Malcolm X and Martin Luther King Jr. lived very different lives and couldn't build a working relationship with each other ― until Malcolm embraced Islam. Dr. Martin Luther King, Jr., and Malcolm X were two prominent leaders of the Civil . in [Malcolm X's] relation with [a] white woman [than] in the burglaries" (Martin .. grades and test scores than successful Black applicants, claimed that he was . Dr. Martin Luther King Jr. and Malcolm X were civil rights leaders in the late s and early s who worked to allow blacks the same.
Martin, by contrast, not only attended university but also found much more positively inspiring role models than Elijah Muhammed to look up to as he joined the struggle for civil rights, in which Malcolm had a slight headstart.
The Civil Rights Movement: Dr. Martin Luther King Jr. and Malcolm X
But Martin had other advantages in this inadvertent race, such as the fact that he was a Baptist leader, and Baptism was the most common religious affiliation of African-Americans at the time.
By the s, Malcolm had risen in the ranks of the NOI and become the most active advocate of its black supremacist knock-off of Islam. But by then Martin was the most popular leader of the Civil Rights Movement in the country. And it was probably at this point, in the mids, that Malcolm and Martin first became aware of each other. Early Activism Their disagreements started off right then and there. Malcolm and the NOI were rejected, and from that point on Malcolm repeatedly tried to meet with Martin, and Martin repeatedly ignored him.
Meeting in the Middle: The Forgotten Relationship of Malcolm X and MLK Jr. - iHistory
InMartin rejected two offers from Malcolm, the first to a debate-type event and the second to speak at a rally that Malcolm had organized in New York City. Nor could Martin continue to ignore his fiercest black critic, who was becoming increasingly popular among politically-active black youth. In his youth, there was no hope, no preaching, teaching or movements of nonviolence… and yet he possessed a native intelligence and drive which demanded an outlet and means of expression.
Malcolm] would talk less of violence, because violence is not going to solve our problem. Only a few months later, in earlyMalcolm made his famous hajj, or Islamic pilgrimage to Makkah. He returned a changed man — no longer a member of the NOI, no longer a black supremacist, and now truly a Muslim and more open to working together with Martin and other leaders he had previously criticized.
An example of his initiative during this time can be seen in his impromptu meeting with Martin in Washington, D. I really did come thinking that I could make it easier. Martin was visibly disturbed by the news. 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 the great ability to put his finger on the existence and 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 that we face as a race. While I know that this is a difficult hour for you, I am sure that God will give you the strength to endure.
I will certainly be remembering you in my prayers and please know that you have my deepest sympathy. Always consider me a friend and if I can do anything to ease the heavy load that you are forced to carry at this time, please feel free to call on me.
Perhaps that was because I had just met him [at Selma], and perhaps it was because I had begun to understand him better. Martin and I had reassessed our feelings toward him. We realized that since he had been to Makkah and had broken with Elijah Muhammad, he was moving away from hatred toward internationalism and against exploitation.
What a pity that this man who was so talented and such an articulate spokesman for black people should have to die just as he was reaching for something of real value. Both have a secure place in history.
Meeting in the Middle: The Forgotten Relationship of Malcolm X and MLK Jr.
I merely want to show that however much the disciples of passive resistance detest violence, they are politically impotent without it. An argumentative persuasive essay, which requires the students to defend their opinions using textual evidence, will be used to determine student understanding. Unit Objectives Students will be able to close read informational texts and identify their important phrases and key terms in historical texts explain and summarize the meaning of these texts on both literal and inferential levels analyze, assess, and compare the meaning of two primary source documents develop a viewpoint and write an evaluative persuasive essay supported by evidence from two speeches Number of Class Periods Three class periods, each period fifty to sixty minutes in duration.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Compare and contrast treatments of the same topic in several primary and secondary sources.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Lesson 1 Overview The students will read excerpts from a speech delivered by Dr. The Only Road to Freedom," and use a document analysis worksheet to facilitate a close reading of the text and track their understanding on both literal and inferential levels.
Student understanding of the text will be determined through classroom discussion and worksheets completed by the students. King promoted resisting racial discrimination through such actions as lunch-counter sit-ins, bus boycotts, and peaceful marches and demonstrations.
His objective was to let those who were the violent oppressors show themselves and the world how morally and legally corrupt is the practice of racial injustice. At the time that he delivered this speech insome people in the civil rights movement were promoting the use of violence as a means to racial equality, but Dr. King believed that violence would give the opposition something to use to rally support against the civil rights movement.
The Only Road to Freedom": Procedure You may choose to have the students complete the activities of this lesson individually, as partners or in small groups of no more than 3 or 4 students.
Distribute the excerpts from Dr. The Only Road to Freedom" speech and the document analysis organizer to each student. Discuss the information in the Historical Background, as needed, but do not give too much away. The students should discover the meaning of text as they read.
Read the speech aloud to the students. It is important for the students to experience the language and nuances of the text as the author meant them to be heard.
Decide whether the text is manageable for your students on an independent reading level. If it is, you can skip this step and go on to step 4. If the text level is more challenging for them, then "share read" the excerpts with the students. This is done by having the students follow along silently while you begin to read aloud, modeling prosody, inflection, and punctuation.
Then ask the class to join in with the reading while you continue to read along with the students, still serving as the model for the class. This technique will support struggling readers as well as English language learners ELL.
The students should now read the speech carefully and complete the "Important Phrases" section of the organizer. If you are having students work with partners or in groups, let them negotiate their answers. Every student must complete their own organizer in order to fulfil the assignment, even if they are working in groups. Have the students move on to the "Critical Thinking Questions," nos.