lding and activating prior knowledge by showing the class a brief video of events in the civil rights movement, including excerpts from Dr. King's "I Have a Dream" speech. This exercise will serve as a springboard for encouraging students to comment on the material, thus activating prior knowledge.
Secondly, the teacher will introduce key vocabulary and concepts with handouts. Terms such as segregation, integration, voting rights, "separate but equal," and so forth will be introduced. Students will be encouraged to write a response journal using these terms after viewing the film in order to further activate prior knowledge and to build upon that knowledge. This in turn will help to prepare the students for their direct encounter and engagement with Dr. King's biography.
It is anticipated that another handout given to the students will include a listing of important dates in the history of the civil rights movement that can then be used in the pre-reading exercise known as clustering. Clustering is described by V
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