② Deep · Connect & organize

Phase 2 — Connect & organize

Now students take the facts from Phase 1 and relate them: mapping strategies against consequences, interrogating real primary sources, and building an argument from evidence. Deep learning is where knowledge becomes usable — the bridge to the problem.

🎯 By the end of Phase 2 students can organize the movement's strategies and their consequences, read a primary source for its point of view and reliability, and defend an evaluative claim about how to answer an unjust law with evidence — the exact moves the problem will demand.

🎟️ Entry ticket — 1-minute warm-up

Concept mapping · d 0.64§113.41(c)(9)

1 · Strategies–consequences concept map

Build a class concept map with "Answering an unjust law" in the center. Cluster the movement's main strategies — nonviolent direct action, legal challenges, voter registration, and federal legislation. For each, add its risks and its effects. Then add a third ring: long-term effects — what followed because the movement acted as it did in 1963.

Strategy	Risks it carried	Effects it produced
nonviolent direct action (marches, sit-ins, boycotts)	arrests, beatings, dogs and fire hoses, danger to children	national attention forced the issue onto the country
legal challenges (Brown v. Board, the courts)	slow; "all deliberate speed" met massive resistance	struck down the legal basis of segregation
voter registration & federal legislation	violent backlash; Senate filibuster of the 1964 bill	the Civil Rights Act of 1964 and Voting Rights Act of 1965

Talk move: draw an arrow from any strategy or consequence to a long-term effect and say the cause-and-effect sentence aloud. This rehearses the analysis in §113.41(c)(9) and sets up the evaluation the problem will ask for.

Elaboration & organization · d 0.72§113.41(c)(28)

2 · Primary-source analysis — read for point of view

Give pairs one or two real (district-approved) primary sources — for example an excerpt of the "Letter from Birmingham Jail," the "I Have a Dream" speech, a photograph from the Birmingham Campaign, or the white clergy's "A Call for Unity" that King answered. Use a four-question source routine:

Source: Who made this, when, and why?
Observe: What do you actually see or read? (facts only)
Point of view: Whose story does it tell — and whose is missing?
Question: What does it make you want to find out?

Compare points of view: read the clergy's "A Call for Unity" beside King's reply. What does each side mean by "the time"? Where is the real disagreement — the goal, or the timing and method? How do we know?

⚠️ Handling difficult history: the images of children facing police dogs and fire hoses, the mass arrests, and the 16th Street Baptist Church bombing that killed four girls are studied honestly and with dignity as documented fact — the point is understanding the moral stakes, not sensationalism or blame (TEC §28.0022).

📚 Primary sources & analysis tools: King Institute (Stanford) · "Letter from Birmingham Jail" ↗ · National Archives · DocsTeach: Civil Rights ↗ · LoC · Getting Started with Primary Sources ↗ · NMAAHC · Stories from the movement ↗

Argumentation · d 0.86§113.41(c)(28), (c)(29)

3 · Structured argument — a warm-up claim

A low-stakes rehearsal of the reasoning the problem needs. Pose a focused evaluative question and have students take a side with evidence, using a claim–evidence–reasoning frame. Then have them state the other side's strongest point (civil discourse) — this is the analysis-and-communication work of §113.41(c)(28) and (c)(29).

Warm-up question: In the spring of 1963, was nonviolent direct action in Birmingham the right way to answer an unjust law — or should the movement have waited for the courts and elections? Give your claim, one piece of evidence from Phase 1 or the sources, and your reasoning.

Sentence stems (ELPS support): "My claim is ______." · "My evidence is ______." · "This matters because ______." · "Someone who disagrees might say ______, but ______."

Note: keep this a practice argument about the general question. The specific 1963 decision — with stakeholders in the room — belongs in Phase 3.

✅ Deep check before the problem: can students name a strategy and a consequence of the movement, read one source for its point of view and reliability, and state an evaluative claim with evidence? Those three abilities are exactly what Phase 3 will ask them to transfer.

🎫 Exit ticket — check yourself

‹ Phase 1 — Surface Phase 3 — Transfer ›

Aligned to (not reproduced from) 19 TAC Ch.113 §113.41; effect sizes from Visible Learning MetaX.