Image in the public domain.
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.”
Story Length: 5:41
Metro Connection, distributed by PRX
AIR DATE: 01/14/2011
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 audio story you will hear the story of a Rabbi who participated in these marches where he was arrested and threatened with violence.
Central High School in Little Rock, Arkansas was only one of many schools being desegregated in accordance with the 1954 U.S. Supreme Court decision in Brown v. Board of Education that racial segregation in public schools was unconstitutional. This public radio story describes the attempt by nine black students to integrate Central High School in 1957. But the protests against its desegregation made Central High the symbolic focus of white resistance to civil rights for black Americans.
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.
Maya Angelou was an author, poet and icon. She grew up during segregation and used her work to empower and give voice to the African American community. Her memoir, "I Know Why the Caged Bird Sings" changed the literary world and opened doors for African American authors and women.
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.