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Target student group

The target group will be U.S. History High School students. This is due to the reading and the need for the students to create inferences from the context.

Lesson context

The lesson will be about the Civil Rights Movement, specifically about Dr. Martin Luther King Jr. The students will use the context of the “Eulogy for the Martyred Children”, the photo of Dr. King at Washington, and then “I Have a Dream”. The students will go through the lesson about the Civil Rights Leaders. Dr. King will be the focus of the students after the lecture on Nearpod.

As a side note, the “I Have a Dream” speech was inspired by Mahalia Jackson who shouted to him “tell them about the dream, Martin. Tell them about the dream” during his speech at the National Mall in Washington D.C… Dr. King begins to change from his prewritten speech to the famous “I Have a Dream” with “And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream…”.

Nearpod Link: https://share.nearpod.com/7Lk6SQRB2ab

Three historical documents with the close reading prompts:

1. “Eulogy for Martyred Children” (Citation: King, Martin Luther, Jr., 1929-1968. A Testament of Hope: the Essential Writings of Martin Luther King, Jr. San Francisco: HarperSanFrancisco, 1991.)
2. Photograph of Dr. Martin Luther King Jr. addressing the crowd during the 1957 Prayer Pilgrimage for Freedom in Washington, D.C. Source
3. I Have a Dream (Citation: King, Martin Luther, Jr., 1929-1968. A Testament of Hope: the Essential Writings of Martin Luther King, Jr. San Francisco: HarperSanFrancisco, 1991.)

The reading Prompts will be (respective to the reading):

Key Concepts:

-Who created the document?

-What’s their point of view/purpose?

-How did the text say it?

-How does it reflect its historic time period?

What Does this Photo Tell Me?

-Write down what you think the photo is showing you

What does this text mean to me?

-Share with your partner: The author is trying to convince me of (______). I do (or don’t) trust this document because (_______).

“Teacher’s guide” to what you would expect for student answers.

Key Concepts:

-Who created the document?

Martin Luther King Jr.

-What’s their point of view/purpose?

Their point of view is that the death of the four little girls at the 16th St. Baptist Church in Alabama are now martyrs. They are being used as a call to continue to fight for justice since their killers were men in the KKK.

-How does it reflect its historic time period?

This reflected the Civil Rights Movement because the church was used as a common meeting location for civil rights leaders. It also reflected the level of violence that White Americans used to Black/ African Americans.

What Does this Photo Tell Me?

-Write down what you think the photo is showing you

The students could talk about the U.S. flag, the number of people present, who the man is, the location of this photo.

What does this text mean to me?

-Share with your partner: The author is trying to convince me of (______). I do (or don’t) trust this document because (_______).

The students could share that the author is trying to convince them of a dream, equal rights. They can share their personal opinion about the text as well.

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Audience

This will be intended for the students. Students are getting more acclimated to using Google Classrooms everyday (for those that use it). However, for students whose school switches platform to Google will be able to understand how to use one of its most important functions in Google Classroom, turning in assignments.

Lots of students may struggle with using Google Classroom for the first time. Rather than having to tell each student how or presenting it at the beginning of the school year and then having students forget a few days later, this video will have able to be played back. This would be used as a great tool for students review, catch-up, play back at their own speed, and even read the caption in case they did not understand.

The video has closed captioning for students who are English Language Learners, Deaf/ Hard at Hearing.

Screen Capture Platform: Zoom

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Target Audience and Setting

The target for this lesson is for students from 9th to 11th grades. The purpose of this target is since high school students tend to take courses such as 20th Century History, U.S. History, and A.P U.S. History. However, younger students can learn about the annexation of Hawai’i as well.

Content

The annexations of Hawai’i will go along the topic of U.S. Expansionism during the 19th century to 20th Century. Students need to be learning about this topic because Hawai’i is often overlooked as a cultural nation and considered more of a vacation spot. Even when tourists go to a lū’au, they would not take the time to learn about the Hawai’ian culture and why it is they can experience this. Hawai’i is rich with culture and the United States had a big presence in overtaking Hawai’i’s sovereignty for their gains. Therefore, giving students the context of a recent moment in history will give students more context on U.S. imperialism.

Process

Before the lesson, the students will watch a video called “How the U.S. Stole Hawai’i‘. This is to create a flipped learning environment where students are given a background on Hawai’i before I tie up any loose ends with my short lecture.

After this, three groups will be created for Hawai’ians, Americans, and the U.S. Government side. The groups will work on an interactive Google slide that could also be used as a study tool. The groups will have to gather evidence to argue their side as to why they wished to remain sovereign (in Hawai’i’s case) or why Hawai’i should be annexed. The Americans would have to defend their reasoning for overthrowing the Hawai’ian government.

Then, after reviewing, the groups will begin to debate. This will be a Socratic method where the groups will be trying to garner more individuals to join their sides. In the end, the class will decide whose side to be on via poll on Zoom.

Resources For Learning

Google Slides

(Interactive) Sailing Through Hawai’ian History Google Slides

Delivery considerations

This lesson could be used for in-person classes. However, given the situation of the pandemic, this lesson is geared more towards an online setting. It utilizes Google Slides and forms. Additionally, it uses the Zoom Breakout room system.

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Target Audience

The target for this lesson is for students from 9th to 11th grades. The purpose of this target is since high school students tend to take courses such as 20th Century History, U.S. History, and A.P U.S. History. However, younger students can learn about the annexation of Hawai’i as well.

Content

The annexations of Hawai’i will go along the topic of U.S. Expansionism during the 19th century to 20th Century. Students need to be learning about this topic because Hawai’i is often overlooked as a cultural nation and considered more of a vacation spot. Even when tourists go to a lū’au, they would not take the time to learn about the Hawai’ian culture and why it is they can experience this. Hawai’i is rich with culture and the United States had a big presence in overtaking Hawai’i’s sovereignty for their gains. Therefore, giving students the context of a recent moment in history will give students more context on U.S. imperialism.

Process

At the start of the lesson, students will take a pre-assessment for me to see what they know about Hawai’i and get the students warmed up to discussing the topic. The purpose of this is to ease students into the subject rather than jumping straight in without some kind of warm-up for the students. The students will also be using a guided outline to take their notes on. I will be modeling the notes by giving them the vocabulary and essential questions to fill in as we move along the next two days. On the first day, the students will be watching a video called “How the U.S. Stole Hawai’i”. This will serve as a primer for the students since I will be going further in-depth the next day. The video will provide a basic overview of how the United States annexed Hawai’i. After the video, the students will work on an interactive activity where they will fill in information about Queen Lili’uokalani, Sanford Dole, President Cleveland, President McKinley, and the Public Safety Committee. The students will make identifications of the individuals and then make connections between the individuals listed. On the second day, I will lecture to the students about the annexation. The students will write down follow the lecture and answer the essential questions that were written down from the day before in their guided outline. Then, after the lecture, I will have the students complete an assignment regarding Queen Lili’uokalani’s letter to President McKinley and then a political cartoon about U.S. Imperialism. At the end of the two days, the students will complete a post-assessment.

Resources for Lessons

The resources that will be available to the students on Google Classrooms. The video that will be played, the lecture PowerPoint (and the Loom recording of the lecture), and the assessment, and assignments. In addition to these online resources, the students will be able to utilize their guided outline. All of these resources will guide them on their upcoming test that will cover U.S. Imperialism.

1. How the U.S. Stole Hawai’i
2. Entrance Ticket Day 2 (review)
3. Hawai’i Assignment

Delivery Considerations

For in-person classes, the lecture would be presented in class. The assignments could be printed and adapted as in classwork. Utilizing Google Classroom would be important as the world moves to more digital formats for everyday uses. As such, incorporating the digital world into in-person classes would make for an easy transition for online classes. For online classes, the adaptation would be giving students time to ask questions. I think that using a flipped classroom format would be most useful for the lesson. The students would be able to view both videos before live classes and then ask questions or seek more information during synchronous classes.