Through a step-by-step process, students will acquire the skills to analyze, assess, and develop knowledgeable and well-reasoned viewpoints on primary source materials. SL.11-12.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Martin Luther King, Jr., titled "Nonviolence: The Only Road to Freedom," and use a document analysis worksheet to facilitate a close reading of the text and track their understanding on both literal and inferential levels.
Over the course of three lessons the students will compare and contrast the different philosophies and methods espoused by the civil right leaders Dr. Comparisons will be drawn between two of the speeches that were delivered by these men in which they considered the issue of violent protest vs. Students will use textual analysis to draw their conclusions and present arguments as directed in each lesson. RH.9-10.9: Compare and contrast treatments of the same topic in several primary and secondary sources. Student understanding of the text will be determined through classroom discussion and worksheets completed by the students. Martin Luther King, Jr., was a civil rights leader who followed the philosophy of change through nonviolence, based on the beliefs and methods of Mahatma Gandhi.
At the time that he delivered this speech in 1966, some people in the civil rights movement were promoting the use of violence as a means to racial equality, but Dr.
King believed that violence would give the opposition something to use to rally support against the civil rights movement.
His family’s home was burned down, and his father was probably murdered in retaliation for speaking out for African American rights. Malcolm joined a controversial group devoted to securing rights for African Americans, called the Nation of Islam.
He became a national spokesman for the group but left it after he became disillusioned with its leadership.The students will read excerpts from a speech delivered by Malcolm X, "The Ballot or the Bullet," and use a document analysis organizer to facilitate a close reading of the text and track their understanding on both literal and inferential levels.Student understanding of the text will be determined through classroom discussion and the organizers completed by the students.This unit is part of the Gilder Lehrman Institute’s Teaching Literacy through History resources, designed to align to the Common Core State Standards. RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.These units were developed to enable students to understand, summarize, and evaluate original source materials of historical significance. W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. The students will read excerpts from a speech delivered by Dr.However, they differed greatly in their strategy and tactics. " In the end, they would both suffer violent deaths in service to that shared cause.They worked from opposite ends of the activist spectrum toward a goal that was shared by both of them. Civil rights activist Malcolm X was born Malcolm Little, but Malcolm changed his name because he felt that his last name had been imposed on his family by a slave holder.When Malcolm was young, his family suffered greatly at the hands of white supremacists.Although their goals were the same their methods were drastically different."I have a dream" was a speech delivered by Martin Luther King on the 28 August 1963, "The Ballot or the Bullet" was a passionate speech put forward by Malcolm X on the 12 April 1964.