Martin Luther King, Jr., and the Power of Nonviolence
http://edsitement.neh.gov/view_lesson_plan.asp?id=326
A lesson plan for grades 6–8 English Language Arts and Social Studies
This lesson introduces students to Martin Luther King, Jr.’s philosophy of nonviolence and the teachings of Mohandas K. Gandhi that influenced King’s views. After considering the political impact of this philosophy, students explore its relevance to personal life.
The goals of this lesson plan are:
- to examine the philosophy of nonviolence developed by Martin Luther King, Jr.
- to consider how this philosophy translated into practice during the Civil Rights Movement
- to explore the relationship between King’s teachings on nonviolence and those of Mohandas K. Gandhi
- to reflect on the relevance of nonviolence to one’s personal conduct in everyday life
North Carolina Curriculum Alignment
English Language Arts (2004)
Grade 6
- Goal 3: The learner will examine the foundations of argument.
- Objective 3.01: Explore argumentative works that are read, heard, and/or viewed by:
- monitoring comprehension for understanding what is read, heard, and/or viewed.
- analyzing the characteristics of argumentative works.
- determining the importance of author's word choice and focus.
- summarizing the author's purpose and stance.
- making connections between works, self and related topics.
- drawing inferences.
- responding to public documents (such as but not limited to editorials and school and community policies).
- distinguishing between fact and opinion.
- Objective 3.01: Explore argumentative works that are read, heard, and/or viewed by:
Grade 7
- Goal 3: The learner will refine the understanding and use of argument.
- Objective 3.01: Analyze a variety of public documents that establish a position or point of view by:
- monitoring comprehension for understanding of what is read, heard and /or viewed.
- identifying the arguments and positions stated or implied and the evidence used to support them.
- recognizing bias, emotional factors, and/or semantic slanting.
- examining the effectiveness of style, tone, and use of language.
- summarizing the author's purpose and stance.
- examining the importance and impact of establishing a position or point-of-view.
- making connections between works, self and related topics.
- drawing inferences.
- responding to public documents (such as but not limited to editorials, reviews, local/state/national policies/issues).
- Objective 3.01: Analyze a variety of public documents that establish a position or point of view by:
Grade 8
- Goal 3: The learner will continue to refine the understanding and use of argument.
- Objective 3.01: Explore and evaluate argumentative works that are read, heard and/or viewed by:
- monitoring comprehension for understanding of what is read, heard and/or viewed.
- analyzing the work by identifying the arguments and positions stated or implied and the evidence used to support them.
- identifying the social context of the argument.
- recognizing the effects of bias, emotional factors, and/or semantic slanting.
- comparing the argument and counter-argument presented.
- identifying/evaluating the effectiveness of tone, style, and use of language.
- evaluating the author's purpose and stance
- making connections between works, self and related topics.
- responding to public documents (such as but not limited to editorials, reviews, local, state, and national policies/issues including those with a historical context).
- Objective 3.01: Explore and evaluate argumentative works that are read, heard and/or viewed by:
Social Studies (2003)
Grade 7
- Goal 8: The learner will assess the influence and contributions of individuals and cultural groups in Africa, Asia, and Australia.
- Objective 8.01: Describe the role of key historical figures and evaluate their impact on past and present societies in Africa, Asia, and Australia.
