Primary Sources Lesson Plan Template
Lesson Title: What’s the Plan? A Critical Look at Martin Luther King, Jr., Malcolm X and Stokley Charmichael
Author Name: Stephanie Fitch
Contact Information: firstname.lastname@example.org
Appropriate for Grade Level(s): 9-12
Social Studies Standard(s):
H3.[9-12].9 Identify and describe the major issues, events, and people of minority rights movements, i.e., Civil Rights Act of 1964, Black Power Movement, United Farm Workers, American Indian Movement, Viva La Raza, and Women’s Rights Movement.
Social Studies Skills Standards/Content Literacy:
Read texts by using reading strategies (i.e., prior knowledge, identify key vocabulary words, context clues, main ideas, supporting details, and text features: pictures, maps, text boxes).
Read for a specific purpose (i.e., detect cause & effect relationships, compare & contrast information, identify fact v. opinion, and author bias).
Respond to historical texts and various types of social studies literature by inferring, drawing conclusions, making predictions, and formulating historic, geographic, economic, and civic questions.
Process or synthesize information through writing using note taking, graphic organizers, summaries, proper sequencing of events, and/or formulating thesis statements that examine why as well as how.
Critically read primary source material by identifying main ideas, compare and contrast and synthesizing information into a workable plan of their own
Identify the goal and the methods to improve the African-American condition in the United States of Martin Luther King Jr., Malcolm X and Stokley Charmichael
Compare and Contrast the goal and the methods to improve the African-American condition in the United States of Martin Luther King Jr., Malcolm X and Stokley Charmichael
Create their own plan to improve the African-American condition, complete with goal, methods, symbol and slogan
Rationale: Why teach a lesson using these documents? (50-100 words)Martin Luther King Jr., Malcolm X and Stokley Charmichael represent the three leading philosophies of the Civil Rights Movement in the 1960s. While their methods differed, each man had the same goal: to improve the condition of African-Americans living in the United States, politically, socially and economically. After critically reading short passages by each man, students will identify and compare and contrast each leader’s key goals and methods. Students will show what they know by creating their own plan to improve the condition of African-Americans, complete with a clearly stated goal, practical methods, an appropriate symbol and a catchy slogan.
Primary Sources (at least 3 used in lesson):
“I Have a Dream,” by Martin Luther King, Jr.
“The Black Revolution,” by Malcolm X
“What We Want,” by Stokely Charmichael
Total Time Needed: approximately 4--45 minute classes
Historical Background & Context (+/- 250 words): Promised the rights and privileges of citizenship during Reconstruction with the 13th, 14th and 15th Amendments, African Americans were unable to realize that promise thanks to racism in American society. Segregation, de jure and de facto, were the norm through the United States. However, in 1954, the Supreme Court handed down its Brown vs. Board of Education Topeka, Kansas ruling which ended segregation.
At the forefront of this movement were Reverend Dr. Martin Luther King, Jr, Malcolm X and Stokely Charmichael. Dr. King rose to prominence with the Montgomery Bus Boycott of 1955 and, for the next 13 years, led a non-violent fight to end segregation and expand opportunities for African Americans. By the mid-1960s, two new voices arose, those of Malcolm X and Stokley Charmichael. These civil rights activists also wanted to expand African American opportunities, but they had very different methods and goals from Dr. King. Malcolm X and Stokley Charmichael rallied African Americans to demand, sometimes violently, political and economic rights. Charmichael began the Black Panther Party in Lowndes County to rally African Americans to exercise political power in Lowndes County, Mississippi and Malcolm X used the Nation of Islam to promote his ideas of prosperous African American separatism.
From this milieu of philosophy, goals and methods, the United States faced a key historical question: How should the United States realize its promise that “all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty and the pursuit of happiness.”
(Source: “Eyes on the Prize, Volumes 1-4”)
Detailed Steps of Lesson :
(e.g. 15 minutes)
What is the teacher doing?
What are students doing?
Create a list, 5-7 points, about everything you know about Martin Luther King, Jr. (MLK), Malcolm X (MX) and Stokley Charmichael (SC)
Explain purpose of lesson: to compare and contrast the goals and methods of MLK, MX and SC
Listening with rapt attention
Hand out MLK’s “I have a dream” speech, the notetaker and explain that students will identify words they don’t know with one color, identify methods with a second color and identify methods with a third color
Handing back reading, listening to instructions, taking out three different colored writing utensils (e.g. pen, pencil, highlighter)
Read “I have a dream” and define all unknown words
Description of Lesson Assessment Tied to Objective/Standards:There are a variety of assessments for this activity, all of which help students understand the History Content Standard, H3.9.0
Notetaker: helps students read critically historical documents to identify key people, the main ideas of their position and organize information to be used for synthesis
Compare/Contrast Worksheet: helps students organize conclusions about historical documents into a graphic organizer
“Fix It Plan, 2011” Poster: helps students synthesize information from historical documents to create an original idea to solve a social issue
Attached to the following pages are all readings, primary sources, guided questions, worksheets, assignment guidelines, rubrics, etc.
What makes them different…
What do they have in common…
Martin Luther King, Jr.
COMPARE & CONTRAST NOTETAKER
Date: _________________ Period: ________
FIX IT PLAN, 2011
You are an expert on the goals and methods of Martin Luther King, Jr., Stokley Charmichael and Malcolm X and the Civil Rights Movement in general. As such, the current administration of your school has asked you to create a “Fix It Plan” to deal with the lingering racial tensions that face your school. Your goal is to create a REALISTIC and COHERENT plan that clearly identifies your goal, your methods, the symbol of your program and a catchy, POSITIVE slogan.
Methods (in detail, please):
On the back of this handout, present your symbol and catchy, POSITIVE slogan.