bOLOS uNITED sTATES hISTORY

mR > bOLOS (pERIODS 2ac & 5)

The Forgotten King

The title of this post is intentionally ironic. Everyone knows that we are away from school on Monday because Dr. Martin Luther King, Jr. is commemorated by name with a national holiday. And just about every American alive is familiar with King's "I Have A Dream" speech.


However, as we begin a new year, I invite you to think about what you have previously learned about Dr. King when you were a younger student, in light of this particular speech. The subject of the talk was the Vietnam War, in an excerpt from a sermon given at Ebenezer Baptist Church, on April 30, 1967. During that very perilous time, consider the public response to his words back then:

...after giving the speech...King was dropped from Gallup’s annual list of the most admired Americans and was ridiculed by the New York Times, among too many others. Soon after, he was murdered (Robert Scheer, Truthdig.com).
As a kind of evidence, look closely at this 3-frame diagram of King's funeral photo which highlighted Black Americans using black dots, and Whites, using red dots.

  Life Magazine, April 19, 1968, by Alfredo Jaar. (Copyright Alfredo Jaar)

Although the speech is over 20 minutes long, you are encouraged to listen to as much of it as you can (it's audio only). I know what amazing multitaskers you are. Press PLAY and have it on in the background as you message your friends and surf the net ;) Ask yourself the following questions:

  1. Why is this post titled, "The Forgotten King"?

  2. Why don't many Americans celebrate this speech?

  3. Can you make connections to today?



The Peculiar Institution

Please take detailed notes and ask questions in class, as this process will be critical in aiding you on your next summative assessment:

How to do the annotation assessment on Google Slides. Consider the following requirements:

  1. Choose 2-3 contiguous slides, more or less. Claim them before others do.
  2. Leave thoughtful and thorough annotations as comments which will be awarded with the following feedback (ST, OK, NW) based on your choices below:
    • → Short textbook quotes which are explained in relation to the slide content (up to ST)
    • → An original analysis of images or documents covered (or not covered) in class* (up to ST)
    • → Comments as pure narration (up to OK) which is the min. req't for ALL students
Ask yourself: "How can I corroborate, or contradict, or analyze what is in the frame, and also provide empathetic narration on these chosen slides?"
    Feel free to use the tools in Google Slides to draw or highlight specific areas of the slide (highly recommended).

    • Click here for bUSH2 or click there for bUSH5



    *this depends on the slides chosen

    The Abolitionists

    Note: this video series (DVD) is available in the NTHS Library or may be available to stream if you have Amazon Prime. Otherwise, please click here to view the film. Due on paper at the END of class. Need an electronic copy? Try this.

    After viewing the PBS film, The Abolitionists (click to view), ask yourself how monolithic were the opponents of slavery (Stowe, Brown, Garrison, Grimke, etc.)? Which of their methods did you think was most effective?

    Transcript is available below: