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Butler Lesson 2 Civil Rights Integrative Interaction

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This two-day unit focuses on teaching 7th grade students about the power of non-violence through examining Gandhi and MLK Jr.'s philosophies and movements. On day one, students will read an article comparing Gandhi and King, discussing the cartoon, and analyzing their influences. Day two involves discussing religious influences on Gandhi and King, comparing their promotion of non-violence, and having students share real-life examples of non-violent situations. The unit aims to help students transfer this knowledge to a future speech about MLK Jr. and non-violence. Formative assessment includes class discussion, while the summative assessment is the later speech.

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Butler Lesson 2 Civil Rights Integrative Interaction

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78 views2 pages
This two-day unit focuses on teaching 7th grade students about the power of non-violence through examining Gandhi and MLK Jr.'s philosophies and movements. On day one, students will read an article comparing Gandhi and King, discussing the cartoon, and analyzing their influences. Day two involves discussing religious influences on Gandhi and King, comparing their promotion of non-violence, and having students share real-life examples of non-violent situations. The unit aims to help students transfer this knowledge to a future speech about MLK Jr. and non-violence. Formative assessment includes class discussion, while the summative assessment is the later speech.

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butler lesson 2 civil rights integrative interaction

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This two-day unit focuses on teaching 7th grade students about the power of non-violence through examining Gandhi and MLK Jr.'s philosophies and movements. On day one, students will read an article comparing Gandhi and King, discussing the cartoon, and analyzing their influences. Day two involves discussing religious influences on Gandhi and King, comparing their promotion of non-violence, and having students share real-life examples of non-violent situations. The unit aims to help students transfer this knowledge to a future speech about MLK Jr. and non-violence. Formative assessment includes class discussion, while the summative assessment is the later speech.

Copyright:

© All Rights Reserved
Download as DOC, PDF, TXT or read online from Scribd
Download as doc, pdf, or txt
78 views2 pages

Butler Lesson 2 Civil Rights Integrative Interaction

Uploaded by

api-300135118
This two-day unit focuses on teaching 7th grade students about the power of non-violence through examining Gandhi and MLK Jr.'s philosophies and movements. On day one, students will read an article comparing Gandhi and King, discussing the cartoon, and analyzing their influences. Day two involves discussing religious influences on Gandhi and King, comparing their promotion of non-violence, and having students share real-life examples of non-violent situations. The unit aims to help students transfer this knowledge to a future speech about MLK Jr. and non-violence. Formative assessment includes class discussion, while the summative assessment is the later speech.

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LTM SPE 612

NAME:
***Unit Title: Power of Non-Violence
Grade level: 7th
Length of unit: 2 days (50 min each day)
Stage 1 Desired Results
***Standards:

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and


secondary sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source distinct from prior knowledge or
opinions.
CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an authors point of view or
purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs,
videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
***Essential questions/big ideas:
- How did MLK Jr. effectively
demonstrate Gandhis
teachings? How are Gandhi
and MLK Jr.s ideas still alive
today? Did their ideas ever
truly die with them?
- How does MLK Jr.;s non-violent
movement compare and
contrast with Gandhis?
Student objectives (outcomes):
Students will be able to:

Topical questions:
- How did Gandhi show his silent protests?
- How did MLK Jr. demonstrate his knowledge of
Gandhi in his protests?
- What was the impact of MLK Jr.s way of
protesting?

1. state the difference between violent and non-violent protests and the pros/cons of each.
2. read two articles and state the similarities.
Formative assessment
-

Stage 2 Assessment Evidence


***Summative assessment

Students will be able to transfer information from this


lesson into their next lesson on Martin Luther King Jr. and
the works of his life. The end of the unit, they will be
working on a speech of their own using MLK Jr as a
reference.
Stage 3 Learning Plan
***Learning Activities/Procedure:
Day 1
1. Explain to the class about civil rights and MLK. Discuss prior knowledge and why he is an
important man in this cause.
2. Hand out in class reading assignment http://asiasociety.org/files/gandhi-king.pdf

3. Read through the handout with the class as a whole.


4. Discuss what the text went over.
5. Have the students split into groups and discuss the cartoonists idea behind the picture.
Day 2
1.Discuss what we read the day before in class about MLK Jr and Gandhi and the influences they
had in both their lives.
2. Have students break into small groups to discuss each of their religious backgrounds and how
it helped shape their lives and Briefly discuss each ones religious background. How are their
religious philosophies similar to one anothers? (Consider Ahimsa, nonviolence, love thy
neighbor, turn the other cheek, etc.)? What similar values do they promote that may have
caused them to be influenced by each others tactics?
Students will break into groups and come up with real life events that they have chosen to take
the non-violent route or if they cant think of one reflect on instances where they had a violent
situation that could have possibly turned into a non-violent situation.
Have group get back together as a class and share with everyone.
At the end of class inform the students on the next big project coming up.

Materials:
http://asiasociety.org/files/gandhi-king.pdf
_____________________________________________________________
Motivation/hook:
- Explain to the class what we will be learning and the end project.
- Reading as a class so that everyone can pay attention.
_____________________________________________________________
Differentiation/Adaptations:
Break kids up into different groups, placing high end learners in the same group as low level
learners and encourage everyone take a turn to comment on the text.
Academic Language:
- Civil rights
- Non-violent protests
-

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