On August 28, 1963, Martin Luther King, Jr. led a march on Washington, D.C. The speech he gave that day is one of the best known in American history. When people remember the “I Have a Dream” speech, as it has come to be known, they recall King’s message about civil rights. But perhaps the reason it is so memorable is because King was a master of literary and rhetorical devices. His word choice matched the strength of his message.
This lesson plan allows students to review literary terms, rhetorical devices and figurative language with a scavenger hunt through “I Have a Dream” speech. Then you can have students discuss or write about the speech using the literary terminology. This lesson can be modified to work well for everyone from students just learning about metaphor for the first time to AP students reviewing for their upcoming exams.
Governments derive their power from people's will.
All citizens have a right to participate in government.
Women cannot express their consent to be governed if they cannot vote.
Explanation:
.."government is based on the idea of <em>the natural right of every </em>individual .."
" We assert the province of government to be <em>to secure the people in the enjoyment of their unalienable rights.."</em>
<em>"</em>We <em>throw to the winds</em> the old dogma that <em>governments can give rights. .." </em>This means that they do not consider this possible.
·....governments are instituted among men, <em>deriving their just powers from the consent of the governed.."</em>
<em>" </em>Here is pronounced <em>the right of all men</em>, and "consequently," as the Quaker preacher said, "<em>of all women</em>," <em>to a voice in the government. "</em>
"...for, how can "the consent of the governed" be given, if the right to vote be denied." In this part, the speaker makes a point of women's rights.
