Competency: Provide a
concrete example of how knowledge can influence a leader and the course of
Linked Core Abilities:
Take responsibility for your actions and choices
Do your share as a good citizen in your school, community, country and the
1. PARTICIPATE in
learning warm-up activities. Watch the below video and ask the student if what
Martin Luther King, Jr. would say today about the Iraq War if he were still
To start the audio message,
please double-click the play button in the left hand corner.
2. REVIEW Lesson
a. Describe how
Martin Luther King, Jr. made our world a better one.
b. Evaluate Martin Luther King, Jr.'s
message of nonviolence.
c. Explain how Martin Luther King, Jr.ís
work is continuing to influence thinking today.
3. REVIEW Key Words.
Define key word:
boycott, fellowship, reconciliation, and segregation.
4. COMPLETE exercises to
assess understanding of Key Words.
Ask the class leader to
write the key words for the day on the board. The class leader then calls upon
students for the correct definitions. The class leader can also test for understanding
by asking students to use key words in a sentence.
5. PARTICIPATE in a
lecture/discussion of the lesson.
When a student is
prepared to teach the class, have a student lead the class. In situations where
only the instructor is qualified to lead the class, engage the students in a
discussion of the material. Techniques such as having the students read a
paragraph with opportunities to discuss what was read are recommended.
6. COMPLETE practice
exercises to assess understanding lesson concepts.
GROUP ACTIVITY -- Help
students learn about the life and work of Martin Luther King, Jr. with a jigsaw
The student class leader (previously selected
by the instructor) divides the class into 5 person jigsaw groups.
The group leader selects one student in each group as the group leader.
Segment the lesson into 5 parts. Students learn about
Martin Luther King, Jr. by
dividing the lesson into stand-alone segments on: (1) His childhood, (2)
His family life, (3) His worldwide speaking for justice,
(4) His failures, and (5) His successes.
The group leader assigns students in the group to one of the 5 segments. The
group leader also is responsible for a segment.
Students are given time to read their segment and outline key points.
Students leave their jigsaw group for 20 minutes to meet with other students
sharing their same segment assignment. Students discuss the main points of their
segment and prepare to report back to their jigsaw group.
Students return to their jigsaw groups.
Jigsaw group leaders facilitate having students present her or his segment
to the group. The group leader also encourages group members to ask questions.
The class instructor observing each group, assists when group leaders need
7. PARTICIPATE in a
summary of the lesson (Lesson Review)
1. Why did Martin Luther
King, Jr. promote nonviolence?
2. Why did the FBI
listen to his personal phone calls and conversations?
3. What sort of
discrimination did he fight against?
4. Explain the
importance of the civil rights movement.