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 To shed light on historical context, the guide uses quotes, graphs, and charts as well as excerpts from historical documents including the Kerner Commission Report of 1967, court decisions, and organizational charters.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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