Vocabulary for the Week

1. Vocabulary for the Week • Accustomed • (adjective) Customary or usual, (i.e. his accustomed route) • Amateurs • (noun) Engaging or engaged in without payment or a person considered contemptibly inept at a particular activity. • Commence • (verb) Begin, start • Competence • (noun) Ability to do something successfully or efficiently • Component • (noun) part or element of a larger whole, especially of a part of a machine or vehicle. • Condemn • (verb) express complete disapproval of, typically in public; censure • Corollary • (noun) proposition that follows from (and is often appended to) one already proved

2. Vocabulary for the Week • Diminished • (adjective) made smaller or less • Existentialist • (noun) person who believes in existentialism, philosophical theory that emphasizes the existence of the individual person as a free and responsible for their actions. • Fallacious • (adjective) mistaken belief, especially one based on unsound argument • Fastidious • (Adjective) very attentive to and concerned about accuracy and detail • Insidious • (adjective) proceeding in a gradual, subtle way, but with harmful effects

3. Vocabulary for the Week • Monotonous • (adjective) dull, tedious, and repetitious; lacking in variety and interests. • Pragmatic • (Adjective) dealing with things sensibly and realistically in a way that is based on practical rather than theoretical considerations. • Subterfuge • (noun) deceit used in order to achieve one’s goal

4. Malcolm X’s “A Message to the Grass Roots” • What is the overall message delivered by Malcolm X? • The civil rights movement issues and ineffectiveness due to the following factors: • How whites view the “ex-slave;” • “So we are all black people, so-called Negroes, second-class citizens, ex-slaves. You’re nothing but an ex-slave. You don’t like to be told that. But what else are you?” (1st sentence of third paragraph) • Agreeing on a common enemy; • “We have a common enemy. We have this in common: We have a common oppressor, a common exploiter, and a common discriminator. But once we all realize we have a common enemy, then we unite on the basis of what we have in common.” (1st sentence, beginning of 4th paragraph) • Lack of violence against whites • “You bleed when the white man says bleed; you bit when the white man says bite; and you bark when the white man says bark. I hate to say this about us, but it’s true. How are you going to be nonviolent in Mississippi, as violent as you were in Korea?” (pg 401)

5. Malcolm X’s “A Message to the Grass Roots” • Do you think Malcolm X makes a strong argument against the justification of violence against whites? What examples does he cite? • Revolutions examples (page 401) • All revolutions had violence. • Make parallels (similarities) American Revolution , French Revolution (landless), Russian Revolution (landless) • Fighting in US Wars • “If violence is wrong in America, violence is wrong abroad. If it is wrong to be violent defending black women and black children and black babies and black men, then it is wrong for America to draft us and make us violent abroad in defense of her.”

6. Malcolm X’s “A Message to the Grass Roots” • How did Malcolm X attempt to unite African Americans in his speech? Give examples. • Opinion based, need sufficient examples. • 2nd through 4th Paragraph • Unifying under a common enemy • Same history, “ex-slave” • “You don’t catch hell”

7. Alice Walker’s “Once” Discussion • Which section of the poem most struck a chord with you and why? • What did the poem tell you about African Americans’ view of themselves? Give examples.

8. Stokely Carmichael Excerpt Handout Answers • Opinion…explain why or why not you liked the speech. • Condemn: express complete disapproval of • Liberal: open to new behavior/opinions, willing to discard traditional beliefs. • Institutions: organizations founded for a specific purpose • Subterfuge: deceit in order to achieve one’s goal • “Were he to condemn himself, he would have to inflict punishment upon himself.” then the example of the Nazis. • Opinion, explain why! • “Integration was subterfuge, an insidious subterfuge.”“Some negroes have been waling down a dream street talking about sitting next to white people…we were never fighting for the right to integrate, we were fighting against white supremacy. • Opinion, support your opinion!

9. ACT Reading Passage Jigsaw Groups • Group 1 (Questions 1 & 2) • Derek • Trayvond • Angelique • Huda • Group 2 (Questions 3 & 4) • Ganiu • Jevon • Jamila • Alliyah • Group 3 (Questions 5 & 6) • Devin • Alyssha • Crystal • Memona • Group 4 (Questions 7 & 8) • Brittany • John • Patrick • Tanya • Alexis • Group 5 (Questions 9 & 10) • Takira • Shaquanda • Deshawn • Sarah • Gema

10. ACT Reading Passage Jigsaw Instructions • INSTRUCTIONS: • In five groups, find/justify the correct answersto the problems. • You will be responsible for reporting out to another group. • If the answer is not directly in the text, justify why the answer choice is correct based on inferences and context clues from the passage. • D • F • C • G • A • H • A • F • B • H

11. INSTRUCTIONS: In each group, you have a representative who will report out the “justification” for each answer choice. Each group member needs to write down the justification on the ACT handout/answer sheet. ACT Reading Passage Jigsaw Groups • Group A • Derek • Jevon • Memona • Brittany & Tanya • Sarah • Group B • Trayvond • Ganiu • Alyssha • Alexis • Shaquanda & Deshawn • Group C • Angelique • Jamila • Devin • Patrick • Gema • Group D • Huda • Alliyah • Crystal • John • Takira