LessonOneWhereDoWeGofromHereMartinLutherKingJr.■Backgroundinformation:■Divisionofthespeech:PartⅠ(Para.1-2)PartⅡ(Para.3-5)PartⅢ(Para.6-9)PartⅣ(Para.10-15)PartⅤ(Para.16-20)PartⅥ(Para.21-25)PartⅦ(Para.26-28)■Detailedstudyofthetext:PartⅠ(Para.1-2)Para.11.Howdoesthespeakerbeginhisspeech?InthefirstsentenceofPara.1,thespeakerraisesthequestionof“Wherewearenow”.Helinksthisupwiththethemeofthespeech—“Wheredowegofromhere?”Itishighlylogical.Inordertoknowwherewegofromhere,wemustrecognizewherewearenow.Withoutknowingourpresentsituation,howcanwedesignapolicyforthefuture?2.torecognize:toacknowledgetheexistenceof.3.Todayanother…fiftypercentofaperson.(1)TheideaiswhentheConstitutionwaswritten,theNegrowasconsideredasonly60%ofaperson;butnowheisevenless,only50%ofaperson.Inotherwords,hisstatushasdeteriorated.(2)WhatmakesDr.Kingsayso?Dr.Kinggivesanumberofexamples:“…halfofallNegroesliveinsubstandardhousing.”“…Negroeshavehalftheincomeofwhites.”“Therearetwiceasmanyunemployed.”“TherateofinfantmortalityamongNegroesisdoublethatofwhites…”.(3)substandard:belowstandard,specificallybelowastandardestablishedasbylaw.4....therearetwiceasmanyNegroes…inthepopulation.ConsideringthepercentageofNegroesinthetotalpopulation,thedeathrateofNegrosoldiersinVietnamdoubledthatofwhitesoldiers.Accordingtothe1990census,theBlacksmadeup12.1percentofthepopulation.SoifthedeathtollinVietnamwas10,000,only1,210shouldbeblacksoldiers.Butthefigurewas2,420,whichwastwiceinproportiontotheirsizeinthepopulation.Para.25.Negroeslagonetothreeyearsbehindwhites…Intermsoflearning,thekindofknowledgewhichawhitekidwouldmasterinGrade3wouldbegraspedbyablackkidsometimebetweenGrade4andGrade6.6.One-twentieth…attendcollege.Thenumberofwhitecollegestudentsistwentytimesthatofblackstudentsorforeveryblackstudentincollegetherearetwentywhites.7.Menialjobs:jobsrelatingtounskilled,low-payjobs,asindomesticworkorlaborer'swork.Para.38.WhatroledoesPara.3play?ItisatransitionalPara.The1stsentence“Thisiswhereweare”sumsupthe