RFK Lesson Plans - Grade 8

44 Pages·2008·0.91 MB·English

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LESSONPLANS
ROBERT F. KENNEDY MEMORIAL
PHOTOCREDIT:STANLEYTRETICK
RobeRt F. Kennedy ChampIon oF SoCIaL JUStICe Grade8
“Laws can embody standards; govern-
ments can enforce laws; but the final
task is not a task for government. It is a
task for each and every one of us. every
time we turn our heads the other way
when we see the law flouted; when we
tolerate what we know to be wrong;
when we close our eyes and ears to the
corrupt because we are too busy, or too mages
frightened; when we fail to speak up GettyI
farnededsopmeakanodutd–ecwenecsytraiknedajubsltoicwe.”against LifePictures/
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bReofboerretFth.KeeJnoninedtyDe(1fe9n2s5e-1A9p6p8e)aolnoJfuthneeA2m1,e1r9ic6a1n,iJnerweimsharks Eppridge//Ti
Bill
CommitteeandtheAnti-DefamationLeagueoftheB’nai by
B’rith,Chicago. Photo
“SpeaK Up, SpeaK oUt: RobeRt F. Kennedy, ChampIon oF SoCIaL JUStICe,”
IS the pRodUCt oFa paRtneRShIp between the RobeRt F. Kennedy memoRIaL,
dedICated toadvanCIng hUman RIghtS by pRovIdIng InnovatIve SUppoRt
to CoURageoUS hUman RIghtS deFendeRSaRoUnd the woRLd;and
newyoRK State UnIted teaCheRS,a StatewIde UnIon oF moRe
than 600,000 pRoFeSSIonaLS dedICated to StRengthenIng edUCatIon
and heaLth CaReandadvanCIng SoCIaL JUStICe.
thIS pRoJeCt waS deveLoped In CoLLaboRatIon wIth
the oFFICe oF newyoRK State goveRnoR davId pateRSon
and the State edUCatIon depaRtment
and UndeRwRItten In paRt bya geneRoUS ContRIbUtIon
FRom the RoCKeFeLLeR FoUndatIon.
ROBERT F. KENNEDY MEMORIAL
PHOTOCREDIT:STANLEYTRETICK
©2008NewYorkStateUnitedTeachers
PHOTOCREDITS:PhotosprovidedbyTime&LifePictures/GettyImagesandbyEl-WiseNoisette;DESIGN:DanaFournier/NYSUT
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RobeRt F. Kennedy ChampIon oF SoCIaL JUStICe Grade8
Dear Educators:
Howdoyoumeasuresomeone’slegacy?Howdoesalegacyexistlongafterahistoricalfigure
haspassedon?Overtheyears,I’veheardthousandsofpeopletellstoriesabouthowtheywere
touchedbymyfather,RobertF.Kennedy.
ImetamanfromtheOglalaSiouxTribeatthePineRidgeIndianReservationinSouthDakota
whotoldmeaboutRobertKennedyvisitinghisschoolandaskingthelibrarianwhythereweren’t
anybooksonIndianhistory,cultureandlanguage.
ImetagrapepickerataworkercampinDelano,Calif.,foundedbylaborleaderCesarChavez,
whotoldmeaboutwatchingRobertKennedybreakbreadwithChaveztoendafast.Hesaid,“Wefelt
aloneandabandoneduntilBobbyKennedytookupourcause.”AfterRobertKennedysupportedthe
pickersintheirboycottofCaliforniagrapes,conditionsimproved.
ImetajournalistinNewYorkwhodescribedfollowingRobertKennedytotheMississippiDelta.
Shockedbythemiseryandstarvation,hewasdeeplymovedbyapoliticianwhosoughttoexpose
thedifficultieswefaceasasociety.
WhenIwaslivinginWashington,Iheardcongressmen,senatorsandthepresidentoftheUnited
Statesspeakabouthowtheirpoliticalcareershadbeeninspiredbymyfather.
Suchdifferentstories,andnosinglemessageofwhatRobertKennedy’slegacyis.Thelessonplans
inthisguide,developedinapartnershipbetweenNewYorkStateUnitedTeachersandtheRobertF.
KennedyMemorial,focusonhispassionatecommitmenttosocialjustice.Thatpassionandcommit-
mentinspiredmillions.Takealookattheimagesofhis1968campaignfortheU.S.presidencyof
peoplereachingup,eagertotouchhim.Irememberwhenhecamehomefromthosecampaignstops,
hishandswouldbebrightredandsoswollenhecouldn’tgraspaglass,becauseofallthosehands
reachingout.
Theylovedhim.Theylovedhimnotonlybecauseofhispoliciesorbecausehespokeeloquently,
butreallybecausehetouchedsomethingdeepinthesoulofhisaudiences.Whathetouchedwas
thenobilityineachperson.Hespoketothebestinus,thepartthatbelievesinchange,inpossibility,
inthecapacitytoovercomeeventhemostenduringanddifficultproblemswefaceasasociety.
Hesaid,“WecanensurethevotetoeveryAmerican,”despitetheabusesfacedbyAfrican-Ameri-
cansseekingtoexercisetheirrightsascitizens.Hiscommitmenttovotingrightsmeantthat,forthe
firsttimeinourhistory,theUnitedStatesbecameatruedemocracy,onewhereeverycitizenhada
votethatcounted.
Hesaid,“Wecanstopawar,”despiteapresident’ssupportofit.
AndtherewaseventuallypeaceinVietnam.
“There was no group
Hesaid,“Wecanrebuildourcitiesdespitepoverty,gangsandvi-
of Americans who olence.”Andhebroughttogetherneighborhoodleaderswithlarge
Robert Kennedy companiesandthepowerofthegovernmenttoworktogetherto
transformsomeofthemostdevastatedpartsofourcountry.
admired more or held
Thesewereallapparentlyinsurmountableproblems,buthe
in higher esteem than
believedintheabilityofanindividualtomakeadifference.
those who were willing
TherewasnogroupofAmericanswhoRobertKennedyadmired
to risk their lives for moreorheldinhigheresteemthanthosewhowerewillingtorisk
theirlivesforbasiccivilrights.And,asournation’sleadprosecutor
basic civil rights.”
facingorganizedcrime,RobertKennedywasdeterminedtousethe
lawtobringcriminalswhothreatenedourcountrytojustice.
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RobeRt F. Kennedy ChampIon oF SoCIaL JUStICe Grade8
Butthateagernesswasalwaystemperedbyhiscommitmenttoprotectcivilrightsandcivilliber-
ties,evenwhenitmeantlettingtheaccusedsometimesgofree.Asattorneygeneralattheheightof
thecivilrightsmovement,RobertKennedywaskeenlyawareofthecapacityforoverzealousorcor-
ruptlawenforcementofficialstoabusetheawesomepowerofthelaw.Heupheldthatconvictionon
histravelsaroundtheworldandcriticizedgovernmentswhichinvokednationalsecuritytosuspend
civilliberties.
OpposingundueattacksoncivillibertiesiscentraltotheongoinglegacyofRobertKennedy.Today,
organizationsliketheRobertF.KennedyMemorialbringthepoweroftheinternationallegalrightsto
bearongovernmentsthatfailtocomportwithrightsenumeratedundertheInternationalDeclaration
ofHumanRightsandothercovenants.
JustastheAmericancivilrightsmovementgavebirthtotremendousheroes,likeMartinLuther
King,todayweareblessedbypeopleoftremendouscourageandnoblespiritwhohavesacrificed
themselvesforhumanrightstheworldover—peoplelikeNelsonMandela,ElieWiesel,theDalai
Lamaandlesser-knownbutequallyrelevantpeoplelikeLucasBenitez,whorepresentsthemigrant
farmworkersinFlorida.
TheypersonifyRobertKennedy’sfaithinthenoblespiritandfirmbeliefintheabilityoftheindivid-
ualtoovercomeapparentlyinsurmountableproblems.Eachhasfacedgiantforceswithlittlemore
thantheslingshotoftheirheartandnerveandsinew.Eachhassufferedtheconsequencesoftheir
challenge.Theydosobysupportingcourageousindividualswhoaremakingdemocraticchange.
Wedon’tlaudthembecausethey’vebeentargetedforrepression,butbecause,inthefaceofthe
mostbrutalrepressionandwithfullknowledgeoftheconsequences,theyhavestoodtheirgroundin
thefightforjusticeandhumanrights.
IaskedAbubacarSultan,whoworkswithchildsoldiersinAfrica,whyhecontinuedtoriskhislife
fortotalstrangers,andthisiswhathesaid:“Itissomethingstrongwithinyourself.Youfeelyouarea
humanbeingandthereareotherhumanbeingstheresuffering.Youarebetteroff,soyouneedto
sacrifice.It’shardtoexplain.It’sperhapsakindofagiftthatyouhaveinsideyourself.”
PeoplelikeAbubacarandsomanyotherswalkwhereRobertKennedywalked.Theyshowus;they
helpusfindtheway.
Asteacherssharethelessonsinthisguide,studentsacrossNewYorkstatewillbeinspiredto
recognizethatgiftofcourageinthemselves.RobertF.Kennedy’slegacylivesonincountlessindividu-
alswhofightforjusticearoundtheworld—andineverychildwhoisinspiredbyhislegacyto“speak
up,speakout.”
KerryKennedy
Founder,RFKCenterforHumanRights
andSpeakTruthtoPower
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RobeRt F. Kennedy ChampIon oF SoCIaL JUStICe Grade8
Introduction
Grade 8 Unit on Social Justice
Background
RobertF.Kennedywascommittedtotheprinciplesoffreedomandsocialjustice.Hecarrieda
messageofhopeandanunflaggingconvictionthatcouragewouldbringchange.Hiscentralbelief
inthecivicandmoralresponsibilityofeachindividualandthecommunitytotakeactionagainst
injusticeandpovertyandprejudiceunderlinedhispubliclife.Heurgedeachpersonnottoturn
ablindeye,butinstead,totackletheissuesthatchallengefreedomandjustice.
TheRobertF.Kennedyprojectpresentsauniqueopportunitytolinkhissocialjusticeagendatothe
NewYorkstatelearningstandardsinsocialstudiesandEnglishlanguagearts.Ingrade8,students
focusonthehistoryoftheUnitedStatesandNewYorkstate,touchingonissuesconcerningcivil
rights,votingrights,workers’rights,equaleducation,equalopportunityprograms,howtheUnited
StatesgovernmentworksandonpeoplewhohavemadesignificantcontributionstoAmericanlife.
Biography of RFK
TheEarlyYears:
RobertFrancisKennedywasbornonNov.20,1925,inBrookline,Mass.,theseventhchildofRose
andJosephP.Kennedy.“Iwastheseventhofninechildren,”helaterrecalled,“andwhenyoucome
fromthatfardownyouhavetostruggletosurvive.”
HesoonmovedtoRiverdale,N.Y.andlivedinthestateuntil6thgrade.
Afterhighschool,heservedintheNavyduringWorldWarII,andattendedHarvardUniversitywhere
heplayedvarsityfootball.Athleticswerealifelongpassionandhewasknownforhislegendarytouch
footballgameswithfriendsandfamily,andforotherdaringexploits—includingclimbingthehighest
peakinNorthAmerica,Mt.Kennedy,namedforhisbrother,PresidentJohnF.Kennedy.
HethenattendedUniversityofVirginiaLawSchool.Perhapsmoreimportantforhiseducationwas
theKennedyfamilydinnertable,wherehisparentsinvolvedtheirchildrenindiscussionsofhistory
andcurrentaffairs.“Icanhardlyrememberamealtime,”Robert
Kennedysaid,“whentheconversationwasnotdominatedby...
Essential Question whatwashappeningintheworld.”
of the Unit In1950,RobertKennedymarriedEthelSkakelandlaterhad
11children.
Aftercompletingthelessonsin
DedicatedPublicServant:
thisunit,studentswillbeableto
answer: Whatissocialjustice?
In1952,KennedymanagedhisolderbrotherJohn’ssuccessful
Howdoindividualsparticipate
campaignfortheU.S.SenatefromMassachusetts.Later,heworked
insocialchange? Whatcanwe
intheU.S.Senate,winningattentionastheSenate’sleadlawyer
learnfromRobertF.Kennedy’s
investigatingTeamsters’UnionleaderJimmyHoffaforcorruption.
messageofsocialjusticeideals
andactions? In1960,hemanagedJohnF.Kennedy’spresidentialcampaign.
Aftertheelection,hewasappointedattorneygeneralinPresident
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RobeRt F. Kennedy ChampIon oF SoCIaL JUStICe Grade8
Kennedy’scabinet.Asattorneygeneral,hewonrespectforhiseffectiveadministrationoftheDepartment
ofJustice,fightingorganizedcrimeandhelpingAfrican-Americansexercisetheirrighttovote,attend
integratedschoolsandusepublicaccommodations.In1961hehelpedprotectstudentstakingpart
intheFreedomRide,protesterswhotraveledbybusacrosstheU.S.Southtohighlightillegalsegrega-
tion,suchasaprohibitionagainstAfrican-Americansusingfacilitiesinbusterminals.InSeptember
1962,AttorneyGeneralKennedysentU.S.marshalsandtroopstodefendthefirstAfrican-American
studentattheUniversityofMississippi—JamesMeredith—fromriotingprotesters.RobertKennedy
alsohelpedPresidentKennedyproposethemostfar-reachingcivilrightslawsinceReconstruction,
theCivilRightsActof1964,whichpassedeightmonthsafterPresidentKennedy’sdeath.
NewYork’sSenator:
SoonafterPresidentKennedy’sdeath,RobertKennedyresigned
Additional Resources
asattorneygeneraland,in1964,ransuccessfullyfortheUnited
StatesSenateinNewYork.AsNewYork’ssenator,heinitiateda
Edelman,PeterB.Searchingfor
numberofprojectsinthestate,includingassistancetounderprivi-
America’sHeart:RFKandthe
legedchildrenandstudentswithdisabilitiesandtheestablishment
RenewalofHope.Boston:
oftheBedford-StuyvesantRestorationCorporationtoimproveliving
HoughtonMifflinCompany,2001.
conditionsandemploymentopportunitiesinareasofBrooklyn.
Today,thatprogramisamodelforcommunitiesacrossthenation. Grubin,David.RFK. Producedby
DavidGrubinforAmericanExperi-
enceinassociationwiththeBBC.
AChampionforHumanRightsandPeace:
93Min. Paramount.Videocassette;
SenatorKennedywasalsocommittedtotheadvancementof DVD.
humanrightsathomeandabroad.Inadditiontosupportingthe
Halberstam,David.TheChildren.
CivilRightsMovementintheU.S.,hesoughttoconfronttheAmeri-
NewYork: RandomHouse,1998.
canpeoplewiththefactsofpoverty,journeyingintourbanghettos,
Appalachia,NativeAmericanreservations,theMississippiDelta Schlesinger,ArthurM.Robert
andmigrantworkers’camps.Heproposedlegislationtoencourage KennedyandHisTimes.Boston:
businessestolocateinthesepoverty-strickenareastocreatedigni- HoughtonMifflin,2002.
fiedworkfortheunemployedsotheycouldsupporttheirfamilies.
vandenHeuvel,WilliamandGwitz-
man,Milton.OnHisOwn:RobertF.
HetraveledtoEasternEurope,LatinAmericaandSouthAfricato
Kennedy1964-1968.Doubleday&
sharehisbeliefthatallpeoplehaveabasichumanrighttopartici-
Company,Inc.,1970.
pateinthepoliticaldecisionsthataffecttheirlives.Healsobe-
lievedthatthosewhochallengeinstitutionalwrongsshowthe RobertF.KennedyMemorial
highestformofcourage.“Eachtimeamanstandsupforanideal,” www.rfkmemorial.org/
hesaidina1966speechtoSouthAfricanstudents,“oractstoim- legacyinaction
provethelotofothers,orstrikesoutagainstinjustice,hesends
RFK-AmericanExperience–
forthatinyrippleofhope,and…thoseripplesbuildacurrent
PBSwithCesarChavez
thatcansweepdownthemightiestwallsofoppressionand www.pbs.org/wgbh/amex/rfk/
resistance.” peopleevents/p_chavez.html
ThoughKennedyhadinitiallysupportedPresidentJohnson’s Teacher’sGuide
policiesintheVietnamWar,asasenator,Kennedyworkedtoend www.pbs.org/wgbh/amex/rfk/tguid
thewar.KennedyurgedPresidentJohnsontoceasethebombing e/index.html
ofNorthVietnamandreduce,ratherthanenlarge,thewareffort.In
SpeakTruthtoPower
hisfinalSenatespeechonVietnam,Kennedysaid,“[C]an[we]de-
www.speaktruth.org
cide,inWashington,D.C.,whatcities,whattowns,whathamletsin
Vietnamaregoingtobedestroyed?...Dowehavetoacceptthat?
…Ithinkwecandosomethingaboutit.”
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RobeRt F. Kennedy ChampIon oF SoCIaL JUStICe Grade8
HistoricBidforthePresidency:
OnMarch18,1968,RobertKennedyannouncedhiscandidacyfortheDemocraticpresidential
nomination.HechallengedthecomplacentinAmericansocietyandsoughttobridgethegreatdivides
inAmericanlife—betweentheraces,betweenthepoorandtheaffluent,betweenyoungandold.
His1968campaignbroughthopetoanAmericanpeopletroubledbydiscontentandviolenceathome
andwarinVietnam.HewoncriticalprimariesinIndianaandNebraskaandspoketoenthusiastic
crowdsacrossthenation.
RobertFrancisKennedywasfatallyshotonJune5,1968,attheAmbassadorHotelinLosAngeles,
Calif.,shortlyafterclaimingvictoryinthatstate’scrucialDemocraticprimary.Hewas42yearsold.
Althoughhislifewascutshort,RobertKennedy’svisionandidealsliveontodaythroughthehuman
rightsworkoftheRobertF.KennedyMemorialinWashington,D.C.
Overview
TheunitconsistsoffivelessonsthatareinterdisciplinaryandintegratetheNewYorkstatelearning
standardsforsocialstudies,Englishlanguagearts,theartsandhealth.Eachlessonhasmultipleac-
tivitiesthatmaybetaughtoverseveralclassperiods.Asuggestednumberofminutesisgivenatthe
beginningofeachlesson.Asthelessonsarereviewed,keepinmindthatactivitiesmaybeadaptedto
fitintotheclasstimeframe.Itissuggestedthatinstructionontheintroductorylessonbecompleted
priortothenamingoftheRobertF.KennedyBridgeinNovemberof2008.Theremaininglessonsmay
beintegratedthroughouttheschoolyearasappropriate.
Throughthesessionsandactivitiesinthisproject,studentswillhavetheopportunitytoenhancetheir
understandingofjustice;learnfactsanddetailsabouteventsinourhistorythatshapedthe1960s;ex-
ploreabroadspectrumofideasandconceptsaboutsocialjustice,socialresponsibilityandleadership.
Lesson1providesthefoundationandLesson5isdesignedtobetheculminatingactivity;however,
eachlessoncanstandaloneiftimedoesnotpermitteachingallfive.
Relevance to Current Issues
ManyofthesocialissuesRobertF.Kennedyfoughtagainststillexistinoursociety,andthereare
newchallengesthatrequireindividualcommitmenttosocialchangeandcivicaction.Local,stateand
nationalelectionsandissuessuchasthewarinIraq,guncontrol,affordablehousing,energycrisis,
illegalimmigration,globalwarming,equalpayandopportunityforjobs,unemploymentandaffordable
healthcarearejustsomeoftheseissues.Socialcausesthatourstudentshavebecomeinvolvedin
include,butarenotlimitedto,protectingtheenvironment,healthyschoollunchesandsafetyin
schoolandontheInternet.
Differentiating Instruction
Teachersshouldconsiderthefollowingstrategieswhenadaptinginstructionfordiverselearners:
StudentswithDisabilities
(cid:3)Whenbeginningthelesson,askfrequentquestionsandprovideclarifyingstatements.
(cid:3)Useconceptmaps,graphics.Considerhowthesecanbemodifiedoriftheinformation
canbeused.
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RobeRt F. Kennedy ChampIon oF SoCIaL JUStICe Grade8
Differentiating Instruction continued...
(cid:3)Assignstudentstoworkinheterogeneousgroups,usingcooperativelearningwhenappropriate.
(cid:3)Thestudent’sIndividualizedEducationProgram(IEP)willprovideinformationontheneedfor
specificmodifications.
(cid:3)Createscaffoldreadingwithsupportsfordecodingandvocabulary.
(cid:3)Providealternatemeansofpresentinginformation,suchaswritten,oralandvisual.
(cid:3)Evaluatetheaccessibilityofelectronicdevices(computer,LCDpanels)and/orotheralternate
meansfornote-taking.
(cid:3)Breakdowninstructionalunitsintosmallersteps.
(cid:3)Teachstudentslearningstrategies,toolsandtechniquesusedtounderstandandlearnnew
materials—simplelearningstrategiessuchasnote-taking,makingachart,askingquestions,
makinganoutline,re-readingandhighlightingkeywordsorconcepts.
EnglishLanguageLearners
(cid:3)Identifyvocabularywordsthatmaybedifficultfor
studentsandpre-teachnewvocabularyincontext.
Additional Resources
Writesimple,briefdefinitions.
(cid:3)Usevisualsandgraphicorganizerstovisuallyrepresent
CenterforAppliedSpecialTechnology
themainidea.
http://www.cast.org/index.html
(cid:3)Summarizetextusingcontrolledvocabularyand
simplifiedsentencestructures. NationalDisseminationCenterfor
ChildrenwithDisabilities
(cid:3)Providetheopportunityforstudentstopartnerwith http://nichcy.org/index.html
English-proficientspeakers.Arrangetheclassroomfor
small-groupandpairedlearning. NYSUTEducator’sVoice
http://www.nysut.org/cps/rde/
(cid:3)Usethink-aloudstohelpstudentsunderstandthe xchg/nysut/hs.xsl/educatorsvoice_
step-by-stepthinkingprocessinfindingsolutions. 10032.htm
NationalClearinghouseforEnglish
Vocabulary
LanguageAcquisitionandLanguage
InstructionEducationalPrograms
Eachlessonhasalistofvocabularywordspertainingto http://www.ncela.gwu.edu/
thelesson.Createawordwallandensurethatthevocabulary spotlight/4_whatworks.html
wordsareusedduringclassdiscussionsandinstudentwriting
CenterforInstruction:ELLgrades
activities.
K–12Englishlanguagelearners
http://www.centeroninstruction.
org/resources.cfm?category=ell
AFTColorinColorado
http://www.aft.org/teachers/
colorado.htm
Visitwww.nysut.org/RFK
foradditionalresources
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RobeRt F. Kennedy ChampIon oF SoCIaL JUStICe Grade8
Lesson 1 – Getting to Know Social Justice and Robert F.Kennedy
Aftercompletingthislesson,studentswillbeableto:
(cid:3)UnderstandtheconceptofsocialjusticeandhowRobertF.Kennedywasanagentofchange.
(cid:3)MaketheconnectionbetweenRobertF.Kennedyandhowthepowerofindividualactionscan
effectchange.
Lesson 2 – Disenfranchisement of African-Americans
Aftercompletingthislesson,studentswillbeableto:
(cid:3)UnderstandRobertF.Kennedy’spositionondesegregationofpublicschools.
(cid:3)Understandhowonepersonoragroupofpeoplecaninfluencethe
governmenttobringaboutchange.
Lesson 3 – 1965 to 2008: The Fight for Justice Continues
Aftercompletingthislesson,studentswillbeableto:
(cid:3)DescribetheplightofmigrantfarmworkersintheUnitedStates.
(cid:3)Describehowoneperson,CesarChavez,oragroupofpeople,theStudent/Farmworkers
Alliance,caneffectchangethroughnon-violentmeans.
Lesson 4 – Bullied to Buy
Aftercompletingthislesson,studentswillbeableto:
(cid:3)Understandhowadvertisingcompaniespersuadeyoungpeopletobuytheirproducts.
(cid:3)Understandthatmanyoftheproductsbeingsoldtothemarenotintheirbestinterest.
(cid:3)UnderstandRobertF.Kennedy’scommitmentagainsttheadvertisingofcigarettestoyoung
peopleandhowhewasaheadofhistimeinhisfightagainstthetobaccocompanies.
(cid:3)UnderstandhowRobertF.Kennedyfoughtforwhathebelievedwasright,
eventhoughitwasunpopularandhurthimpolitically.
Lesson 5 – A Community Working Together
Aftercompletingthislesson,studentswillbeableto:
(cid:3)Understandwhatitmeanstobeacommunity.
(cid:3)AnalyzeandunderstandtheimpactthatRobertF.KennedyhadontheBedford-Stuyvesant
community.
(cid:3)CommunicateRobertF.Kennedy’svisionofastrongercommunitythroughindividualactions.
(cid:3)Bemotivatedtotakeagreaterinterestandroleintheircommunities.
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RobeRt F. Kennedy ChampIon oF SoCIaL JUStICe Grade8
mages
GettyI
Pictures/
Life
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Eppridge//Ti
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by
Photo
SenatorRobertF.Kennedy(alsoknownasBobbyKennedy,andRFK)talkswithayoungboyashemeetswith
supportersonanunidentifiedairfieldduringacross-countrycampaigntour,1966.