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Speech Analysis: I Have a Dream - Martin Luther King Jr. “I Have a Dream” by Martin Luther King Jr. is one of the most memorable speeches of all time. It is worthy of lengthy study as we can all learn speechwriting skills from King’s historic masterpiece. This article is the latest in a series of video speech critiques which help you analyze and learn from excellent speeches. Speech Video: Martin Luther King Jr. delivers “I Have a Dream” I encourage you to: Watch the video;Read the analysis in this speech critique;Study the speech text in the complete transcript; andShare your thoughts on this presentation.

Speech Critique – I Have a Dream – Martin Luther King Jr. Much of the greatness of this speech is tied to its historical context, a topic which goes beyond the scope of this article. Instead, I’ll focus on five key lessons in speechwriting that we can extract from Martin Luther King’s most famous speech. Lesson #1: Emphasize Phrases by Repeating at the Beginning of Sentences Read those repeated phrases in sequence. Other key themes? South Bronx Teens Speak. Ethnicity vs Race. The traditional definition of race and ethnicity is related to biological and sociological factors respectively. Race refers to a person's physical appearance, such as skin color, eye color, hair color, bone/jaw structure etc. Ethnicity, on the other hand, relates to cultural factors such as nationality, culture, ancestry, language and beliefs.

For example, take the Caucasian race. The physical characteristics of Caucasians were described by M. A. MacConaill, as being "light skin and eyes, narrow noses, and thin lips. Comparison chart Race relations "Race relations" is one of the dominant themes in American politics from time to time, and refers to relationships between the major race groups - white, black, native American, Hispanic/Latino, "Asian" and others of mixed races.

America has also had a sometimes troubled history with ethnic strife e.g. during the waves of Irish and Italian immigration to the U.S. Books about race relations (Amazon.com) "Asians" Share this comparison: Understanding Stereotypes. Center Stage—Focus on the Elderly. Purpose: Students will be engaged in reflections of stereotypes, prejudice and discrimination related to elderly individuals. From a cognitive and affective perspective, students will be involved with activities to assist them in developing sensitivity to working in direct service projects with individuals who are elderly. Subsequently, students will also generate guidelines for positively and sensitively working with these individuals. Conduct/proper etiquette, as well as appropriate conversation, will be addressed.

Duration: Two Forty-Five Minute Periods Objectives: The learner will: analyze the personal perspective of individuals who are elderly. identify the task, skills and procedures for successful interaction with elderly individuals. Service Experience: Suggested service projects (see Bibliographical References) relating to this lesson topic may include: Record a memoir Elder call-in Coupon exchange Friendship box Senior sandboxes/home repairs Materials: Handout 1 Am I Ready to Serve? 1. Stereotyping Disclosure. Glog-2155: text, images, music, video | Glogster EDU - 21st century multimedia tool for educators, teachers and students.

NOW: Printable Pages | Classroom - Poet Naomi Shihab Nye. Poet Naomi Shihab NyeThis lesson is designed for English classrooms, grades 9-12Lesson Objectives Relevant National Standards Estimated Time Materials Needed Backgrounder for Teachers Assumed Student Prior Knowledge Teaching Strategy Assessment Suggestions Extension Ideas Related Resources About the Author Lesson Objectives By the end of this lesson, students will be able to: Explain the importance of family and tradition in the poetry of Naomi Shihab Nye. Define stereotypes and understand how poetry can help to dispel them. Writing Standard 1Uses the general skills and strategies of the writing process. Reading Standard 6 Uses reading skills and strategies to understand and interpret a variety of literary. texts Level IV, Benchmark 10 Relates personal response or interpretation of the text with that seemingly intended by the author). Estimated Time to Complete Lesson Two 90-minute or four 45-minute class periods.

Materials Needed Part I Backgrounder for Teachers Assumed Student Prior Knowledge. Do You Speak American . Sea to Shining Sea . American Varieties . New York City. It’s Not What You Say, It’s the Way That You Say It Well-known author and sociolinguist Deborah Tannen explains why non-New Yorkers find Big Apple natives so pushy: It may have at least as much to do with their high-energy speech style as their personalities. So what’s it to you? (The research cited in this essay was first published in 1981.) One of the nice things about the United States is that, wherever you go, people speak the same language. So native New Yorkers can move to San Francisco, Houston, or Milwaukee and still understand and be understood by everyone they meet. Right? Well, not exactly. Or, as a native New Yorker might put it, “Wrong!” Now, I’m not referring to the two aspects of language that everyone notices and a lot of people talk about: accent and vocabulary.

How do cultural differences affect the ways people talk and listen? As a sociolinguist, I want to know how cultural differences affect the ways people talk and listen. Diane: You live in L.A.? I don’t know. Circle of Stories . Storytellers. Learn about the storytellers and their tribes, or read and listen to their stories. Rosella Archdale Find out where Rosella learned the past traditions that live on in her kitchen today, and read about the sacred herb sweet grass and its significance to her tribe. Hoskie Benally Listen to Hoskie tell the story of “The Five Sacred Herbs,” and learn more about Navajo beliefs, language and the sacred relationship to their lands.

Corbin Harney Hear Corbin sing “The Water Song” and learn about his international activism, and his dedication to indigenous people and environmental protection. Tchin Find out how and where Tchin first learned his stories, the ways he enriches his own cultural knowledge, and the history of the Narragansett’s land reclamation. Native American stories are as varied as the trees on the Earth . . . expand your understanding of what defines a “story.” Are you a storyteller? RACE - The Power of an Illusion . Me, My Race & I.

Brown v. Board at Fifty: "With an Even Hand" - Brown v. Board of Education of Topeka, Kansas | Exhibitions. Three lawyers confer at the Supreme Court, 1953. Gelatin silver print. New York World-Telegram & Sun Collection, Prints and Photographs Division, Library of Congress (98) The National Association for the Advancement of Colored People (NAACP) and its legal offspring, the Legal Defense and Educational Fund, developed a systematic attack against the doctrine of “separate but equal.” The campaign started at the graduate and professional educational levels. The attack culminated in five separate cases gathered together under the name of one of them—Oliver Brown v. Board of Education of Topeka, Kansas. Aware of the gravity of the issue and concerned with the possible political and social repercussions, the U.S.

The Supreme Court announced its unanimous decision on May 17, 1954. Discover! Kenneth B. During the 1940s, psychologists Kenneth Bancroft Clark and his wife, Mamie Phipps Clark designed a test to study the psychological effects of segregation on black children. Enlarge Dr. Kenneth B. U. One World: Connecting Communities, Cultures, and Classrooms. Lesson 1 Getting to Know Ourselves Lesson Focus Identity: Understanding Ourselves as a Foundation for Understanding Others Lesson Objectives: Students begin to understand the concept of diversity and building respect and understanding among people.

Students understand who they are and what having an identity means, and how people view and define themselves and others to make sense of the world. Students begin to understand that identifying themselves and others based on characteristics reflects a natural human tendency to create order. Curriculum Areas: Social studies, life skills Time Required: 40 minutes Materials Needed: Copies of Lesson 1 Reproducible (PDF); board and markers Key Concept: Recognizing that each person has individual characteristics and talents, and that this variety of attributes contributes to building friendships as well as community in the classroom, school, and beyond What You Will Do: Hand out Lesson 1 Reproducible, “Who Are You?”

Discussion Questions: Tucson's ethnic-studies program violates Arizona law, judge rules. Tucson's Mexican American studies program violates state law, an Arizona administrative law judge ruled Tuesday, paving the way for the program's possible demise. Judge Lewis D. Kowal affirmed a prior decision by the state's schools chief that the Tucson Unified School District's program violates a new law prohibiting divisive ethnic-studies classes. John Huppenthal, the state superintendent of public instruction, had deemed the program in violation in June. Among other things, the law bans classes primarily designed for a particular ethnic group or that "promote resentment toward a race or class of people.

" The school district appealed Huppenthal's ruling, and testimony before the administrative law judge concluded in October. Kowal's decision is merely a recommendation to Huppenthal, who can take action against the program if it does not come into compliance with the law. In a statement, Huppenthal said he was pleased with the judge's decision and plans to issue his final decision soon. Arizona bill targeting ethnic studies signed into law. A bill that aims to ban ethnic studies in Arizona schools was signed into law Tuesday by Gov. Jan Brewer, cheering critics who called such classes divisive and alarming others who said it's yet another law targeting Latinos in the state. The move comes less than 20 days after Brewer signed a controversial immigration bill that has caused widespread protests against the state. The governor's press office did not return requests for comment Tuesday evening. HB 2281 bans schools from teaching classes that are designed for students of a particular ethnic group, promote resentment or advocate ethnic solidarity over treating pupils as individuals.

The bill also bans classes that promote the overthrow of the U.S. government. The bill was written to target the Chicano, or Mexican American, studies program in the Tucson school system, said state Supt. of Public Instruction Tom Horne. Horne has been trying to end the program for years, saying it divides students by race and promotes resentment.