Martin Luther King Jr. & Malcolm X
- Rosie Jayde Uyola
- May 16
- 4 min read
Lesson 3: Martin Luther King Jr. & Malcolm X – Visions for Civil Rights
Dr. Rosie Jayde Uyola
Course: U.S. History (Grade 9)
Learning Objectives
Students will:
Analyze detailed excerpts from speeches by Martin Luther King Jr. and Malcolm X to identify and compare their visions for civil rights.
Evaluate the effectiveness of peaceful protest and more radical approaches in advocating for civil rights.
Reflect personally on how different strategies for social change resonate with their own values and beliefs.
NYC DOE Social Studies Standards
11.10a.1 (Important Civil Rights Individuals)
RH1: Cite textual evidence
RH3: Analyze cause-effect relationships in history
WHST2: Write clear explanatory texts
Minute-by-Minute Lesson Script
0:00–0:02 | Introduction
Today, we will closely explore the contrasting visions of two powerful civil rights leaders, Martin Luther King Jr. and Malcolm X. Our guiding question is: How did Martin Luther King Jr. and Malcolm X differ in their strategies for achieving civil rights, and what common goals did they share? Keep this essential question in mind as we work today.
0:02–0:07 | Bard College Writing & Thinking Free Write
In your notebooks, thoughtfully respond to this prompt: Imagine a serious injustice happening today. Would you support peaceful protest, or would you favor a more direct, assertive approach to achieve justice? Clearly explain your choice with examples.
(Students write silently.)
0:07–0:09 | Pair-Share
Now, turn and share your responses briefly with a partner. Summarize clearly and respectfully.
(Students quietly exchange responses.)
0:09–0:10 | Primary Source Instructions
You will closely examine two speeches, one by Martin Luther King Jr. and one by Malcolm X. Carefully annotate each text. Pay special attention to their arguments about HOW civil rights should be pursued.
Handout: Primary Sources
Source A: Martin Luther King Jr., Letter from Birmingham Jail (1963)
You may well ask: Why direct action? Why sit-ins, marches, and so forth? Isn't negotiation a better path? Indeed, negotiation is ideal. But negotiation only happens when power is balanced and the issue at stake cannot be ignored. Nonviolent direct action seeks to create a crisis (a time when a difficult or important decision must be made) and establish tension (mental or emotional strain) that forces a community to confront the issue. We must see the need to dramatize (to express or represent vividly, emotionally, or strikingly) the issue so vividly (in a way that produces powerful feelings or strong, clear images in the mind) that it cannot be ignored. Justice delayed is justice denied. We cannot wait forever for freedom. We have waited more than 340 years for our constitutional rights. It is easy for those who have never felt oppression to ask us to wait, but patience is not infinite.
Source B: Malcolm X, The Ballot or the Bullet (1964)
Today it's time to stop singing and start swinging. This government has failed us. The system itself is corrupt. The ballot or the bullet is a choice we must make. If you’re afraid to use such language, then freedom is not for you. Our forefathers (ancestors) weren't afraid to stand and fight, even to die, for liberty. Why should we settle for less? Freedom is not given, it is taken. You must fight for it. We must unite and fight by any means necessary. If the ballot won't do it, then bullets might be the answer. Because if we cannot achieve justice through the ballot, we must find another way.
0:10–0:20 | Primary Source Analysis & Annotation
According to MLK, what role does tension play in achieving civil rights?
Why does Malcolm X believe the government has failed African Americans?
What assumptions do each of these leaders make about how social change happens?
(Students annotate deeply and discuss insights in small groups.)
0:20–0:25 | Group Thesis Development
With your group, create a unified thesis clearly answering: How were MLK’s and Malcolm X’s approaches to civil rights both similar and different, and why do you think each was persuasive to different groups of people? Make sure your thesis is supported by evidence from both speeches.
(Groups collaboratively develop and record thesis statements.)
0:25–0:30 | Whole-Class Discussion
Let’s share your group theses clearly. Group one, begin. Class, please listen carefully and respectfully offer evidence-based feedback, agreement, or constructive challenge.
(Teacher guides rich student-led discussion, ensuring depth of analysis.)
0:30–0:33 | Individual Reflection In your notebooks, clearly reflect on this question: Which of these two visions -- King’s or Malcolm X’s -- most resonates with your personal beliefs about achieving justice? WHY? Use specific details from today’s speeches to explain your thinking.
(Students write thoughtful reflections.)
0:33–0:35 | Creative Closure & Exit Ticket
For today’s exit ticket, please write your response creatively on your sticky note: If you could sit down with MLK and Malcolm X together, what one question would you ask them to better understand their views? When you finish, please post it on the board clearly on your way out.
(Students write and post creative questions.)
Preview: Tomorrow, we'll examine the Montgomery Bus Boycott and Rosa Parks, connecting these strategies to specific events.
Materials Provided Clearly
Printed copies of MLK’s and Malcolm X’s speeches
Annotation sentence starters guide
Student notebooks for writing
Sticky notes for creative exit tickets
Assessment & Feedback (Danielson 3d, 4a)
Teacher carefully reads reflections to assess depth, clarity, and analytical reasoning.
Exit tickets reviewed for thoughtful and insightful engagement to inform next-day discussion.
Academic Sources & References
American Yawp Primary Source Reader
Stanford University Martin Luther King Jr. Research and Education Institute
Malcolm X Speeches, University of California digital archive
