Goals and Objectives
Students will appreciate the significance of the March on Washington and the unique contributions made by prominent Civil Rights Leaders to the movement like Martin Luther King, Jr.
Students will compare and contrast the differences between Malcolm X and Martin Luther King, Jr.'s philosophies on resistance by completing a Venn Diagram.
Students will examine the differences between non-cooperation and acts of protest by listing 2-3 examples of each through the analysis of a PowerPoint Presentation.
During a close reading activity, students will analyze MLK's "I have a Dream" speech by selecting and summarizing three examples given by Dr. King of his dreams.
Students will compare and contrast the differences between Malcolm X and Martin Luther King, Jr.'s philosophies on resistance by completing a Venn Diagram.
Students will examine the differences between non-cooperation and acts of protest by listing 2-3 examples of each through the analysis of a PowerPoint Presentation.
During a close reading activity, students will analyze MLK's "I have a Dream" speech by selecting and summarizing three examples given by Dr. King of his dreams.
California State content standards
11.10 Students analyze the development of Federal Civil Rights and Voting Rights.
4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.
4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.
Common core literacy standards
Reading:
CCSS.ELA-LITERACY.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text
CCSS.ELA-LITERACY.RH.11-12.6
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
Writing:
CCSS.ELA-LITERACY.WHST.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text
CCSS.ELA-LITERACY.RH.11-12.6
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
Writing:
CCSS.ELA-LITERACY.WHST.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
Driving Historical Question
In what aspects did Civil Rights Groups often disagree on and how did it often lead to increased violence in the fight for Civil Rights?
Lesson Introduction
Students will engage in a Warm-up activity in which students will reply to the following quote by the Reverend Jesse Jackson:
"A man must be willing to die for justice. Death is an inescapable reality and men die daily, but good deeds live forever." -Jesse Jackson
"A man must be willing to die for justice. Death is an inescapable reality and men die daily, but good deeds live forever." -Jesse Jackson
Key Vocabulary
Students will describe and distinguish between various key academic vocabulary words. They will look at various examples and fill in the definitions and examples on their Guided Notes sheet. The vocabulary words are as follows:
1. Non-Violent Resistance
2. Non-Cooperation
3. Acts of Protest
1. Non-Violent Resistance
2. Non-Cooperation
3. Acts of Protest
Content Delivery (lecture)
Students will go through a lecture presentation in which they will fill in Guided Notes. Students will have to create a Venn Diagram that has key differences between Martin Luther King, Jr. and Malcolm X and write a response to a quickwrite. Students will then engage in a Think-Pair-Share in which they will express their opinion to their partner. Students will view a video on the Civil Rights Movement and answer questions on information they learned in the video.
http://clearslide.com/view/mail?iID=G3SPBALXMM8HCDET4TZA
http://clearslide.com/view/mail?iID=G3SPBALXMM8HCDET4TZA
Student Engagement (Analysis of a Primary Source)
Students will Interpret MLK's "I have a Dream" speech by answering several questions on their Guided Notes sheet. Students will receive a paper version of the speech along with the audio of the speech which students will listen to while reading along silently. The Teacher will walk around the classroom ensuring that students are listening and taking notes during the process.
Students will then engage in a class discussion about the questions and the use of language by MLK that made his speech so important. The Teacher will use popsicle sticks to call on students randomly to respond during the discussion. Volunteers will also be allowed to elaborate on a classmates point.
Students will then engage in a class discussion about the questions and the use of language by MLK that made his speech so important. The Teacher will use popsicle sticks to call on students randomly to respond during the discussion. Volunteers will also be allowed to elaborate on a classmates point.
Lesson Closure (Fishbowl)
Students will engage in a Fishbowl activity in which the Teacher will provide questions that students will answer to their partners. Students will get into an outer and inner circle. The students will switch partners three times by moving either left or right at the Teacher's instruction. The Teacher will walk around and listen in on student conversations to assess their understanding of the lesson. The questions that will be asked are as follow:
1. What was the most interesting thing you learned in today's lesson?
2. Has MLK's Dream been fulfilled?
3. What is your dream?
1. What was the most interesting thing you learned in today's lesson?
2. Has MLK's Dream been fulfilled?
3. What is your dream?
Assessments
A warm-up activity sheet that students turn in weekly will be a formal formative assessment that will be used to assess students prior knowledge on their understanding of Civil Rights and their own personal opinions.
A Guided Notes Sheet that will be turned in at the end of class will be a formal formative assessment that the Teacher can use to assess how well the students understood the lesson. The Teacher will pay particular attention to the critical thinking portion of the Guided Notes which are the opinion questions, the Venn Diagram, and the "I have a Dream" response given by students to measure their understanding.
A Fishbowl activity will be done as a closing activity in which students will be asked to recall specific information given in the lesson, analyze the implications of the "I have a Dream" speech to today, and create their own responses to the material learned. This assessment is informal and summative because although it is not graded it can help the Teacher assess a student understanding of the material after the lesson is done.
A Guided Notes Sheet that will be turned in at the end of class will be a formal formative assessment that the Teacher can use to assess how well the students understood the lesson. The Teacher will pay particular attention to the critical thinking portion of the Guided Notes which are the opinion questions, the Venn Diagram, and the "I have a Dream" response given by students to measure their understanding.
A Fishbowl activity will be done as a closing activity in which students will be asked to recall specific information given in the lesson, analyze the implications of the "I have a Dream" speech to today, and create their own responses to the material learned. This assessment is informal and summative because although it is not graded it can help the Teacher assess a student understanding of the material after the lesson is done.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Students will engage in various group activities like Think-Pair-Share, class discussion, fishbowl, and independent work to give students sufficient time to work with others to develop understanding. This will give EL's and SSN extra help by having a partner that is more advanced and can help clarify any misconceptions, provide different perspectives, and model the English Language for them. These activities also give students plenty of opportunities for them to practice speaking aloud and working independently.
The various pictures and videos embedded in the presentation will help visual learners connect the information to visuals that are easier to comprehend. This can help all students, but especially EL's and SSN so they can use their prior knowledge to make connections to the new content.
English Learners, Students with Special Needs, and Striving Readers will receive a written copy of the MLK speech along with the audio version of the speech. This will provide them with additional scaffolding that will help them break down complex text. It will also offer students with a form of modeling of the English Language and will give them extra time to break down the speech.
The various pictures and videos embedded in the presentation will help visual learners connect the information to visuals that are easier to comprehend. This can help all students, but especially EL's and SSN so they can use their prior knowledge to make connections to the new content.
English Learners, Students with Special Needs, and Striving Readers will receive a written copy of the MLK speech along with the audio version of the speech. This will provide them with additional scaffolding that will help them break down complex text. It will also offer students with a form of modeling of the English Language and will give them extra time to break down the speech.
Resources
1. Civil Rights and the 1950's: Crash Course http://youtu.be/S64zRnnn4Po
2. "I have a Dream" written speech http://www.archives.gov/press/exhibits/dream-speech.pdf
3. "I have a Dream" audio speech http://www.youtube.com/watch?v=YpqeTK19tUI
2. "I have a Dream" written speech http://www.archives.gov/press/exhibits/dream-speech.pdf
3. "I have a Dream" audio speech http://www.youtube.com/watch?v=YpqeTK19tUI