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Dr. Martin Luther King Jr. & the March on Washington - Analysis of a Social Justice Movement

Updated: 6 days ago


Grade Level: 9-12
Duration of video 1: 6 minutes, 46 seconds
Duration of video 2: 33 minutes, 11 seconds (Teachers may choose to show segments)
Themes: Methods over slogans • Non‑violence & human dignity • Inclusion vs. dehumanization • Truth & transparency • Democratic participation • Dignity for all




Dr. Martin Luther King Jr. speaking at the March on Washington, used for a high school lesson on social justice and civil rights.

Photo: U.S. Marine Corps, Public Domain via Wikimedia Commons


Description:


Students will examine the civil rights movement through two key films: Martin Luther King Jr.’s 1963 “I Have a Dream” speech and The March (1964), a restored documentary on the March on Washington. After viewing, students will use 10 criteria to evaluate whether the movement meets the standards of a true social justice movement—analyzing its stated goals and actions, commitment to equity and human dignity, openness to dissent, use of nonviolence, reliance on truth over propaganda, transparency, and its broader impact on freedom and fairness. This approach encourages critical thinking about how movements for justice operate, both historically and today.



Lesson Plan:


🎯 OBJECTIVES (SWBAT):

  • Identify the stated goals of Dr. King’s address and the March on Washington and connect to the outcomes of the movement.

  • Apply the 10 criteria to analyze a social justice movement. 

  • Distinguish a dignity‑centered protest from intimidation or propaganda.

  • Explain how design choices (eg, symbols, route) support certain criteria. 

  • Value universal human dignity, non‑violence, truth, and open democratic participation. 


🧰 MATERIALS:


📋 LESSON FLOW


  1. Hook:

    Write on the board:  “What does it mean to fight for justice without harming others?”   Discuss the above question and the questions below with students: 

    • Do you think it is possible for a movement to be effective without harming human dignity? 

    • Could a movement call itself a ‘social justice movement,’ but really be something else?

    • How could it be helpful to have objective criteria for analyzing a social justice movement?


  1. Connection:


  1. Teacher says:

    • We will use these 10 criteria to analyze the civil rights movement of Dr. Martin Luther King Jr.

    • I will show you two videos about the movement.

      • The first video is about Dr. King’s “I Have a Dream” speech (Aug. 28, 1963).

      • The second video is about the March on Washington for Jobs and Freedom (Aug 28, 1963), where Dr. King gave his famous speech, and roughly a quarter‑million people came to Washington calling for civil rights legislation.


  2. Video set:


  3. Small Group Discussion:

  4. Reunite Class and Discuss:

    • Reunite the class and discuss each group’s analysis regarding the movement and its alignment with the 10 criteria.

    • Discuss:

      • What words and behaviors stuck out the most in each video? Did they match their stated goal?

      • What was the impact on other people? Did the movement promote justice for everyone, or exclude others?

      • If this movement succeeds, what happens to human rights and dignity for everyone?

      • What design choices for the march (e.g., route, stage, marshals, coalition) made it safer for families and bystanders? Use the program/footage as evidence. 

      • Was the movement focused on solving real injustice, or did it push another agenda?

      • Was fairness applied universally, or only to one group?


  5. Exit Ticket/Assessment:

    • On an index card, have students answer: Which five criteria did Dr. King/the March most clearly align with? Back up your answer with evidence.


  6. Optional Extensions / Enrichment: 

    • Interactive close‑read: Deeply analyze Dr. King's “I Have a Dream” speech according to the 10 criteria. Click here for text: Freedom's Ring.

    • Primary source add‑on: Read the official program of the March on Washington (August 28, 1963) and analyze whether it aligned with the 10 criteria to analyze a social justice movement. Click here for the program for the March: Official Program.

    • Outcome focus: Read the Civil Rights Act of 1964 and connect the methods used in Dr. King’s movement to the outcomes in this Act. Click here for the text of the Civil Rights Act.

  7. Final Message: 

    Today, we did not debate beliefs; we judged artifacts. We looked only at what we could see and hear in the speech and the march, and applied the 10 Criteria we use to analyze any movement.

    In Dr. King’s words, we heard clear goals tied to constitutional promises, inclusive language that widened dignity to all people, and a direct commitment to non‑violence.  

    In the March on Washington footage, we saw organized, democratic participation — permits, marshals, open access, and a peaceful, disciplined crowd, along with transparent leadership and a public program. The goal of the movement sought civil rights and voting rights protected by law, aimed at greater freedom and fairness for everyone.

    Your analysis should rest on evidence: Which criteria did the movement pass most clearly, and what exact words or behaviors prove it?

    Take this tool with you. 

    When you evaluate any movement—historic or current—ask the same questions. Does it protect dignity for all, tell the truth, avoid harm, invite participation, and lead to a freer future? If yes, it moves toward justice. If not, it’s something else.

  8. Further Study: Analyzing Other Historical Movements: 

    Teach the following lessons about other historical movements, where students will analyze each movement using the 10 criteria:







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All materials on this website are available for educational use under Creative Commons License CC BY-NC-ND 4.0. Educators may download and share the content with attribution, for non-commercial use and instructional purposes, and without modification. Embedding any materials within any website-whether educational, institutional, public, or private-is prohibited without prior written consent of Balanced Learning Resources. Unauthorized embedding or redistribution may violate copyright and licensing terms.


©  2025
All materials on this website are available for educational use under Creative Commons License CC BY-NC-ND 4.0. Educators may download and share the content with attribution, for non-commercial use and instructional purposes, and without modification. Embedding any materials within any website-whether educational, institutional, public, or private-is prohibited without prior written consent of Balanced Learning Resources. Unauthorized embedding or redistribution may violate copyright and licensing terms.

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