Explain Martin Luther King, Jr.’s concept of nonviolent resistance and the role of civil disobedience within it.
Articulate the primary concerns of the Alabama clergymen who rejected King’s intervention in Birmingham’s racial conflicts in 1963.
Describe how King defended his nonviolent campaign to the Alabama clergymen.
Explain why the president of the National Baptist Convention, Joseph H. Jackson, thought King’s protest methods were unproductive and un-American, and articulate the alternatives he recommended to secure civil rights for black Americans.
Evaluate the merits of the argument on both sides of the debate and decide which view could best secure civil rights for black Americans.
Students will use research to create announcements to share with the school throughout Black History Month. Students educate themselves and their peers to the contributions of African Americans.
Students locate information about the life and research of African American botanist George Washington Carver.
Students identify how Carver’s knowledge of botany contributed to improvement of farming practices and introduction of new products made from peanuts and sweet potatoes.
Students organize their findings into a visual presentation that highlights Carver’s research and accomplishments.
Students read and respond to poems by Langston Hughes, identifying structures and sound techniques (e.g., rhyme, rhythm, meter, alliteration).
Children write their own poems to demonstrate their understanding of poetic structures and ability to use techniques similar to those employed by Hughes.
Students add visual dimension to their poems with creative art materials.
Students research information about important leaders of African descent such as Daurene Lewis, the first female African Canadian to be elected mayor in North America.
Students recognize the many contributions of international Black leaders.
Students design a poster depicting highlights of the honored person?s achievements.
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