Activity Overview
Valuable aspects of any literary work are its themes, symbols, and motifs. Part of the Common Core ELA standards is to introduce and explain these complex concepts. However, abstract ideas are often difficult for students to anatomize without assistance, especially in nonfiction.. Using a storyboard, students can visually demonstrate their understanding of these concepts, and master analysis of literary elements. For best practices, see our article with specific lesson plan steps on setting up your classroom and activities to teach themes, symbols, and motifs.
Themes to Look For and Discuss
Injustice
A common theme throughout King’s letter is the idea of justice vs. injustice. He lays out several examples of just and unjust laws, along with the idea that the very existence of injustice serves to prompt him and other activists to fight against it to eventually wipe injustice out. He famously writes that, “Injustice anywhere is a threat to justice everywhere.” Without good men standing up in the face of injustice in the South, including white men, progress will be stalled.
Apathy
One thing that frustrates King throughout his letter is the lack of passion from the white moderate and the clergy in Birmingham. While he and other Civil Rights activists insist they have tried everything and now must resort to direct action, the white clergymen are pushing for patience and to allow the courts to figure things out. They see no need for the immediacy of King’s and his supporters’ actions.
Effectiveness of Nonviolent Protests
The first three steps of a nonviolent campaign serve to try to effect change through every non-extreme option, until all possibilities are exhausted and direct action is needed. King gives several examples of how those first three steps have been utilized and how they have failed; the only option left, he says, is direct action. He gives allusive examples to illustrate the effectiveness of strong leaders who disobeyed the status quo and made an impact on history.
Extremism vs. Moderation
The Alabama clergy leaders are concerned with actions from the activist that are deemed “too extreme”, and with King in particular as being an extremist. King refutes these claims by pointing out other leaders in history who may have been considered “extremists”, including Jesus, the Apostle Paul, Paul Bunyan, Abraham Lincoln, and Thomas Jefferson. King is concerned that the African American community has been moderate for too long, and extreme measures now need to be taken to combat injustice.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that illustrates key themes in "Letter from a Birmingham Jail."
- Use the template your teacher provided.
- Find two quotes from the letter where the theme appears.
- Write the name of the theme in the Row headers.
- Create two illustrations of the theme in the cells with scenes, characters, and items.
- Alternatively, use Photos for Class to show the meaning of the words with the search bar.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | Needs Improvement | |
|---|---|---|---|---|
| Identification of Theme(s), Symbol(s), and/or Motif(s) | All themes are correctly identified as important recurring topics or messages in the story. Symbols are correctly identified as objects that represent something else at a higher level in the story. Motifs are correctly identified as important recurring features or ideas in the story. | Most themes are correctly identified, but others are missing or incomplete. Most symbols are correctly identified, but some objects are missing or incomplete. Some motifs are correctly identified, but others are missing or incomplete. | Most themes are missing, incomplete, or incorrect. Most symbols are missing, incomplete, or incorrect. Most motifs are missing, incomplete, or incorrect. | No themes, symbols, or motifs are correctly identified. |
| Examples and Descriptions | Quotes and examples are accurate to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions accurately explain the theme(s), symbol(s), and/or motif(s) and highlight their significance to the story. | Most quotes and examples are accurate to the theme(s), symbol(s), and/or motifs that are being identified. Descriptions mostly accurately explain the theme(s), symbol(s), and/or motif(s), and highlight their significance to the story. | Most quotes and examples are minimal, incorrect, or unrelated to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions contain inaccuracies in their explanations, or do not highlight their significance to the story. | Examples and descriptions are missing or too minimal to score. |
| Depiction | Depictions chosen for theme(s), symbol(s), and/or motif(s) are accurate to the story and reflect time, effort, thought, and care with regard to placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are mostly accurate to the story. They reflect time and effort put into placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are inaccurate to the story. The depictions may be rushed or show minimal effort, time, and care put into placement and creation of the scenes. | Most depictions are missing too many elements or are too minimal to score. Little time or effort has been put into placement and creation of the scenes. |
| English Conventions | There are no errors in spelling, grammar, or mechanics throughout the storyboard. All writing portions reflect careful proofreading and accuracy to the story. | There are a few errors in spelling, grammar, and mechanics throughout the storyboard. All writing portions show accuracy to the story and some proofreading. | There are several errors in spelling, grammar, and mechanics throughout the storyboard. Most writing portions do not reflect proofreading or accuracy to the story. | Errors in spelling, grammar, and mechanics in writing portions of the storyboard seriously interfere with communication. |
Activity Overview
Valuable aspects of any literary work are its themes, symbols, and motifs. Part of the Common Core ELA standards is to introduce and explain these complex concepts. However, abstract ideas are often difficult for students to anatomize without assistance, especially in nonfiction.. Using a storyboard, students can visually demonstrate their understanding of these concepts, and master analysis of literary elements. For best practices, see our article with specific lesson plan steps on setting up your classroom and activities to teach themes, symbols, and motifs.
Themes to Look For and Discuss
Injustice
A common theme throughout King’s letter is the idea of justice vs. injustice. He lays out several examples of just and unjust laws, along with the idea that the very existence of injustice serves to prompt him and other activists to fight against it to eventually wipe injustice out. He famously writes that, “Injustice anywhere is a threat to justice everywhere.” Without good men standing up in the face of injustice in the South, including white men, progress will be stalled.
Apathy
One thing that frustrates King throughout his letter is the lack of passion from the white moderate and the clergy in Birmingham. While he and other Civil Rights activists insist they have tried everything and now must resort to direct action, the white clergymen are pushing for patience and to allow the courts to figure things out. They see no need for the immediacy of King’s and his supporters’ actions.
Effectiveness of Nonviolent Protests
The first three steps of a nonviolent campaign serve to try to effect change through every non-extreme option, until all possibilities are exhausted and direct action is needed. King gives several examples of how those first three steps have been utilized and how they have failed; the only option left, he says, is direct action. He gives allusive examples to illustrate the effectiveness of strong leaders who disobeyed the status quo and made an impact on history.
Extremism vs. Moderation
The Alabama clergy leaders are concerned with actions from the activist that are deemed “too extreme”, and with King in particular as being an extremist. King refutes these claims by pointing out other leaders in history who may have been considered “extremists”, including Jesus, the Apostle Paul, Paul Bunyan, Abraham Lincoln, and Thomas Jefferson. King is concerned that the African American community has been moderate for too long, and extreme measures now need to be taken to combat injustice.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that illustrates key themes in "Letter from a Birmingham Jail."
- Use the template your teacher provided.
- Find two quotes from the letter where the theme appears.
- Write the name of the theme in the Row headers.
- Create two illustrations of the theme in the cells with scenes, characters, and items.
- Alternatively, use Photos for Class to show the meaning of the words with the search bar.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | Needs Improvement | |
|---|---|---|---|---|
| Identification of Theme(s), Symbol(s), and/or Motif(s) | All themes are correctly identified as important recurring topics or messages in the story. Symbols are correctly identified as objects that represent something else at a higher level in the story. Motifs are correctly identified as important recurring features or ideas in the story. | Most themes are correctly identified, but others are missing or incomplete. Most symbols are correctly identified, but some objects are missing or incomplete. Some motifs are correctly identified, but others are missing or incomplete. | Most themes are missing, incomplete, or incorrect. Most symbols are missing, incomplete, or incorrect. Most motifs are missing, incomplete, or incorrect. | No themes, symbols, or motifs are correctly identified. |
| Examples and Descriptions | Quotes and examples are accurate to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions accurately explain the theme(s), symbol(s), and/or motif(s) and highlight their significance to the story. | Most quotes and examples are accurate to the theme(s), symbol(s), and/or motifs that are being identified. Descriptions mostly accurately explain the theme(s), symbol(s), and/or motif(s), and highlight their significance to the story. | Most quotes and examples are minimal, incorrect, or unrelated to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions contain inaccuracies in their explanations, or do not highlight their significance to the story. | Examples and descriptions are missing or too minimal to score. |
| Depiction | Depictions chosen for theme(s), symbol(s), and/or motif(s) are accurate to the story and reflect time, effort, thought, and care with regard to placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are mostly accurate to the story. They reflect time and effort put into placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are inaccurate to the story. The depictions may be rushed or show minimal effort, time, and care put into placement and creation of the scenes. | Most depictions are missing too many elements or are too minimal to score. Little time or effort has been put into placement and creation of the scenes. |
| English Conventions | There are no errors in spelling, grammar, or mechanics throughout the storyboard. All writing portions reflect careful proofreading and accuracy to the story. | There are a few errors in spelling, grammar, and mechanics throughout the storyboard. All writing portions show accuracy to the story and some proofreading. | There are several errors in spelling, grammar, and mechanics throughout the storyboard. Most writing portions do not reflect proofreading or accuracy to the story. | Errors in spelling, grammar, and mechanics in writing portions of the storyboard seriously interfere with communication. |
How to Foster Independent Research Skills Using 'Themes in Letter From Birmingham Jail'
Introduction to Research and 'Letter From Birmingham Jail'
Begin with a class discussion on the significance of Martin Luther King Jr.'s "Letter from Birmingham Jail" and its historical context. Introduce students to basic research methods and resources, including how to use libraries, academic databases, and credible internet sources. Assign each student (or pairs of students) a specific theme from King's letter to focus on for their research project.
Developing Research Questions and Initial Exploration
Guide students in formulating research questions related to their assigned theme. These questions should drive their investigation and analysis of the letter. Conduct a workshop on how to gather and evaluate sources, emphasizing the importance of using diverse resources. Students begin their preliminary research, gathering general information and identifying potential sources.
In-Depth Research and Analysis
Students delve deeper into their research, focusing on gathering detailed information and diverse perspectives on their theme. Encourage critical thinking by asking students to analyze the sources' credibility and the information's relevance. Provide ongoing support and check-ins to monitor progress and offer guidance where needed.
Presentation and Reflection
Students create a presentation of their findings, which could be in the form of a report, a slideshow, or a creative project like a poster or video. Organize a class session where students present their research to the class, focusing on their theme's interpretation and its connection to the letter. Conclude with a reflection activity where students discuss what they learned about independent research, the challenges they faced, and how their understanding of the themes in King's letter has deepened.
Frequently Asked Questions about Themes in Letter From Birmingham Jail
How does King define 'just' and 'unjust' laws in the letter?
In "Letter from Birmingham Jail," Martin Luther King Jr. articulates a clear distinction between 'just' and 'unjust' laws to justify civil disobedience against segregation laws. He defines a just law as one that aligns with moral law or the law of God, upholding human dignity and equality. Such laws are fair and applied equally to all. In contrast, King describes unjust laws as those that degrade human dignity, are not rooted in eternal and natural law, or are applied in a discriminatory manner. He emphasizes that laws are unjust when they are inflicted on a minority that, as a result of being denied the right to vote, had no part in enacting or devising these laws. By this definition, segregation laws are unjust as they distort the soul and damage the personality, creating a false sense of superiority in the oppressor and inferiority in the oppressed. King's argument is rooted in the philosophy of St. Thomas Aquinas, who posited that an unjust law is a human law not rooted in eternal and natural law.
Why is 'Letter from Birmingham Jail' still relevant today?
Decades after its creation, "Letter from Birmingham Jail" remains profoundly relevant in today's world. Its enduring significance lies in its powerful advocacy for civil rights, social justice, and nonviolent resistance. King’s eloquent defense of civil disobedience in the face of unjust laws resonates in contemporary movements that challenge systemic injustice and inequality. His critique of the 'white moderate' and his disappointment in the church's response to racial injustice continue to provoke reflection on the roles and responsibilities of institutions and individuals in addressing societal issues. The letter's themes of justice, moral action, and the interconnectedness of communities are timeless and universal, continuing to inspire and challenge readers to confront injustice and advocate for equitable societies.
How can worksheets facilitate exploration of rhetorical strategies used in 'Letter from Birmingham Jail'?
Worksheets can be a highly effective tool in guiding students through an exploration of the rhetorical strategies employed by Martin Luther King Jr. in his "Letter from Birmingham Jail." Such worksheets can include activities that focus on identifying and analyzing King's use of ethos, pathos, and logos. For instance, worksheets can provide excerpts from the letter where King appeals to his ethos as a clergyman, his pathos through emotional appeals, or his logos with logical arguments and references to historical and religious figures. They can also include exercises that prompt students to identify literary devices such as metaphors, allusions, and anaphora, illustrating how these contribute to the letter's persuasive power. By dissecting these elements, students gain a deeper understanding of how King effectively constructs his argument and engages his audience. Additionally, worksheets can offer reflective questions that encourage students to connect King’s rhetorical techniques to the effectiveness of his message in the context of the civil rights movement and contemporary social justice issues.
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Letter from Birmingham Jail
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