Explore how the events and cultural and political changes that occurred in 1968 came to represent the upheaval and dramatic changes in American life during the 1960s.
Help your students think critically about the dynamic and changing nature of what it means to be a leader. Below you'll find resources that will assist and encourage your students to explore their value systems, promote positive leadership discussions around school, and embolden your students to think beyond the traditional notions of leadership. Bring these Leadership Principles into your classroom by sharing biographies of influential individuals around the world, watching speeches from world leaders, and discovering supplemental lesson materials to assess understanding and prompt classroom discussion.
In this lesson, through guided practice, the students use two texts about Martin Luther King to compare the similarities and differences between those texts. Includes videos of the lesson in action, printable charts, and a graphic organizer.
Young learners really struggle with multi-meaning words. Using Martin Luther King's "I Have a Dream" speech, students will become familiar with 'dream' as the concept of 'dreaming' in the sense of a want rather than just something they do when they sleep. Included in this lesson is a video link, printable cut-outs for an art project, and a writing prompt.
¡Aprende sobre los logros de George Washington, Eleanor Roosevelt, el Dr. Martin Luther King Jr. y Dolores Huerta actuandolos!
Sawyer, un estudiante de la clase de historia, se imagina que presenta un programa de entrevistas con los invitados George Washington, Eleanor Roosevelt, el Dr. Martin Luther King Jr. y Dolores Huerta. Cuando Sawyer entrevista a estas figuras históricas sobre sus logros, los espectadores actúan frases que representan cada uno de sus legados.
Objetivo de Aprendizaje:
Identificar las contribuciones de las figuras históricas George Washington, Eleanor Roosevelt, el Dr. Martin Luther King Jr. y Dolores Huerta.
The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.
The laws that govern and the social norms that regulate society are not always fair, legal, moral, or ethical. What is a person to do about all this injustice? What are the hazards of righting injustices or changing social norms? And what are the dangers of doing nothing?
ACCOMPLISHMENTS
Students read and annotate Antigone, “Letter from a Birmingham Jail,” and Pygmalion.
Students write a literary analysis showing the effect of social class or the law on a character’s life.
GUIDING QUESTIONS
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
How do social class and legal institutions shape literary characters’ lives (and presumably our lives)?
How does social class affect a person in dealing with the law (protect a person, hurt a person)?
How is social class determined in America and in other places in the world?
BENCHMARK ASSESSMENT: Cold Read
During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.
In this lesson, students finish reading, annotating, and discussing Antigone. Then they will meet in their Independent Reading Groups for the first time.
In this lesson, students discuss the ending of Antigone and retake the survey about justice that they took in Lesson 1. They will also write about how the laws in Thebes have shaped the lives of the characters who live there.
In this lesson, students will take the second in a series of three Cold Write assessments in the narrative genre. The Benchmark Assessment (Cold Write) is an unassisted and unrevised piece of writing with the purpose of providing a quick gauge of the student’s mastery of the characteristics of a given genre. Today’s Benchmark Assessment (Cold Write) measures and provides a benchmark of students’ mastery of narrative writing. They’ll also continue reading, annotating, and discussing “Letter from a Birmingham Jail.” Then they’ll focus on the charges made against Dr. King and how he refutes them.
In this lesson, students look at “Letter from a Birmingham Jail” again, focusing on Dr. King’s writing style. Then students will try to write a paragraph using his style of repeating passages or phrases to build a convincing argument.
In this lesson, students learn about civil disobedience—about people purposefully disobeying a law that they feel to be unjust. They’ll read from two examples that address the issue: Henry David Thoreau’s “Civil Disobedience” and Dr. Martin Luther King, Jr.’s “Letter from a Birmingham Jail.”
Students analyze stylistic choices and grammar use in authentic writing, focusing on the use of the semicolon in Martin Luther King Jr.'s "Letter from Birmingham Jail."
This online lesson attempts to teach students the power of Martin Luther King's words in his "I Have a Dream" speech and others. Students create a diamante poem (seven-line diamond-shaped poem) to analyze and evaluate his words and message. Includes links to writing interactives and audio and video versions of this speech. RL.9-10.10a&b text complexity
[Free Registration/Login Required] Stanford University professor Clayborne Carson shares his experience at the March on Washington, his first trip to the national capital in August, 1963. Carson takes viewers on a virtual tour of the march adding a personal touch of his own familiarity of the event. [15:01]
Students will identify how Martin Luther King JrŐs dream of nonviolent conflict-resolution is reinterpreted in modern texts. Homework is differentiated to prompt discussion on how nonviolence is portrayed through characterization and conflict. Students will be formally assessed on a thesis essay that addresses the Six Kingian Principles of Nonviolence.
Lesson that attempts to help younger students understand and identify with Martin Luther King, Jr. through reading, writing, listening, and speaking activities. Encourages students to attempt to live out King's "Dream," in their own lives.
Explore how celebrities can use their influence to support social and political movements in this video [5:06] from American Masters, Sammy Davis, Jr.: I've Gotta Be Me. Learn about the contributions of Sammy Davis, Jr. during the Civil Rights Movement, his relationship with Martin Luther King, Jr., and how his story intertwines with greater issues of identity and power within the role of an activist. Support materials include discussion questions, vocabulary, and teaching tips on how to make connections to celebrity activists today. Teaching materials are included.
Learn about the achievements of George Washington, Eleanor Roosevelt, Dr. Martin Luther King Jr., and Dolores Huerta by acting them out!
Sawyer, a student in history class, imagines himself hosting a talk show with guests George Washington, Eleanor Roosevelt, Dr. Martin Luther King Jr., and Dolores Huerta. When Sawyer interviews these historical figures about their achievements, the viewers act out phrases that represent each of their legacies.
Learning Objective:
Identify contributions of the historical figures George Washington, Eleanor Roosevelt, Dr. Martin Luther King Jr., and Dolores Huerta.
Article tracing the life, acts, and fame of the famous civil rights leader, Martin Luther King, Jr.