African and African American History

Reading/ELA Currciulum

Title of Unit: “Acceptance Speech” Nobel Peace Prize Period of History: Civil Rights Era Unit #: Grade Level: 10 Subject Focus: Reading Theme of Unit: Making Evidence Based Claims using “Acceptance Speech” Rev. Dr. Martin Luther King, Jr Goal: Students will use the “Nobel Peace Prize Acceptance Speech” bu Rev. Dr. Martin Luther King, to develop the critical thinking skill of making evidence based claims. Infusion Point: During writing instruction focused on making evidence based claims. ELA Florida Standards: LAFS.910.RI.1.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.910.RI.1.3- Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. LAFS.910.RI.2.6- Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. LAFS.910.RI.3.9- Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

LAFS.910.W.2.4 -Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) LAFS.910.W.3.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). LAFS.910.SL.1.1 -Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Objectives:

1. Students will use important speeches to gather evidence. 2. Students will understand the Rev. Dr. Martin Luther vision of peace. 3. Students will relate what they have learned through written, evidence

based claims based on the text they have read.

Cultural Concept/Information

Martin Luther King, Jr., (January 15, 1929-April 4, 1968) was born Michael Luther King, Jr., but later had his name changed to Martin. His grandfather began the family's long tenure as pastors of the Ebenezer Baptist Church in Atlanta, serving from 1914 to 1931; his father has served from then until the present, and from 1960 until his death Martin Luther acted as co-pastor. Martin Luther attended segregated public schools in Georgia, graduating from high school at the age of fifteen; he received the B. A. degree in 1948 from Morehouse College, a distinguished Negro institution of Atlanta from which both his father and grandfather had graduated. After three years of theological study at Crozer Theological Seminary in Pennsylvania where he was elected president of a predominantly white senior class, he was awarded the B.D. in 1951. With a fellowship won at Crozer, he enrolled in graduate studies at Boston University, completing his residence for the doctorate in 1953 and receiving the degree in 1955. In Boston he met and married Coretta Scott, a young woman of uncommon intellectual and artistic attainments. Two sons and two daughters were born into the family.

In 1954, Martin Luther King became pastor of the Dexter Avenue Baptist Church in Montgomery, Alabama. Always a strong worker for civil rights for members of his race, King was, by this time, a member of the executive committee of the National Association for the Advancement of Colored People, the leading organization of its kind in the nation. He was ready, then, early in December, 1955, to accept the leadership of the first great Negro nonviolent demonstration of contemporary times in the United States, the bus boycott described by Gunnar Jahn in his presentation speech in honor of the laureate. The boycott lasted 382 days. On December 21, 1956, after the Supreme Court of the United States had declared unconstitutional the laws requiring segregation on buses, Negroes and whites rode the buses as equals. During these days of boycott, King was arrested, his home was bombed, he was subjected to personal abuse, but at the same time he emerged as a Negro leader of the first rank. In 1957 he was elected president of the Southern Christian Leadership Conference, an organization formed to provide new leadership for the now burgeoning civil rights movement. The ideals for this organization he took from Christianity; its operational techniques from Gandhi. In the eleven-year period between 1957 and 1968, King traveled over six million miles and spoke over twenty-five hundred times, appearing wherever there was injustice, protest, and action; and meanwhile he wrote five books as well as numerous articles. In these years, he led a massive protest in Birmingham, Alabama, that caught the attention of the entire world, providing what he called a coalition of conscience. and inspiring his "Letter from a Birmingham Jail", a manifesto of the Negro revolution; he planned the drives in Alabama for the registration of Negroes as voters; he directed the peaceful march on Washington, D.C., of 250,000 people to whom he delivered his address, "l Have a Dream", he conferred with President John F. Kennedy and campaigned for President Lyndon B. Johnson; he was arrested upwards of twenty times and assaulted at least four times; he was awarded five honorary degrees; was named Man of the Year by Time magazine in 1963; and became not only the symbolic leader of American blacks but also a world figure. At the age of thirty-five, Martin Luther King, Jr., was the youngest man to have received the Nobel Peace Prize. When notified of his selection, he announced that he would turn over the prize money of $54,123 to the furtherance of the civil rights movement.

On the evening of April 4, 1968, while standing on the balcony of his motel room in Memphis, Tennessee, where he was to lead a protest march in sympathy with striking garbage workers of that city, he was assassinated. http://www.nobelprize.org/nobel_prizes/peace/laureates/1964/king-bio.html

Timeline

1964- Rev. Dr. Martin Luther King receives Nobel Peace Prize Technological resources: https://www.engageny.org/resource/grade-10-ela-making-evidence-based-claims-unit-martin-luther-king-barack-obama

DEFINITION OF KEY TERMS

• Peace-a state of mutual harmony between people or groups, especially in personal relations

• Civil Rights Movement- a worldwide series of political movements for equality before the law, that peaked in the 1960s.

• Justice- just behavior or treatment • Nonviolence- the personal practice of being harmless to self and others

under every condition. It comes from the belief that hurting people, animals or the environment is unnecessary to achieve an outcome and refers to a general philosophy of abstention from violence based on moral, religious or spiritual principles

• Nobel Peace Prize- awarded for outstanding contributions in peace

Day 1 Subject: Reading Grade: 10 Time required: 1 hour Benchmarks:

LAFS.910.RI.1.3 LAFS.910.RI.3.9 LAFS.910.SL.1.1 Key Terminology: civil rights movement, scorn debilitating, beleaguered, antithetical, passivity, bears witness Objectives:

1. The teacher presents the purpose of the unit and explains the proficiency of making EBCs.

2. Students independently read part of the text with a text-dependent question to guide them.

Prelesson: Introduce the central purpose of the unit and the idea of a “claim” someone might make. The following is a possible approach: Introduce the first characteristic of an evidence-based claim: “States a conclusion you have come to… and that you want others to think about.” Pick a subject that is familiar to students, such as “school lunches” and ask them to brainstorm some claim statements they might make about the subject. Introduce the fourth characteristic: “All parts of the claim are supported by specific evidence you can point to” and distinguish claims that can be supported by evidence from those that are unsupported opinions, using the students’ brainstorm list as a reference. Move from experience-based claims to claims in a field like science. Start with more familiar, fact-based claims (For example, the claim “It is cold outside” is supported by evidence like “The outside thermometer reads 13 degrees F” but is not supported with statements like “It feels that way to me”). Then discuss a claim such as “Smoking has been shown to be hazardous to your health” and talk about how this claim was once considered to be an opinion, until a weight of scientific evidence over time led us to accept this claim as fact. Introduce the third characteristic/criterion: “Demonstrates knowledge of and sound thinking about a topic” and with it the idea that a claim becomes stronger as we expand our knowledge about a subject and find more and better evidence to support the claim. Move from scientific claims to claims that are based in text that has been read closely. Use an example of a text read recently in class or one students are likely to be familiar with. Highlight that textual claims can start as statements about what a text tells us directly (literal comprehension) such as “Tom Sawyer gets the other boys to paint the fence” and then move to simple conclusions we draw

from thinking about the text, like: “Tom Sawyer is a clever boy” because (evidence) “He tricks the other boys into doing his work and painting the fence.” Then explain how text-based claims can also be more complex and require more evidence (e.g., “Mark Twain presents Tom Sawyer as a ‘good bad boy’ who tricks others and gets into trouble but also stands up for his friend Jim.”), sometimes – as in this example – requiring evidence from more than one text or sections of text. Explain that the class will be practicing the skill of making evidence-based claims that are based in the words, sentences, and ideas of a text by closely reading and analyzing the text (or texts) selected for this unit. In the activities that follow, students will learn to make a text-based claim by moving from literal understanding of its details, to simple supported conclusions or inferences, to claims that arise from and are supported by close examination of textual evidence. This inductive process mirrors what e7ective readers do and is intended to help students develop a method for moving from comprehension to claim. In addition, the guiding questions, model claims, and movement through the text over the course of the unit are sequenced to transition students from an initial, literal understanding of textual details to: • Claims about fairly concrete ideas presented in short sections of the text; • Claims about more abstract ideas implied across sections of the text; • More global claims about the entire text and its meaning. Lesson: Students independently read paragraphs 1-5 of King’s Nobel Peace Prize Acceptance Speech and answer a text-dependent question: How does King describe the current state of the civil rights movement? Briefly introduce students to the text. The introduction should be kept to a short explanation of the prize and the year the prize was given. Students should be allowed to approach the text freshly and to make their own inferences based on textual content. Plenty of instruction and support will follow to ensure comprehension for all students. The question helps orient students to the text and begins the focus on searching for textual evidence. Post Lesson: Have the students review the notes and answers to the guiding question to prepare for a class discussion.

Materials Needed: Copies of Dr. King’s speech Assessment: Student’s understanding will be shown in their answers to the text dependent question. ESOL Strategies:

1. Use authentic materials 2. Provide a language and literature rich environment 3. Read aloud to students 4. Introduce vocabulary through pictures 5. Allow sufficient wait time

ESE Strategies:

1. Reduce quantity of work 2. Provide opportunities to orally complete assignments 3. Emphasize content rather than spelling in written communications 4. Use small group/individual instruction 5. Adapt reading levels 6. Use highlighted or altered materials 7. Allow sufficient wait time

References: https://www.engageny.org/resource/grade-10-ela-making-evidence-based-claims-unit-martin-luther-king-barack-obama Day 2 Subject: Reading Grade: 10 Time required: 1 hour Benchmarks: LAFS.910.RI.1.1 LAFS.910.RI.1.3 LAFS.910.RI.3.9 LAFS.910.SL.1.1 Key Terminology: claim, evidence, civil rights movement, scorn debilitating, beleaguered, antithetical, passivity, bears witness

Objectives: 1. Students follow along as they listen to the text being read aloud, and the

teacher leads a discussion guided by a series of text-dependent questions. 2. The teacher models a critical reading and thinking process for forming

EBCs about texts. Prelesson: Review the question from the previous day. Allow students to share their answers. Lesson: Students follow along as they listen to the text being read aloud, and the teacher leads a discussion guided by a series of text-dependent questions. The teacher reads paragraphs 1-5 of King's speech aloud and leads a discussion guided by three text-dependent questions:

1- How does King describe the current state of the civil rights movement? 2- What is nonviolence according to King? 2- To what societal (moral and political) debate is King responding?

The close reading of these paragraphs serves three primary purposes: to ensure comprehension of an important part of the text, to orient students to the practice of close reading, and to guide students in searching for textual evidence. Use the discussion about the questions to help students learn the essential skills of selecting interesting and significant textual details and connecting them inferentially. Based on the class discussion of the text, the teacher models a critical reading and thinking process for forming EBCs (Evidence Based Claims): from comprehension of textual details that stand out, to an inference that arises from examining the details, to a basic EBC that is supported by specific references back to the text. Once the class has reached an understanding of the text, use the Forming EBC Handout to introduce a three-step process for making a claim that arises from the text. Exemplify the process by making a claim with the Forming EBC Tool. The tool is organized so that students first take note of “interesting” details that they also see as “related” to each other. The second section asks them to think about and explain a connection they have made among those details. Such “text-to-text” connections should be distinguished from “text-to-self” connections readers

make between what they have read and their own experiences. These “text-to-text” connections can then lead them to a “claim” they can make and record in the third section of the tool – a conclusion they have drawn about the text that can be referenced back to textual details and text-to-text connections. Have students follow along as you talk through the process with your claim. To provide structured practice for the first two steps, you might give students a textual detail on a blank tool. In pairs, have students use the tool to find other details/quotations that could be related to the one you have provided, and then make/explain connections among those details. Use the EBC Checklist 1 to discuss the claim, asking students to explain how it meets (or doesn't yet meet) the criteria. [Note: Here and throughout the entire unit, you are encouraged to develop claims based on your own analysis and class discussion. The provided models are possibilities meant more to illustrate the process than to shape textual analysis. Instruction will be most selective if the claims used in modeling flow naturally from the textual ideas and details you and the students find significant and interesting. Also, while the tools have three or four places for supporting evidence, students should know that not all claims require three pieces of evidence. Places on the tools can be left blank.] Post Lesson: Students read paragraphs 6-12 of King's speech and use the Making EBC Tool to find evidence to support the teacher-provided claim. This activity overlaps with the first activity of Part 2 and can be given as homework or done at the beginning of the next class. Materials Needed: Copies of Dr. King’s speech Copies of the Forming Evidence Based Claims Handout Copies of the Forming Evidence Based Claims Tool Copies of the Making Evidence Based Claims Tool Assessment: The Forming EBC Tool should be evaluated to get an initial assessment of students’ grasp of the relationship between claims and textual evidence. Even though the work was done together with the class, �lling in the tool helps them get a sense of the critical reading and thinking process and the relationships

among the ideas. Also make sure that students are developing the habit of using quotation marks and recording the reference. ESOL Strategies:

1. Keep learning logs 2. Teach vocabulary contextually 3. Use synonyms and antonyms 4. Activate prior knowledge before learning 5. Keep a word wall in the classroom 6. Use interactive strategies during reading

ESE Strategies:

1. Allow extra time to complete assignments 2. Provide opportunities to orally complete assignments 3. Emphasize content rather than spelling in written communications 4. Use assistive technology 5. Repeat instruction of content 6. Group similar items 7. Adapt reading levels

References: https://www.engageny.org/resource/grade-10-ela-making-evidence-based-claims-unit-martin-luther-king-barack-obama Day 3 Subject: Reading Grade: 10 Time required: 50 minutes Benchmarks: LAFS.910.RI.1.1 LAFS.910.RI.1.3 LAFS.910.RI.2.6 LAFS.910.RI.3.9 LAFS.910.SL.1.1 Key Terminology: claim, evidence, audacious, ambiguities, flotsam and jetsom, redemptive, turmoil Objectives:

1. Students independently read part of the text and use the Making EBC Tool to look for evidence to support a claim made by the teacher.

2. Students follow along as they listen to the same part of the text being read aloud and discuss a series of text-dependent questions.

Prelesson: Students independently read part of the text and use the Making EBC Tool to look for evidence to support a claim made by the teacher. Lesson: Students follow along as they listen to the same part of the text being read aloud and discuss a series of text-dependent questions. Students follow along as they listen to paragraphs 6-12 of King's speech being read aloud and discuss four text-dependent questions:

1- What does King mean by the “’isness’ of humanity’s present nature?” 2- Where does King use a religious tone in his speech? 3- What is the “genuine civilization” King has the audacity to believe in? 4- How does King use rhetoric to evoke emotion in his speech?

Materials Needed: Copies of Dr. King’s speech Copies of the Forming Evidence Based Claims Handout Copies of the Forming Evidence Based Claims Tool Copies of the Making Evidence Based Claims Tool Assessment: Students will be assessed on their answers to the text dependent questions. ESOL Strategies:

1. Introduce new vocabulary with clear definitions and repeat those new words as frequently as possible

2. Present new information to students in small sequential steps, allowing the student to concentrate on one thing at a time

3. Use visuals such as pictures, overhead projections, videos, magazines, or internet

4. Allow sufficient wait time 5. Engage students in questioning techniques

ESE Strategies:

1. Reduce quantity of work 2. Allow extra time to complete assignments 3. Use contracts 4. Provide a model 5. Use visual/auditory aids 6. Repeat instruction of content 7. Simplify complex directions by giving them one at a time

References: https://www.engageny.org/resource/grade-10-ela-making-evidence-based-claims-unit-martin-luther-king-barack-obama Day 4 Subject: Reading Grade: 10 Time required: 1 hour Benchmarks: LAFS.910.RI.1.1 LAFS.910.SL.1.1 Key Terminology: Claim, evidence Objectives:

1. In pairs, students use the Making EBC Tool to look for evidence to support additional claims about the text made by the teacher.

2. The class discusses evidence in support of claims found by student pairs.

Prelesson: In pairs, the students write a short summary of the speech using the answers to their text dependent questions. Lesson: In pairs, students use the Making EBC Tool to look for evidence to support additional claims about the text made by the teacher. Once the class has reached a solid understanding of the text, connect it to the skill of making claims and supporting them with evidence by presenting a few main claims. Pass out the tools and have students work in pairs to find evidence

to support the claims. Collect each student’s Making EBC Tool with the evidence they found for the first claim. These should be evaluated to get an assessment of where each student is in the skill development. Students should use their tools for their work in pairs—repeating the first claim and redefining their evidence based on the read aloud and class discussion. Even though students are not finding the evidence independently, they should each fill in the tools to reinforce their acquisition of the logical structure among the ideas. Students should get into the habit of using quotation marks when recording direct quotes and including the line numbers of the evidence. The instructional focus here is developing familiarity with claims about texts and the use of textual evidence to support them. Students should still not be expected to develop complete sentences to express supporting evidence. The pieces of evidence should be as focused as possible. The idea is for students to identify the precise points in the text that support the claim. This focus is lost if the pieces of evidence become too large. The tools are constructed to elicit a type of “pointing” at the evidence. One approach for ensuring a close examination of claims and evidence is to provide erroneous claims that contradict textual evidence and ask students to find the places that disprove the claim. Students could then be asked to modify it to account for the evidence. Materials Needed: Copies of Dr. King’s speech Copies of the Forming Evidence Based Claims Handout Copies of the Forming Evidence Based Claims Tool Copies of the Making Evidence Based Claims Tool Assessment: Students will show understanding based on their making Evidence Based Claims tool. ESOL Strategies:

1. Label or categorize objects 2. Use a multi-sensory approach to learning

ESE Strategies: 1. Emphasize content rather than spelling in written communications 2. Provide a model 3. Have student repeat directions orally 4. Use alternative/supplemental materials 5. Emphasize major points 6. Use small group/individual instruction

References: https://www.engageny.org/resource/grade-10-ela-making-evidence-based-claims-unit-martin-luther-king-barack-obama Day 5 Subject: Reading Grade: 10 Time required: 1 hour Benchmarks: LAFS.910.RI.1.1 LAFS.910.SL.1.1 Key Terminology: Claim, evidence Objectives:

1. In pairs, students use the Forming EBC Tool to make an evidence-based claim of their own and present it to the class.

Prelesson: Review the students work from the previous day. Lesson: In pairs, students use the Forming EBC Tool to make an evidence-based claim of their own and present it to the class. Once the claims and evidence have been discussed, students return to the pairs and use the tool to make an evidence-based claim of their own. Pairs should make a single claim, but each student should fill in his or her own tool. Regroup and discuss the claims and evidence as a class. Pairs can use their tool to present their claims and evidence orally. Talk through the process modeled in the tool,

including the nature of the details that stood out to students, the reasoning they used to group and relate them, and the claim they developed from the textual evidence. Draw upon the Forming EBC Handout and EBC Criteria Checklist I to help guide discussion. Materials Needed: Copies of Dr. King’s speech Copies of the Forming Evidence Based Claims Handout Copies of the Forming Evidence Based Claims Tool Copies of the Making Evidence Based Claims Tool Assessment: The Making EBC Tools should be evaluated to assess the development of the student’s grasp of the relationship between claims and textual evidence. They should show progress in the relevance and focus of the evidence. The Forming EBC Tools are students’ �rst attempts at making their own claims with the help of a peer. Basic claims are �ne at this point. Use the EBC Criteria Checklist to structure the evaluation and feedback to students. Evaluation should focus on the validity and clarity of the claim and the relevance of the evidence. Recording the “thinking” part of the tool is important in order to strengthen the student’s reasoning skills as well as provide them with the academic vocabulary to talk about them. Evidence should be in quotation marks and the reference recorded. Using quotation marks helps students make the distinction between quotes and paraphrases. It also helps them to eventually incorporate quotes properly into their writing. Recording references is critical not only for proper incorporation in writing, but also because it helps students return to text for re-evaluating evidence and making appropriate selections. The Text-Centered Discussion Checklist can be used to evaluate student participation in discussions for formative and diagnostic information. Teachers and students can get a sense of areas where development in speaking and listening skills are needed. ESOL Strategies:

1. Use authentic materials 2. Present new information to students in small sequential steps, allowing the

student to concentrate on one thing at a time 3. Label or categorize objects 4. Use a multi-sensory approach to learning 5. Ask open-ended questions 6. Engage students in questioning techniques

7. Keep learning logs ESE Strategies:

1. Provide opportunities to orally complete assignments 2. Use hands-on activities 3. Group similar items 4. Preface directions with cues 5. Use assignment notebook

References: https://www.engageny.org/resource/grade-10-ela-making-evidence-based-claims-unit-martin-luther-king-barack-obama

Page 1

Acceptance Speech Rev. Dr. Martin Luther King, Jr

Nobel Peace Prize, Oslo, 1964

Your Majesty, Your Royal Highness, Mr. President, Excellencies, Ladies and

Gentlemen:

I accept the Nobel Prize for Peace at a moment when 22 million Negroes of the

United States of America are engaged in a creative battle to end the long night of

racial injustice. I accept this award on behalf of a civil rights movement which is moving

with determination and a majestic scorn for risk and danger to establish a reign of

freedom and a rule of justice. I am mindful that only yesterday in Birmingham, Alabama,

our children, crying out for brotherhood, were answered with -re hoses, snarling dogs

and even death. I am mindful that only yesterday in Philadelphia, Mississippi, young

people seeking to secure the right to vote were brutalized and murdered. And only

yesterday more than 40 houses of worship in the State of Mississippi alone were bombed

or burned because they o0ered a sanctuary to those who would not accept segregation. I

am mindful that debilitating and grinding poverty a1icts my people and chains them to

the lowest rung of the economic ladder.

Therefore, I must ask why this prize is awarded to a movement which is beleaguered

and committed to unrelenting struggle; to a movement which has not won the very

peace and brotherhood which is the essence of the Nobel Prize.

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After contemplation, I conclude that this award which I receive on behalf of that

movement is a profound recognition that nonviolence is the answer to the crucial

political and moral question of our time - the need for man to overcome oppression and

violence without resorting to violence and oppression. Civilization and violence are

antithetical concepts. Negroes of the United States, following the people of India, have

demonstrated that nonviolence is not sterile passivity, but a powerful moral force which

makes for social transformation. Sooner or later all the people of the world will have to

discover a way to live together in peace, and thereby transform this pending cosmic elegy

into a creative psalm of brotherhood. If this is to be achieved, man must evolve for all

human con7ict a method which rejects revenge, aggression and retaliation. The

foundation of such a method is love.

The tortuous road which has led from Montgomery, Alabama to Oslo bears witness

to this truth. This is a road over which millions of Negroes are travelling to -nd a new

sense of dignity. This same road has opened for all Americans a new era of progress and

hope. It has led to a new Civil Rights Bill, and it will, I am convinced, be widened and

lengthened into a super highway of justice as Negro and white men in increasing

numbers create alliances to overcome their common problems.

I accept this award today with an abiding faith in America and an audacious faith in

the future of mankind. I refuse to accept despair as the -nal response to the

ambiguities of history. I refuse to accept the idea that the "isness" of man's present

nature makes him morally incapable of reaching up for the eternal "oughtness" that

forever confronts him. I refuse to accept the idea that man is mere *otsom and jetsom in

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the river of life, unable to in7uence the unfolding events which surround him. I refuse to

accept the view that mankind is so tragically bound to the starless midnight of racism and

war that the bright daybreak of peace and brotherhood can never become a reality.

I refuse to accept the cynical notion that nation after nation must spiral down a

militaristic stairway into the hell of thermonuclear destruction. I believe that

unarmed truth and unconditional love will have the -nal word in reality. This is why right

temporarily defeated is stronger than evil triumphant. I believe that even amid today's

mortar bursts and whining bullets, there is still hope for a brighter tomorrow. I believe

that wounded justice, lying prostrate on the blood-7owing streets of our nations, can be

lifted from this dust of shame to reign supreme among the children of men. I have the

audacity to believe that peoples everywhere can have three meals a day for their bodies,

education and culture for their minds, and dignity, equality and freedom for their spirits. I

believe that what self-centered men have torn down men other-centered can build up. I

still believe that one day mankind will bow before the altars of God and be crowned

triumphant over war and bloodshed, and nonviolent redemptive good will proclaim the

rule of the land. "And the lion and the lamb shall lie down together and every man shall sit

under his own vine and -g tree and none shall be afraid." I still believe that We Shall

overcome!

This faith can give us courage to face the uncertainties of the future. It will give our

tired feet new strength as we continue our forward stride toward the city of freedom.

When our days become dreary with low-hovering clouds and our nights become darker

than a thousand midnights, we will know that we are living in the creative turmoil of a

genuine civilization struggling to be born.

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Today I come to Oslo as a trustee, inspired and with renewed dedication to

humanity. I accept this prize on behalf of all men who love peace and brotherhood. I

say I come as a trustee, for in the depths of my heart I am aware that this prize is much

more than an honor to me personally.

Every time I take a 7ight, I am always mindful of the many people who make a

successful journey possible - the known pilots and the unknown ground crew.

So you honor the dedicated pilots of our struggle who have sat at the controls as the

freedom movement soared into orbit. You honor, once again, Chief Lutuli of South

Africa, whose struggles with and for his people, are still met with the most brutal

expression of man's inhumanity to man. You honor the ground crew without whose labor

and sacri-ces the jet 7ights to freedom could never have left the earth. Most of these

people will never make the headline and their names will not appear in Who's Who. Yet

when years have rolled past and when the blazing light of truth is focused on this

marvelous age in which we live - men and women will know and children will be taught

that we have a -ner land, a better people, a more noble civilization - because these

humble children of God were willing to su0er for righteousness' sake.

I think Alfred Nobel would know what I mean when I say that I accept this award in

the spirit of a curator of some precious heirloom which he holds in trust for its true

owners - all those to whom beauty is truth and truth beauty - and in whose eyes the

beauty of genuine brotherhood and peace is more precious than diamonds or silver or

gold.

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MAKING A CLAIM

I state a conclusion that I have

come to and can support with

evidence from the text after

reading and thinking about it

closely.

My claim about the text:

CONNECTING

THE DETAILS

What I think about detail 1: What I think about detail 2:

I re-read and think about the

details, and explain the

connections I .nd among them.

How I connect

the details:

What I think about detail 3:

FINDING DETAILS Detail 1 (Ref.: ) Detail 2 (Ref.: )

I .nd interesting details that

are related and that stand out to

me from reading the text

closely.

Detail 3 (Ref.: )

Name Text

FORMING EVIDENCE-BASED CLAIMSDUCATION LL OD

(Reference: ) (Reference: ) (Reference: )

Supporting Evidence Supporting Evidence Supporting Evidence

CLAIM:

(Reference: ) (Reference: ) (Reference: )

CLAIM:

Supporting Evidence Supporting Evidence Supporting Evidence

Name Text

DUCATION LL OD

MAKING EVIDENCE-BASED CLAIMS