Black Heritage Stamp Series: Malcolm X
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Malcolm X and United States Policies Towards Africa: a Qualitative Analysis of His Black Nationalism and Peace Through Power and Coercion Paradigms
Malcolm X and United States Policies towards Africa: A Qualitative Analysis of His Black Nationalism and Peace through Power and Coercion Paradigms by Abdul Karim Bangura, Ph.D. [email protected] Researcher-in-Residence, Abrahamic Connections and Islamic Peace Studies at the Center for Global Peace, American University; Director, The African Institution; Professor, Research Methodology and Political Science; Coordinator, National Conference on Undergraduate Research initiative at Howard University, Washington, DC; External Reader of Research Methodology at the Plekhanov Russian University, Moscow; Inaugural Peace Professor for the International Summer School in Peace and Conflict Studies at the University of Peshawar in Pakistan; and International Director and Advisor to the Centro Cultural Guanin in Santo Domingo Este, Dominican Republic. The author is also the author of more than 75 books and more than 600 scholarly articles. The winner of more than 50 prestigious scholarly and community service awards, among Bangura’s most recent awards are the Cecil B. Curry Book Award for his African Mathematics: From Bones to Computers; the Diopian Institute for Scholarly Advancement’s Miriam Ma’at Ka Re Award for his article titled “Domesticating Mathematics in the African Mother Tongue” published in The Journal of Pan African Studies (now Africology: The Journal of Pan African Studies); the Special United States Congressional Award for “outstanding and invaluable service to the international community;” the International Center for Ethno- Religious Mediation’s Award for his scholarly work on ethnic and religious conflict resolution and peacebuilding, and promotion of peace and conflict resolution in conflict areas; and the Moscow Government Department of Multicultural Policy and Intergrational Cooperation Award for the scientific and practical nature of his work on peaceful interethnic and interreligious relations. -
African American History & Culture
IN September 2016 BLACK AMERICAsmithsonian.com Smithsonian WITH CONTRIBUTIONS FROM: REP. JOHN LEWIS BLACK TWITTER OPRAH WINFREY A WORLD IN SPIKE LEE CRISIS FINDS ANGELA Y. DAVIS ITS VOICE ISABEL WILKERSON LONNIE G. BUNCH III HEADING NATASHA TRETHEWEY NORTH BERNICE KING THE GREAT ANDREW YOUNG MIGRATION TOURÉ JESMYN WARD CHANGED WENDEL A. WHITE EVERYTHING ILYASAH SHABAZZ MAE JEMISON ESCAPE FROM SHEILA E. BONDAGE JACQUELINE WOODSON A LONG-LOST CHARLES JOHNSON SETTLEMENT JENNA WORTHAM OF RUNAWAY DEBORAH WILLIS SLAVES THOMAS CHATTERTON WILLIAMS SINGING and many more THE BLUES THE SALVATION DEFINING MOMENT OF AMERICA’S ROOTS MUSIC THE NATIONAL MUSEUM OF AFRICAN AMERICAN HISTORY & CULTURE OPENS IN WASHINGTON, D.C. SMITHSONIAN.COM SPECIAL�ADVERTISING�SECTION�|�Discover Washington, DC FAMILY GETAWAY TO DC FALL�EVENTS� From outdoor activities to free museums, your AT&T�NATION’S�FOOTBALL� nation’s capital has never looked so cool! CLASSIC�® Sept. 17 Celebrate the passion and tradition of IN�THE� the college football experience as the Howard University Bisons take on the NEIGHBORHOOD Hampton University Pirates. THE�NATIONAL�MALL NATIONAL�MUSEUM�OF� Take a Big Bus Tour around the National AFRICAN�AMERICAN�HISTORY�&� Mall to visit iconic sites including the CULTURE�GRAND�OPENING Washington Monument. Or, explore Sept. 24 on your own to find your own favorite History will be made with the debut of monument; the Martin Luther King, Jr., the National Mall’s newest Smithsonian Lincoln and World War II memorials Ford’s Th eatre in museum, dedicated to the African are great options. American experience. Penn Quarter NATIONAL�BOOK�FESTIVAL� CAPITOL�RIVERFRONT Sept. -
The-Autobiography-Of-Malcolm-X.Pdf
The absorbing personal story of the most dynamic leader of the Black Revolution. It is a testament of great emotional power from which every American can learn much. But, above all, this book shows the Malcolm X that very few people knew, the man behind the stereotyped image of the hate-preacher-a sensitive, proud, highly intelligent man whose plan to move into the mainstream of the Black Revolution was cut short by a hail of assassins' bullets, a man who felt certain "he would not live long enough to see this book appear. "In the agony of [his] self-creation [is] the agony of an entire.people in their search for identity. No man has better expressed his people's trapped anguish." -The New York Review of Books Books published by The Ballantine Publishing Group are available at quantity discounts on bulk purchases for premium, educational, fund-raising, and special sales use. For details, please call 1-800-733-3000. THE AUTOBIOGRAPHY OFMALCOLMX With the assistance ofAlex Haley Foreword by Attallah Shabazz Introduction by M. S. Handler Epilogue by Alex Haley Afterword by Ossie Davis BALLANTINE BOOKS• NEW YORK Sale of this book without a front cover may be unauthorized. If this book is coverless, it may have been reported to the publisher as "unsold or destroyed" and neither the author nor the publisher may have received payment for it. A Ballantine Book Published by The Ballantine Publishing Group Copyright© 1964 by Alex Haley and Malcolm X Copyright© 1965 by Alex Haley and Betty Shabazz Introduction copyright© 1965 by M. -
Anti-Racism Resources
Anti-Racism Resources Prepared for and by: The First Church in Oberlin United Church of Christ Part I: Statements Why Black Lives Matter: Statement of the United Church of Christ Our faith's teachings tell us that each person is created in the image of God (Genesis 1:27) and therefore has intrinsic worth and value. So why when Jesus proclaimed good news to the poor, release to the jailed, sight to the blind, and freedom to the oppressed (Luke 4:16-19) did he not mention the rich, the prison-owners, the sighted and the oppressors? What conclusion are we to draw from this? Doesn't Jesus care about all lives? Black lives matter. This is an obvious truth in light of God's love for all God's children. But this has not been the experience for many in the U.S. In recent years, young black males were 21 times more likely to be shot dead by police than their white counterparts. Black women in crisis are often met with deadly force. Transgender people of color face greatly elevated negative outcomes in every area of life. When Black lives are systemically devalued by society, our outrage justifiably insists that attention be focused on Black lives. When a church claims boldly "Black Lives Matter" at this moment, it chooses to show up intentionally against all given societal values of supremacy and superiority or common-sense complacency. By insisting on the intrinsic worth of all human beings, Jesus models for us how God loves justly, and how his disciples can love publicly in a world of inequality. -
The BG News February 20, 2001
Bowling Green State University ScholarWorks@BGSU BG News (Student Newspaper) University Publications 2-20-2001 The BG News February 20, 2001 Bowling Green State University Follow this and additional works at: https://scholarworks.bgsu.edu/bg-news Recommended Citation Bowling Green State University, "The BG News February 20, 2001" (2001). BG News (Student Newspaper). 6766. https://scholarworks.bgsu.edu/bg-news/6766 This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. This Article is brought to you for free and open access by the University Publications at ScholarWorks@BGSU. It has been accepted for inclusion in BG News (Student Newspaper) by an authorized administrator of ScholarWorks@BGSU. State University TUESDAY February 20, 2001 BASKETBALL: CLOUDY Men's Basketball faces HIGH43ILOW34 top ranked Kent today at www.binews.com 8 p.m.; PAGE 10 independent student press VOLUME 90 ISSUE 101 Student groups'budgets probed ByCrarfUford ed among 60-70 organizations. The SOFB had proposed to put money for transportation, where CHIEF REPORTER Last year the total amount of caps on things such as how another organization doesn't," CAMPUS ORGANIZATIONS REQUEST FUNDS Every year at this time, each of money that was applied for was much an organization could he said. "One group may need University campus organizations make their requests to the Student the University's campus organi- $400,000. This year it is $350,000. receive toward T-shirts or other more money for conferences Organization Funding board for their programs. zations make their pitch to the In an attempt to curb the promotional items. -
AFSCME Office of the Secretary-Treasurer: William Lucy Records 88 Linear Feet (88 SB) 1970-2001, Bulk 1972-2000
Walter P. Reuther Library Archives of Labor and Urban Affairs Wayne State University Archives AFSCME Office of the Secretary-Treasurer: William Lucy Records 88 linear feet (88 SB) 1970-2001, bulk 1972-2000 Walter P. Reuther Library, Wayne State University, Detroit, MI Finding aid written by Johanna Russ on August 23, 2011. Accession Number: LR001989 Creator: AFSCME Office of the Secretary-Treasurer Acquisition: The AFSCME Office of the Secretary-Treasurer: William Lucy Records were first deposited at the Walter P. Reuther Library at the beginning of William Lucy’s tenure as secretary-treasurer in 1972. Subsequent deposits have occurred throughout Mr. Lucy’s tenure until shortly after his retirement in 2010. Secretary-Treasurer Office Records for Lee Saunders, Mr. Lucy’s successor, will be deposited at the Walter P. Reuther Library as well. Language: Material mostly in English with some foreign languages such as Spanish, Portuguese, French, and Japanese, represented. Access: Records are open for research. Items in vault are available at the discretion of the archives. Use: Refer to the Walter P. Reuther Library Rules for Use of Archival Materials. Notes: Citation style: “AFSCME Office of the Secretary-Treasurer: William Lucy Records, Box [#], Folder [#], Archives of Labor and Urban Affairs, Wayne State University” Copies: Materials in Series V: Public Services International (PSI) likely also exist in the PSI Archives in Bonn, Germany. Materials related to the AFL-CIO are possibly duplicated at the George Meany Archives in Silver Spring, Maryland. Other Access Aids: Many of the photos found in Series VI have been scanned and uploaded the AFSCME image gallery: http://www.reuther.wayne.edu/image/tid/25. -
Allen. Ray Allen, Ray
Fordham University Masthead Logo DigitalResearch@Fordham Oral Histories Bronx African American History Project 6-29-2004 Allen. Ray Allen, Ray. Bronx African American History Project Fordham University Follow this and additional works at: https://fordham.bepress.com/baahp_oralhist Part of the African American Studies Commons Recommended Citation Allen, Ray. June 29th 2004. Interview with the Bronx African American History Project. BAAHP Digital Archives at Fordham. This Interview is brought to you for free and open access by the Bronx African American History Project at DigitalResearch@Fordham. It has been accepted for inclusion in Oral Histories by an authorized administrator of DigitalResearch@Fordham. For more information, please contact [email protected]. 1 Interviewee: Ray Allen Interviewer: Dr. Mark D. Naison Date: June 29, 2004 Mark Naison (MN): Hello. This is the 69th interview of the Bronx African American History Project. We’re here with Ray Allen who is an actor, singer, and organizer of theater and education programs in the Bronx and this is the first of what will probably be several interviews and what I want to do today is focus on Mr. Allen’s childhood and school experiences. Mr. Allen, when did your family move to the Bronx? Ray Allen (RA): I came to the Bronx in - - that was December 9, 1968. I came here to 1225 Boston Rd which is by 168th St. in the Bronx. It was my sister and I, my second sister and I; we came here after my fathers’ death. My father died that year in March. - - I was born on the island of Curacao, which is in the Netherlands Antillies, the ABC islands. -
Martin Luther King Jr. and Malcolm X Talk It out 17
Writing for Understanding ACTIVITY Martin Luther King Jr. and Malcolm X Talk It Out 17 Overview Materials This Writing for Understanding activity allows students to learn about and write • Transparency 17A a fictional dialogue reflecting the differing viewpoints of Martin Luther King Jr. • Student Handouts and Malcolm X on the methods African Americans should use to achieve equal 17 A –17C rights. Students study written information about either Martin Luther King Jr. • Information Master or Malcolm X and then compare the backgrounds and views of the two men. 17A Students then use what they have learned to assume the roles of Martin Luther King Jr. and Malcolm X and debate methods for achieving African American equality. Afterward, students write a dialogue between the two men to reveal their differing viewpoints. Procedures at a Glance • Before class, decide how you will divide students into mixed-ability pairs. Use the diagram at right to determine where they should sit. • In class, tell students that they will write a dialogue reflecting the differing viewpoints of Martin Luther King Jr. and Malcolm X on the methods African Americans should use to achieve equal rights. • Divide the class into two groups—one representing each man. Explain that pairs will become “experts” on either Martin Luther King Jr. or Malcolm X. Direct students to move into their correct places. • Give pairs a copy of the appropriate Student Handout 17A. Have them read the information and discuss the “stop and discuss” questions. • Next, place each pair from the King group with a pair from the Malcolm X group. -
X: a Novel by Ilyasah Shabazz with Kekla Magoon
X: a Novel by Ilyasah Shabazz with Kekla Magoon This riveting and revealing novel follows the formative years of the man whose words and actions shook the world. X follows Malcolm from his childhood to his imprisonment for theft at age twenty, when he found the faith that would lead him to forge a new path and command a voice that still resonates today. Why you'll like it: Compelling, candid, emotional, suspenseful About the Authors: Ilyasah Shabazz, third daughter of Malcom X, is an activist, producer, motivational speaker and author of Growing Up X. Shabazz explains that it is her responsibility to tell her father’s story accurately. She believes “his life’s journey will empower others to achieve their highest potential.” Kekla Magoon is a writer, editor, speaker, and educator. She is the author of Camo Girl, 37 Things I Love (in No Particular Order), How It Went Down, and numerous non-fiction titles for the education market. Her book, The Rock and the River, won the Coretta Scott King/John Steptoe Award. She also leads writing workshops for youth and adults and is the co-editor of YA and Children's Literature for Hunger Mountain, the arts journal of Vermont College. (Bowker Author Biography) Questions for Discussion 1. Instead of telling the story in chronological order, the author moves back and forth through time. What effects does this have on the story? What is this important to the story? 2. Early in the story, Malcolm says “I am my father’s son. But to be my father’s son means that they will always come for me” (page 5). -
Coming up Taller
President's Committee on the Arts and the Humanities -Tl f» -Tli' Coming Up Taller Arts and Humanities Programs for Children and Youth At Risk ADVISORS Jessica Davis Nancy Rogers Research Associate Acting Director Project Zero Division of Public Harvard University Programs Graduate School of National Endowment Education for the Humanities Cambridge, MA Washington, DC Diane Frankel William Strickland Director Executive Director Institute of Museum Manchester Craftsmen's Services Guild Washington, DC Pittsburgh, PA Marianne Klink Ruby Takanishi Federal Liaison Executive Director National Endowment for Carnegie Council on the Arts Adolescent Development Washington, DC Washington, DC Wayne Lawson Nancy Welch Executive Director Senior Research Analyst Ohio Arts Council Morrison Institute for Columbus, OH Public Policy Arizona State University Frances Lucerna Tempe, AZ Artistic Director El Puente Halima Williams Brooklyn, NY Co-Artistic Director Living Stage Theatre Ellen McCulloch-Lovell Company Executive Director Washington, DC President's Committee on the Arts and the Lynn Wright-Kernodle Humanities Coordinator Washington, DC MOTHEREAD Literacy Development Program Karen Pittman North Carolina Director of U.S. Programs Humanities Council International Youth Greensboro, NC Foundation Takoma Park, MD Coming Up Taller Arts and Humanities Programs for Children and Youth At Risk by Judith Humphreys Weitz President's Committee on the Arts and the Humanities With the National Assembly of Local Arts Agencies This project is funded by the Anncox Foundation, Botwinick-Wolfensohn Foundation, Emily Hall Tremaine Foundation, Nathan Cummings Foundation, GE Fund and Harris Foundation. April 1996 Photos on the cover are from the following organizations: First row, left to right: Lula Washington Contemporary Dance Foundation, Manchester Craftsmen's Guild, Bakehouse Art Complex. -
Tone Parallels in Music for Film: the Compositional Works of Terence Blanchard in the Diegetic Universe and a New Work for Studio Orchestra By
TONE PARALLELS IN MUSIC FOR FILM: THE COMPOSITIONAL WORKS OF TERENCE BLANCHARD IN THE DIEGETIC UNIVERSE AND A NEW WORK FOR STUDIO ORCHESTRA BY BRIAN HORTON Johnathan B. Horton B.A., B.M., M.M. Dissertation Prepared for the Degree of DOCTOR OF MUSICAL ARTS UNIVERSITY OF NORTH TEXAS August 2017 APPROVED: Richard DeRosa, Major Professor Eugene Corporon, Committee Member John Murphy, Committee Member and Chair of the Division of Jazz Studies Benjamin Brand, Director of Graduate Studies in the College of Music John Richmond, Dean of the College of Music Victor Prybutok, Dean of the Toulouse Graduate School Horton, Johnathan B. Tone Parallels in Music for Film: The Compositional Works of Terence Blanchard in the Diegetic Universe and a New Work for Studio Orchestra by Brian Horton. Doctor of Musical Arts (Performance), August 2017, 46 pp., 1 figure, 24 musical examples, bibliography, 49 titles. This research investigates the culturally programmatic symbolism of jazz music in film. I explore this concept through critical analysis of composer Terence Blanchard's original score for Malcolm X directed by Spike Lee (1992). I view Blanchard's music as representing a non- diegetic tone parallel that musically narrates several authentic characteristics of African- American life, culture, and the human condition as depicted in Lee's film. Blanchard's score embodies a broad spectrum of musical influences that reshape Hollywood's historically limited, and often misappropiated perceptions of jazz music within African-American culture. By combining stylistic traits of jazz and classical idioms, Blanchard reinvents the sonic soundscape in which musical expression and the black experience are represented on the big screen. -
2020 Tournament Distributed Packet
Loomis Chaffee Debate Tournament – Resolution & Information packet Jan. 2020 Resolved, that the United States should adopt a program of reparations to redress the harms caused by historic, systemic racist policies, including slavery. Redress = to remedy or compensate for a wrong or grievence From the International Center for Transitional Justice Website “Overview of Reparations” Reparations serve to acknowledge the legal obligation of a state, or individual(s) or group, to repair the consequences of violations — either because it directly committed them or it failed to prevent them. They also express to victims and society more generally that the state is committed to addressing the root causes of past violations and ensuring they do not happen again. With their material and symbolic benefits, reparations are important to victims because they are often seen as the most direct and meaningful way of receiving justice. Yet, they are often the last-implemented and least-funded measure of transitional justice. It is important to remember that financial compensation — or the payment money — is only one of many different types of material reparations that can be provided to victims. Other types include restoring civil and political rights, erasing unfair criminal convictions, physical rehabilitation, and granting access to land, health care, or education. Sometimes, these measures are provided to victims’ family members, often children, in recognition that providing them with a better future is an important way to overcome the enduring consequences of the violations. Reparations can be implemented through administrative programs or enforced as the outcome of litigation. Oftentimes, they overlap and compete for state resources with programs against poverty, unemployment, and lack of access to resources, like land.