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Malcolm X Teacher Resources
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Students interpret historical evidence presented in primary and secondary resources. In this African American history lesson, students compare and contrast the tactics employed by Malcolm X and Martin Luther King, Jr. to combat segregation. Students determine the strengths and weaknesses of each man's vision for ensuring African American rights.
Eleventh graders compare and contrast the visions of Martin Luther King, Jr. and Malcolm X. In this African-American history lesson, 11th graders read speeches by each of the men and summarize the arguments made by each of them about promoting change for African-Americans.
Having a firm grasp on organization can help young authors write with purpose. Using this resource, they list the components of a narrative which include an introduction, body, and strong conclusion. They discuss how to implement these parts, and then identify those elements in an informational text on Malcolm X. The Six-Trait Writing Organization approach helps learners recognize the importance of paragraphs, sequencing, and transitions in writing.
Identify literary devices (alliteration, repetition, allusion, etc.) that Dr. Martin Luther King, Jr. used in his "I Have a Dream" speech. Middle schoolers go on to identify the literarcy devices Malcolm X used in "The Ballot or the Bullet?" and analyze the effectiveness of the literary devices used in these speeches. Use this lesson to compare text structures within a genre.
Compare and contrast the ideologies of Malcolm X and Martin Luther King, Jr. Middle schoolers conduct research regarding civil rights and rhetorical strategies used in political speechs. They examine the strategies that both men employed to fight injustice. The resource includes web links, photos, and handouts.
Reflect upon the poetry of the Harlem Renaissance by looking at some of Langston Hughes' works. "I, Too" and "American Heartbreak" are mentioned, as well as work by Malcolm X and Smokey Robinson. Specific questions help guide discussion and reading of the poems. The instructional activity format is a bit jumbled, but the questions offer good direction.
Students are introduced to the goals of abolitionists throughout history. In groups, they use the internet to discover the purpose of the Underground Railroad and why there were bus boycotts in the 1960s. They compare and contrast the messages of King, Jr. and Malcolm X to end the instructional activity.
Art can express acts of injustice and move society to action. Upper graders analyze contemporary art relating to specific moments in history. They discuss propaganda, anarchy, sociology, and violence as activism. After researching and discussing singular violent acts in the name of social justice, they create a piece that responds to current events.
Analyze visual texts and describe, in writing, what makes them persuasive. Middle schoolers identify the use of persuasive appeals in formal speech writing, and analyze famous speeches from the 20th century. Use these speeches to focus on evaulating the speaker's argument.