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People of all races from all over the country participated in desegregation demonstrations in the South in the 1960s. Dr. Martin Luther King, Jr. called on clergy—religious leaders—from around the nation to participate in nonviolent protest demonstrations. In this public radio story you will hear the story of a Rabbi who participated in these marches where he was arrested and threatened with violence.
Story Length: 4:28
Mountain West Voices, distributed by PRX
AIR DATE: 12/01/2011
After Japan attacked Pearl Harbor on December 7, 1941, Americans of Japanese descent were taken away to internment camps. The terrible conditions they lived in during internment were only surpassed by the shock and humiliation the people suffered as they saw themselves changed overnight from loyal Americans, often American citizens, to “enemy aliens.” In this public radio story you will hear first person accounts from people who lived in the internment camps when they were children.
In 1939 Marian Anderson an African-American opera singer was prevented from singing to an integrated audience at Constitution Hall. At the time, Washington DC was a segregated city but didn't have the "Whites Only" signs familiar in the South. Anderson instead performed an outdoor concert at the Lincoln Memorial. This public radio story describes the controversy over a recent children’s book about Anderson’s concert at the Lincoln Memorial that showed “Colored Only” signs in place in public places. You'll hear from people living in the capital at the time talk about when the de facto racial segregation that did exist in the city was exposed when Marian Anderson was not allowed to sing in Constitution Hall.
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.”
There are few Holocaust survivors still living today. In this public radio story we hear from one woman who escaped a Nazi death camp. She tells the story about being led out of the camp with many other women to an open field to be killed. Thankfully, she escaped, but has lived for over 70 years with survivor’s guilt.
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.
The novel "To Kill a Mockingbird" was written more than 50 years ago and yet it’s themes of racism and civil rights remain relevant today. In this story author James McBride who wrote “The Color of Water” explains why the book inspired generations of American writers.
Update: In July 2015, a newly discovered novel written by Harper Lee in the 1950s, "Go Set a Watchman," will be published. Lee submitted this to her publishers before "How to Kill a Mockingbird" and the script was assumed to be lost until late 2014.
At the turn of the 20th century, Atlanta was considered a beacon of modernity and racial harmony in the Jim Crow South. A killing spree known as the Atlanta Race Riot in 1906 shook that image to its foundation—and was quickly covered up. What can students today learn from this incident? Can a negative event be used to inspire a positive reaction?
On April 15, 1947 African American baseball player Jackie Robinson broke the color barrier in Major League Baseball in his first game for the Brooklyn Dodgers. He was an interesting choice for the Dodgers to break the race barrier in baseball because he was an older player and was not seen as the best player in the Negro league at the time. Listen to learn how Robinson’s strong character, as much as his talent, helped to successfully integrate baseball.
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.