TOPIC 4.9 Black Religious Nationalism and the Black Power Movement

The Autobiography of Malcolm x: Chapter 12 - Meeting Elijah Muhammad

“I would sit, galvanized, hearing what I then accepted from Mr. Muhammad’s own mouth as being the true history of our religion, the true religion for the black man.” - Malcolm X, chapter 12

EK 4.9.A.2 - Elijah Muhammad, who from 1934 led the Nation of Islam from its Chicago headquarters, encouraged his followers to forgo their surnames for Muslim ones. Many members adopted the letter “X” as a symbolic gesture of abandoning the name of their enslavers until devout members received a new identity.

Objective: Students will use The Autobiography of Malcolm X to explore the beliefs of the Nation of Islam in order to make comparisons with other Black leaders from different time periods.

Notes

Through reading and a class discussion activity, we explore Chapter 12 of The Autobiography of Malcolm X, a powerful narrative that continues to resonate since its release in 1965. This chapter marks a pivotal moment in Malcolm X’s life, as he adjusts to his newfound freedom after leaving the Nation of Islam and meeting Elijah Muhammad for the first time. Written in collaboration with Alex Haley, the book chronicles Malcolm's profound evolution, from a man deeply immersed in the Nation of Islam to a more introspective figure seeking unity and justice for Black Americans.

I chose Chapter 12 for our course because it offers an invaluable opportunity for students to reflect on Malcolm X's journey of reintegration into society, his reflections on family and community support, and the lasting impact of racial oppression. This chapter highlights his role that the Nation of Islam played in his transformation and is a great window into the man’s resilience, intellect, and determination to confront injustice.

Supplies / Preparation

The class period before, I give students the last 8-10 minutes to begin the reading. This can be completed with in class reading time.

You will need two different color sticky notes. Each student will need two of each color.

Decided where students will stick their notes. I use white boards on the opposite ends of my classroom. Separating the two categories is helpful to prevent crowding.

Printing Instructions:

• Print page 1-4, back to back staple for each student

• Print page 5-10, back to back staple for each student (Chapter 12 text w/ required course images for 4.9)

Lesson Plan

Preview / Introduction (5 Minutes)

(Posted on the Board): Do Now: Read Alex Haley’s Introduction

• Key points to highlight: The significance of the autobiography’s publication after Malcolm X’s assassination and how Haley navigated Malcolm’s guardedness until they built a powerful working relationship with one another.

Review the Timeline (5 Minutes)

Read this as a class. Choose a different student to read aloud for each part of the timeline of Malcolm X’s life. This is key to set up chapter 12. Students are always interested in these details and the photographs of young Malcolm.

Preview Discussion Questions and Explain Sticky Notes (3 Minutes)

Instruct students to review the discussion questions and explain the sticky notes and show students where they will place their four sticky notes. I use Marcus Garvey as a quick example to compare/contrast with the message of the Nation of Islam (I tell students they can’t use that example). I also encourage students to really take a minute to think about a comparable figure from past units. I encourage them to get out their Must Knows and flip through them. Review and course synthesis is always a good idea!

Reading Time (12 Minutes)

• Students will have 12 minutes to read Chapter 12 (they had 8 mins the day before). The chapter is 3,500 words which will take a high school student between 11 and 19 minutes to read.

• Encourage active reading: Ask students to underline key phrases or ideas they find powerful or controversial.

Sticky Note Activity (10 Minutes)

While students are reading, I put two different color stacks of sticky notes on their tables. Students will need to take two of each colored sticky notes.

1. Sticky Note #1 (pink note): Students should think of one other historical figure or organization from unit 2 or 3 and write down one similarity of this figure’s message with the message of Malcolm X/Nation of Islam.

2. Sticky Note #2 (yellow note): Using the same figure, students should briefly write how their message or strategy differed from that of the Nation of Islam.

3. Sticky Note #3 (pink): Write an idea that resonated with you from the chapter.

4. Sticky Note #4 (yellow): Write an idea that you disagreed with or struggled to accept.

5. Post sticky notes on the board under the corresponding headings: Resonated and Struggled to Accept.

6. Once finished, students will do a gallery walk—reading others’ responses on the board.

Class Discussion (15 Minutes)

• Students circle two questions beforehand. Depending on timing, I try to have about 2 students answer per question, they can volunteer, but I’ll mix it up with the cold-call method to ensure diverse participation.

Exit Ticket (7 Minutes)

• Page 4 of the handout: Students select one sticky note or discussion response that challenged their thinking or changed their perspective.