The Singing Is Over, Julius Lester, the Angry Children of Malcolm X
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Untimely Meditations: Reflections on the Black Audio Film Collective
8QWLPHO\0HGLWDWLRQV5HIOHFWLRQVRQWKH%ODFN$XGLR )LOP&ROOHFWLYH .RGZR(VKXQ Nka: Journal of Contemporary African Art, Number 19, Summer 2004, pp. 38-45 (Article) 3XEOLVKHGE\'XNH8QLYHUVLW\3UHVV For additional information about this article http://muse.jhu.edu/journals/nka/summary/v019/19.eshun.html Access provided by Birkbeck College-University of London (14 Mar 2015 12:24 GMT) t is no exaggeration to say that the installation of In its totality, the work of John Akomfrah, Reece Auguiste, Handsworth Songs (1985) at Documentall introduced a Edward George, Lina Gopaul, Avril Johnson, David Lawson, and new audience and a new generation to the work of the Trevor Mathison remains terra infirma. There are good reasons Black Audio Film Collective. An artworld audience internal and external to the group why this is so, and any sus• weaned on Fischli and Weiss emerged from the black tained exploration of the Collective's work should begin by iden• cube with a dramatically expanded sense of the historical, poet• tifying the reasons for that occlusion. Such an analysis in turn ic, and aesthetic project of the legendary British group. sets up the discursive parameters for a close hearing and viewing The critical acclaim that subsequently greeted Handsworth of the visionary project of the Black Audio Film Collective. Songs only underlines its reputation as the most important and We can locate the moment when the YBA narrative achieved influential art film to emerge from England in the last twenty cultural liftoff in 1996 with Douglas Gordon's Turner Prize vic• years. It is perhaps inevitable that Handsworth Songs has tended tory. -
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. -
African-Americans, American Jews, and the Church-State Relationship
Catholic University Law Review Volume 43 Issue 1 Fall 1993 Article 4 1993 Ironic Encounter: African-Americans, American Jews, and the Church-State Relationship Dena S. Davis Follow this and additional works at: https://scholarship.law.edu/lawreview Recommended Citation Dena S. Davis, Ironic Encounter: African-Americans, American Jews, and the Church-State Relationship, 43 Cath. U. L. Rev. 109 (1994). Available at: https://scholarship.law.edu/lawreview/vol43/iss1/4 This Essay is brought to you for free and open access by CUA Law Scholarship Repository. It has been accepted for inclusion in Catholic University Law Review by an authorized editor of CUA Law Scholarship Repository. For more information, please contact [email protected]. IRONIC ENCOUNTER: AFRICAN-AMERICANS, AMERICAN JEWS, AND THE CHURCH- STATE RELATIONSHIP Dena S. Davis* I. INTRODUCTION This Essay examines a paradox in contemporary American society. Jewish voters are overwhelmingly liberal and much more likely than non- Jewish white voters to support an African-American candidate., Jewish voters also staunchly support the greatest possible separation of church * Assistant Professor, Cleveland-Marshall College of Law. For critical readings of earlier drafts of this Essay, the author is indebted to Erwin Chemerinsky, Stephen W. Gard, Roger D. Hatch, Stephan Landsman, and Peter Paris. For assistance with resources, the author obtained invaluable help from Michelle Ainish at the Blaustein Library of the American Jewish Committee, Joyce Baugh, Steven Cohen, Roger D. Hatch, and especially her research assistant, Christopher Janezic. This work was supported by a grant from the Cleveland-Marshall Fund. 1. In the 1982 California gubernatorial election, Jewish voters gave the African- American candidate, Tom Bradley, 75% of their vote; Jews were second only to African- Americans in their support for Bradley, exceeding even Hispanics, while the majority of the white vote went for the white Republican candidate, George Deukmejian. -
American Resilience
American Resilience Riley Kovalcheck History Faculty Advisor: Dr. David Welky Editor’s Note: Ms. Kovalchek’s article originally appeared as a series of posts on a multi-media web blog. If you wish to view her complete project, please go to https://rileykovalcheck.wixsite.com/americanresilience To begin, I'll admit this project began as a mandatory assignment for one of my classes, Recent American History. My professor, Dr. Welky, started the semester off by asking each student to identify 1) the most important theme in American history since the 1960s or 2) the three most influential individuals in this period of American history. My initial thought was to focus on three of my biggest inspirations (and three badass men) - Martin Luther King Jr., John Lewis, and Barack Obama. To me, those three individuals personify unity, perseverance, and resilience. As I started brainstorming, a bigger picture came to mind... This theme of overwhelming resilience in the African- American community across the nation. There is no doubt that as a whole, this demographic has single-handedly been more suppressed than any other throughout the history of the United States, but yet even more resilient in the long run. So, for this project, I decided to focus on this overall theme of resilience CLA Journal 6 (2018) pp. 144-181 145 - solely among African-Americans - and in particular, the role of men in politics, women in their local communities, and the unification and organization in social movements like the Black Panthers and Black Lives Matter. To highlight how revolutionary these accomplishments were, I will also discuss white resistance that was overcome in the process. -
THE CHRONICLE WEDNESDAY, FEBRUARY 22, 1989 S DUKE UNIVERSITY DURHAM, NORTH CAROLINA CIRCULATION: 15,000 VOL
THE CHRONICLE WEDNESDAY, FEBRUARY 22, 1989 s DUKE UNIVERSITY DURHAM, NORTH CAROLINA CIRCULATION: 15,000 VOL. 84, NO. 101 Central, East Campuses lose electricity for hours By CHRIS GRAHAM Gilchrist, manager in the Central Campus was with utilities section of facilities out electricity for almost four planning and management. and one-half hours Tuesday The repair is only a temporary night, and East Campus lost one, however, and workers power for nearly one hour af "have some more fixing to do" ter a high voltage switch on today, Tinsley said. Central Campus shorted out. Gilchrist would not com The power loss caused the ment on what may have closing of the Central Campus caused the switch to short out. Pub, Uncle Harry's General The Pub, Uncle Harry's and Store, and the Down Under, the Down Under closed be SPECIAL TO THE CHRONICLE as well as resulting in the cause the lack of electricity "Women of the Calabash," a video musical by Skip Blumberg malfunctioning of the security rendered their cash registers systems in Giles and Jarvis inoperable. The Pub was also dormitories. unable to cook without Power went out on both electricity, said Renee Million, campuses at approximately 6 an assistant manager at the Cinematographer displays video art p.m. East Campus regained Pub. Both the Down Under power between 6:45 and 7 and Uncle Harry's reopened p.m., while Central Campus after power was restored. By STEPHANIE GERMAIN program, Too Hip for TV: Video "From the start, we wanted to did not regain power until The East Campus Union, With the aid of English subti Documentaries by Skip do something that contrasted 10:20. -
Sam and the Tigers: a New Telling of Little Black Sambo Free
FREE SAM AND THE TIGERS: A NEW TELLING OF LITTLE BLACK SAMBO PDF Julius Lester,Jerry Pinkney | 40 pages | 01 Jan 2001 | Penguin Putnam Inc | 9780140562880 | English | New York, NY, United States Sam and the Tigers: A New Telling of Little Black Sambo - Julius Lester - Google книги Sam and the Tigers: A New Telling of Little Black Sambo Medal-winning illustrator Jerry Pinkney and Newbery Honor-winning author Julius Lester team up in thi groundbreaking and delightful update of one of the most controversial stories in children's literature. Hailed by "Publishers""Weekly" as "hip and hilarious. Like his breathtaking animal illustrations in "The Lion and the Mouse" and "The Talking Eggs," Jerry Pinkney's tigers prowl off the page and leap into the imagination. All of the Lester and Pinkney trademarks are present: wit, humor, and the perfect marriage of words and images, making this classic folktale accessible to new Sam and the Tigers: A New Telling of Little Black Sambo. Read more Read less. In addition to his critically acclaimed writing career, Mr. Lester has distinguished himself as a civil rights activist, musician, photographer, radio talk-show host, and professor. For thirty-two years he taught at the University of Massachusetts at Amherst. He lives in western Massachusetts. Jerry Pinkney is one of America's most admired children's book illustrators. His artwork has been exhibited in galleries and museums throughout the country, including the Art Institute of Chicago, the Philadelphia Museum of Art, the Schomburg Center, and the Norman Rockwell Museum. No customer reviews. How are ratings calculated? Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. -
Malcolm X: Chronology of Change Rose-Ann Cecere Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1970 Malcolm X: chronology of change Rose-Ann Cecere Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the English Language and Literature Commons, and the Nonfiction Commons Recommended Citation Cecere, Rose-Ann, "Malcolm X: chronology of change" (1970). Retrospective Theses and Dissertations. 16712. https://lib.dr.iastate.edu/rtd/16712 This Thesis is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. HALCOU1 X: CHRONOLOGY OF CHANGE by Rose-Ann Cecere A Thesis Submitted to the Graduate Faculty in Partial Fulfillment of The Requirements for the Degree of MASTER OF ARTS Major Subject: English Signatures have been redacted for privacy Iowa State University Of Science and Technology Ames, Iowa 1970 "My whole life had been a chronology of change." When a man dies, especially a man like Malcolm X, those who survive him often feel compelled to study his life. My own reading of The Autobiography of Malcolm! indicates that the most important factor in his career may have been his ability to modify his own life greatly. This man made conscious changes in his existence. The four names he used symbolize these changes. The four distinct yet interrelated lives, and the names he lived them under, make up the pattern of his life. -
Black Power, the Black Panthers, and the American Creed
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 2007 Radicalism in American Political Thought : Black Power, the Black Panthers, and the American Creed Christopher Thomas Cooney Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the African American Studies Commons, Political Science Commons, Race and Ethnicity Commons, and the United States History Commons Let us know how access to this document benefits ou.y Recommended Citation Cooney, Christopher Thomas, "Radicalism in American Political Thought : Black Power, the Black Panthers, and the American Creed" (2007). Dissertations and Theses. Paper 3238. https://doi.org/10.15760/etd.3228 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. THESIS APPROVAL The abstract and thesis of Chri stopher Thomas Cooney for the Master of Science in Political Science were presented July 3 1, 2007, and accepted by the thesis committee and the department. COMMITTEE APPROVALS: Cr~ cyr, Chai( David Kinsell a Darrell Millner Representative of the Office of Graduate Studies DEPARTMENT APPROVAL: I>' Ronald L. Tammen, Director Hatfield School of Government ABSTRACT An abstract of the thesis of Christopher Thomas Cooney for the Master of Science in Political Science presented July 31, 2007. Title: Radicalism in American Political Thought: Black Power, the Black Panthers, and the American Creed. American Political Thought has presented somewhat of a challenge to many because of the conflict between the ideals found within the "American Creed" and the reality of America's treatment of ethnic and social minorities. -
From Black Power Activist to "Anti-Negro Negro"
Trading Places: From Black Power Activist to "Anti-Negro Negro" Alyson Cole In March of 1988, the faculty of the Afro-American Studies Department at the University of Massachusetts at Amherst unanimously demanded that the University remove one of its most distinguished members, Professor Julius Lester. The official reason given for this unprecedented request was that Lester had become an "anti-Negro-Negro."1 In making this extraordinary demand, Lester's colleagues were reacting to the recent publication of his autobiography. En titled Loves ong: On Becoming a Jew (1988a), the book tells the story of Lester's conversion to Judaism and details his growing alienation from Black politics. The faculty's lengthy report concluded, "Professor Lester would be infinitely more comfortable at a different location in the University" (Lester 1988b, 17- 8).2 Elaborating on the written account, one of the authors pointedly remarked that retaining Lester in Afro-American Studies is "like having Yassir Arafat teach ing in the Jewish Studies Department."3 The University eventually complied with the request and transferred Professor Lester to another department. This bit of academic infighting soon became national news.4 Journalists reminded their readers that back in the late 1960s, when he was a prominent Black Power activist, Lester gained notoriety as an anti-Semite. The Los Ange les Times maintained that now Lester was himself a victim of anti-Semitism.5 Despite the University's intervention, or perhaps because of it, the scandal re fused to die. Lester himself contributed to the prolonged life of this affair by 0026-3079/2003/4403-037S2.50/0 American Studies, 44:3 (Fall 2003): 37-76 37 38 Alyson Cole rehashing events and responding to his detractors in published articles and pub lic lectures.6 More significant still, conservative critics enthusiastically seized upon the story of Lester's excommunication. -
JERRY PINKNEY: IMAGININGS an Interactive Guide
JERRY PINKNEY: IMAGININGS An Interactive Guide An exhibition organized by Norman Rockwell Museum, Stockbridge, MA Across his fifty-fivez-year journey as an illustrator, Jerry Pinkney has cast a warm, curious eye on our world to create images that reflect his passion for life, his love of family and community, and his deep engagement with the rich complexities of history. His award-winning illustrations have appeared in more than one hundred books. Jerry Pinkney: Imaginings reflects the artist’s love of literature, and the process of creating meaningful visual solutions that expand and enliven a narrative. We hope you will enjoy this guide to Jerry Pinkney: Imaginings, which features artworks inspired by classic and contemporary literature, and by well-loved folk tales and fairy tales. It includes looking, writing, and drawing activities to experience in the galleries and at home. Stephanie Haboush Plunkett Deputy Director/Chief Curator Norman Rockwell Museum 2 Front cover: Jerry Pinkney,,Light, 1999, Illustration for The Little Match Girl by Hans Christian Andersen, Watercolor on paper JERRY PINKNEY: IMAGININGS An Artist’s Exploration of Images and Words Credits: Interactive Guide: Stephanie Haboush Plunkett and Rebecca Honig Design: Rita Marshall Imaging: Thomas Mesquita Printing: Excelsior Jerry Pinkney, The Tiger Stopped and Looked at Sam, 1996, Illustration for Sam and the Tigers: A Retelling of Little Black Sambo His Familyby JuliusHelped Lester, Him WatercolorBuild the Ark, on 2002, paper Illustration for Noah’s Ark 3 ACTIVITIES Jerry Pinkney, The Last Tales of Uncle Remus, 1994, Cover Illustration for The Tales of Uncle Remus as retold by Julius Lester, 4 Watercolor and pencil on paper ACTIVITY 1 Search for Stories Jerry Pinkney is a storyteller who uses drawing and painting to tell stories. -
Bayard Rustin's
LGBTQ+ History Lesson Inquiry Question: How did Bayard Rustin’s identity shape his beliefs and actions? Standard: 11.10 Inquiry Question: How did Bayard Rustin’s identity shape his beliefs and actions? Sasha Guzman Social Justice Humanitas Academy Content Standards 11.10 - Students analyze the development of federal civil rights and voting rights. 4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. 's "Letter from Birmingham Jail" and "I Have a Dream" speech. CCSS Standards: History/Social Science, Grade 11-12 • CCSS RH 11.1 Cite specific textual evidence to support analysis of primary and secondary sources connecting insights to such features as the date and origin of the gained from specific details to the text as a whole. • CCSS RH 11. 3 Evaluate various explanations for actions or events Key I a process related to history/social studies a text; determine whether earlier events caused and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Speaking & Listening, Grade 11-12 • CCSS SL 12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. • W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Overview of Lesson In this lesson, students will examine primary sources to understand how Bayard Rustin’s identity shaped and influenced his actions as a Civil Rights leaders. -
Worksheets Malcolm X Facts
Malcolm X Worksheets Malcolm X Facts Malcolm X is a prominent African-American civil rights activist and Muslim minister who introduced black nationalism and racial pride during the 1950s and 60s. ★ Malcolm X was born on May 19, 1925, in Omaha, Nebraska. He was fourth of the eight children of Louise and Earl Little. His father was an avid supporter and member of the Universal Negro Improvement Movement. He supported Marcus Garvey, a known black nationalist leader. Malcolm X’s family experienced number of harassments from the Ku Klux Klan and other factions such as the Black Legion due to Earl’s civil rights activism. ★ When young Malcolm was four, his family moved to Milwaukee after a hooded party of Ku Klux Klan riders raided their home in Omaha. In 1929, racist mob set their house on fire leading them to move again to East Lansing. Malcolm X Facts ★ In 1931, Malcolm’s father was found dead in the street across the municipal streetcar tracks. Six years later, his mother was admitted to a mental institution due to trauma and depression where she stayed for 26 years. ★ By 1938, Malcolm X was sent to the juvenile detention home in mason, Michigan. He stayed with a white couple who treated him well. Later on, he attended the Mason High School where he excelled both academically and socially. ★ At the age of 15, Malcolm dropped out of school after his encounter with his English teacher. Malcolm thought of himself of being a lawyer but the teacher told him to be realistic and consider carpentry instead.