the crisis & civil disobedience & different genres of …...essay on the topic of social...

The Crisis & Civil Disobedience & Different Genres of Essays

Teacher Intern: Jacob Pharr Length of Unit & Date: 10 Days

March 19-April 3, 2018

Subject/Topic/Texts to Be Read: The Crisis by Thomas Paine Civil Disobedience by Henry David Thoreau Letter from Birmingham Jail by Dr. Martin Luther King Jr.

Grade Level: 12th English

Unit Overview

Main Ideas/Conceptual Understanding/Goals

The Main Idea(s) for this Unit:

- Students to gain a deeper understanding of the continuous fight for social justice and civil rights.

- Students will comprehend the wide-ranging effects of these texts in social justice issues.

- Students will apply knowledge learned to answer questions and to critically think about the ongoing issues in the area of Social Justice.

- Students will analyze what makes an essay persuasive, and the power that it has had in the past as it has with The Crisis and Civil Disobedience,

and Letter from Birmingham Jail, and use those three texts as examples for writing their own persuasive essays.

Sources used during unit: Textbook with Texts: -The Crisis by Thomas Paine – Collections Textbook, Houghton Mifflin Harcourt, 2017. -Civil Disobedience by Henry David Thoreau – Collections Textbook, Houghton Mifflin Harcourt, 2017. -Letter from Birmingham City Jail http://teachingamericanhistory.org/library/document/letter-from-birmingham-city-jail-excerpts/ (Handout) -Daily Oral Language PowerPoint https://dickesryan.files.wordpress.com/2011/08/dol-83.ppt -Rubric for handwritten letter on the back of Letter from Birmingham Jail. (Attached to Document) -PowerPoint for background information on Thomas Paine and time surrounding The Crisis. https://docs.google.com/file/d/0Bz9eBjqfJlfDUmo0bU83UHNOUGs/edit -PowerPoint for background information on Henry David Thoreau and time surrounding Civil Disobedience. www.tamut.edu/academics/mperri/AmSoInHis/Civil%20Disobedience.ppt -YouTube Video “The American Crisis by Thomas Paine” – Michael Williams – 3:02 https://www.youtube.com/watch?v=y9sKbO7CdcM -YouTube Video “Civil Disobedience” – BBC Radio 4 – 2:06 https://www.youtube.com/watch?v=elrTpoY6AYQ -Smartboard (Smartboard usage will include videos, PowerPoints, and classwork)

http://teachingamericanhistory.org/library/document/letter-from-birmingham-city-jail-excerpts/

https://dickesryan.files.wordpress.com/2011/08/dol-83.ppt

https://docs.google.com/file/d/0Bz9eBjqfJlfDUmo0bU83UHNOUGs/edit

http://www.tamut.edu/academics/mperri/AmSoInHis/Civil%20Disobedience.ppt

https://www.youtube.com/watch?v=y9sKbO7CdcM

https://www.youtube.com/watch?v=elrTpoY6AYQ

-Different genres of essays and their characteristics https://owl.english.purdue.edu/owl/ - Transitional Words for Essay -http://www2.waterforduhs.k12.wi.us/staffweb/sereno/mainpages/InfoLit/Microsoft%20Word%20-%20Writing%20the%20Persuasive%20Essay.pdf -Rubric for each essay. (attached to the document) -Pretest/Posttest. (attached to the document) -Classroom bulletin board called “Civil Rights Corner.” (Picture Attached to Document) -Rare Video Footage of Historic Alabama 1965 Civil Rights Marches, MLK's Famous Montgomery Speech https://www.youtube.com/watch?v=CBm48Scju9E -Students Conduct A 'Die-In' Outside of White House To Protest Gun Violence | NBC News https://www.youtube.com/watch?v=xjdm8jSBIQs -Literature Groups Handout http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-getting-started-19.html?tab=3#tabs -Literature Squares Guidelines (Will be placed on the board. Attached to Document) -Frayer Method Picture (Attached to Document) -Video clip of the Boston Massacre – History Channel – Jason Wilde WMS - https://www.youtube.com/watch?v=m2QNZf_8V_w – 2:54 -Google Image of Paul Revere’s engraving of the Boston Massacre. (Attached to Document) -Google Maps of Civil Rights Triangle of Webb, Money, and Charleston in Tallahatchie County. https://www.google.com/maps

Specific Objectives

MCCR Standards Met: __

RL.12.1: Cite strong and thorough

textual evidence to support analysis

of what the text says explicitly as well

as inferences drawn from the text,

including determining where the text

leaves matters uncertain.

RL.12.2: Determine themes or central

ideas of a text and analyze in detail

their development over the course of

the text, including how details of a

text interact and build on one another

to produce a complex account;

Unit Rationale:

This is strongly based in the concept of teaching students about civil disobedience and

literature that has brought clarity and awareness to issues related to these things. This

unit is sectioned into two different weeks:

The first week, students will be exposed to the “uncivil disobedience concept” of the

American Revolution, where it is seen that there was a war involved in order to be

disobedient to the tyranny of England. This will come from Thomas Paine’s first essay in

his series The Crisis. Students will also learn about the different genres of essays

(persuasive, expository, descriptive, and narrative essays). They will pay close attention

at the persuasive essay, as all of the texts in this unit are persuasive.

https://owl.english.purdue.edu/owl/

http://www2.waterforduhs.k12.wi.us/staffweb/sereno/mainpages/InfoLit/Microsoft%20Word%20-%20Writing%20the%20Persuasive%20Essay.pdf


https://www.youtube.com/watch?v=CBm48Scju9E

https://www.youtube.com/watch?v=xjdm8jSBIQs

http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-getting-started-19.html?tab=3#tabs

https://www.youtube.com/watch?v=m2QNZf_8V_w

https://www.google.com/maps

provide an accurate summary of the

text based upon this analysis.

RL.12.4: Determine the meaning of

words and phrases as they are used in

the text, including figurative and

connotative meanings; analyze the

impact of specific word choices on

meaning and tone, including words

with multiple meanings or language

that is particularly fresh, engaging, or

beautiful. (Include Shakespeare as

well as other authors.)

RL.12.9: Demonstrate knowledge of

eighteenth-, nineteenth- and early-

twentieth-century foundational

works of American literature,

including how two or more texts from

the same period treat similar themes

or topics.

W.2: Write informative/explanatory

texts to examine and convey complex

ideas, concepts, and information

clearly and accurately through the

effective selection, organization, and

analysis of content.

W.9: Draw evidence from literary or

informational texts to support

analysis, reflection, and research.

W.10: Write routinely over extended

time frames (time for research,

In the second week, students will read Civil Disobedience, and will make strong

connections to the Civil Rights Era, as this text inspired Civil Rights leaders, especially Dr.

Martin Luther King Jr. We will read Dr. King’s Letter from Birmingham Jail. We will make

the connections of how the incident of Emmett Till inspired others around the country to

civilly disobey the Jim Crow Laws of the South, as Emmett Till happened here in student’s

home of Tallahatchie County. We will also make strong connections to this historic

incident that inspired millions around the country.

This unit is testament to what students are presently witnessing across our country.

Students have seen and heard about March for Our Lives, Black Lives Matter, March for

Life, and see the history of the Civil Rights Era in the 1960s. It is the greatest hope that

they will make connections with these movements as they read Civil Disobedience, and

how disobedience in general has been a part of making great change in the American

society. It is in these movements that they can see a great example of what has transpired

to move us to our present time, and to see something that will move us forward to a

better future.

In research and study, this unit is based on Erikson’s “Identity vs. Role Confusion” of

students trying to find their own personal identity. This is a common in the student’s

psychosocial development in the ages of 13-21, as all of these students are still just

seniors in High School. This unit gives students the opportunity to consider the mindset

of “I will do what’s right, even if it means breaking the rules from time to time.” This

stage is the fifth stage of seven of Erikson’s order of psychosocial development.

One of the most important things about this unit, is actually reading. The text chosen,

especially that of Civil Disobedience and Letter from Birmingham Jail are in line with the

research of Louise Rosenblatt, who insisted that readers of any text must engage with the

text in an aesthetic way. In this unit, students are presented with several different

viewpoints of civil disobedience, and it is up to them to make the connection of what is

right and what is wrong. It’s giving them a choice and giving them a chance to be an

active participant in the reading. Aesthetic reading gives the reader an opportunity to

think deeply and more critically than other methods of teaching.

reflection, and revision) and shorter

time frames (a single sitting or a day

or two) for a range of tasks, purposes,

and audiences.

SL.1: Prepare for and participate

effectively in a range of conversations

and collaborations with diverse

partners, building on others’ ideas

and expressing their own clearly and

persuasively.

L.12.4a: Use context (e.g., the overall

meaning of a sentence, paragraph, or

text; a word’s position or function in a

sentence) as a clue to the meaning of

a word or phrase.

L.12.4d: Verify the preliminary

determination of the meaning of a

word or phrase (e.g., by checking the

inferred meaning in context or in a

dictionary).

This unit also falls under Kohlberg’s Theory of Stages of Moral Development. This unit

falls under section III. In section three, the stage of development of Social Contract that

states that morality and legality do not always fall under the same category. The unit puts

this thought in perspective as they are exploring their own personal identity.

Main Performance Objectives:

Students will:

• After using the Frayer Method, students will define the word “crisis,” and examples

that come from the word. (RL. 12.4, L. 12.4d)

• After reading The Crisis, students will identify main themes, key phrases, and key

words for comprehension of the passage and the author’s intent. (RL. 12.1, RL. 12.2)

• Students will recall information about the story orally as instructor asks questions of

review and reinforcement throughout the reading of the text. (RL.12.1, RL. 12.2, RL.

12.4, L. 12.4a)

• After reading The Crisis, students will recall main points and themes from the

PowerPoint about Thomas Paine and relate his life to the text and to the historical

context surrounding The Crisis. (RL. 12.2, RL. 12.4, RL. 12.9)

• After studying strategies from The Crisis, students will compose their own persuasive

essay on the topic of social justice. (See rubric) (W. 2, W. 9, W.10)

• After reading The Crisis, students will compose an exposition essay building on their side

of the argument from the persuasive essay. (See Rubric) (W. 2, W. 9, W. 10)

• Using the text from The Crisis, students will provide textual evidence to justify their

viewpoint and to explore and present a differing viewpoint. (RL. 12.1)

• After reading The Crisis, students will write a descriptive essay about an instance of

social injustice in 1770. (See Rubric) (W. 2, W. 9, W. 10)

• After reading The Crisis, students will write a narrative essay about being present in the

time of 1776. (See Attached Rubric.) (W. 2, W. 9, W. 10)

• After using the Frayer Method, students will define the phrase “civil disobedience,” and

examples that come from the word. (RL. 12.4, L. 12.4d)

• After discussing Civil Disobedience, students will differentiate Civil Disobedience from The

Crisis. (RL. 12.9)

• After reading Civil Disobedience, students will identify main themes, key phrases, and key

words for comprehension of the passage and the author’s intent. (RL. 12.1, RL. 12.2)

• Students will recall information from Civil Disobedience as the instructor asks questions of

review and reinforcement throughout the reading of the texts. (RL.12.1, RL. 12.2, RL. 12.4,

L. 12.4a)

• Students will compare and contrast The Crisis and Civil Disobedience and how they treat

social justice issues, especially the issue of slavery. Most of this will happen through

classroom discussion. This will be assessed at the end of the unit. (RL. 12.9)

• After reading Civil Disobedience, students will recall main points and themes from the

PowerPoint about Henry Thoreau and relate his life to the text and to the historical

context surrounding Civil Disobedience. (RL. 12.2, RL. 12.4, RL. 12.9)

• Students will compile some of their own thoughts about social justice and civil

disobedience and “put it onto paper” by means of group discussion. Students will write

a paragraph about civil disobedience and protests of the past and the present. This will

mainly be for students to keep and have as notes to study for their assessment. (W. 10)

• After reading Letter from Birmingham Jail, students will be able to identify Dr. King’s

intent of the letter by the letter’s persuasive qualities, as well as main themes, key

phrases, and key words for comprehension of the passage. (RL. 12.9)

• Students will compose a handwritten letter in the form of Letter from Birmingham Jail.

(See Rubric) (W.2 & W.10)

• After collaboration in the literary groups, students will identify particular vocabulary

words that may be difficult or misunderstood and defining them with resources. (SL. 1 &

L. 12.4d)

• After collaboration in the literary groups, students will interpret passages that may be not

be comprehended among group members. (SL. 1 & RL. 12.2 & RL. 12.4)

• During the literary groups, students will provide leadership among the group and work

collaboratively with others. (SL. 1)

• Students will compare and contrast different social justice issues, as well as time period

issues as a class discussion using a Venn Diagram. (SL. 1, RL. 12.9)

• After reading The Crisis and Civil Disobedience, students will complete and pass a formal

assessment at a score of 75%.

Remedial Objectives:

• After reading Mississippi Trial, 1955 students will write a one-page report on the

conditions of the Jim Crow Laws in the South, and its effect on the people in the South.

Students may use questions like: Were there any instances of civil disobedience in the

story? What was the effect that the story of Emmett Till had on the rest of the nation, and

how and who did it inspire to break the law with actions of civil disobedience?

Enrichment objectives:

Students will have the option to choose from a few different projects for an enrichment objective to accomplish for the length of the unit: • After having a general overview of the impact of Civil Disobedience in the 1960s, students

will compose 10 questions to ask family members or someone they know involved the Civil Rights Movement of the 60s, write down the interview contents, and report results to the class.

• After reading Civil Disobedience, students will assess the different social justice movements past or present (#MeToo, Occupy Wallstreet, the Students Against Firearms

Movement, Black Lives Matter, etc.) and write a one-page report about the movement, its origins, and its purpose.

Daily Plans

Day 1

Title of today’s lesson: The First Stand for American Independence: Disobedience Overview: Students will be introduced to the unit and will begin reading the first text of The Crisis. Today will mainly focus on comprehension. Students will also use the Frayer Method to define The Crisis. Learning Objectives –

• After using the Frayer Method, students will define the word “crisis,” and examples that come from the word. (RL. 12.4, L.

12.4d)

• After reading The Crisis, students will identify main themes, key phrases, and key words for comprehension of the passage

and the author’s intent. (RL. 12.1, RL. 12.2)

• Students will recall information about the story orally as instructor asks questions of review and reinforcement throughout

the reading of the text. (RL.12.1, RL. 12.2, RL. 12.4, L. 12.4a)

Anticipated student challenges to understanding: Explain the challenges you anticipate students might face in accomplishing the lesson objectives and how you plan to address these.

• Student challenges will be reading and comprehension of the text, as well as vocabulary within the text. I will solve this

problem by asking questions to assure comprehension. Much of this comprehension will stem from behavioral issues, which

I will solve with disciplinary action of students.

Materials/Sources:

• Do Now (Daily Oral Language PowerPoint)

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0ahUKEwiu4OC3qI_aAhVPaq0KHdNWD8kQFghHMAM&url=https%3A%2F%2Fdickesryan.files.wordpress.com%2F2011%2F08%2Fdol-83.ppt&usg=AOvVaw3VtR6yZsCJYmcJgz258Kfy (Used Throughout the Unit.)

• YouTube Video “The American Crisis by Thomas Paine” – Michael Williams – 3:02 https://www.youtube.com/watch?v=y9sKbO7CdcM

• Thomas Paine’s The Crisis, Collections - Textbook

• Smartboard for PowerPoint and video

• Frayer Method Picture

Procedures (include time in minutes):

• DO NOW (Daily Oral Language) – 8 Minutes

Introduction/Motivation:

• Pretest – 20 Minutes

• Unit Introduction, explain our goals and objectives for the unit as well as our rationale, etc. Ask students to briefly collaborate on what the word “Crisis” means. Have a conversation with students about the overarching theme about the power of the persuasion essay. – 7 Minutes.

• Video - YouTube Video “The American Crisis by Thomas Paine” – Michael Williams – 3:02 Minutes https://www.youtube.com/watch?v=y9sKbO7CdcM

Study/Learning:

• Hand out books – 5 Minutes (Delegate Authority)

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0ahUKEwiu4OC3qI_aAhVPaq0KHdNWD8kQFghHMAM&url=https%3A%2F%2Fdickesryan.files.wordpress.com%2F2011%2F08%2Fdol-83.ppt&usg=AOvVaw3VtR6yZsCJYmcJgz258Kfy





• Reading of Thomas Paine’s The Crisis – 40 Minutes. (Pick students from the jar and randomly select them. Be sure to take time to stop and reinforce what is being read. Ask questions about interpretation, meanings, etc.)

• Questions to be asked while reading: What does Paine mean by “These are the Times that Try Men’s Soul…” What time period is he referring? What three criminals does Paine compare King George III to? Why does he make this comparison? What were the British doing to the American Colonists in this time for him to be making this comparison?

Culmination:

• (Frayer Method) Instruct students to take out a sheet of paper, and to draw a square with four sections and an oval in the middle. In the oval, write the words The Crisis. Go over how the Frayer Method works for students. Go over the dictionary definition to help them fill out the first square to model what students will be accomplishing. Instructor will have a picture of the Frayer Model on the board. Instructor will help with the definition. – 10 Minutes

Follow-Up:

• Emphasize main concepts of The Crisis. Follow up questions reviewing Paine’s Main points. – 10 Minutes

• Discussion on student’s results on the Frayer method. – 15 Minutes.

Evaluation/Assessment:

• Pretest – (Before the Lesson)

• Informal Teacher Observation (Do students have a general comprehension of the materials? Do they understand it?)

Attach all handouts, texts, images, notes, discussion questions, PPT presentations, etc.

*Image was projected onto the Smartboard. Students copied this model down as we completed it collaboratively.

Pre/Post - Test on The Crisis and Civil Disobedience

1. Who was the author of The Crisis?

2. Who was the author of Civil Disobedience?

3. When you think of the word “crisis,” what comes to your mind? What is the definition of the word? What is an example of a

“crisis?” What is a characteristic of a “crisis?” What is NOT an example a “crisis?” Give one example of each.

4. When you think of the words “civil disobedience,” what comes to your mind? What is the definition of “civil disobedience?

What is a characteristic of “civil disobedience?” What is NOT an example of “civil disobedience?” Give one example of each.

5. Who was inspired by Civil Disobedience and what did this person author?

6. Give one example of a social justice issue. (Specifically name a movement that is presently pushing an agenda of a social

justice issue.)

7. Make two main comparisons of The Crisis and Civil Disobedience? How are the two texts alike? How do they treat issues the

same way? For example, how do the two texts treat the concept of “fighting for what you believe in?”

8. Make two main contrasts of The Crisis and Civil Disobedience? How are the two texts different? How do the texts treat the

idea of “disobedience?” Write a paragraph presenting points in how the texts differ on the things we discussed in class.

9. When Thomas Paine writes the words “These are the times that try men’s souls…” what time period is he talking about? What

is his meaning behind these words? How were those times difficult?

10. Look at the first line of Civil Disobedience:

“I heartily accept the motto, "That government is best which governs least"; and I should like to see it

acted up to more rapidly and systematically. Carried out, it finally amounts to this, which also I

believe- "That government is best which governs not at all"; and when men are prepared for it, that

will be the kind of government which they will have.”

What is Henry David Thoreau’s point when he writes these words? Is he suggesting that government either runs everything or

nothing? Is he advocating for less government or more government? How does this work out with social justice? Can it be

legislated? Explain your answer.

11. Did Thoreau commit an act of civil disobedience when he didn’t pay poll taxes for 6 years? Explain why he did or did not

commit an act of civil disobedience? (Hint: Remember the definition of “civil disobedience.”)

Day 2

Title of today’s lesson: The Crisis and Persuasion Overview: Students will go through a PowerPoint that breaks down the different parts and the time period of The Crisis. Students will identify key themes of the texts. We will then talk about the first of our four essays, a persuasive (argumentative) essay. We will talk about it’s different aspects and characteristics that make it an argumentative (persuasive) essay. Learning Objectives –

• After reading The Crisis, students will recall main points and themes from the PowerPoint about Thomas Paine and relate

his life to the text and to the historical context surrounding The Crisis. (RL. 12.2, RL. 12.4, RL. 12.9)

• After studying strategies from The Crisis, students will compose their own persuasive essay on the topic of social justice.

(See rubric) (W. 2, W. 9, W.10)


• Comprehension of the text and comprehension of vocabulary from the text will be the challenge for students. Students may

have difficulty with making connections from the PowerPoint to the text. I will also say that students will have trouble in

beginning of writing their essay. I will solve this by making these connections with the text. The main issues of this

comprehension will stem from behavioral issues, in which I will address with disciplinary action.

Materials/Sources:

• DO NOW (Daily Oral Language PowerPoint)

• The Crisis by Thomas Paine (Textbook)

• PowerPoint for background information on Thomas Paine and time surrounding The Crisis


• Smartboard (Smartboard usage will include videos, PowerPoints, and classwork)

• “Argumentative (Persuasive) Essay” and their characteristics - https://owl.english.purdue.edu/owl/resource/685/05/


https://owl.english.purdue.edu/owl/resource/685/05/

• Transitional words for Argumentative (Persuasive) and Expository Essays - http://www2.waterforduhs.k12.wi.us/staffweb/sereno/mainpages/InfoLit/Microsoft%20Word%20-%20Writing%20the%20Persuasive%20Essay.pdf

• Rubric for persuasive (argumentative) essays (Attached below as will all rubrics.)


• DO NOW – (Daily Oral Language) – 8 Minutes


• Breakdown introduction into what we are doing for the day. – 3 Minutes

Study/Learning:

• Thomas Paine The Crisis PowerPoint – 25 Minutes (Allow students to copy these down.)

• Go through “Persuasive (Argumentative) Essays” - https://owl.english.purdue.edu/owl/resource/685/05/ - 15 Minutes (Allow students to copy these down.)

• Transitional Words for Essay - http://www2.waterforduhs.k12.wi.us/staffweb/sereno/mainpages/InfoLit/Microsoft%20Word%20-%20Writing%20the%20Persuasive%20Essay.pdf – 20 Minutes (Allow students to copy these down.)

Culmination:

• Introduce students to the “Persuasive (argumentative) essay” assignment by passing out the rubric. “After reading The Crisis, do you think that there was true social justice in the time of Thomas Paine in 1776? Do you think this fight for freedom included the freedom of slaves? If you think so, provide evidence from the text why there was social justice. If you don’t think there was social justice, use evidence from the text of why there wasn’t social justice. Remember, use and compile the evidence from the book because you can’t carry the book home. - 35 Minutes

Follow-Up:

• Travel around student’s desk and see their progress on their essays. – 10 Minutes

• Review the main parts of a “persuasive essay.” – 10 Minutes

• Inform students about the night’s assignment of revising their essay. – 10 Minutes







• Informal teacher observation


Rubric for Argumentative Essay

Writing Skill Usage 4 3 2 1

Format of Essay

Paragraphs

(Introduction, body,

conclusion

paragraph(s).)

Student effectively uses

proper format of essay

paragraphs. (Uses an

introduction, has at least

3 body paragraphs, and

a conclusion.)

Student adequately uses



introduction, at least 2

body paragraphs, and a

conclusion.)

Student loosely uses




1 body paragraph, and a

conclusion.)

Student does not use


paragraphs.

Usage of Evidence from

the text.

Student effectively and

accurately uses evidence

from the text.

Student adequately and

partially uses evidence

from the text.

Student loosely or

briefly uses evidence

from the text.


evidence from the text.

Presentation of

Argument


accurately presents their

argument.


partially presents their

argument.

Student loosely or

briefly presents their

argument.

Student does not present

their argument.

Focus/Thesis

Student effectively

keeps focus throughout

the essay and does so

through an excellent

thesis statement.

Student adequately



through a good thesis

statement.

Student loosely keeps

focus throughout the

essay and does so

through an average

thesis statement.

Student does not keep


essay.

Mechanics,

Punctuation,

Spelling, etc.


proper mechanics such

as grammar,

punctuation, spelling,

etc.



as grammar,


etc.



as grammar,


etc.


proper mechanics,

grammar, punctuation,

spelling, etc.

Length of Essay

1.5 or more pages 1-1.5 pages 1 page 1 page or less

Day 3

Title of today’s lesson: “Expository Writing” and It’s Difference from “Persuasive (Argumentative) Essays” Overview: Students will learn about expository essays and how they differ from argumentative essays. They will use evidence from the text to explore and present a different point of view in their exposition essay.

Learning Objectives –

• After reading The Crisis, students will compose an exposition essay building on their side of the argument from the persuasive

essay. (See Rubric) (W. 2, W. 9, W. 10)

• Using the text from The Crisis, students will provide textual evidence to justify their viewpoint and to explore and present a

differing viewpoint. (RL. 12.1)


• Students will have an issue of actually writing an essay and applying the knowledge of writing one. I will solve this issue by

taking the time to review the parts of an essay, as well as being present to work with students individually. I also think that

another issue will be students wanting to distract one another with behavioral issues. I will solve this with quieter

disciplinary tactics so it won’t disrupt the whole class.

Materials/Sources:



• The Smartboard for Purdue Owl

• Expository essays Purdue Owl https://owl.english.purdue.edu/owl/resource/685/02/


• Rubric for exposition essay




• Take up the previous night’s Homework of writing persuasive essays. – 4 Minutes.

• Breakdown Introduction for the day. – 3 Minutes

Study/Learning:

• Go through “Expository Essays” Purdue Owl https://owl.english.purdue.edu/owl/resource/685/02/ - 25 Minutes (Allow Students to copy this down.) (Instructor really needs to expound on the difference between an Expository essay and an Argumentative essay.)

Culmination:

• (Optional) If students are not understanding how to use the different viewpoints in their exposition writing, then use the Venn Diagram at this point. – 15 Minutes

• Take the same prompt or idea from the day before. Instruct students to follow the rubric guidelines. The prompt will be “What was your side of the argument for social justice in the year of 1776? In the expository essay, the writer explores the other side and compares and contrasts the differences of a particular side. Take your side from yesterday, only this time, explore and compare and contrast the differences of your view point and the other side. Remember you are generally, and unbiasedly informing us about social justice in 1776.” – 30 minutes

Follow-Up:

• Discuss what students came up with in their essay. – 25 Minutes (I believe that this will be more of a time for

reinforcement on how to do the exposition paper. This will be a time reinforcing everything I just said. It may come

down to needing more visual aids, like a Venn diagram, like we will do later in the unit.)

• Review the different parts of the essay, reinforce student’s knowledge on the parts of an expository essay.



• “Argumentative Essay” assignment from previous day.

• Informal teacher observation.


Rubric for Expository Essay


Format of Essay

Paragraphs


conclusion

paragraph(s).)






a conclusion.)






conclusion.)






conclusion.)



paragraphs.

Usage of Evidence from

The Crisis.


accurately uses evidence

from the text.


partially uses evidence

from the text.

Student loosely or

briefly uses evidence

from the text.


evidence from the text.

Presentation of

Information


fairly presents all sides

of the argument.


partially presents all

sides of the argument.

Student loosely or

briefly presents all sides

of the argument.


any sides of the

argument.

Focus/Thesis

Student effectively




thesis statement.

Student adequately




statement.



essay and does so

through an average

thesis statement.



essay.

Mechanics,

Punctuation,

Spelling, etc.



as grammar,


etc.



as grammar,


etc.



as grammar,


etc.


proper mechanics,


spelling, etc.

Length of Essay

1.5 or more pages

1-1.5 pages

1 page

1 page or less

Day 4

Title of today’s lesson: “Paint a Picture!”: Descriptive Essays

Overview: Students will learn writing tactics in Descriptive essays. We will look at examples, as well as how descriptive essays are used

in the world. Students (as a class) will provide descriptive words for them to use as examples for their descriptive essays.


• After reading The Crisis, students will write a descriptive essay about an incident of social injustice in 1770. (See Rubric) (W. 2,

W. 9, W. 10)

Anticipated student conceptions or challenges to understanding: Explain the challenges you anticipate students might face in

accomplishing the lesson objectives and how you plan to address these.





Materials/Sources:



• The Smartboard for Purdue Owl

• “Descriptive essays” Purdue Owl - https://owl.english.purdue.edu/owl/resource/685/03/

• Regular Board for writing descriptive words.

• YouTube video – Boston Massacre – History Channel- Jason Milde WMS -https://www.youtube.com/watch?v=m2QNZf_8V_w –

2:54 seconds

• Rubric for Descriptive essays






• Take up “Exposition essay” – 5 Minutes.

• Breakdown of what we will do this particular day. – 3 Minutes

Study/Learning:

• Go through “Descriptive Essays” Purdue Owl - https://owl.english.purdue.edu/owl/resource/685/03/ (Allow students to copy

this down.) - 20 Minutes

• Ask students where we see descriptive language in our everyday lives? Most likely the news, go to that news site. – 10 Minutes

• Ask students for descriptive language, specific words. (Write them on the board or get a student to do so.) – 10 Minutes.

Culmination:

• Allow students to watch the video on the Boston Massacre - https://www.youtube.com/watch?v=m2QNZf_8V_w – 2:54

• Pass out rubric. Instruct students to write a “descriptive essay.” They will follow the prompt: “Imagine that you are a journalist

for The Massachusetts Gazette in 1770. On March 5, 1770, you have been sent to cover the gathering mob on King Street, in

Boston. Tell us about what happened in the Boston Massacre. Tell us who died, how many died, how it happened. Remember to

use descriptive words. Use the senses (smelling, touching, tasting, seeing, hearing)! ‘Paint us a picture with your words!’

Remember to keep focus in your essay. You are DESCRIBING the situation.” – 25 Minutes

Follow-Up:

• Allow some students to share what they have written. – 20 Minutes (Instructor needs to point out each student’s work and

show where descriptive language was used, as well as where students are getting a descriptive essay is used.)

• Review and reinforce the different parts of the descriptive essay – 15 minutes.


• “Exposition Essay” Assignment from the previous night.





*Image was projected onto Smartboard for students to “describe.” The video gave a live portrayal of it.

Rubric for the Descriptive Essay


Format of Essay

Paragraphs


conclusion

paragraph(s).)






a conclusion.)






conclusion.)






conclusion.)



paragraphs.

Usage of Vivid

Language


accurately uses vivid

language.


partially uses vivid

language.

Student loosely or

briefly uses vivid

language.


vivid language.

Usage of Descriptive

Language


accurately uses

descriptive language.


partially uses


Student loosely or

briefly uses descriptive

language.



Focus/Thesis

Student effectively




thesis statement.

Student adequately




statement.



essay and does so

through an average

thesis statement.



essay.

Mechanics,

Punctuation,

Spelling, etc.



as grammar,


etc.



as grammar,


etc.



as grammar,


etc.


proper mechanics,


spelling, etc.

Length of Essay

1.5 or more pages

1-1.5 pages

1 page

1 page or less

Day 5

Title of today’s lesson: Tell Us a Story: “Narrative Essays”

Overview: Students will learn about the characteristics of a narrative essay. After students learn this, they will write their own

narrative essay. Students will learn about “telling a story” and how to do that through a narrative essay.


• After reading The Crisis, students will write a narrative essay about witnessing, being a victim of social injustice, or vindicated

by an act of social justice. (See Attached Rubric.) (W. 2, W. 9, W. 10)

Anticipated student conceptions or challenges to understanding: Explain the challenges you anticipate students might face in

accomplishing the lesson objectives and how you plan to address these.





Materials/Sources:


• “Narrative Essay” on Purdue Owl - https://owl.english.purdue.edu/owl/resource/685/04/

• Smartboard for Purdue Owl

• Rubric for Narrative essays




• Take up “descriptive essays” from the previous day. – 4 Minutes.

• Breakdown and Introduction of the day – 3 Minutes


Study/Learning:

• Go through “Narrative Essay” Purdue Owl - https://owl.english.purdue.edu/owl/resource/685/04/ (Allow students to copy

this down.) - 20 Minutes

• Ask students about narrative essays that they might see in the “real world.” – 10 Minutes

Culmination:

• Instruct students to get out a sheet of paper. On this sheet they will write a “narrative essay.” They will follow this prompt:

“Today’s prompt will be a little different. I want you to ‘tell us a story’ about a time that you have either witnessed or

experienced social injustice. You also have the option to ‘tell us a story’ about a time that you have been vindicated or seen

someone vindicated by social justice actually happening.” – 30 Minutes

Follow-Up:

• Allow some students to read their work. Point out good examples from students work. – 25 Minutes.

• Review and reinforce the different parts of the narrative essay. – 15 minutes.


• The “Descriptive Essay” assignment from the previous night.




Rubric for Narrative Essay


Format of Essay

Paragraphs


conclusion

paragraph(s).)






a conclusion.)






conclusion.)






conclusion.)



paragraphs.

Presentation of

Narrative

Student effectively

presents their narrative

in an interesting way.

Student adequately

presents their narrative

in an interesting way.

Student loosely presents

their narrative in an

interesting way.


their narrative in an

interesting way.

Usage of vivid language


vivid language.


vivid language.


vivid language.


vivid language.

Focus/Thesis

Student effectively




thesis statement.

Student adequately




statement.



essay and does so

through an average

thesis statement.



essay.

Mechanics,

Punctuation,

Spelling, etc.



as grammar,


etc.



as grammar,


etc.



as grammar,


etc.


proper mechanics,


spelling, etc.

Length of Essay

1.5 or more pages

1-1.5 pages

1 page

1 page or less

Day 6

Title of today’s lesson: Civil Disobedience: How it applies yesterday, today, and for the future.

Overview: This lesson is the introduction into the reading of Civil Disobedience. This will open the door for more conversation in the

civil rights discussion. Students will identify key themes to comprehend the authors intent. This will involve several things like using

context clues and using analyzation of key words and phrases for this comprehension. Students will then use the Frayer Method to

define Civil Disobedience.


• After using the Frayer Method, students will define the phrase “civil disobedience,” and examples that come from the word. (RL.

12.4, L. 12.4d)

• After discussing Civil Disobedience, students will differentiate Civil Disobedience from The Crisis. (RL. 12.9)

• After reading Civil Disobedience, students will identify main themes, key phrases, and key words for comprehension of the

passage and the author’s intent. (RL. 12.1, RL. 12.2)

• Students will recall information from Civil Disobedience as the instructor asks questions of review and reinforcement

throughout the reading of the texts. (RL.12.1, RL. 12.2, RL. 12.4, L. 12.4a)

Anticipated student challenges to understanding: Explain the challenges you anticipate students might face in accomplishing the

lesson objectives and how you plan to address these.

• The main thing that I can see coming, is comprehension of certain words. This is much like the reading of The Crisis, and it will

be wording and interpretation that will mainly be the problem for students. I will solve this by stopping while reading the text

and reiterating and interpretation of Thoreau’s meaning of the text. Behavioral issues will be dealt with by disciplinary action.

Materials/Sources:


• Civil Disobedience by Henry David Thoreau. (Textbook)

• YouTube Video “Civil Disobedience” – BBC Radio 4 – 2:06 https://www.youtube.com/watch?v=elrTpoY6AYQ

• Smartboard for video

• Frayer Method Picture

• Rubrics for Enrichment Projects




• Take up “Narrative Essay” – 3 Minutes.


• New introduction for a new direction in the unit. Tell how we will compare The Crisis and Civil Disobedience at the end of the

week. Talk about how this week we will talk more about the civil rights era. Ask students to collaborate what they think the

phrase “Civil Disobedience” means. Talk about enrichment projects. – 7 Minutes

• YouTube Video “Civil Disobedience” – BBC Radio 4 – 2:06 minutes https://www.youtube.com/watch?v=elrTpoY6AYQ

Study/Learning:

• Hand-out Books – 5 minutes

• Read through Civil Disobedience by Henry David Thoreau (Textbook) (Stop and reiterate, interpret, review, and reinforce what

we are reading. Make sure students are comprehending the text.) – 35-45 Minutes

• During the reading of the text, instructor will give the following questions about the text:

What does Thoreau mean when he says “That government is best which governs least…”?

What does Thoreau think should be a man’s guiding principle?

When Thoreau is talking about not paying poll tax for 6 years, is that a viable option of civil disobedience?

Culmination:

• (Frayer Method) Instruct students to take out a sheet of paper, and to draw a square with four sections and an oval in the

middle. In the oval, write the words Civil Disobedience. Go over how the Frayer Method works for students. Go over the

dictionary definition to help them fill out the first square. Instructor will have picture on the board for students and will help

them fill out the first one. – 10 Minutes

Follow-Up:

• With teacher leading discussion, allow students to talk about their definitions of Civil Disobedience. – 20 Minutes

• Review and emphasize Thoreau’s main points in Civil Disobedience. – 10 Minutes


• “Narrative Essay” assignment from the previous night.



*Image was projected onto the Smartboard. Students copied this model down as we completed it collaboratively.

Rubric for Social Justice Movement Report

This report is very similar assignment to Ms. Kuykendall’s weekly current event response. In this project, you will select a

social justice movement that includes, but not limited to #MeToo, Black Lives Matter, Occupy Wallstreet, etc. (If you have a

question about what constitutes a social justice movement is, please see me.) You will write at least a one-page (minimum)

report on the selected social justice movement and you will explore its origins, mission, it’s present state, and a recent time the

movement has been in the news.

Report Objectives 4 3 2 1

Content regarding movement

origins

(How it began).

The

movement’s

origins are

accurately

reported.

The

movement’s

origins are

partially

reported.

The

movement’s

origins are

briefly

reported.

The movement’s origins are not reported.

Content regarding movement

in recent news.

The report

accurately

reports the

movement in

the recent

news cycle.

The report is

partially

accurate

about

movement in

the recent

news cycle.

The report is

somewhat

accurate

about

movement in

the recent

news cycle.

The report does not accurately report the movement in

the recent news cycle.

Content regarding the mission

of the movement.

Content

accurately

reports the

movement’s

mission.

Content

partially

reports the

movement’s

mission.

Content

briefly

mentions the

movement’s

mission.

Content does not mention the movement’s mission.

Length of Report 1.5 or more

pages

1-1.5 pages 1 page 1 page or less

Rubric for Interview Project

In this project, you will interview a family member or someone you know and you will ask them *10* questions about memories

from the Civil Rights Era. The interviewee can either have direct connection to the movement (apart of protests or aided the

movement, etc.), or they can be witness to the movement from afar off (keeping up with it through television, radio, newspaper,

etc.) Remember, be courteous to the interviewee and send a “thank you note” to them after the interview has taken place. Write

down the answers to the interview questions in order to report the results to the class, as well as evidence for your grade.

Project Objectives

4 3 2 1

Number of Questions

Student

composes

10 Questions

Student

composes

8-9 Questions

Student

composes

6-7 questions

Student composes 4 questions or less.

Question

Contents

Question

contents show

strong

connection to the

Civil Rights Era.

Question

contents show

partial

connection to the

Civil Rights Era.

Question

contents show

some connection

to the Civil

Rights Era.

Question contents do not connect to the Civil Rights Era.

Substance of

Questions

Questions are

substantive, in

which the

interviewee must

elaborate

Questions have

some substance,

in which the

interviewee

gives some

answers.

Questions lack

some substance,

in which the

interviewee

answers briefly

Questions only, require “yes or no” answers

Report to the Class

Student’s report

to the class is 5

minutes and is

clear and

interesting.

Student’s report

to the class is 4

minutes and

conveys interest

but partially

clear.

Student’s report

to the class is 3

minutes and

shows some

interest but

briefly clear.

Student’s report to the class is 2 minutes or less and is

neither interesting or clear.

Day 7

Title of today’s lesson: Civil Disobedience and It’s Inspiration

Overview: Today we will be looking at deeper meanings into Civil Disobedience and some historical context to the text. Students will

identify key content and themes to identify the author’s intent. They will discover some origins and inspiration that led to the texts, and

results that came from the text.


• Students will compare and contrast The Crisis and Civil Disobedience and how they treat social justice issues, especially the issue

of slavery. Most of this will happen through classroom discussion. This will be assessed at the end of the unit. (RL. 12.9)

• After reading Civil Disobedience, students will recall main points and themes from the PowerPoint about Henry Thoreau and

relate his life to the text and to the historical context surrounding Civil Disobedience. (RL. 12.2, RL. 12.4, RL. 12.9)

• Students will compile some of their own thoughts about social justice and civil disobedience and “put it onto paper” by means of

group discussion. Students will write a paragraph about civil disobedience and protests of the past and the present. This will

mainly be for students to keep and have as notes to study for their assessment. (W. 10)



• Challenges will be making the connections of the text, to the life and work of Thoreau. There will also be a difficulty in making a

connection to the Civil Rights Era with Civil Disobedience. I will solve this by reiterating and quoting the text for students to

understand as we are going through the PowerPoint. Much of this problem in comprehension could stem from behavioral

issues, and I will solve that by taking disciplinary action with students.

Materials/Sources:

• PowerPoint for background information on Henry David Thoreau and time surrounding Civil Disobedience.

www.tamut.edu/academics/mperri/AmSoInHis/Civil%20Disobedience.ppt

• Bulletin board “Civil Rights Corner.” (Attached to Document)

• Google maps https://www.google.com/maps






• Breakdown introduction of what we are doing today. – 3 Minutes

Study/Learning:

• PowerPoint of Thoreau and time and origins of Civil Disobedience. (Stop and elaborate on Thoreau, and his life, and the origins of

writing Civil Disobedience.) www.tamut.edu/academics/mperri/AmSoInHis/Civil%20Disobedience.ppt – 25 Minutes

• Look to the “Civil Rights Corner” (bulletin board) and talk about some instances of Civil Rights events in our area, as well as Civil

Disobedience. – 10 Minutes

Culmination:

• Google the triangular shape of Money, Webb, and Charleston about the Civil Rights Trail in Tallahatchie County.


• Rare Video Footage of Historic Alabama 1965 Civil Rights Marches, MLK's Famous Montgomery Speech

https://www.youtube.com/watch?v=CBm48Scju9E – 5:02 Minutes

• Students Conduct A 'Die-In' Outside Of White House To Protest Gun Violence | NBC News

https://www.youtube.com/watch?v=xjdm8jSBIQs – 2 Minutes

Follow-Up:

• Discussion on Students reaction (Instructor be careful with this.). Students will take notes from the conversation. – 20 Minutes

• Review and reiterate the connections of Civil Disobedience, the Civil Rights Era, and the events of the murder and Trial of

Emmett Till in Tallahatchie County. – 20 Minutes






https://www.youtube.com/watch?v=CBm48Scju9E

https://www.youtube.com/watch?v=xjdm8jSBIQs

*This image is of the class bulletin board during the second week of the unit. This is a main point of my unit, especially on Day

7, as the class looks at some inspiration and happenings in Mississippi and abroad, of the Civil Rights Era.

Day 8

Title of today’s lesson: Impact of Civil Disobedience: Dr. MLK Jr.’s Letter from Birmingham Jail

Overview: We will take a look at Dr. Martin Luther King Jr.’s Letter from the Birmingham Jail, an inspiration that stems from Civil

Disobedience.


• After reading Letter from Birmingham Jail, students will be able to identify Dr. King’s intent of the letter by the letter’s

persuasive qualities, as well as main themes, key phrases, and key words for comprehension of the passage. (RL. 12.9)

• Students will compose a handwritten letter in the form of Letter from Birmingham Jail. (See Rubric) (W.2 & W.10)



• Student challenges will be the reading of the text, as well as comprehension of the vocabulary words.

Materials/Sources:

• Excerpt of Dr. MLK Letter from Birmingham City Jail http://teachingamericanhistory.org/library/document/letter-from-

birmingham-city-jail-excerpts/ (Handouts.)

• Checklist/rubric for Handwritten Letter (on the back of Letter from Birmingham Jail)




• Breakdown of what the day consists. – 5 Minutes

Study/Learning:

• Excerpt of Dr. MLK Letter from Birmingham City Jail http://teachingamericanhistory.org/library/document/letter-from-

birmingham-city-jail-excerpts/ - 40-45 Minutes

• Take the time to ask students questions throughout the reading. Specifically ask them:

What is Dr. King referring to when he says “…nonviolent direct-action programs…”?

Do these actions reflect Thoreau’s concept of “Civil Disobedience?”





Why do you think Dr. King is appealing to the clergymen of the different faiths?

Culmination:

• Ask students to flip to the very back of their letter and go over the rubric with students. Talk about what the assignment is

about, it’s length, etc. The prompt for the letter “You are in the shoes of Dr. Martin Luther King Jr. What would you tell the

clergymen, as well as other people reading your letter about what needed to be done? Write a letter about the situation.” – 8

Minutes

Follow-Up:

• Allow students a time to ask questions. Allow time for students to finish in class. Talk about the next day, and why they need to

be familiar with Letter from Birmingham Jail. (Literature Squares the next day.) – Until the end of class



• Student’s handwritten letter due at the end of class.


My Dear Fellow Clergymen,

While confined here in the Birmingham City Jail, I came across your recent statement calling our present activities “unwise and untimely.”

Seldom, if ever, do I pause to answer criticism of my work and ideas … But since I feel that you are men of genuine good will and your criticisms

are sincerely set forth, I would like to answer your statement in what I hope will be patient and reasonable terms.

I think I should give the reason for my being in Birmingham, since you have been influenced by the argument of “outsiders coming in.” I have the

honor of serving as president of the Southern Christian Leadership Conference, an organization operating in every Southern state with

headquarters in Atlanta, Georgia. We have some 85 affiliate organizations all across the South … Several months ago our local affiliate here in

Birmingham invited us to be on call to engage in a nonviolent direct action program if such were deemed necessary. We readily consented.

In any nonviolent campaign there are four basic steps: 1) collection of the facts to determine whether injustices are alive; 2) negotiation; 3) self-

purification; and 4) direct action. We have gone through all of these steps in Birmingham … Birmingham is probably the most thoroughly

segregated city in the United States. Its ugly record of police brutality is known in every section of the country. Its unjust treatment of Negroes in

the courts is a notorious reality. There have been more unsolved bombings of Negro homes and churches in Birmingham than in any city in this

nation. These are the hard, brutal, and unbelievable facts. On the basis of these conditions Negro leaders sought to negotiate with the city

fathers. But the political leaders consistently refused to engage in good faith negotiation.

Then came the opportunity last September to talk with some of the leaders of the economic community. In these negotiating sessions certain

promises were made by the merchants—such as the promise to remove the humiliating racial signs from the stores. On the basis of these

promises Reverend Shuttlesworth and the leaders of the Alabama Christian Movement for Human Rights agreed to call a moratorium on any

type of demonstrations. As the weeks and months unfolded we realized that we were the victims of a broken promise. The signs remained. As in

so many experiences in the past, we were confronted with blasted hopes, and the dark shadow of a deep disappointment settled upon us. So we

had no alternative except that of preparing for direct action, whereby we would present our very bodies as a means of laying our case before the

conscience of the local and national community. We were not unmindful of the difficulties involved. So we decided to go through the process of

self-purification. We started having workshops on nonviolence and repeatedly asked ourselves the questions, “are you able to accept the blows

without retaliating?” “Are you able to endure the ordeals of jail?”

You may well ask, “Why direct action? Why sit-ins, marches, etc.? Isn’t negotiation a better path?” You are exactly right in your call for

negotiation. Indeed, this is the purpose of direct action. Nonviolent direct action seeks to create such a crisis and establish such creative tension

that a community that has constantly refused to negotiate is forced to confront the issue.

My friends, I must say to you that we have not made a single gain in civil rights without legal and nonviolent pressure. History is the long and

tragic story of the fact that privileged groups seldom give up their privileges voluntarily. Individuals may see the moral light and give up their

unjust posture; but as Reinhold Niebuhr has reminded us, groups are more immoral than individuals.

We know through painful experience that freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed. Frankly I

have never yet engaged in a direct action movement that was “well timed,” according to the timetable of those who have not suffered unduly

from the disease of segregation. For years now I have heard the word “Wait!” It rings in the ear of every Negro with a piercing familiarity. This

“wait” has almost always meant “never.” It has been a tranquilizing Thalidomide, relieving the emotional stress for a moment, only to give birth

to an ill-formed infant of frustration. We must come to see with the distinguished jurist of yesterday that “justice too long delayed is justice

denied.” We have waited for more than 340 years for our constitutional and God-given rights. The nations of Asia and Africa are moving with

jetlike speed toward the goal of political independence, and we still creep at horse and buggy pace toward the gaining of a cup of coffee at a

lunch counter.

I guess it is easy for those who have never felt the stinging darts of segregation to say wait. But when you have seen vicious mobs lynch your

mothers and fathers at will and drown your sisters and brothers at whim; when you have seen hate-filled policemen curse, kick, brutalize, and

even kill your black brothers and sisters with impunity; when you see the vast majority of your 20 million Negro brothers smothering in an

airtight cage of poverty in the midst of an affluent society; when you suddenly find your tongue twisted and your speech stammering as you seek

to explain to your six-year-old daughter why she can’t go to the public amusement park that has just been advertised on television, and see the

tears welling up in her little eyes when she is told that Funtown is closed to colored children, and see the depressing clouds of inferiority begin to

form in her little mental sky, and see her begin to distort her little personality by unconsciously developing a bitterness toward white people;

when you have to concoct an answer for a five-year-old son who is asking in agonizing pathos: “Daddy, why do white people treat colored

people so mean?” when you take a cross country drive and find it necessary to sleep night after night in the uncomfortable corners of your

automobile because no motel will accept you; when you are humiliated day in and day out by nagging signs reading “white” men and “colored”

when your first name becomes “nigger” and your middle name becomes “boy” (however old you are) and your last name becomes “John,” and

when your wife and mother are never given the respected title of “Mrs.” when you are harried by day and haunted by night by the fact that you

are a Negro, living constantly at tip-toe stance, never quite knowing what to expect next, and plagued with inner fears and outer resentments;

when you are forever fighting a degenerating sense of “nobodiness”—then you will understand why we find it difficult to wait. There comes a

time when the cup of endurance runs over, and men are no longer willing to be plunged into an abyss of injustice where they experience the

bleakness of corroding despair. I hope, sirs, you can understand our legitimate and unavoidable impatience.

I must make two honest confessions to you, my Christian and Jewish brothers. First, I must confess that over the last few years I have been

gravely disappointed with the white moderate. I have almost reached the regrettable conclusion that the Negro’s great stumbling block in the

stride toward freedom is not the White citizens’ “Councilor” or the Ku Klux Klanner, but the white moderate who is more devoted to “order”

than to justice; who prefers a negative peace which is the absence of tension to a positive peace which is the presence of justice; who constantly

says “I agree with you in the goal you seek, but I can’t agree with your methods of direst action” who paternistically feels that he can set the

timetable for another man’s freedom; who lives by the myth of time and who constantly advises the Negro to wait until a “more convenient

season.” Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will. Lukewarm

acceptance is much more bewildering than outright rejection.

You spoke of our activity in Birmingham as extreme. At first I was rather disappointed that fellow clergymen would see my nonviolent efforts as

those of an extremist. I started thinking about the fact that I stand in the middle of two opposing forces in the Negro community. One is a force

of complacency made up of Negroes who, as a result of long years of oppression, have been so completely drained of self-respect and a sense of

“somebodiness” that they have adjusted to segregation, and a few Negroes in the middle class who, because of a degree of academic and

economic security, and at points they profit from segregation, have unconsciously become insensitive to the problems of the masses. The other

force is one of bitterness and hatred and comes perilously close to advocating violence. It is expressed in the various black nationalist groups

that are springing up over the nation, the largest and best known being Elijah Muhammad’s Muslim movement. This movement is nourished by

the contemporary frustration over the continued existence of racial discrimination. It is made up of people who have lost faith in America, who

have absolutely repudiated Christianity, and who have concluded that the white man in an incurable “devil.”

The Negro has many pent-up resentments and latent frustrations. He has to get them out. So let him march sometime; let him have his prayer

pilgrimages to the city hall; understand why he must have sit-ins and freedom rides. If his repressed emotions do not come out in these

nonviolent ways, they will come out in ominous expressions of violence. This is not a threat; it is a fact of history. So I have not said to my

people, “Get rid of your discontent.” But I have tried to say that this normal and healthy discontent can be channeled through the creative outlet

of nonviolent direct action.

In spite of my shattered dreams of the past, I came to Birmingham with the hope that the white religious leadership in the community would see

the justice of our cause and, with deep moral concern, serve as the channel through which our just grievances could get to the power structure. I

had hoped that each of you would understand. But again I have been disappointed. I have heard numerous religious leaders of the South call

upon their worshippers to comply with a desegregation decision because it is the law, but I have longed to hear white ministers say follow this

decree because integration is morally right and the Negro is your brother. In the midst of blatant injustices inflicted upon the Negro, I have

watched white churches stand on the sideline and merely mouth pious irrelevancies and sanctimonious trivialities. In the midst of a mighty

struggle to rid our nation of racial and economic injustice, I have heard so many ministers say, “Those are social issues with which the Gospel has

no real concern,” and I have watched so many churches commit themselves to a completely other-worldly religion which made a strange

distinction between body and soul, the sacred and the secular.

I hope this letter finds you strong in the faith. I also hope that circumstances will soon make it possible for me to meet each of you, not as an

integrationist or a civil rights leader, but as a fellow clergyman and a Christian brother. Let us all hope that the dark clouds of racial prejudice will

soon pass away and the deep fog of misunderstanding will be lifted from our fear-drenched communities and in some not too distant tomorrow

the radiant stars of love and brotherhood will shine over our great nation with all of their scintillating beauty.

Yours for the cause of Peace and Brotherhood,

M. L. King, Jr.

Rubric for Letter

Student has used all proper

parts to the letter, heading,

date, greeting, body, closing,

and signature.

/2

Student has presented the

letter with neat handwriting

and is neatly formatted.

/2

Student has used correct

spelling, punctuation, and

grammar.

/2

Student has correctly

addressed their audience. They

keep the audience in mind as

they have written their letter.

(Audience will be the clergy

of Alabama.)

/2

Student has used language that

persuades the reader to join

their cause, or the student has

inspired people to respond to

the letter.

/2

Final Rubric Grade

/10

Day 9

Title of today’s lesson: A closer look at Civil Disobedience: Dr. MLK’s Letter from the Birmingham Jail- Literature Squares

Overview: Today will be a group day collaboration. Students will be working in Literature Squares. In these Squares, students will

collaborate on key words, phrases and use resources to define words that may not be comprehended. An opportunity for leadership

among students will be given.


• After collaboration in the literary groups, students will identify particular vocabulary words that may be difficult or

misunderstood and defining them with resources. (SL. 1 & L. 12.4d)

• After collaboration in the literary groups, students will interpret passages that may be not be comprehended among group

members. (SL. 1 & RL. 12.2 & RL. 12.4)

• During the literary groups, students will provide leadership among the group and work collaboratively with others. (SL. 1)



• Inarguably, the greatest challenge on this day will be staying on task, focus, and behavioral issues. I will solve these issues with

guidelines and walking around the groups and keeping students on text.

Materials/Sources:

• Literature Squares Handout Packet http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-

getting-started-19.html?tab=3#tabs

• Smartboard

• Guidelines for the Literature Squares

Procedures (include time in minutes): Desks will already be put into squares when students come into class.



• Breakdown of today’s lesson. Explain how the literature squares will be functioning for students. – 3 Minutes



• Disperse student packet and books and elaborate on group work. Let students know what each job in their group is supposed to

be. Instructor will have guidelines on the smartboard – 10 Minutes

Study/Learning:

• Students will begin working with the text. – 45- 50 Minutes.

Culmination:

• As a class, go over each group’s answers that they got for each text. (Take special time to connect which words that groups

picked out the most on vocabulary.) – 20 Minutes

Follow-Up:

• Students will answer general questions about the group work from instructor. Take into account what each group did in group

work. Let students have leadership and present their information from their group – 10 Minutes – Until the end of class.



• Groups will turn in their group work.


Literature Square Guidelines

1. Each person in the Literature Square group should have a job.

2. Each person in the group should do their job. Your group will be graded on every person’s

participation. (Trust me, I WILL know who did the work.)

3. Everyone should take about 15 minutes to complete their role individually. (This shouldn’t

require much talking.) After this individual work, groups will ask for me to come around and

review everyone’s work to ensure they are ready for discussion.

4. Once in discussion, it is up to the checker and the discussion leader to make sure everyone gets

ample time for their work to be discussed. Go in a clockwise rotation in your group discussion.

EVERYONE SHOULD STAY ON TASK.

5. When you are finished with the discussion, staple your work in this order: Discussion leader,

Checker, Vocabulary Enricher, Literary Luminary.

*This was projected onto Smartboard so students could remember instructions. This also

helped instructor so students could refer to board instead of asking questions.

Day 10

Title of today’s lesson: Venn Diagram, Posttest, and Close of the Unit

Overview: Today we will close the Unit by comparing and contrasting The Crisis and Civil Disobedience. Students will also take the

Posttest (same as pretest) to measure what they have learned throughout the unit.


• Students will compare and contrast different social justice issues, as well as time period issues as a class discussion using a Venn

Diagram. Students will be able to differentiate the difference of how the different time periods treat social justice issues. (SL. 1,

RL. 12.9)

• After reading The Crisis and Civil Disobedience, students will complete and pass a formal assessment at a score of 75%.



• Today, I think there will be a challenge of students being able to differentiate information from the different texts. I think it will

help with the simple fact that students will be doing this collaboratively. With that can come behavioral issues, and I will use

disciplinary action for students to get students back to focus.

Materials/Sources:

• Venn Diagram

• Textbook

• Posttest (same as pretest)

• Markerboard

• Smartboard




• Take up enrichment project. Allow students who did the interview project to present their projects. – 15 minutes

• Talk about the day, and the end of the Unit. - 10 Minutes

Study/Learning:

• Project a Venn Diagram on either the smartboard. Get student input on how The Crisis and Civil Disobedience are alike, and how

they are different. – 30-40 Minutes

Culmination:

• Posttest – 20 Minutes

Follow-Up:

• Get student feedback on the Unit. Ask them to pull out a clean sheet of paper, and write down what they liked, what they didn ’t

like about the unit. – 10 Minutes.



• Enrichment projects

• Posttest


*Image of Venn Diagram projected onto board so class will work on it as a group discussion.

Pre/Post - Test on The Crisis and Civil Disobedience

1. Who was the author of The Crisis?

2. Who was the author of Civil Disobedience?

3. When you think of the word “crisis,” what comes to your mind? What is the definition of the word? What is an example of a

“crisis?” What is a characteristic of a “crisis?” What is NOT an example a “crisis?” Give one example of each.

4. When you think of the words “civil disobedience,” what comes to your mind? What is the definition of “civil disobedience?

What is a characteristic of “civil disobedience?” What is NOT an example of “civil disobedience?” Give one example of each.

5. Who was inspired by Civil Disobedience and what did this person author?

6. Give one example of a social justice issue. (Specifically name a movement that is presently pushing an agenda of a social

justice issue.)

7. Make two main comparisons of The Crisis and Civil Disobedience? How are the two texts alike? How do they treat issues the

same way? For example, how do the two texts treat the concept of “fighting for what you believe in?”

8. Make two main contrasts of The Crisis and Civil Disobedience? How are the two texts different? How do the texts treat the

idea of “disobedience?” Write a paragraph presenting points in how the texts differ on the things we discussed in class.

9. When Thomas Paine writes the words “These are the times that try men’s souls…” what time period is he talking about? What

is his meaning behind these words? How were those times difficult?

10. Look at the first line of Civil Disobedience:

“I heartily accept the motto, "That government is best which governs least"; and I should like to see it

acted up to more rapidly and systematically. Carried out, it finally amounts to this, which also I

believe- "That government is best which governs not at all"; and when men are prepared for it, that

will be the kind of government which they will have.”

What is Henry David Thoreau’s point when he writes these words? Is he suggesting that government either runs everything or

nothing? Is he advocating for less government or more government? How does this work out with social justice? Can it be

legislated? Explain your answer.

11. Did Thoreau commit an act of civil disobedience when he didn’t pay poll taxes for 6 years? Explain why he did or did not

commit an act of civil disobedience? (Hint: Remember the definition of “civil disobedience.”)

the crisis & civil disobedience & different genres of …...essay on the topic of social...

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