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Jasmine Harrison

Lesson Title:

Stokely Carmichael and Black Power

Date:

Unit Central Historical


Question(s):

What were the major social problems and domestic policy issues that led to
the Civil Rights movement in America during the 1960s?

Subject / Course:

Civil Rights/ United States History

Grade:

11

Lesson Duration:

55 minuets

Content Learning Objective (content and product):

Afterdoinga6minutewarmup,watchinga2minutevideoonStokelyCarmichaelfrom
History.com,readinganinterviewandtextofaStokelyCarmichaelspeechin1966,andreceivinga
shortlecture,studentswillbeabletocompleteanevidenceandinterpretationworksheetby
providingananswerandapieceevidenceforthespeaker,audience,occasion,reason,and
significanceoftheprimarysourcewith100%accuracy.
Historical Thinking Learning Objective (thinking skill and product):

Studentswillbeabletograspthattheprocessofhistoryisinterpretingevidence.Throughtheclose
analysisofavailablesources,inquiryquestions,andknowledgeofthecontextofthesources,
studentswillbeabletoefficientlyapproachdocumentsregardingStokelyCarmichaels
involvementandviews,alongwiththemainideaofBlackPowerandCivilRightsinthe1960s.
Historical Thinking Skill, California Content, and Common Core Standards Addressed:

ThinkingSkill:EvidenceandInterpretation
CaliforniaContentStandard:11.10Studentsanalyzethedevelopmentoffederalcivilrightsand
votingrights.11.11Studentsanalyzethemajorsocialproblemsanddomesticpolicyissuesin
contemporaryAmericansociety.
CommonCore:R.H.1 Reading Standards for Literacy in History/Social Science grades 6-12
Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
R.H.6 Reading Standards for Literacy in History/Social Science grades 6-12 Assess how point of
view or purpose shapes the content and style of a text.
W.H.1 Writing Standards for Literacy in History/Social Science grades 6-12
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning
and relevant and sufficient evidence.
Narrative Summary of Tasks / Actions:

1. Warm-up (6 min)
2. Stokely Carmichael History.com Video (2 min)
3. Readings: a. Carmichael interview Revolution:FromStokelyCarmichaeltoKwameTureby:
CharlieCobbb)Carmichaelspeech:BlackPowerAddressatUCBerkeley1966(20min)
4. Evidence and Interpretation Worksheet (15 min)
5. Mini Lecture (7 min)
6. Reflection/ Closure (5 min)

Materials / Equipment:

Jasmine Harrison
1.StokelyCarmichaelVideo
2.InterviewdocumentandCarmichaelspeechasaprimarysourceforreadings
3.EvidenceandInterpretationWorksheet
4.PowerPointoflesson

Inquiry-Based Lesson Plan for History-Social Science


1. Anticipatory Set

Time: 6 min

The warm-up consists of two images on racial segregation in America in the 60s (one of segregated
water fountains, the other of separate seating on the bus) What do these images tell you about
America in the 1960s? Write down two to three sentences describing your thoughts.

2. Central Historical Question for Lesson

Time:

What were Stokely Carmichaels views on the Civil Rights in 1966? How does his views illustrate
the significance of Black Nationalism in America?

3. Teacher Input (delivery of historical context)

Time:

Inthebeginningoftheclass,studentswillindividuallydothewarmup,whichwillgivethemthe
skillstointerpretevidencefromtheimagesandconnectthemesofsegregationtothesignificance
ofStokelyCarmichaelsinvolvementintheCivilRightsmovement.Afterthewarmup,the
studentswillgetapreviewofCarmichaelscharacterandideasbywatchinga2minutevideoon
oneofhisspeechesinthe60s.Sequentially,thestudentswillpartakeinaThinkPairShareactivity
whilereadingbothRevolution:FromStokelyCarmichaeltoKwameTureandtheprimary
source,BlackPowerAddressatUCBerkeley.Studentswillnotonlyreadanddiscussthe
documentstogetherbutwillalsotakenotesandannotatethereadingstobebetterinformedofthe
relevance,accuracy,andqualityofthesourcescited.Afterthereadings,studentswillcompletea
primarysourceinvestigationworksheettoeffectivelyconsiderbias, audience, reason, and occasion
as well as identify main ideas of the documents and it relevance to the Civil Rights unit. At the end
of class, I will introduce the history of the Civil Rights and make connections to Stokely
Carmichaels role during the period through a mini lecture. This will be followed by a reflection/
discussion on the importance of the lesson.

4. Student Activity and Investigation (w/


differentiation)

Time: 20 min

1.ReadthetwodocumentsinThinkPairSharepartners
2.Annotatethereadings
Studentswillbeactiveinthelessonbyreadingthedocumentsandcompletingtheprimarysource
investigationworksheetusingtheBlackPowerAddressatUCBerkeleyspeechtoanalyzethe
speaker,audience,occasion,reason,andsignificanceofStokelyCarmichaelsviewsonBlack
Power.
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Jasmine Harrison
5. Lesson Assessment (w/ differentiation)

Time: 15 min

Theprimarysourceinvestigation(evidenceandinterpretation)worksheetallowsforstudentsto
considerthebiasofasignificantagentoftheCivilRights.Studentswillanswereachboxaccording
tothesections:Speaker,Occasion,Audience,Reason,andSignificance.Studentswillthenprovide
atleastonepieceofevidencetosupporttheiranswers.Finally,studentswillanswerthereflection
questionsotheymaythinkdeeperaboutStokelyCarmichael,BlackPower,andCivilRights.
Students may use the film and the Stokely interview to provide more background for the
worksheet. They will complete this with their Think-Pair-Share partner.

6. Closure

Time: 5 min

Theclasswillcometogetherduringthelast5minutesofclassandwilldiscusswhattheyhave
learnedaboutStokelyCarmichaelandanimportant,yetpartialaspectoftheCivilRights.Theywill
lookatthislessonasapreviewtoalargerpartoftheunitastheywillsequentiallylearnaboutother
movementsandagentsoftheCivilRights.Thiswillalsobethetimeforanyquestionstheymay
havetobeansweredorclarified.
7. Student Reflection (metacognition)

Time:

Themosteffectiveapproachtoreflectionoutsideoftheclassroomwouldtobeforstudentstowrite
aonetotwoparagraphresponsetomakefurtherinterpretationsontheCivilRightsmovements.
TheywillberequiredtowriteaboutwhatBlackPowermeanstothemandifotheractorsinthe
movementagreedorchallengedCarmichaelsapproach.