Topic:Martin Luther King Jr. and the Civil Rights Movement

The next step in the course project is to develop a script that you will use to record the narration for your presentation. Include headings for the slide number. Your final presentation should have 5-8 slides (not including title slide, conclusion slide, or references slide). Here are a few tips:

• Address all requirements for the content.
• Balance the amount of content for each slide. If there is too much content on one slide, try to break it up into two slides or consider where you can be more concise with your wording.
• Include citations where needed (e.g., quoted material and paraphrased/summarized ideas from a source that are not common knowledge). Note: When you get to the recording phase – you will need to read your in-text citations aloud, but you do not need to read your references slide.

Last assignment below just add as powerpoint

Michael R. Burch: Something

Background of the Author concerning the Holocaust

Michael R. Burch was born in 1958. He wrote the poem out of nothing during his teens and dedicated it to the children who died in the Holocaust (Burch). Michael has been awarded for their efforts in promoting peace through his poetry. The poem gives how he felt the desperation that something like Holocaust could happen. From his heart, he wrote the poem (Burch). He considered the inhumane treatment that man-made children go through. Man conducted more horrible experiments on innocent children.

Content of the Poem

The poem is about “something” that the children lost during the Holocaust. The children were so innocent that they did have to experience the cruel torture they underwent. They did not know what a Nazi being was (Burch, 1975). The poem also takes about the death of the children being unforgettable. The more they could not escape, the more the survivors could not forget about it. Life, once lost, cannot be found. Death is only remembered by lamentation, loss and elegy. It is like the leaves of a tree that falls on the ground, dries up, and the tree forgets about it. Only the survivors can vividly remember the torture the children experienced (Burch, 1975). They only do this through pain and silence.

Relating the Poem to the Bigger Picture of the Holocaust

The poem shows what the Holocaust took away from the children-the gift of life. The experience was so horrible that even harmless, innocent kids were not spared (Burch, 1975). Man can at times be inhuman that everything and anything become useless to him. Everything else but life was significant during the Holocaust. Death was in the air, and lamentation was the norm of the day. Acts of eulogy and elegy cannot be separated from the Holocaust (Bauman, 2000).

How the Poem Relates the Holocaust to the Readers

To the readers, the poem relates the Holocaust quite well. An experience initiated by a man that does not spare children is something unforgettable (Burch, 1975). It depicts even getting rid of the generation to come. The Nazi government did not want anybody differing from them socially to survive. They intended to wipe the generation completely. The poem reveals that targeting the children meant no generating of the victims (Bauman, 2000).

Paul Celan: Death Fugue; O, Little Root of a Dream

Background of the Author concerning the Holocaust

            Paul Celan lived during the time of the Holocaust. He, therefore, has a comprehensive experience of the dark times of the Nazi reign. He was a Romanian born in Germany (Felstiner, 2001). Therefore, he was one of the targeted groups during the Holocaust. Paul’s parents perished during the period, and his life got an irrevocable turn. Afterward, he struggled for several years living in ghettos and labor camps (Felstiner, 2001). He wrote the poem as a remembrance of the Holocaust experience.

Content of the Poem

The poem talks about the author being driven out of a country he has known to be home ever since. He has nowhere to go as his blood holds him captive, making him a hostage to his country (Celan, 1944). Despite being born in the country, no one notices him. Even after twenty years of living with the Nazis, he is still considered an outsider. There was suffering and surrealism caused by authoritarianism. The poem also discusses how the Nazis found great enthusiasm in killing the outsiders. They did this with full faces wide open, not mincing their words and betraying their friends and relatives (Celan, 1944). Any outsider, no matter how close, was not concealed.

Relating the Poem to the Bigger Picture of the Holocaust

            It shows how an outsider’s number of years spent in Germany was no issue (Bauman, 2000). Once a soldier, forever soldiers. It was a life and death matter that counted survival for the fittest. What mattered was that the other diverging people were deported or killed. The soldiers did their part with vigor and excitement, killing even their relatives and friends. Suppose you found a chance to escape, then lucky you (Celan, 1944). The killing was a routine, and it was their pleasure. The victims had nothing but to accept death as the only request.

How the Poem Relates the Holocaust to the Readers

            The poem gives the reader a familiar and compelling picture of the Holocaust. By reading the poem, the reader understands that even those who called Germany home were not spared (Celan, 1944). Those who had spent a good part of their lives in the country faced the jaws of death. Ideally, the reader knows how horrible the experience was (Bauman, 2000). Life is significant and got once; protect it zealously, even from your closest friends and relatives.