Black History Unit Plan

Reading/Writing/Social Studies Unit Theme: Black History: Lesson #1 - Intro &

Preassessment
CCSS Objective:
CCSS.ELA-
Literacy.SL.3.1,
CCSS.ELA-
Literacy.W.3.1,
CCSS.ELA-
Literacy.W.3.2


IL Learning Standards:
Social Science
16.D.2c (US)

CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own
clearly.
CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.


16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin
Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.
Instructional
Strategies
Grade Level -
I Do:
Introduce black history month
We Do:
Create a word wall on chart paper using words that reflect what we know about black history
You Do:
Students write a paragraph using the words compiled on the word wall to reflect on what black
history means to them


Diverse learners -
Word wall; Scribe; One-on-one assistance; Support from peers
Text, Materials and
Resources
Preassessment sheet; Chart paper
Assessment Can students write a paragraph using domain specific vocabulary in comparison to their own
thoughts and opinions?
Homework Read 20 mins

Reading/Writing/Social Studies Unit Theme: Black History: Lesson #2 - The Middle
Passage
CCSS Objective:
CCSS.ELA-
Literacy.RL.3.7
CCSS.ELA-
Literacy.W.3.1

IL Learning
Standards:
Social Science
16.A.2c
16.D.2c
CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a texts illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.


16.A.2c Ask questions and seek answers by collecting and analyzing data from
historic documents, images and other literary and non-literary sources
16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin
Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.
Instructional strategies Grade Level -
I Do:
I will explain that we will be making a timeline as a class and we will be starting with the slave trade
I will do a picture walk with the students through The Middle Passage
I will model how I might come up with a caption for the first 3-4 pages
We Do:
We will discuss what we see in the pictures and what the author may have written if he had included
words
We will come up with captions for the first 5 pages together
I will assign each table group 7-10 pages and ask students to write captions for the assigned pages
You Do:
Students will work with a partner to write captions for the assigned pages from the point of view of
the Africans explaining what was happening and the emotions that they may have been feeling
Closure
We will combine our captions with the pictures and create our own book


Diverse Learners -
Group work; scribe; scaffolding
Text, Materials and
Resources
The Middle Passage ; Picture packet for each table; Caption packet for each table.
Assessment Can students draw conclusions from pictures to tell a story? Can students form a basic
understanding of the slave trade?
Homework Read for 20 mins


Reading/Writing/Social Studies Unit Theme: Black History: Lesson #3 - Fredrick
Douglas, Harriet Tubman, & Nat Turner
CCS3
Objective:
CCSS.ELA-
Literacy.RL.3.3
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and
CCSS.ELA-
Literacy.RI.3.3


IL Learning
Standards:
Social Science
16.A.2a - 2c
16.D.2c
cause/effect.


16.A.2a Read historical stories and determine events which influenced their writing.
16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and
perspectives they present.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and
other literary and non-literary sources
16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin
Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.

Instructional
Strategies
Grade Level -
I Do:
I will distribute iPads (www.biography.com), articles, and books to each table
I will explain that we will be rotating and reading about three well known slaves that had an impact
on black history
We Do:
We will discuss the definition of a biography and their importance in telling about historical figures
and events.
We will discuss what we know about each of these figures
You Do:
Students will rotate with their table groups and have 15 minutes at each station to research each
figure using IPads, edhelper articles, and books
They will complete the section of their black history packet
Closure:
We will compare and contrast how the contributions of each figure impacted slavery.


Diverse learners -
Group work; Scribe; One-on-one assistance; Support from peers; Multiple forms of representation
Text, Materials and
Resources
EdHelper Articles (Frederick Douglas, Harriet Tubman, Nat Turner); IPads; www.biography.com,
Slavery in person activity sheets.
Assessment Can students use a variety of different resources to gather information about important figures
during slavery? Can students determine why these figures contributions were important?
Homework Read 20 mins



Reading/Writing/Social Studies Unit Theme: Black History: Lesson #4 - Slavery, The
Underground Railroad, and The Emancipation Proclamation
CCSS Objective:
CCSS.ELA-
Literacy.RI.3.3

IL Learning
Standards:
Social Science
16.A.2a - 2c
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.
16.A.2a Read historical stories and determine events which influenced their writing.
16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and
perspectives they present.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other
literary and non-literary sources
Instructional
strategies
Grade Level -
I Do:
I will explain that we will be exploring slavery and the escape from slavery using the scholastic website
We Do:
We will have a brief discussion about what we know about abolitionists and the underground railroad
based on our previous research
We will explore the website together and discuss which sections we want to focus on
You Do:
Students will explore the website and collect information about slavery, the underground railroad and the
emancipation proclamation
Students will reflect on what they would have done if they had been a slave


Diverse Learners -
Multiple means of representation; group work; scribe; scaffolding
Text, Materials
and Resources
Escape from Slavery! activity sheet; promethean board;
http://teacher.scholastic.com/activities/Bhistory/underground_railroad/
Assessment Can students gather relevant information about slavery from a website? Can students integrate their own
ideas to decide what they would have done as a slave?
Homework Read for 20 mins


Reading/Writing/Social Studies Unit Theme: Black History: Lesson #5 - When Will I
Get In?
CCSS Objective:
CCSS.ELA-
Literacy.RL.3.3
CCSS.ELA-
Literacy.RI.3.3


IL Learning
Standards:
Social Science
16.A.2a - 2c
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.


16.A.2a Read historical stories and determine events which influenced their writing.
16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and
perspectives they present.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and
other literary and non-literary sources
Instructional
strategies
Grade Level -
I Do:
I will introduce the activity by discussing what separate but equal looked like in the 1950s and show
pictures on the promethean board
I will read aloud When Will I Get In?
We Do:
We will discuss domain specific vocabulary and its importance to history.
We will discuss certain situations and how they would be different for white people and black people
and some examples of these situations throughout history.
You Do:
Students will answer reflection questions and complete the Separate but Equal chart in their packet
using written descriptions or pictures to show whether or not it was truly equal


Diverse Learners -
Multiple means of representation; group work; scribe; scaffolding
Text, Materials and
Resources
Separate but Equal pictures; When Will I Get In?; Reflection questions; Separate but Equal chart.
Assessment Can students determine whether they believe certain situations are fair?
Homework Read for 20 mins






Reading/Writing/Social Studies Unit Theme: Black History: Lesson #6 - Separate
but Equal: The Sneetches
CCSS Objective:
CCSS.ELA-
Literacy.RL.3.3
CCSS.ELA-
Literacy.RI.3.3


IL Learning Standards:
Social Science
16.A.2a - 2c
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.


16.A.2a Read historical stories and determine events which influenced their writing.
16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and
perspectives they present.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and
other literary and non-literary sources
Instructional Strategies Grade Level -
I Do:
I will read aloud The Sneetches
We Do:
We will discuss why we think this book is similar to what life was like for blacks after the
emancipation proclamation
You Do:
Students will complete a reflection sheet about the story in relation to post-slavery America


Diverse learners -
Group work; Scribe; One-on-one assistance; Support from peers; Multiple forms of representation
Text, Materials and
Resources
The Sneetches; The Sneetches reflection sheet
Assessment Can students relate ideas from a story to ideas relating to history?
Homework Read 20 mins
Reading/Writing/Social Studies Unit Theme: Black History: Lesson #7 - The Great
Migration / Bronzeville
CCSS Objective:
CCSS.ELA-
Literacy.RL.3.3
CCSS.ELA-
Literacy.RI.3.3


IL Learning
Standards:
Social Science
16.A.2a - 2c
18.A.2
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.


16.A.2a Read historical stories and determine events which influenced their writing.
16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and
perspectives they present.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and
other literary and non-literary sources
18.A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions
of culture.
Instructional
Strategies
Grade Level -
I Do:
I will pass out a print out of the A Bronzeville Story from the Chicago History Museum website.
I will read the article aloud.
We Do:
Students will discuss how the Great Migration shaped their neighborhood.
Students will reflect on the importance of The Chicago Defender and how it raised awareness of
social and political boundaries during the time period.
Students will discuss inequalities seen in the story.
You Do:
Students will complete the questions following the story and will begin thinking about what they
might see included in a Chicago Defender article during that time period in preparation for writing
their own later in the unit.


Diverse learners -
Group work; Scribe; One-on-one assistance; Support from peers
Text, Materials and
Resources
A Bronzeville Story packets; Promethean Board; Reflection activity sheet.
Assessment Can students find information in a text and answer basic comprehension questions? Can students
determine the importance of the Great Migration and Bronzeville and relate it to their own lives
living on the South side of Chicago?
Homework Read 20 mins


Reading/Writing/Social Studies Unit Theme: Black History: Lesson #8 - Harlem
Renaissance
CCSS Objective:


CCSS.ELA-
Literacy.RL.3.7


IL Learning Standards:
Social Science
16.A.2a - 2c
18.A.2
CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a texts illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.


16.A.2a Read historical stories and determine events which influenced their writing.
16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and
perspectives they present.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and
other literary and non-literary sources
18.A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions
of culture.
Instructional
Strategies
Grade Level -
I Do:
I will introduce the lesson by playing a Dizzy Gilespie song and explaining that there were a lot of
artistic ways that blacks coped with this difficult time
I will have pictures of art available for students to look at at their tables
I will then read aloud The Negro Mother by Langston Hughes
We Do:
We will then discuss what we believe Langston Hughes is talking about in his poem and how it is
reflective of how blacks felt throughout this time
You Do:
Students will then write their own poem or draw their own picture to reflect the way that they feel
about this time period


Diverse learners -
Group work; Scribe; One-on-one assistance; Support from peers; Multiple forms of representation
Text, Materials and
Resources
Black history packet; promethean board; images
Assessment Can students display their thoughts concerning slavery and The Civil Rights Movement using art
similar to that during the Harlem Renaissance?
Homework Read 20 mins


Reading/Writing/Social Studies Unit Theme: Black History: Lesson #9 - Smoky Night
CCSS Objective:
CCSS.ELA-
LITERACY.RL.3.2
CCSS.ELA-
Literacy.RL.3.3
CCSS.ELA-
LITERACY.RL.3.6
CCSS.ELA-
CCSS.ELA-LITERACY.RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.RL.3.6: Distinguish their own point of view from that of the narrator or those of the
characters.
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas
or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and
Literacy.RI.3.3


IL Learning Standards:
Social Science 16.A.2a-
2c
16.D.2c (US)
18.A.2
cause/effect.


16.A.2a Read historical stories and determine events which influenced their writing.
16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and
perspectives they present.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and
other literary and non-literary sources
16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and
Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.
18.A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as
expressions of culture.
Instructional strategies Grade Level -
I Do:
I will read aloud Smoky Night
We Do:
We will discuss how this event is similar to the Montgomery Bus Boycott and why we think people
continued rioting
You Do:
Students will complete the reflection page in their black history packet


Diverse Learners -
Multiple means of representation; group work; scribe; scaffolding
Text, Materials and
Resources
Smoky Night; Smoky Night reflection sheet
Assessment Can students make connections between event in the story and true events in history?
Homework Read for 20 mins



Reading/Writing/Social Studies Unit Theme: Black History: Lesson #10 - MLK Mini-
book
CCSS Objective:
CCSS.ELA-
LITERACY.RL.3.2
CCSS.ELA-
Literacy.RL.3.3
CCSS.ELA-
LITERACY.RL.3.6
CCSS.ELA-
Literacy.RI.3.3


IL Learning Standards:
Social Science 16.A.2a-
2c
16.D.2c (US)
18.A.2


CCSS.ELA-LITERACY.RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.RL.3.6: Distinguish their own point of view from that of the narrator or those of the
characters.
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas
or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.


16.A.2a Read historical stories and determine events which influenced their writing.
16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and
perspectives they present.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and
other literary and non-literary sources
16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and
Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.
18.A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as
expressions of culture.
Instructional strategies Grade Level -
I Do:
I will pass out the MLK mini-book
You Do:
Students will independently read the mini-book and fill in the fun facts at the end
We Do:
We will reconvene and discuss the important events in MLKs life


Diverse Learners -
Multiple means of representation; group work; scribe; scaffolding
Text, Materials and
Resources
Mini-book
Assessment Can students identify the most important aspects of MLKs life and his contributions to the Civil
Rights Movement?
Homework Read for 20 mins


Reading/Writing/Social Studies Unit Theme: Black History: Lesson #11 - MLK - I
have a dream.
CCSS Objective:
CCSS.ELA-
LITERACY.RL.3.2
CCSS.ELA-
Literacy.RL.3.3
CCSS.ELA-
LITERACY.RL.3.6
CCSS.ELA-
Literacy.RI.3.3


IL Learning Standards:
Social Science 16.A.2a-
2c
16.D.2c (US)
18.A.2
CCSS.ELA-LITERACY.RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.RL.3.6: Distinguish their own point of view from that of the narrator or those of the
characters.
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas
or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence,
and cause/effect.


16.A.2a Read historical stories and determine events which influenced their writing.
16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and
perspectives they present.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and
other literary and non-literary sources
16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and
Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.
18.A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as
expressions of culture.
Instructional Strategies Grade Level -
I Do:
I will show students the I have a dream speech and give them a print out of the speech written out
We Do:
We will discuss the different dreams that we read and headr him discuss in his speech
You Do:
Students fill in the dreams page in the black history packet with their own dreams based on what
they learned from the activity.


Diverse learners -
Group work; Scribe; One-on-one assistance; Support from peers; Multiple forms of representation
Text, Materials and
Resources
Youtube I have a dream speech; I Have a Dream activity sheet.
Assessment Can students identify MLKs visions and how he portrayed them in his speech?
Homework Read 20 mins



Reading/Writing/Social Studies Unit Theme: Black History: Lesson #12 - MLK -
Letter from Jail
CCSS Objective:
CCSS.ELA-
LITERACY.RL.3.2
CCSS.ELA-
Literacy.RL.3.3
CCSS.ELA-
LITERACY.RL.3.6
CCSS.ELA-
CCSS.ELA-LITERACY.RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.RL.3.6: Distinguish their own point of view from that of the narrator or those of the
characters.
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas
or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and
Literacy.RI.3.3


IL Learning Standards:
Social Science 16.A.2a-
2c
16.D.2c (US)
18.A.2


cause/effect.


16.A.2a Read historical stories and determine events which influenced their writing.
16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and
perspectives they present.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and
other literary and non-literary sources
16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and
Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.
18.A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as
expressions of culture.
Instructional strategies Grade Level -
I Do:
I will explain that MLK was arrested over 30 times and spent a great deal of time in prison
I will model how I might be thinking if I were put in jail for the same reasons
We Do:
We will discuss how what we might want to communicate to our families if we were MLK
We will review the format of a letter
You Do:
I will have students write a letter as if they were MLK writing to his family from jail


Diverse Learners -
Multiple means of representation; group work; scribe; scaffolding
Text, Materials and
Resources
Black history packet
Assessment Can students write a letter from the point of view of MLK from prison?
Homework Read for 20 mins


Reading/Writing/Social Studies Unit Theme: Black History: Lesson #13 Black
History Reflection & Opinion Writing
CCSS Objective:
CCSS.ELA-
LITERACY.RL.3.2
CCSS.ELA-
Literacy.RL.3.3
CCSS.ELA-
LITERACY.RL.3.6
CCSS.ELA-
Literacy.RI.3.3


IL Learning Standards:
Social Science 16.A.2a-
2c
16.D.2c (US)
18.A.2


CCSS.ELA-LITERACY.RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.RL.3.6: Distinguish their own point of view from that of the narrator or those of the
characters.
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas
or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence,
and cause/effect.


16.A.2a Read historical stories and determine events which influenced their writing.
16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and
perspectives they present.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and
other literary and non-literary sources
16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and
Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.
18.A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as
expressions of culture.

Instructional Strategies Grade Level -
I Do:
I will pass out a variety of books on MLK (March on, My Brother Martin, Martin, et c.)
I will ask students to choose 2 books
We Do:
We will discuss what we know about MLK and the Civil Rights Movement and how it relates to the
2 books that we choose to read
Students will fill in graphic organizer to help them collect information
You Do:
Using the information from the two texts and prior knowledge and opinion, students will write a
memoir for MLK


Diverse learners -
Group work; Scribe; One-on-one assistance; Support from peers; Multiple forms of representation
Text, Materials and
Resources
MLK books; Graphic Organizer


Assessment Can students use information from more than one text and prior knowledge to write a memoir for
MLK?
Homework Read 20 mins