For students who have a prior knowledge of the Civil Rights Movement. Leads into study of 'Speech Before Youth March for Integrated Schools'. Images used for educational purposes only.

1. Introduction to
Martin Luther King Jr
Grade 12 Critical Study unit

2. American Civil War

3. Emancipation Proclamation
" . . . all persons held as slaves within
any State or designated part of a State,
the people whereof shall then be in
rebellion against the United States,
shall be then, thenceforward, and
forever free . . . "
Abraham Lincoln
(Emancipation Proclamation, 1863)

4. All persons born or naturalized in the United States, and subject
to the jurisdiction thereof, are citizens of the United States and
of the state wherein they reside. No state shall make or enforce
any law which shall abridge the privileges or immunities of
citizens of the United States; nor shall any state deprive any
person of life, liberty, or property, without due process of law;
nor deny to any person within its jurisdiction the equal protection
of the laws.
Fourteenth Amendment:
civil rights for all

5. Jim Crow

6. “It shall be unlawful for a negro and white person to play together or in company
with each other in any game of cards or dice, dominoes or checkers.”
—Birmingham, Alabama, 1930
“It shall be unlawful for any white prisoner to be handcuffed or otherwise chained or
tied to a negro prisoner.”
—Arkansas, 1903
“No colored barber shall serve as a barber to white women or girls.”
—Atlanta, Georgia, 1926
“Any person...presenting for public acceptance or general information, arguments or
suggestions in favor of social equality or of intermarriage between whites and
negroes, shall be guilty of a misdemeanor and subject to a fine not exceeding five
hundred dollars or imprisonment not exceeding six months or both fine and
imprisonment in the discretion of the court.”
—Mississippi, 1920
“Separate free schools shall be established for the education of children of African
descent; and it shall be unlawful for any colored child to attend any white school, or
any white child to attend a colored school.”
—Missouri, 1929

9. Violence and lynching

10. 1955 Montgomery, Alabama

11. Montgomery Bus Boycott

12. Guiding principles and beliefs
Christianity (family of
Baptist ministers)
Pastor Dexter Ave Baptist
Church
NAACP (National
Association for the
Advancement of Colored
People)
Non-violent protest and
resistance (influenced by
Ghandi)

13. Landmark in Civil Rights
1954 Brown versus Board of
Education
racially segregated public
schools were declared
inherently unequal
Oliver Brown’s daughter
forced to take a bus to an all-
black school rather than
attend the all-white school
blocks from her house.

14. Reactions

15. Integration
Integration begins in
Little Rock, Arkansas,
1957
Central High school
“Little Rock Nine”
supported by NAACP
Arkansas National guard
prevented entry
Injunction & police escort

17. Compass Points thinking routine
WEST
What WORRIES
does MLK express
about the issue?
NORTH
What does MLK
know/NEED the
audience to know?
EAST
What EXCITEMENT
does MLK express
about the issue?
SOUTH
What STANCE does
MLK take on the
issue?

18. As I stand here and look out upon the
thousands of Negro faces, and the
thousands of white faces, intermingled like
the waters of a river, I see only one face - the
face of the future.
Use of
quantitative
words
Acknowledgement
of the audience Simile
Synecdoche Zeugma
(prozeugma)Caesura

19. 15 mins
1. Identify the rhetorical devices
2. Decide on the point these communicate and the
effects they have on the audience
3. Decide on which rhetorical proof(s) are in use
2-3 min presentation in front of the class
Present analysis – try to be creative in your
presentation (skit, role play, rap, ‘teacher’ etc.)
Group analysis

20. What is interesting about the speech?
—Briefly put the speech into context:
Who? What? When? Where? Why? What are the
circumstances?
—What is your overarching interpretation?
—What are the key ideas which support your
overarching interpretation? (which are
explicit/implicit?)
—Martin Luther King Jr’s purpose?
How would you introduce this
speech in your IOC?