Part Two: Lesson Plans

Unit/Lesson Title: 1/3 Martin Luther King Jr.

The Civil Rights Movement in the USA in the 1950s
and 1960s.

Lesson duration:
50-60 minutes

Stage: 6
12

Year:

Inquiry Focus

Syllabus Outcomes

Syllabus Content

Who was Martin Luther King Jr.?

Why did his background make his
involvement in the Civil Rights
Movement inevitable? Students
will undertake research and
activities in an effort to learn more
about this key figure in the Civil
Rights Movement.

A12: The Civil Rights Movement in the USA in

the 1950s and 1960s
Martin Luther King and the use of nonviolence to achieve civil rights objectives

P1.1 describe the role of key individuals,

groups and events of selected studies
from the eighteenth century to the
present

P3.2 locate, select and organise relevant

information from different types of sources

Rationale
Students will be focusing on
studying Martin Luther King Jr. and
the use of non-violence to achieve
civil rights as this is the next area
of focus within the topic of the
Civil Rights Movement.

Class n/a

Students will be studying the role of Martin

Luther King Jr. in this lesson (a key individual in
the Civil Rights Movement) through the use of
inquiry (see focus questions) and research
methods from a variety of different sources
including the use of ICT. They will be required to
undertake research about MLK and construct a
timeline of him, including the major events which
took place within his lifetime.

Values and Attitudes

A just society articulates concern for the
welfare, rights and dignity of all people

Prior Knowledge

Risk Assessment

Resources

Students have already begun studying

the topic of the Civil Rights Movement
and have covered the component of
segregation in the USA in the 1960s.

No major OHS issues within this lesson.

Laptop cords and or computer equipment will
be required during this lesson so students will
need to ensure any/all cords and cables are
neatly tucked away from walkways where
they could be tripped over.

Smartboard.
Laptops/school computers.
Websites provided in lesson for students
to access.

Learning
Outcomes
Students should
be able to
discuss/identify:

Recall
information
already studied
in relation to
the civil rights
movement.

Time
Guid
e

2
mins

Content/Learning Experience
Introduction (Engagement)

Make sure (T) has focus questions written up on

the board for all students to be able to see
throughout the lesson.

Briefly recap what the students have already

studied in relation to the Civil Rights Movement.

Introduce the next component of the topic Martin

Luther King Jr. Today and over the lessons to
follow (3-5 lessons) we will be studying and
analysing MLK and his role in the Civil Rights
Movement. Lets see what you already know about
him.

2
mins

2
mins

Discuss and
identify points
they may
already know
in relation to
MLK.

Research and
identify key
events and
dates in MLK

5
mins

Briefly discuss with students the objectives of the

lessons on MLK, i.e. what content and activities
will be covered over the next three lessons.
Activities covered over the following lessons will
include:
Timeline
Collage
Speech
Quotes
Imagery
Create a mind map using information provided by
the students (smartboard) Ask questions such as
to prompt the students if necessary So who was
he and what role did he play? What did he hope to
achieve? What were his aspirations? What did he
actually achieve? Key facts about his life, etc
Teacher will list information provided by the
students.

Body (Exploration/Transformation/Presentation)

Students will then be required to break up into

groups of (3-5 of mixed ability) to work together to

Teaching
Strategies

Class
Organisation

Assessment
Techniques

Displaying the
focus questions
on the board
keeps students
on task.
Briefly reviewing
the previous
lesson.
Discussing the
topic and the
expectations
and objectives
of the
topic/lessons.

Whole class

Whole class

Whole class

Whole class
Brainstorming
and ascertaining
prior knowledge
- what do the
students
already know
about the topic.

Teacher will be
floating around
the classroom,
working one on

Group work

Measuring
what the
students
already know
in relation the
topic.

life.

Discuss and
answer and
questions
regarding MLK
and his role in
the Civil Rights
Movement.

20
mins

one within the

groups,
clarifying ideas
and giving
direction when
and where
needed.

Teacher will then ask these questions (see above

point) randomly around the class as a means of
assessing their knowledge and understating on
the topic.

Think/pair/
share assisting
students when
required.

Students will begin an activity which will be added

to over the duration of lessons on Martin Luther
King. They will use the information they have
researched and begin constructing a timeline. This
will be done in pairs/small groups and will reflect
the students knowledge of this key figure in the
Civil Rights Movement. This will be an ICT activity
using a webtool 2.0 timeline such as timetoast or
a similar website.

5
mins

15-20
mins

Construct and
complete a
timeline on the
life of MLK.

Contribute to
the mind map
at the
conclusion of
the lesson from
the research
they have
undertaken
during the
lesson.

research and collect as much information as they

can on MLK who he was, his early life, how he
became involved in the movement, what his role
in the movement was, what events led him to
taking a key role in leadership within the
movement and how his background made his
involvement in the Civil Rights Movement
inevitable etc. This information will also be the
basis for students to use in additional activities
over the following lessons. A couple of websites to
get the students started:
http://www.history.com/topics/civil-rightsmovement
http://www.biography.com/people/martin-lutherking-jr-9365086

5
mins

Conclusion (Presentation/Reflection)

Lesson will conclude with teacher and students

working together to add details to the mind map
about what they students have learned during the
lesson on Martin Luther King. This information can
also be used to assist students with their timelines
and be a good basis on them to draw information
from for additional activities/tasks during the
topic.

Questioning and
Checking for
understating.

Whole class but

remaining in their
groups
Group work
same groups as
before

Assessing
students
answers from
questions
posed.
Assessing
students
timelines to
see that they
have included
all major
events in the
life of MLK.

Whole class

Discussing and
noting down
additional
information
about MLK.

Measuring
what new
information
the students
have learnt in
relation the
topic.

Unit/Lesson Title: 2/3 Martin Luther King Jr.

The Civil Rights Movement in the USA in the 1950s
and 1960s.

Lesson duration:
50-60 minutes

Stage: 6
12

Year:

Inquiry Focus

Syllabus Outcomes

Syllabus Content

How did Martin Luther King Junior

go about making change? What
actions did he take? Students will
undertake research and activities
in an effort to learn more about
this key figure in the Civil Rights
Movement.

A12: The Civil Rights Movement in the USA in

the 1950s and 1960s
Martin Luther King and the use of nonviolence to achieve civil rights objectives

P1.1 describe the role of key individuals,

groups and events of selected studies
from the eighteenth century to the
present

P3.2 locate, select and organise relevant

information from different types of sources

Rationale
Students will be focusing on
studying Martin Luther King and
the use of non-violence to achieve
civil rights as this is the next area
of focus within the topic of the
Civil Rights Movement.

Class: n/a

Students will be studying the role of Martin

Luther King Jr. in this lesson (a key individual in
the Civil Rights Movement) through the use of
inquiry (see focus questions). They will be
required to analyse and discuss the non-violent
protests as well as the MLK famous speech I
have a dream Students will also be required to
present their own interpretation of what
freedom means to them.

Values and Attitudes

A just society articulates concern for the
welfare, rights and dignity of all people

Prior Knowledge

Risk Assessment

Resources

Students have already begun studying

the topic of the Civil Rights Movement
and have covered the component of
segregation in the USA in the 1960s.

No major OHS issues within this lesson.

Laptop cords and or computer equipment
may be required during this lesson so
students will need to ensure any/all cords and
cables are neatly tucked away from walkways
where they could be tripped over.

Smartboard.
Laptops/school computers (may be used).
Project paper for freedom presentation.
Writing materials.
Speech accessed online and displayed
on smartboard (see website within
lesson).

Learning
Outcomes
Students should
be able to
discuss/identify:

Recall
information
already studied
in relation to
MLK.

Time
Guid
e

2
mins

Content/Learning Experience
Introduction (Engagement)

Make sure (T) has focus questions written up on

the board for all students to be able to see
throughout the lesson.

Briefly recap what the students covered in their

previous lesson on Martin Luther King. E.g. who
can tell me something about Martin Luther King
Junior? Etc

3
mins

Introduce the next component of the topic

(following on from the previous lesson) Martin
Luther King Jr. So today we are going to be
discussing and addressing how MLK went about
making change as well as discussing the actions
he took to achieve this? Would anyone like to offer
any comments on either of these points? Write
up students responses on the board.

Body (Exploration/Transformation/Presentation)

Identify
whether or
not the
many
protests led
by MLK
were
successful
and
achieved
their
objectives.
Read,
analyse,
and
discuss the
speech and

2
mins

10
mins

25
mins

Retrieve information from mind map completed in

previous lesson (from smartboard) and have
students draw information from in (with an
emphasis on the non-violent protests and
demonstrations).
Display pictures on the smartboard of the nonviolent protests and discuss non-violent protests
and their objectives. Were they successful? Did
they achieve their intended purpose?
I have a dream speech. Read, analyse and
discuss with students. Some questions to pose
and discuss with students after reading the
speech:
What images and ideas did he draw upon in
crafting his I have a Dream speech?
What parts of his speech have or have not been
realised in the present day?

Teaching
Strategies

Class
Organisation

Assessment
Techniques

Displaying the
focus questions on
the board keeps
students on task.
Briefly reviewing
the previous
lesson.
Discussing the
topic and the
expectations
and objectives
of the lesson.

Using visual
cues such as
images of the
marchs/
protests for
students to
observe while
discussing topic.

Discussing the
speech with
students and
working through
it with them,
guiding their
direction and
understanding
of it.

Whole class

Whole class

Whole class

Measuring
what the
students can
draw from to
incorporate
into the
following
task.
Assessing
students
answers from
questions
posed.

Whole class

Group work

Assessing
students
answers from
questioning
and observing
their
discussions
and analysis
of the speech.

contribute
to the
questions.

Retrieve speech from:

http://www.archives.gov/press/exhibits/dreamspeech.pdf

10
mins

Identify
what
freedom
means and
demonstr
ate this in
their work.

10
mins

Conclusion (Presentation/Reflection)

Present
their group
presentatio
n to the
class.

Teacher to then assemble students into groups of

3-5 (mixed ability) and come up with their own
idea of what freedom means to them. This can be
done in the form of a narrative, key
words/phrases, narrative, and collage using ICT or
concrete materials such as cardboard etc.

Students are then to present their group

presentation to the whole class on what freedom
means to them.

Unit/Lesson Title: 3/3 Martin Luther King Jr.

The Civil Rights Movement in the USA in the 1950s
and 1960s.

Lesson duration:
50-60 minutes

Think/pair/share
assisting
students when
required.

Individual groups
presenting to
whole class.
Assessing
students
interpretation
s of what
freedom
means to
them.

Giving students
the opportunity
to present their
opinions on
what freedom
means to them.

Stage: 6
12

Year:

Inquiry Focus

Syllabus Outcomes

Syllabus Content

What impact did Martin Luther

King Junior have upon the Civil
Rights Movement and what is he
best remembered for?

A12: The Civil Rights Movement in the USA in

the 1950s and 1960s
Martin Luther King and the use of nonviolence to achieve civil rights objectives

Class: n/a

Students will be studying the role of Martin

Luther King Jr. in this lesson (a key individual in
the Civil Rights Movement) through the use of
inquiry (see focus questions). During this lesson

Rationale
Students will be focusing on
studying Martin Luther King and
the use of non-violence to achieve
civil rights as this is the next area
of focus within the topic of the
Civil Rights Movement.

P1.1 describe the role of key individuals,

groups and events of selected studies
from the eighteenth century to the
present

P3.2 locate, select and organise relevant

information from different types of sources

they will be required to analyse and interpret a

number of quotes by MLK as well as creating a
collage of his life. Students will also have to
validate their reasoning for why they agree or
disagree that he achieved what he set out to
achieve freedom.

Values and Attitudes

A just society articulates concern for the
welfare, rights and dignity of all people
Prior Knowledge

Risk Assessment

Resources

Students have already begun studying

the topic of the Civil Rights Movement
and have covered the component of
segregation in the USA in the 1960s.

No major OHS issues within this lesson.

Laptop cords and or computer equipment
may be required during this lesson so
students will need to ensure any/all cords and
cables are neatly tucked away from walkways
where they could be tripped over.

Learning
Outcomes

Time
Guid
e

Students should
be able to
discuss/identify:

Recall
information
already studied
in relation to
MLK.

2
mins

Content/Learning Experience
Introduction (Engagement)

Smartboard.
Laptops/school computers (may be used).
Image (see appendix 1).
Blank white paper (A4) for picture task.
Quotes hand-out (see appendix 2).

Teaching
Strategies

Class
Organisation

Displaying the
focus questions
on the board
keeps students
on task.

Make sure (T) has focus questions written up on

the board for all students to be able to see
throughout the lesson.

Briefly recap what the students covered in their

previous lesson on Martin Luther King. E.g. How
did Martin Luther King Junior go about making
change? What actions did he take?

Briefly reviewing
the previous
lesson.

Introduce the next component of the topic

(following on from the previous lesson Martin
Luther King Junior. Today we will be looking at the
impact that MLK had upon the Civil Rights

Discussing the
topic and the
expectations
and objectives

Whole class

Whole class

Assessment
Techniques

3
mins

Movement and what is he best remembered for?

Would anyone like to offer any comments on
either of these points?
Body (Exploration/Transformation/Presentation)

Be able to
make a
judgment on
whether or
they feel
equality was
achieved
through actions
of the likes of
MLK.

Be able to
create a
collage and
make a
judgment on
whether or
they feel
equality was
achieved
through actions
of the likes of
MLK.

Present
their
individual
/group
presentatio
n to the
class.

Discuss,
reflect and
contribute to

5
mins

15
mins

20
mins

Teacher to display an image on the smartboard

(see appendices) and have students write down
whether or not they think this was achieved
through the actions of MLK.
Hand out quotes to students and get them to
select a number of them to analyse (also have
them displayed on the smart board). In their
analysis students should answer the following
questions: What do they tell us about MLK? And,
did he achieve his objectives?
Create a collage of MLK using the provided
resources (plus resources collected over the
previous lessons on MLK and the Civil Rights
Movement either digitally or hardcopy) on MLK
including information on what he hoped to achieve
compared to what he did achieve.

Conclusion (Presentation/Reflection)

Students to present their work they also

indicate whether or not they agree that he
achieved what he hoped or disagree. In their
presentation they need to validate why they
choose to agree or disagree.

Teacher also closes with discussion on this

issue and asks students to relate the topic to
Australia and questions students about
whether they can relate to this in Australia.

15
mins

of the lesson.
Using an image
for students to
analyse,
interpret and
comment on.
Encouraging
students to
analyse and
make
judgements
upon the
quotes.
Encouraging
students to
analyse and
make
judgements
upon what they
believe MLK
achieved in the
Civil Rights
Movement.
Giving students
the opportunity
to present their
opinions and
also to discuss
the notion of
freedom and
equality in
relation to
Australia.

Individual work

Individual work

Assessing
students
responses
from the
image.
Assessing
students
analysiss of
their chosen
quotes.

Individual work or
small groups
(students to
choose).

Individual/ groups
presenting to
whole class.

Whole class

Assessing
students
presentation
on their
perspective
about
whether MLK
achieved
what he set
out to
achieve
(agree or
disagree).

the point
raised by the
teacher
regarding this
issue in
Australia.