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Black History Month Secondary Lesson Plan
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- SUGGESTED TIME
- ASSESSMENT STRATEGY
- SOURCES
- Black History Month Secondary Lesson Plan GRADE LEVEL
- Rather than utilizing the full lesson plan below, teachers may also opt to select a “Quote of the Day” from the list to be used during Black History Month.
- Quotation Analysis Worksheet Directions
- 2 Quotation and Author
- 3 Quotation and Author
- Black History Month Secondary Lesson Plan GRADE LEVEL
- In addition, separate middle and senior high school reading assignments and questions are provided for this lesson.
- Dr. Martin Luther King, Jr
Black History Month Secondary Lesson Plan
GRADE LEVEL: Social Studies – Secondary - Middle and Senior High School TITLE: African American History Timeline1 OBJECTIVES: Objectives from the Florida Standards are noted with FS. The students will use a timeline to identify and describe important events in the African American experience. The students will utilize timelines to identify the time sequence of historical data. The students will utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period. The students will analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past. The students will assess key figures and organizations in shaping the Civil Rights Movement and Black Power Movement. The students will conduct short as well as more sustained research projects to answer a question. (FS) The students will determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. (FS) SUGGESTED TIME: 1-2 class periods DESCRIPTION OF ACTIVITIES: TEACHER’S NOTE: Timelines are visual aids that help students to: 1. understand the chronology of historic events; 2. relate new events to those they’ve already studied; 3. recognize cause and effect relationships between events; and, 4. recognize how historic events, eras, and topics overlap in time. Begin by explaining that students will use a timeline of events in history to identify and describe important events in African American history. Pass out copies of the “African American History Timeline (1619-2008)” (provided in the Background section of this instructional resource guide). To help students become confident with the use of the timeline, ask students to answer the following questions for practice while using the timeline as a reference: Who was Nat Turner and what did he organize? When did this occur? What Supreme Court case declared that the racial segregation is unconstitutional? Did this happen before or after Dr. Martin Luther King, Jr. wrote his famous “Letter from a Birmingham Jail?” Place the following events in chronological order: ___The Civil Rights Act is signed. ___Dr. King delivers his “I Have a Dream” speech. ___The National Association for Colored People (NAACP) is established. ___The Voting Rights Act is signed. ___The 13th Amendment is ratified. Explain to students that they will be utilizing the timeline to identify five major events from African American history, with at least 3 events coming from 1900 and beyond. They will have to describe the event and explain why it is significant. Pass out the worksheet titled, “African American Timeline” (provided) and have students complete the assignment using the timelines as a reference. OPTIONAL: Have students work in pairs to complete the “African American Timeline Activity.” If this option is used, have each student record their own answers on the worksheet, including the short-response question. Have students share and discuss their findings with the class. See if there is consensus on the most important events selected. ASSESSMENT STRATEGY: Completion of the timeline activity. MATERIALS/AIDS NEEDED: “African American History Timeline (1619-2008)” (provided in the Background section of this instructional resource guide); “African American Timeline” worksheet (provided) EXTENSION ACTIVITIES: To support the 2018 Black History Month theme, “African Americans in Times of War,” have students complete the same activity using the timeline entitled, “Timeline – African Americans in the U.S. Military” found in the Background section of this instructional resource guide. SOURCES: Lesson adapted from http://www.eduplace.com/activity/pdf/civilrights.pdf; Timeline from http://www.infoplease.com/spot/civilrightstimeline1.html African American Timeline Directions: Review the “African American Timeline, 1619-2008.” Select and describe 5 events from the timeline you feel are important in understanding African American history. At least three of the events you select must be from 1900 to 1908. Event #1: _____________________________________________________________ Date of the Event: _______________________________________________________ In your own words describe the event: ______________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Why do you feel this event is significant:_____________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Event #2: _____________________________________________________________ Date of the Event: _______________________________________________________ In your own words describe the event: ______________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Why do you feel this event is significant:_____________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
Date of the Event: _______________________________________________________ In your own words describe the event: ______________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Why do you feel this event is significant:_____________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Event #4: _____________________________________________________________ Date of the Event: _______________________________________________________ In your own words describe the event: ______________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Why do you feel this event is significant:_____________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Event #5: _____________________________________________________________ Date of the Event: _______________________________________________________ In your own words describe the event: ______________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Why do you feel this event is significant:_____________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
Black History Month Secondary Lesson Plan GRADE LEVEL: Social Studies – Secondary - Middle and Senior High School TITLE: Analyzing Famous Quotations 2 OBJECTIVES: Objectives from the Florida Standards are noted with FS. The students will analyze public statements made by notable African Americans. The students will identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents. The students will determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. (FS) SUGGESTED TIME: 1-2 class periods DESCRIPTION OF ACTIVITIES: TEACHER’S NOTES: A list of quotations entitled, “Inspirational Quotes from African American Leaders,” is found in the Background section of this instructional resource guide. The list covers a range of topics. Rather than utilizing the full lesson plan below, teachers may also opt to select a “Quote of the Day” from the list to be used during Black History Month. If you select this option rather than the full lesson plan below, it is high recommended that students be given the opportunity to interpret and paraphrase the quote each day. Explain that in today’s lesson, students will read and analyze famous quotations by notable African Americans. To introduce students to the activity, discuss the following quotation from Booker T. Washington: "Success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome while trying to succeed." Ask students if they know about Booker T. Washington’s life and his contributions to the African American experience. Explain that knowing something about the person’s life and contributions helps to provide a context from which to analyze a quotation. Ask students to explain what they feel the quote means in their own words; i.e., paraphrase. TEACHER’S NOTE: Booker Taliaferro Washington (1856-1915) was one of the leading African American figures of his era. Born a slave and initially denied an education, he was ultimately responsible for founding The Tuskegee Institute, one of the preeminent black educational institutions in the U.S., and was known for his philosophy of hard work, vocational training, and self-reliance as the path to full political and civil participation for African Americans. Repeat the practice exercise on analyzing quotations using the following quotation from Mary McLeod Bethune, another important African American educator: “If we accept and acquiesce in the face of discrimination, we accept the responsibility ourselves. We should, therefore, protest openly everything ... that smacks of discrimination or slander.” Again, ask students to explain what they feel the quote means in their own words; i.e., paraphrase TEACHER’S NOTE: Mary Jane McLeod Bethune was an American educator and life rights leader best known for starting a private school for African American students in Daytona Beach, Florida. She attracted donations of time and money, and developed the academic school as a college. It later continued to develop as Bethune-Cookman University. She also was appointed as a national adviser to President Franklin D. Roosevelt as part of what was known as his Black Cabinet. She was known as "The First Lady of The Struggle" because of her commitment to gain better lives for African Americans. Assign students to pairs and distribute copies of “Inspirational Quotes from African American Leaders” to each pair. (The quotations are provided in the Background section of this instructional resource guide). Also distribute copies of the “Interpreting Quotations Worksheet” (provided) to each pair. Provide each student pair with the ability to search online for references regarding the quote (e.g., background information on the author of the quote). Ask each student pair to select three (3) quotations to analyze. Answer the questions for each of the three (3) quotes selected. Discuss the quotes selected and analyzed by each student pair. As closure, ask the class to select the three quotations they believe best represent the purpose of Black History Month. ASSESSMENT STRATEGY: Completion of the quotation analysis activity. MATERIALS/AIDS NEEDED: “Inspirational Quotes from African American Leaders” (provided in the Background section of this instructional resource guide); and, “Interpreting Quotations Worksheet” (provided) EXTENSION ACTIVITY: Using online and print resources, have students research additional quotations by notable African Americans. Have students categorize the quotations; e.g., quotes on leadership, service to others, courage, the pursuit of excellence in one’s life. SOURCES: Adapted from a lesson developed by the U.S. House of Representatives, file:///C:/Users/John/Downloads/wic-lesson-plan-07.pdf; Quotations from International Business Times, http://www.ibtimes.com/black-history-month-2014-30-inspirational-quotes-black-american-leaders-1552680 Quotation Analysis Worksheet Directions: Select three quotes to interpret and answer each question below for all three quotations. #1 Quotation and Author: _______________________________________________ ______________________________________________________________________ Briefly describe the contributions made by the author to society: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Paraphrase the quotation:____________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Why did you select this quote from the list? ______________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ #2 Quotation and Author: _______________________________________________ ______________________________________________________________________ Briefly describe the contributions made by the author to society: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Paraphrase the quotation:____________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Why did you select this quote from the list? ______________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ #3 Quotation and Author: _______________________________________________ ______________________________________________________________________ Briefly describe the contributions made by the author to society: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Paraphrase the quotation:_________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What did you select this quote from the list? __________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Black History Month Secondary Lesson Plan GRADE LEVEL: Social Studies – Secondary - Middle and Senior High School TITLE: Biography of Dr. Martin Luther King, Jr.3 OBJECTIVES: Objectives from the Florida Standards are noted with FS. The students will describe the life and lasting contributions of Dr. Martin Luther King, Jr. The students will describe the influence of individuals (i.e., Dr. King) on social and political developments of this era in American History. The students will analyze support for and resistance to civil rights for women, African Americans, Native Americans, and other minorities. The students will differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials. The students will utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period. The students will determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. (FS) The students will determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (FS) SUGGESTED TIME: 1 class period DESCRIPTION OF ACTIVITIES: TEACHER’S NOTES: This lesson is also included in the 2018 instructional resource guide for Dr. Martin Luther King, Jr. Day. The resource guide can be accessed at the web site of the Department of Social Sciences. In addition, separate middle and senior high school reading assignments and questions are provided for this lesson. Teachers may use the reading most appropriate for their students. As an introduction, show students an image of Dr. King (provided) and, if technology is available, play one or more of the on-line speech recordings of Dr. King to the class. TEACHER’S NOTE: Recordings of Dr. King’s speeches may be found on-line at: The Martin Luther King Jr. Research and Education Institute at Stanford University, https://kinginstitute.stanford.edu/search/node/audio NPR, The Speeches of Martin Luther King, Jr., http://www.npr.org/news/specials/march40th/speeches.html Dr. Martin Luther King.com, http://www.drmartinlutherkingjr.com/ Teacher Tube, http://www.teachertube.com/search/google-search?query=mlk+speeches&safe=high&search-type=all&head_curriculum=0&head_content_area=0&head_subject=0&head_category=0&head_skill=0#gsc.tab=0&gsc.q=mlk%20speeches&gsc.page=1 Briefly discuss why students believe Dr. King was important in the history of our country and review the concept of civil rights. TEACHER’S NOTES: Civil rights are the rights of individuals to receive equal treatment and to be free from unfair treatment or discrimination by governments, social organizations, and individuals. Examples of civil rights are freedom of speech, press, and assembly; the right to vote; freedom from involuntary servitude; and the right to equality in public places. Discrimination occurs when the civil rights of an individual are denied or interfered with because of their membership in a particular group or class. Various jurisdictions have enacted statutes to prevent discrimination based on a person's race, sex, religion, age, previous condition of servitude, physical limitation, national origin, and in some instances sexual orientation. Historically, the Civil Rights Movement referred to efforts, most notably in the 1950s and 1960s, toward achieving true equality for African Americans in all facets of society. However, today the term "civil rights" is also used to describe the advancement of equality for all people regardless of race, sex, age, disability, national origin, religion, sexual orientation or certain other characteristics. Sources: http://civilrights.findlaw.com/civil-rights-overview/what-are-civil-rights.html; and, http://www.law.cornell.edu/wex/civil_rights Have students read the “Biography of Dr. Martin Luther King, Jr.” assignment (separate readings provided for middle and senior high school students) and answer the questions about the reading (separate questions also provided). Discuss the answers to the reading questions, with special emphasis given to Dr. King’s efforts to ensure civil rights for all citizens. ASSESSMENT STRATEGY: Completion of the reading and questions. MATERIALS/AIDS NEEDED: Image of Dr. King (provided); “Biography of Dr. Martin Luther King, Jr.” (provided for both middle and senior high school students); “Questions” (provided for both middle and senior high school students) SOURCES: Social Studies for Kids, http://www.socialstudiesforkids.com/articles/ushistory/martinlutherking2.htm; History.com, http://www.history.com/topics/black-history/martin-luther-king-jr; The King Center, http://www.thekingcenter.org/about-dr-king Dr. Martin Luther King, Jr. 
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