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When faced with oppression what's more effective - violent or non-violent resistance? This public radio story looks at the research of conflicts and resistance movements over time and the effectiveness of fighting back without violence. Have students use this analysis to better understand the two sides of the Civil Rights Movement - Martin Luther King Jr's message of non-violent resistance and Malcolm X's "Black Power" philosophy.
Story Length: 7:46
© 2014 National Public Radio, Inc. Used with the permission of NPR. All rights reserved.
AIR DATE: 08/21/2014
Martin Luther King's famous "I Have a Dream" speech was delivered at the March on Washington on August 28, 1963. In this public radio story you will hear from activists who were present that day and heard the speech. They remember that its power came not only from the words MLK spoke, but the way he spoke them, in rolling cadences that “raised his audience.”
In 1968 the Soviet Union invaded Prague, Czechoslovakia to crush a democratic uprising later called the Prague Spring. The Soviets were afraid that the democratic reforms introduced by the Czech communist party would lead to revolution against Soviet rule. The Czech people resisted the Soviet invasion force for as long as they could, and provoked global outrage against heavy-handed Soviet repression of human rights. This story looks back on the Prague Spring.
The novel "The Book Thief" is narrated by Death. He tells the story of a young German girl saving books from Nazi bonfires to read to the Jewish man hiding in her home. But the novel was actually written by author Markus Zusak. In this public radio story, he explains his choice of Death as the narrator, and the message he hopes teenage readers get from the novel.
These levels of listening complexity can help teachers choose stories for their students. The levels do not relate to the content of the story, but to the complexity of the vocabulary, sentence structure and language in the audio story.
These stories are easier to understand and are a good starting point for elementary students or English learners.
These stories have an average language challenge for middle and high school students, and can be scaffolded for English learners.
These stories have challenging vocabulary and language and students may need to have some background knowledge to understand the story.