| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "MALCOLM X S LEARNING READ": |
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Malcolm X?s ?Learning to Read?, 2004.
This paper discusses the act of learning based on Malcolm X?s biography, ?Learning to Read?.
1,560 words (approx. 6.2 pages), 0 sources, $ 51.95
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Abstract
This paper explains that, though many have said it before him, the message of knowledge being able to set you free is one of the most foundational that Malcolm has to offer. The author points out that Malcolm makes clear that, to some degree, the worst things that are left out of the accepted books are not only the horrors of past oppression, but also the celebration of the good that people who have been subjugated in the past have done. The paper states that, though it is clearly not a goal for any young person to hope to go to prison, the ability to concentrate and learn in such an unhindered way might be one of the greatest goals known to man.
From the Paper
"Malcolm was amazed at how much he could remember of the words he had copied, much the same way a child is bolstered by her or his ability to recall dialogue and action from a film they have watched over and over. The confidence of the child is built on memory of things in which they have interest. Even though the parent may never understand why the child wishes to keep watching the same thing over and over, the confidence that is developed through the tricks of memory is priceless and should never be neglected. Educating children is a process of repetition and reminding until the lesson is well learned and the individual child is confident about the answers."
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Malcolm X, 2006.
An examination of the book "The Autobiography of Malcolm X: As Told To Alex Haley", by Malcolm X and Alex Haley.
2,422 words (approx. 9.7 pages), 1 source, MLA, $ 74.95
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Abstract
In this examination of "The Autobiography of Malcolm X: As Told to Alex Haley", by Malcolm X and Alex Haley, the author highlights many pertinent points from the book and about the life of Malcolm X. The author tells us that the book looks at the era in which Malcolm X lived as a time when racism was running rampant in the United States. As a result of his experiences Malcolm X became an angry activist who hated everything that white society represented. The paper describes how Malcolm X himself became a racist and he believed that all whites were evil, after his conversion to Islam. The author delves into this further pointing out what made Malcolm X change his way of thinking to become a well known civil rights activist, who is still thought of in a positive light today. Finally the paper reiterates the major changes that Malcolm X went through during his life to make him a key leader of the black civil rights movement in the United States.
From the Paper
"Malcolm continued to have a great loyalty to Muhammad, even when Muhammad became too old to actively participate in Nation events. Malcolm then became more and more active in the groups decision making processes. It was at this time that Malcolm and Muhammad noticed that have had some differences in ideology. While they both wished to fight for black rights, Muhammad's goal was to create a completely separate black nation-state that would have a different economy and culture than the rest of the country. Malcolm, however, believed that this would only happen if they took care of the poor black people living in ghettos first. Malcolm wanted the group to become more involved with politics and to change America as a whole, rather than just trying to separate black America from white America. These differing philosophies, as well as Malcolm's growing influence led to Muhammad trying to have Malcolm killed. While this was very difficult for Malcolm, it led to another change in philosophy for him."
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"Malcolm X"?.
This paper discusses Spike Lee's film, "Malcolm X ," an adaptation of "The Autobiography of Malcolm X".
920 words (approx. 3.7 pages), 3 sources, APA, $ 32.95
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Abstract
This paper explains that Spike Lee's film, "Malcolm X," depicts the way Malcolm X, in prison, forged his identity based on social and religious values, not the values of the dominant white culture, but rather values in opposition to the white Anglo-Saxon Protestant culture, which, for centuries, had oppressed persons of African descent. The author points out that Malcolm X was a sincere adherent to Islam, which was not the religion of his African ancestors, but the religion of modern Africa. The paper relates that Spike Lee demonstrates how, when Malcolm X embraced Sunni Islam and incorporated its teachings into his approach toward black liberation, his militant views became more tempered; this shift from pure militancy toward cooperation directly led to his assassination.
From the Paper
"As Lee's movie shows, Malcolm's family history and early experiences affected his radical political views. He joined the Nation of Islam while in prison, as he felt a sense of camaraderie and solidarity that he never would have found in the outside world. Lee depicts how Malcolm X was deeply and personally affected by his exposure to the Muslim religion. In fact, one of the most remarkable things about the life of Malcolm X was his ability to grow with his religious beliefs, rather than having his religious beliefs dictate strictly what his actions were. As the film points out, Malcolm X did the necessary pilgrimage to Mecca shortly before he was assassinated."
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"Learning to Read and Write", 2008.
A review of Frederick Douglass' book, "Learning to Read and Write" and the reasons why knowledge among slaves was feared by slave-owners.
1,020 words (approx. 4.1 pages), 1 source, MLA, $ 36.95
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Abstract
This paper reviews Frederick Douglass' book, "Learning to Read and Write." It specifically discusses his contention that education and slavery were incompatible with one another and argues that knowledge among slaves was feared by slave-owners. In particular, the paper argues that Douglass' contention was correct and that knowledge among slaves was feared by slave-owners almost as much as if a number of loaded weapons had found their way into the possession of slaves.
From the Paper
"Additionally, a historian of the period might immediately apprehend that one of the common arguments raised against educating African-Americans to read and white was that they were "brutes" who lacked the mental capacity to perform anything other than the most menial tasks. With the proliferation of literate African-Americans, however, this argument would become obsolete - if not outright fatuous - and call into question the rigid social and economic structure that bound African Americans to tedious back-breaking labor while someone else sat at a desk in a comfortable professional office and collected a handsome wage."
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Invisible Man and Malcolm X, 2005.
A literary review and comparison of Ralph Ellison's "Invisible Man" and "The Autobiography of Malcolm X" by Malcolm X.
1,610 words (approx. 6.4 pages), 2 sources, MLA, $ 55.95
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Abstract
This paper compares and contrasts Ralph Ellison's novel, "Invisible Man" and Malcolm X's "The Autobiography of Malcolm X". The paper focuses on the sociological and political ideologies illustrated in the two books. The author of the paper highlights how the search for self-definition is a major theme of the analysis.
From the Paper
"It was an era of racism segregation and inequality during which Ralph Ellison and Malcolm X lived. Lacking equal protections in law comparable to Whites. African Americans endured second-class citizen status in American ..."
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"The Autobiography of Malcolm X", 2002.
This paper provides an analysis of Malcolm X's views on racism in America in "The Autobiography of Malcolm X".
900 words (approx. 3.6 pages), 1 source, $ 35.95
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Abstract
This paper discusses the main themes that are covered in the work "The Autobiography of Malcolm X" by Malcolm X. By understanding the main ideas behind his view on racism in America, the writer demostrates the different view of a black that fought hard for equal rights, within the period of the civil rights era. Some of the basics precepts of his work are examined, as well as the core ideas that represent his thought in the struggle for equality of the races in the United States.
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Malcolm X and Eliezer, 2002.
A comparison of Malcolm X and the prophet Eliezer.
650 words (approx. 2.6 pages), 2 sources, $ 26.95
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Abstract
This paper is about the experiences and reactions of Malcolm X at various instances in his life. While Eliezer resigned and submitted to agony, Malcolm X rose to transform himself through a similar kind of struggle. Both suffered injustice. When Eliezer saw the Jews in misery and the immense amount of pain, he lost his belief in God after doubting much. But the misery encountered by Malcolm X only made him want to change and to make things real. Malcolm X became a strong believer in God.
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Motivating Learning in Reading and Math, 2002.
A detailed exploration of the literature on motivating learning and the construction of a revised independent learning program.
13,056 words (approx. 52.2 pages), 18 sources, APA, $ 248.95
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Abstract
This proposed Independent Learning Program (ILP) focuses on using constructivist methods to uncover the inherent motivation to learn of elementary school students. The emphasis is on devising units and lessons plans, which combine reading and math in ways that call forth the students' innate curiosity. The paper explores the literature available on motivating learning, with a focus on new constructivist philosophies and techniques. These are used to construct a revised curriculum plan for a brief unit combining work with both math and reading. From this plan, several sample lesson plans are more fully developed.
Table of Contents:
Abstract
Introduction
Problem Statement
Historical Context
Goals and Rationale
Population Addressed
Methodology
Review of the Literature
Motivating Learning
Constructivism Body
(Revised Curriculum)
Eight-Week Unit of Exploration in Math and Science
People to Study
Sample Lessons Plans
Conclusion
From the Paper
"Through this assessment process, the teacher may learn that students understand basically how numbers can be used in daily life - as with making change in stores - but do not really understand numbers as abstractions, or make connections with numbers and other aspects of life. They may express their belief that numbers are irrelevant in their concept maps, or that learning arithmetic has no relationship to their interests or their daily lives. This is the starting point for the design of the curriculum."
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Learning to Read, 2004.
This paper is a literature review discussing various methods of teaching reading.
4,950 words (approx. 19.8 pages), 23 sources, APA, $ 125.95
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Abstract
This paper explores whether multiple instructional strategies used to teach students via their own learning styles improve their reading comprehension levels significantly more than students who are taught using the traditional instructional strategies. The author points out that peer interaction is so important and so crucial, as well a very successful method in advancing reading skills in children, that it would seem that many teachers would be utilizing this method, but this is not the case. The paper relates that the engagement of teacher, who provides support for the activity, and the student, who is allowed independence and assertiveness, is a winning combination for learning to read.
From the Paper
"This study also speaks of ?focused language study? and how it can give students ?insights into how words are constructed at the macro and micro level?. Researchers have shown that children ?look for meaningful clusters of letters as they decode words and also think in terms of clusters as they spell.? ?So it makes sense to teach older students to attend to units of sound that are larger than phonemes but smaller than words.? The study further relates that there are important structures within words and sentences that are so ?subtle? that students may not understand or may miss but that the knowing of these important things is crucial in becoming a fluent reader."
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The Transformations Of Malcolm X, 2004.
This essay looks at the changes and transformations in the life of Malcolm X.
678 words (approx. 2.7 pages), 4 sources, MLA, $ 23.95
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Abstract
In this paper, the writer discusses the significant factors that influenced Malcolm Little to become Malcolm X. The writer then examines Malcolm X's transformation to El-Hajj Malik El-Shabazz. The writer offers biographical information in this article. The writer also discusses Malcolm X's conversion to the Black Muslim movement while in prison. The writer concludes by looking at his assassination.
From the Paper
"Behind every significant figure in world history is a series of events, persons and social institutions that dramatically shaped his or her conscience, convictions and beliefs. Perhaps the most influential factor in the life of a struggling oppressed young person is that of religion. Religion offers hope. It offers reason. It offers redemption. For Black Americans in the middle of the twentieth century the rising Islamic tradition in American known then as Black Muslims gave such hope to a generation of bitterly oppressed ... "
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"Malcolm X", 2005.
The paper discusses Spike Lee's representation of "Malcolm X," trying to determine the political message that this film attempts to communicate.
2,086 words (approx. 8.3 pages), 10 sources, MLA, $ 65.95
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Abstract
The author argues that, while Spike Lee's "Malcolm X" can be interpreted as an expression of African-Americans' desire to demonstrate that they powerfully stood up for their rights and demanded equal treatment, it cannot be considered an historical reference or source for the era, the rise of the Nation of Islam, or the emergence of Malcolm X as a nationalist symbol for black Americans. It explains that the film neither presents facts accurately nor comprehensively. In addition, it offers a mythical, not realistic, image of Malcolm X. The writer concludes that there is a need to establish certain standards of accuracy for historical films while accepting the director's right to creativity.
From the Paper
"American history, like the history of any other country, does not represent the viewpoint, experiences and struggles of the minority groups and lower classes. History is the history of the victors and the more powerful groups in a country. In "Revisioning History," Robert A Rosenstone quotes the Latin American historical filmmaker, Humberto Solas, as protesting against this saying, "because our history has been filtered through a bourgeoisie lens, we have been compelled to live with terrible distortions" (828). Most probably many African Americans would agree with Solas because American history has usually been presented as a white American history, both in films and textbooks. In "Subject to Countermemory," Maurice E. Stevens describes the way that American history has treated the black race as having "traditionally dehumanized or dehistoricized" them (278). American history, therefore, has not represented the African Americans and has written a mainly white history. However, the white American history has often been challenged by active African Americans who want to record the role that their people played in the nation's history and which, to some degree, helped shape the United States. One of these active African Americans is the filmmaker Spike Lee. In 1992 Spike Lee produced, helped write and directed the epic film "Malcolm X.""
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Rhetoric of Martin Luther King and Malcolm X, 2002.
Compares and contrasts love and violence in the rhetoric of Martin Luther King and Malcolm X.
2,150 words (approx. 8.6 pages), 2 sources, $ 80.95
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Abstract
This study will discover the implied audiences of Martin Luther King and Malcolm X, and seek to understand, in their speeches, whom exactly they were both trying to speak too. This implies an audience with conservative whites who may have been in mind when these great speakers sent out their message. By studying the approach of rhetoric in their speeches, we can quickly see why they depicted different, but similar messages in their speeches. The two speeches from both men are: "Letter from Birmingham Jail" by MLK, and "The Black Revolution." By Malcolm X. IN analyzing these means of communication, we can see the message pf fear that Malcolm X sent out to his audience, and the contrasting message of Love that Martin Luther King brought out to his white audience.
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Malcolm X, 2006.
A study on Malcolm X.
1,919 words (approx. 7.7 pages), 8 sources, APA, $ 61.95
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Abstract
This paper is a study on Malcolm X. It explores his personal history, explains how he became the official spokesperson for the Nation of Islam, examines his beliefs and brings to light how Malcolm X grew to be an internationally recognized political figure head in the fight for racial equality. The paper also examines the effects of Malcolm X's philosophies and actions on society today.
From the Paper
"In 1964 Malcolm X founded the OAAU. The OAAU represented the outcome of numerous discussions that Malcolm X had with militant revolutionary nationalists throughout the country. In the same year the Civil Rights Act of 1964 was passed. On February 28, 1963, President Kennedy sent Congress his long-awaited message on civil rights legislation. The need for legislative action was forthrightly stated: "The [black] baby born in America today . . . has about one-half as much chance of completing high school as a white baby born in the same place on the same day--one-third as much chance of completing college--one-third as much chance of becoming a professional man--twice as much chance of becoming unemployed-- . . . a life expectancy which is seven years less--and the prospects of earning only half as much.""
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Motivating Learning in Reading and Math, 2002.
Creating a revised curriculum using constructivist methods to create a classroom situation that is more motivating for young students. The specific focus is reading for young boys and math for young girls.
7,954 words (approx. 31.8 pages), 13 sources, MLA, $ 171.95
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Abstract
This in-depth and thorough study examines the problem that American students lag behind others in reading and maths skills. The study involves a detailed exploration of the literature on motivating learning, with a focus on new constructivist philosophies and techniques. These are used to construct a revised curriculum plan for a brief unit combining work with both math and reading. From this plan, two sample lesson plans were developed.
Abstract
Introduction
Historical Context
Goals and Rationale
Review of the Literature
Motivating Learning
Constructivism
Lay-out of Theme
People to Study
Problems
Lesson Plans
Conclusion
References
From the Paper
"In comparison with students in other parts of the world, students in the United States have lagged behind in some areas, including science, math, and languages. There are several problems associated with this, as well as with low test scores on standardized achievement tests. There are schools with inadequate funding and resources, failures in the teaching process, and lack of linkage between schools and communities. One other problem is the lack of interest on the part of students. This is the problem explored in this study. Pierce (1994) discussed this problem in regard to at-risk students. She noted that while the classroom is often a dull place for many students, for at-risk students, it can be profoundly alienating. This alienation is at least partly the result of out-of-school conditions which teachers cannot control. The alienation is reinforced if schools and classrooms focus on standardized testing and immediate learning outcomes, rather than on creating an environment in which students can thrive."
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Malcolm X, 2006.
A look at the life of African-American civil rights leader Malcolm X.
5,392 words (approx. 21.6 pages), 6 sources, MLA, $ 132.95
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Abstract
Malcolm X, born Malcolm Little, was only forty years old when he was assassinated at Harlem's Audubon Ballroom on February 21, 1965. This paper examines who was Malcolm X was and what took him from the ghetto mentality of Harlem to become a small time crook, to prison and then to rehabilitation and the voice of defiance against the white man's injustice.
From the Paper
"Malcolm's beginning years planted the seed of what he would become, and the rage he felt. "One of Malcolm's earliest memories was of fire and destruction. He would always remember 'being snatched awake one night with a lot of screaming going on because our house was on fire.' The fire was said to have been started by white supremacists in Omaha." (Diamond, p. 11) Malcolm's father, Earl Little, was a Baptist preacher with radical ideas, who followed the teachings of Marcus Garvey, a famed black nationalist. Whether the neighbors, who neither liked the Little family nor the father's beliefs, were involved in the arson fire is not known, but they were not sorry to see the family move. In fact, the Littles (Earl and Louise) had to move a number of times during Malcolm's early years."
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