LO: To understand the aims of Martin Luther King’s speeches and the context in which he was writing. TOW: Watch the following Childish Gambino music video. How does the director use visuals to highlight current racial inequality/tension/issues in America today? Does this help us to reflect on the work of MLK? How can we apply the images here to what we looked at in our research, last lesson. https://www.youtube.com/watch?v=VYOjWnS4cMY&list=RDVY OjWnS4cMY&start_radio=1 LO: To understand the aims of Martin Luther King’s speeches and the context in which he was writing. Paper 1 Connection: Look at the following two texts. What do they tell us about race? How could some of the ideas in the texts link to other issues about race we’ve covered so far? Text A: 1966 Editorial cartoon for The Atlantic Journal Constitution (American Broadsheet) Text B: Extract from History GCSE Text book: The USA 19171980 (2001) LO: To understand the aims of Martin Luther King’s speeches and the context in which he was writing. https://www.youtube.com/watch?v=auxNVif9BdI ON SEPT. 15, 1963, FOUR YOUNG GIRLS WERE KILLED IN A BOMBING AT THE 16TH STREET BAPTIST CHURCH IN BIRMINGHAM, ALABAMA. THREE DAYS LATER, THE REV. MARTIN LUTHER KING JR. DELIVERED THIS EULOGY. The Rev. Martin Luther King Jr. delivered this eulogy at a funeral service for Addie Mae Collins, Cynthia Wesley and Denise McNair. (A separate service was held for the fourth victim, Carole Robertson.) In his eulogy, King stressed that though the girls were martyred, they did not die in vain. He called upon their friends and families, as well as the community at large, to cast bitterness from their hearts and turn away from the desire for vengeance: “And so I stand here to say this afternoon to all assembled here, that in spite of the darkness of this hour, we must not despair. We must not become bitter, nor must we harbor the desire to retaliate with violence.” He also called out religious and political leaders who ignored or encouraged the climate of hate that led to the attack in the first place, and reiterated the need for continued work toward equality and freedom for all Americans. LO: To understand the aims of Martin Luther King’s speeches and the context in which he was writing. https://www.youtube.com/watch?v=A6iE4uugxHw Key Word Rhetoric (noun) = the art of effective or persuasive speaking or writing, especially the exploitation of figures of speech and other compositional techniques. The rhetoric of Martin Luther King Jr galvanized people of all races and continues to inspire people today. Aristotle divides means of persuasion into three distinct categories: ethos, pathos, and logos. Which the these three modes of persuasion does MLK use the most in this eulogy? Can you highlight specific examples in three different colours as we listen? LO: To understand the aims of Martin Luther King’s speeches and the context in which he was writing. Figurative language = using descriptions beyond the literal to emphasize a point or create Do you notice any of these an image to draw an used? audience in to the message. For example – metaphors, similes, allusions Step one: Summarise the purpose and argument of each paragraph in one sentence. Step Two: READ THROUGH THE SPEECH AND BEGIN ANNOTATING YOUR COPY. As you go… Look out for the language devices on the right. Highlight and annotate. What are the intended effects on the audience of the figurative language? Group 1 Group 2 Group 3 Group 4 Group 5 devices being Metaphor/ extended metaphor - A comparison or analogy in which one thing or idea resembles another thing or idea, for example 'My home is my castle Simile - A comparison or analogy between tWo ideas or things using the words 'like' or 'as', such as 'Life is like a box of chocolates.‘ Allusion - When reference is made to another text, event, person or place. An implicit relationship is made between what is presented and what is known, for example 'She was my Waterloo.‘ Pronouns (First person/ Second person/ Third person/ singular/ plural/ possessive) - I, You, we, us, our, they, them. Anaphora. In writing or speech, the deliberate repetition of the first part of the sentence in order to achieve an artistic effect is known as Anaphora. Modal verbs- an auxiliary verb that expresses necessity or possibility. English modal verbs include must, shall, will, should, would, can, could, may, and might. Antithesis. This is a contrast made clear by using contrasting language. In the following, King places color/content and skin/character side by side, drawing our attention to radically different ways of seeing the world. Parallelism. Parallelism is the use of components in a sentence that are grammatically the same; or similar in their construction, sound, meaning, or meter. LO: To understand the aims of Martin Luther King’s speeches and the context in which he was writing. As part of your IO, you will have to orally analyse a chosen part of a chosen text that is rich in language and imagery and explore how RACE is linked to that text. To prepare for that, work with a group of 3. Choose one of the topics opposite, that we see in the eulogy, and find references to the text that you could make to explore King’s use of language and how it links to race. Once chosen, you can record yourselves orally analysing what you say and then listen to it back to see if what you said makes sense. Choose 1 topics from the list below that you will begin to explore: • Unity • Suffering • Strength • Powerful figures • The reality of the past • Equality • The American Justice System • Hopes for the future • Freedom • Despair • Vengeance • Politics • Desire • Love for humanity • Religion LO: To understand the aims of Martin Luther King’s speeches and the context in which he was writing. Further reading/ Home learning Paper 1 Link- Remember, poetry could come up on paper 1. Consider the PACTS of this poem. Kids Who Die - Poem by Langston Hughes This is for the kids who die, Black and white, For kids will die certainly. The old and rich will live on awhile, As always, Eating blood and gold, Letting kids die. Kids will die in the swamps of Mississippi Organizing sharecroppers Kids will die in the streets of Chicago Organizing workers Kids will die in the orange groves of California Telling others to get together Whites and Filipinos, Negroes and Mexicans, All kinds of kids will die Who don't believe in lies, and bribes, and contentment And a lousy peace. Of course, the wise and the learned Who pen editorials in the papers, And the gentlemen with Dr. in front of their names White and black, Who make surveys and write books Will live on weaving words to smother the kids who die, And the sleazy courts, And the bribe-reaching police, And the blood-loving generals, And the money-loving preachers Will all raise their hands against the kids who die, Beating them with laws and clubs and bayonets and bullets To frighten the people— For the kids who die are like iron in the blood of the people— And the old and rich don't want the people To taste the iron of the kids who die, Don't want the people to get wise to their own power, To believe an Angelo Herndon, or even get together Listen, kids who die— Maybe, now, there will be no monument for you Except in our hearts Maybe your bodies'll be lost in a swamp Or a prison grave, or the potter's field, Or the rivers where you're drowned like Leibknecht But the day will come— You are sure yourselves that it is coming— When the marching feet of the masses Will raise for you a living monument of love, And joy, and laughter, And black hands and white hands clasped as one, And a song that reaches the sky— The song of the life triumphant Through the kids who die. James Mercer Langston Hughes was an American poet, social activist, novelist, playwright, and columnist from Joplin, Missouri. He moved to New York City as a young man, where he made his career. He was one of the earliest innovators of the thennew literary art form called jazz poetry.
