Malcolm X

MalcolmX以下多篇优质文档供您阅读参考！第一篇：MalcolmXMalcolmX(may19,1925–february21,1965),bornMalcolmlittleandalsoknownasel-hajjmalikel-shabazz(arabic:?????????????????),wasanafricanamericanmuslimministerandhumanrightsactivist.tohisadmirers,hewasacourageousadvocatefortherightsofafricanamericans,amanwhoindictedwhiteamericaintheharshesttermsforitscrimesagainstblackamericans.detractorsaccusedhimofpreachingracism,blacksupremacy,antisemitism,andviolence.hehasbeencalledoneofthegreatestandmostinfluentialafricanamericansinhistory.MalcolmX'sfatherdied—killedbywhitesupremacists,itwasrumored—whenhewasyoung,andatleastoneofhisuncleswaslynched.whenhewasthirteen,hismotherwasplacedinamentalhospital,andhewasplacedinaseriesoffosterhomes.in1946,atage20,hewenttoprisonforbreakingandentering.inprison,MalcolmXbecameamemberofthenationofislamandafterhisparolein1952hequicklyrosetobecomeoneofitsleaders.foradozenyearsMalcolmXwasthepublicfaceofthecontroversialgroup,butdisillusionmentwithnationofislamheadelijahmuhammadledhimtoleavethenationinmarch1964.afteraperiodoftravelinafricaandthemiddleeast,hereturnedtotheunitedstates,wherehefoundedmuslimmosque,inc.andtheorganizationofafro-americanunity.infebruary1965,lessthanayearafterleavingthenationofislam,hewasassassinatedbythreemembersofthegroup.MalcolmX'seXpressedbeliefschangedsubstantiallyovertime.asaspokesmanforthenationofislamhetaughtblacksupremacyandadvocatedseparationofblackandwhiteamericans—incontrasttothecivilrightsmovement'semphasisonintegration.afterbreakingwiththenationofislamin1964—sayingofhisassociationwithit,iwasazombiethen...pointedinacertaindirectionandtoldtomarch—andbecomingasunnimuslim,hedisavowedracismandeXpressedwillingnesstoworkwithcivilrightsleaders,thoughstillemphasizingblackself-determinationandselfdefense.第二篇：dMalcolmXconverglesson11:mlkandMalcolmX:convergingideas?overview:studentswillbeaskedtorecallanyideastheyhaveaboutmartinlutherking,jr.andMalcolmX.theywillthenuseprimarysourcestoanalyzethemessagesofthesetwomenlaterintheircareers,andevaluatetheirsimilaritiesanddifferences.finally,studentswillreconsidertheirinitialperceptionsofthetwomenandreevaluatethembasedonwhattheyhaveuncoveredinclass.centralquestion:wereMalcolmXandmartinlutherkingjr.’smessagesasdifferentaspeopleoftenportraythem?objectives:?studentswillbeabletocompare,andcontrasttheideologiesandstrategiesemployedbymartinlutherking,jr.andMalcolmXandidentifytheireffectivenessandlegacies.(michigancurriculumframeworksshs3,sshs1)technologystandardsforteachers():technologyoperationsandconcepts?demonstrateintroductoryknowledge,skills,andunderstandingofconceptsrelatedtotechnology.planninganddesigninglearningenvironmentsandeXperiences?designdevelopmentallyappropriatelearningopportunitiesthatapplytechnology-enhancedinstructionalstrategiestosupportthediverseneedsoflearners.teaching,learning,andthecurriculum?usetechnologytosupportlearner-centeredstrategiesthataddressthediverseneedsofstudents.assessmentandevaluation?applytechnologyinassessingstudentlearningofsubjectmatterusingavarietyofassessmenttechniques.productivityandprofessionalpractice?applytechnologytoincreaseproductivitysocial,ethical,legal,andhumanissues?identifyandusetechnologyresourcesthataffirmdiversity.keyconcepts:?blacknationalism–apoliticalandsocialmovementprominentinthe1960’sthatcalledforafrican-americanstogaineconomicandpoliticalpower,andwhichcelebratedafricanheritage.?defactosegregation–theseparationofpeoplebasedontheirrace,ethnicity,orclassthateXiststothisdaybecauseofsocial,andnotlegal,practices.?poverty–beingunabletoaffordthemeansofprovidingmaterialneedsorcomfortsforoneselfandonesdependents.materialsandsources:??????eXcerptofmlk’s“wheredowegofromhere?”speecheXcerptfromMalcolmX’sspeech“theballotorthebullet”handoutanalyzingandcomparingthetwospeechesassessment:studentswillcompleteachartcomparingandcontrastingtheviewsofmlkandMalcolmX,whichwillgointheirjournal.theywillalsorevisetheirinitialperceptionsofthetwomen,whichwillalsogointheirjournal.instructionalsequence:1.createtwocolumnsontheboardwith“martinlutherking,jr.”atthetopofoneand“MalcolmX”atthetopoftheother.askstudentstobrainstormwordsorphrasesthatcometomindwhentheythinkofeachman.2.displaythefollowingquotesontheoverhead,andaskstudentswhotheythinksaideachquote,mlkorMalcolmX:“thereisamagnificentnewmilitancywithinthenegrocommunityallacrossthisnation.andiwelcomethisasamarvelousdevelopment.thenegroofamericaissayinghe’sdeterminedtobefreeandheismilitantenoughtostandup.”–mlk“ihavebeenconvincedthatsomeamericanwhitesdowanttohelpcuretherampantracismwhichisonthepathtodestroyingthiscountry.”–MalcolmX3.discusswithstudentshowandwhywehavethesefiXedimagesofmartinlutherking,jr.andMalcolmX.besuretoemphasizethatthemediaandpeoplewritingbiographiesofthesetwomenhaveemphasizedtheirdifferences,whenreallybytheendoftheirlivestheyhadmoreincommonthanweusuallythink.4.passouteXcerptsfrommlk’sspeech“wheredowegofromhere?”andMalcolmX’sspeech“theballotorthebullet”,alongwithagraphicorganizerthatstudentswillcompleteduringclass.pairstudentsup,assigningonestudenttor