INTRODUCTION:
There
is a
great
deal
of racial
injustice
in our
world.
You will
be exploring
one man's
quest
for equality,
the facts
of his
life,
the political
implications,
and the
civil
rights
movement.
TASK:
You
will
work
with
a partner
to
produce
a short
TV
show
entitled 'Social
Justice
- Then
and
Now'. Your
TV
show
must
be
powerful
and
make
a lasting
impression
on
the
class.
You
will
first
research
the
life
of
Martin
Luther
King
Jr.
and
then
produce:
1.
A timeline
(visual
aid)
2.
TV Show
(talk
show,
song,
speech,
interview
etc.,)
3.
MLK Worksheet
PROCESS:
With
a partner
complete
the
following:
1.
Read
these quotes
from
Martin
Luther
King
Jr. Complete
the MLK
Worksheet. (download)
2.
Explore
the Timeline
of Martin
Luther
King's
life. Create
a timeline
showing
key events
in the
life
of Martin
Luther
King
Jr. Print
out visuals
from
the Internet
that
reflect
aspects
of his
life.
(minimum
8)
3. Download the
'I have
Dream
speech
and listen
to the
speech online.
Write
notes
about
your
dream
for a
better
world.
Think
about
the power
of speech
and the
importance
of speaking
clearly
and with
passion.
4.
Choose
four
areas
of the National
Civil
Rights
Museum to
explore.
Take
notes
of important
information
you want
to use
to create
the TV
show.
EVALUATION:
Now
that
you
have
explored
the
issues
associated
with
Social
Justice,
you
will
write,
plan
and
prepare
a TV
Show
to
present
to
the
class. The
TV
Show
will
be
approximately
5 minutes
long
|
1 |
3 |
5 |
Organization |
The
presentation
was
difficult
to
follow
due
to
disorganization
of
the
utterances. |
The
student’s
position
and
his/her
opinions
were
understandably
discussed. |
The
student clearly
mentioned
his/her
position
and
it
was
very
easy
to
follow.
|
Accuracy
of
information
|
Most
of the
information
shared
was
not
correct.
|
Most
of the
information
was
correct
but
there
was
some
incorrect
information.
|
All
of the
information
in
the
presentation
was
correct.
|
Use
of visual aids
|
No
visual aids
(e.g.,
PowerPoint)
were
used. |
Visual
aids were
used
but
they
were
not
used
in
an
effective
way.
|
Visual
aids were
effectively
used. |
Accuracy
of
language
use |
It
was hard to
understand
due
to
incorrect
use
of
vocabulary
and
grammar.
The
student
made
some
mistakes
in
vocabulary
and
grammar
but
there
were
no
patterns
of
errors
that
interfere
with
his/her
communication. |
The
student
communicated
well
using
correct
vocabulary
and
grammar.
Fluency
The
student
frequently
made
pauses
and
they
interfered
with
his/her
communication.
|
The
student
sometimes
made
pauses
but
it
was
understandable.
The
student
spoke
fluently
with
communicative
strategies
and
his/her
communication
never
broke
down. |
|
