1. Agenda 5/04/17 Unit 8: Warm up #6 Lecture #5 MLK vs. Malcolm X
Document analysis
Venn Diagram : MLK vs. Malcolm X
De Facto vs. De Jure segregation
Paragraph Response

2. Warm Up #6
To what extent do you agree with MLK’s approach of non-violent resistance, and why? (e.g. fully, mostly, somewhat, very little, not at all) Sentence Starter: I agree___(e.g. fully, mostly, somewhat, very little, not at all) ____ with MLK’s approach of non-violent resistance because_____.

3. Lecture #5 Malcolm X vs. MLK
FLT: I will be able to analyze the differences in de jure vs. de facto segregation, as well as in Martin Luther King Jr. and Malcolm X.

4. De Jure vs. De Facto segregation
de jure segregation – “by law” - segregation that is stated in and permitted by the law
de facto segregation – “in fact” - segregation that exists in reality despite what the law says

5. De Jure vs. De Facto segregation – practice
The landmark Supreme Court decision of Plessy v. Ferguson declared racial segregation of all public accommodations to be constitutional under the clause “separate but equal.”
de jure segregation

6. De Jure vs. De Facto segregation – practice
Although the landmark Supreme Court decision of Brown v. Board of Education unanimously struck down segregation in public education as unconstitutional, many all-white public schools throughout the nation fought to keep their schools segregated.
de facto segregation

7. De Jure vs. De Facto segregation – practice
Even with the abolishment of slavery under the 13th Amendment, many southern plantation owners continued to practice slavery for decades.
de facto segregation

8. De Jure vs. De Facto segregation – practice
Southern legislators found ways to restrict the Black community from voting, circumventing the 15th Amendment which guaranteed African American suffrage, by passing laws that required literacy tests and a poll tax.
de jure segregation

9. De Jure vs. De Facto segregation – practice
The Freedom Riders suffered violent attacks in from angry white mobs and segregationists, even though the Supreme Court had outlawed bus segregation in 1956.
de facto segregation

10. De Jure vs. De Facto segregation – practice
In 1960, college students in Greensboro, North Carolina staged a lunch counter sit-in. for the rest of the 1960s, many Americans worked to convince the rest of the country that blacks and whites deserved equal treatment.
de facto segregation

11. Malcolm X vs. MLK

12. Malcolm X vs. MLK

13. Malcolm X – “…by any means necessary”
Born Malcolm Little, changed to X – dropping what he called his “slave name”
Studied the teachings of Elijah Muhammad, the head of the Nation of Islam, or the Black Muslims
Believed whites were the cause of the black condition and that blacks should separate from white society (separatism) GAQmgw

14. Malcolm X vs. MLK – Venn Diagram
Read and annotate the primary documents from Malcolm X and MLK
Complete the Venn Diagram comparing and contrasting the two civil rights leaders using evidence from the text

15. Paragraph Response
Explain the differences in the approaches taken by Malcolm X and MLK in achieving civil rights. How did they justify their approach? What did they ultimately have in common?
Sentence Starters:
According to the evidence, Malcolm X and MLK used different approaches to achieve civil rights. Malcolm X believed in _________, while MLK believed in _______. They justified their approach by ________. However, they ultimately had ______ in common because______.