MALCOLM X EXHIBITION / SHOW INTRO / Howard Dodson
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Read the Westchester Guardian
PRESORTED STANDARD PERMIT #3036 WHITE PLAINS NY Vol. VII, No. III Thursday, January 16, 2014 $1.00 Westchester’s Most Influential Weekly SHERIF AWAD Ana Ana Page 5 Political PEGGY GODFREY Resolving to Help New Rochelle Youth Predictions Page 8 ROBERT SCOTT Looking at the Stars in Westchester for New Page 9 LUKE HAMILTON No Justice, Year No Peace Page 11 JOHN F. McMULLEN By Hon. RICHARD BRODSKY, The Odyssey Continues Page 3 (Concludes?) Page 12 JOHN SIMON Back From London COURTS PETITION Page 13 NYS Supreme Court Justice The Super Bowl Smith Favorably Ruled BOB MARRONE Weekend: Making It King Henry II, Jaba the for Yonkers Firefighters Hut, Gov. Chris Christie Local 628 with Respect Even Better Page 16 to General Municipal Law Creating the All-American LEE H. HAMILTON 207-a Procedure Holiday Weekend Trust… But Definitely By HEZI ARIS, Page 3 By GLENN SLABY, Page 4 Verify Page 17 WWW.WESTCHESTERGUARDIAN.COM Page 26 THE WESTCHESTER GUARDIAN THURSDAY, FEBRUARY 23, 2012 CLASSIFIED ADS LEGAL NOTICES Office Space Available- FAMILY COURT OF THE STATE OF NEW YORK Prime Location, Yorktown Heights COUNTY OF WESTCHESTER 1,000 Sq. Ft.: $1800. Contact Wilca: 914.632.1230 In the Matter of ORDER TO SHOW CAUSE SUMMONS AND INQUEST NOTICE Prime Retail - Westchester County Chelsea Thomas (d.o.b. 7/14/94), Best Location in Yorktown Heights A Child Under 21 Years of Age Dkt Nos. NN-10514/15/16-10/12C 1100 Sq. Ft. Store $3100; 1266 Sq. Ft. store $2800 and 450 Sq. Ft. Store $1200. Adjudicated to be Neglected by NN-2695/96-10/12B Suitable for any type of business. -
Teacher Resource Guide
uide Teacher Resource G : Before the Show About the Performance About the Artist About the Directorial Consultant Coming to the Theater Pre-Show Activities Huffington Post Review Compare and Contrast Respond in Writing The Civil Rights Movement Peace and Brotherhood The lessons and activities in this guide are driven by the Into the Words – Theater Vocabulary Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Post-Show Activities Subjects (2010) which help ensure that all students are Rhapsody in Black Content Vocabulary college and career ready in literacy no later than the end Comfortable vs. Challenging Conversations of high school. The College and Career Readiness (CCR) I, Too, Sing America Standards in Reading, Writing, Speaking and Listening, Huffington Post RE-View and Language define general, cross-disciplinary literacy Perspective in Poetry expectations that must be met for students to be prepared Cloze & Context Clues to enter college and workforce training programs ready to Dive Deeper succeed. Recommended Download Works Cited 21st century skills of creativity, critical thinking and collaboration are embedded in process of bringing the page to the stage. Seeing live theater encourages students to This guide contains pre-show/post-show classroom read, develop critical and creative thinking and to be curious activities that include specific student learning targets about the world around them. to use in their existing curriculum. The classroom activities are purposefully open ended and educators/ This Teacher Resource Guide includes background youth service professionals are encouraged to make information, questions, and activities that can stand alone appropriate adaptations to specific learning targets or work as building blocks toward the creation of a complete in order to meet the individualized needs of their unit of classroom work. -
The Civil Rights Movement: Dr. Martin Luther King, Jr., and Malcolm X by Tim Bailey
The Civil Rights Movement: Dr. Martin Luther King, Jr., and Malcolm X by Tim Bailey UNIT OVERVIEW This unit is part of the Gilder Lehrman Institute’s Teaching Literacy through History resources, designed to align to the Common Core State Standards. These units were developed to enable students to understand, summarize, and evaluate original source materials of historical significance. Through a step- by-step process, students will acquire the skills to analyze, assess, and develop knowledgeable and well- reasoned viewpoints on primary source materials. Over the course of three lessons the students will compare and contrast the different philosophies and methods espoused by the civil rights leaders Dr. Martin Luther King, Jr., and Malcolm X. Comparisons will be drawn between two of the speeches delivered by these men in which they considered the issue of violent protest vs. nonviolent protest. Students will use textual analysis to draw conclusions and present arguments as directed in each lesson. An argumentative (persuasive) essay, which requires the students to defend their opinions using textual evidence, will be used to determine student understanding. UNIT OBJECTIVES Students will be able to • Close read informational texts and identify important phrases and key terms in historical texts. • Explain and summarize the meaning of these texts on both literal and inferential levels. • Analyze, assess, and compare the meaning of two primary source documents. • Develop a viewpoint and write an evaluative persuasive essay supported by evidence from two speeches. NUMBER OF CLASS PERIODS: 3 GRADE LEVELS: 6–12 COMMON CORE STATE STANDARDS CCSS.ELA-Literacy.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. -
A RESOLUTION to Commemorate the 77Th Birthday of Civil Rights Activist Malcolm X
Filed for intro on 05/08/2002 HOUSE RESOLUTION 277 By Brooks A RESOLUTION to commemorate the 77th birthday of civil rights activist Malcolm X. WHEREAS, it is fitting that this General Assembly should pause in its deliberations and recognize those outstanding civil rights leaders who, through their exemplary efforts, struggled to realize the noble precepts of liberty and equality for all people; and WHEREAS, one such noteworthy advocate of social justice was Malcolm X whose 77th birthday will be commemorated on May 19, 2002; and WHEREAS, a native of Omaha, Nebraska, Malcolm Little was born to loving parents, Earl and Louis Norton Little on May 19, 1925; and WHEREAS, his mother diligently served as a homemaker raising eight children, while his father was an outspoken Baptist minister and supporter of Black Nationalist leader, Marcus Garvey; and WHEREAS, Earl Little, a civil rights activist, was forced to move his family twice, before Malcolm was four, to avoid persecution for his beliefs on racial equality; and HR0277 01467385 -1- WHEREAS, in 1929, Earl Little was killed and Louise Little suffered an emotional breakdown sometime later and was committed to a mental institution; and WHEREAS, these tragic events forced Malcolm and his siblings to enter various foster homes and orphanages; and WHEREAS, an intelligent and focused student, Malcolm excelled academically throughout junior high school and ranked at the top of his class; and WHEREAS, his ambition as a young man was to become an attorney; however, this dream was short-lived, as he -
Interrogating Malcolm X's “Ballot Or the Bullet”
Journal of African American Studies (2020) 24:398–416 https://doi.org/10.1007/s12111-020-09484-5 ARTICLES Open Access Interrogating Malcolm X’s “Ballot or the Bullet” Daryl Farrah1 Published online: 15 July 2020 # The Author(s) 2020 Abstract This article examines Malcolm X’s 1964 speech titled the “Ballot or the Bullet.” He used both managerial and confrontational rhetoric in this text; however, Malcolm X’s background, the events preceding the speech, the themes Malcolm X used, and the pattern of the speech has led many people over the years to believe the rhetoric Malcolm X produced here was confrontational. Nevertheless, this work argues that this speech was overall managerial and that some of the ideas expressed in this speech are being used widely by people today on both sides of the political spectrum. Keywords Malcolm X . “Ballot or the Bullet” . Rhetoric . Speech and Human Rights Introduction Debates surrounding the message content of African American1 rhetoric and the goals rhetoricians had hoped to achieve are a time-honored tradition. One area that I find most interesting is that which involves African American rhetoric and Civil Rights, who may be denying Civil Rights, and the best way to obtain Civil Rights. A good example of this is Malcolm X’s1964speechthe“Ballot or the Bullet,” delivered on April 3rd of that year at Cory Methodist Church in Cleveland, Ohio. Considered one of Malcolm’s most poignant and militant statements, the speech elicited an enormous amount of attention from the mass media as well as from members of the political establishment, most of which interpreted it as a call to arms for the purpose of the violent overthrow of the US government (Condit and Lucaites 1993b, p. -
The Ballot Or the Bullet Malcolm X | April 3, 1964 | Cleveland, Ohio Mr
CL&L | 2020 Fall | Kessler | Race Relations in American Political Thought | for Oct 6 | Page 1 The Ballot or the Bullet Malcolm X | April 3, 1964 | Cleveland, Ohio Mr. Moderator, Brother Lomax, brothers and sisters, friends and enemies: I just can't believe everyone in here is a friend, and I don't want to leave anybody out. The question tonight, as I understand it, is "The Negro Revolt, and Where Do We Go From Here?" or What Next?" In my little humble way of understanding it, it points toward either the ballot or the bullet. Before we try and explain what is meant by the ballot or the bullet, I would like to clarify something concerning myself. I'm still a Muslim; my religion is still Islam. That's my personal belief. Just as Adam Clayton Powell is a Christian minister who heads the Abyssinian Baptist Church in New York, but at the same time takes part in the political struggles to try and bring about rights to the black people in this country; and Dr. Martin Luther King is a Christian minister down in Atlanta, Georgia, who heads another organization fighting for the civil rights of black people in this country; and Reverend Galamison, I guess you've heard of him, is another Christian minister in New York who has been deeply involved in the school boycotts to eliminate segregated education; well, I myself am a minister, not a Christian minister, but a Muslim minister; and I believe in action on all fronts by whatever means necessary. Although I'm still a Muslim, I'm not here tonight to discuss my religion. -
National Register of Historic Places Inventory—Nomination Form 1. Name
NPS Form 10-900 0MB No. 1024-0018 (3-82) Exp. 10-31-84 United States Department of the Interior National Park Service National Register of Historic Places Inventory—Nomination Form See instructions in How to Complete National Register Forms Type all entries—complete applicable sections_______________ 1. Name historic NA and/or common Malcolm X house site 2. Location street & number 3448 Pinkney NA not for publication city, town Omaha _NA vicinity of state Nebraska code 031 county Douglas code 55 3. Classification Category Ownership Status Present Use _ district public occupied agriculture museum building(s) X private X unoccupied commercial park structure both work in progress educational private residence _J^site Public Acquisition Accessible entertainment religious object in process X yes: restricted government scientific _JL." being considered yes: unrestricted industrial transportation no military _X_ other: vacant lo 4. Owner of Property name Robert E. Rose street & number 7226 East Coif ax city, town Denver NA_ vicinity of state Colorado 5. Location of Legal Description courthouse, registry of deeds, etc. Register of Deeds, Qmaha-Douglas County Civic Center street & number 1819 Farnam city, town Omaha state Nebraska 6. Representation in Existing Surveys tjtje Historic Omaha Building Survey has this property been determined eligible? yes X no date On-going federal state __ county _JL_ local depository for survey records Landmark: Heritage Preservation Commission, City Planning Department city, town Omaha state Nebraska 7. Description Condition Check one Check one excellent _ deteriorated unaltered X original site . ruins _X_ altered moved date NA ** "" f" X . unexposed Describe the present and original (if known) physical appearance The childhood home of Malcolm X was in a lower income neighborhood of small single family homes of predominately black families. -
O the Ballot Or the Bullet (A Speech of Malcolm X)
O Url: http://usnsj.com/index.php/JEE Email: [email protected] Creative Commons Attribution 4.0 International License The Ballot or the Bullet (A Speech of Malcolm X) AUTHORS INFO ARTICLE INFO Zakaria ISSN: 2502-6909 Universitas Sembilanbelas November Kolaka Vol. 1, No. 2, November 2016 [email protected] URL: http://usnsj.com/index.php/JEE/article/view/JEE021 +6285395472540 © 2016 JEE All rights reserved Abstract Indeed, this article focus on one of speech of Malcolm X related to political thought and idea that how to throw away the prejudice and racial discrimination of white people, so whites could live as equal as black in the United States. Malcolm mentioned that under the control of white hegemony, and also because black people had not given their liberation from whites, it was true if blacks legalized their actions (by necessary means) in getting their rights. They legalized whatever means to throw away the white racism equality,for reaching and theirhuman freedom, justice inand the whatever United States. means The will final do tendein gettingntious the action goal. of That’s Malcolm the isMalcolm, to come byinto necessary political action;means he come tended into to theget thestruggle political for ways gaining rather black’s than separliberation,ation in solving the race problem in the United States. For Malcolm, integration and fight for getting the rights of vote was the moderate ways in gaining the black common humanity (freedom, equality, and human justice) because they were supported by the principles of Charter of the United Nation, the Universal Declaration of Human rights, and the Constitutional of the U.S.A. -
Malcolm X and the Psychology of "Barn Burning"
International Bulletin of Political Psychology Volume 2 Issue 8 Article 2 6-20-1997 Malcolm X and the Psychology of "Barn Burning" IBPP Editor [email protected] Follow this and additional works at: https://commons.erau.edu/ibpp Part of the Mental Disorders Commons, Psychiatric and Mental Health Commons, and the Psychiatry Commons Recommended Citation Editor, IBPP (1997) "Malcolm X and the Psychology of "Barn Burning"," International Bulletin of Political Psychology: Vol. 2 : Iss. 8 , Article 2. Available at: https://commons.erau.edu/ibpp/vol2/iss8/2 This Article is brought to you for free and open access by the Journals at Scholarly Commons. It has been accepted for inclusion in International Bulletin of Political Psychology by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. Editor: Malcolm X and the Psychology of "Barn Burning" International Bulletin of Political Psychology Title: Malcolm X and the Psychology of "Barn Burning" Author: Editor Volume: 2 Issue: 8 Date: 1997-06-20 Keywords: Icarus Complex, Revolution, Malcolm X Abstract. This article provides historical and psychological data that may bear on the recent firesetting tragedy involving Dr. Betty Shabbaz, Malcolm X's widow, and his grandson, Malcolm Shabbaz. By now it's old news that Malcolm Shabazz, the grandson of Malcolm X, allegedly set a fire in the apartment of his grandmother, Dr. Betty Shabbaz--Malcolm X's widow. The fire occurred on the night of June 1, 1997 and left Dr. Shabbaz, head of the office of institutional advancement at Medgar Evers College in New York City, with burns over 80% of her body. -
Ballot Or Bullet 1 Malcolm X “The Ballot Or the Bullet” Speech Analysis Edward Capps Kent State University
Ballot or Bullet 1 Malcolm X “The Ballot or the Bullet” Speech Analysis Edward Capps Kent State University Ballot or Bullet 2 Title of Paper In 1964 Malcolm X gave a speech call The Ballot or The Bullet in Cleveland, Ohio encouraging blacks to take a political or physical stance against civil injustices. Malcolm X was once a pimp, robber, and gangster when he was incarcerated he found the Nation of Islam as a way to turn his life around. This paper will talk about the rhetorical design logic, nonverbal cues and evaluative listening skills I used to interpret the speech. Malcolm X was considered one of the best speakers of his time, his speech was used to educate his people, so that they could come together and make a change. It’s clear that Malcolm X uses rhetorical design logic and strong nonverbal cues to construct a reality for his listeners, urging them to use the ballot or the bullet. Rhetorical design logic Malcolm X traveled around the world organizing temples and different organization until he gained interest in the civil right movement. During this time cites all over the U.S were experiencing the effects of race riots, Jim Crow laws and lynching. Blacks in America were in much need of justice most of them were uneducated and unable to produce the funds. Malcolm X gave the speech because he seen the importance in educating his people about there political strength. Malcolm’s urgency and vision is what makes his speech design rhetorical logic. Campbell Eichhorn, Thomas-Maddox, & Bekelja Wanzer, (2008) said that success is determined by Malcolm’s words, character and political position which he used to construct a vision for his people. -
Cab Calloway
Cab Calloway Background information Birth name Cabell Calloway Born December 25, 1907 Rochester, New York, U.S. Died November 18, 1994 (aged 86) Hockessin, Delaware, U.S. Genres Jazz, blues, swing Occupation(s) Bandleader, singer-songwriter Instruments Vocals Years active 1930–94 Associated acts The Cab Calloway Orchestra Website www.cabcalloway.com Cabell "Cab" Calloway III (December 25, 1907 – November 18, 1994) was a jazz singer and bandleader. He was strongly associated with the Cotton Club in Harlem, New York City, where he was a regular performer. Calloway was a master of energetic scat singing and led one of the United States' most popular big bands from the start of the 1930s through to the late 1940s. Calloway's band featured performers including trumpeters Dizzy Gillespie and Adolphus "Doc" Cheatham, saxophonists Ben Webster and Leon "Chu" Berry, New Orleans guitar ace Danny Barker, and bassist Milt Hinton. Calloway continued to perform until his death in 1994 at the age of 86. Biography Early years Calloway was born in Rochester, New York, on Christmas Day in 1907. The family relocated to Baltimore, Maryland. His mother, Martha Eulalia Reed, was a Morgan State College graduate, teacher and church organist. His father, Cabell Calloway, Jr., was a graduate of Lincoln University of Pennsylvania in 1898 and worked as a lawyer and in real estate. Cab Calloway spent his adolescent years growing up in West Baltimore's Sugar Hill, considered the political, cultural, and business hub of black society. There he grew up comfortably in a middle-class household. Early on, his parents recognized their son's musical talent and he began private voice lessons in 1922. -
Notes on Martin Luther King, Jr., & Malcolm X
Sean Hannan Classics of Social & Political Thought III June 2, 2015 Notes on Martin Luther King, Jr., & Malcolm X 1. Martin Luther King, Jr. (1929-1968) a. Though he was gunned down before he could reach forty years of age, Atlanta-born Martin Luther King, Jr., was able to establish himself as a widely known figure in the civil rights movement by his mid-twenties. After rushing through two Bachelor’s degrees and a PhD, in 1955 he found himself leading the boycott against segregated buses in Montgomery, Alabama. On Dec. 1 of that year, Rosa Parks refused to move to the back of the bus. Only a few days later, a young preacher new to the area—King—was elected head of the group that would lead a general boycott. b. Two years later, in 1957, he would have a hand in founding the Southern Christian Leadership Conference (SCLC), which would serve as the vessel for many of his civil rights campaigns in the decade to come. c. After helping to slowly build up momentum for the civil rights movement from 1957 onward, King rose to further prominence thanks to his leadership role in protests that rocked Albany, Georgia, and Birmingham, Alabama in 1962 and 1963, respectively. It was after being arrest for his role in sit-ins and protest marches in Birmingham that King wrote his 1963 letter from behind bars. d. Later in 1963, King would play a key role (though he was not alone) in organizing the seminal March on Washington. In August of that year, a quarter of a million people descended on the American capital to bring attention to the need for civil rights—political emancipation, economic emancipation, education—to be granted to Black Americans.