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. These clergy joined a growing movement that would sweep the nation, demanding equal rights for people of color and creating a legacy of social change. Listen to hear the story of a Rabbi who participated in these marches and was arrested and threatened with violence.
Story Length: 4:28
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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 audio 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.”
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.
On the morning of April 12, 2015 Freddie Gray, a 25-year-old black man from Baltimore, was arrested by police and fell into a coma as a result of spinal cord injuries sustained while in police custody. He died a week after his arrest. The officers involved have been suspended with pay but there have been no public answers about what happened. Peaceful protests in Baltimore turned violent, leading to riots and property destruction. This incident tapped into anger and resentment in a city known for racial segregation, economic marginalization and police violence. The six police officers involved in Gray's death were charged with a range of crimes including murder. They have pled not guilty. Listen to learn more about the way these tensions played out in one neighborhood in Baltimore during the violence.
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.
NOTE: Listenwise stories are intended for students in grades 5-12 and for English learners with intermediate language skills or higher.
These stories are easier to understand and are a good starting point for everyone.
These stories have an average language challenge for students and can be scaffolded for English learners.
These stories have challenging vocabulary and complex language structure.