Lesson title: Civil Rights Movement-Martin Luther King Jr vs Malcolm X. Grade level



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Lesson Plan


LESSON TITLE: Civil Rights Movement-Martin Luther King Jr. vs Malcolm X.
GRADE LEVEL: 9

SUBJECT AREA: American History

TIME ALLOCATION: 50 Minutes

OBJECTIVES/ Learning Targets:


  • Differentiate between the visions and missions of both Martin Luther King Jr. and Malcolm X.




  • Explain why Malcolm X disagreed with both the goal and the method of Martin Luther King, Jr.'s nonviolent protest strategy.




  • Explain MLK’s concept of nonviolent resistance and civil disobedience.




  • Give reasons for the hope MLK had that America could be peacefully integrated.




  • Evaluate the strengths and weaknesses of each activist's argument, and judge which approach better secures civil rights for black Americans.


STANDARDS:

TOPIC: SOCIAL TRANSFORMATIONS IN THE UNITED STATES (1945-1994)

A period of post-war prosperity allowed the United States to undergo fundamental social change. Adding to this change was an emphasis on scientific inquiry, the shift from an industrial to a technological/service economy, the impact of mass media, the phenomenon of suburban and Sun Belt migrations, the increase in immigration and the expansion of civil rights.
CONTENT STATEMENTS:

  1. Following World War II, the United States experienced a struggle for racial and gender equality and the extension of civil rights.

  2. The postwar economic boom, greatly affected by advances in science, produced epic changes in American life.

  3. The continuing population flow from cities to suburbs, the internal migrations from the Rust Belt to the Sun Belt, and the increase in immigration resulting from passage of the 1965 Immigration Act have had social and political effects.

  4. Political debates focused on the extent of the role of government in the economy, environmental protection, social welfare and national security.


Language Arts Standards from the Common Core

Strand: Speaking & Listening (9-10)

Comprehension and Collaboration:

CCSS.ELA-LITERACY.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.D

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.


CCSS.ELA-LITERACY.SL.9-10.3

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.


Strand: Writing

Text Types and Purposes:

CCSS.ELA-LITERACY.W.9-10.1.A

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
BIG IDEA(S):

I want them to understand that because of these two ideologies of violence and non-violence to obtain equal rights for blacks, that people who supported the civil rights movement were very divided in their opinions. They sort of choose sides either you were on MLK’s side of a beloved community or you were on Malcom X’s side of Black separatism.


And this will lead to changes in the future…. They do achieve equal rights but because of Malcolm X’s persuasion of militancy you will see the black panther movement and race riots in the future.


GROUPING OF STUDENTS & RATIONALE:

Students will view the video clip as a whole class instruction, but take notes individually.

Students will participate in the fishbowl activity as a whole class.

Students will write a journal entry individually.


MATERIALS:

  • http://youtu.be/kG_NqsBzKhE

  • Two column journal

  • Notebook

  • Pencil


IDENTIFY ACADEMIC & RELATED CONTENT LANGUAGE: Malcolm X, Martin Luther King, Black Separatism, Boycott, Direct Action, Injustice, Justice, Nonviolence Picket

PRIOR KNOWLEDGE NEEDED:

Students will be able to identify Martin Luther King Jr. and Malcolm X. They will be able to explain the events of the Montgomery buss boycott, Freedom Rides, Little Rock Nine, and Sit-in’s at lunch counters down South.



INSTRUCTIONAL MODEL(S) & RATIONALE


PROCEDURE AND ACTIVITIES


  1. PRE-ACTIVITY:

  • Show a YouTube video: MLK vs. Malcolm X‬

  • Using a Two column Journal Entry, have students write notes with ideas and quotes of MLK & Malcolm X.



Transition: Ask students to support one viewpoint. Black Separatism of Malcolm X or the Beloved Community of Martin Luther King Jr.?

(I will give students 5 minutes to reflect. They can list on a piece of paper reasons why they support this viewpoint and reasons why they do not support the other.


2. ACTIVITY

Fishbowl Activity



  1. Have students form their desks in a circle with two chairs in the middle of the circle.

  2. I will ask students to raise their hand if they support the ideology of Martin Luther King. I will choose one student who I know is comfortable speaking in class and who often participates. Then I will ask students to raise their hand if they support Malcolm X.



Transition: Have students move into their positions and discuss rules.

The rules: The two students in the middle will have an open discussion with each other about why they support one vision over the other and they are allowed to comment and ask each other questions. No one outside the circle is allowed to speak until the conversation in the middle runs dry. Then students outside the circle will raise their hand and ask questions and comment about what was said. They are also able to raise new ideas and hold further discussions.





  1. POST ACTIVITY

  • Journal Entry: After viewing the video clip and listening to your classmates in the fishbowl activity, write a journal entry explaining the strengths and weaknesses of each activist's argument, and judge which approach better secures civil rights for black Americans. Make sure to reference and support

Closure: Hand in the Journal Entry or complete for homework



TIME ALLOCATIONS
10 minutes
5 minutes

25 minutes

10 minutes


ASSESSMENT

I will use the journal entry as a formative assessment to check for understanding.





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