Kinawa Mlk Vs. Malcolm X

MLK vs. Malcolm X So, we know about MLK and his “I Have a Dream Speech” but what do we know about his counter-part Malcolm X? What do we know about the Civil Rights Movement (1954-1968)? The Civil Rights Movement was a worldwide political movement for equality before the law occurring approximately between 1960 to 1980. It was accompanied by much civil unrest and popular rebellion. The process was long and tenuous in many countries, and most of these movements did not achieve or fully achieve their objectives. In its later years, the Civil Rights Movement took a sharp turn to the radical left in many cases.

Make two columns, have them shout out words they think describe both people and any ideas they think they have about Malcolm. Give background info on Malcolm X (page 3). Talk about definitions of philanthropy and the common good. Does Malcolm X fit these definitions? Watch You Tube videos. First, the speech BY ANY MEANS NECESSARY (printed out copy to everyone) and then the similarities video. Next with quotes divide into teams of 3 and make it a game—5 quotes of both, first 5 teams to correctly identify who said what get suckers! •

The points of view of these men were not liked by everyone, even persons within their own communities. Discuss the importance of hearing all voices in a community and respecting their right to be heard.

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Introduce the term philanthropy to the class. Define it as “the giving of one’s time, talent or treasure for the sake of another or for the common good.” This has been done throughout history and all over the world. What is the common good?

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Discuss the term common good and solicit examples in every day life. Ask the learners if they could consider themselves or someone they know as philanthropists.

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Music played a huge role in the civil rights movement. These songs fostered courage, unity and hope within the Civil Rights Movement. If listening to songs, write down anything it makes you think of-how do they relate to the movement?

YouTube:

Martin Luther King & Malcolm X: Striking Similarities Part 1 of 3 MALCOLM X: BY ANY MEANS NECESSARY

To Talk about to students: Malcolm X makes it plain that he is opposed to the philosophy of Martin Luther King. Malcolm X, also known as El-Hajj Malik El-Shabazz, was an African American Muslim minister, public speaker, and human rights activist. To his admirers, he was a courageous advocate for the rights of African Americans, a man who indicted white America in the harshest terms for its crimes against black Americans. His detractors accused him of preaching racism and violence. He has been described as one of the greatest and most influential African Americans in history. He was assassinated February 21, 1965. Reactions to Malcolm X's assassination were varied. Dr. Martin Luther King, Jr. sent a telegram to Betty Shabazz, expressing his sadness over "the shocking and tragic assassination of your husband." “While we did not always see eye to eye on methods to solve the race problem, I always had a deep affection for Malcolm and felt that he had a great ability to put his finger on the existence and the root of the problem. He was an eloquent spokesman for his point of view and no one can honestly doubt that Malcolm had a great concern for the problems we face as a race.” •

Discuss how the actions of Malcolm X and Martin Luther King, Jr. (Rosa Parks too), who all lost their lives during this era, showed sacrifice. In what ways? Ask students if they believe those persons acted for the benefit of the common good and/or benefit of unknown others during the Civil Rights Movement.

Malcolm X has been described as one of the greatest and most influential African Americans in history. He is credited with raising the self-esteem of black Americans and reconnecting them with their African heritage. He is responsible for the spread of Islam in the black community in the United States. Many African Americans, especially those who lived in cities in the Northern United States, felt that Malcolm X articulated their complaints concerning inequality better than the mainstream civil rights movement did. One biographer says that by giving expression to their frustration, Malcolm X "made clear the price that white America would have to pay if it did not accede to black America's legitimate demands". In the late 1960s, as black activists became more radical, Malcolm X and his teachings were part of the foundation on which they built their movements. The Black Power movement, the Black Arts Movement, and the widespread adoption of the slogan "Black is beautiful"[ can all trace their roots to Malcolm X. During the late 1980s and early 1990s, there was a resurgence of interest in Malcolm X among young people fueled, in part, by his use as an icon by hip hop groups such as Public Enemy. Images of Malcolm X could be found on T-shirts and jackets. This wave peaked in 1992 with the release of Malcolm X, a much-anticipated film adaptation of The Autobiography of Malcolm X.

Malcolm X Speech: "Recently when I was blessed to make a religious pilgrimage to the holy city of Mecca where I met many people from all over the world, plus spent many weeks in Africa trying to broaden my own scope and get more of an open mind to look at the problem as it actually is, one of the things that I realized, and I realized this even before going over there, was that our African brothers have gained their independence faster than you and I here in America have. They've also gained recognition and respect as human beings much faster than you and I. Just ten years ago on the African continent, our people were colonized. They were suffering all forms of colonization, oppression, exploitation, degradation, humiliation, discrimination, and every other kind of -ation. And in a short time, they have gained more independence, more recognition, more respect as human beings than you and I have. And you and I live in a country which is supposed to be the citadel of education, freedom, justice, democracy, and all of those other prettysounding words. So it was our intention to try and find out what it was our African brothers were doing to get results, so that you and I could study what they had done and perhaps gain from that study or benefit from their experiences."

Who Said What?

In the space provided, write either a MLK for Martin Luther King Jr. or a X for Malcolm X to distinguish between the two civil rights activists. If physical death is the price that I must pay to free my white brothers and sisters from a permanent death of the spirit, then nothing can be more redemptive. _____ I have often reflected upon the new vistas that reading opened to me. I knew right there in prison that reading had changed forever the course of my life. As I see it today, the ability to read awoke in me some long dormant craving to be mentally alive. _____ Injustice anywhere is a threat to justice everywhere. _____ We must learn to live together as brothers or perish together as fools.

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I believe in human beings, and that all human beings should be respected as such, regardless of their color. _____ We may have all come on different ships, but we're in the same boat now. _____ I believe in the brotherhood of all men, but I don't believe in wasting brotherhood on anyone who doesn't want to practice it with me. Brotherhood is a two-way street. _____ A man who stands for nothing will fall for anything. _____ I refuse to accept the view that mankind is so tragically bound to the starless midnight of racism and war that the bright daybreak of peace and brotherhood can never become a reality. _____

He who passively accepts evil is as much involved in it as he who helps to perpetrate it. _____ MUSIC LESSON Objectives: The learners will: •

summarize important ideas and events of the Civil Rights Movement and describe how men such as Malcolm X, Medgar Evers, Rosa Parks, and Martin Luther King, Jr. sacrificed for the benefit of the common good.

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recognize famous “freedom songs” representative of the Civil Rights Movement, 1954-68.

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describe the functions of “freedom songs” and the conditions under which these songs were performed.

Unit Overview: Music played a very important role during the Civil Rights Era, 1954-68. This movement is studied in social studies with an emphasis on such people as Malcolm X, Medgar Evers, Rosa Parks, and Martin Luther King, Jr. Students will be introduced to the “freedom songs” and the conditions under which these songs were performed. They will learn how many slave songs, gospel songs, folk songs and labor songs were collected, adapted, and taught to young civil rights activists. These songs fostered courage, unity and hope within the Civil Rights Movement.

Unit Purpose: Students will be introduced to the “freedom songs” that became an important motivating force during the Civil Rights Movement from 1954 to 1968. Students will experience the aesthetics of music and tie that experience into how the “freedom songs” may have motivated the Civil Rights activists. Students will then form conclusions as to the motivational effects of music on the mind and experience the effect of music on the community through the giving of their time and talent.

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FREEDOM SONGS-CIVIL RIGHTS MOVEMENT

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Freedom songs: Keep Your Eyes on the Prize, This Little Light of Mine and We Shall Overcome

Lesson 1: Introduction to Music of the Civil Rights Era Handout 1 Definitions of Philanthropy •

The giving of one’s time, talent or treasure for the sake of another or for the common good.

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Voluntary action for the public good.

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Voluntary giving, voluntary service, and voluntary association, primarily for the benefit of others.

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Giving and serving.

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Active effort to promote human welfare.

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A tradition, a spirit and a sector of society. •

Play the following “freedom song” recordings and have students join in singing the words: o

Keep Your Eyes on the Prize

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We Shall Overcome

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This Little Light of Mine

Discuss the words of the songs and let students express their reactions to the lyrics. •

Explain that many slave songs, gospel songs, folk songs, and labor songs were collected, adapted and taught to young civil rights activists. These songs fostered courage, unity and hope within the Civil Rights Movement.

Assessment: •

Allow students to select one of the four songs discussed in this lesson and tie its lyrics in some way to one of the three persons studied in the lesson. This should be done in a written paragraph. In a second paragraph, students should define philanthropy and explain if the historic personage

they selected could be considered a philanthropist as having contributed in some way to the common good.