Content: Difference in perspectives between X and King; Similar goals

What students should learn: Though Malcolm X and Martin Luther King Jr. had different
approaches and attitudes about the mistreatment and oppression of black people, they still had
common goals in mind. In fact, their differences in approach may have allowed for greater progress
in the realm of civil rights. In the case of voting, both figures wanted greater black representation,
but their attitudes about the issue (specifically whether it was improved or not) varied greatly.

Lesson Plan Template:

Class/Grade Level: 20th Century US History/ 11th Grade

Unit: Civil Rights Movement

Lesson Title: Differing Perspectives: King and X

X, Ballot or the Bullet: http://www.edchange.org/multicultural/speeches/malcolm_x_ballot.html

King, Give us the Ballot:

https://kinginstitute.stanford.edu/king-papers/documents/give-us-ballot-address-delivered-prayer-p
ilgrimage-freedom

Objectives for the Lesson: (Content, Skill and Affective)

Content: Students will learn about the differing approaches between two of the greatest leaders
during the 1960s Civil Rights Movement: Dr. Martin Luther King Jr. and Malcolm X.

Skill: Students will analyze primary source documents to identify the author's primary arguments.

Students will compare and contrast two differing perspectives on the same issue.
Standard(s):

CA Content Standard 11.10.4: Examine the roles of civil rights advocates (e.g., A. Philip Randolph,
Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the
significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream”
speech

Required Materials and Resources:

Writing Utensils

Reading/Questions Document

“The Ballot or the Bullet” Speech (plus edited version)

“Give us the Ballot” Speech (plus edited version)

Key Concepts taught in lesson:

Malcolm X (approach)

Martin Luther King Jr. (approach)

Brown v. Board of Education

(Civil Disobedience vs more direct action)

Voting Rights

Anticipatory Set/ Opening Move/Hook Activity:

Opening to Civil Rights Unit:

Opening on the Civil Rights Movement

- During the 1950s and 60s, a number of different minority groups struggled for greater civil
rights
- Civil rights: Voting rights, equal treatment under the law
- Make connections to previous struggles, such as those in the progressive era, led by people
like W.E.B Dubois, Ida B Wells, and Booker T. Washington.
- Role of World War II in inspiring civil rights movement
- Black soldiers come back home only to be treated poorly
- Post war growth should benefit everyone
- President Truman ends desegregation in military in 1948; precedent for greater
desegregation and equality
- Introduction to great leaders of Civil Rights Movement
- Describe large number of figures produced during this time (Rosa Parks, Cesar
Chavez, etc)
- Many of these figures stick with us to this day
- Two of the biggest figures were Dr. Martin Luther King Jr. and Malcolm X
- Mention how well-known and revered is in America
- Prior-knowledge
- Mention how Malcolm X is not as well known or revered, but still an extremely
significant member of this greater movement.
- Segway into Lesson
- To start our civil rights unit, we will take a look at some of the work of these two
figures to get an understanding of who these people were, and how their leadership
affected the rest of the civil rights movement
- We will specifically focus on the issue of voting/voting rights, which as one of the
key components of the civil rights movement.
- Lesson description
- Today, you will look at two speeches: one from Malcolm X and the other from MLK.
- As partners (which will be assigned), you will have to read each speech together and
answer a series of questions
- There are three questions for each speech(6), then another three questions after you
have completed the readings and their respective questions.
- Lets go over them quickly,
- Covers and explains each question, focusing on #3 in the individual excerpt
questions
- In the end questions, focuses and explains how to properly compare the two
approaches
- When you compare and contrast, you should be looking for the
things that are similar or different regarding the two sources.
- An example that might help visualize this is to compare something
like basketball and football.
- Both are team sports that determine who wins by scoring the points
 - But, as you guys are surely aware, the way the teams are put
together, the way the game is played and scored, and so on,
are quite different
- You should look to do something similar here. To start, they are both
addressing similar issues. That is a similarity, like how basketball and
football are both about points.
- What you should then look for is how these two figures address this
issue. Again, basketball and football are both about points, but the
way you get points in each game is different.
- The better your understanding of both #3 questions are, the better
you will be able to compare the two perspectives.
- You should read together, then answer the questions for that reading together.
- DO NOT split the work up, as you will be more likely to make mistakes that
way
- The only exception is one of the last questions, which asks for your personal
opinion
- Once you get started on the first set of questions, I will be available to help with
anything you are confused about.
- Once you feel complete, raise your hand so I can check your answers and stamp, if I
feel confident in your answers
- (Moves to assign partners)
- Get to work!

Step-by-Step Lesson Procedure (BE DETAILED) :

1. Welcome class/take attendance/broader class updates (30secs-1 minute)(maybe more like

2-3 minutes, heavily depends on below factors)
a. Quick check in: “How's today been so far?”
b. Take attendance on paper and update online, if possible
c. Broader updates:
i. Different schedules PSA
ii. Grades being updated
iii. Other important news not directly related to class
2. Introduce Lesson/New Unit (5 minutes)
a. See anticipatory set section
3. Assign Partners and move chairs(1-2 minute(s))
a. Should be someone around them
b. Try to mix it up from previous partner assignments so students work with new
people
c. Be ready to make a group of three incase of absence/odd class number
 d. Look to avoid potential problem partnerships
i. I.e: two students who struggle with reading/written assignments
4. Students work on assignment (40 minutes)
a. Monitor for questions
i. Clarify terms/ questions on worksheet
ii. Make sure to let them struggle a bit; don't just give them the answer
b. Make sure students understand what is being asked for question #3 for both reading
sections and that they know how to answer it
c. Make sure students are talking; not just splitting up the work
d. When students work is satisfactory, stamp on margin of worksheet
5. Straighten up desks (1 minute)
6. Answer check in (10-15 minutes)
a. As a class, go over questions
b. Spend more time on #3 for sections 1 and 2
i. Important for understand the differing approaches of both leaders
ii. Try to spend most time covering last 3 questions, as they cover the heart of
the lesson
iii. Call on students to share their answers
iv. For #3 in last section, maybe have students defend their position more by
asking questions
7. If there is time, a short summary of the focus of the lesson. (2-5 minutes)
a. Malcolm X and MLK had different approaches, but similar goals
b. Describe how these two ways of thinking would inspire others to participate
differently depending on what approach they felt was more necessary

Modifications (if needed) for students:

EL Students: Allow to use translating sources

504/IEP students: Allow for extra time/breaks/ other assistance as necessary

Provide resource online in case of absence

Mini-Assessment for Lesson:

Formative:

- Check ins during work time

- Pointed questions to help student thinking
 - Class discussion at end of work time
- Check for understanding

Teacher Reflection: