Civil Rights speeches by Dr. Martin Luther King, Jr. and Robert Kennedy are the anchor texts for most studies of this era. The essential question guiding discussion & thinking is: Explain how the struggle for civil rights has shaped America between from the year 1863 to the present.
The Common Core Standards that address rhetorical devices are covered through examining HOW WORDS HAVE THE POWER TO PROVOKE, CALM, or INSPIRE in MLK's famous speech.
We will watch and discuss the following to build background knowledge: PBS Documentary Slavery By Another Nameto gather secondary and primary information for explanatory writing. Click the link to PBS website to access the video.
Explore what Dr. MLK, Jr. meant by: "But 100 years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later the Negro is still languished in the corners of American society and finds himself in exile in his own land" in his I Have A Dream speech.
*Corresponding work we will be doing: 1. Reading/Listening to annotated version of "Letter From Birmingham Jail" 2. Watching and Listening to Senator Robert F. Kennedy 3. Historical background of the 100 year period between 1865-1965 4. Writing Assignments
Here are the PRIORITY STANDARDS we are addressing with this module: 1. CSS.ELA.LITERACY.RL9.10- Read and comprehend literature, including stories, dramas, and poems, with scaffolding (not modifying) as needed at the high end of the range. 2. CCSS.ELA-LITERACY.W9.1Argument Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 3. Supporting/Additional:RL 9.7- Analyze the representation of a subject or key scene in two different artistic mediums, including what is emphasized or absent in each treatment. 4. W1a- Introduce precise claims, distinguish the claims from alternate or opposing claims, and create an organization that establishes clear relationships among claims, counterclaims, reasons and evidence. 5. L5 Demonstrate understanding of word relationships and nuances in word meaning.
In order to successfully complete this unit, the following must be considered: 1. What do students need to know (Key Concepts)? *Most students who are behind in their literacy are behind in content acquisition & knowledge. This is an easy fix: provide enough solid content background PRIOR to beginning the reading of any subject, in this case, the Civil Rights Movement and MLK.
2. What do students need to do? *Have a clear understanding of what is expected of them via reading, writing, listening, and speaking.
RL9 -9.10- Read and comprehend literature, including stories, dramas, and poems, with scaffolding as needed at the high end of the range. Focus on: Theme, Central Idea, Tone and Mood, Character Development, Irony, and Figurative language. Access and use tools/ scaffolds to comprehend. Identify common themes and central ideas across multiple mediums. Compare and contrast tone, mood, and character development across multiple mediums.
W1 - Argument Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Argument essay organization: Connecting textual evidence to the claim and citing textual evidence. Organize writing in correct MLA format.
*Analyze evidence clearly and concisely in commentary. *Use appropriate academic vocabulary in writing. *Identify and write a claim and counterclaim. *Write an explanatory/informational essay.
Skills Practice areas in this module: reading, writing, listening and speaking, and overall language