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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