Additional Projects/Activities II
- 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.
- 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
b. How the ideas being researched evolved during King’s
c. Who else was advocating such ideas and who was opposing
d. The impact King’s expression of these ideas had
e. How do his ideas in the area chosen apply to issues
f. Are people advocating such ideas now? How are these
people viewed publicly, if they are paid any attention
g. Are they well known? Why or why not?
- 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
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
e . The results you hope to achieve
- 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?
- 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?
- 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.
OUSD Curriculum Unit
Hidden In Plain Sight -
Martin Luther King, Jr.'s
Subject: U.S. History
Grade Level: 11th