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IB Syllabus Link - Paper 3: The Americas The Role of Dr Martin Luther King Jr in the civil rights movement; the rise of radical African American activism (1965–1968): Black Panthers; Black Power and Malcolm X; role of governments in civil rights movements in the Americas. |
Lesson Objectives:
Lesson Outcomes: Grade 4: To describe the achievements of Malcolm X and the Nation of Islam supporting your findings with contextual knowledge. Grade 5: To explain the impact of both Malcolm X and the Nation of Islam giving both positive and negative examples. Your points must be supported by specific historical examples. Grade 6/7: To explain the impact of both Malcolm X and the Nation of Islam giving both positive and negative examples. Your points must be supported by precisely selected & specific historical examples. You need to also compare with other key historical forces that led to change. |
"Our objective is complete freedom, justice and equality by any means necessary." Malcolm X |
Source A: An excerpt from Malcolm X's 1963 speech "The Black Revolution."
I charge the white man with being the greatest liar on earth! ...I charge the white man, ladies and gentlemen of the jury, with being the greatest Murderer on earth. I charge the white man with being the greatest peace breaker on earth...I charge the white man with being the greatest robber on earth. I charge the white man with being the greatest deceiver on earth. I charge the white man with being the greatest troublemaker of earth, So therefore ladies and gentlemen of the jury, I ask you, bring back a verdict of guilty as charged! Watch this clip from the start of the film Malcolm X https://www.youtube.com/watch?v=qw-LU0mI9fI Challenge Question: How do the images of police violence connect with the words in Malcolm X's speech? TIP: This film was released in 1992. Look up Rodney King. |
Source B: An excerpt from Martin Luther King Jr.s speech "I have a dream."
There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. "We cannot be satisfied as long as the negro's basic mobility is from a smaller ghetto to a larger one. We cannot be satisfied as long as our children are stripped of their self-hood and robbed of their dignity by signs stating: "For Whites Only." We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied until "justice rolls down like waters, and righteousness like a mighty stream." |
2. Activate Activity: Undertake your own research into The Nation of Islam and Malcolm X. Using the collaboration space within our class OneNote, work as a team and divide your research into sections.
For example;
3. Demonstrate Activity: Consensus Activity TOK: Is history made by individuals or by historical forces?
4. Consolidate Activity: Using the conversation within Microsoft Teams write a new post using the thinking routine below;
PROGRESS Measure your progress throughout the lesson by completing your progress tracker. How many questions can you now answer? Home Learning: Respond to two other students posts. Use the dialogue toolkit to help structure your response. |
Web based resources on Malcolm X
Dialogue Toolkit
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Task on entry
Take the quiz to compare and contrast the Black Lives Matter campaign with that of the Black Panthers campaign. Learning Objectives: 1. To explain why Black Power emerged in the 1960s. 2. To assess the impact of the Black Power movement. |
Activities
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Theory of Knowledge
What arguments can be made for the use of violence in the service of securing civil rights? (Ethics, Reason) |
Learning Objectives 1. To examine the aims and success of the Black Power movement. 2. To understand the different interpretations of Black Power. Activities
Connect: Watch the first 10 minutes of the clip. While watching complete the thinking routine connect, extend, challenge. video link: www.c-span.org/video/?410215-5/washington-journal-peniel-joseph-50th-anniversary-black-power-movement&playEvent Activate: Read pages 117-119. Create a table showing the key differences in the interpretation of the Black Power movement. Consider how you could group the different interpretations. What headings could you use? Demonstrate: Essay practice Title: Examine the aims and success of the Black Panthers in the 1960s and early 1970s. |