For the complete lesson:

https://kinginstitute.stanford.edu/part-one-introduction-birmingham

Lesson Plan: Letter From

Birmingham Jail

King and Ralph Abernathy lead a long double-file line of marchers through the streets of Birmingham,
Alabama in 1963.
AP/WIDE WORLD PHOTOS

Introduction:
The following lesson encourages students to reflect on nonviolence as an instrument to change
unjust laws by studying the Birmingham Campaign of 1963. Within this six-part lesson students will
participate in a role play about the intricate planning strategies of Project C, observe the
courageous activism of young people and examine the eloquent words of Dr. Kings Letter from a
Birmingham Jail. The lesson provides students the opportunity to analyze primary source
documents, interact with KPPs online resources and discuss the concept of social justice and
social transformation in the past and in the present.
Grades: 9-12
CA State Standards: 11.1, 11.10, 11.11
The essential question and sub questions are designed to guide the teacher and students through
each segment of the lesson. These questions may be used as assessment at the end of the unit or
as discussion prompts along the way. Teachers are encouraged to teach the entire unit or to
choose the parts which fit their curricular needs. All activities are offered as an online experience
or in print format.

Essential Question:
Did the nonviolent direct action, which King describes in his Letter from a Birmingham Jail,
successfully transform Birmingham, Alabama from a segregated to a just society in 1963?

Sub Questions:

How do we, as a society, define an unjust law, and what kinds of strategies and tactics
have proven most effective in changing such laws? If we are able to abolish legal injustice will
it necessarily result in social justice?

What was the social, political and economic situation in Birmingham, AL before the spring
of 1963?

What were the goals of Project C and how were these goals to be accomplished?

In Letter from Birmingham Jail, how does King explain the purpose and effectiveness
of nonviolent direct action?

As Project C began to unfold in Birmingham in the spring and summer of 1963, how were
these events reported to the nation and world?

Was it the adults or the children of Birmingham that lead the strategy to fill the jails through
civil disobedience?

Have the people of Birmingham reached a point of reconciliation after the experiences of
injustice, violence and nonviolent direct action?

Unit Parts:
1.

Introduction to Birmingham

2.

Project C Strategy Committee Role Play

3.

Letter from a Birmingham Jail

4.

The Children Shall Lead

5.

The Big Three: Should They Take the Offer?

6.

Transformation? Reconciliation? Does nonviolence work?

Assessment/Culminating Project

Part One: Introduction to

Birmingham
BACK TO LESSON

Activity/Instructions
1.

Introduce the unit with a quick write or discussion using the following questions: How do
you change an unjust law? How do you define justice and injustice?

2.

Ask students to identify historical examples or current examples of unjust laws in the U.S.
Discuss the process by which these laws have been changed or could be changed. Example:
Supreme Court decision in Brown v. Board of Education or the passage of the 19th
Amendment to the Constitution.

3.

Provide students with Birmingham in the 1960s and Birminghams Racial Segregation
Ordinances. After the students have read handouts, lead a discussion on the injustice which
existed in Birmingham in 1963. You may also wish to have students list any violations of
democratic principles as stated in the Bill of Rights and/or the Universal Declaration of
Human Rights.

4.

Assign roles for upcoming role play. You will have groups of four and they will take on the
roles of Martin Luther King, Jr., Wyatt T. Walker, Fred Shuttlesworth, and Ralph
Abernathy. Have students do preliminary research on their role.

Materials/Links
Handouts:

Birmingham in the 1960s

Birminghams Racial Segregation Ordinances

Bill of Rights

Universal Declaration of Human Rights

Resources:

King Encyclopedia

Assignment Options:

Journal entry

Research assigned roles in King Encyclopedia

Read Thoreaus On Civil Disobedience

Research a current U.S. law which the students believe is unjust

Questions

How do we, as a society, define an unjust law and which strategies are most successful in
changing that law? If we are able to abolish legal injustice will it also result in abolishing social
injustice?

What was the social, political and economic situation in Birmingham, AL before the spring
of 1963?

Questions

How do we, as a society, define an unjust law and which strategies are most successful in
changing that law? If we are able to abolish legal injustice will it also result in abolishing social
injustice?

What was the social, political and economic situation in Birmingham, AL before the spring
of 1963.

https://kinginstitute.stanford.edu/part-three-letter-birmingham-jail

Activity/Instructions
1.

Debrief the role play and introduce the Eyes on Prize documentary. Watch only up to the
student arrests. This will add a visual element to the events and people from the previous
days role play.

2.

Either as a class or in smaller groups have students read and answer the analysis
questions for the Letter from Birmingham Jail. Depending on the level of your students, you
may choose from two versions of the letter with analysis questions.

3.

Finally, play the audio of the letter. You may want to pause the audio and allow students to
discuss their answers to the analysis questions.

Materials/Links
Handouts:

Letter from Birmingham Jail

Letter from a Birmingham Jail Analysis 1

Letter from a Birmingham Jail Analysis 2

Resources:

King Encyclopedia

Assignment Options:

Journal entry

Research assigned roles in King Encyclopedia

Read Thoreaus On Civil Disobedience

Research a current U.S. law which the students believe is unjust