Multiple Perspectives Engaging students in multiple perspectives involves more than just discussing two different views about

a topic; it necessities an understanding of how that perspective influences a view of leaders, events, and the world. Building off this, how and why certain perspectives are remembered over others. My goal was to illustrate how different views about Civil Rights led to different perceptions and portrayals of goals, leaders, and tactics. Specifically, the focus was on an integrationist view contrasted to separatist and a working as a nation as opposed to black power. The focal point for this discussion was the differences between how Martin Luther King and Malcolm X viewed the Civil Rights Movement. Background This clip illustrated a part of my lesson on Malcolm X and Martin Luther King. In this clip, students are being asked to describe differing perceptions of MLK and Malcolm X using the two Civil Rights ideologies we have been discussing. Following this, the students watched a clip of both men speaking about their views of each other. The goal of this was to illustrate how your view of Civil Rights would influence how you viewed each leader. Additionally, this led to the larger point about why Martin Luther King is in the Standards but not Malcolm X. Watching this clip allowed me to understand and discover aspects of my instruction I was unaware of until I watch myself teach. This analysis reflects these newfound critiques and evaluations. This lesson was part of a unit on the Civil Rights that lasted two weeks. Previously in class, students had reviewed the differing views of MLK and Malcolm X through a passage analysis. By first setting the context of these two differing viewpoints and philosophies I was then able to use this to build off of. *see http://csully224.weebly.com/lesson-plan1.html AnalysisThe analysis of my video is broken down into segments based on the specific instructional goal I had for my students

Differing Views MLK To start with, I summarized what we had done so far looked at the different views of MLK and Malcolm X. By asking the class everything in the form of a question, Do you guys think that different people view Malcolm X differently. I was hoping to help them engage in questioning and thinking about the response rather than just parroting back what I was telling them. However, I think I could have saved this question until the end so students better understood what I was saying. If instead I had skipped to the question I asked later How do people who s I think I would have had a better student response rate immediately. Additionally I cut off what could have been a pretty good discussion with Icelene. When I asked if different people viewed MLK differently. She said no and then elaborated, hes not wrong. This would have been a good opportunity to go more in

depth with why she assumed that he was correct no matter what. Howver, I think in part because I knew I was videotaped, I started to question her further by asking What did you mean, but didnt give her a chance to answer. When I did not get the response I was looking for, I tried to reword the question. Dr. McDuffie chimed in that they should think about it. I then moved on to an example. If I support Martin Luther King, what kind of words am I gonna associate with them? I think this is the question I should have led off with. It is clear, concise, and students understand what they are being asked to think about. This question was more accessible to students, and I saw this through an increase in their responses. Students responded with ideas such as freedom, together, and Civil Rights leader. After each response, I repeated the word and wrote it on the smart board. I then asked What else? During a lull in these responses, I prompted with Who is. Hes a what? One student starts to respond with an in, you just said it and then responds Islam Manderious then responded democratic, integrationist. I repeated the word and then Brianna said ya that integrationist. Rather than my correcting her in front of everyone, she was able to learn the word from another one of her classmates answer. I then transitioned by complimenting students on the words they used and posing a different question If I supported the views of Malcolm X, if I think the African American community needs to rise up on its own, how am I gonna view MLK? Explaining the viewpoint of Malcolm X has advantages and disadvantages, I think it was useful for the purpose of this activity. By summarizing the arguments of Malcolm X, I am giving students a base to work off. Hopefully this summary served as a cue for some of the other things about Malcolm X we had been discussing. Although it did directly give students the view, the goal of this activity was to understand how that view affected perception of Martin Luther King, not necessarily what his particular view was. When I dont get an answer, I prompt with another question What do I think of him wanting to work with whites? One student responds youre not gonna like it I then repeat that, build off it, and say so how am I gonna describe that Another student says hes not a good leader This responses indicate that students are starting to think in the direction I want them to go. They are realizing you would have different ideas and be using different words to talk about MLK based on whose view of Civil Rights you supported. By prompting with questions such as What would Malcolm X say about MLK and if hes willing to work with white men what might we say about him? Students responded with ideas such as hes soft and he has no power. Reminding the students of some of the ideals that MLK supported and Malcolm X opposed allowed remembering how they were perceived based on how you viewed Civil Rights. When I asked, who is he really workin for? Brianna responds with hes working for the men that mistreat them. This response highlights one of the major arguments used against MLK. I then added the word Malcolm X used for MLK was a chump and bad Shepard. When I asked the class what a sheppard was, they responded he herds right he leads. Checking student understanding for certain vocabulary words is something I have learned over time and allows me to check that my students understand the terminology

being used. We then used a similar process of question and response to work through the analogy of the bad Shepard. I voice his exact words are hes leading the sheep into the wolves den, who are the wolves, and students are able to discuss whom the wolf and sheep represent, and what happens when the wolf and sheep are integrated. Youll get eaten. I think this analogy really helped students understand how Malcolm X viewed the tactics of MLK and summarized the words we had been discussing on the board. Differing views of Malcolm X I then transitioned to Malcolm X by asking If I am a supporter of Malcolm X, what am I gonna think of him? I think the start of this question facilitated more student participation and understanding than the one I original opened with. However, if I did the lesson again, I would incorporate more vocabulary and focus more on how each view of Civil Rights affected the perception of Malcolm X and MLK. Ex: My question would be If I am a separatist, how do I view Malcolm X? Students respond with Africa, I write this and rephrase I am going to have ties to Africa, and strong. When a student says fighter, I made sure to compliment him on that words as I thought it was one that described Malcolm X really well. I tried to lead students to the word militant by asking them if they remembered the M word we went over earlier. This was not a productive means of scaffolding. Besides the fact they thought I said the N word, they were unable to follow my train of thought. By using the word military as a foundation and Malcolm Xs support of selfdefensive measures, I might have had better luck getting them to name this trait. We then moved on to how you view Malcolm X if I do not support his view of Civil Rights. Students responded with words such as aggressive, fake, violent, and crazy. I noted that crazy was a good word. Additionally to this list, I added extreme. I chose to add this word, as I believe it was an important one not covered in student responses up to this point. I then switched to the tactics of Malcolm X; If Im against violence and he likes violence, what do I think of him?- in hindsight this was a bad word choice. I should have used supported. The use of the word like implies he took enjoyment in violence rather than he saw it as a necessity for equality. Additionally, instead of using think of him, I should have said, think of his methods. This would have refocused the question to the tactics and not the individual. I then asked the question so do you think how people viewed Civil Rights affected how they viewed Malcolm X? And numerous students responded yes. I believe asking this question at the end better served to help students understand the effect of multiple perspectives of the Civil Rights Movement. Public Appeal To start this section of the work session I asked, Who do you think would be more popular with the public? Students then responded with MLK. After her response, I rephrased the question to Martavious Who do you think has more general widespread public support? Martavious noted MLK because he was non-violent. During this segment, I was able to move closer to the class and employ some proximity control, as I did not have to write on the board.

I then began to trip over my own words and asked Is that in part why we study MLK over Malcolm X generally? I quickly reworded the question to make more sense Why do we generally only study MLK? Two students responded with cause what he said came true and hes against violence The more experienced I got at teaching, the better I was able to craft my questions based off students responses. Due to this, I am usually able to ask a clear question the first time, rather than having to reword it like this moment in the video. This growth creates a more fluid class. Following this I asked, do you guys think we should learn about both- youre not required to by the state. At this point Brianna notes that she has learned about both figures before. To this I responded it was individual teacher choice. She had a teacher who chose to teach them about both, but as a teacher I am not required to teach you both. This was useful as it helped me understand the question I really wanted to ask was Should the state require you to learn about both? Responding to this interaction with my student helped me realign what I was saying in response to how she understood the question. I asked Jose Should the state require you to learn about both? When he did not respond, I changed the question to Should we only teach one perspective? In this, I had to stop students from interrupting Jose. Although I did get him to answer no, I should have been more consistent and patient with making sure he voiced the why before I moved on to the next student. After this, Jasmine says, cause we need to know what other people think Dr. McDuffie builds off this with the purpose of education is to give you the opportunity to think and make up your mind and form an opinion about life and things that happen to you. Do not just accept what you see. How they viewed each other I then transitioned to the final part of the work session. We talked about how supporters of MLK and Malcolm X might see each other, now ere gonna look at how Malcolm x and MLK did see each other. I then mention they dont actually name each other by name, but since we know the ideologies.. I had to stop and wait to make sure everyone was listening When students seemed to be reengaged I continued. So its almost like they can call each other out for things. And so were gonna listen to this comparison. Since I had to be at the front to stop the video at the appropriate place, I did not use proximity control. However, I should have asked Dr. McDuffie to stop the video where I needed or used the time in between the start and stop to walk around the room and redirect students. I re-opened the floor by asking So what is he saying about MLK? Students said MLK is repeating a cycle and MLK is making them weak I then noted, lets see how MLK responds. During this video I realized I had time to briefly go to the back of the room to redirect students. Overall Reflections One disadvantage to this was that since I had to be at the front of the classroom, I was unable to use proximity control and move around. Dr. McDuffie was great at working with me to facilitate student attention, but in the future I should have students write their word on the board so I am have more freedom to move around the room.

In the future, I would also restructure how I asked students to respond. I would open with the question If I was an integrationist, how might I describe MLK? I would then ask students If I supported integration, would might I describe Malcolm X? I believe reframing the dialogue in this way would helps students better link how different perspectives on Civil Rights led to different opinions about MLK and Malcolm X. The call and response of this activity got sloppy and covered up some student responses as they talked over one another. In the future, I should give students a minute or so to write responses down on a card and then call on students answers. This would have allowed me to make sure all students were engaged with the question and highlight really good responses by asking those students if I could call on them to present. Additionally, watching the video allows me to realize the real time that is going on inbetween when I pose a question and expect an answer. Often, before students can really even think about it, I am already reframing the questions. I think this is in part due to my nerves because I knew the camera, but is still something I plan to work on. In the future, I will work on my pauses to make sure I give students some time to think over what I have said before immediately assuming I need to reword what I am asking.