: 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.”

N2: During those 28 years, Martin would be arrested many times for standing up for himself.

Adult Martin: 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.

N1: He’d be yelled at, hit, and spit on.

Adult Martin: This will be the day when all will be able to sing with new meaning, “Let freedom ring!”

N2: Yet through it all, Martin would follow his father’s advice and strive for peace and harmony among all people.

Adult Martin: When we allow freedom to ring, we will all be able to join hands and sing, “Free at last! Free at last! Thank God Almighty, we are free at last!” 

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Answer Key (2)
Answer Key (2)
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Answer Key (2)

More About the Story

Skills

cause and effect, fluency, vocabulary, character, inference, key idea, foreshadowing clues, compare and contrast, explanatory writing

Complexity Factors

Levels of Meaning

This play introduces students to the ideals of Martin Luther King Jr. and explores how they were formed, at least in part, through experiences in his childhood.    

Structure

The play has eight scenes. The first five are chronological; the last three include interjected narration telling what Martin Luther King Jr. achieved at different points in his life.

Language

The play includes some domain-specific word and phrases related to the civil rights movement, such as discriminate, Jim Crow laws, and Civil Rights Act. The adapted text from King's "I Have a Dream" speech may be challenging for students.

Knowledge Demands 

Some prior knowledge of Martin Luther King Jr. and the civil rights era will aid comprehension.

Step-by-Step Lesson Plan

1. Preparing to Read

Preview Text Features and Vocabulary (20 minutes, activity sheet online)

  • Have students look at the title, subtitle, and illustration on pages 20-21. Ask them to share what they already know about Martin Luther King Jr. Do they know what his “dream” was?
  • Tell students that some terms in the play can be used when talking about civil rights, or rights having to do with freedom and fair treatment. Preview them with the vocabulary activity. Highlighted terms: discriminate, Jim Crow laws, boycott, Civil Rights Act, strive, harmony, creed
  • Call on a volunteer to read aloud the Up Close box on page 20 to set a purpose for reading.

2. Reading the Play

Read and Unpack the Text (45 minutes, activity sheet online)

Assign parts and read the play aloud as a class. After reading, discuss the close-reading and critical-thinking questions.

Close-Reading Questions (20 minutes, activity sheet online)

  • What do you learn in Scene 1 about what Martin is like? Use specific details in your answer. (character)
    You learn that even as a boy, Martin speaks out about peace and fairness. He tells Wallace and Clark that they shouldn’t fight, and he says he will be on Clark’s team since he was on Wallace’s team the last time they played.
  • Based on Scenes 1, 2, and 7, what does Daddy King believe about how you should treat all people? How do you think his beliefs affect Martin? (cause and effect)
    Daddy King believes that we should love and forgive all people, even our enemies. He believes that arguments should be settled peacefully. You can tell that Martin has learned from these beliefs in the way he responds to Clark and Wallace in Scene 1, and later, in his nonviolent fight for equal rights.
  • What can you infer about Mrs. Conner from Scene 3? (inference)
    You can infer that Mrs. Conner has prejudiced views and treats Mrs. King and other black customers rudely and distrustfully because of their race.
  • In Scene 4, why won’t Mrs. Conner let Martin play with her sons? How does this affect Martin? How do you think Clark and Wallace feel? (cause and effect)
    Mrs. Conner won’t let Martin play with her sons because he is black. Martin is shocked and saddened to not be able to be with his friends. Clark and Wallace probably feel bad too, but they have to obey their mother.
  • What does Mrs. King explain to Martin about why some people, like Mrs. Conner, treat black people unfairly? (key idea)
    She explains that some people don’t like others who they think are different. She also explains that Jim Crow laws make it legal to prevent black people from using the same restrooms as white people, eating in the same restaurants, going to the same schools, and even voting.
  • What does Martin say when he learns about Jim Crow laws? How does this give you a clue about what he will do in the future? (foreshadowing clues)
    He says, “Well, somebody needs to do something about it.” When he grows up, he takes many actions to stop the unfair treatment of black people. Scene 6 explains that he led a bus boycott in Alabama in 1955, and he helped get the Civil Rights Act passed in 1964.
  • What does Martin ask Clark and Wallace in Scene 6, after they tell Martin their parents won’t let them play with him? Why do you think he asks these questions? (inference)
    Martin asks the boys what they think, and why his skin color didn’t matter before—but now it does. He probably asks these questions to make Clark and Wallace think about what is fair and right. He is trying to remind them to see him as their friend, not as someone identified by his skin color.
  • Scene 8 skips ahead 28 years. What does it tell you about what Martin’s dream is? How might his experience with the Conners have affected his dream? (cause and effect)
    His dream is that all people will be treated equally and not be judged by the color of their skin. His experience with the Conners taught him firsthand the pain and unfairness of being judged because of his race.

Critical-Thinking Question (activity sheet online)

  • Compare what Martin learns from his parents with what Clark and Wallace learn from theirs. Do you think Clark and Wallace will become like their parents, or can they change? (compare and contrast)
    Martin learns to love everyone no matter what color they are; Clark and Wallace learn to reject people who seem different. Answers will vary.

3. Skill Building

Featured Skill: Cause and Effect

  • Have students complete the cause and effect activity to help them understand how Martin’s childhood helped shape who he was. Then have them respond to the writing prompt.

Make a Trading Card

  • Go to ReadWriteThink.org, click on “Classroom Resources,” and search “Trading Card Creator.” Have students use this interactive feature to create a trading card for Martin Luther King Jr., based on what they read in the play.

Differentiate and Customize
For Struggling Readers

Scenes 6 and 8 might be especially hard for struggling readers because the story skips back and forth in time. To help them, have them circle the narrator lines in these scenes. Read these lines separately, after reading the other lines. Then read the scenes again as written.

For Advanced Readers

Ask students to imagine Clark and Wallace hearing Martin’s speech at the Lincoln Memorial. Have them write a conversation between the three men, in which they talk about what happened 28 years earlier.

For ELL Students

The text of Adult Martin’s speech, in italics, is adapted from his “I Have a Dream” speech. To help ELL students (and other students) understand the challenging language, work together to paraphrase these lines. Project our author’s craft activity and complete it as a class.

For Guided Reading

Choose a scene from the play to read together in your guided reading groups. As the group reads, pause to discuss clues about what Martin is like and what influences him to become a leader of the civil rights movement.

Text-to-Speech