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Follow the Leader
aCTIvITy 3.21
Learning Targets
• Analyzeaspeechtoidentifyhowthespeakershowshimselftobeaworldleader.
• Draw on information learned during the unit to identify a subject for a biographical presentation, and generate potential research questions.
Preview
In this activity, you will read a speech by Nelson Mandela and think about how the author reveals himself through his own words.
Setting a Purpose for reading
• As you read the speech, underline words and phrases that reveal what Mandela will do in the future to help all people.
• Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
• Place an asterisk next to words and phrases that indicate Mandela’s emotions, values, or personality traits.
Speech
Excerpt from Nelson Mandela’s Nobel Prize Acceptance Speech
1 We do not believe that this Nobel Peace Prize is intended as a commendation for matters that have happened and passed.
2 We hear the voices which say that it is an appeal from all those, throughout the universe, who sought an end to the system of apartheid.
3 We understand their call, that we devote what remains of our lives to the use of our country’s unique and painful experience to demonstrate, in practice, that the normal condition for human existence is democracy, justice, peace, non-racism, non-sexism, prosperity for everybody, a healthy environment and equality and solidarity among the peoples.
4 Moved by that appeal and inspired by the eminence you have thrust upon us, we undertake that we too will do what we can to contribute to the renewal of our world so that none should, in future, be described as the “wretched of the earth”.
5 Let it never be said by future generations that indifference, cynicism or selfishness made us fail to live up to the ideals of humanism which the Nobel Peace Prize encapsulates.
6 Let the strivings of us all, prove Martin Luther King Jr. to have been correct, when he said that humanity can no longer be tragically bound to the starless midnight of racism and war.
7 Let the efforts of us all, prove that he was not a mere dreamer when he spoke of the beauty of genuine brotherhood and peace being more precious than diamonds or silver or gold.
8 Let a new age dawn!
my Notes
acTiViTY 3.21
Unit 3 • Choices and Consequences 241
PLan
Materials: computer lab with Internet access or printed copies of a variety of speeches by great leaders Suggested pacing: 1 50-minute class period
LearNING STraTeGIeS:
Graphic Organizer, Outlining, Visualizing
Teach
commendation: praise; endorsement
cOMMOn cOre STaTe STanDarDS
Other Standards Addressed:
RI.7.4, RI.7.10, W.7.8, W.7.9b, SL.7.1, SL.7.3,
1 Review the learning targets
with students. Ask students what speeches they have heard by people they consider to be great leaders.
2 Read the Preview and the Setting a Purpose for Reading sections with your students. Help them understand what to annotate as they read the speech.
3 FIRST READ: Based on the complexity of the passage and your knowledge of your students, you may choose to conduct the first reading in a variety of ways:
• independent reading • paired reading
• small-group reading • choral reading
• read aloud
4 As students are reading, monitor their progress. Be sure they are engaged with the text and annotating the speech. Evaluate whether the selected reading mode is effective.
5 Based on the observations you made during the first reading, you may want to adjust your reading mode. For example, you may decide for the second reading to read aloud certain complex passages, or you may group students differently.
6 SECOND READ: During the second reading, students will be returning to the text to answer the text-dependent comprehension questions. You may choose to have students reread and work on the questions in a variety of ways:
• independently • in pairs
• in small groups
Focus Standards:
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RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W.7.7: Conduct short research projects
to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
L.7.1c • together as a class
7 Have students answer the text- dependent questions. If they have difficulty, scaffold the questions by rephrasing them or breaking them down into smaller parts. See the Scaffolding the Text-Dependent Questions boxes for suggestions.
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Unit 3 • Choices and Consequences 241
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.