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 1960’s?

Subject / Course:

Civil Rights/ United States History

Grade:

11

Lesson Duration:

55 minuets

Content Learning Objective (content and product):

After doing a 6 minute warm­up, watching a 2 minute video on “Stokely Carmichael” from 
History.com, reading an interview and text of a Stokely Carmichael speech in 1966, and receiving a
short lecture, students will be able to complete an evidence and interpretation worksheet by 
providing an answer and a piece evidence for the speaker, audience, occasion, reason, and 
significance of the primary source with 100% accuracy. 
Historical Thinking Learning Objective (thinking skill and product):

Students will be able to grasp that the process of history is interpreting evidence. Through the close
analysis of available sources, inquiry questions, and knowledge of the context of the sources, 
students will be able to efficiently approach documents regarding Stokely Carmichael’s 
involvement and views, along with the main idea of Black Power and Civil Rights in the 1960s. 
Historical Thinking Skill, California Content, and Common Core Standards Addressed:

Thinking Skill: Evidence and Interpretation 
California Content Standard: 11.10 Students analyze the development of federal civil rights and 
voting rights. 11.11 Students analyze the major social problems and domestic policy issues in 
contemporary American society.
Common Core: 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: From Stokely Carmichael to Kwame Ture” by: 
Charlie Cobb b) Carmichael speech: “Black Power Address at UC Berkeley” 1966 (20 min)
4. Evidence and Interpretation Worksheet (15 min)
5. Mini Lecture (7 min)
6. Reflection/ Closure (5 min)

Materials / Equipment:

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Jasmine Harrison
1. “Stokely Carmichael” Video
2. Interview document and Carmichael speech as a primary source for readings
3. Evidence and Interpretation Worksheet
4. PowerPoint of lesson 

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 Carmichael’s 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:

In the beginning of the class, students will individually do the warm­up, which will give them the 
skills to interpret evidence from the images and connect themes of segregation to the significance 
of Stokely Carmichael’s involvement in the Civil Rights movement. After the warm­up, the 
students will get a preview of Carmichael’s character and ideas by watching a 2­minute video on 
one of his speeches in the 60s. Sequentially, the students will partake in a Think­Pair­Share activity
while reading both “Revolution: From Stokely Carmichael to Kwame Ture” and the primary 
source, “Black Power Address at UC Berkeley.” Students will not only read and discuss the 
documents together but will also take notes and annotate the readings to be better informed of the 
relevance, accuracy, and quality of the sources cited. After the readings, students will complete a 
primary source investigation worksheet to effectively consider bias, 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
Carmichael’s 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. Read the two documents in Think­Pair­Share partners 
2. Annotate the readings
Students will be active in the lesson by reading the documents and completing the primary source 
investigation worksheet using the “Black Power Address at UC Berkeley” speech to analyze the 
speaker, audience, occasion, reason, and significance of Stokely Carmichael’s views on Black 
Power. 
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Jasmine Harrison
5. Lesson Assessment (w/ differentiation)

Time: 15 min

The primary source investigation (evidence and interpretation) worksheet allows for students to 
consider the bias of a significant agent of the Civil Rights. Students will answer each box according
to the sections: Speaker, Occasion, Audience, Reason, and Significance. Students will then provide 
at least one piece of evidence to support their answers. Finally, students will answer the reflection 
question so they may think deeper about Stokely Carmichael, Black Power, and Civil Rights. 
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

The class will come together during the last 5 minutes of class and will discuss what they have 
learned about Stokely Carmichael and an important, yet partial aspect of the Civil Rights. They will
look at this lesson as a preview to a larger part of the unit as they will sequentially learn about other
movements and agents of the Civil Rights. This will also be the time for any questions they may 
have to be answered or clarified.  
7. Student Reflection (metacognition)

Time:

The most effective approach to reflection outside of the classroom would to be for students to write
a one to two paragraph response to make further interpretations on the Civil Rights movements. 
They will be required to write about what Black Power means to them and if other actors in the 
movement agreed or challenged Carmichael’s approach.  

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