An argumentative (persuasive) essay, which requires the students to defend their opinions using textual evidence, will be used to determine student understanding. 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. King promoted resisting racial discrimination through such actions as lunch-counter sit-ins, bus boycotts, and peaceful marches and demonstrations.
Students will be able to Three class periods, each period fifty to sixty minutes in duration. His objective was to let those who were the violent oppressors show themselves and the world how morally and legally corrupt is the practice of racial injustice.
but of hateful floging out against an establishment with the power to oppress violent resistance. King insightfully recognized the efficaciousness of disobeying the system as a agency of altering it. the better agencies of accomplishing Black rights was through passive resistance: specifically.
Violently assailing the system would merely ask for violent onslaughts back.
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.
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.
Both of them fought for equality and justice for African Americans.
Both of them saw a need for immediate action in order to secure those rights.