[Objectives, or instructional goals, indicate what students will know and be able to do as a result of this lesson (or sequence of lessons). These objectives include specific content material, skills, and dispositions you expect the students to learn and practice. These are the kernels you want students to come away with. If you get lost in the middle of a lesson, these goals should help you refocus. Within a curricular unit, objectives build upon each other, usually culminating in the formal unit assessment. Objectives can be listed in bulleted form.]

By the end of this lesson, student will:

  • lead discussions about the following topics:
    1. 1965: Voting Rights Act
      • Malcolm X assassinated (February 21)
      • Watts Riots, Los Angeles (August)
    2. 1966: Black Panther Party
    3. 1967: Riots in Detroit and Newark


[Applicable DCPS content and skills standards as well as Common Core standards. Click "Add Content to this section" and select "Standards"]. You may then delete this text box by clicking Menu -> delete this text]


[Here, you should include a list of primary and secondary sources as well as other materials you will be using in the class. Attach all handouts and readings you will use for this lesson to the curricular unit.]

Malcolm X killer freed

Malcolm X killer freed after 44 years By Wayne Drash, CNN < http://www.cnn.com/2010/CRIME/04/26/malcolmx.killer/index.html#ContentArea> April 28, 2010 9:02 a.m. EDT

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Supreme Court Invalidates Key Part of Voting Rights Act

Supreme Court Invalidates Key Part of Voting Rights Act http://www.nytimes.com/2013/06/26/us/supreme-court-ruling.html?pagewanted=all&_r=0

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The Voting Rights Act of 1965

The Voting Rights Act of 1965 South Carolina v. Katzenbach, 383 U.S. 301, 327-28 (1966). < http://www.justice.gov/crt/about/vot/intro/intro_b.php>

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Warm Up

[The warm-up refers to how you are going to introduce your lesson to the students you are teaching. While you can include administrative tasks here, you should primarily think about how you can prompt your students to begin thinking about the content and skills you will be teaching them. This can range from telling them your instructional objectives to asking them to respond to a question which engages their prior knowledge and experience with a major concept you will be teaching. Warm-ups can vary quite a bit from day to day, but should reflect the instructional objectives of the daily lesson plan and the curricular unit.]
  • Grab a seat and with your group, review the summary of the Voting Rights Act of 1965. Explain the reasons why you made the choices you did in assigning importance to various parts of the Act. 
  • Class Discussion: After students share their opinions, they will take a few minutes to discuss the appropriateness of using the sight of Malcolm X’s murder as The Malcolm X & Dr. Betty Shabazz Memorial and Educational Center. What would be the power of the place here? Is there a positive or negative connotation for that power?

New Material

Lesson #6: Anne Moody, Coming of Age in Mississippi, Section 4: “The Movement” 


Continue the student led discussion about the life of Anne Moody. As the discussion progresses, we will look at other events that were occurring during that time:

    1. 1965: Voting Rights Act
      • Malcolm X assassinated (February 21)
      • Watts Riots, Los Angeles (August)
    2. 1966: Black Panther Party
    3. 1967: Riots in Detroit and Newark

Lesson #6: Violence and the Civil Rights Movement

After the Warm up, students will lead a discussion about the murder of Malcolm X and if they felt that justice was served. 

  • Looking at the Supreme Court article, what could be a result of this decision? 
  • Can you justify the decision and back it up with solid reasoning?     

Students will then compare the riots in Watts with other race based riots in Detroit and Newark (If there are other events that fit, and students bring them up they will also be included). 


  • Review both MLK and RFK's assasinations, The Fair Housing Act, and the rise. of the Indian Civil Rights Movement


[This section explains the pedagogical activities that you will use with your students in reinforcing material you have already taught them and material you are currently teaching them. In order to learn new content, skills, and methods on inquiry, students will need multiple opportunities and ways to practice what they are learning independently and with guidance. Full descriptions of each learning activity and the materials to be used during that activity need to be included. Often times, the content, strategies, and skills are discussed in tandem and do not need to be separated from one another. When you do move from one content point to another or one skill to another, you need to include transitions.]

Students will:

  • lead discussions in a group and class setting. 
  • create a narrative from outside research, primary and secondary readings from class, their textbook, and their review books, connecting events that will be discussed in the class. 
  • compare notes and analyze primary documents 


[This section illustrates how you will know that your students have learned what you taught them. This usually means that you will have students use the knowledge, skills, and dispositions they have learned in some way. The assessment should directly reflect the instructional objectives and be buttressed by the new material and practice engaged over the course of the lesson. It can be helpful to figure out how you are going to assess student learning after you develop the instructional objectives but before you develop the teaching methods you will use. Assessment includes formative “checks for understanding” throughout the lesson and summative, end of lesson evaluations.]

Students will be assigned events and asked to complete outside research in order to lead discussions.

Outside sources can include primary source documents--including political cartoons--photographs, letters, bills, newspaper articles, etc. 

Students should write down discussion questions for their area of research.

Students will turn in their annotatedpages (Civil Rights Act and Supreme Court Ruling). 

Closure and Reflection

[The closure of a lesson should directly tie the new material, student practice, instructional objectives, and assessment together. It should also connect this lesson to the previous lesson and link to the next lesson(s). In this is space you can also include your notes about how the lesson went. You should indicate what worked well, what was problematic, ideas for modifying the lesson for future use, and how this particular lesson ties in with others in the same curricular unit.]

With the death of Malolm X, seemingly at the hands of The Nation of Islam, there was a sense of fear in the country. No one was sure what was going to happen next, and we will see that other minority groups, especially the Native American, or Indian Civil Rights Movement, will be inspired to fight for their rights as well. 

Tomorrow we will be discussing those rights. Some of the things I would like you to think about is what similar issues are confronting us today? Are there any other minority groups agitating change? How are they doing it? Who opposses them and why? Are there reasons for opposing them legitimate or not?In additon, I want you to review the assassinations of MLK and RFK and the aftermath. What might have happened if neither man had died so at the hands of men with perverted agendas? Jot down some notes and we will pick up the discussion tomorrow.