Activity Overview
In this activity, students will identify and explore a sentence or paragraph from the text that contributes to the goals of the speech and how it connects to other parts. This example is found at the beginning of the speech and identifies Martin Luther King Jr.'s purpose – to gain freedom and security for African Americans.
"So, we've come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice."
Three sentences connect with this idea in other parts of the speech:
- “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright days of justice emerge.” King is saying that they will not stop until justice is realized.
- The second sentence is, “Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred.” King is urging people to not let the desire for freedom allow hatred to overcome them.
- Lastly, "We can never be satisfied as long as our children are stripped of their adulthood and robbed of their dignity by signs stating 'For Whites Only.'" This sentence admonishes his followers not to stop until their children have freedom and will no longer endure oppressive segregation.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Identify and explore a sentence or paragraph from the speech that contributes to the goals of the speech, and how it connects to three other parts.
Student Instructions:
- Click “Start Assignment”.
- Choose a sentence of paragraph from the speech and write it in the title.
- Choose three other parts of the speech that connect with the first part, and write them in each description.
- Create an illustration that represents each cell using appropriate scenes, characters, and items.
- Save and exit when you're finished.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student has chosen a sentence or paragraph that states a goal, and three other parts of the speech that connect with it. | The student has chosen a sentence or paragraph that states a goal, and two other parts of the speech that connect with it in some way. | The chosen sentence or paragraph does not state a goal, and it is unclear how the other parts are related. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
How to Teach I Have a Dream Paragraph Analysis Debates
Introduction to the Speech and Debate Format
Begin by providing an overview of Martin Luther King Jr.'s "I Have a Dream." Discuss its historical context and significance. Introduce the concept of a debate and explain how it will be used to explore and analyze different paragraphs of the speech. Outline the rules of the debate, emphasizing respectful and constructive argumentation.
Paragraph Selection and Analysis
Divide students into groups and assign each group a different paragraph from the speech. Give them time to analyze their paragraph, focusing on its content, language, and contribution to the speech's overall goals. Encourage them to consider how their paragraph connects to other parts of the speech and its impact on the audience. Each group should prepare arguments on why their paragraph is pivotal to the speech's impact.
Preparing for the Debate
Instruct each group to prepare for the debate by developing a clear line of argumentation. They should gather specific examples from the text to support their points. Encourage them to anticipate counterarguments and think about how to respond to them. Provide guidance on effective debating techniques, such as presenting evidence, using persuasive language, and maintaining a respectful tone.
Conducting the Debate
Organize a classroom debate where each group presents their analysis and argues for the significance of their assigned paragraph. After each presentation, allow time for rebuttals and questions from other groups. Facilitate the debate to ensure that it remains focused and respectful. Conclude with a reflective discussion, asking students to share what they learned from the exercise and how it deepened their understanding of the speech.
Frequently Asked Questions about I Have a Dream Paragraph Analysis
How do the introductory paragraphs set the tone for the rest of the speech?
The introductory paragraphs of "I Have a Dream" effectively set the tone for the entire speech. Martin Luther King Jr. begins by referencing the Emancipation Proclamation, which immediately anchors the speech in a historical context and underscores the ongoing struggle for racial equality. He paints a picture of the present as a moment of great potential but also great disappointment due to unfulfilled promises of freedom and rights. This juxtaposition of hope and unmet expectations sets a solemn but urgent tone, emphasizing the need for immediate action. King's choice of words in these opening paragraphs is deliberate and evocative, employing metaphors and imagery to draw the audience into the gravity of the situation while preparing them for the themes of justice, unity, and hope that are developed later in the speech.
In what ways do the concluding paragraphs of "I Have a Dream" inspire action?
The concluding paragraphs of "I Have a Dream" shift from a reflection on the current state of civil rights to a hopeful vision of the future, thereby inspiring action. King concludes with a powerful and vivid dream of racial harmony and equality, painting an optimistic picture of a future where all people can live together in peace. This dream is not presented as a vague hope but as a concrete goal to strive towards. The repetitive and rhythmic nature of these final statements, combined with their emotionally charged content, serves to motivate the audience. By ending on this aspirational note, King reinforces the idea that the civil rights movement is not just a struggle against oppression but a journey towards a shared, brighter future.
How does King's use of historical references in specific paragraphs enhance the speech?
King's use of historical references throughout "I Have a Dream" significantly enhances the speech's impact and credibility. By alluding to the Declaration of Independence and the Constitution, King connects the civil rights struggle to the fundamental principles upon which the United States was founded. This not only legitimizes the movement's goals but also frames the fight for equality as a fulfillment of America's foundational promises. These references serve to remind the audience of the long history of the fight for freedom and justice, lending a sense of gravitas and continuity to King's words. Moreover, by evoking shared national ideals, King broadens the appeal of his message, reaching beyond the immediate audience to touch on universal themes of liberty and justice.
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- 18whiteOnlySignOnRestaurantAug1938 • Image Editor • License Attribution (http://creativecommons.org/licenses/by/2.0/)
- Civil rights activist Priscilla Stephens being arrested - Tallahassee • State Library and Archives of Florida • License No known copyright restrictions (http://flickr.com/commons/usage/)
- March on Washington for Jobs and Freedom, Martin Luther King, Jr. and Joachim Prinz pictured, 1963 • Center for Jewish History, NYC • License No known copyright restrictions (http://flickr.com/commons/usage/)
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