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| discussion questions for letter from birmingham jail: Letter from Birmingham Jail MARTIN LUTHER KING JR., Martin Luther King, 2018 This landmark missive from one of the greatest activists in history calls for direct, non-violent resistance in the fight against racism, and reflects on the healing power of love. |
| discussion questions for letter from birmingham jail: Why We Can't Wait Dr. Martin Luther King, Jr., 2011-01-11 Dr. King’s best-selling account of the civil rights movement in Birmingham during the spring and summer of 1963 On April 16, 1963, as the violent events of the Birmingham campaign unfolded in the city’s streets, Dr. Martin Luther King, Jr., composed a letter from his prison cell in response to local religious leaders’ criticism of the campaign. The resulting piece of extraordinary protest writing, “Letter from Birmingham Jail,” was widely circulated and published in numerous periodicals. After the conclusion of the campaign and the March on Washington for Jobs and Freedom in 1963, King further developed the ideas introduced in the letter in Why We Can’t Wait, which tells the story of African American activism in the spring and summer of 1963. During this time, Birmingham, Alabama, was perhaps the most racially segregated city in the United States, but the campaign launched by King, Fred Shuttlesworth, and others demonstrated to the world the power of nonviolent direct action. Often applauded as King’s most incisive and eloquent book, Why We Can’t Wait recounts the Birmingham campaign in vivid detail, while underscoring why 1963 was such a crucial year for the civil rights movement. Disappointed by the slow pace of school desegregation and civil rights legislation, King observed that by 1963—during which the country celebrated the one-hundredth anniversary of the Emancipation Proclamation—Asia and Africa were “moving with jetlike speed toward gaining political independence but we still creep at a horse-and-buggy pace.” King examines the history of the civil rights struggle, noting tasks that future generations must accomplish to bring about full equality, and asserts that African Americans have already waited over three centuries for civil rights and that it is time to be proactive: “For years now, I have heard the word ‘Wait!’ It rings in the ear of every Negro with piercing familiarity. This ‘Wait’ has almost always meant ‘Never.’ We must come to see, with one of our distinguished jurists, that ‘justice too long delayed is justice denied.’” |
| discussion questions for letter from birmingham jail: Questioning Matters KOLAK, 1999-09 |
| discussion questions for letter from birmingham jail: Rhetorical Crossover Cedric Burrows, 2020-10-27 In music, crossover means that a song has moved beyond its original genre and audience into the general social consciousness. Rhetorical Crossover uses the same concept to theorize how the black rhetorical presence has moved in mainstream spaces in an era where African Americans were becoming more visible in white culture. Cedric Burrows argues that when black rhetoric moves into the dominant culture, white audiences appear welcoming to African Americans as long as they present an acceptable form of blackness for white tastes. The predominant culture has always constructed coded narratives on how the black rhetorical presence should appear and behave when in majority spaces. In response, African Americans developed their own narratives that revise and reinvent mainstream narratives while also reaffirming their humanity. Using an interdisciplinary model built from music, education, film, and social movement studies, Rhetorical Crossover details the dueling narratives about African Americans that percolate throughout the United States. |
| discussion questions for letter from birmingham jail: Critical Reading Across the Curriculum, Volume 1 Robert DiYanni, Anton Borst, 2017-05-01 Powerful strategies, tools, and techniques for educators teaching students critical reading skills in the humanities. Every educator understands the importance of teaching students how to read critically. Even the best teachers, however, find it challenging to translate their own learned critical reading practices into explicit strategies for their students. Critical Reading Across the Curriculum: Humanities, Volume 1 presents exceptional insight into what educators require to facilitate critical and creative thinking skills. Written by scholar-educators from across the humanities, each of the thirteen essays in this volume describes strategies educators have successfully executed to develop critical reading skills in students studying the humanities. These include ways to help students: focus actively re-read and reflect, to re-think, and re-consider understand the close relationship between reading and writing become cognizant of the critical importance of context in critical reading and of making contextual connections learn to ask the right questions in critical reading and reasoning appreciate reading as dialogue, debate, and engaged conversation In addition, teachers will find an abundance of innovative exercises and activities encouraging students to practice their critical reading skills. These can easily be adapted for and applied across many disciplines and course curricula in the humanities. The lifelong benefits of strong critical reading skills are undeniable. Students with properly developed critical reading skills are confident learners with an enriched understanding of the world around them. They advance academically and are prepared for college success. This book arms educators (librarians, high school teachers, university lecturers, and beyond) with the tools to teach a most paramount lesson. |
| discussion questions for letter from birmingham jail: Educating Democratic Citizens in Troubled Times Janet S. Bixby, Judith L. Pace, 2014-03-14 This book offers a groundbreaking examination of citizenship education programs that serve contemporary youth in schools and communities across the United States. These programs include social studies classes and curricula, school governance, and community-based education efforts. The book takes an interdisciplinary approach to exploring the experiences and perspectives of educators and youth involved in these civic education efforts. The contributors offer rich analyses of how mainstream and alternative programs are envisioned and enacted, and the most important factors that shape them. A variety of theoretical lenses and qualitative methodologies are used, including ethnography, focus group interviews, and content analyses of textbooks. |
| discussion questions for letter from birmingham jail: Making Language Matter Deborah J. Vause, Julie S. Amberg, 2013 A timely resource, this text will help prospective and practicing teachers develop lessons to meet the benchmarks enumerated in the Common Core State Standards for the English Language Arts: language, reading, speaking and listening, and writing. |
| discussion questions for letter from birmingham jail: English Language Arts, Grade 10 Module 2 PCG Education, 2015-12-14 Paths to College and Career Jossey-Bass and PCG Education are proud to bring the Paths to College and Career English Language Arts (ELA) curriculum and professional development resources for grades 6–12 to educators across the country. Originally developed for EngageNY and written with a focus on the shifts in instructional practice and student experiences the standards require, Paths to College and Career includes daily lesson plans, guiding questions, recommended texts, scaffolding strategies and other classroom resources. Paths to College and Career is a concrete and practical ELA instructional program that engages students with compelling and complex texts. At each grade level, Paths to College and Career delivers a yearlong curriculum that develops all students' ability to read closely and engage in text-based discussions, build evidence-based claims and arguments, conduct research and write from sources, and expand their academic vocabulary. Paths to College and Career's instructional resources address the needs of all learners, including students with disabilities, English language learners, and gifted and talented students. This enhanced curriculum provides teachers with freshly designed Teacher Guides that make the curriculum more accessible and flexible, a Teacher Resource Book for each module that includes all of the materials educators need to manage instruction, and Student Journals that give students learning tools for each module and a single place to organize and document their learning. As the creators of the Paths ELA curriculum for grades 6–12, PCG Education provides a professional learning program that ensures the success of the curriculum. The program includes: Nationally recognized professional development from an organization that has been immersed in the new standards since their inception. Blended learning experiences for teachers and leaders that enrich and extend the learning. A train-the-trainer program that builds capacity and provides resources and individual support for embedded leaders and coaches. Paths offers schools and districts a unique approach to ensuring college and career readiness for all students, providing state-of-the-art curriculum and state-of-the-art implementation. |
| discussion questions for letter from birmingham jail: Doing the Right Thing Bible Study Participant's Guide Charles W. Colson, Robert George, 2013-05-29 In this six-session small group Bible study (DVD/digital video sold separately), Doing the Right Thing, from Chuck Colson, Robert George, and an all-star panel examines how ethical and character issues relate to life at home, school, and the workplace. Doing the Right Thing explores the ethical and moral breakdown hitting culture from all sides. Through panel discussions, interviews, and live student questions it raises ethical issues in a non-condemning but challenging way, stimulating thought, discussion, and action. This Participant Guide encourages viewers to examine themselves and how ethical and character issues relate to their lives at home, school, and the workplace. As a result of this discussion and self-examination, participants will exhort each other and promote an ethic of virtue in their spheres of influence and in the culture at large. This examination of ethics consists of six sessions, each designed to last approximately one hour. Each session consists of thirty minutes of video and thirty minutes of discussion. Session topics include: How did we get into this mess? Is there truth, a moral law we all can know? If we know what is right, can we do it? What does it mean to be human? Ethics in the market place Ethics in public life Designed for use with the Doing the Right Thing Video Study (sold separately). |
| discussion questions for letter from birmingham jail: Uncommon Core Michael W. Smith, Deborah Appleman, Jeffrey D. Wilhelm, 2014-04-01 Let’s face it, weak rivets notwithstanding, the Titanic wouldn’t have sunk if the iceberg had been spotted in time. And let’s face it, the CCSS won’t be classroom-worthy unless practitioners chart our course. Depend on Michael Smith, Deborah Appleman, and Jeff Wilhelm to help you navigate through some potentially treacherous waters. Uncommon Core puts us on high-alert about some outright dangerous misunderstandings looming around so-called standards-aligned instruction, then shows us how to steer past them—all in service of meeting the real intent of the Common Core. Smith, Appleman, and Wilhelm counter with teaching suggestions that are true to the research and true to our students, including how: Reader-based approaches can complement text-based ones Prereading activities can help students meet the strategic and conceptual demands texts place on them Strategy instruction can result in a careful and critical analysis of individual texts while providing transferable understandings Inquiry units around essential questions can generate meaningful conversation and higher-order thinking about those texts Selection criteria that consider interpretive complexity can take us so much farther than those that consider textual complexity alone Given the number of strategies, lesson ideas, and activities in the book, Uncommon Core is really less about the standards and more about timeless, excellent teaching and how to use it like never before to meet the Core ideals. Let’s put instruction where it belongs: back in the hands of the experts. Finally! A book with more light than heat on the issue of standards and their implications for learning. --GRANT WIGGINS Coauthor of Understanding by Design |
| discussion questions for letter from birmingham jail: Reading Reconsidered Doug Lemov, Colleen Driggs, Erica Woolway, 2016-02-29 TEACH YOUR STUDENTS TO READ WITH PRECISION AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core' comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts. The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) Recommended book lists Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers. |
| discussion questions for letter from birmingham jail: Weep with Me Mark Vroegop, 2020-06-19 Today, racial wounds from three hundred years of slavery and a history of Jim Crow laws continue to impact the church in America. Martin Luther King Jr. captured this reality when he said: “The most segregated hour of Christian America is eleven o’clock on Sunday.” Equipped with the gospel, the evangelical church should be the catalyst for reconciliation, yet it continues to cultivate immense pain and division. Weep with Me by Mark Vroegop is a timely resource that presents lament as a bridge to racial reconciliation in the world today. In the Bible, lament is a prayer that leads to trust, which can be a starting point for the church to “weep with those who weep” (Rom. 12:15). As Vroegop writes: “Reconciliation in the church starts with tears and ends in trust.” |
| discussion questions for letter from birmingham jail: Philosophy Michael Boylan, 2018-04-17 Philosophy: An Innovative Introduction features a unique, engaging approach to introduce students to philosophy. It combines traditional readings and exercises with fictive narratives starring central figures in the history of the field from Plato to Martin Luther King, Jr. The book makes innovative use of compelling short stories from two writers who have prominently combined philosophy and fiction in their work. These narratives illuminate pivotal aspects of the carefully selected classic readings that follow. This gives students two ways to understand the philosophical positions: through indirect argument in fiction and through direct, deductive presentations. Study questions and writing exercises accompany each set of readings and help students grasp the material and create their own arguments. |
| discussion questions for letter from birmingham jail: Identifying, Describing, and Developing Teachers Who Are Gifted and Talented Van Sickle, Meta L., Swanson, Julie D., Bazler, Judith A., Lubniewski, Kathryn L., 2018-12-07 Much of the research about teachers focuses on “those who can’t/don’t/aren’t good” in the classroom. However, teachers who are gifted and talented exist, but there has been little attention to date on the characteristics and practices of such teachers in the classroom. While few, the examples of research on positive teacher attributes include work on the “expert,” “authentic,” and “creative,” as well as examples of research on eminent adults. Identifying, Describing, and Developing Teachers Who Are Gifted and Talented is an essential reference source that discusses behaviors and traits in teachers who are considered gifted and talented as well as case studies on the identification and preparation of teachers who fall into this category. Featuring research on topics such as creative innovation, emotional intelligence, and skill development, this book is ideally designed for educators, administrators, researchers, and academicians. |
| discussion questions for letter from birmingham jail: Engaging With History in the Classroom Janice I. Robbins, Carol L. Tieso, 2021-09-30 Engaging With History in the Classroom: The Civil Rights Movement is the fourth in a series of middle-grade U.S. history units that focus on what it means to be an American citizen, living in a democracy that expects as much from its citizens as it provides to them. In every lesson, students are asked to step into the world of the Civil Rights movement, to hear about and to see what was happening, to read the words of real people, and to imagine their hopes, dreams, and feelings. Students also learn to question the accounts left behind and to recognize different perspectives on events that marked significant changes in the legal definitions of civil rights. Resources for teachers include a running script that's useful as a model for guiding conceptualization as well as extensive teacher notes with practical suggestions for personalizing activities. Grades 6-8 |
| discussion questions for letter from birmingham jail: Reason, Faith, and Tradition Martin C. Albl, 2009 Is religious belief reasonable? Specifically, is the doctrine of the Catholic faith consistent with reason? Drawing on Catholic and Christian theological traditions, Martin Albl engages readers in theological thinking on various topics including the Trinity, Christology, ecclesiology, human nature, sin, salvation, revelation, and eschatology. Clear and focused, the text links traditional teaching with contemporary issues to show the relevance of faith to contemporary issues. A glossary, cross-referencing system, text and discussion questions, and footnotes with information about Internet resources provide more in-depth information. --Publisher description. |
| discussion questions for letter from birmingham jail: Brain-Compatible Learning for the Block R. Bruce Williams, Steven E. Dunn, 2007-12-14 The second edition provides detailed sample lesson plans and includes additional strategies for using extended time formats effectively. |
| discussion questions for letter from birmingham jail: Composing Social Identity in Written Language Donald L. Rubin, 2013-09-13 This volume constitutes a unique contribution to the literature on literacy and culture in several respects. It links together aspects of social variation that have not often been thus juxtaposed: ethnicity/nationality, gender, and participant role relations. The unifying theme of this collection of papers is that all of these factors are aspects of writers' identities -- identities which are simultaneously expressed and constructed in text. The topic of social identity and writing can be approached from a variety of scholarly avenues, including humanistic, critical, and historical perspectives. The papers in the present volume make reference to and contribute to such humanistic perspectives; however, this book lies squarely within the tradition of social science. It draws primarily upon the disciplines of linguistics, discourse analysis, anthropology, social and cognitive psychology, and education studies. The constituent topics of social identity, style, and writing themselves lie at the intersections of several related fields of scholarship. Writing remains of peak interest to educators from many fields, and is still a hot topic. The instructional ramifications of the particular issues addressed in this volume are of vital concern to educational systems adjusting to the realities of our multicultural society. This publication, therefore, should attract a substantial and diverse readership of scholars, educators, and policymakers affiliated with many fields including applied linguistics, composition and rhetoric, communication studies, dialect studies, discourse analysis, English composition, English/language arts education, ethnic studies, language behavior, literacy, sociolinguistics, stylistics, women's studies, and writing research and instruction. |
| discussion questions for letter from birmingham jail: Adolescent Literacies Kathleen A. Hinchman, Deborah A. Appleman, 2016-11-04 Showcasing cutting-edge findings on adolescent literacy teaching and learning, this unique handbook is grounded in the realities of students' daily lives. It highlights research methods and instructional approaches that capitalize on adolescents' interests, knowledge, and new literacies. Attention is given to how race, gender, language, and other dimensions of identity--along with curriculum and teaching methods--shape youths' literacy development and engagement. The volume explores innovative ways that educators are using a variety of multimodal texts, from textbooks to graphic novels and digital productions. It reviews a range of pedagogical approaches; key topics include collaborative inquiry, argumentation, close reading, and composition. |
| discussion questions for letter from birmingham jail: Building Bridges to Academic Writing George Eppley, Anita Dixon Eppley, 1997 Written in a clear, supportive style, Building Bridges to Academic Writing begins with an accessible overview of the academic disciplines, describes the differences between subjective and objective writing, and offers complete coverage of the writing process. The book then covers personal, opinion, and academic essays before providing separate chapters on reading and writing about literature, history, psychology, sociology, and science. The final section is a useful mini-handbook. |
| discussion questions for letter from birmingham jail: The researchED Guide to The Curriculum: An evidence-informed guide for teachers Clare Sealy, 2020-07-27 researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Clare Sealy explores how schools can get the most out of a rich curriculum, editing contributions from a wide range of writers. |
| discussion questions for letter from birmingham jail: Empowering Students Through Multilingual and Content Discourse Finley, Stacie Lynn, Correll, Pamela, Pearman, Cathy, Huffman, Stephanie, 2023-07-25 Empowering Students Through Multilingual and Content Discourse is a peer-reviewed research book that challenges the traditional monolingual classroom approach, where the teacher's voice dominates and only the dominant culture's language is considered the path to success. The book aims to empower students by creating classroom spaces where all voices are heard, valued, and empowered. It draws on research from scholars who study discourse and offers insights into how discourse can be used to promote language and literacy development, honor all students' voices, and empower them. This book also provides guidance on culturally and linguistically sustaining discourse practices and encourages educators to incorporate students' home languages and discourse practices in classroom instruction. It challenges educators to move away from centering White English and represent language more responsibly within the classroom. This research is a valuable resource for academic scholars and a useful tool for teachers looking to cultivate student-centered classroom practices. By encouraging discourse among students, educators can create a space where human life holds meaning, and students feel empowered to act and use their voices. |
| discussion questions for letter from birmingham jail: Notable Books, Notable Lessons Andrea S. Libresco, Jeannette Balantic, Mary Battenfeld, 2017-09-21 This book provides teachers, librarians, and education methods professors with strategies, lesson plans, and activities that enable them to use literature as a springboard to social studies thematic instruction. With the amount of time and resources allocated to teaching social studies being significantly reduced, social studies lessons need to be incorporated into other subjects. Notable Books, Notable Lessons: Putting Social Studies Back in the K–8 Curriculum offers the tools to teach students social studies concepts that are increasingly relevant and essential in today's diverse, globalized world—lessons that are vital in order to prepare students to think critically and participate in our multicultural democracy. Providing information that elementary and middle school teachers and librarians, district-level curriculum directors and principals, staff developers, and social studies and literacy methods professors will find extremely useful, this book uses the National Council for the Social Studies (NCSS)/Children's Book Council (CBC)'s current and past lists of Notable Books at the elementary and middle school levels to offer easy-to-follow lesson plans that integrate social studies instruction with reading and language arts. The lesson plans pose compelling questions to facilitate discussion and critical thinking and suggest engaging activities that are connected to the social studies concepts. The book also includes sample student handouts for the selected pieces of literature. |
| discussion questions for letter from birmingham jail: Editing Jesus Rick Lawrence, 2024-06-04 We need Jesus. The whole Jesus. The American church is in decline. Secularism is fast gaining traction in culture. Ministry leaders and Christians who love the church are rightly concerned about this momentum. We’re scrambling to find solutions. Longtime Christian journalist, researcher, and ministry leader Rick Lawrence believes that the driving force propelling the church into irrelevance is its propensity reduce Jesus. Deeply researched and comprehensively sourced, Editing Jesus, explores the 8 ways the Jesus of the contemporary church has been edited to fit the spirit of the age. Lawrence writes on: The Co-Mingling of Kingdoms The Marginalization of the Poor The Golden-Calfing of Materialism The Dismissing of the Supernatural The Siren-Song of Platforming The De-Prioritizing of Justice . . . and more This book is for every person who loves Jesus and His church—who longs to see the real Jesus worshiped and exalted. And it’s for every person who wonders how the wheels came off Western Christianity and harbors a hunger that goes unmet in the church. When we discover and return to the unedited Jesus, it’s impossible to remain unchanged. The church begins and ends with Jesus. The whole Jesus. |
| discussion questions for letter from birmingham jail: Leading from the Foundation Up David M. Cook, Shane W. Parker, 2023-02-01 If the fear of the Lord is “the beginning of wisdom,” then it must be the starting point for fruitful Christian leadership. David Cook and Shane Parker offer an accessible volume focused on Christian leadership philosophy and practice from the foundational viewpoint of the fear of the Lord. This unique approach will enable developing and seasoned leaders to grow in godliness for the sake of the gospel and the church. |
| discussion questions for letter from birmingham jail: Vatican II Anthony Ciorra, Anthony J. Ciorra, Michael W. Higgins, 2012 In April 2012, Sacred Heart University in Fairfield, Connecticut, and Paulist Press co-sponsored a conference celebrating Vatican II's Continuing agenda, focusing on the addresses given at Vatican II's conclusion that challenged the church to spread the council's message. Rather than critique the council documents, the conference explored creative ways in which the energy of the council can be marshaled in establishing the agenda and needs of the twenty-first century. Speakers included: Anthony Ciorra Massimo Faggioli R. Scott Appleby Diana Hayes Roberto Goizueta Michael Himes Sarah Heiman and Peter Denio Nancy Dallavalle John Haught Michael W. Higgins The umbrella theme for the conference was the watershed teaching of the council on the Universal Call to Holiness. Topics include: how the council has been interpreted over the last fifty years; its vision; messages to rulers, women, the poor and suffering, artists, young people, workers, and scientists; and finally, holiness for our world today. Book jacket. |
| discussion questions for letter from birmingham jail: The Civil Rights Movement John A. Kirk, 2020-04-03 A new civil rights reader that integrates the primary source approach with the latest historiographical trends Designed for use in a wide range of curricula, The Civil Rights Movement: A Documentary Reader presents an in-depth exploration of the multiple facets and layers of the movement, providing a wide range of primary sources, commentary, and perspectives. Focusing on documents, this volume offers students concise yet comprehensive analysis of the civil rights movement by covering both well-known and relatively unfamiliar texts. Through these, students will develop a sophisticated, nuanced understanding of the origins of the movement, its pivotal years during the 1950s and 1960s, and its legacy that extends to the present day. Part of the Uncovering the Past series on American history, this documentary reader enables students to critically engage with primary sources that highlight the important themes, issues, and figures of the movement. The text offers a unique dual approach to the subject, addressing the opinions and actions of the federal government and national civil rights organizations, as well as the views and struggles of civil rights activists at the local level. An engaging and thought-provoking introduction to the subject, this volume: Explores the civil rights movement and the African American experience within their wider political, economic, legal, social, and cultural contexts Renews and expands the primary source approach to the civil rights movement Incorporates the latest historiographical trends including the long civil rights movement and intersectional issues Offers authoritative commentary which places the material in appropriate context Presents clear, accessible writing and a coherent chronological framework Written by one of the leading experts in the field, The Civil Rights Movement: A Documentary Reader is an ideal resource for courses on the subject, as well as classes on race and ethnicity, the 1960s, African American history, the Black Power and economic justice movements, and many other related areas of study. |
| discussion questions for letter from birmingham jail: An Analysis of Henry David Thoraeu's Civil Disobedience Mano Toth, Jason Xidias, 2017-07-05 In Civil Disobedience, Henry David Thoreau looks at old issues in new ways, asking: is there ever a time when individuals should actively oppose their government and its justice system? After a thorough review of the evidence, Thoreau comes to the conclusion that opposition is legitimate whenever government actions or institutions are unacceptable to an individual’s conscience. What is particularly interesting is that Thoreau’s creative mind took him deeper into the argument, as he concluded that this legitimate opposition really wasn’t enough. In Thoreau’s opinion, anyone who believed something to be wrong had a duty to resist it actively. These ideas were completely at odds with the prevailing opinions of the day – that it was the duty of every citizen to support the state. Thoreau connected ideas and notions in a novel manner and went against the tide, generating new hypotheses so that people could see matters in a new light. It is a mark of the success of his creative thinking that his views are now considered mainstream, and that his arguments are still deployed in defence of the principle of civil disobedience. |
| discussion questions for letter from birmingham jail: What Does This Look Like in the Classroom?: Bridging the gap between research and practice Carl Hendrick, Robin Macpherson, 2017-09-26 Educators in the UK and around the world are uniting behind the need for the profession to have access to more high-quality research and evidence to do their job more effectively. But every year thousands of research papers are published, some of which contradict each other. How can busy teachers know which research is worth investing time in reading and understanding? And how easily is that academic research translated into excellent practice in the classroom In this thorough, enlightening and comprehensive book, Carl Hendrick and Robin Macpherson ask 18 of today's leading educational thinkers to distill the most up-to-date research into effective classroom practice in 10 of the most important areas of teaching.The result is a fascinating manual that will benefit every single teacher in every single school, in all four corners of the globe. |
| discussion questions for letter from birmingham jail: Africa , 2009 Use original documents and photographs as well as letters, maps, cartoons, and posters to help students explore the past. Primary sources provide unique insight into the lives of people in different time periods. |
| discussion questions for letter from birmingham jail: The Church: A Guide for the Perplexed Matt Jenson, David E. Wilhite, 2010-08-12 An upper-level introduction to the Christian doctrine of the Church. This book is a rigorous comprehensive introduction to the doctrine of the Church by taking the tack of walking readers through the internal logic of ecclesiology. Rather than simply offering a compendium of perspectives on each issue that arises, the authors seek to teach and model thinking theologically, with the grain of scripture and ecclesial reflection, about the Church. The chapters are peppered with two to three excurses per chapter which consider a particularly pertinent issue that arises from the doctrine's development (e.g. the move from Jesus to the Church, schism and the rise of denominations, sacramental mediation) or contemporary concerns (e.g. the question of other religions, contemporary ecumenical questions, the emerging church). While the overall tone and content of the book articulate and invite discussion on the problematics of ecclesiology, these excurses will provide ample opportunity to examine and (where appropriate) untangle ecclesiological knots. Continuum's Guides for the Perplexed are clear, concise and accessible introductions to thinkers, writers, and subjects that students and readers can find especially challenging - or indeed downright bewildering. Concentrating specifically on what it is that makes the subject difficult to grasp, these books explain and explore key themes and ideas, guiding the reader towards a thorough understanding of demanding material. |
| discussion questions for letter from birmingham jail: From Hip-Hop to Hyperlinks Joanna N. Paull, 2009-03-26 From Hip-Hop to Hyperlinks is a text designed to invigorate composition teachers’ classroom approaches for getting students to better understand American culture(s). The contributors share their strategies from their classrooms, including such exciting topics as food, comedy, music, technology, and photography. Readers may use this collection in a pragmatic way or as inspiration for developing and revising their current cultural curriculum. In general, these essays trace semester-long course structures to allow readers to see how one assignment leads into the next, often offering student writing samples along the way. There is not another collection out there quite like this one. Ideal for graduate students learning strategies for teaching, new teachers seeking some effective strategies or even seasoned professors looking for new teaching ideas, From Hip-Hop to Hyperlinks is an exciting addition to any composition instructor’s collection of teaching texts. |
| discussion questions for letter from birmingham jail: Resources in Education , 1996-05 |
| discussion questions for letter from birmingham jail: Readings in Political Philosophy Diane Jeske, Richard Fumerton, 2011-12-20 This anthology surveys important issues in Western political philosophy from Plato to the present day. Its aim is to show both the continuity and the development of political thought over time. Each unit begins with readings on the fundamental theoretical principles underlying political discourse. Theory is then connected to practice in readings on contemporary issues as well as court cases and other political documents. |
| discussion questions for letter from birmingham jail: I, Me, You, We Emily Mofield, Tamra Stambaugh, 2021-09-09 Winner of the 2016 NAGC Curriculum Studies Award In I, Me, You, We: Individuality Versus Conformity, students explore essential questions such as “How does our environment shape our identity? What are the consequences of conforming to a group? When does social conformity go too far?” This unit, developed by Vanderbilt University’s Programs for Talented Youth and aligned to the Common Core State Standards (CCSS), includes a major emphasis on rigorous evidence-based discourse through the study of common themes across rich, challenging nonfiction and fictional texts. The unit guides students to examine the fine line of individuality versus conformity through the related concepts of belongingness, community, civil disobedience, questioning the status quo, and self-reliance by engaging in creative activities, Socratic seminars, literary analyses, and debates. Lessons include close-readings with text-dependent questions, choice-based differentiated products, rubrics, formative assessments, and ELA tasks that require students to analyze texts for rhetorical features, literary elements, and themes through argument, explanatory, and prose-constructed writing. Ideal for pre-AP and honors courses, the unit features short stories from Kurt Vonnegut and Ray Bradbury, poetry from Emily Dickinson and Maya Angelou, art by M. C. Escher and Pablo Picasso, and primary source documents from Plato, Eleanor D. Roosevelt, William Bradford, Ralph Waldo Emerson, and Henry David Thoreau. Grades 6-8 |
| discussion questions for letter from birmingham jail: Brain compatible learning for the block R. Bruce Williams, 2000 |
| discussion questions for letter from birmingham jail: An Introduction to Social and Political Philosophy Richard Schmitt, 2009-06-16 Social and political philosophy, unlike other fields and disciplines, involves conflict, disagreement, deliberation, and action. This text takes a new approach and understands philosophy not so much as a story of great thinkers or as a collection of philosophical positions but as a series of debates and disagreements in which students must participate. Adopting what may be called an 'active learning' method, Richard Schmitt, who has long taught social and political philosophy in the Ivy Leagues as well at state colleges, presents a range of problems and debates which engage the core question of freedom. Too often, students are bewildered, and then bored, by highly abstract philosophical questions because they are unable to connect those abstract issues to their own life experiences. |
| discussion questions for letter from birmingham jail: The Impossible Will Take a Little While Paul Rogat Loeb, 2014-04-29 More relevant than ever, this seminal collection of essays encourages us to believe in the power of ordinary citizens to change the world In today's turbulent world it's hard not to feel like we're going backwards; after decades of striving, justice and equality still seem like far off goals. What keeps us going when times get tough? How have the leaders and unsung heroes of world-changing political movements persevered in the face of cynicism, fear, and seemingly overwhelming odds? In The Impossible Will Take a Little While, they answer these questions in their own words, creating a conversation among some of the most visionary and eloquent voices of our times. Today, more than ever, we need their words and their wisdom. In this revised edition, Paul Rogat Loeb has comprehensively updated this classic work on what it's like to go up against Goliath -- whether South African apartheid, Mississippi segregation, Middle East dictatorships, or the corporations driving global climate change. Without sugarcoating the obstacles, these stories inspire hope to keep moving forward. Think of this book as a conversation among some of the most visionary and eloquent voices of our times -- or any time: Contributors include Maya Angelou, Diane Ackerman, Marian Wright Edelman, Wael Ghonim, Váav Havel, Paul Hawken, Seamus Heaney, Jonathan Kozol, Tony Kushner, Audre Lorde, Nelson Mandela, Bill McKibben, Bill Moyers, Pablo Neruda, Mary Pipher, Arundhati Roy, Dan Savage, Desmond Tutu, Alice Walker, Cornel West, Terry Tempest Williams, and Howard Zinn. |
| discussion questions for letter from birmingham jail: African Diaspora Literacy Saudah Collins, George Johnson, 2018-11-28 This book presents accounts of African diaspora literacy in action in school settings. Focusing specifically on the language, history, politics, economics, and cultural traditions of people in the African diaspora, the authors illuminate critical information missing from schools, teacher education, and English curricula. |
| discussion questions for letter from birmingham jail: Perspectives of Power Emily Mofield, Tamra Stambaugh, 2021-09-09 Winner of the 2015 NAGC Curriculum Studies Award Perspectives of Power explores the nature of power in literature, historical documents, poetry, and art. Lessons include a major focus on rigorous evidence-based discourse through the study of common themes and content-rich, challenging nonfiction and fictional texts. This unit, developed by Vanderbilt University's Programs for Talented Youth and aligned to the Common Core State Standards (CCSS), guides students to explore the power of oppression; the power of the past, present, and future; and the power of personal response by engaging in simulations, skits, creative projects, literary analyses, Socratic seminars, and debates. Texts illuminate content extensions that interest many high-ability students including bystander effect, social class structure, game theory, the use and abuse of technology, cultural conflict, the butterfly effect, women's suffrage, and surrealism as each relates to power. Lessons include close readings with text-dependent questions, choice-based differentiated products, rubrics, formative assessments, and ELA writing tasks that require students to analyze texts for rhetorical features, literary elements, and themes through argument, explanatory, and/or prose-constructed writing. Ideal for pre-AP and honors courses, the unit features texts from Emily Dickinson, William B. Yeats, and Charles Perrault; art from Moyo Okediji and Salvador Dali; and speeches by Elie Wiesel, Susan B. Anthony, and John F. Kennedy. As a result from the learning in the unit, students will be able to examine powerful influences in their own lives and identify their own power in personal responsibility. Grades 6-8 |
When should I use "a discussion of" vs. "a discussion on" vs. "a ...
A discussion about a topic — this implies that the discussion was just a conversation, really, and it might not have stayed strictly on-topic. A discussion of a topic — this brings to mind a true …
Conversation Questions for the ESL/EFL Classroom (I-TESL-J)
Interesting questions for discussions in Engish lessons. A Project of The Internet TESL Journal If this is your first time here, then read the Teacher's Guide to Using These Pages
ESL Conversation Questions - What if...? (I-TESL-J)
A list of questions you can use to generate conversations in the ESL/EFL classroom.
meaning - Is "discuss about" grammatically incorrect? - English ...
Jan 19, 2014 · If to write or to say ". . . discuss the . . . " as your friend suggests is uncomfortable for you i.e. it doesn't roll off the tongue as if something is missing, you might want to use the …
ESL Conversation Questions - Food & Eating (I-TESL-J)
Food & Eating A Part of Conversation Questions for the ESL Classroom.. Related: Restaurants, Fruits and Vegetables, Vegetarian, Diets, Tipping
ESL Conversation Questions - Meeting People (I-TESL-J)
A list of questions you can use to generate conversations in the ESL/EFL classroom.
Country and Nationality Words- Discussion Questions
Country and nationality word practice discussion questions Choose any questions you like from below and ask them to each other. If you want to know more about your partner’s answer, feel …
UsingEnglish.com ESL Forum
Oct 29, 2024 · Free English language forums and chat for EFL / ESL students and teachers with discussions covering issues such as grammar, exams, qualifications, academic/business …
"Centered on" or "centered around" - English Language & Usage …
Usage Discussion of center. The intransitive verb center is most commonly used with the prepositions in, on, at, and around. At appears to be favored in mathematical contexts; the …
ESL Conversation Questions - Culture (I-TESL-J)
Culture A Part of Conversation Questions for the ESL Classroom.. What are some things that define a culture? For example, music, language,
When should I use "a discussion of" vs. "a discussion on" vs. "a ...
A discussion about a topic — this implies that the discussion was just a conversation, really, and it might not have stayed strictly on …
Conversation Questions for the ESL/EFL Classroom (I-TESL-J)
Interesting questions for discussions in Engish lessons. A Project of The Internet TESL Journal If this is your first time here, then …
ESL Conversation Questions - What if...? (I-TESL-J)
A list of questions you can use to generate conversations in the ESL/EFL classroom.
meaning - Is "discuss about" grammatically incorrect? - English ...
Jan 19, 2014 · If to write or to say ". . . discuss the . . . " as your friend suggests is uncomfortable for you i.e. it doesn't roll …
ESL Conversation Questions - Food & Eating (I-TESL-J)
Food & Eating A Part of Conversation Questions for the ESL Classroom.. Related: Restaurants, Fruits and Vegetables, …
