Bibliography: Malcolm X (page 4 of 7)

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 John Louis Lucaites, Jan J. Younger, IL. Malcolm X Coll. Chicago City Colleges, Nancy Lobb, Joy Hakim, Thomas M. Scheidel, Anthony J. Palmeri, 1996, Richard W. Williams, and James E. Turner.

Lobb, Nancy (1995). 16 Extraordinary African Americans. This collection for children tells the stories of 16 African Americans who helped make America what it is today. African Americans can take pride in the heritage of these contributors to society. Biographies are given for the following: (1) Sojourner Truth, preacher and abolitionist; (2) Frederick Douglass, abolitionist; (3) Harriet Tubman, leader in helping slaves escape; (4) Ida B. Wells-Barnett, journalist; (5) Mary McLeod Bethune, educator; (6) Booker T. Washington, educator and founder of Tuskegee Institute; (7) W. E. B. Du Bois, scholar and advocate of black rights; (8) George Washington Carver, botanist; (9) Jackie Robinson, baseball star; (10) Thurgood Marshall, Supreme Court Justice; (11) Shirley Chisholm, Congresswoman; (12) Martin Luther King, Jr., civil rights leader; (13) Malcolm X, black rights leader; (14) Marian Wright Edelman, child advocate; (15) Jesse Jackson, civil rights leader; and (16) Maya Angelou, author and poet. Questions and activities for further learning and guidelines for teachers are included. Descriptors: Black Culture, Black History, Blacks, Childrens Literature

1996 (1996). African Americans Who Made a Difference. 15 Plays for the Classroom. These easy-to-read classroom plays are about 15 African American men and women in a variety of vocations. The plays are designed to enhance the curriculum and to make social studies come alive for the student as they bolster language-arts teaching. Each play includes a Teacher's Guide that contains some quotes from the featured person and a brief biography. A bibliography lists age-appropriate titles to help children learn more about these people. The guide ends with activities designed to strengthen students' thinking, oral, writing, and research skills. The plays are about: (1) Alvin Ailey, Jr.; (2) Romare Bearden; (3) George Washington Carver; (4) Shirley Chisholm; (5) Frederick Douglass; (6) Langston Hughes; (7) Martin Luther King, Jr.; (8) Thurgood Marshall; (9) Rosa Parks; (10) Jackie Robinson; (11) Sojourner Truth; (12) Harriet Tubman; (13) Ida B. Wells-Barnett; (14) Phillis Wheatley; and (15) Malcolm X. Descriptors: Biographies, Blacks, Cultural Awareness, Cultural Enrichment

Palmeri, Anthony J. (1993). Orality, Literacy, and Malcolm X. In his autobiography, Malcolm X wrote that he did not become fully literate until he went to prison in the 1940s. Literacy profoundly changed Malcolm's life–his progression from street talker, to spokesman for the Nation of Islam, to independent spokesman for human rights, is related to changes in his consciousness brought on by literacy. When he lived on the streets of New York, hustling for a living, Malcolm relied on oral communication. One scholar argues that part of the resistance to white racism and domination was the creation by Blacks of a fast-paced, improvisational language that contrasted sharply with the passive stereotyping of the tongue-tied "sambo." Malcolm never lost his "street talker" skills, but literacy was central to his later development. In prison, he became frustrated with his inability to read or write well, and he began to take advantage of the prison library. As Malcolm read and discovered the enormous injustices done to Blacks, and the attempts made to explain those injustices away, the level of dissonance he experienced became unbearable. The writings and teachings of Elijah Muhammad served to satisfy Malcolm's literate need for closure. He became a convert to Muhammad's version of Islam, a decision that had monumental consequences for his thought and lifestyle. What happened, essentially, is that Malcolm's experience with literacy opened his mind in many respects, but also closed it by leading him to devalue his earlier life. For teachers, the lesson is that the mind controlled by writing technology has limitations, as does the mind without exposure to writing. (Contains 16 references.)   [More]  Descriptors: Black Community, Black Culture, Blacks, Educational Benefits

Hakim, Joy (1995). All the People. A History of US. Book Ten. This textbook explores the years after World War II when the United States became the world's greatest power. It discusses U.S. uneasiness with its postwar role as global policeman, even as the country fought to keep countries across the world from becoming part of the Soviet Union's communist empire. There were battles at home, too, with the civil rights movement and opposition to the Vietnam War. Truman, Stalin, Khrushchev, Ho Chi Minh, Thurgood Marshall, John Kennedy, Lyndon Johnson, Malcolm X, Cesar Chavez, Bill Clinton–even the Beatles star in this exciting final chapter in "A History of US," written especially in vocabulary appropriate for 8- to 13-year olds. Descriptors: Adolescent Literature, Civil Rights, Intermediate Grades, International Relations

New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development. (1971). Images: An Anthology of Black Literature. This volume contains literature by or about black people, covering a broad range of topics and capturing the black experience in America, Africa, and the world at large. Contents include: "Through the Mists of Time," which consists of works about Africa and the Caribbean, from which most black Americans came; "Heroes of the Past"; "Stars to Light the Way," which contains pieces on such American heroes as Martin Luther King, Jr., Malcolm X, and Marian Anderson; "Growing Up"; "The Many Faces of Love"; "Wit and Whimsy"; "Freedom and Bondage," which contains prose and poetry on the struggle for equality; "Protest"; "Reaching Out to Others"; "Life and Death" and "Conviction," which examine the meaning of life and the importance of values; and "Self-Image." Descriptors: Black Culture, Black Literature, Cultural Background, Cultural Images

Davis, Robert T.; Towe, Princess (1992). Multiculturalism, Stereotypes, and Critical Thinking: Breaking Down Barriers among Urban and Rural High School Students. Four teachers, two from a rural high school and two from an urban one, spent a year trying to get students to examine similarities and differences between the two schools. The exchange program involved students from Malcolm X Shabazz High School of Newark, New Jersey and a group from rural New Jersey's Hunterdon Central High. Small groups of students paid visits to each other's schools. The theme for the first year of the project was "equity." Students from both schools took part in small group discussions during the visits, then returned to the large group to share reactions. The students discovered that they shared attitudes about some subjects (single parent households, working women) and began to question stereotypes about each other. Such activities help students learn to trust, to work together to solve problems, and to develop critical thinking skills. At the conclusion of the program, plans were underway to continue and expand it.   [More]  Descriptors: Critical Thinking, Cultural Awareness, Cultural Pluralism, Discussion (Teaching Technique)

Lucaites, John Louis; Condit, Celeste Michelle (1990). Reconstructing <Equality>: Culturetypal and Counter-Cultural Rhetorics in the Martyred Black Vision, Communication Monographs. Examines Black Americans' attempts in the 1960s to achieve legitimacy and <equality>, defined as ideological commitment to promote "sameness" and "identity" explicitly through rhetoric of control. Investigates how the culturetypal rhetoric of Martin Luther King, Jr., and the counter-culture rhetoric of Malcolm X functioned together to negotiate this <equality>. Descriptors: Black Culture, Blacks, Communication Research, Cultural Context

Turner, James E. (1977). Historical Dialectics of Black Nationalist Movements in America, Western Journal of Black Studies. The development of Africa-oriented social movements is divided into five periods: (1) the genesis of the return-to-Africa movement, 1790-1840; (2) the quest for nationality, 1845-1861; (3) the roots of Pan-Africanism, 1870-1915; (4) the Garvey movement, 1916-1930; and (5) the recent Black liberation movement, inspired by Malcolm X and operating in the context of international linkages, 1960 onward.   [More]  Descriptors: Black Attitudes, Black History, Black Power, History

Brooks, Robert D.; Scheidel, Thomas M. (1968). Speech as Process: A Case Study, Speech Monographs. In order to test the internal evaluative processes and not merely the final reactions of an audience to a speaker, 97 Caucasian college students expressed their attitudes toward Malcolm X while listening to a 25-minute tape-recorded speech by him. Eight 30-second silent intervals at natural pauses in the speech gave the students time to respond during the stimulus speech. The subjects completed semantic-differential pre- and post-tests on Malcolm X. Two control groups responded only to the pre- and post-tests–group A without hearing the speech, group B hearing it uninterrupted. Eight scaled evaluative sets were used to determine attitude toward the speaker (i.e., reputable, kind, educated, selfish). Although post-test results for the experimental group and control group B were remarkably similar (thus negating the possibility of experimental disruptive effects), results obtained from the experimental group during the speech's eight intervals revealed significant shifts in the group's attitude toward the speaker. Informed statements can be made about when changes occurred, at what rate, and in relationship to what speech content. It was concluded that this process analysis of communication presents a fuller, truer description of audience reactions than the traditional static methods of evaluation.   [More]  Descriptors: Affective Behavior, Attitude Change, Attitude Measures, Attitudes

Younger, Jan J.; Meussling, Vonne (1989). Contemporary Oratory: A Lens for Our Time. Using rhetorical and historical approaches, this paper examines speech excerpts of four speakers active during the civil rights movement in the United States in the late 1960s and early 1970s. The paper's first section discusses Malcolm X and a speech delivered two months before his assassination; the second section studies James Allen speaking on school desegregation in his capacity as United States Commissioner of Education. The civil rights oratory of Father James Groppi of Milwaukee is examined in the third section, and the fourth section analyzes the speeches of the civil rights activist and Georgia legislator, Julian Bond. Fifty-nine notes are included. Descriptors: Civil Rights, Discourse Analysis, Modern History, Persuasive Discourse

Chicago City Colleges, IL. Malcolm X Coll. (1992). Tech Prep Program. FY 92 Report. This report of the Malcolm X College Tech Prep program begins with a one-page overview of the first 4 months of funding. It describes establishment of advisory and program planning committees to plan and develop a curriculum to offer dual high school/college credit, enrollment of students from two high schools, and assessment testing of students. Appendix A contains two quarterly reports on planning of the Health Occupations Tech Prep program. Appendix B lists Advisory Committee members and contains meeting minutes. Appendix C provides minutes of the program planning committee meeting that cover coordinator responsibilities, tentative timetable, curriculum development, and fund raising. Reports on the dual high school/college course curricula and hospital practicum are found in Appendix D. In this appendix are found the following: approved courses and recommended semester offerings; make recommendations for the biology component; and provide the syllabi for secondary English III (British literature) and college English 101 (composition), chemistry 100/121, math 110, and introductory/general psychology 201 and outline of the hospital practicum. Appendix E consists of reports of the DuSable High School Project that list requirements for the medical technician preparation program and tasks to be accomplished, describe the program and courses, and outline core curricula. Appendix F contains articulation agreements between Malcolm X College and the high schools.   [More]  Descriptors: Allied Health Occupations, Allied Health Occupations Education, Articulation (Education), College School Cooperation

Margolies, Edward (1968). Native Sons: A Critical Study of Twentieth-Century Negro American Authors. This analysis of 20th-century Negro literature contains chapters discussing 16 authors: (1) "The First Forty Years: 1900-1940," including W. E. B. DuBois, Charles W. Chesnutt, James W. Johnson, Paul L. Dunbar, Langston Hughes, Jean Toomer, Claude McKay, and Countee Cullen; (2) "Migration: William Attaway and 'Blood on the Forge'"; (3) "Richard Wright: 'Native Son' and Three Kinds of Revolution"; (4) "Race and Sex: The Novels of Chester Himes"; (5) "The Negro Church: James Baldwin and the Christian Vision"; (6) "History as Blues: Ralph Ellison's 'Invisible Man'"; (7) "The New Nationalism: Malcolm X"; (8) "The Expatriate as Novelist: William Demby"; and (9) "Prospects: Le Roi Jones?" Descriptors: Authors, Black Achievement, Black Attitudes, Black Culture

Pondy, Dorothy, Comp. (1976). PLATO IV Accountancy Index. The catalog was compiled to assist instructors in planning community college and university curricula using the 48 computer-assisted accountancy lessons available on PLATO IV (Programmed Logic for Automatic Teaching Operation) for first semester accounting courses. It contains information on lesson access, lists of acceptable abbreviations for accounts on PLATO and for terms on PLATO, and a list of the 48 accountancy lessons. A description for each lesson includes the following: file name, author, objective, description of lesson content (by parts), estimated student time required, grade level and subject area, and special notes on lesson design. Correlations of PLATO lessons with classroom materials used at Wright College, Dawson Skill Center, Malcolm X College, and Parkland College are also presented in the catalog.   [More]  Descriptors: Accounting, Catalogs, Computer Assisted Instruction, Course Content

Network of Educators on the Americas. (1993). Teaching for Change: Anti-Racist, Multicultural Curricula, Critical Teaching. This publication is a 60-item catalog listing of curricula, teaching guides, and other resources for teachers that focus on developing and promoting pedagogy, resources, and cross-cultural understanding for social and economic justice in the Americas. Many of the offerings particularly address racism and issues in Central America and South America. The selections are designed for elementary school and secondary school education, and also include newsletters, travel opportunities, and recommended professional books. Some of the topics covered are the following: (1) cooperative learning; (2) Malcolm X; (3) the labor movement; (4) Rigoberta Menchu; (5) Hispanic folktales; (6) civil wars in El Salvador and Guatemala; (7) Caribbean culture and history; (8) educational activism in the United States; (9) standardized testing; and (10) battling the school choice movement. Included are an order form and an information request form.   [More]  Descriptors: Annotated Bibliographies, Catalogs, Cultural Differences, Cultural Education

Williams, Richard W. (1977). The Development of a Plan for the Implementation of a Faculty Development Program at Malcolm X College. A two-part faculty development plan for Malcolm X College (Illinois) and a discussion of its development are presented. Phase One of the plan details the development of an informal, inter-disciplinary resource team to assist the faculty in identifying and solving instructional problems through (a) accepting and diagnosing the problem, (b) defining goals and roles, (c) eliminating problems and identifying resources, (d) determining and selecting possible solutions, and (e) implementing and evaluating the selected decision. Phase Two of the plan details the development of programs and activities that the administration should provide for the faculty in terms of orientation, in-house seminars and workshops, a professional library, college visitations, and educational project grants.  A review of related literature is included and indicates that low faculty turnover and reduced mobility are two reasons for faculty development, effective programs must be holistic, and program goals should reflect those goals of the faculty involved. Descriptors: College Faculty, Community Colleges, Faculty Development, Governance

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