Autobiography of malcolm x full text

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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.

Summer Reading for Incoming 11th Graders Response Essay (50 points) Group Presentation (50 points) Step 1: Choose and obtain one book from the list below to read over the summer before your junior year. Step 2: Read your chosen book and write a response essay to the book of at least 2-3 pages (anything less than 2 FULL pages will lose points). Your response should discuss your thoughts, responses, and reactions to your chosen book considering its themes, characters, plot elements, etc. The point here is to document YOUR responses to a given piece of literature. What makes you like or dislike a book? What grabs your attention? The response essay should follow MLA guidelines for formatting (double spaced, 12-point Times New Roman font, 1” margins, with proper heading information, and page numbers with last name on top right). Improperly formatted papers will also lose points. Response essays are due the first day of classes. Step 3: During the first week of classes you will work together with others who read the same book to create and deliver a presentation that will educate and interest the rest of the class in the book’s content, literary merits, and author. Invisible Man By Ralph Ellison The nameless narrator of the novel describes growing up in a black community in the South, attending a Negro college from which he is expelled, moving to New York and becoming the chief spokesman of the Harlem branch of "the Brotherhood", and retreating amid violence and confusion to the basement lair of the Invisible Man he imagines himself to be.

THE TEMPLE MURALS: THE LIFE OF MALCOLM X BY FLORIAN JENKINS HOOD MUSEUM OF ART | CUTTER-SHABAZZ ACADEMIC AFFINITY HOUSE | DARTMOUTH COLLEGE PREFACE The Temple Murals: The Life of Malcolm X by Florian Arts at Dartmouth on January 25, 1965, just one month a bed of grass, his head lifted in contemplation; across Jenkins has been a Dartmouth College treasure for before his tragic assassination. Seven years later, the room, above the fireplace, his face appears in many forty years, and we are excited to reintroduce it with the students in the College’s Afro-American Society invited angles and perspectives, with colors that are not absolute publication of this brochure, the research that went into Jenkins to create a mural in their affinity house, which but nuanced, suggesting the subject’s inner mysteries its contents, and the new photographs of the murals that they had just rededicated as the El Hajj Malik El Shabazz and anxieties, reflecting our own. illustrate it. Painted during a five-month period in 1972 Temple, after the name and title that Malcolm X had The murals also point out how starkly we differ from in the Cutter-Shabazz affinity house at Dartmouth, the adopted in 1964 after returning from his pilgrimage in Malcolm, who is rendered in contrasts in color, especially mural speaks to a potent moment in American history, Mecca. Now under the care of the Hood Museum of Art, above the door threshold. A white-masked specter one connected to events both in the life of civil rights The Temple Murals are powerful works that remind us of stands behind a black gunman, holding the gun toward leader Malcolm X and the moment of Dartmouth history the strength of individual activist voices, which Jenkins Malcolm as a horrified, blurred-face bystander watches in which the mural was created.

Muslims in America: A journey in time from slavery to today’s community pillars By Radwa Ahmed, 2020 CTI Fellow Waddell Language Academy This curriculum unit is recommended for: ELA & Social Studies Fourth grades Keywords: Tolerance, African, Muslim, slaves, religion, identity, diversity, stereotypes, culture, immigrants, racism, discrimination. Teaching Standards: See Appendix 1 for teaching standards addressed in this unit. Synopsis: In this unit, students will learn about the American Muslim community with a focus on the challenges a highly diverse population brings to our daily lives. This unit aims at shedding light on the importance of adapting a culture of tolerance, as well as embracing the individual differences. It is about learning to appreciate our differences, and finding how these differences strengthen our community rather than tear it apart. Through a variety of fiction and non-fiction novels and articles, students will meet children and young teens who like many of them struggle with maintaining their identity or fading into the surrounding community. Students will also have the opportunity to research their own heritage, through the Family Heritage Project. The project will allow them to discover, reconnect and share their culture with their peers as well as to learn about their classmates’ culture, and finding things in common in order to create strong relationships. I plan to teach this unit during the coming year to 24 students in ELA & Social Studies in Fourth grade. I give permission for Charlotte Teachers Institute to publish my curriculum unit in print and online. I understand that I will be credited as the author of my work.

This section is part of a full NEW VICTORY® SCHOOL TOOL® Resource Guide. For the complete guide, including information about the NEW VICTORY Education Department, check out: NewVictory.org/SchoolTool INSIDE A behind-the-curtain look at the artists, the company and the art form of this production COMMON CORE STANDARDS Reading: 1; 2; 3; 4; 5; 6; 7; 8; 9; 10 Summary Writing: 1; 2; 3; 4; 6; 7; 8; 9; 10 Speaking and Listening: 1; 2; 3; 4; 5; 6 In times of political unrest, must a man die for the greater good of the Language: 1; 2; 3; 4; 5 nation? The assassinations of Rome’s great ruler of the Republic and the revolutionary leader Malcolm X share the stage when New York’s NEW YORK STATE STANDARDS acclaimed The Acting Company pairs Shakespeare’s JULIUS CAESAR with Arts: 1; 2; 3; 4 X: OR, BETTY SHABAZZ V. THE NATION a compelling new play by lauded English Language Arts: 1; 2; 3; 4 playwright Marcus Gardley (The House that Will Not Stand, The Gospel of Social Studies: 1; 2; 3; 4; 5 Lovingkindness, Every Tongue Confess, On The Levee). BLUEPRINT FOR THE ARTS Presented in repertory, each featuring the same outstanding cast, these Theater: Theater Making, two gripping dramas examine two charismatic leaders who rise only to Developing Theater Literacy, fall victim to rivalry, resentment and retribution. Exploring the tumultuous Making Connections, Visual Arts: Making Connections landscape of ideology and activism in the 1960s, X: OR, BETTY SHABAZZ V. THE NATION is directed by Ian Belknap, Artistic Director of The Acting Company.

H6772 CONGRESSIONAL RECORD Ð HOUSE September 3, 1997 GENERAL LEAVE trator in that college. This is the kind Ultimately, in addition to her profes- Ms. NORTON. Mr. Speaker, I ask of transformation aspect of her life sional stature, Betty was to become a unanimous consent that all Members that, in many ways, is shades of Mal- human rights advocate of very special may have 5 legislative days within colm. stature. which to revise and extend their re- b 2015 I want to say something further marks on my special order in recogni- about her husband, the man who trans- Betty met Malcolm in New York, formed himself from a petty criminal tion of the life of Betty Shabazz to be having come there to study nursing. given today. to a major league thug to a black Mus- She described the courtship as an old- lim and finally to an orthodox Sunni The SPEAKER pro tempore. Is there fashioned courtship. I wish we had objection to the request of the gentle- Muslim who embraced universal broth- more of those today. Malcolm loved erhood, because I think we ought to be woman from the District of Columbia? children, and he particularly loved his There was no objection. clear who Malcolm became. There is children. I must say that during their lack of clarity on that in this country, f what turned out to be a short mar- because only then can we understand riage, Betty was pregnant most of the RECOGNIZING THE LIFE OF BETTY Betty Shabazz. time. SHABAZZ But before I go on, I see that I have Malcolm was assassinated on Feb- been joined by my good colleague, the The SPEAKER pro tempore.

11th Grade AP English Summer Reading 2021 What are arguments and how are they planned, constructed, and communicated? This question will guide much of our work in 11th grade English [AP Language and Composition]. Consequently, I want you to consider the arguments being made in your summer reading books. I also want you to enjoy the books, so allow yourself to become immersed in the stories along the way. You will read two books for English this summer--In Cold Blood and a book of your choice. Of course, you are encouraged to read as many books as you can! The list later in this document includes books that have been specifically selected because of their compatibility with the learning objectives of the course. However, you are free to choose another high-quality book, based on your interests and reading preferences. To assist you in your search for books to read, I have included a few links that offer titles selected by reputable literary organizations. They include a range of texts, both fiction and nonfiction, that should appeal to upper-school students. Because the focus of the 11th grade AP curriculum is primarily nonfiction, however, your second text this summer should be nonfiction, journalistic fiction, or something similar. As always when choosing a book, you may want to consult with your family or friends and read reviews, synopses, and the first few pages of the text. If after beginning a book, you discover that it deals with issues or contains events that trouble you, talk with your family. Remember, too, that you may abandon a book and choose another.

FREE SUMMER MEALS NYC 2021 As of 7/12/2021 - Locations, dates and times are subject to change Summer End Community Halal NYCHA Region District School-Name Site - Address City Zip Notes Date Feeder Kosher Yes Halal M 1 P.S. 020 Anna Silver 166 ESSEX STREET MANHATTAN 10002 8/20/2021 Yes M 1 East Side Community School 420 East 12 Street MANHATTAN 10009 8/20/2021 Yes M 1 The STAR Academy - P.S.63 121 EAST 3 STREET MANHATTAN 10009 8/20/2021 Yes Yes M 1 P.S. 064 Robert Simon 600 EAST 6 STREET MANHATTAN 10009 9/3/2021 Yes M 1 P.S. 110 Florence Nightingale 285 DELANCY STREET MANHATTAN 10002 8/20/2021 Yes Yes M 1 P.S. 142 Amalia Castro 100 ATTORNEY STREET MANHATTAN 10002 9/3/2021 Yes Yes M 1 P.S. 188 The Island School 442 EAST HOUSTON STREET MANHATTAN 10002 8/20/2021 Yes Yes M 1 Lower East Side Preparatory High Sch 145 STANTON STREET MANHATTAN 10002 9/3/2021 Yes Yes M 1 University Neighborhood Middle Schoo 220 HENRY STREET MANHATTAN 10002 9/3/2021 Yes Yes M 1 New Design High School 350 GRAND STREET MANHATTAN 10002 9/3/2021 Yes Yes M 1 New Explorations into Science, Techn 111 COLUMBIA STREET MANHATTAN 10002 9/3/2021 Yes M 1 Hamilton Fish Pool 128 Pitt Street MANHATTAN 10002 9/3/2021 Yes M 1 Tompkins Mini Pool 9th Street and Avenue A. MANHATTAN 10009 9/3/2021 Yes M 1 Dry Dock Pool Easy 10th Street between Ave C and D MANHATTAN 10009 9/3/2021 Yes M 2 P.S.

Journal of Liberal Arts and Humanities (JLAH) Issue: Vol. 1; No. 2 February 2020 pp. 109-118 ISSN 2690-070X (Print) 2690-0718 (Online) Website: www.jlahnet.[email protected] Malcolm X: A Native Son’s Long, Invisible Shadow Dr. [email protected] Abstract Malcolm X was born in Omaha, Nebraska. It is normal for a city and a state to embrace someone of significant historical stature to promote their historical significance to the nation and the world and to generate revenue from tourism and to benefit in other ways from the association with the historical figure. In the case of Malcolm, there has been a perpetual debate over recognition. This article discusses the role of Omaha as an important crucible for the context of Malcolm’s birth, and for his parents rearing of him in the “black” liberation tradition. His legacy and the debates over it are central to contemporary discussions in the state and the city about the place of African people: present, past, and future. From the very beginning, any connection between Malcolm and his birthplace was bound to be problematic, not merely from the expected political backlash by those who did not like the man or any of his evolutionary ideological positions and rhetoric, but also because of the nature of the literal encounter with Omaha itself.