Unit 4: MOvements and Debates

Black Liberation Strategy Analysis: Unit Long Framework & Discussion

“In many ways, the Mississippi Summer Project was a turning point for a whole generation of us. It was certainly the boldest, most dramatic, and traumatic single event of the entire movement… After the summer, none of those would be the same.” 
- Stokely Carmichael, SNCC Chair

EK 4.6.B.3 The Mississippi Freedom Summer project (1964) highlighted the racial violence African Americans faced while trying to assert their constitutional right to vote…41 Freedom Schools…civic activism through voter registration and a celebration of Black history…and the formation of the Mississippi Freedom Democratic Party.

Objective: Students will analyze primary sources from the Mississippi Freedom Summer to understand the methods of major civil rights organizations and evaluate the effectiveness and limitations of different strategies for Black liberation.

Supplies / Preparation

• Print page 1-2 (back to back), for every student to pick up on their way into class

• Print page 3-4 (back to back), for every student, but keep these with you until students have started the activity

• Print page 5-8 (back to back, stapled), for every student, students get this for the last part of the activity

Lesson Plan

Preview / Introduction (5 Minutes)

(Posted on the Board): Do Now: Read Alex Haley’s Introduction

• Key points to highlight: The significance of the autobiography’s publication after Malcolm X’s assassination and how Haley navigated Malcolm’s guardedness until they built a powerful working relationship with one another.

Review the Timeline (5 Minutes)

Read this as a class. Choose a different student to read aloud for each part of the timeline of Malcolm X’s life. This is key to set up chapter 12. Students are always interested in these details and the photographs of young Malcolm.

Preview Discussion Questions and Explain Sticky Notes (3 Minutes)

Instruct students to review the discussion questions and explain the sticky notes and show students where they will place their four sticky notes. I use Marcus Garvey as a quick example to compare/contrast with the message of the Nation of Islam (I tell students they can’t use that example). I also encourage students to really take a minute to think about a comparable figure from past units. I encourage them to get out their Must Knows and flip through them. Review and course synthesis is always a good idea!

Reading Time (12 Minutes)

• Students will have 12 minutes to read Chapter 12 (they had 8 mins the day before). The chapter is 3,500 words which will take a high school student between 11 and 19 minutes to read.

• Encourage active reading: Ask students to underline key phrases or ideas they find powerful or controversial.

Sticky Note Activity (10 Minutes)

While students are reading, I put two different color stacks of sticky notes on their tables. Students will need to take two of each colored sticky notes.

1. Sticky Note #1 (pink note): Students should think of one other historical figure or organization from unit 2 or 3 and write down one similarity of this figure’s message with the message of Malcolm X/Nation of Islam.

2. Sticky Note #2 (yellow note): Using the same figure, students should briefly write how their message or strategy differed from that of the Nation of Islam.

3. Sticky Note #3 (pink): Write an idea that resonated with you from the chapter.

4. Sticky Note #4 (yellow): Write an idea that you disagreed with or struggled to accept.

5. Post sticky notes on the board under the corresponding headings: Resonated and Struggled to Accept.

6. Once finished, students will do a gallery walk—reading others’ responses on the board.

Class Discussion (15 Minutes)

• Students circle two questions beforehand. Depending on timing, I try to have about 2 students answer per question, they can volunteer, but I’ll mix it up with the cold-call method to ensure diverse participation.

Exit Ticket (7 Minutes)

• Page 4 of the handout: Students select one sticky note or discussion response that challenged their thinking or changed their perspective.