In this activity, students examine three documents to better understand the goals, participants, and leaders of the 1963 March on Washington.
The purpose of this course is to examine the African American experience in the United States from 1863 to the present. Prominent themes include the end of the Civil War and the beginning of Reconstruction; African Americans' urbanization experiences; the development of the modern civil rights movement and its aftermath; and the thought and leadership of Booker T. Washington, Ida B. Wells-Barnett, W.E.B. Du Bois, Marcus Garvey, Martin Luther King Jr., and Malcolm X. WARNING: Some of the lectures in this course contain graphic content and/or adult language that some users may find disturbing.
In 1948, President Harry Truman took an early step towards civil rights reform by issuing Executive Order 9981, which eliminated racial segregation in the military. After World War II, African Americans ? then often called Negroes or "coloreds," began to mobilize against discrimination. They demanded an end to segregation and fought for equality in education, housing, and employment opportunities. The images in this topic show that by the 1960s, their struggle ? which began in the segregated South ? had reached California. As a number of photographs in this topic show, many Californians showed their support for Civil Rights activists and victims of racial discrimination in the South by holding marches, rallies, and demonstrations urging equality for African Americans. In one image three white children in San Francisco hold a sign in support of the four young black girls killed in the 1963 bombing of the 16th Street Baptist Church in Birmingham, Alabama. Photographs also show people in San Francisco boycotting Kress and Woolworth's department stores, sites of racial discrimination in the South. Documents shown here include a flyer urging the boycott of the stores; and a Western Union telegram sent in 1963, stating that Civil Rights activists Roy Wilkins and Medgar Evers were arrested attempting to picket Woolworth's in Jackson, Mississippi. Two photographs of memorials for slain civil rights leaders ? a march in honor Medgar Evers in 1963, in Los Angeles, and a memorial in the San Francisco Bay Area for Martin Luther King, Jr., in 1968 ? show racially mixed crowds in attendance. But not all Californians sympathized with the Civil Rights movement. Images of racial hatred and prejudice are reflected in the photograph of an African American woman holding a rock that had been thrown through an office window, and Klu Klux Klan graffiti spray-painted on a home. Various groups formed to fight in the struggle for equal rights. The National Association for the Advancement of Colored People (NAACP), formed in 1909, entered a new phase during this period, leading in the organized struggle for civil rights. An example of how the NAACP communicated about events is reflected in a letter from the Alameda County branch of the NAACP on June 13, 1950, which reported segregation on the Southern Pacific Railroad trains leaving Los Angeles. A flyer promoting the boycott of California grapes exemplifies NAACP support for other rights movements, in this case the United Farm Workers. Other flyers urged Californians to fight sharecropper wages and "Keep Mississippi Out of California." Groups such as the Congress of Racial Equality (CORE) and student groups also protested segregation and incidents of racial discrimination in the South. Several important African American leaders ? including Martin Luther King, Jr., Malcolm X, Thurgood Marshall, and Ralph Abernathy ? all came to California, as documented by photographs included here. Sometimes, the price of fighting for social justice was high. Two images capture events held for leaders in the social justice movement who were assassinated: the 1963 memorial march in Los Angeles for civil rights leader Medgar Evers; and a crowd attending a Martin Luther King, Jr., Memorial Rally in honor of the slain civil rights leader.
Martin Luther King, Jr. Day is the only federal holiday designated as a national day of service to encourage all Americans to volunteer to improve their communities. In this learning experience students will learn more about Martin Luther King Jr. and how he marched for causes he believed in. As a result of this learning experience students will choose their own important cause to walk or advocate for in order to honor and celebrate Dr. Martin Luther King Jr.’s life and legacy of advocacy and leadership.
¡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 lesson outlines the importance of Susan B. Anthony and Martin Luther King, Jr. in U.S. history. It also presents information about the civil rights movement and reviews the First Amendment rights. Prior to teaching Fighting for Our Rights, we recommend covering two other USCIS civics lessons first: Benjamin Franklin and the U.S. Constitution, and Bill of Rights and Other Amendments. Depending on your schedule, you may also want to cover the lessons on Abraham Lincoln and the Civil War as there is related historical information that would help your students better understand the current lesson. Covers civics test items 6, 77, 84, 85, and 100.
This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the text "Happy Birthday Dr. King". When ten-year old Jamalĺĺs grandfather hears that the boy is in trouble for fighting to sit in the back of the bus, he tells Jamal about Rosa Parks, Martin Luther King, Jr., and the civil rights movement. Jamal responds with an idea for a skit for his schoolĺĺs King Day assembly.
Students will identify how Martin Luther King Jr's 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.
A close reading of Martin Luther King, Jr.'s "Letter from a Birmingham Jail."
This course explores the history of the ideal of personal freedom with an eye towards contemporary debates over the pros and cons of the regulatory state. The first part of the course surveys the sociological and theological sources of the concepts of freedom and civil society, and introduces liberty's leading relatives or competitors: property, equality, community, and republicanism. The second part consists of a series of case studies in the rise of modern liberty and libertarianism: the abolition of slavery, the struggle for religious freedom, and the twentieth-century American civil liberties movement. In the last part of the course, we take up debates over the role of libertarianism vs. the regulatory state in a variety of contexts: counter-terrorism, health care, the financial markets, and the Internet.
Students will display their understanding of the symbolism and references that Dr. King used to enrich his famous speech on August 28, 1963 from the steps of the Lincoln Memorial by constructing a "jackdaw," a collection of documents and objects.
This is a PowerPoint for beginning to intermediate level ESOL students with worksheets and activities including suggestions for a reader's theater activity of the Montgomery Bus Boycott.