Wnuk, Marcinczyk, Pelissari
Unit Plan
Martin Luther King Jr. and Malcolm X
Overview:
These lessons will compare and contrast the lives and legacies of two prominent Civil
Rights leaders, Martin Luther King Jr. and Malcolm X. The analysis will be done
through the study of media portrayals and monuments attributed to the men. The purpose
is for students to evaluate the two different styles of leadership of the men and to
ultimately decide who they would have followed.
Lesson 1: Myths and Perceptions
Objective: By the end of the lesson students will form a basic understanding of the lives
of Malcolm X and MLK Jr. by reading biographies and discussing myths of the Civil
Rights Movement.
Guiding Question:
What is a historical myth and how does it affect public perception? How do you know
what’s true?
Materials:
Powerpoint on “10 Myths of the Civil Rights Movement” from TAH
Biographical sheets on both men
(www.polk-fl.net/staff/teachers/tah/Dr.KingandMalcolmx.pdf)
Two Column note worksheet
Activities:
Students will do a quick write to list qualities of MLK Jr. and Malcolm X, then share out.
Students will view selected slides from “10 Myths” powerpoint and discuss accuracy.
Students will receive copies of biographical sketches and take two column notes.
When completed students will compare notes with a partner.
Extension: (or exit pass, or homework)
Write three questions you would want ask the two men, if you could interview them.
Wnuk, Marcinczyk, Pelissari
Lesson 2: Life and Death in the Media
Objective: By the end of the lesson students will analyze the impressions made by MLK
Jr. and Malcolm X through the reading and discussion of primary sources.
Guiding Question:
How did the media portray Martin Luther King Jr. and Malcolm X? How did this differ
in different regions of the US?
Materials:
Reprints of the following front pages:
Pittsburgh Courier September 7, 1963
Afro American August 31, 1963
http://www.afro.com/afroblackhistoryarchives/
Aberdeen American-News (Aberdeen, South Dakota) Feb. 22, 1965
http://www.newsinhistory.com/blog/malcolm-x-assassinated
New York Times February 22, 1965
http://www.criticalreading.com/malcolm.htm
Newsweek March 1965
http://www.criticalreading.com/malcolm.htm
New York Post February 22, 1965
http://www.criticalreading.com/malcolm.htm
Questions/graphic organizer
Activities:
Students will work in homogeneous groups to read one article and complete the graphic
organizer, with the articles selected based on reading levels.
After completing the organizer, each group will report out on what they discovered.
Questions on organizer:
1. What is the source information?
2. List three main points of the article, with supporting evidence
3. Author’s opinion, with supporting evidence
For homework, complete a Venn diagram on the portrayal of MLK and Malcolm X in the
articles shared in class.
Extension:
Write a one paragraph obituary for either of the men.
Wnuk, Marcinczyk, Pelissari
Lesson 3: Martin Luther King Jr. Monument
Objective: By the end of the lesson students will evaluate selected quotes from the MLK
Jr. monument and determine what’s missing.
Guiding Question:
How has the legacy of MLK Jr. been immortalized by the monument?
Materials:
Photos from visit to monument.
Reprints of quotes from monuments.
Reprint of “I have a dream speech”
Activities:
Students will view pictures from monument visit.
Think, pair, share regarding message conveyed by monument. What is it trying to tell the
viewer?
In heterogeneous groups, students will analyze the quote they are given and evaluate it’s
appropriateness of inclusion in the monument.
Scenario will be presented that Washington DC has decided that they want to add a quote
from the “I have a dream” speech and the students are charged with selecting it.
Groups will then read through the “I have a dream speech” and select a quote to be
included.
Homework: Write a paragraph that includes the rationale for your selection.
Extension:
Create a pamphlet of background information to go with the monument.
Wnuk, Marcinczyk, Pelissari
Lesson 4: A Monument for Malcolm X
Objective: By the end of the lesson students will create a plan for a monument to
Malcolm X.
Guiding Question:
How do monuments immortalize the legacy of famous people? Why is there not a
monument to Malcolm X in Washington DC?
Materials:
Photos from visit to Meridian Hill/Malcolm X Park
Monument planning questions
Activities:
Teacher will provide background information on controversy of changing the name of
Meridian Hill Park.
Students will view photos of park.
In student selected groups, they will design a monument to Malcolm X that must include
answers to the following questions:
1. What images would you include?
2. What quotes would you include?
3. What background information would you include?
4. Why did you choose these images, quotes and information?
5. What message are you trying to convey?
Extension:
Draw out the plan for the monument, or create a model.
Wnuk, Marcinczyk, Pelissari
Lesson 5: Choosing a Hero
Objective: By the end of the lesson students will form and opinion and support it
regarding the comparison of the lives, words and legacies of MLK Jr. and Malcolm X.
Guiding Question:
What were the similarities and differences between the words and actions of MLK Jr. and
Malcolm X?
Materials:
YouTube clip “Martin Luther King and Malcolm X Debate”
(www.youtube.com/watch?v=h4PqLKWuwyU)
Notes and work from unit’s lessons
Activities:
Students will view the youtube clip and discuss as a whole class.
Students will then write a 5 paragraph persuasive essay to answer the following question:
If you were alive during the Civil Rights Movement, which man would you have
followed, and why?
Homework: finish your essay.
Unit Extension:
Read two versions of the speech by John Lewis for March on Washington DC and
compare to “I Have a Dream”. What are the similarities and differences? Why was
editing done to Lewis’ speech?
Create a monument as a class to one or both of the men. Include a press release about the
message behind the monument.