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House on Mango Street

Additional Projects/Activities II   

  1. Much of the power in King’s ideas in these handouts comes from their relevance to people of all cultures, races and countries.  They go far beyond a call for civil rights reforms for African Americans.  They call for a radical restructuring of society that will benefit everyone all over the world.   Apply something King says to other freedom struggles by other groups and movements in the U.S. or in other countries.  Some of the questions you ask here and information you find can become the basis for later projects.
  2. Research a particular area of King’s thinking. They could investigate any one of the topics listed below or a combination of them:
    a.The major ideas of King on a particular topic (e.g., war, economic inequality, the relevance of religion to social change)
    b. How the ideas being researched evolved during King’s life.
    c. Who else was advocating such ideas and who was opposing them
    d. The impact King’s expression of these ideas had on events
    e. How do his ideas in the area chosen apply to issues today?
    f. Are people advocating such ideas now? How are these people viewed publicly, if they are paid any attention at all.
    g. Are they well known? Why or why not?
  3. Write a detailed proposal for a teach-in on Martin Luther King, possibly to be held around his birthday. The teach-in should educate students about Martin Luther King, Jr., and the civil rights movement in ways that go beyond the traditional MLK assembly. The proposal will include the following:
    a . An introduction giving your rationale for the kind of teach-in you would like to have
    b . A summary description of the teach-in (one or two paragraphs)
    c . A detailed description of the teach-in, including:
    i. the topics to be covered
    ii. the people who would speak, perform or otherwise contribute to the assembly
    iii. Media to be used – e.g., films, music, recordings of speeches, etc.
    iv. What would be displayed – for example, what quotes what images might be displayed?
    v. Activities students would engage in, so that the teach-in is not just a passive experience for them
    d . What you will need to do to make the teach-in actually happen
    e . The results you hope to achieve
  4. Read “Who Killed Martin Luther King?”  The article points out that as early as 1963, an FBI assistant director called King "the most dangerous and effective Negro leader in the country." When we consider some of the ideas King openly advocated after 1963, some say there’s even more reason to think the U.S. government wanted him dead.  What do you think? 
  5. Write a eulogy for Martin Luther King. What was the meaning of his life? And what is the meaning of his death? What impact did he have and for what did he stand? And – placing yourself in the present time, rather than 1968 when King died – what meaning can we draw from his life and work today, particularly regarding social activism and change?
  6. Read the commentary by Mumia Abu Jamal, “Saint Martin the Militant.”  Based on your experience in the past few days, extending what you previously knew of King, write a response to Mumia Abu Jamal, saying why you agree or disagree.   
Teacher's Guide
Essential Questions
Summary
Day One
Day Two
Day Three
Day Four
Additional Projects/Activities I
Additional Projects/Activities II
Additional Projects/Activities III
Additional Projects/Activities IV
Transcript of TV Reports
Michael Eric Dyson
  Materials for Other Activities
Instructions for Essay on King's Giant Triplets
Who Killed Martin Luther King?
St. Martin, The Militant
All Things Censored
Native American Resistance
Day Of Shame
Samples Of Student Work

Urban Dreams
OUSD Curriculum Unit
Hidden In Plain Sight -
Martin Luther King, Jr.'s
Radical Vision
Subject: U.S. History
Grade Level: 11th

Lesson Plan Author:
Craig Gordon
Organization: OUSD