Bibliography: Martin Luther King (page 26 of 26)

This bibliography is reformatted and customized by the Center for Positive Practices for the Black Lives & Me website. Some of the authors featured on this page include Kenneth Rodriguez, Elias Blake, Martin Luther King, Richard P. Boardman, Aimee Isgrig Horton, Donald L. Carter, C. Clyde Willias, Detroit District Court, and Herman Branson.

Horton, Aimee Isgrig (1989). The Highlander Folk School: A History of Its Major Programs, 1932-1961. Martin Luther King, Jr. and the Civil Rights Movement [Series]. This book reviews the history of the Highlander Folk School (Summerfield, Tennessee) and describes school programs that were developed to support Black and White southerners involved in social change. The Highlander Folk School was a small, residential adult education institution founded in 1932. The first section of the book provides background information on Myles Horton, the founder of the school, and on circumstances that led him to establish the school. Horton's experience growing up in the South, as well as his educational experience as a sociology and theology student, served to strengthen his dedication to democratic social change through education. The next four sections of the book describe the programs developed during the school's 30-year history, including educational programs for the unemployed and impoverished residents of Cumberland Mountain during the Great Depression; for new leaders in the southern industrial union movement during its critical period; for groups of small farmers when the National Farmers Union sought to organize in the South; and for adult and student leadership in the emerging civil rights movement. Horton's pragmatic leadership allowed educational programs to evolve in order to meet community needs. For example, Highlander's civil rights programs began with a workshop on school desegregation and evolved more broadly to prepare volunteers from civil rights groups to teach "citizenship schools," where Blacks could learn basic literacy skills needed to pass voter registration tests. Beginning in 1958, and until the school's charter was revoked and its property confiscated by the State of Tennessee in 1961, the school was under mounting attacks by highly-placed government leaders and others because of its support of the growing civil rights movement. Contains 270 references, chapter notes, and an index. Descriptors: Activism, Adult Education, Blacks, Change Agents

Willias, C. Clyde (1978). Myths and Realities Concerning the Black Colleges in Higher Education: A Lodestar for a Historical Analysis, Debate and Understanding: A Journal for the Study of Minority Americans' Economic, Political and Social Development. This article examines the present situation of black colleges in light of the history of black education in the United States. Education for blacks emerged from the limitations imposed by the slave experience, and by discrimination resulting from a segregated social system. Black colleges have always taken academically unprepared students and turned out graduates able to compete successfully with graduates from white institutions. However, the advent of the civil rights movement of the 1960s resulted in an examination of the status of higher education in the United States in general and of black colleges in particular. There was the mistaken belief that when white institutions started enrolling black students, black colleges would no longer be needed. Now, many black students and faculty members who had been attracted to white colleges in the 1960s and 1970s have returned to predominantly black campuses. If black colleges are to remain relevant, however, their traditional roles must be reexamined in light of recent social changes. To meet the needs of a variety of clientele, many black colleges are expanding their capabilities and creating programs in a wide range of fields new to these institutions. Descriptors: Black Colleges, Black Education, Black History, College Desegregation

King, Martin Luther, Jr. (1966). The Social Activist and Social Change. This paper calls for the involvement of social scientists in developing programs and directions for social change. Their research could illuminate the social reform aspects of the civil rights movement and the consequences of the movement on minority-group activists, nonparticipants, and the majority group. Studies could also be made of the effect of change on social institutions and of the problem areas in society in which there are racial inequalities. And because there is an immediate problem in the state of Negro schools, educators must use skills in reshaping unhealthy attitudes, in reevaluating school desegregation, and in establishing meaningful programs to benefit both advantaged and disadvantaged students. There is a special need for programs to halt the cumulative deficit in the intelligence of disadvantaged Negro children. Finally, the Negro family and community should be studied by social scientists so that guidelines for change may be developed. Reactions to this paper are included.   [More]  Descriptors: Action Research, Attitude Change, Behavioral Science Research, Black Community

District Court, Detroit, MI. Eastern District of Michigan Southern District. (1979). Martin Luther King Junior Elementary School Children, et. al., Plaintiffs, v. Ann Arbor School District Board, Defendant; Memorandum Opinion and Order. Civil Action No. 7-71861. This document contains the text of a United States District Court decision on a Michigan school district's proposed plan designed to help the teachers at a local elementary school (1) to identify those children who speak Black English and to determine the language spoken as a home or community language, and (2) to employ that knowledge in teaching such children how to read standard English. The plan was ruled acceptable by the Court on the basis that it complies with a Federal law which holds that no State shall deny equal educational opportunity to an individual because of the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its educational programs. The text of the Ann Arbor School District Board plan is also included in this document. The plan details the method by which teachers will be provided, primarily through inservice training, with the skills necessary to identify speakers of Black English and to teach them to read standard English.   [More]  Descriptors: Black Dialects, Black Students, Board of Education Policy, Court Litigation

Carter, Donald L., Ed. (1978). Debate and Understanding–Symposium No. 4, 1978: Myths and Realities About Historically Black Colleges in Higher Education, Debate and Understanding: A Journal for the Study of Minority Americans' Economic, Political and Social Development. This journal contains articles reporting on different aspects of black higher education in the United States. A survey of myths about black colleges reveals that black colleges range from the strong to the weak, just as do white colleges, and that they are no more segregated than white colleges. An examination of the history of black education and the present situation of black colleges shows that graduates of black colleges were trained to serve the black community exclusively. Black colleges have continued to take academically unprepared students and turn out graduates able to compete successfully with graduates from white institutions. All this has been without much Federal aid until recently. No significant national commitment to the higher education of blacks existed prior to 1968. The role of black colleges is compensatory in terms of the continuing default of American higher education to be more responsive to the needs of black students. There is a special need to aid blacks so that they can take advantage of opportunities for study in science and engineering, since secondary schools are failing to prepare blacks for this kind of college work. Descriptors: Black Achievement, Black Colleges, Black Education, Black History

Boardman, Richard P. (1971). Community Involvement in School Desegregation: the Story of the Dr. Martin Luther King, Jr. School/Providence, Rhode Island. A Report. This report describes the successful planning, development, and operation of a desegregated public elementary school in Providence, Rhode Island. Planning involved school system personnel and all segments of an ethnically mixed community. Physical structure and operation of the school were determined in response to educational needs and desires expressed by the community. This school has provided a model for other public schools in the area, which have adopted elements of the program and procedures of the school.   [More]  Descriptors: Community Involvement, Demonstration Programs, Educational Development, Educational Facilities

Branson, Herman (1978). A Prime Assessment for Black Colleges: Role of Blacks in the Sciences and Related Fields, Debate and Understanding: A Journal for the Study of Minority Americans' Economic, Political and Social Development. This article examines the need for blacks in science and engineering. From a review of the history of blacks as objects of scientific study from the 1790s to the present a better grasp of the problems confronting blacks can be gained by examining two fields: genetics and psychology. In genetic research on blacks, the results are used not by geneticists but by others; in psychology, some psychologists, especially educational psychologists, express the theory of inferiority in intelligence among blacks. Sickle cell anemia has been a topic of genetics research. The scores of blacks on IQ tests has been a topic for psychologists. Misuse of scientific data on blacks in these two fields can only be corrected if the number of blacks in higher education in the sciences and in engineering increases. For blacks, the career possibilities in the sciences and engineering appear inviting. Descriptors: Black Education, Black Students, Educational Opportunities, Engineering

Rodriguez, Kenneth (1995). We the People… The Citizen and the Constitution. Teacher's Guide [and Student's Guide]. Focusing on the history and principles of the U.S. Constitution and Bill of Rights, the high school text and teacher's guide are intended to be the basis of study for the competitive component of the "We the People… The Citizen and the Constitution" civic education program. The 40 lessons in the text are divided into 6 study units examining the philosophical and historical foundations of the U.S. political system; the creation of the U.S. Constitution; the impact of the values and principles embodied in the Constitution on U.S. institutions and practices; the development and expansion of the protections of the Bill of Rights; the meaning of the various rights guaranteed in the Bill of Rights; and the role of citizens in U.S. democracy. The text is based on a conceptually oriented approach that blends expository and inquiry methods, calling for active participation by students throughout. It stresses the development of analytic and evaluative skills, enabling students to apply basic substantive knowledge to a wide variety of political questions and controversies. The text includes a reference section containing: the Virginia Declaration of Rights; the Declaration of Independence; the Articles of Confederation; the Constitution of the United States of America; the Emancipation Proclamation; the Universal Declaration of Human Rights; Martin Luther King, Jr.'s Letter from Birmingham City Jail; and Biographical Notes. Focusing on the history and principles of the U.S. Constitution and Bill of Rights, this teacher's guide provides information and suggestions to help the teacher make the most effective use of the student text. The high school text is intended to be the basis of study for the competitive component of the "We the People… The Citizen and the Constitution" civic education program. The teachers' guide, like the student book, is organized into 40 lessons divided into 6 study units. The six units examine: the philosophical and historical foundations of the American political system; the creation of the constitution; the impact of the values and principles embodied in the Constitution on American institutions and practices; the development and expansion of the protections of the Bill of Rights; the meaning of the various rights guaranteed in the Bill of Rights; and the role of citizens in American democracy. The teacher's guide provides unit and lesson overviews and suggests instructional strategies. In addition to providing ideas for introducing lessons, additional information about lesson topics, and discussion questions, the guide presents a variety of individual, small, and whole group activities designed to reinforce or extend what students have learned in the lesson. These include suggested research projects, writing assignments, and reports, as well as student debates and simulation.   [More]  Descriptors: Citizenship Education, Constitutional History, Constitutional Law, Critical Thinking

Blake, Elias, Jr. (1978). The Black Protest Tradition of Historically Black Colleges: A Comparative Analysis of Historically Black and Historically White Institutions, Debate and Understanding: A Journal for the Study of Minority Americans' Economic, Political and Social Development. This article examines the forces of discrimination in institutions of higher education in the United States. Much of the literature on black education from the beginning of the century to Jensen's work has attempted to show the inherent inferiority of blacks. This literature has shaped the general public's view of black Americans and their education. Given the history of social science in America, it is not surprising that blacks cannot get their white colleagues to understand their views on the issue of equality of blacks and whites. Both black faculty and students report continued discrimination, both overt and covert, in white institutions. Within the public and private black colleges the tradition of supporting equality despite segregation continues. The role of black colleges is still compensatory in terms of the continuing default of American higher education to be more responsive. Support for black institutions has been uncertain and short-term. Prior to 1968, no significant national commitment to the higher education of blacks existed. Since then the Federal government has made this commitment. Descriptors: Black Colleges, Black Education, Black History, College Desegregation

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Bibliography: Martin Luther King (page 25 of 26)

This bibliography is reformatted and customized by the Center for Positive Practices for the Black Lives & Me website. Some of the authors featured on this page include Beth Schlau, Atlanta Cable News Network, Kathleen McGinnis, Tomi D. Berney, Peter S. Temes, Stanley Stark, Jayminn Sulir Sanford, Negro Educational Review, Wesley T. Mott, and Lewis V. Baldwin.

McGinnis, Kathleen (1994). Celebrating Racial Diversity. This book is a teacher's guide to lessons on racism and multicultural education for students in preschool through grade 12. The emphasis is on the Catholic tradition, and suggestions are given for using the manual to support a religious education program. Suggestions are also provided for using the manual in social studies and language arts curricula in which the orientation is not specifically religious. The first section deals with racism, defining three goals of a curriculum on racism: distinguishing racism from prejudice, increasing awareness of the realities of institutional racism in the United States, specifically in educational institutions, and offering strategies for attitudinal change. Four lessons are accompanied by student worksheets. The second section deals with multicultural education. It is designed to increase understanding of multicultural education, to explain the nature of stereotyping, and to suggest strategies and activities for building positive multicultural attitudes. Five lessons are outlined, with appropriate modifications suggested for different age groups, and separate focus sections concentrate on either African Americans, Native Americans, Asian Americans, or Hispanic Americans. Student worksheets are included. Sections on "Justice Heroes" contain profiles of people noted for their commitment to justice and suggested student activities based on their lives. These figures include: (1) Rosa Parks; (2) Cesar Chavez; (3) Martin Luther King, Jr.; (4) Rigoberta Menchu; (5) Fannie Lou Hamer; (6) Frederick Douglas; (7) Malcolm X; and (8) Sr. Thea Bowman. A section on literature for children and youth presents annotations of 20 books that contribute to students' familiarity with cultural diversity, grouped by the target age group. Student activities are suggested, and some worksheets are included. Descriptors: Childrens Literature, Diversity (Student), Elementary Secondary Education, Ethnic Groups

Willie, Charles Vert; Sanford, Jayminn Sulir (1991). Martin Luther King, Jr., the Civil Rights Movement, and Educational Reform, Educational Policy. Educational opportunity and civil rights are the bedrock of America's best and worst attempts to achieve pluralism. The civil rights movement shook the nation's moral fiber, weakening only after reaching the highest governing bodies. Educational reform efforts could learn much from this lesson in successful social transformation. Educational improvement is still needed! Includes 28 references. Descriptors: Civil Liberties, Cultural Pluralism, Educational Change, Educational Opportunities

Fergenson, Laraine (1992). Politics and the English Instructor: Using Political Literature To Teach Composition. One of the most interesting controversies in the theory of teaching composition–and one that has profound consequences for classroom practice–is the debate over "ideological" or "radical" pedagogy. In the minds of most mainstream Americans, an ideological education is associated with dictatorship and state control of education. Every pedagogy, to quote James Berlin (1988) "is imbricated in ideology–a set of tacit assumptions about what is real, what is good, what is impossible, and how power ought to be distributed." Attempting to avoid all controversy and all political discussion can lead to textbooks and classroom atmospheres that are hostile to the values of critical inquiry. A composition instructor, noting the boredom his students showed with their standard collection of essays, created, along with his students, a series of essay topics drawn from the most important problems facing society. Students' essays written in this manner were better in form and content. Another composition instructor experienced a "teaching epiphany" during a discussion of an essay concerning what motivated people to risk their lives to help save Jews from Nazis. As the students discussed what they would do, they recalled Martin Luther King's "Letter from Birmingham Jail," which addressed that very issue. A passionate and heated discussion ensued, which lasted to the end of the class period and spilled out into the hallway after class. Political literature can play an essential role in motivating students to think deeply, in teaching them to write better, and in preparing them for the world beyond the classroom.   [More]  Descriptors: Classroom Environment, Controversial Issues (Course Content), English Instruction, Higher Education

Cable News Network, Atlanta, GA. (1997). CNN Newsroom Classroom Guides. February 1-28, 1997. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of February, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics include: elections in Pakistan for a new prime minister, U.S. President Clinton unveils proposals to improve education, President Clinton delivers State of the Union Address, a civil trial jury finds O. J. Simpson liable for the deaths of his former wife and her friend, Botswana and Namibia are engaged in a "water war" that threatens an ecosystem, and President Clinton reveals his 1998 budget, promising to eliminate deficits by the year 2002 (February 3-7); Ecuador names a new president, violence erupts in Albania over the collapse of a dubious investment scheme, the Serbian parliament passes a bill recognizing opposition election wins, space shuttle Discovery begins a mission to repair the Hubble Telescope, and the EPA (Environmental Protection Agency) wants tougher air quality laws (February 10-14); President Clinton orders striking pilots to work, the war in Zaire is taking a tragic toll on refugees, North Korea will not challenge a senior aide's defection, U.S. government holds an electronic town meeting over new tobacco selling rules, China mourns the death of its long-time leader Deng Xiaoping, and James Earl Ray, the man serving time for killing Dr. Martin Luther King, Jr., wants his day in court (February 17-21); scientists announce they have cloned a mammal, President Clinton decides to release illegal Chinese immigrants, and proposes a record anti-drug budget, a government commission will study the Gulf War nerve gas report, and critics charge the new television ratings system gives viewers insufficient information (February 24-28). Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

Bosmajian, Haig (1982). The Inaccuracies in the Reprintings of Martin Luther King's "I Have a Dream" Speech, Communication Education. Identifies the additions, deletions, and changes in the reprinted versions of King's classic speech. (Serves both as a warning that published speeches cannot be depended upon to preserve the original text and as a source of reference for teachers using Dr. King.s speech in classroom study.)   [More]  Descriptors: Content Analysis, Higher Education, Public Speaking, Reference Materials

Cable News Network, Atlanta, GA. (1997). CNN Newsroom Classroom Guides. March 1-31, 1997. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of March, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics include: monkeys cloned in Oregon, Iran suffers massive earthquake, tornados affect several areas in the United States, riots in Albania after economic collapse, heavy logging threatens the world's ancient forests, Senate Democrats defeat Balanced Budget Amendment, Swiss government to start Holocaust fund, North and South Korea attempt to resolve 47-year old conflict, and Ohio River Valley flooding is the worst in 30 years (March 3-7); Federal Bureau of Investigation alleges Chinese involvement in attempt to influence 1996 U.S. elections, Mideast peace talks reach impasse, Russian President Boris Yeltsin tries to revive Russia's economy by shaking up his cabinet, Hale-Bopp comet, human cloning, seven Israeli students slain, and police arrest Cosby murder suspect (March 10-14); thousands evacuate as violence escalates in Albania, rebels in Zaire capture city of Kisangani, Great Britain's parliamentary campaigns heat up, rebels control Albanian port, Israel begins Jewish housing project which is protested by Palestinians, controversy over U.S. campaign finance practices, Helsinki Summit begins, George Tenet nominated as Central Intelligence Agency head, and landmark agreement between the Liggett Tobacco Group and 22 states (March 17-21); violence erupts on West Bank streets, a combination of lunar eclipse, bright shining Mars, and good view of Hale-Bopp comet, cease-fire negotiations pending between rebels and Zaire President Mobuto, U.S. Federal Reserve Bank raises interest rates in attempt to avoid inflation, six days of violence in the Middle East, mass cult suicide linked to UFO (Unidentified Flying Object) belief, and Martin Luther King Jr.'s son meets with the man convicted of killing his father (March 24-28); and Albania refugee ship sinks, and Oklahoma City bombing trial is set to begin (March 31). Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

Temes, Peter S., Ed. (1996). Teaching Leadership: Essays in Theory and Practice. American University Studies. Series XIV, Education. Volume 40. All the essays in this collection explicitly or implicitly discuss the ethics of leadership. Paul Johnson's "Plato's Republic as Leadership Text" is an essay on Plato and Nietzsche that considers two fundamental issues: the use of force and persuasion and the tension between the actions that lead to a position of leadership and the actions after obtaining the position. Peter Temes'"Teaching Leadership/Teaching Ethics: Martin Luther King's Letter from the Birmingham Jail" emphasizes the importance of moral ideas to leadership. Thomas D. Cavenagh's "Earl Warren, Thurgood Marshall, 'Brown v. Board of Education of Topeka': Portraits in Leadership" shows how leaders gain power and respect through moral ideas. Mark Sibicky's "Understanding Destructive Obedience: The Milgram Experiments" has much to say about the misuse of power. During these experiments, an authoritative person in a white coat asked a person to give electric shocks to someone who exhibited pain. A high percentage followed orders. Jacob Heilbrun's "Can Leadership Be Studied?" asks how we can guard against the mixture of paranoia and charisma that constitutes immoral leaders. Judith Lorber's "Reflections on Gender, Work, and Leadership" examines gender differences in leadership and asks if they are genuine differences or if they are due to one gender's lack of power and subsequent inability to reward loyal subordinates. Daniel Born's "Leadership Studies: A Critical Appraisal" explains that the awareness of the common good is a part of the ethics of leadership, but it is not the whole story.  Garth Katner's "Mujaheddin and Militiamen: The Global Challenge of Esoteric Leadership" concludes that the militia network in the U.S. and the Taliban are examples of esoteric leadership. An esoteric leader provides his followers certainty and scapegoats. It is leadership based on resentment and violence. Joanne Ciulla's "Ethics, Chaos, and the Demand for Good Leaders" considers the changing definitions of leadership over time, the difference between good leadership and effective leadership, and the need for a shared set of ethical values. Leaders should be trustworthy and accessible. They should grant autonomy to and require superior performance from their subordinates. Rather than using the material rewards of power and resources, leaders should offer a shared ethical goal. (Contains 138 references.) Descriptors: Elementary Secondary Education, Ethics, Leadership Effectiveness, Leadership Qualities

Berney, Tomi D.; Schlau, Beth (1989). E.S.L. Video Recording Project at Martin Luther King, Jr. High School, Spring 1988. OREA Report. The English-as-a-Second-Language (ESL) video recording project was designed to use student-produced videotape recordings to help 120 limited-English-speaking students learn to speak, read, and write English. Staff participated in a series of workshops on video program development and production techniques. Four classes developed video productions, and the parents of participating students assisted in prop construction. The program was evaluated through interviews with program personnel, classroom observation, and viewing of the resulting videos. The project met its staff development objective, but neither the instructional nor parent involvement objectives could be assessed. Program weaknesses include a late start and limited daily production time. Program strengths include stimulation of student creativity, confidence, and motivation, a positive effect on attendance in all courses, creation of a context in which all students could work together, and facilitation of ESL instruction. Recommendations for program improvement include administration of pre- and posttests of student language skills and addition of a video career component and related video editing equipment.   [More]  Descriptors: Attendance, Bilingual Education Programs, English (Second Language), Film Production

Middleton, E., Ed.; And Others (1996). Forty Years after Brown: The Impact of Race and Ethnicity on the Recruitment and Retention of Minorities in Education. Proceedings of the National Conference on Recruitment and Retention of Minorities in Education (9th, Oswego, NY, April 9-11, 1995). The proceedings identify, clarify, and address the problems of the post-Brown era from a variety of perspectives. The first two papers are: The Dr. Martin Luther King, Jr. Banquet Keynote Speech (L. J. Bennett) and the Luncheon Session, "Integrating the Recruitment Preparation and Retention Strategies of Persons of Color in Teaching" (J. Vaughn). Following these two presentations, 15 papers are included: (1) "Strategies for Encouraging Minority High School Students To Consider Teaching Careers: A Panel Presentation by the Consortium for Minorities in Teaching Careers" (J. Braun, and others); (2) "The Historically Black College, Ecological Psychology, and Higher Education's Changing Environment: Reconceptualizing African American Student Retention" (M. C. Brown and R. W. Graham); (3) "Career Intervention To Prepare African American Students for the College Application Process" (V. Cotton); (4) "Perceptions of the College Experience: African American Students on a Predominantly White Campus" (R. D. Davis); (5) "Mentoring across Culture in Teacher Education: A Cross-Cultural Perspective for Retaining Minority Students in Teacher Education" (G. A. Doston); (6) "A Synopsis of the African American Student Medical College Mentorship Program Model" (L. Flannagan and S. Price); (7) "Recruitment of Minorities in Adult Education: Strategies for a Changing World" (K. Matin); (8) "Minority Involvement in the Teaching Profession in South Georgia" (B. R. McClain); (9) "'Apoyando': Encouraging Latinos To Enter the Teaching Profession" (B. Perez); (10) "Voice of African-American Male Administrators at Predominantly White Four-Year Institutions of Higher Education" (C. Pickron and J. Rasool); (11) "Nurturing a Long-Distance Relationship: SUNY Oswego and Urban Education" (P. Russo and J. Smith); (12) "On Improving the Retention Rate of African American Law Students: The Experiment and Experience at Duquesne University School of Law" (K. Saunders); (13) "The Negative Effects of Homogenization in Admission Requirements: Recognizing and Validating Difference" (B. A. Sylvia); (14) "Retention of Minority Teachers: The Lehamn College Family Model" (V. M. Washington and E. Weitz); (15) "Alienation and Isolation vs. Retention" (C. Y. Young). Abstracts of eight additional papers are appended. Many papers contain references.   [More]  Descriptors: Black Teachers, Career Choice, Educational Environment, Elementary Secondary Education

Baldwin, Lewis V. (1986). Martin Luther King, Jr.'s "Beloved Community" Ideal and the Apartheid System in South Africa, Western Journal of Black Studies. King's comments and opinions on the following aspects of South African apartheid are presented: (1) similarities to and differences from America's racist system; (2) the role of western countries and their pressure; (3) the role of black Americans; (4) the role of multi-racial coalitions; and (5) the role of religious groups. Descriptors: Activism, Change Agents, Change Strategies, Dissent

Stark, Stanley; Kugel, Yerachmiel (1970). Toward an Anthropology of Dogmatism: Maladjustment, Modernization, and Martin Luther King, Psychol Rep. Descriptors: Adjustment (to Environment), Bias, Cultural Influences, Dogmatism

Siegel, Linda S. (1977). Children's and Adolescents' Reactions to the Assassination of Martin Luther King: A Study of Political Socialization, Developmental Psychology. Descriptors: Age Differences, Elementary Secondary Education, Justice, Political Socialization

Mott, Wesley T. (1975). The Rhetoric of Martin Luther King, Jr.: Letter from Birmingham Jail, Phylon. Argues that the success of 'The Letter' can be attributed to the confluence of three distinct rhetorical traits: King's heritage of the highly emotional Negro preaching tradition, his shrewd sense of political timing and polemical skill, and his conscious literary ability, and notes that 'The Letter' is one of the most frequently collected items in college English anthologies.   [More]  Descriptors: Black Leadership, Black Literature, Church Role, Civil Rights

Trachtenberg, Stephen Joel (1994). Speaking His Mind. Five Years of Commentaries on Higher Education. This collection of speeches by Stephen Trachtenberg, President and Professor of Public Administration at the George Washington University in Washington, D.C., covers a wide variety of subjects important to higher education. Speeches include: "Reason and Heart Together" (remarks on the occasion of his inauguration as President of the George Washington University, April 16, 1989); "Libraries Are the Foundation on Which Universities Stand" (remarks at a meeting of the Virginia State Library Association, November 18, 1989); "A Cause Called Justice," (remarks at Martin Luther King's convocation, January 15, 1990); "The Search for Perspective in a De-Controlled World" (keynote speech at a meeting of the D.C. Alpha Chapter of Phi Beta Kappa, April 21, 1990); "The Search for a New Order for Peace, Security and Cooperation in Northeast Asia: Looking toward the 21st Century" (remarks at Moscow State University, May 1991); "The Role of Business in Education" (remarks at the New York Times Presidents Forum, November 22, 1991); "The Difficult Quest for Balance in American Higher Education" (essay published in "The World and I" magazine, December 1991); "American Higher Education Confronts Its Frayed Self-Image" (remarks at the Mitre Corporation's Distinguished Lecture Series, February 25, 1992); "Can Political Correctness Ever Be Politically Incorrect?" (remarks at the conference of the Society for College and University Planning, August 3, 1992); "Quality Management–How Do You Make It Total?" (remarks at the convention of the Society for College and University Planning, April 15, 1993); "The Future of Higher Education" (remarks at the D.C. Jewish Community Center's John R. Risher Public Affairs Forum, May 6, 1993); "The Beginning of Wisdom" (graduation speech at Sidwell Friends School, June 11, 1993); "Assuring a Global Perspective for the American College Student" (remarks at the X Triennial Conference of the International Association of University Presidents, July 1993); and "The Importance of Ancient History" (remarks at Columbia University convocation, August 31, 1993). Descriptors: Ancient History, Business Responsibility, College Libraries, College Role

Negro Educational Review (1985). A Special Commemorative Recognition of Martin Luther King Jr.'s "March on Washington," August 28, 1963. Contains five essays and editorial on the theme of Black/white alliances, 1941-1983. Topics discussed include a look back at slavery, rhetorical alliances in the Civil Rights era, how the nature of legal arguments limits Black educational advancement, political alliances, and religious alliances. Descriptors: Activism, Affirmative Action, Black Influences, Blacks

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Bibliography: Martin Luther King (page 24 of 26)

This bibliography is reformatted and customized by the Center for Positive Practices for the Black Lives & Me website. Some of the authors featured on this page include Jan Lauchner, Shirley Hatchett, Classroom Notes Plus, Howard Schuman, Barbara James Thomson, Joan Sevick, Atlanta Cable News Network, Liza Schafer, Howard Gardner, and Richard Kelder.

Kelder, Richard (1986). Introducing Philosophy to the Composition Class. By engaging in philosophical discussion in their writing, freshman composition students can discover that writing is a mediating tool between the self and the objective world, a means to examine the nature of reality and their thinking processes. Introducing philosophical issues opens the door for the investigation of difficult and abstract topics and challenges students to think about the nature of existence and reality. Furthermore, the oral component of the dialogue as a prewriting technique is of utmost importance, through which the writing teacher can encourage students to verbalize their ideas with the expectation that this dialectical encounter will enable students to take possession of their knowledge and contribute to the development of thought. The dialectic may further the students' self-awareness about the thinking process, adding to the metacognitive dimension of writing. Works such as Plato's "Myth of the Cave," Martin Luther King's "Letter from the Birmingham Jail," Paul Tillich's "The Riddle of Inequality," and Joseph Conrad's "Heart of Darkness" can suggest the thematic development of the course. Additionally, writing assignments based on personal experience and presented in narrative form enable students to move from the abstract to the particular in their essays. Since narration contains the ingredients of critical thinking, it serves as a logical starting point for developing other modes of writing. Analyzing personal experience in writing is a form of discovery and problem solving and leads students to more complex forms of discourse. (Sixteen references are attached.) Descriptors: Cognitive Processes, Freshman Composition, Higher Education, Philosophy

Cable News Network, Atlanta, GA. (1998). CNN Newsroom Classroom Guides. January 1-30, 1998. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of January, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics include: the first mission to the moon in 25 years, Kenya reelects Daniel Arap Moi to his fifth term as the country's president, entertainer-turned Congressman Sonny Bono dies in skiing accident, a U.S. physicist announces his intention to clone humans to help infertile couples have children, and Mir cosmonauts step into space (January 5-9); the northeastern U.S. and Canada clean up after the worst ice storm in memory, New York and New Jersey argue before the U.S. Supreme Court over which state owns Ellis Island, CBS negotiates an expensive deal to televise NFL games, scientists isolate telomerase, the enzyme they hope to use to fight cancer, and new evidence indicates a deliberate effort to market tobacco to teens (January 12-16); U.S. observes Martin Luther King, Jr.'s birthday, Cuba prepares for historic visit of Pope John Paul II, a drop in prices makes used cars a favorable alternative, cheers and a warm welcome from Cuban leader Fidel Castro greet Pope John Paul II, and new allegations of wrongdoing brought against U.S. President Clinton (January 19-23); U.S. warns of air strikes on Iraq, spacesuit problems experienced on Mir, President Clinton delivers the State of the Union address, U.S. Secretary of State Albright heads for the Middle East, Shuttle Endeavor and space station Mir part company after completing astronaut exchange, and media coverage of the latest allegations surrounding President Clinton (January 26-30). Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

Schuman, Howard; Hatchett, Shirley (1974). Black Racial Attitudes: Trends and Complexities. The slogan "study the victimizers, not the victims," can too easily become an excuse for substituting the ideologies and preconceptions of white and black intellectuals for the often different reality revealed by empirical research. This monograph tries to present a modest but complex set of data gathered using attitude sample survey methods, and to do so within a relatively objective framework of analysis and reporting. The main final comparison samples were representative of Detroit black heads and wives of heads of house, ages 21-69 inclusive, at each of three points in time. The first set of data is drawn from interviews with 2,809 black respondents, ages 16-69, in Detroit and 14 other American cities. These interviews were carried out between January 6 and March 31 of 1968.  A second independent survey of black attitudes was carried out in Detroit by the Detroit Area Study April 24-July 31 of 1968. It included six questions from the first study. Because the assassination of Martin Luther King occurred during the three weeks between the completion of the first study and the beginning of the second, a comparison of responses to the six repeated questions permits assessment of the immediate effect of the assassination on attitudes of the Detroit black adult population. The third survey, also a Detroit area study, was carried out in 1971, April 15-September 26. Descriptors: Attitude Change, Black Attitudes, Cross Sectional Studies, Demography

1970 (1970). Race Relations in the USA, 1954-68. Keesing's Research Report, Number 4. Contents of this report on the development of the civil rights movement include: (1) Introduction–the economic and social status of Negroes in 1952, Negro movements for civil rights, the Ku Klux Klan; (2) Racial desegregation in education, 1954-57; (3) The Little Rock Crisis, 1957-59; (4) Continued desegregation in education, 1958-64; (5) Measures to end racial segregation in public amenities, 1954-63, including: court rulings, 1952-55; administrative measures, 1953-55; anti-integration moves in southern states, 1957; Supreme Court rulings, 1958-60; cut in Negro welfare services in Louisiana; Federal counter-action; and, continued desegregation of public facilities, 1961-63; (6) The Civil Rights Acts of 1957, 1960, and 1964–Civil Rights Commission's reports–Federal action on Civil Rights; (7) The Civil Rights movement and urban riots, 1960-65; (8) The Voting Rights Act of 1965–other civil rights legislation and developments, 1966-68; (9) Further agitation by Civil Rights movement, 1966-68; and, (10) The death of Martin Luther King, Junior. Descriptors: Black Education, Black Leadership, Black Organizations, Civil Rights

Doctor Gertrude A. Barber Center, Erie, PA. (1994). Continuing the Exploration of Books: A Family Literacy Program for Challenged Adults. Final Report. A family literacy program was developed for families containing young children and learning-challenged adults whose limited reading skills made it impossible for them to read aloud to their children. The program's primary objective was to upgrade the parents' reading skills and knowledge of children's literature. The program was staffed by a literacy coordinator, reading instructor, and paraprofessional and was targeted toward parents currently enrolled at the Dr. Gertrude A. Barber Center in Erie, Pennsylvania. The program was designed for a class of no more than 15 parents. Each of the 20 class meetings held between December 1993 and April 1994 was organized around a specific theme and included oral reading sessions and theme-related activities. According to the project staff, parent participants not only became aware of the benefits of reading to their children but also achieved significant gains in sight vocabulary, oral reading skills, reading comprehension, and self-esteem. (Included are 20 sample lesson plans for classes on the following themes: computers, multicultural awareness, dogs, Christmas, Dr. Seuss, family, Dr. Martin Luther King/peace, Sesame Street, hygiene/safety, Valentine's Day, cats, colors, seasons, love, nature, the environment, self-esteem, nutrition/cooking, manners, and reading in front of a video camera.)   [More]  Descriptors: Adult Basic Education, Behavioral Objectives, Demonstration Programs, Family Literacy

Classroom Notes Plus (2001). Classroom Notes Plus: A Quarterly of Teaching Ideas, 2000-2001. This 18th volume of "Classroom Notes Plus" contains descriptions of original, unpublished teaching practices, or adapted ideas. Under the Ideas from the Classroom section, the August 2000 issue contains the following materials: "The Thought Pot" (Andrew R. West); "Seeing Is Reading: 'The Hollow Men'" (James Penha); "Language Lessons for Critical Thinking" (Joe Taylor); "Exploring Gender Assumptions in Language" (Terry Martin); "Ten Things You Should Know About…" (Sherri S. Hall); and "Classroom Consumers Report" (Stacy Doolin). Under the Focus on the Harlem Renaissance section is: "Be-Bop-Bo-Duh: Writing Jazz Poetry" (Aurelai Lucia Henriquez). Under the Teacher Talk section are: "Exploring the Harlem Renaissance"; "Do You Ask High School Students to Read Aloud?"; and "Emergency Measures for Ugly Classrooms." Under the Traci's Lists of Ten section is: "Ten Prewriting Exercises for Personal Narratives" (Traci Gardner). Under the Classroom Solutions are: "Clothesline Display"; "Tabloid Vocabulary"; and "Stage Fright." Under the Focus on Literary Terms section is: "Figurative Language." Contains Web resources and notes. Under the Ideas from the Classroom section, the October 2000 issue contains the following materials: "The Granddaughter Project" (Kay Hinkebein); "Putting Rock and Roll into Writing" (Cecelia A. Murphy); "Getting the Move On: Revision in the Computer Lab" (Jim Lonergan and Donna-Marie Stupple); "Writing Checklist: An Easy Way to Review Grammar" (Pamela J. Orth); and "Their Day to 'Howl': Ginsberg Brings Out the Poetic Best in Middle School Students" (Alfree Enciso). Under the Teacher Talk section are: "How Do You Help Students Recognize Style and Voice?"; and "Suggestions for Working with Students with Disabilities." Under the Classroom Solutions section are: "Custodians and Keys"; and "Late-Work Tickets." Under the Focus on Multicultural Education section is: "Deepening the Meaning of Heritage Months." Under the Traci's Lists of Ten section is: "Ten Ways to Play with Literature" (Traci Gardner). Contains Web resources and notes. Under the Ideas from the Classroom section, the January 2001 issue contains the following materials: "Blithering Titles" (Sue Torsberg); "Combating Stage Fright" (Linda S. Beath); "Literacy Club" (Tory Babcock); "Practicing Practical Reading" (Frances B. Carter); "Family Stories" (Rose Reissman); "Not Just for Elementary Students" (Tracy Felan); and "A Teacher Shares the Meaning of Martin Luther King Jr. Day with Her Students" (Jessyca Pearson Yucas). Under the Focus on Multicultural Education section is: "How We Are White" (Gary Howard). Under the Focus on Teaching about the Holocaust section are: "Always Remember, Never Forget"; "Silent Warm-Up" (Robin Wolcott); "Correspondence in a Concentration Camp" (Don Leibold); "A Hiding Place" (Victoria Lewis); and "Confronting Prejudice and Genocide: Using Symbols and Stories in Holocaust Education" (Nancy D. Kersell). Under the Teacher Talk section are: "Clarifying Goals for Teaching the Holocaust"; "Suggestions for Nonfiction Related to the Holocaust"; "Alternatives for Students Who Are Not Allowed to Watch 'Schindler's List'"; and "Staying Refreshed." Under the Classroom Solutions section is: "Showing Who We Are through a Class Quilt." Contains Web resources and notes. Under the Ideas from the Classroom section in the April 2001 issue are the following materials: "Finding Stories in Paintings" (Doris Brewton); "Language as Visual Aid: Using the Classroom Walls Differently" (Chad A. Donohue); "Connecting Songs and Stories" (Terri Fisher-Reed); "Imitating the British Romantic Poets" (Michael T. Duni); "Paste-Pot Poetry" (Mary Ann Yedinak); and "Dead Poet Interviews" (Colette Marie Bennett). Under the Focus on Multicultural Education section is: "A Moral Choice." Under the Focus on Media Literacy section are: "What Is Media Literacy?" (Andrew Garrison); "Turning the Camera on the Class" (Alice Cross); "Center for Media Literacy"; "Barry's Bulletin–A Resource for Media Educators"; "Web Sites on Media Literacy and Advertising"; and "Online Resources on Media Literacy." Under the Teacher Talks section are: "The Love Song of J. Alfred Prufrock"; "How Do You Stay Refreshed?"; Webfolios; and "Teaching Film and Media." Under the Traci's Lists of Ten" section is: "Ten Television Analysis Writing Projects" (Traci Gardner). Under the Web Resources section are""April Is Poetry Month"; "Student Web Publishing Resources"; and "Using the Web for High School Student Writers." Under the Previews section are: "After Viewing: Reflections on Responding to Films in the Classroom" (Bill Martin); and "Viewing the Films: Not 'Whether of Not,' but 'How'?" (William McCauley). Under Classroom Solutions is: "A Grading Tip." Contains notes and an index for the 2000-2001 year.   [More]  Descriptors: Class Activities, Classroom Techniques, Educational Resources, Elementary Secondary Education

Seattle School District 1, WA. (1983). Selected Multicultural Instructional Materials. This is a compilation of ten multicultural instructional booklets that were prepared and published by the Seattle, Washington, School District. The first booklet, entitled "Selected Multi-ethnic/Multicultural Events and Personalities," lists and describes (1) major holidays and events celebrated in the United States, and (2) American ethnic minority and majority individuals and their achievements. Booklet 2, "Chinese New Year," contains background information and classroom activities about that holiday, as well as Korean and Vietnamese New Year's customs. Booklet 3 presents activities and assembly suggestions prepared to assist schools in commemorating January 15, the birthdate of Martin Luther King, Jr. The information and activities in Booklet 4 focus on the celebration of Afro-American History Month. Booklet 5, "Lei Day," focuses on Hawaiian history, culture, and statehood. Booklet 6 is entitled "Cinco de Mayo," and presents information about the Mexican defeat of French troops in 1862, as well as other Mexican events and cultural activities. Booklet 7 centers around Japan and the Japanese holiday, "Children's Day." The Norwegian celebration "Styyende Mai" (Constitution Day, May 17), is described in Booklet 8, along with other information about and cultural activities from Norway. Booklet 9, "American Indian Day" (late September), presents background information about Native American history and culture. Finally, Booklet 10, "Winter Holidays," provides activities and resources for American holidays–including Christmas and Hanukkah–which fall during the winter months.   [More]  Descriptors: Class Activities, Cultural Activities, Elementary Education, Ethnic Groups

Schafer, Liza, Comp. (1994). Famous Americans: 22 Short Plays for the Classroom. Suggesting that reading plays aloud is an effective way to promote literacy and history in the grade 4-8 classroom, this book presents 22 short, readers' theater plays about extraordinary American men and women. The plays in the book are designed to enrich classroom learning by building oral literacy, fostering a knowledge of American heritage, encouraging an appreciation of acting and the theater, drawing out quiet or at-risk students, and providing an exciting, hands-on, student-centered format for learning. Extension activities (organized into "Talk about It,""Write about It," and "Report about It" sections) are at the end of every play in the book. The famous Americans featured in the plays are: Christopher Columbus, Ben Franklin, George Washington, Phillis Wheatley, Merriweather Lewis and William Clark, Davy Crockett, Abraham Lincoln, Susan B. Anthony, Harriet Tubman, John Muir, Thomas Edison and Alexander Graham Bell, George Washington Carver, Susan LaFlesche Picotte, Nellie Bly, Orville and Wilbur Wright, Franklin Delano Roosevelt, Amerlia Earhart, Langston Hughes, Rosa Parks and Martin Luther King, Jr., Jackie Robinson, Cesar Chavez, and Neil Armstrong. Descriptors: Acting, Biographies, Class Activities, Creative Dramatics

Harrington, Marcia; Goudreau, Nancy (1994). A Feel for Books (Adult Learner Book Discussion Program). Program Effectiveness Study. "A Feel for Books" is a book discussion program for adult developing readers and their teachers and tutors conducted at the Martin Luther King, Jr., Memorial Library in Washington, D.C. The program consists of five or six meetings per year, each about 1.5-2 hours in length conducted at 2 local libraries; over 2 years, 40-60 persons regularly attended each meeting. An evaluation was conducted with 10 students who participated in 2 interviews and 3 book discussion sessions and documented their daily and weekly literacy behavior and feelings in a journal, and with 6 teachers/tutors who were asked to document any changes of performance or attitude they observed in their one or two learners during weekly instruction as well as to attend the 3 sessions and participate in the 2 interviews. Analysis of the testimony given by students and teachers or tutors showed that the program has greatly affected those who attended on a regular basis for 2 years. All 10 students evidenced degrees of positive change concerning their literacy and learning understanding, feeling, and behaviors. In addition, participation in the program affected the understanding of literacy instruction of the six teachers/tutors more than their knowledge of the act and process of reading, and they gained more knowledge of their students' progress and their need to focus on recognizing that progress. The study concluded that "A Feel for Books" has provided many adult developing readers and their teachers/tutors with an approach to appreciation for literature, discussion, and the democratic exchange of ideas. The study recommended that other libraries consider sponsoring such a program and that they assess the results and make changes for program improvement based on such assessment. (Sample teacher/tutor's logs, student logs, and evaluation sheets are provided.)   [More]  Descriptors: Adult Basic Education, Adult Literacy, Adult Programs, Adult Students

Vander Lei, Elizabeth; Miller, Keith D. (1999). Martin Luther King Jr.'s "I Have a Dream" in Context: Ceremonial Protest and African American Jeremiad, College English. Discusses how "I Have a Dream" is the product of African-American rhetorical traditions of ceremonial protest and jeremiad speech-making, rituals that had crystallized long before King was born. Describes the peaceful essences of the March on Washington and how it was a "Ceremonial Protest." Considers the historical use of "I Have a Dream" over the previous 130 years. Descriptors: Black Culture, Black History, Black Leadership, Public Speaking

Thomson, Barbara James (1993). This Is Like That Martin Luther King Guy, Young Children. Describes a hands-on activity designed to help young children begin to understand the feelings of people who are discriminated against. Provides detailed description of the small group discussion that follows the exercise, a discussion that is considered to be essential to the activity. Descriptors: Affective Behavior, Class Activities, Discriminatory Legislation, Early Childhood Education

Sevick, Joan (1988). Moving a Graveyard. After much discussion and several false starts, Nassau Community College (New York) has developed a two-course core curriculum designed to cover significant material from the sciences, social sciences, and humanities in practical proportions. The first course in the sequence, "Exploring Nature and Society," deals with Perceptions of the Physical World, Views of Human Nature, Authority and the Individual, and the Search for Meaning in the Universe. The second course, "Ideas and Expression in the Arts," looks at Expressions of the Physical World: Realism to Abstraction, Expressing the Human Condition: Symbolism, Authority and the Individual: The Drama of Protest, and the Beautiful and the Sublime. To help students deal with the abstract concepts presented in the course, each major unit begins with a discussion of a central, usually contemporary, figure and of a question that the individual might ask. For example, Martin Luther King is the central figure for the unit on Authority and the Individual, and his "Letter from Birmingham Jail" serves as the basis for a discussion of the question, "how should an individual behave when in conflict with authority?" To prepare instructors to teach the courses, a one-semester faculty seminar has been developed to enable teachers to teach each other, refine course content, become familiar with the materials, and determine means of presenting information. The courses will not be team taught, the parameters of the program will remain flexible in order to maintain freshness, and the cross-disciplinary thematic structure of the course will emphasize connections and the integration of material. Students will be advised to take the courses as early as possible after completing all remedial and developmental work.   [More]  Descriptors: College Faculty, Community Colleges, Core Curriculum, Course Content

Gardner, Howard (1995). Leading Minds: An Anatomy of Leadership. Despite a rapidly changing world, leadership remains crucially important in institutions ranging from schools to nations. Much of what is beneficent in the world has been inspired by farsighted leaders, even as many of the horrors of the world have been wrought by leaders who, while perhaps equally gifted, have used their powers destructively. This study helps explain what leadership entails, from a psychological perspective, and why skilled, constructive leadership has not proved easy to come by in closing the years of the twentieth century. The final pages contain suggestions about how effective leadership might be fostered in the future. The text presents, in 3 parts, 11 examples of leadership. Part 1, "A Framework for Leadership," is divided into 3 sections: "Introduction: A Cognitive Approach to Leadership"; "Human Development and Leadership"; and "The Leaders' Stories." Part 2 includes 9 of the 11 case studies of the 20th century leaders: "Margaret Mead: An Observer of Diverse Cultures Educates Her Own"; "J. Robert Oppenheimer: The Teaching of Physics, the Lessons of Politics"; "Robert Maynard Hutchins: Bringing 'The Higher Learning' to America"; "Alfred P. Sloan, Jr.: The Business of America"; "George C. Marshall: The Embodiment of the Good Soldier"; "Pope John XXII: Rediscovering the Spirit of the Church"; "Eleanor Roosevelt: Ordinariness and Extraordinariness"; "Martin Luther King, Jr.: Leading in a Rapidly Changing Environment"; "Margaret Thatcher: A Clear Sense of Identity" and finishes with "A Generation of World Leaders." Part 3, "Conclusion: Leadership That Looks Forward," includes the final case studies, "Jean Monnet and Mahatma Gandhi: Leadership beyond National Boundaries," and a summary, "Lessons from the Past, Implications for the Future." Appendices include: (1) "The Eleven Leaders Viewed along the Principal Dimensions of Leadership" and (2) "The Leaders of the Second World War." (Includes a name index, a subject index, and approximately 375 references.) Descriptors: Adult Development, Audiences, Biographies, Child Development

Vitz, Paul C. (1985). Religion and Traditional Values in Public School Textbooks: An Empirical Study. This section, from a larger report describing a project designed to systematically investigate how religious and traditional values are represented in today's public school curricula, presents seven studies intended to examine how religion, religious values, and family and family values are presented in the typical textbooks used in the nation's public schools. Studies 1 through 5 deal with how religion and some social and political issues are represented in social studies texts for grades 1-6. Study 6 deals with the same topics as portrayed in high school American history books. Study 7 investigates how religion and certain traditional values are portrayed in the books used to teach reading, in grades 3 and 6. The analyses were based on 60 commonly used social studies texts produced by the following publishers: Allyn and Bacon (1983); D.C. Heath (1982); Holt, Rinehart, & Winston (1983); Laidlaw Brothers (1983); Macmillan (1982-83); McGraw-Hill (1983); Riverside (1982); Scott Foresman (1983); Silver Burdett (1984) and Steck-Vaughn (1983). The books were read and scored by the principal investigator; all results were verified by independent evaluators. The general finding of the studies is that public school textbooks present a biased representation both of religion and of many traditional values. Appendices (80% of report) include: (1) A list of the 60 social studies books listed by publisher, grade, and title; (2) adoptions of textbooks listed by state; (3) a text-by-text, page-by-page analysis of the presentations of religious values in text and in images and family values in text; (4) analysis of the treatment of selected religious topics such as the Pentecostal movement, Martin Luther King, and fundamentalism; and (5) summaries of 670 stories and articles analyzed in study 7.   [More]  Descriptors: Bias, Controversial Issues (Course Content), Educational Research, Elementary Secondary Education

Lauchner, Jan (1973). An Instructional Program Designed for Children From Birth Through Seventh Grade: Ed. S. Cook Elementary School, 1972-73. Research and Development Report, Volume 7, Number 16, October, 1973. The Ed. S. Cook Elementary School, located near the Capitol Homes Housing Project, the Martin Luther King Village, and a six to eight block deteriorating inner-city neighborhood, served 666 pupils in grades kindergarten through seven in the main building and an additional 80 infants, toddlers, and kindergarten-age children in the Title IV-A Child Development Center located in adjacent buildings. The instructional program was supplemented by three supportive programs. The English-Reading Program under Title I of the 1965 Elementary Secondary Education Act provided compensatory education for the most educationally deprived pupils in the school. The primary objective of this activity was to improve the reading competencies of the most deprived pupils through tutorial and/or individualized instruction. By improving academic competencies, the program also aimed at improving the self-concept and attitude toward school of participants. The Cook Child Development Center, funded under Title IV-A of the 1967 Amendments to the Social Security Act, serves 80 preschool-age children in day care and 50 school-age children in extended day care with a staff of one lead teacher, four group leaders, and 12 aides. As a result of funding difficulties, the kindergarten program was drastically altered and the Outreach component was cut out entirely until July, 1973, after the Title IV-A funding of a separate outreach component proposal. The Comprehensive Instructional Program, funded by the school system, was designed to aid teachers with individualizing classroom instruction in reading for grades one through three and in math for grades four through six.   [More]  Descriptors: Attendance Patterns, Compensatory Education, Disadvantaged Youth, Elementary Schools

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Bibliography: Martin Luther King (page 23 of 26)

This bibliography is reformatted and customized by the Center for Positive Practices for the Black Lives & Me website. Some of the authors featured on this page include James Michael Brodie, Barbara K. Curry, David D. Cooper, Hans Rosenhaupt, Jennifer Radtke, Florence Folkes, Don Murphy, Lincoln. Nebraska State Dept. of Education, Edmund W. Gordon, and Ellen Cecelia Chervenick.

Murphy, Don, Ed.; Radtke, Jennifer, Ed. (1992). Malcolm X in Context: A Study Guide to the Man and His Times. This study guide is designed for those with varying levels of understanding to open possible contexts to consider Malcolm X and develop some of the critical thinking skills necessary to make sense out of any complex historical phenomena and to suggest to students some directions for further research. The guide uses the "Autobiography of Malcolm X" as a primary source to understand the man's growth and development and as a window onto social and economic conditions of black America. It also uses excerpts from his speeches to reveal some of his general positions and to suggest how they changed. To shed light on historical context, the guide uses quotes, graphs, and charts as well as excerpts from historical documents including the Kerner Commission Report of 1967, court decisions, and organizational charters. Exercises provide practice for basic skills and critical thinking. Topics include American democracy and the black condition, the Dred Scott Decision of 1857, the radical black tradition, the autobiography of Malcolm X, the exploited Malcolm Little (1925-1941), the exploiter Detroit Red (1941-1952), creating communities and recognizing power, the self-emancipator Minister Malcolm X (1952-1964), Malcolm X and Martin Luther King, Jr., women's roles, Malcolm on education, decade of protest, programs for black self-determination, the Black Panther's 10-point plan, and the program of the Nation of Islam. Contains 28 references. Descriptors: Autobiographies, Black Achievement, Black History, Black Influences

Lentz, Richard (1986). The Search for Strategic Silence. Media content analysts seldom observe the principle that editorial omissions are as telling as what is published or broadcast; hence, the purpose of this paper is to explore, and thus stimulate debate about, editorial omissions or "strategic silence." It is observed that as a concept, strategic silence embraces both tact and strategy–the former being an institution process that produces images and symbols appropriate to the larger process whereby journal and readers make sense of the world. It is further observed that although the resulting version of reality may be regarded as the end product of a conspiracy of silence, it should be understood as the production of meanings based not only upon manifest content but also upon ways in which some things are either not seen or not recorded because of the social transaction between readers and producers of editorial matter. Next, the paper explores the discordance between historical and social science methods in terms of its implications for the search for strategic silence, which should be conducted in accord with tested historical principles of avoiding presentism and collating evidence. Finally, the paper offers illustrations of strategic silence drawn from a study of the symbolic portraits of Dr. Martin Luther King, Jr., that were sketched by "Time,""Newsweek," and "U.S. News & World Report" magazines.   [More]  Descriptors: Content Analysis, Mass Media Effects, Media Research, News Media

Thomas, Gordon P. (1994). Blurring the Boundaries: Connecting the Autobiographical and the Historical in an Advanced Writing Course. An advanced writing course required of English education majors may also be taken by students in the humanities. The course helps students gain experience with longer and more complex essays, develop a more mature writing style, and learn how to make metacognitive evaluations of their own and others' writing. It also extends the contexts and purposes of traditional academic writing by showing the students how their own perspectives can contribute productively to the discourse of certain disciplines and how academic discourse can provide methods for exploring personal discourse. One assignment requires students to tell their own autobiographies along with the telling of a group's collective history as represented by the Civil Rights movement and the Holocaust. Such a method would work just as well with the Great Depression or Vietnam or the feminist movement. The historical topic should be selected to meet students' needs. Reading various autobiographies, watching films on the topic, keeping a journal, constructing rhetorical analyses of various historical documents, and writing personal essays about how large national and regional trends have affected the students' own families prepares students for the course's final assignment. This involves writing a retrospective essay that draws on the students' experiences in the course and compares their conceptions of their capabilities as writers with those of two authors the class has studied: Art Spiegelman, Claude Lanzmann, Martin Luther King, Malcolm X, and Mary Clearman Blew. (Appendixes include six writing assignments and excerpts from student journal papers.)   [More]  Descriptors: Academic Discourse, Civil Rights, Discourse Analysis, Discourse Modes

Chervenick, Ellen Cecelia (1992). Schema Theory: Teaching U.S. History to Beginning Amnesty Students. In order to study for citizenship tests, amnesty students need to be able to read U.S. history material, although they usually have no background knowledge for it. According to schema theory, background knowledge is important for reading comprehension. Research has shown significant improvement in the reading comprehension of intermediate level English-as-a-Second-Language students as a result of the provision of appropriate background knowledge. To discover whether the provision of background knowledge would help beginning-level ESL students, beginning-level amnesty students were tested. The provision of appropriate, multisensory, background experiences on Abraham Lincoln for the experimental group resulted in statistically significant improvement in reading comprehension, as shown on a free written recall test. The control group received multisensory experiences irrelevant to the test. Differences in syntactic complexity of texts used in the tests were insignificant. Lesson plans on Abraham Lincoln and Martin Luther King, Jr. are included. Eight appendices include charts, texts, tests, scoring criteria, and scripts for slides. (Contains 54 references.)   [More]  Descriptors: Adult Education, Chinese Americans, Classroom Research, Community Programs

Blankenship, Jane (1978). In the Presence of the Word: Rhetoric and Responsibility. One of the major problems facing the profession of speech communication is the need for an increased concern with teaching the "basics" involved in listening carefully and speaking clearly and with vigor. Speech communication educators must take great care in defining the basics of discourse; they should teach the mechanics of grammar and syntax in context, teach a concern for the primacy of substance and ideas, and stress the need for clarity and precision of language. A second problem is the need to demonstrate a concern for clarity and precision in public discourse. Two current abuses of the public language are "doublespeak," an inaccurate use of language, and "psychobabble," an imprecise use of terms denoting psychological states. A third major problem is the need for an increased concern with the value-laden aspects of discourse. Many public figures have spoken with intensity and direction in confronting value-laden choices, among them Adlai Stevenson, Margaret Chase Smith, Eleanor Roosevelt, and Martin Luther King. (GW) * Descriptors: Basic Skills, Communication Skills, Educational Needs, Higher Education

Cooper, David D. (1997). Classroom to Community–and Back: Michigan State's Service-Learning Writing Project, Composition Chronicle: Newsletter for Writing Teachers. Like most Americans, young people today yearn to play more active roles in community life. According to a recent study, there are two roadblocks to effective citizen empowerment: lack of knowledge and training that could help people connect with each other, and a dimmed belief that individuals can make a difference. In an effort to address these limitations, writing faculty affiliated with the Service Learning Writing Project (SLWP) at Michigan State University, along with colleagues nationwide, have developed a curriculum that treats democracy itself as the art of public discourse. Inaugurated in 1993, the SLWP first set out to strengthen links between undergraduate learning, writing instruction, and public service. The program currently places more than 200 writing students a year into more than 50 nonprofit agencies where students work collaboratively on writing assignments that have a direct and immediate impact on the lives of people in Michigan. Whether in already existing writing classes or the SLWP's own special course, faculty who use community service writing assignments try to focus on problems of public life relevant to course content and theme. Students read representative works by those who have shaped the communitarian conscience of American civic culture–Jefferson, Jane Addams, Martin Luther King, John Dewey, Dorothy Day, etc. Writing assignments based on such readings supplemented by community service agency writing projects demand the same high level of critical awareness and sophistication for student writers that democracy has always asked of its citizens.   [More]  Descriptors: Citizenship, Citizenship Responsibility, Civics, Critical Thinking

Brodie, James Michael; Curry, Barbara K. (1996). Sweet Words So Brave: The Story of African American Literature. This illustrated book introduces readers to African American literature by telling the story of the men and women who contributed to this body of work. The book begins by recounting the Africans' journey into slavery and how they kept their stories alive by telling them to one another, and by handing them down from generation to generation. Although African slaves were forbidden to read and write by their masters, some slaves learned to read, and they then wrote about their lives. One early writer was Phillis Wheatley, who wrote the first book of poetry ever published by an African American. The book profiles Frederick Douglass, discusses the "Jim Crow" laws, and proceeds to consider the works of modern African American writers, such as Langston Hughes, Zora Neale Hurston, Countee Cullen, Richard Wright, Ralph Ellison, Lorraine Hansberry, Gwendolyn Brooks (the first African American author to win the Pulitzer Prize), James Baldwin, Nikki Giovanni, Toni Morrison, and Maya Angelou. Although focused on the literary figures and authors, the book also examines the historical and cultural background of African Americans in today's United States, and shows the influence of Malcolm X and Martin Luther King, Jr. The book concludes with a glossary which explains terms such as abolition, places such as the Cotton Club, and groups such as the Ku Klux Klan and the Black Panthers. A list of selected reading materials about the authors and artists is attached. Descriptors: Authors, Black Culture, Black Literature, Childrens Literature

Nebraska State Dept. of Education, Lincoln. (1994). Nebraska Social Studies Statutes. This booklet lists the laws that relate to Nebraska social studies. The volume is intended for administrators, teachers, and curriculum planners to assist them to do a more thorough job of planning social studies programs. The Nebraska Social Studies Statutes are designed to be a primary tool in developing a district's curriculum, as they speak to the values that Nebraskans have held for many generations and will continue to hold. The educational environment is the one area where these values can affect the greatest number of Nebraskans. There is a disclaimer that the laws may appear obsolete with language referring only to men, but that all young people should enjoy a democratic way of life and absorb democratic and character building values deemed important. Some laws are very specific about course content and course offerings, while others are very vague and general. Laws listed deal with the following topics: (1) American citizenship; (2) Character education; (3) Multicultural education; (4) Holidays (including Thanksgiving; Veterans Day; Martin Luther King, Jr. Day; George W. Norris Day; American Indian Day; State Day; and Pulaski's Memorial Day).   [More]  Descriptors: Educational Legislation, Elementary Secondary Education, Government School Relationship, Policy Formation

Rosenhaupt, Hans (1968). Participation of Negroes in Woodrow Wilson Fellowship Programs. Woodrow Wilson Fellowships were awarded to 107 graduates from Negro colleges between 1958 and 1962 but to only 69 graduates during the following 5 years. The realization that this drop may have been caused by increased recruiting of Negro students by northern colleges and concern about the small number of black students at the graduate level led to the establishment of the Southern Teaching Internship Program in 1963, when 15 Woodrow Wilson fellows joined the staffs of Negro colleges as faculty members for 1 year. By 1968, over 250 interns had participated in the program. The hope that these interns would recruit more black Woodrow Wilson fellows has not yet materialized, but many students have been motivated to seek education beyond the bachelor's degree. For those interns who continued their studies, the year provided a renewed sense of the importance of graduate training. Of 174 ex-interns surveyed, 34 hold the Ph.D, and 107 of the remaining 140 without the doctorate had returned to graduate school following their internship. A similar program for administrative interns has been launched for graduates of business schools. The Martin Luther King, Jr., Fellowships program, supported by the Rockefeller Foundation, is designed to provide black leadership in business and industry. This program is available to returning Negro veterans who have a baccalaureate degree.   [More]  Descriptors: Black Colleges, Black Students, College Graduates, Fellowships

Ruchkin, Judith P.; Gordon, Edmund W. (1972). Expanding Opportunities in Higher Education: Some Trends and Countertrends; Access to Higher Education. IRCD Bulletin, Volume 8, Number 1, February 1972. The first of two articles, "Some trends and countertrends," is a retrospective analysis of both the trends that have supported expanded higher educational opportunities and of intervening issues that have interfered with the inherently expansionist trends. A subtle but crucial distinction is made between trends towards expanded opportunities in employment, housing, and education in the context of legal and mass demonstrations extending the protection of the Fourteenth Amendment to a wider segment of the citizenry; and trends toward an inherently educational response stemming from academic momentum and commitment to the training of an enlarged and more diversified student population. This suggests an examination of those trends that have supported expansion of higher educational opportunities as well as those that ran counter more by virtue of alternate emphases and commitments than any direct opposition. The second article, "Access to higher education," examines some of the political and social factors involved in expanding opportunities for higher education. Among these factors are: the role of the black college: the assasination of Martin Luther King; Supreme Court litigation; discriminatory systems of secondary and elementary education, especially with respect to tracking; and, the development of scholarship programs.   [More]  Descriptors: Admission Criteria, Black Colleges, Black Education, College Entrance Examinations

Buckley, Susan Washburn (1996). American History Time Lines. Grades 4-8. Big, Reproducible, Easy-To-Use. This resource is designed to enhance learning about topics in United States history. The reproducible time lines are easy to use and is designed to encourage students to research other dates and events of the era under study. Suggestions are given for classroom use. The introduction has instructional subjects, such as: "12 Great Ways To Use These Time Lines"; "5 Ways To Teach Your Kids about Time"; and "Resources." Themes addressed in the time lines include: (1) "American History"; (2) "Exploration"; (3) "Growth of the Nation"; (4) "American Women"; (5) "African American History"; (6) "Science & Technology"; (7) "Space"; (8) "Sports and Games"; (9) "Getting the Vote"; (10) "Kids in History"; (11) "Ben Franklin 'Mini Time Line'"; (12) "Harriet Tubman 'Mini Time Line'"; (13)"Thomas Edison 'Mini Time Line'"; (14) "Eleanor Roosevelt 'Mini Time Line'"; and (15) "Martin Luther King, Jr., 'Mini Time Line.'" Descriptors: Black History, Elementary Education, History Instruction, Instructional Materials

Folkes, Florence; And Others (1986). Teaching English as a Second Language in the Elementary School. No. 63. In addition to discussions on language structure, lesson structure, sentence patterns, and oral pattern drills, this curriculum guide presents specific lesson plans for various subject areas–social studies, mathematics, science, music, and culture–for English as a Second Language (ESL) in elementary schools. The guide begins with a section on the structure of the English language that includes instructions for teaching sentence patterns, and teaching and understanding English function and content vocabulary. In the following section on the structure of the language lesson, class organization is discussed, and the lesson procedure is outlined in detail, with illustrated examples of language practice techniques. The next section provides nine lessons for the sequential development of a series of sentence patterns. Several samples of oral pattern practice are presented in the succeeding section, including repetition, substitution, replacement and transformation drills. Social Studies ESL lessons are provided for Pre-K-2, and grades 3-6, including lessons on the Far East, Marco Polo, and Puerto Rico. The mathematics lessons discuss telling time, weighing objects, and cardinal numbers, and the science section includes lessons on animal life, weather, and glaciers. In addition to sample lesson plans, the next section on teaching ESL through songs provides techniques for selecting and teaching songs. The final section on cultural awareness presents various methods for developing cultural insights, and gives lesson plans for several holidays, including Pan American Day, Martin Luther King Day, and Columbus Day. Descriptors: Cultural Awareness, Cultural Context, Curriculum Development, Elementary Education

Miller, Robert K. (1995). The Informed Argument: A Multidisciplinary Reader and Guide. Fourth Edition. Reflecting the belief that learning is best fostered by encouraging students to read, reflect, and write about serious issues, this book is designed to help students argue on behalf of their beliefs so that other people will take them seriously. The 85 readings gathered in the book (60 of which are new to the fourth edition) give students adequate information for writing about a variety of topics. Readings in the book are drawn from the fields of biology, business, education, history, journalism, law, literature, political science, psychology, public health, and sociology. Part 1 introduces students to the basic principles of argumentation they need to analyze the arguments they read and to compose arguments of their own. Part 2 discusses the evaluation, annotation, paraphrase, summary, synthesis, and documentation of texts. Part 3 presents sources for arguments on the topics of gun control, AIDS in the workplace, sexual harassment, immigration, culture and curriculum, freedom of expression, and literary criticism. Part 4 presents some classic arguments, including Jonathan Swift's "A Modest Proposal," Karl Marx's and Friedrich Engels'"Communist Manifesto," and Martin Luther King, Jr.'s "Letter from Birmingham Jail." Part 5 discusses how to find sources in a library. The book contains 13 essays written by students which respond to sources reprinted in the book. A glossary of terms is attached. Descriptors: Acquired Immune Deficiency Syndrome, Anthologies, Freedom of Speech, Gun Control

Phillips, Jim (1982). The Arms Race and World Hunger. Facts for Action #4. Designed for high school global education classes, this document examines ways in which the arms race affects the poor. Military expenditures and foreign economic aid of the developed nations are compared with survival needs of developing nations. Statistics support five premises: the arms race (1) diverts resources from productive activity and basic human needs; (2) contributes to repression of legitimate social change; (3) increases debts of poor countries who are buying increasingly modern and sophisticated weapons; (4) undermines efforts to establish a new international economic order; and (5) makes poor countries more dependent upon the superpowers. Involvement of the United States in the arms race is discussed in terms of national security, propping up the U.S. economy, jobs, technology, inflation, investment, industrial modernization, and trade. The document includes a chart from "World Military and Social Expenditures, 1981," and quotations from Dwight D. Eisenhower, the Archbishop of Canterbury, an official of Lockheed corporation, and Martin Luther King, Jr. Ideas for action and a brief list of resource materials are provided. Descriptors: Developed Nations, Developing Nations, Expenditures, Global Approach

National Oceanic and Atmospheric Administration (DOC), Rockville, MD. (1979). For the Dignity of Humanity. 2nd Annual Commemoration of Black History. This booklet contains selected background materials, biographical information, anecdotes, and statements documenting contributions made by blacks to American history. Objectives are to call attention to information about blacks which has been systematically excluded from United States history books and to help people understand the life, heritage, culture, and problems of Americans of African descent. Organized in chronological order, the 22 sections focus on black individuals including Dred Scott, Harriet Tubman, Sojourner Truth, Frederick Douglass, Blanche K. Bruce, George H. White, Homer Plessy, W.E.B. Du Bois, Booker T. Washington, Ralph J. Bunche, Mary McLeod Bethune, and Percy L. Julian. For each biographical example, information is presented on personal data, the historical period in which the individual lived and worked, types of difficulties overcome by the individual in question, and major contributions. Major topics throughout the biographical sketches focus on the slavery system, prejudice and discrimination, and the civil rights movement. A concluding section presents civil rights-related quotations from Martin Luther King, President John F. Kennedy, and President Lyndon B. Johnson.   [More]  Descriptors: Affirmative Action, Bias, Biographical Inventories, Black History

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Bibliography: Martin Luther King (page 22 of 26)

This bibliography is reformatted and customized by the Center for Positive Practices for the Black Lives & Me website. Some of the authors featured on this page include Washington Manpower Administration (DOL), M. Kimbrough Marshall, Chicago Great Books Foundation, John Ross Dixon, Princeton Woodrow Wilson National Fellowship Foundation, Judie Telfer, Linda R. Monk, AIMEE I. HORTON, Deborah L. Thompson, and Lynn H. Fox.

Fox, Lynn H.; Thompson, Deborah L. (1994). Bringing the Lab School Method to an Inner City School. A 5-day workshop for staff of an inner city school addressed the teaching approach of the Lab School of Washington (District of Columbia) and covered the nature of learning disabilities (LDs), tools to identify unique learning styles of students, and innovative teaching methods for all students with and without LDs. Eighteen elementary mainstream teachers from Martin Luther King, Jr. Elementary School (Washington, D.C.) and 2 administrators attended a 1-week workshop focusing on the application of teaching techniques designed for students with severe LDs to students who do not have a specific LD but might be academically unsuccessful because of lack of motivation and a history of failures. Special emphasis was placed on teaching content through multisensory methods, a holistic approach to language arts, infusing a wide range of art activities into the teaching of academic subjects, and understanding the model of multiple intelligences developed by Howard Gardner. Teachers had opportunities to observe summer classes for learning disabled and the "Academic Club" approach pioneered by Sally Smith. The teachers expressed a high degree of satisfaction with the workshop and interest in continued association with the Lab School and more workshops during the academic year, specifically additional instruction on the concepts of task analysis and diagnostic-prescriptive teaching. Appendices include: workshop topics, a teacher role questionnaire, and the Theoretical Orientation to Reading Profile.   [More]  Descriptors: Cognitive Style, Educational Practices, Educational Strategies, Elementary Education

Ramirez, Manuel, III (1995). Historical Development of the Concept of the Multicultural Personality: A Mixed Ethnic Heritage Perspective. The Mestizo (mixed ethnic heritage) Civil Rights Movement in the United States can be divided into five phases: Pre-Civil Rights, Civil Rights, Bilingual-Multicultural Education, Political Conservatism, and the current period, an Assault on Civil Rights. The paper describes how a personal research career has been influenced by the different stages of the Movement, and work on the concept of the multicultural personality has closely reflected its various phases. The Movement not only provided multicultural models such as Cesar Chavez, Malcolm X, Dolores Huerta, Martin Luther King, Jr., and Rosa Parks, it also provided a liberating force from racist, sexist, and cultural and genetic superiority paradigms of the social sciences. A personal account of the development of the concept of the multicultural personality is given, and a description of the instruments which were designed to assess multicultural personality processes is also provided. The anti-affirmative action trend of today's society impels one to look to the future in the hope that the Civil Rights flame will be rekindled so that multiculturalism can help save the world. (Contains 24 references. Three figures and nine tables are presented which are related to multicultural personality development and identity.)   [More]  Descriptors: Civil Rights, Cross Cultural Studies, Cultural Awareness, Cultural Background

Manpower Administration (DOL), Washington, DC. (1968). The Detroit Riot: A Profile of 500 Prisoners. Following the July 1967 riots in Detroit, 496 Negroes who had been arrested and imprisoned were questioned about their economic and employment status, family status, views about the riot and its causes, and rankings of Negro leaders. Negro interviewers conducted the survey at the prisons. Despite some stated shortcomings in the data collection process and in the instruments, a profile of these men is presented. The typical prisoner was a single man about 30 years old, protestant but not a regular church-goer, and a nonveteran high school dropout. He was southern born and had lived in Detroit for at least 15 years. A blue collar worker, he earned about $120 per week and had been out of work more than 5 weeks in the past year. The prisoner thought the riots had been caused by"police brutality." He believed that poor housing, lack of job opportunities, and discrimination also had contributed to the conflict. Martin Luther King, Jr. was his favorite leader, and nonviolence was the preferred means for achieving civil rights. In general, the prisoner felt that conditions for himself and other Detroit Negroes had improved recently, and he was hopeful of eventually achieving what whites now have. Tables summarize the data, and an appendix presents a profile of selected characteristics.   [More]  Descriptors: Black Leadership, Blacks, Economic Status, Educational Experience

HORTON, AIMEE I. (1966). AN ANALYSIS OF SELECTED PROGRAMS FOR THE TRAINING OF CIVIL RIGHTS AND COMMUNITY LEADERS IN THE SOUTH. THREE EXAMPLES OF RACIALLY INTEGRATED, RESIDENTIAL ADULT EDUCATION PROGRAMS CONDUCTED FOR THE TRAINING OF CIVIL RIGHTS AND COMMUNITY LEADERS IN THE SOUTH WERE EXAMINED. THE PROGRAMS STUDIED WERE (1) A 1955 WORKSHOP ON SCHOOL DESEGREGATION, ONE OF A SERIES OF WORKSHOPS DEVELOPED BY THE HIGHLANDER FOLK SCHOOL, AN ADULT EDUCATION CENTER IN RURAL TENNESSEE, (2) THE 1965 ANNUAL INSTITUTE OF RACE RELATIONS CONDUCTED BY THE RACE RELATIONS DEPARTMENT OF THE AMERICAN MISSIONARY ASSOCIATION AT FISK UNIVERSITY, NASHVILLE, TENNESSEE, AND (3) A 1965 CITIZENSHIP SCHOOL TEACHER TRAINING WORKSHOP SPONSORED BY THE SOUTHERN CHRISTIAN LEADERSHIP CONFERENCE, THE CIVIL RIGHTS ORGANIZATION HEADED BY DR. MARTIN LUTHER KING. EACH PROGRAM WAS EXAMINED AS A POTENTIAL MODEL FOR POSSIBLE USE BY INSTITUTIONS AND ORGANIZATIONS IN THE SOUTH CONCERNED WITH DEVELOPING LEADERSHIP TRAINING PROGRAMS. THE DATA ON WHICH THE DESCRIPTION AND ANALYSIS OF EACH OF THE THREE PROGRAMS WAS BASED DEALT WITH PROGRAM OBJECTIVES, EXAMPLES OF LEARNING EXPERIENCES USED TO OBTAIN THESE OBJECTIVES, STUDENT AND STAFF EVALUATION OF PROGRAMS, AND THE APPARENT EFFECT AND EFFECTIVENESS OF THE PROGRAMS AS VIEWED BY THE PARTICIPANTS. THE FIRST AND THIRD OF THE THREE PROGRAMS WERE JUDGED TO HAVE POTENTIAL USE AS MODELS IN OTHER INSTITUTIONS.   [More]  Descriptors: Black Leadership, Civil Rights, Comparative Analysis, Educational Programs

Kealey, Robert J. (1984). Everyday Issues Related to Justice and Other Gospel Values. This manual presents situations that occur in the lives of most children and suggests to the teacher related activities which might cause students to reflect on the deeper meaning and significance of the situations. It seeks to make the teacher, and thus students, aware of the fact that peace, justice, and other value issues are part of daily living. There are 31 lessons included, all of which are designed to be used whenever the appropriate situation comes up rather than in a fixed order, as well as two chapters addressed to the teacher which focus on the importance of values education and how to use these lessons. The lesson situations include: new students in class, culturally different students, the elderly, handicapped people, stealing, learning that a friend has stolen something, cheating in school, helping another student cheat, disagreement with a friend, unemployment, academic and athletic competition, the meaning of death, right to life, television commercials, destruction of property, the throw-away society, waste of food, assemblies, care of pets, loss of one's home through a disaster, embarrassing sickness, lack of volunteers, examination period, food drive, operation rice bowl, poking fun at other students, unkind nicknames, mimicking a physical handicap, school service project, Martin Luther King Day, and inaccurate language. Each activity includes the value to be taught, background, objective, and specific activities for primary and upper level students.   [More]  Descriptors: Catholic Schools, Catholics, Christianity, Curriculum Development

Great Books Foundation, Chicago, IL. (1995). A Gathering of Equals. A National Conversation on American Pluralism and Identity. Reading Selections [and] Guide for Leaders. This booklet contains texts of importance to all people with writings that have helped shape the U.S. identity. The texts are to serve as a springboard of discussion in a shared inquiry method of discussion of U.S. democracy. The documents in this volume include: (1) "The Declaration of Independence"; (2) "The United States Constitution: Preamble and Bill of Rights"; (3) "The Federalist #10 by James Madison"; (4) "Abraham Lincoln's Second Inaugural Address"; (5) "Letter from Birmingham Jail" by Martin Luther King, Jr.; and (6) "High School Graduation," from "I Know Why the Caged Bird Sings" by Maya Angelou. The guide is intended to help junior high and high school Great Books leaders enable their students to participate thoughtfully in "A Gathering of Equals: A National Conversation on American Pluralism and Identity." By study and reflection on the project readings followed by discussion of ideas, the shared inquiry approach exemplifies the principles upon which democracy is founded. The interpretive reading, writing, and discussion activities suggested in this guide will aid in planning a teaching schedule. Questions for discussion encompass both interpretive and evaluative aspects of the text. A 19-item bibliography of pertinent secondary readings is included, as well as a list of overarching questions on U.S. pluralism and identity.   [More]  Descriptors: Civil Liberties, Civil Rights, Cultural Interrelationships, Cultural Pluralism

Monk, Linda R., Ed. (1994). Ordinary Americans: U.S. History through the Eyes of Everyday People [and] Teacher's Guide. "Ordinary Americans" covers 500 years of U.S. history, from 1492 to 1992, in almost 200 readings, plus scores of archival photographs. The book relates the traditional events of U.S. history, but as an ordinary person lived it. Thus, the story of the Boston Tea Party is told not by Samuel Adams, but by George Hewes, a cobbler. The story of the Civil War draft is told not by General Robert E. Lee, but by Private Sam Watkins. The story of the 1965 civil rights march in Selma, Alabama, is told not by the Reverend Martin Luther King, Jr., but by Sheyann Webb, a 9-year-old. The goal of this book is to give voice to the many everyday people who shaped U.S. history, but whose names are seldom remembered. The teacher's guide incorporates a wide range of activities designed to supplement a course of study. All lessons involve group discussions, interactive activities, and student handouts to establish a common base of knowledge. This active learning approach motivates students to become interested in and involved with the heritage and personality of the United States. By using original resources and participating in a variety of learning activities, student learning of U.S. history is enhanced. The strategies for teaching these lessons include brainstorming, debate, panel discussion, classroom use of resources, role plays, small group learning, develop writing skills, and a final word regarding how "Ordinary Americans" enrich students' knowledge of U.S. history. Descriptors: Civics, Civil War (United States), Higher Education, History Instruction

Dixon, John Ross (1986). The Dropout Dilemma: Parenting in a Preventive Mode. Research has clearly shown a persistent and significant relationship between self-concept and academic achievement. A child's self-concept affects not only academic achievement and school performance, but personal and social adjustment and career development as well. Parent attitudes in the family environment, teacher attitudes in the school environment, and peer attitudes in the community environment all work together to form the child's self-concept and to influence his achievement. There are several ways to improve the quality of these three environments. In a quality family environment, the family is deeply involved in learning, psychologically close, and oriented toward the neighborhood and community. The children are able to govern themselves and solve problems with little parental intervention. Family conversations are clear and spontaneous, generally constructive, and have little distortion in them. Parents hear and encourage expressions of differences of opinion. While family members gain increasing independence with age, both parents remain active participants in family affairs. The school environment can also be improved. The Dr. Martin Luther King, Jr. Multi-Cultural Institute has a 16-point program objectives list to enhance the school self-image of each child. In the community, school, or home, children learn success through contact with successful people, through identifying with excellence, through positive feedback and through warm and accepting relationships with others. Descriptors: Academic Achievement, Adolescents, Child Development, Childhood Needs

Marshall, M. Kimbrough (1972). Law and Order in Grade 6-E: A Story of Chaos and Innovation in a Ghetto School. This book deals with the development and details of a variant of the open classroom technique, based upon the author's experiences as a sixth grade teacher at the Martin Luther King, Jr. Roxbury Massachusetts Middle School. The system has four major differences from conventional classrooms: (1) Kids sit in groups spread around the room rather than in rows; (2) Worksheets in seven subject areas–Mathematics, English, Social Studies, Spelling, Creative Writing, General, and Reading–are put in pockets scattered around the outside of the room every morning Monday through Thursday; (3) On these station days, the students are free to move around the room and do the worksheets in any order they like as long as they finish all seven by the end of the day; and, (4) the teacher's responsibilities are: (a) writing worksheets for seven subjects the night before and running off copies first thing in the morning; (b) moving around the room during the station time helping people with the work and any other problems; (c) planning other activities for the remaining part of the day after the stations are finished; (d) correcting the stations with the whole class in the last hour of the day; and, (e) evaluating progress in the traditional subjects weekly. Descriptors: Behavior Problems, Classroom Techniques, Disadvantaged Youth, Elementary Education

Munoz, Victoria I. (1995). Where "Something Catches": Work, Love, and Identity in Youth. SUNY Series, Identities in the Classroom. Using an innovative framework, a psychology of identity is explored by incorporating an analysis of the cultural, historical, and political context of youths from different regions of Puerto Rico. Interviews with 56 Puerto Rican youths who were either studying to work at something they felt strongly about, working at something they loved, or trying to find work after dropping out of school provide portraits of young people in personal transition. The book is conceptualized as a triptych, with the first "panel" being a description of the author's background and its relationship to the narratives of the youths interviewed. The second panel, the center piece, reviews Erik Erikson's ideas on identity, work, and love during youth. Martin Luther King's concept of "opera manum dei," the hands that do the work of God, is amplified in the discussion of work and love. The interviews presented in the second panel are further explored in the third panel's discussions of work, love, and identity. (Contains 1 table, 8 figures, and 86 references.) Descriptors: Adolescents, Cultural Awareness, Cultural Background, Dropouts

Brown, Frank (1982). School Integration in the 1980's: Resegregation and Black English. School integration, according to this ninth chapter in a book on school law, will take new forms for a variety of reasons. First, the U.S. Supreme Court has recently made basic changes that may have slowed down further school integration. The Court has stiffened its requirements for the right to sue, narrowed its interpretation of rules limiting the assertion of another individual's rights, and demanded that plaintiffs prove the laws they are relying on were designed to protect them. In addition, the Court has narrowed the rules for granting class action suits and in several cases has recommended no remedies for de facto segregated school districts if no intent by school officials to segregate was found. Second, black and white Americans nationwide are shifting their focus from reliance on school integration to quality of education. This shift is illustrated by a case in Michigan, "Martin Luther King Junior Elementary School Children v. Ann Arbor School District," in which the court held that one intent of the Equal Educational Opportunities Act of 1974 was to respond to suggestions that attention should be focused on better education rather than on busing. In consequence, the court ordered the school (80 percent white) to take appropriate action to overcome barriers experienced by children speaking "black English," who were impeded from equal participation in instructional programs. Descriptors: Black Dialects, Blacks, Compliance (Legal), Court Litigation

Woodrow Wilson National Fellowship Foundation, Princeton, NJ. (1975). Woodrow Wilson National Fellowship Foundation Reports for 1972-1973, 1973-1974. Recently the Woodrow Wilson National Fellowship Foundation has conducted a variety of programs that support high quality in education. These programs are described in this report. The Administrative Intern Program, begun in 1967, selects young men and women with masters of Business Administration degree to serve on administrative staffs of colleges for minorities. The Martin Luther King, Jr. Fellowship Program, begun in 1968, enables black veterans to undertake graduate and professional training in preparation for careers in public service. The Woodrow Wilson Senior Fellows Program, begun in 1973, promotes greater understanding between the academic community and the world of action. Most recently the Foundation has added a program concerned with women's studies. The National Humanities Series was initiated by the National Endowment for the Humanities in June 1968 to create a pattern of disseminating the humanities to general adult audience throughout the U.S. The Woodrow Wilson National Fellowship Foundation conducts the series. The Dissertation Fellowship Programs enable students to complete the research and writing of their dissertations in their fourth year of graduate study. Also included in this report is a list of the Board of Trustees, officers and staff, a financial report, and the selection committees of the Fellowship Foundation.   [More]  Descriptors: Annual Reports, Business Administration, Fellowships, Graduate Study

Telfer, Judie (1973). Training Minority Journalists: A Case Study of the San Francisco Examiner Intern Program. In response to the Kerner Report, the assassination of Martin Luther King, Jr., and the prodding of a few reporters on the staff, the "San Francisco Examiner" began an internship program in the summer of 1968. With some modifications, the program is continuing in 1973. By early 1971, 21 interns of minority background had completed the 13-week training program. At that time, nine were employed in the news media, three were in college, and one had just completed a move, five were not employed in the news field, and three were job hunting. All but two had considerable college background. By the summer of 1972, the program had added two interns in the regular series and had begun a summertime session. For the winter of 1972-73 plans called for two interns who would participate in 6-month sessions. The program has added, to date, at least nine members to the ranks of working minority journalists, some of whom would not be journalists at all were it not for the program. How was the program begun? How have interns been recruited? What are their backgrounds? How are they trained? How many have found jobs in the news media? Perhaps even more important, how do they feel about the program? And finally, how effective has the program been? In an attempt to answer these questions, the author interviewed individuals at the "Examiner" who have worked with the program in one capacity or another.   [More]  Descriptors: Bias, Case Studies, Employment Opportunities, Internship Programs

Cosseboom, Kathy (1972). Grosse Pointe, Michigan: Race Against Race. Grosse Pointe, Michigan, is a status community–but is it status quo? Yes and no. A bill proposed as a measure of community support for open housing opportunities got a definite "no" vote in Grosse Pointe Farms, although in opposition to State and Federal law precedents. The first Negro family who bought a Grosse Pointe home met with mixed reactions. Martin Luther King's appearance at a Grosse Pointe school met with the same mixed reaction. Black studies were incorporated in the high school curriculum, but the course's value and effectiveness was questioned or unknown. The school board promoted community college courses in the high school which might have brought blacks into greater contact with the community. Attempts to prevent this move failed; but its potential as a step toward removing the racial barrier remained unfulfilled. Surprisingly, private schools were more able to open their doors than public. Church programs brought blacks into the community and took whites to Detroit for attempts at understanding which occasionally led to more misunderstanding and further isolation. Grosse Pointe's sheltered nature disturbs its youth who have complained that they want to be prepared to face the wider world. Despite the leaders in merchandising, industry, labor, politics, and religion Grosse Pointe refuses to take the lead in bringing the races together. Descriptors: Community Attitudes, Community Characteristics, Community Leaders, Community Planning

Howard, John R. (1977). The Gifted Black Child: Problems and Promise. In this paper, it is noted that there are three reasons for studying the black gifted child. First, black destiny has in part been shaped by talented blacks–for example, Malcolm X and Martin Luther King. Second, the black gifted are a minority within a minority. The gifted black female, subject to sexism, is even more of a minority. Third, whether or not programs for the gifted should exist is not at question; they do exist and black children should participate fully in these programs. The black gifted child presents different problems from the white gifted child in terms of the following: (1) identification of the gifted and mislabeling; (2) the social milieu of the gifted, particularly family and peers; and (3) programs and possibilities for facilitating the identification and development of the black gifted. A short review of programs for the gifted, a list of Passow's five recommended steps for developing programs for the culturally different gifted, a short bibliography on the minority gifted, and a list of sources for information concerning the gifted and talented are included. Descriptors: Black Community, Black Education, Black Students, Black Youth

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Bibliography: Martin Luther King (page 21 of 26)

This bibliography is reformatted and customized by the Center for Positive Practices for the Black Lives & Me website. Some of the authors featured on this page include M. Donald Thomas, Iowa City. Iowa Univ., Teresa Marie Lewis, Arlington Center for Applied Linguistics, Urbana ERIC Clearinghouse on Reading and Communication Skills, Washington Congress of the U.S., John A. Niemi, Edward J. Nussel, Jeri Pamela Richardson, and Steven A. Heller.

Congress of the U.S., Washington, DC. House Select Committee on Children, Youth, and Families. (1988). Children and Families in Poverty: The Struggle to Survive. Hearing before the Select Committee on Children, Youth, and Families. House of Representatives, One Hundredth Congress, Second Session. This document comprises the testimonies presented at this hearing and related documents. A new study on trends in family income in the United States from 1970 to 1986, prepared in the Congressional Budget Office, is included, as is a fact sheet on children and families in poverty. Millions of children and families have been left out of the so-called "economic recovery": despite many months of economic expansion, almost 13 million children remain in poverty. The testimonies of the following people are included: (1) Madgelean Bush, executive director, Martin Luther King, Jr., Community Center; (2) Yvonne V. Delk, executive director, Office for Church in Society, United Church of Christ; (3) Robert Greenstein, director, Center on Budget and Policy Priorities; (4) Jonathan Kozol, author; (5) Matthew E. Melmed, executive director, Connecticut Association for Human Services; (6) Robert P. Sheehan, President, Boys and Girls Home and Family Services; (7) Chenay Costen-Boyce, board member, Rural Day Care Association of Northeast North Carolina, Inc.; and (8) homeless parents and students. Also included are the prepared statements, letters, and other supplemental materials presented by the speakers and other interested parties. Tables illustrate data, and lists of references accompanies some of the materials.   [More]  Descriptors: Access to Health Care, Advocacy, Day Care, Economically Disadvantaged

Minnesota Univ., Minneapolis. Center for Curriculum Development in English. (1968). Unit 1002: The Modes and Functions of Discourse. The purpose of this 10th-grade unit on language is to pose, for students, basic and tentative questions about the rhetorical uses of language. Examples are provided which designate the modes of language: Daniel Fogarty's story of rhetoric to show language which informs; materials from Northrop Frye to show language which inquires; a John F. Kennedy press conference to show language which persuades; Southerner Henry Grady's 1886 speech to New Englanders to show language which establishes social contact; and Stephen Crane's "War is Kind" to show language which evokes. Students are asked (1) to devise a model continuum of rhetorical discourse which proceeds from exposition to evocation and (2) to rank, according to the continuum, selected materials from the works of Adlai Stevenson, Sterling Moss, Peter George, Franklin D. Roosevelt, Martin Luther King, Jonathan Swift, and Amy Vanderbilt. Procedural notes, sample lectures, discussion questions, suggested student assignments, and examination questions are included. (See TE 001 329, TE 001 332, and TE 001 336 for units on exposition, persuasion, and evocation.)   [More]  Descriptors: Classification, Communication (Thought Transfer), Curriculum Guides, English Instruction

Nussel, Edward J.; And Others (1971). The Ohio Model and the Multi-Unit School. This book shows the relationship of the Ohio Consortium Elementary Teacher Education Model (ED 025 456 and ED 025 457) to the Multi-unit school by summarizing development of the model (by the Ohio Consortium of State Universities of Ohio) and describing its implementation in a multi-unit school (Martin Luther King, Jr., in Toledo). The model (which considers all phases of teacher education from the initial preservice training of prospective teachers through the inservice training of those presently in elementary education, as well as all groups of educational personnel actively involved in the education, induction, and support of new teachers) is described through outlining its various developmental phases: 1) Phase 1–including development of general goals for teacher education, behavioral objectives, and educational specifications, and 2) Phase 2–the feasibility study in which the model was found to be feasible in all respects. The section of implementation of the model includes explanation of a multi-unit organization (which utilizes the concept of a differentiated staff) and description of the role of the principal, and three components of general organization (system-wide policy council, steering committee, and the unit), inservice education, planning time, student teaching, and teacher supervision. Appended are a checklist for schools starting a multi-unit program, sample weekly schedules, and a 90-item bibliography.   [More]  Descriptors: Administrative Organization, College School Cooperation, Differentiated Staffs, Elementary School Teachers

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Project CHAMP, 1983-1984: OEA Evaluation Report. Project CHAMP provides instruction in English as a second language (ESL), native language arts, and content-area instruction in mathematics, science, and social studies to Chinese students of limited English proficiency (LEP) in three New York City high schools: Seward Park, Washington Irving, and Martin Luther King, Jr. In 1983-84, the first year of a three-year funding cycle, approximately 70 percent of the participating students were born in the People's Republic of China, and 72% spoke Cantonese. The remaining participants were from a variety of other Asian countries. Most participants were recent immigrants. Many were functionally illiterate in their native language and lacked basic study skills, and these students participated in the program's intensive literacy component at Seward Park. In 1983-84 Project CHAMP made notable progress in attaining its stated goals and substantially met its instructional objectives. Overall, students achieved the program objectives in ESL and native language arts. Students at all three sites met the objectives in mathematics and global history in the fall, and science and global history in the spring, and the attendance objective. Progress was also made in devloping proposed curriculum, involving parents in school and program-sponsored events, and offering on- and off-site opportunities for staff development. The report concludes with several recommendations. Descriptors: Academic Achievement, Bilingual Education Programs, Chinese Americans, Counseling Services

Lewis, Teresa Marie (1980). Reinforcing Basic Skills Through Social Studies. Grades 4-7. Arranged into seven parts, this document provides a variety of games and activities, bulletin board ideas, overhead transparencies, student handouts, and learning station ideas to help reinforce basic social studies skills in the intermediate grades. In part 1, students learn about timelines, first constructing their own life timeline, then a timeline showing the history of their school, and lastly, a timeline of their future. In part 2, students use different graph types (picto graphs, pie graphs, bar graphs, and line graphs) to learn about different aspects of our global village. Part 3 focuses on interpretation of political cartoons. Part 4 presents instructions for a game based on U.S. presidents. A social studies supplement in part 5 gives factual information on immigration, women in United States history, Martin Luther King and the 1955 bus boycott, and America's reconstruction era. The final activities in parts 5 and 6 teach state abbreviations and capitals through a "know your state" bingo game. Directions and bingo card patterns are included. This document is part of a collection of materials from the Iowa Education Agency 7 Teacher Center project. Descriptors: Basic Skills, Educational Games, Global Approach, Instructional Materials

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Project CHAMP, 1984-1985. OEA Evaluation Report. In 1984-1985, the second year of a three-year funding cycle, Project CHAMP provided instruction to 600 primarily Chinese-speaking students of limited English proficiency (LEP) in grades 9-12 at Seward Park, Washington Irving, and Martin Luther King, Jr. High Schools in New York, New York. Seward Park was the primary site of the project and most program staff were based there. Approximately 70 percent of the participating students were born in the People's Republic of China. Other countries of origin included Hong Kong, Taiwan, Thailand, Vietnam, and Korea. The program contained two instructional components. The goals of the basic component are to provide instruction in English as a Second Language (ESL), native language arts, science, mathematics, computer mathematics, and social studies. An intensive literacy component was offered at Seward Park to those students who were found to be functionally illiterate in the native languages and who lacked basic academic skills. Seward Park's staff worked well together with continuing support from the project director and school administration. However, the site experienced problems with overage students and overcrowded conditions, and had difficulty in recruiting math and science teachers. The program provided funds for curriculum materials development, staff development, and parent participation activities. Academic objectives were met in ESL, native language reading, content-area courses, and attendance. Descriptors: Academic Achievement, Asian Americans, Bilingual Education Programs, English (Second Language)

Richardson, Jeri Pamela (1969). The Freedom Quilting Bee Cooperative of Alabama: An Art Education Institute. Using an institution description taxonomy, this study surveyed the Freedom Quilting Bee Cooperative (FQB) of Alabama, comprised of Negro women who make and sell folk quilts. The history of the FQB and the area served was traced from slavery through the Depression, the New Deal, World War II, and postwar years up to Martin Luther King's movement. Socioeconomic, political, and other local conditions were also noted. FQB training and other functions were described within a framework including a cooperative institution, economic enterprise, political entity, self-help project, cultural exchange medium, and other components. After describing the total institution, the study discussed how the FQB Cooperative promotes such broad objectives as skill development and cultural identity. It then compared FQB learning methods and content with methodology in other areas of adult education, and considered ways in which current FQB methods might be applied elsewhere. Recommendations for a community learning center, service to young people, and other services were offered, followed by ideas on further research. Descriptors: Activities, Administrative Organization, Adult Education, Art Education

Glassboro State Coll., NJ. (1969). Overview of the Glassboro VISTA Student Volunteer Program. In late 1969, Glassboro State College initiated a VISTA volunteer program as a further extension of the community service commitment evidenced by its yearly admission of students from disadvantaged groups on special Martin Luther King Scholarships. Although any Glassboro student (most of whom are education majors) may volunteer for the program, only those whose family income meets New Jersey OEO poverty index criteria receive the $46.00 weekly stipend. The program is divided into a summer phase and a winter phase. During the summer the VISTA volunteer works full-time in the community and participates in a VISTA-related college course, receiving 6 semester hours of credit. During the winter the VISTA volunteer takes 9-12 semester hours of regular college classes and works in the community for the remainder of the time. He receives six credits for the VISTA work. The volunteers live in the community and serve with local community organizations. Some immediate results from the program have been the introduction of a public service elective for academic behavioral science majors, and expansion of community involvement in field experience for teacher trainees. VISTA volunteers have also provided feedback to the college on the relevance of their education.   [More]  Descriptors: Community Involvement, Community Services, Disadvantaged, Economically Disadvantaged

Thomas, M. Donald (1985). Emerging Skills for School Administrators: Needs for the Future. This paper discusses leadership theories, leadership research issues that educational leaders must confront in the next decade, and leadership skills required for the future. The discussion of leadership theories begins with a review of McGregor's Theories X, Y, and Z and moves on to the qualities embodied in such heroic, charismatic, and crusading leaders as Winston Churchill, John F. Kennedy, Martin Luther King, and others. A third approach to leadership emphasizes professional or businesslike qualities such as articulation of goals, ability to organize, understanding of finance, and ability to communicate. Educational leadership requires an eclectic approach, combining charisma, moral clarity, and business-minded professionalism. Research in educational leadership demonstrates that effective leadership varies according to personality and circumstance, but that school leaders tend to be moral leaders as well. The emerging leadership issues of the future are grouped into four categories: economic, public confidence, governance, and social stability. Each is accompanied by a set of leading questions. The administrative skills needed to address these issues include the ability to articulate the historic mission of schools, to accommodate the demands of a pluralistic society, to promote equal opportunity, and to change leadership style as needed. Descriptors: Administrative Principles, Administrator Role, Elementary Secondary Education, Leadership

Lentz, Richard (1986). Mass Media and Deviance: Exploring the Boundaries. Concurring that the more sociology and history draw upon each other's discipline, the better for both, this paper argues that the study of mass media presentations of deviance is one line of inquiry that lends itself to the realization of this dictum. The paper first explores some of the shortcomings that historians and sociologists share, noting that deviants have been regarded as people at the margins of clearly marked, relatively unchanging societal boundaries, when in fact the lines marking off deviance from conformity are typically fluid. The paper then discusses crises of symbols, in which deviance brings together in a sense of outrage an otherwise diverse community, and illustrates the point by using the crisis of symbols precipitated by Dr. Martin Luther King, Jr. and other radical Black leaders, and the reconciliation of the crisis achieved by three American news magazines. The rhetorical strategies used to dilute their radicalism and achieve the reconciliation are then explored: contraposing–juxtaposing the subject with opposing symbols; contradistinguishing–contrasting the subject with a counterpart to establish the subject's credentials by calling those of the counterpart into question; consanquinity–manipulating symbols to erase symbolically the distinctions between two figures; reincorporation–the gradual absorption into the mainstream of once radical leaders or institutions; and conversion–depiction of deviants who return to the fold. The paper concludes by noting that media depictions of deviance serve to reaffirm American society as constituted. Thirty-four footnotes are appended.   [More]  Descriptors: Attitude Change, Behavior Standards, Black Leadership, Comparative Analysis

Iowa Univ., Iowa City. (1970). Summary Report for Educational Opportunities Program 1968-69, 1969-70. The Educational Opportunities Program (EOP) at the University of Iowa was established in April 1968, and has as its purpose the recruitment and provision of financial support and academic assistance to students from educationally and economically disadvantaged backgrounds. The program was established by President Howard R. Bowen during a memorial convocation speech honoring Martin Luther King. Excerpts from this speech are followed by excerpts from the report of the University Human Rights Committee upon which much of the implementation of the EOP was based. They include: (1) the necessity for the program; (2) recruitment of students; (3) need for special academic assistance; (4) need for special environmental assistance; and (5) need for financial assistance. A brief note deals with recruitment of Negro graduate students. The rest of the report describes the program: its purposes and objectives; goals; recruitment of students in high school and their high school backgrounds; identification of transfer and graduate students; financial support provided; and supporting services which include continuing orientation, counseling assistants; academic and tutorial assistance. The report concludes with a summary of high school records and retention of EOP students.   [More]  Descriptors: Disadvantaged Youth, Economically Disadvantaged, Educational Opportunities, Financial Support

Heller, Steven A. (1971). The Effects of a Five-Day Institute on the Attitudes of Black and White Public School Participants: An Occasional Paper–1971. One hundred and seventy-six public school administrators, teachers, and students from the State of Tennessee attended a five-day institute designed to improve intergroup relations within their schools. As one method of indicating the effects of the institute on their attitudes, a pretest and posttest attitudinal survey was administered. This paper presents a statistical analysis of the results of that survey, and reports the attitudinal changes of the black and white school participants; the latter were found to have changed their attitudes about concepts relating to the resolution of racial and student unrest in the schools–for example, desegregation, Martin Luther King, Jr., and segregation. They also changed attitudes about concepts related to turmoil on the high school campus; such concepts as student unrest, militancy, rioting, and the SDS changed in a positive way. In another aspect of the study, it was found that black and white participant attitudes were different relative to a large number of concepts. In general, black participants were more positive than whites toward concepts dealing with unrest and race, and white participants were more positive regarding concepts that are usually considered to be more conservative.   [More]  Descriptors: Administrator Attitudes, Institutes (Training Programs), Racial Attitudes, Racial Relations

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. (1984). Journalism and Journalism Education: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1984, (Vol. 44 Nos. 7 through 12). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 18 titles deal with the following topics: (1) the meaning of "Cold War" in two York, Pennsylvania, daily newspapers; (2) Tom Paine and the disclosure of secret French aid to the United States; (3) "Schenck V. United States"; (4) an editorial analysis of the evacuation and encampment of the Japanese Americans during World War II; (5) radical currents in twentieth-century American press criticism; (6) neighborhood newspapers, citizen groups, and knowledge gaps on public affairs issues; (7) the news content of the prestigious dailies of India; (8) college president-newspaper adviser relationships and their effects on freedom of college sponsored newspapers; (9) newspaper reporters' attitudes regarding confidence in public education; (10) newspaper coverage of Congress and its utilization by Congressmen; (11) Martin Luther King, Jr., and the news magazines; (12) mass media in revolutionary societies; (13) West African newspapers as mirrors of concern about education; (14) stress on government and Mexican newspapers' commentary on government officials; (15) the concept of freedom and the free press; (16) state intervention in press economics in advanced Western democratic nations; (17) fair use as a copyright doctrine; and (18) the Baltimore, Maryland, "Afro-American" from 1892 to 1950.   [More]  Descriptors: Annotated Bibliographies, Content Analysis, Copyrights, Court Litigation

Center for Applied Linguistics, Arlington, VA. (1980). The Ann Arbor Decision. Memorandum Opinion and Order and the Educational Plan. The memorandum opinion and order submitted to the United States District Court judge in the Ann Arbor, Michigan case of Martin Luther King Junior Elementary School Children vs. the Ann Arbor School District Board concerning the educational rights of students speaking black English outlines the history of the litigation, describes the parties to the litigation, defines the issues, reports on the current state of knowledge concerning black English and its impact on the teaching of standard English, and analyses the application of the current state of knowledge to the children and school in the case, and the application of the law to the facts. The educational plan summarizes the school board's plan for identifying and teaching standard English to speakers of black English, as submitted to the court in response to the judge's 1979 order, and outlines background information, current related programs and planning activities, and the plan's rationale and assumptions based on the plaintiff's testimony. The judge's intent and assumptions as derived from his opinion are summarized, the plan's goals are listed, and a description of the proposed program, and specific implementation and evaluation information, are provided. Descriptors: Black Dialects, Black Students, Court Litigation, Educational Opportunities

Niemi, John A. (1976). Programs for Culturally Different Adults: The Potential of Outreach Centers. It is the undeniable responsibility of the community college to provide educational opportunities for all citizens in a community, including culturally different adults. In designing relevant outreach center programs for culturally different adults, it is of utmost importance to determine the needs of the groups, to directly involve participants in the process, to explore their perceptions of reality, and to examine biases held by the dominant society. The logical starting point for program planning involves determining the group characteristics, which will vary from one group to another. The social-psychological characteristics of culturally different groups usually include low self-esteem, a high degree of dependency on others, and difficulties in communicating with the dominant society. The Martin Luther King Adult Education Center of Kankakee Community College, Kankakee, Illinois is a model outreach center that provides physical/socioeconomic/social-psychological support through its "success-oriented" program. Effectiveness of an outreach center will depend ultimately on the quality and dedication of the teaching/counseling/administrative staff, and on preservice and inservice training, which are vital teacher training components. Moreover, outreach centers need to coordinate their efforts with community libraries and learning centers in order to serve the needs of culturally different adults.   [More]  Descriptors: Adult Basic Education, Adult Education, Community Colleges, Community Coordination

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