Objectives

[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:

  • watch two short videos about Dr. King’s assassination
  • watch a video about the assassination of RFK
  • discussed the following events:
  •  
    1. 1968: MLK assassination (April 4) videos
  • JFK assassination (June 4, 1968)
  • Fair Housing Act
  •  
    1. 1969: Young Lords founded
  • Occupation of Alcatraz (Native-American protest)
  •  
    1. 1972: National Black Political Convention
    2. “Trail of Broken Tears” protests

Standards

[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]

Resources

[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.]

The Fair Housing Act of 1968

The Fair Housing Act of 1968: The United States Department of Justice

Download this file

Young Lords Party 13-Point Program and Platform

Young Lords Party 13-Point Program and Platform http://www2.iath.virginia.edu/sixties/HTML_docs/Resources/Primary/Manifestos/Young_Lords_platform.html

Download this file

Walter Cronkite, CBS News: Assassination of MLK



embedded:

Walter Cronkite, CBS News, “The Assassination of Dr. Martin Luther King, Jr.” April 1968.

Robert F. Kennedy Assassination



Embedded:

Robert F. Kennedy Assassination, June 4, 1968

Debate on the Rock: The American Occupation of Alcatraz



Embedded:

“Debate on the Rock: The American Occupation of Alcatraz,” 2011 California National History Day Competition. Documentary about the 1969 American Indian Occupation of Alcatraz

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 watch the video. In your groups, discuss the reaction to Dr. King’s assassination and what do you think would happen today if something similar happened?         

New Material

Lesson #7: The Beginning of Political Change and the Road to the Great Society

Teacher led discussion.

  •  
    1. 1963: Kennedy Assassination
      • President Lyndon Baines Johnson and the Great Society
  •  
    1. 1964: Freedom Summer
      • Civil Rights Act of 1964
  • Freedom Summer
  1. 1965: Malcolm X assassinated
    • Autobiography of Malcolm Xis published
    • Congress passes Voting Rights Act of 1965
    • Antiwar activities begin on university campuses

Homework:

  • Assign students events for the Review. 

Lesson #7: Violence and the Civil Rights Movement

After watching the video and discussing it in their groups, we will open the class to a more general discussion about the King assassination. 

We will then watch a video about the RFK assassination and discuss the impact it had on the country.

Students will review and a summary of the “Fair Housing Act” with their groups and determine if it indeed has been successful. A full copy of the Act is available on-line

Student led discussions of the Occupation of Alcatraz (film clip if time permits) and a review of the Native American list of “Thirteen Demands,” the National Black Political Convention, and finally, the “Trail of Broken Tears” protests. 


Practice

[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. 
  • annotate and analyze primary and secondary documents 

Assessment

[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 Notebooks. 

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.]
As you can see, the deaths of MLK and RFK had a profound effect on the country. Interestingly, it has been said by some historians that MLK's death and martyrdom helped advance the cause of civil rights while JFK's death delayed it. How do you think that might be so? If you type a two paragraph explanation for me and hand it in tomorrow at the beginning of class I will give you extra credit. The other thing I would like you to think about is why LBJ was so concerned with the Black community and civil rights. After all, he was brought up in Texas, definitely a Southern, segregated state. What moved him? Can you find a quote that perhaps encapsulates his feelings? It is out there. Don't forget to review for the quiz tomorrow, OK?