Course Proposal
& Supplemental Course Material
Moral leadership and character development in public schools is of paramount importance. One of the key reasons our organization exists is to support the local public school as the leadership training ground for our young people in values that make our world a better place for everyone. There is no better figure in American history than Rev. Martin Luther King, Jr. to convey the timeless principles of love, non-violence, and justice. This course outlines these principles in a concise and dynamic way for the current generation of students, challenging them with taking their own responsibility for a more just and equitable world. We wholeheartedly affirm and endorse it!
~ Rev. Charles Foster Johnson, Executive Director, Pastors for Texas Children.
Summary
Teaching MLK's Non-Violent Social Justice Principles to a Digital Generation
Featuring Original Interviews with Ambassador Andrew Young
Civil Rights: A Global Perspective is a one semester course for high school students keyed to national and state social studies and history standards. We also have a 6th grade version of the same curriculum keyed to national ELA reading standards. Both curricula have done well when piloted in traditional classroom and online learning environments – although they are ideally suited for online instruction due to the digital content of each course.
Our MLK curricula employ the works of Dr. Martin Luther King, Jr. to teach his social justice vision to a digital generation in a manner that emphasizes critical thinking as well as emotional and social learning. We also call upon students to dream on paper – as a central project of the course – about how they can harness the historically unprecedented power of digital and social media to be torchbearers for Dr. King’s principles in the DigitalAge. Finally, we employ original interviews done by Georgia PBS with Ambassador Andrew Young – an endorser of our educational work – to teach Dr. King’s principles of non-violent social change.
A key component of this course is to consider how recent developments in digital technology have afforded unprecedented opportunities for individuals to make a difference. We will learn how tools ranging from social media, to crowd sourcing and mapping have enabled ordinary people and charities to bring about change in their own neighborhoods and across the globe. These tools connect us with networks of people from around the world. Of course, digital tools can be instruments of tremendous good and terrible harm. In this class, we will consider and debate methods for maximizing their use for good.
In this course, timeless principles intermingle with revolutionary technologies, allowing for an intensely relevant discussion of modern ways to achieve change in our world. The course encourages students to follow in the footsteps of Dr. King and become promoters of human rights – at home and around the world.
Civil Rights: A Global Perspective is a one semester course for high school students keyed to national and state social studies and history standards. We also have a 6th grade version of the same curriculum keyed to national ELA reading standards. Both curricula have done well when piloted in traditional classroom and online learning environments – although they are ideally suited for online instruction due to the digital content of each course.
Our MLK curricula employ the works of Dr. Martin Luther King, Jr. to teach his social justice vision to a digital generation in a manner that emphasizes critical thinking as well as emotional and social learning. We also call upon students to dream on paper – as a central project of the course – about how they can harness the historically unprecedented power of digital and social media to be torchbearers for Dr. King’s principles in the DigitalAge. Finally, we employ original interviews done by Georgia PBS with Ambassador Andrew Young – an endorser of our educational work – to teach Dr. King’s principles of non-violent social change.
A key component of this course is to consider how recent developments in digital technology have afforded unprecedented opportunities for individuals to make a difference. We will learn how tools ranging from social media, to crowd sourcing and mapping have enabled ordinary people and charities to bring about change in their own neighborhoods and across the globe. These tools connect us with networks of people from around the world. Of course, digital tools can be instruments of tremendous good and terrible harm. In this class, we will consider and debate methods for maximizing their use for good.
In this course, timeless principles intermingle with revolutionary technologies, allowing for an intensely relevant discussion of modern ways to achieve change in our world. The course encourages students to follow in the footsteps of Dr. King and become promoters of human rights – at home and around the world.
Implementation
- May be taught as a stand-alone course as a Special Topics in Social Studies or local credit
- May be implemented in the African American Studies course
- Satisfies Ethnic Studies: African American Studies (AAS) TEKS
- May be implemented in the high school World History course
- May be implemented in the United State History Since 1877 course
- May be implemented in grades 1-4 and grades 6-8 as supplemental material, cross-curricular ELA/SS
- May be used as source material for required Character Development
- Satisfies Texas Character Traits Standards (1-4) for Grades 6-8 and 9-12
- Satisfies United States History Studies Since 1877 (USH) TEKS
- Satisfies World History Studies (WH) TEKS
Value Added
- Promotes Dr. King’s Principles of Non-Violence
- Encourages young people to become better citizens
- Adds a technology dimension to school curricula
- Content supported by the Georgia PBS documentary titled “A Higher Law"
Please feel free to contact Matthew Daniels, J.D., Ph.D. chair@goodofall.org
Course Description - "Civil Rights: A Global Perspective
Civil Rights: A Global Perspective is a one-semester course for high school students (9th grade emphasis) in the course coded area of Critical Thinking. The goal of the course is to build empathy in students by inspiring them to think and talk about why and how to pursue the greater good of global civil rights, and illuminating how such a pursuit allows us all to enjoy the fruits of a more equal society. The course is based on the nonviolent philosophy of Dr. Martin Luther King, Jr., and also introduces ideas and practices of other human rights activists around the globe from the 1800s to the present day. Students will examine these legacies over the course of five units, each of which is organized around a pillar of the natural law foundations of international human rights: freedom, perseverance, hope, justice, and conscience. The units will explore how people around the world have understood these terms in different time periods, leading us to think deeply about and discuss what we believe these words mean in the 21st century. The course is digital and contains a cornerstone piece called an Empathy Tree.
The second component of this course is to consider how recent developments in digital technology have changed the ways that human rights activism can work. We will learn how tools ranging from social media to drones have enabled recent activists to bring about change in their own neighborhoods and across the globe. These tools connect us with networks of people from around the world and all walks of life, regardless of our gender, race, religion, sexual orientation, or nationality. They can be instruments of tremendous good and terrible harm, and in this class we will consider and debate methods for maximizing their good and minimizing their danger.
Thus in this course, longstanding ideas will intermingle with revolutionary technologies, allowing us to have an intensely relevant discussion about contemporary ways to achieve change in our world. The course prioritizes using the past to help fulfill the promise of a more peaceful globe in the future, and making students aware of how technology can yield tangible, positive results that improve people’s lives. Our tribes can be global tribes, and we can develop relationships that transcend distance and close gaps of unfamiliarity, enabling us to help one another in exciting and innovative ways. In order to do that, we need to remember the natural laws of humanity, and use them to revolutionize the future of international human rights. This course will provide a step along students’ personal and global journey toward becoming global promoters of human rights.
Course Overview: The course is divided into five pillars (units) of instruction themed with a particularly concentrated focus foundational to the movement—a core idea of Civil Rights. Each unit contains material from Dr. Martin Luther King’s ideals, American influence, global influence, and a faith-based emphasis. Included are arranged, literary enhancements and texts that support the beliefs as well as standards aligned in all content areas using National Anchor Standards for Literacy. National Standards exemplar texts are included and noted when applicable. Each unit is broken down into scope and sequence, anticipated questions, vocabulary, and digital enhancements for instructional purposes. Assessments will be taken throughout the course. The final assessment will be a portfolio where students will display their collections from throughout the semester. The portfolio, like all assessments, will be rubric driven and will be presented at the end of the course by way of presentation and interaction.
The second component of this course is to consider how recent developments in digital technology have changed the ways that human rights activism can work. We will learn how tools ranging from social media to drones have enabled recent activists to bring about change in their own neighborhoods and across the globe. These tools connect us with networks of people from around the world and all walks of life, regardless of our gender, race, religion, sexual orientation, or nationality. They can be instruments of tremendous good and terrible harm, and in this class we will consider and debate methods for maximizing their good and minimizing their danger.
Thus in this course, longstanding ideas will intermingle with revolutionary technologies, allowing us to have an intensely relevant discussion about contemporary ways to achieve change in our world. The course prioritizes using the past to help fulfill the promise of a more peaceful globe in the future, and making students aware of how technology can yield tangible, positive results that improve people’s lives. Our tribes can be global tribes, and we can develop relationships that transcend distance and close gaps of unfamiliarity, enabling us to help one another in exciting and innovative ways. In order to do that, we need to remember the natural laws of humanity, and use them to revolutionize the future of international human rights. This course will provide a step along students’ personal and global journey toward becoming global promoters of human rights.
Course Overview: The course is divided into five pillars (units) of instruction themed with a particularly concentrated focus foundational to the movement—a core idea of Civil Rights. Each unit contains material from Dr. Martin Luther King’s ideals, American influence, global influence, and a faith-based emphasis. Included are arranged, literary enhancements and texts that support the beliefs as well as standards aligned in all content areas using National Anchor Standards for Literacy. National Standards exemplar texts are included and noted when applicable. Each unit is broken down into scope and sequence, anticipated questions, vocabulary, and digital enhancements for instructional purposes. Assessments will be taken throughout the course. The final assessment will be a portfolio where students will display their collections from throughout the semester. The portfolio, like all assessments, will be rubric driven and will be presented at the end of the course by way of presentation and interaction.
Texas Essential Knowledge and Skills (TEKS)
USH=United States History Studies Since 1877
WH=World History Studies
AAS=Ethnic Studies: African American Studies
USH=United States History Studies Since 1877
WH=World History Studies
AAS=Ethnic Studies: African American Studies
Award of Credit
TAC §74.26. Award of Credit.
(a) The award of credit for a course by a school district affirms that a student has satisfactorily met all state and local requirements. Any course for which credit is awarded must be provided according to this subsection.
(1) Credit earned toward state graduation requirements by a student in an accredited school district shall be transferable and must be accepted by any other school district in the state. A district may not prohibit a new student from attending school pending receipt of transcripts or records from the school district the student previously attended. Credit earned in a local-credit course may be transferred only with the consent of the receiving school district.
The inherent advantage of utilizing either the special topics in social studies course, AAS, or an innovative is its transferability. If a student moves, the receiving district is not required to accept a locally-awarded credit. However, they are required to accept all state transferred credits.
(a) The award of credit for a course by a school district affirms that a student has satisfactorily met all state and local requirements. Any course for which credit is awarded must be provided according to this subsection.
(1) Credit earned toward state graduation requirements by a student in an accredited school district shall be transferable and must be accepted by any other school district in the state. A district may not prohibit a new student from attending school pending receipt of transcripts or records from the school district the student previously attended. Credit earned in a local-credit course may be transferred only with the consent of the receiving school district.
The inherent advantage of utilizing either the special topics in social studies course, AAS, or an innovative is its transferability. If a student moves, the receiving district is not required to accept a locally-awarded credit. However, they are required to accept all state transferred credits.
Free Classroom Resources
Testimonials
Civil Rights – Our Global Lineage is a helpful educational resource that promotes the peaceful
philosophy of social justice exemplified in the life and work of Dr. Martin Luther King, Jr.
At a time when our state and nation are facing an outbreak of destructive violence that have led to the loss of innocent life in Dallas and other cities, I am happy to stand with my colleague Rep. Harold Dutton, a distinguished member of the House Public Education Committee, in urging our Education Commissioner and State Board of Education to introduce students across the State of Texas to this these primary and high school curricula designed to teach the non-violent principles championed by Dr. King. Recent events make it clear that we have not done enough to introduce our young people to Dr. King’s legacy in the pursuit of justice through peaceful social change. If necessary, I intend to explore introducing legislation to require such instruction in all of our public schools since these principles are an essential foundation for citizenship in a democratic society.“
State Rep. Tan Parker
Texas House of Representatives – District 63
Dallas, Texas
The curriculum is incredibly well thought out, and we love the approach, especially the organization of units around the 5 pillars/core ideas of the civil rights movement, which then allows for the layering of themes and texts from the Civil Rights Movement alongside foundational documents (Declaration of Human Rights, Magna Carta, etc.) as well as ways for students to make connections to contemporary manifestations of these issues via journaling about current events and the portfolio project. We like the project based learning dimension of the I spoke with Principal Rousseau and Ms. Walls regarding next steps for using Civil Rights – Our Global Lineage as a resource for the African/African American course at Central High School. The themes in the curricula are a great resource to apply Dr. King’s principles to different issues and topics covered in the course. Ms. Walls plans to use the resource to supplement the content in the second semester of the African/African American course by providing a broader perspective of human rights and the power of digital and social media in today’s world and by making connections to previous learning.” I really love the MLK curriculum. In reviewing the materials, the variety of perspectives and critical thinking posed was both intriguing and refreshing; this multi-perspective outlook, thus challenging the status quo, is a vital part of engaging with our students utilizing digital platforms they already are consistently entrenched. Incorporating various cultural events from around the world while focusing on the pillars from Dr. King is a fantastic way to honor critical issues our community (Charleston) currently faces, while simultaneously expanding our students' world views, knowledge and understanding.” We here at the South Carolina Independent School Association have partnered with Dr. Daniels to provide our member schools with the opportunity to use this outstanding history-based curriculum in their middle school and high school history classes. I feel it would be a great initiative to promote throughout the SCISA network.” Most students seem to be enjoying the class. It has provoked some interesting conversations and The program is very interesting, and the students seem to really enjoy the topics. My takeaways are: |
Upon reviewing this curriculum, I find it to be relevant and useful for what is happening in our country today. I like the format and the included materials including the resources with the live links to multimedia. I am interested in the rubric and the terminology for the point headings, for example, meets, approaches, below and limited evidence. I also really like the tools for comparing yesterday with today.” It’s not enough for our young people to only learn about Dr. King one day per year. We plan to work with [State Senator] Rhonda Fields and [State Representative] James Coleman to recommend that these curricula are introduced into Denver Public Schools so that students will have an opportunity to learn about Dr. King’s principles throughout the school year.” Civil Rights—Our Global Lineage aims straight for the vibrant center of the American reform tradition, and places Dr. King squarely into that framework. The historical emphasis on non-violent, broad-based coalition building distinguishes the curriculum from some recent efforts to portray the Civil Rights Movement as part of a more radical effort to reject the founding traditions of natural rights and limited government. By focusing on key pillars of King’s values-driven approach, Our Global Lineage teaches important lessons about how to seek change while respecting different views. It offers a helpful guide to teaching civic dialogue in our deeply divided times.” I am currently the Head of High School at a private school where many of our students want to have a voice for positive change. We do a lot of things to help our students find their voice, but I believe that we have to do a lot more. This summer has been both heartbreaking and inspiring to watch my own children and their friends struggle with the realities of where we are as a country, and to find their voice. I am always blown away when I learn something new about African American History -- especially when it is something that happened close to where I grew up, yet we never heard about it in school. I want more for our kids, and I love combining learning more about African American History while promoting Dr. King's message of nonviolence and "harnessing the power of digital tools". I would love to bring this course to my school because I think that our students would greatly benefit from this course.” So far, I’ve received very positive feedback from our teachers who are piloting this program. The curriculum encourages student collaboration, inquiry, and discourse. I really like how this curriculum pushes students to think beyond the classroom and explore topics on a global scale (something I believe all schools will appreciate). The curriculum is well designed and laid out so that teachers have all of the resources they need to teach it. Teachers need very little prep time to implement the course (something I believe all teachers will appreciate). Lastly, while the course is planned day by day, it can be customized to meet the needs of each specific school and classroom.” As designed, I think the material is intended to have broad application for all students, and may fit into a course that everyone will experience, not just in an elective. I appreciate the opportunity to take advantage of this excellent educational program.” |
