Lesson Plan
Home Instruction Handouts Resources Standards


IMPLEMENTATION

The lessons and activities presented in this unit are designed to help students develop their historical analysis and critical thinking skills, while learning about Martin Luther King, Jr. and the civil rights movement. This unit is designed to meet both history and English standards and can be taught as a whole or in parts..

Highlighted items link to additional information on a lesson or activity.

see related standards

* = homework assignments.

Steps

Class time

Activity/instructions

Materials/links
1 1 class period
  • Introduce the unit by showing Eyes on the Prize: No Easy Walk 1961-1963, (first 30 minutes) and have students write two questions about the film.
  • Use the remaining time to have a discussion based on students' questions and to give an overview of the unit.
    *Introduce journal assignments and have students read "Letter from a Birmingham Jail" in preparation for the next day's activity (journal #1)
    		• "Letter from a Birmingham Jail"
    handout #1.html
    2 1 class period
  • Have several students share journal responses to "Letter from a Birmingham Jail."
  • Break students into groups of 3-5, and have them work together to complete questions on "Letter from a Birmingham Jail" (handout #2); call on groups to share answers.
    * Assign identifications using the King Encyclopedia on the KPP website: www.stanford.edu/group/king/about_king (journal #2) (handout #3)
    		• "Letter from a Birmingham Jail" handout.
    handout #2.html

    Identifications
    handout #3.html
    3 1 class period
  • What is a primary source? Explain the difference between a primary and secondary source.
  • Have students work in pairs to complete primary source evaluation of "Letter from a Birmingham Jail" (handout #5). Call on pairs to share answers with the class.
    *Have students continue work on identifications (journal #2, cont.)
    		• Primary source evaluation
    handout #4.html
    4 1 class period
  • Have students begin development of a civil rights movement timeline (1954-1968).
    *Have students complete the timeline for homework and be prepared to share with the class.
    		•   
    5 1 class period
  • Have students present their timelines to class. Encourage the class to ask questions of the presenter regarding events included in the timeline.
    *Have students read "Beyond Vietnam" and write response journal (journal #3)
    		• "Beyond Vietnam"
    handout #5.html
    6 1 class period
  • Introduce King's "Beyond Vietnam" speech by showing Eyes on the Prize II: The Promised Land (first 10 minutes). Have students share questions related to document or film.
  • Have students work in pairs to complete primary source evaluation (handout #4). Follow-up with students sharing their answers.
    *Make sure journals are up to date.
    		•   
    7 1 class period
  • Introduce comparing documents activity. Have students work in small groups with the Bill of Rights and the Universal Declaration of Human Rights. Have students think about the relationship between these documents and King and the civil rights movement.
  • Have groups present their findings to the class.
    *Students should begin to study for unit quiz on Friday.
    		• Bill of Rights
    handout #6.html

    UDHR
    handout #7.html
    8 1 class period
  • Introduce final paper and review fundamentals of writing a strong thesis (handout #8 and #9).
  • Have students write a draft of their essay introduction for approval, and provide individual assistance.
    *Students who do not finish before the end of class may turn in proposal tomorrow.
    		•

    What is a Thesis?
    handout #8.html

    Final Essay
    handout #9.html
    9  
  • Have students turn in essay proposals (While you review proposals, students may study in small groups for next day's unit quiz).
  • Answer any questions students might have regarding quiz; hand back paper proposals
    		•   
    10  
  • Unit Quiz
  • Have students write a 1-2 page reflective journal on the unit (journal #4)
  • Collect journals
    *PAPERS DUE NEXT WEEK
    		•  Unit Quiz
    handout #10.html