Black Separatism
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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. -
I Am a Revolutionary Black Female Nationalist
Georgia State University ScholarWorks @ Georgia State University Communication Dissertations Department of Communication Spring 5-10-2013 I am a Revolutionary Black Female Nationalist: A Womanist Analysis of Fulani Sunni Ali's Role as a New African Citizen and Minister of In-formation in the Provisional Government of the Republic of New Africa Rondee Gaines Follow this and additional works at: https://scholarworks.gsu.edu/communication_diss Recommended Citation Gaines, Rondee, "I am a Revolutionary Black Female Nationalist: A Womanist Analysis of Fulani Sunni Ali's Role as a New African Citizen and Minister of In-formation in the Provisional Government of the Republic of New Africa." Dissertation, Georgia State University, 2013. https://scholarworks.gsu.edu/communication_diss/44 This Dissertation is brought to you for free and open access by the Department of Communication at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Communication Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. I AM A REVOLUTIONARY BLACK FEMALE NATIONALIST: A WOMANIST ANALYSIS OF FULANI SUNNI ALI’S ROLE AS A NEW AFRICAN CITIZEN AND MINISTER OF IN- FORMATION IN THE PROVISIONAL GOVERNMENT OF THE REPUBLIC OF NEW AFRICA by RONDEE GAINES Under the Direction of M. Lane Bruner ABSTRACT Historically, black women have always played key roles in the struggle for liberation. A critical determinant of black women’s activism was the influence of both race and gender, as the- se factors were immutably married to their subjectivities. African American women faced the socio-cultural and structural challenge of sexism prevalent in the United States and also in the black community. -
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. -
Izabella Penier Culture-Bearing Women
Izabella Penier Culture-bearing Women: The Black Women Renaissance and Cultural Nationalism This monograph was written during Marie Curie-Sklodowska Fellowship 2016-2018 (European Union’s Horizon 2020 grant agreement No 706741) Izabella Penier Culture-bearing Women The Black Women Renaissance and Cultural Nationalism Managing Editor: Katarzyna Grzegorek Language Editor: Adam Leverton ISBN 978-83-956095-4-1 e-ISBN (PDF) 978-83-956095-5-8 e-ISBN (EPUB) 978-83-956095-6-5 This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License. For details go 4o http://creativecommons.org/licenses/by-nc-nd/4.0/. Library of Congress Cataloging-in-Publication Data A CIP catalog record for this book has been applied for at the Library of Congress. © 2019 Izabella Penier Published by De Gruyter Poland Ltd, Warsaw/Berlin Part of Walter de Gruyter GmbH, Berlin/Boston The book is published with open access at www.degruyter.com. Managing Editor: Katarzyna Grzegorek Language Editor: Adam Leverton www.degruyter.com Cover illustration: https://unsplash.com/@jeka_fe by Jessica Felicio Contents Preface 1 1 Introduction: The Black Women Renaissance, Matrilineal Romances and the “Volkish Tradition” 16 1.1 African Americans as an “Imagined” Community and the Roots of the “Volkish” Tradition 32 1.2 Two Versions of the National “Family Plot”: Black National Theatre and the Historical /Heritage Writing of the Black Women’s Renaissance 40 1.3 The Black Women’s Renaissance and Black Cultural Nationalism: Can Nationalism and Feminism Merge? -
About the Marshall Memo
Marshall Memo 872 A Weekly Round-up of Important Ideas and Research in K-12 Education February 1, 2021 In This Issue: 1. Doing right by African-American history 2. Equity, inclusion, and social justice in the physics classroom 3. A teacher monitors unconscious bias 4. “Angels” unlock a young girl’s potential 5. Enthusiastic, student-driven revision 6. Having students “turn and talk” is not enough 7. Links to virtual field trips 8. Children’s books whose characters defy stereotypes 9. Resources for inclusive books Quotes of the Week “The kindly and well-intentioned advice to teachers to ‘meet the children where they are’ has tended to keep them where they are, reinforcing and even compounding inequities.” Robert Pondiscio in “The Unexamined Cost of Teachers’ Time Spent Choosing Instructional Materials” in Education Gadfly, January 28, 2021 “Whenever we teach, we are making choices as to what to include and what to omit.” Moses Rifkin (see item #2) “It is time to rebrand assessment as powerful information that reveals student strengths and next steps… Assessment has the power to ensure our systems respond with agility to meet the needs of all its diverse learners.” Nicole Dimich in “Assessment That Inspires Hope, Efficacy, and High Achievement” in All Things PLC Magazine, Winter 2021 “How do you get students to want to revise their writing?” Alexis Wiggins (see item #5) “Discussing race and racism with children is not always an easy task. As adults, we all have a desire to protect children’s innocence for as long as possible, whether that’s leaving Tooth Fairy money under their pillow after we suspect they no longer believe or ignoring racism because we know it’s something they’ll have to learn about eventually. -
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. -
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. -
Revolutionary Action Movement (RAM): a Case Study of an Urban
REVOLUTIONARY ACTION MOVEMENT (RAM) : A CASE STUDY OF AN URBAN REVOLUTIONARY MOVEMENT IN WESTERN CAPITALIST SOCIETY A THESIS SUBMITTED TO THE FACULTY OF ATLANTA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS By Maxwell C . Stanford DEPARTMENT OF POLITICAL SCIENCE ATLANTA, GEORGIA MAY 1986 ABSTRACT POLITICAL SCIENCE STANFORD, MAXWELL CURTIS B .A ., UNIVERSITY OF MASSACHUSETTS, 1976 RevolutionarZ Action Movement (RAM) : A Case Study of an Urban Revolution- ary Movement in Western Cap i talist Society Adviser : Professor Lawrence Moss Thesis dated May, 1986 The primary intent of this thesis is to present a political descrip- tive analysis of the Revolutionary Action Movement (RAM), an urban revolu- tionary movement active in the 1960's . An attempt has been made to por tray the historical context, the organization, ideology of the RAM organi- zation and response of the state to the activities of the organization . The thesis presents a methodological approach to developing a para- digm in which the study of urban revolutionary movements is part of a rational analysis . The thesis also explains concepts and theories that are presented later in the text . A review of black radical activity from 1900 to 1960 is given to provide the reader with historical background in- formation of the events and personalities which contributed to the develop- ment of RAM . A comparative analysis is made between urban revolutionary movements in Latin America and the United States in order to show that the RAM organization was part of a worldwide urban phenomenon . The scope of the thesis is to present an analysis of the birth, early beginnings of RAM as a national organization, and Malcolm X's impact on the organization . -
The Domestic Terrorist Threat: Background and Issues for Congress
The Domestic Terrorist Threat: Background and Issues for Congress Jerome P. Bjelopera Specialist in Organized Crime and Terrorism January 17, 2013 Congressional Research Service 7-5700 www.crs.gov R42536 CRS Report for Congress Prepared for Members and Committees of Congress The Domestic Terrorist Threat: Background and Issues for Congress Summary The emphasis of counterterrorism policy in the United States since Al Qaeda’s attacks of September 11, 2001 (9/11) has been on jihadist terrorism. However, in the last decade, domestic terrorists—people who commit crimes within the homeland and draw inspiration from U.S.-based extremist ideologies and movements—have killed American citizens and damaged property across the country. Not all of these criminals have been prosecuted under terrorism statutes. This latter point is not meant to imply that domestic terrorists should be taken any less seriously than other terrorists. The Department of Justice (DOJ) and the Federal Bureau of Investigation (FBI) do not officially list domestic terrorist organizations, but they have openly delineated domestic terrorist “threats.” These include individuals who commit crimes in the name of ideologies supporting animal rights, environmental rights, anarchism, white supremacy, anti-government ideals, black separatism, and anti-abortion beliefs. The boundary between constitutionally protected legitimate protest and domestic terrorist activity has received public attention. This boundary is especially highlighted by a number of criminal cases involving supporters of animal rights—one area in which specific legislation related to domestic terrorism has been crafted. The Animal Enterprise Terrorism Act (P.L. 109-374) expands the federal government’s legal authority to combat animal rights extremists who engage in criminal activity. -
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. -
The Sociology of Black Separatism. PUB DATE Aug 73 NOTE 26P.; Paper Presented at the American Sociological Association Annual Meeting, New York, N.Y., August 1973
DOCUMENT RESUME ED 084 317 UD 013 878 AUTHOR Forsythe, Dennis TITLE The Sociology of Black Separatism. PUB DATE Aug 73 NOTE 26p.; Paper presented at the American Sociological Association annual meeting, New York, N.Y., August 1973 EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Black Power; Majority Attitudes; *Nationalism; Negro Role; Political Attitudes; Political Power; Power Structure; Race Relations; Racial Integration; *Racial Segregation; Social Change; Social Integration; *Social Structure; *Sociology; Theories ABSTRACT In contrast to those Sociologists who have in the past identified with and accepted the ruling class notion of Integration and have proceeded to develop elaborate models of race relations cycles, pluralism or other assimilationist and functionalist models to support this basic assumption, the author argues that Sociologists should instead attempt to develop dynamic models (e.g. based on the Dialectics) to show why some form of black Separation is inevitable and the form that it can take as well as the processes which are leading to this. In trying to locate blacks in the American social and political structure politicians, scholars and laymen alike have used the concept of "Integration" and "Separation" to designate polar points on a continuum which relates blacks to the American social structure. These two terms are elevated to "ideals" in the United States because the best majority of blacks are suspended on the margins of both possibilities. The predominant and recurring fact is neither integration or separation, but a state of limbo, of marginality. The Sociology of Black Separation should therefore be concerned wit) ;basically three facts: the white denial of integration, the condition of black marginality, and the ensuing imperative of black separation.