Bibliography: Martin Luther King (page 20 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 Barbara Klebanow, Chicago American Bar Association, Nicholis Poulos, Vrondelia Chandler, Washington Congress of the U.S., Inc. Little (Arthur D.), Charlie D. Roberts, Rockville Montgomery County Public Schools, Jory Post, and Phyllis Goldberg.

New York State Education Dept., Albany. Bureau of Secondary Curriculum Development. (1976). Growing Up in America, Part II. Materials for Using American Issues Forum in the American History Classroom. Topic VIII. Seven modules about aspects of growing up in America are presented for incorporation into 11th grade social studies curricula. Content covers a variety of issues spanning a time period from America's colonial history through the present. Each module suggests discussion questions based on primary sources. Module one explores dimensions of religious freedom as set forth in documents such as the Pennsylvania Charter of Privileges (1701) and the Virginia Statute of Religious Liberty (1786). Module two cites legislation and court cases from the 1960s concerning freedom of religious expression in public schools. Module three compares society's acceptance of women religious leaders in 1848 and 1976. Various opinions of our nation's moral responsibilities are explored in the fourth module, which is based upon writings of Abraham Lincoln, Franklin D. Roosevelt, and Martin Luther King, Jr. Module five examines the effects of mobility upon contemporary family life. A family tree and the story of one family covering four generations are presented. The last two modules explore aspects of children's religious, emotional, and legal ties to their families.   [More]  Descriptors: American Culture, American Studies, Civil Rights, Content Area Reading

Klebanow, Barbara; Fischer, Sara (1986). American Holidays: Exploring Traditions, Customs and Backgrounds. Vocabureader Workbook 3. The workbook is an English vocabulary development text focusing on words associated with traditions, customs, and background of holidays celebrated in the United States, and in some cases also in Canada and elsewhere. The special vocabulary is presented in seventeen readings, written in repetitive style so the student can learn the definitions of each word through the context. Each describes an American holiday, with key vocabulary in boldface type. The first section of each reading explains the traditions and customs of the holiday; the second explores its historical and cultural background. Five or six exercises, progressing from easy to more difficult and requiring exploration of forms and meanings of the key words, follow each reading selection. The holidays include: New Year's Day, Martin Luther King's Birthday; Valentine's Day, Presidents' Day; St. Patrick's Day; Mother's Day; Memorial Day; Father's Day; Independence Day; Labor Day; Columbus Day; Halloween; Veterans Day; Election Day; Thanksgiving; Christmas; and birthday. Suggested teaching techniques, an answer key, and a key word index are appended. Descriptors: Cultural Awareness, Cultural Context, English (Second Language), Holidays

Little (Arthur D.), Inc., San Francisco, CA. (1973). Master Plan for the Drew Postgraduate Medical School, Los Angeles, Calif. With the assistance of a consortium of subcontractors and with additional support provided by the Commonwealth Fund, the contractor has produced a Master Plan for the Drew Postgraduate Medical School in Los Angeles. The Bureau on developing a scope of work defined its interest in this contract as a demonstration of the planning process by which an academic institution in an economically and socially disadvantaged area and the members of the community can collaborate in health manpower education programs to raise the level of health in the community. The final contract report, which is the Master Plan, is in three volumes. The findings and recommendations of those participating in development of the Master Plan are addressed to such items as mission and role of the Drew School, the question of community participation, the relationships of the Drew School with the Martin Luther King Hospital, problems of faculty recruitment, patient care and academic programs, projections of necessary personnel and facilities, recommendations on site and site development, and projections for necessary capital expenditures. Additionally, the process by which these recommendations were reached is described and documented.   [More]  Descriptors: Allied Health Occupations Education, Educational Planning, Higher Education, Labor Utilization

Caswell, Jackie; And Others (1988). Community Development Issue Paper. An overview is provided of the development of the Dallas County Community College District's (DCCCD's) Community Development Program, highlighting its accomplishments during its first two and one-half years of operation, and the District's plans for the future. Section I offers introductory comments and defines community development as the process by which an institution actually participates in upgrading the quality of life of its constituents. Section II explains how the DCCCD's Community Development Program evolved and highlights some of the major program activities, including a mini-conference with community leaders; cooperative activities between the DCCCD campuses and middle schools to encourage young students to develop higher education goals; demographic studies; Martin Luther King, Jr., National Holiday activities; the creation of an institute to train individuals from predominantly minority communities for leadership and community service; and a summer program to encourage minority students to enroll in engineering and engineering technology programs. Section III assesses the current status of such community development efforts as: (1) college activity plans, reflecting each institution's responsibility to encourage minority students to attend college; (2) special projects to address specific concerns on each campus; (3) campus-level recruitment efforts; and (4) campus visits by educational consultants. Sections IV and V discuss future directions and offer recommendations for program improvement. Appendixes offer additional information on various community development projects. Descriptors: Affirmative Action, Black Students, College Role, College School Cooperation

Roberts, Charlie D.; And Others (1992). Computer-Based Data Used To Support a College's Minority Education Initiative. The Minority Education Initiative (MEI) was developed and implemented at Mott Community College to support minority academic success. The initiative included student and faculty recruitment, multicultural enrichment, support services, and articulation with other educational institutions and businesses. Objectives of the MEI were to increase the quantity of minority students by 9.5% and minority faculty by 8% over a period of 3 years. A task force was created to assist the college in its minority student outreach plans. Accomplishments and special projects developed by the task force are listed, including the following: a mentor program; diversity fellowship luncheons; the endowment of a scholarship; a Hispanic student outreach program; a Hispanic Heritage Month dinner; a tribute to Martin Luther King, Jr.; a citywide minority awards ceremony; a presentation by the United Negro College Fund (UNCF) Teen Steering Committee and a UNCF drive; an urban league salute to Black scholars; a Minority Leaders Fellowship; and the selection of a student for the Academy of Women Achievers Mentor Program. The original goal to increase the quantity of minority students was achieved for all ethnic categories within 2 years. The second goal, to increase the minority faculty, was achieved in each minority category except Asian-American. Other efforts which support the MEI include technological advancement in academic services, a computer-assisted instruction tutorial system, a distance learning program, captioned video programming, a library cooperative online network, and a college preparation program targeting minority high school students. Descriptors: Academic Persistence, Affirmative Action, College Faculty, College Programs

American Bar Association, Chicago, IL. Special Committee on Youth Education for Citizenship. (1991). The Bill of Rights Poster Series. A Teacher's Guide. This document is a teacher's guide to a series of mass transit advertisement posters illustrating Bill of Rights topics. The five posters in the series are discussed in five separate sections. Each section is divided into three units, each consisting of a learning activity, one for the secondary level, one for the middle school level, and one designed for the elementary level. The sections are: (1) freedom of religion, (2) freedom of speech, (3) the right to assemble, (4) the right to counsel, and (5) equal protection. The teaching strategies and classroom activities contained in the document build upon the themes illustrated by the posters. The sections include student handouts, lesson objectives, procedures, lists of books and reference materials, and questions. The activities for the elementary level include a lesson researching and discussing holidays from many cultures, a play about Martin Luther King Jr.'s "I Have a Dream" speech, a talk show about women in the women's suffrage movement, study of a famous case on the right to counsel, and a sampling of children's literature combined with journal writing. The middle school activities include class discussions, a study of cases, an attorney visit to the classroom, and a group chart activity. At the secondary level, activities include study of cases, speech writing, research and discussion, and a study of local and state laws.   [More]  Descriptors: Civil Liberties, Civil Rights, Constitutional History, Constitutional Law

Davis, Alan (1988). Peer Counseling in Higher Education: Essentials and Practice. Workbook. This manual on peer counseling in higher education describes the theory and techniques used for this practice. The first chapter, on academic peer counseling, uses V. Tinto's synthesis of the literature to illustrate the theory and stages of peer counseling based on academic and social integration models. The second chapter discusses the qualities which should characterize an effective counseling relationship including empathy, warmth, respect, genuineness, concreteness and immediacy. Considered next are the counseling processes and techniques recommended by C. B. Traux and R. Carkhuff as well as some additional techniques. The fourth chapter, on intake interviewing, establishes the importance of the initial contact, lists areas of important inquiry, and notes the need to explain the limits of counseling to the client. A chapter on decision making advocates a process which takes emotions into consideration. Martin Luther King's philosophical views on non-violence are reviewed and applied to counseling in the sixth chapter. Rational Behavior Therapy is examined next, especially how this approach can be used to assist high risk students to make rational decisions regarding higher education. A final chapter explores current professional ethics based in the Hippocratic tradition. Reference lists follow some chapters and various diagrams support the text. Descriptors: Codes of Ethics, Counseling Techniques, Counselor Client Relationship, Decision Making Skills

Goldberg, Phyllis (1994). Project Achieve Transition Services (PATS), 1993-94. OER Report. Project Achieve Transition Services (PATS) is a four-year high school attendance improvement, dropout prevention project which targets late-entry students consisting primarily of immigrants, transfers, and long-term absentees. The program uses a case management approach to provide support services, instructional enhancements, and family outreach to meet these students' needs. The evaluation takes the form of a case study of the program as it is being implemented in Martin Luther King, Jr. High School in Manhattan (New York), as well as assessment of quantitative outcomes in all seven participating schools. Attendance data for late-entry students was found to be only slightly lower than the attendance rates of the regular school population in all seven schools. Findings suggest that the program has an effect on long-term absentees who constitute an important segment of the late-entry population. Although credit accumulation data showed that few students met the program's objectives in this area, the number of credits earned by late-entry students in this program compare favorably to the overall credit accumulation of other non-participating students. The findings suggest that the program is having a positive impact on the majority of the students for whom it was established.   [More]  Descriptors: Attendance, Attendance Patterns, Dropout Prevention, High Risk Students

Poulos, Nicholis (1969). Negro Attitudes Toward Pictures for Junior High School Social Studies Textbooks. Three hundred and twenty-six Detroit-area Negro parents belonging to parent-teacher organizations were used to determine attitudes toward pictures of Negro personalities and events which might be included in junior high school social studies texts. Fifty-five captioned slides, divided into periods of slavery, emancipation, and twentieth century, were shown. Parents rated these as favorable or unfavorable. Results of Chi-square, t-test, and analysis of variance procedures showed that 78 percent of the illustrations were approved by a majority of the respondents, and none were disapproved by a majority. Most favored pictures were of Martin Luther King, Booker T. Washington, Frederick Douglass, Joe Louis, and W.E.B. DuBois. Least favorable were depictions of Malcolm X, slave labor, and children playing in a city slum. Certain factors in the backgrounds of the respondents had significant bearing on attitudes toward the pictures. Males reacted more favorably than females; those of higher occupational or educational levels, more favorably than those of lower levels; and members of community organizations, more favorably than those with little participation.   [More]  Descriptors: Black Attitudes, Black History, Cultural Influences, Parent Attitudes

Chandler, Vrondelia (1996). Peace and Non-Violence: A Community Collaborates for Inner City Youth. In response to the escalation of violent crime among youth in Knoxville, Tennessee, two partnerships have been developed by Pellissippi State Technical Community College (PSTCC), a university and the K-12 system in the Greater Knoxville area, and community leaders to provide non-violent alternatives for youth. The first effort, the annual Greater Knoxville Martin Luther King, Jr., Youth Symposium is designed to introduce non-violent alternatives to participants through the use of small group dialogue, collaboration, interactive role play, skits, and video case studies. Held since 1989, symposium staff include volunteers from PSTCC and community organizations. The second effort, the Leadership 8 partnership between a local anti-violence coalition and Vine Middle School, is designed to provide time and resources to the school's 8th grade class to help them make the transition to high school. In designing collaborative programs for inner city youth, organizers should make an honest self-assessment, examining the reasons for developing the program and personal attitudes about youth and the inner city; collaborate with others for a sustained effort; use targeted brainstorming to plan activities, and programs; focus efforts on specific goals; and contact corporate sponsors and interested participants in a timely manner. A list of 19 related groups providing shared resources and 3 educational programs and videos is appended.   [More]  Descriptors: Community Action, Community Colleges, Disadvantaged Youth, Partnerships in Education

de Acosta, Martha (1996). The Cornerstone Project: Building a Foundation for Urban Adolescent Learning. Research Report #14. The Cornerstone Project was developed to build a strong foundation for urban adolescent student learning through staff development and student leadership development. This report summarizes its implementation and objectives and considers the responses of students and teachers. The program was developed at the Martin Luther King Law and Public Service Magnet School, Cleveland (Ohio). Enhanced student achievement at the school was the ultimate expected outcome. Thirteen de facto student leaders (students recognized as leaders with behaviors that educators considered negative) and eight leaders by virtue of election to student office (de jure leaders) were recruited for leadership training. Fifty-five teachers and counselors participated in one orientation and nine professional development workshops. Outcome and process evaluations examined both components of the program. Half of the de facto leaders completed the program. Students had been selected because of their degree of disengagement and influence over their peers, and these very qualities made working with them difficult. Outcomes of the professional development component were positive, with positive teacher reactions to the workshops and the facilitator. Lessons from the project are being used to build on its accomplishments and to strengthen professional development and student engagement. (Contains one figure and one reference.)   [More]  Descriptors: Academic Achievement, Adolescents, High Risk Students, High School Students

Congress of the U.S., Washington, DC. House Committee on Education and Labor. (1991). Hearing on the Department of Education, Office of Civil Rights Policy on Student Financial Assistance. Hearing before the Committee on Education and Labor. House of Representatives, One Hundred First Congress, Second Session. This transcript of a hearing addresses the Department of Education, Office of Civil Rights (OCR) policy pertaining to racially based school scholarships, in particular, an offer by OCR, announced the previous week, to review for Fiesta Bowl officials plans for a scholarship program named for Martin Luther King Jr. and a recently announced Department of Education policy statement on race-exclusive scholarships. Fiesta Bowl officials had announced scholarship contributions of $100,000 to each of the schools fielding a team in the annual college football game. OCR has interpreted the law to prohibit race-exclusive scholarships such as those which had been proposed by Fiesta Bowl officials because regulations prohibit recipients of Department of Education funds from denying, restricting, or providing different or segregated financial aid or other program benefits on the basis of race, color or national origin. After a brief opening statement by Committee Chairman Augustus F. Hawkins, witnesses testified representing such institutions as: American Council on Education, National Association of Independent Colleges and Universities, the United Negro College Fund, National Association for Equal Opportunity in Higher Education, United States Student Association, National Council of Persons. Included are prepared statements of the witnesses, correspondence relating to the OCR Fiesta Bowl announcement and the hearing, and the prepared statements of a few witnesses who did not testify in person. An extensive appendix includes a chronology of OCR documents relating to race-exclusive scholarships; and 29 newspaper, journal and magazine articles.   [More]  Descriptors: Civil Rights Legislation, Educational Policy, Federal Aid, Football

Montgomery County Public Schools, Rockville, MD. (1976). Learning More about Black Americans. An Instructional Unit for the Upper Elementary Grades. This instructional unit for grades 4-6 specifies objectives, resources, and lesson plans to help students develop knowledge and appreciation of contributions made by blacks to American society. The activities can be integrated with other program areas, such as language arts, music, and art. For each of four instructional objectives the unit suggests activities, sample assessments, class and team projects, and class presentations. One major activity involves reading full-length biographies of famous individuals, such as Booker T. Washington, Jackie Robinson, Mary McLeod Bethune, and Martin Luther King, Jr. Information-sharing activities involve (1) creation of data sheets which show obstacles overcome by blacks and contributions made by individual black Americans and (2) a class slide show with content and script prepared by the students. A time line showing the lives and contributions of various individuals can be constructed to illustrate that the influence of black Americans spans all periods of American history. An appendix contains sample data sheet forms and planning forms for a class slide show. A unit support package provides annotated bibliographies of six reference books, ten multiple biographies, 56 biographies of individuals, and nine biographies of black athletes. Also listed are two periodicals, 11 audiovisual materials, and three places to visit in Washington, D.C. Descriptors: Annotated Bibliographies, Audiovisual Aids, Biographies, Black Influences

Post, Jory (1991). Into Adolescence: Stopping Violence. A Curriculum for Grades 5-8. Contemporary Health Series. This module presents a curriculum on violence prevention for middle school students. It begins with a discussion of what violence is. The second lesson helps students to examine the portrayal of violence in various media. In the third lesson, students examine their own anger and their own tendencies toward violence. The fourth lesson examines the dangers of fighting or becoming involved in a violent incident. In the fifth lesson, students are introduced to the idea of conflict resolution and learn three basic ways to resolve conflicts. In the sixth lesson, students discuss the issue of gun control, including the second amendment to the Constitution. The seventh lesson looks at the philosophy of nonviolence, using the actions of Mohandas Gandhi and Martin Luther King, Jr. to illustrate the principles of nonviolence. In the final lesson, students work in small groups as task forces to develop violence prevention plans. For each lesson, information is included on the objectives of the lesson, the time required, an overview of the lesson, instructional strategies, a list of teacher materials and preparation, the procedure, evaluation methods, and follow-up suggestions. Necessary worksheet and supplemental materials are included. Descriptors: Adolescents, Conflict Resolution, Intermediate Grades, Junior High School Students

Hamersma, Richard J. (1970). Construction of an Attitude Behavior Scale of Blacks and Whites Toward Each Using Guttman Facet Design and Analysis. This paper deals with a scale of attitudes of whites towards blacks and blacks towards whites, constructed using Guttmann's methods of facet analysis. The source of the scale was the finding by the National Advisory Commission on Civil Disorders and other researchers that there was a consistent hierarchy of grievances in every major city surveyed. These grievances are believed to be strongly related to the attitudes held by blacks and whites in relation to each other. Using this information and the suggestions from personnel of the Urban Adult Education Institute and the Foundation for Racial Equality in Memory of Martin Luther King, Jr., in Detroit, scales were constructed dealing with seven attitude content areas identified as being of crucial importance for interracial interaction. These scales and other psychological measures were then administered to two populations of college students. The final composite scale was found useful for assessing racial attitudes. Additionally, it was found that a person's racial attitudes could be predicted. [Because of size of the print, tables 3 and 8 may not be clearly readable in hard copy reproduction.]   [More]  Descriptors: Attitude Measures, Black Attitudes, Black Students, College Students

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