Fluent Essays

SEE ATTACHMENT(S) FOR MORE  REQUIREMENT **MUST MAKE EXACT SCRIPTED NOTES FOR WHAT TO SAY FOR THE POWERPOINT VOICE OVER Required Resources Read/review the following resources for this activity: Link (website): Narrated PowerPoint Tutorial  Minimum of 8 scholarly resources (These are from the Week 4 Annotated Bibliography. Conduct additional research as needed.) Introduction For this project, select a person  whom you believe had significant influence (positive or negative) on a  movement for social, economic, and/or political change in the 20th and  21st centuries. Explore and address the following in your project: Summarize the persons ideas. How did the ideas or changes affect the establishment and status quo? What was the context in which this person proposed ideas/change? How did the government or the people respond to the ideas/change? What sort of following or support did he/she have? How have the ideas/actions of the person influenced contemporary cultures and ideas? For the final presentation, make sure to go beyond the surface  information and go into depth about the person you are researching. Here is a brief breakdown of the project so that you can plan your time in the course:      Week Task  Week 3: Topic Selection  Week 5: Annotated Bibliography Week 6: Script Week 8: Presentation Instructions The final step in the course project is to develop the presentation with audio narration. You may use PowerPoint or another method (mp4 file) approved by your instructor. Deliver the presentation in a professional and engaging manner. Include parenthetical in-text citations support observations made in  the presentation. Make sure to read the citations when recording your  narration. Do not read the references slide. Presentation Requirements  Length: 4-6 minutes narrated presentation  Slide length: 5-8 slides (not including title slide, conclusion slide, or references slide) Title slide Conclusion slide References slide (minimum of 8 scholarly sources cited in APA format; not narrated) Required Resources Read/review the following resources for this activity: · Link (website):  Narrated PowerPoint Tutorial    · Minimum of 8 scholarly resources (These are from the Week 4 Annotated Bibliography. Conduct additional research as needed.) Introduction For this project, select a person whom you believe had significant influence (positive or negative) on a movement for social, economic, and/or political change in the 20th and 21st centuries. Explore and address the following in your project: · Summarize the persons ideas. · How did the ideas or changes affect the establishment and status quo? · What was the context in which this person proposed ideas/change? · How did the government or the people respond to the ideas/change? · What sort of following or support did he/she have? · How have the ideas/actions of the person influenced contemporary cultures and ideas? For the final presentation, make sure to go beyond the surface information and go into depth about the person you are researching. Here is a brief breakdown of the project so that you can plan your time in the course: Week Task Week 3 Topic Selection Week 5 Annotated Bibliography Week 6 Script Week 8 Presentation Instructions The final step in the course project is to develop the presentation with audio narration. · You may use PowerPoint or another method (mp4 file) approved by your instructor. · Deliver the presentation in a professional and engaging manner. · Include parenthetical in-text citations support observations made in the presentation. Make sure to read the citations when recording your narration. Do not read the references slide. Presentation Requirements · Length: 4-6 minutes narrated presentation  · Slide length: 5-8 slides (not including title slide, conclusion slide, or references slide) · Title slide · Conclusion slide · References slide (minimum of 8 scholarly sources cited in APA format; not narrated) Grading The activity is will be graded using the W8 Course Project Grading Rubric. Course Outcomes (CO): 2, 3, 5, 8 Due Date: By 11:59 p.m. MT on Saturday Rubric Week 8 Course Project Grading Rubric Week 8 Course Project Grading Rubric Criteria Ratings Pts This criterion is linked to a Learning Outcome Length 5 pts Meets length requirement 0 pts Does not meet length requirement 5 pts This criterion is linked to a Learning Outcome Content 10 pts Submission addresses all aspects of the assignment. 8.5 pts Submission addresses most aspects of the assignment. 7.5 pts Submission addresses some aspects of the assignment. 6 pts Submission addresses few aspects of the assignment. 0 pts No effort 10 pts This criterion is linked to a Learning Outcome Analysis 60 pts The central idea is developed and expanded with depth of critical thought. 51 pts The central idea is discernible and developed. 45 pts The central idea needs more development with points tying back to the thesis. 36 pts The central idea is not developed, and the analysis lacks critical thought. 0 pts No effort 60 pts This criterion is linked to a Learning Outcome Source Integration 10 pts Presentation includes references to 8 or more scholarly sources and properly integrates the sources. 8.5 pts Presentation includes reference to 7 scholarly sources. 7.5 pts Presentation includes reference to 6 scholarly sources. 6 pts Presentation includes reference to 5 scholarly sources. 0 pts Presentation includes reference to fewer than 5 scholarly sources. 10 pts This criterion is linked to a Learning Outcome Organization 15 pts The sequence and presentation of information is logical and interesting. 12.75 pts The sequence of information is logical. 11.25 pts The narration jumps around, and/or topics are presented in a somewhat disorganized manner. 9 pts There is no clear sequence of information. 0 pts No effort 15 pts This criterion is linked to a Learning Outcome Delivery/Narration 15 pts Presentation displays smooth delivery and excellent timing of narrative elements. 12.75 pts Presentation displays fairly smooth delivery and timing of narrative elements, but some fine-tuning is needed. Issues do not detract from understanding the concepts being presented. 11.25 pts Presentation has some issues with delivery and timing of narrative elements that detract somewhat from understanding the concepts being presented. 9 pts Presentation has several issues with delivery and timing of narrative elements that detract significantly from understanding the concepts being presented. 0 pts No effort 15 pts This criterion is linked to a Learning Outcome Writing: Mechanics & Usage 5 pts The writing is free of major errors in grammar, spelling, and punctuation that would detract from a clear reading of the presentation. 4.25 pts The writing contains a few major errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the presentation. 3.75 pts The writing contains some major errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the presentation. 3 pts The writing contains several major errors in grammar, spelling, and punctuation that impede a clear reading of the presentation. 0 pts No effort 5 pts This criterion is linked to a Learning Outcome APA Resource Citation 5 pts Paper is properly formatted in APA style throughout (i.e. title page, spacing, font, in-text citations and references). 4 pts Paper is mostly properly formatted in APA style (i.e. title page, spacing, font, in-text citations and references). 3 pts Paper is somewhat properly formatted in APA style (i.e. title page, spacing, font, in-text citations and references). 2 pts Paper is improperly formatted in APA style throughout. 0 pts No effort 5 pts Total Points: 125 1 3 Martin Luther King Jr Jasmine Branch Chamberlain University College of Nursing HIST410N Traci Sumner 25 July 2021 Martin Luther King, Jr. In the following paper Martin Luther King, Jr. will be the topic of discussion for he was a positive influential leader in the 20th century who fought through peaceful protests to raise awareness of racism, to end racial discrimination and segregation, for civil right and social justice for all people regardless of their race. Overview of the Issue Three aspects of the issue that are likely to develop within this presentation are: racial equality, civil rights, and income inequality. Racial equality was nonexistent in the time of Martin Luther King, Jr. and the 20th century. However, Martin Luther King, Jr. made it a point to bring awareness to the injustices of all other races that weren’t Caucasian. King used his fight for racial equality to gain social justice for all, especially African Americans who were discriminated against during this time. Civil rights is another aspects because African Americans at the time did not have the same rights as other races. This was espscially present in the realms of voting. Civil rights guarantees equal social opportunity and protection under the law regardless of race, religion, or other personal characterics, and during the 20th century Martin Luther King, Jr. did ample advocationg for the civil rights of African Americans. Lastly, income inequality is another aspect that is likely to develop within this presentation. Income inequality was a huge aspect that left African Americans and all poor persons behind financially. Martin Luther King, Jr. fought to put an end to this issue and demanded the right to gainful employment for all. Quotes from King’s famous “I Have a Dream” speech will show the dreams he had for the future regarding income equality. References Silver, C. (2021). The Economic Message Behind Martin Luther King Jr’s “Dream” Speech https://www.investopedia.com/the-economics-of-martin-luther-kings-dream-speech-4584390 Wikipedia contributors. (2021, July 20). Martin Luther King Jr.. In Wikipedia, The Free Encyclopedia. Retrieved 20:13, July 23, 2021, from https://en.wikipedia.org/w/index.php?title=Martin_Luther_King_Jr.&oldid=1034544444 1 Annotated Bibliography Jasmine Branch Chamberlain University College of Nursing HIST410N Traci Sumner 06 August 2021 Bibliography Livingston, A. (2020). Power for the Powerless: Martin Luther King, Jr.’s Late Theory of Civil Disobedience. The Journal of Politics, 82(2), 700-713. https://doi.org/10.1086/706982 The documents author Alexander Livingston is an associate professor at Cornell University under the Department of Government. Through his position, he has researched democratic theories, social movements, and political violence. Regardless, through his publication, he assesses Martin Luther King’s “Letter from a Birmingham Jail.” He identifies the civil activist’s involvement in the liberal idealization of civil disobedience and how it developed in response to the white backlash against black power in the mid to late 1960s. The article further assesses how civil disobedience was challenging to manage without the possibility of undercutting the transformative integration of black communities in an equal and unified America. Overall, the article was intended to demonstrate the challenges Martin Luther experienced within his movement and the pressures from the government and white majority. From a personal perspective, Martin Luther King was able to impose change without violence through the violent attacks that were part of the civil protests. Moreover, civil disobedience is a complex yet practical approach to enforcing the public demand for change. Rogers, L., Moffitt, U., & Foo, C. (2021). “Martin Luther King Fixed It”: Children Making Sense of Racial Identity in a Colorblind Society. Child Development. https://doi.org/10.1111/cdev.13628 The researchers are accredited faculty members from Northwestern University under the Department of Psychology. According to the authors, the US is racially diverse, and currently, colorblindness and racial coexistence are not commonly practiced. However, according to the statistics they present, approximately all minority race children experience a form of racism by 12. The information is critical as the statistics worsen when addressed from an ethnic or race perspective. Nevertheless, the researchers affirm that racism is still a major social problem; Martin Luther King contributed to children’s education. Through his activism, he was able to bring historical crimes to the public contributing to the country’s historical education. In other words, the publication targets the government, public, and other educational institutions identifying that through Martin Luther’s activism. He demonstrated the notion that race is an unnecessary social divide. He promoted unity among all races resulting in a unified country. The information is relevant, indicating that Martin Luther’s actions had immense social impacts. Allen, A., & Leach, C. (2018). The Psychology of Martin Luther King Jr.’s “Creative Maladjustment” at Societal Injustice and Oppression. Journal Of Social Issues, 74(2), 317-336. https://doi.org/10.1111/josi.12271 The researchers of the article are accredited members of the University of Connecticut’s Department of Psychology. Through their work, they demonstrated that though Martin Luther King was unable to witness his impact, he significantly contributed to creatively misadjusted the terrible realities of social injustice. In other words, the activist exploited maladjustment to repurpose the ethical point of social integrity and unity. By focusing on the approach, the researchers state that he intended to influence his audience of minority and majority races on the value of unity. Through the 1963 speech commonly known for his phrase, “I have a dream,….” Martin Luther focused on the need for the public to alter their psychological perception of society. The authors demonstrate Luther’s psychological ideologies and strategies for positively impacting the public and leading society towards a more socially just country. From a personal perspective, the notion of exploitation of cognitive-behavioral assessment by Martin Luther in helping people become aware of the social injustices was effective as its eventual result was the Civil Rights Act. Naser, M., Katea, H., & Hammadi, M. (2020). Martin Luther King Jrs Delivery Style in Political Context: A Critical Discourse Analysis. International Journal Of Early Childhood Special Education, 12(2), p77-87. Retrieved 6 August 2021, from https://web.b.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=13085581&AN=147983679&h=7yneEZ\%2fDo1UUdghEAoI0BhwDJSLu0rPAucAf96jHW3ZoFkTeK13Z02Vtwni8caAOf0XcPRamn6Bl\%2f9ubGa7Fdg\%3d\%3d&crl=c&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx\%3fdirect\%3dtrue\%26profile\%3dehost\%26scope\%3dsite\%26authtype\%3dcrawler\%26jrnl\%3d13085581\%26AN\%3d147983679 . The authors of the article are faculty members from Lancaster University, and in their research, they assess the delivery of Martin Luther’s speeches and their impact on the public. The researchers investigated the paralinguistic factors, for example, the pitch, pace, and pausing patterns. The objective was to demonstrate that though he was an activist with a message, his approach employed psychological and emotional conditioning. The outcome was impactful speeches that had a definite impact on the public concerning the white community. As a leader supporting social reform, Martin Luther had to appeal to the public, and through his speech delivery, the emotion of black oppression was comprehended. Unlike other resources that will be exploited, this was selected for numerous reasons; among them is the leadership traits demonstrated. Martin Luther placed the needs of the many over his safety against white supremacists and the oppressive government. His leadership allowed numerous social organizations to rise in the 21st century, assuming his speech delivery of a racially united nation. Nimtz, A. (2016). Violence and/or Nonviolence in the Success of the Civil Rights Movement: The Malcolm X–Martin Luther King, Jr. Nexus. New Political Science, 38(1), 1-22. https://doi.org/10.1080/07393148.2015.1125116 August H. Nimtz is a faculty member of the University of Minnesota under the Department of Political Science and African American and African studies. In the publication, he assesses the different approaches assumed by the famous social activists of the mid-20th century, Malcolm X and Martin Luther. Both activists had different techniques on how to implore the government for equal rights as Americans. The target of the publication is students partaking in political science. Nevertheless, by focusing on Martin Luther, he advocated for peaceful approaches to civil disobedience. According to the author, Martin Luther viewed violence for social change as both immoral and impractical. According to the assessments made by the author of Martin Luther, the use of violence never brings about lasting peace; rather, it is an intimidation tactic that has temporary effects. From a personal perspective, the author’s assessment is valid; violence was not the approach to solving social problems; rather, it creates more issues, making it impractical. Kearl, M. (2018). WWMLKD?: Coopting the Rhetorical Legacy of Martin Luther King, Jr. and the Civil Rights Movement. Journal Of Contemporary Rhetoric, 8(3), 184-199. Retrieved 6 August 2021, from http://contemporaryrhetoric.com/wp-content/uploads/2018/06/Kearl8_3_5.pdf. The author of the article is an activist who supports the struggles and objectives of Martin Luther in her fight against abortion. According to the author, since 2016, the country has experienced a wide resurgence of previously assumed docile organizations such as neo-Nazis. She states that Martin Luther’s dream of a united and equally treated America where the race was not a defining factor. However, with the current reappearance of racial organizations supporting white supremacy, she wonders what caused the sudden change. Though political influence has contributed to the problem, other social issues such as police brutality and discrimination against minority races have fanned the case resulting in the current divide. Overall, according to the author, America fails to accept its historical past and assumes that ignoring it and focusing on the present can solve the problem. From a personal perspective, learning from past events can allow for a more productive and united future. Verney, K. (2017). The Debate on Black Civil Rights in America. Manchester University Press. The publications author is a professor in American History and the Dean in the Faculty of Arts at Edge Hill University. In the book, he identifies that before Martin Luther supported the Civil Rights Movement, he faced numerous ethical challenges. The notion is brought about by the fact that he was a pastor seeking political and social change. He addressed the people on the value of unity publicizing the fact that American is a cultural melting pot. From a personal perspective, Martin Luther was able to employ religion in unifying the American people. The result of his actions is demonstrated in the legal regulations and support for change today, more than five decades after his death. Holmes, D., & Miller, K. (2017). Where the Sacred and Secular Harmonize. Cascade Books. The authors are faculty members in the Humanities division of Pepperdine University; in their publication, they identified Martin Luther and the Civil Rights Movement as among the most ambitious attempts to reconcile the democratic principles of society. As a speaker, he epitomized the need for change in morals, politics, and social issues on race and equality. The authors address the value of Martin Luther in detail, assessing his political and social influence. From a personal perspective, Martin Luther was a leader of significant effect, taking advantage of a crisis to unite a country. References Allen, A., & Leach, C. (2018). The Psychology of Martin Luther King Jr.’s “Creative Maladjustment” at Societal Injustice and Oppression. Journal Of Social Issues, 74(2), 317-336. https://doi.org/10.1111/josi.12271 Holmes, D., & Miller, K. (2017). Where the Sacred and Secular Harmonize. Cascade Books. Kearl, M. (2018). WWMLKD?: Coopting the Rhetorical Legacy of Martin Luther King, Jr. and the Civil Rights Movement. Journal Of Contemporary Rhetoric, 8(3), 184-199. Retrieved 6 August 2021, from http://contemporaryrhetoric.com/wp-content/uploads/2018/06/Kearl8_3_5.pdfhttp://contemporaryrhetoric.com/wp-content/uploads/2018/06/Kearl8_3_5.pdf. Livingston, A. (2020). Power for the Powerless: Martin Luther King, Jr.’s Late Theory of Civil Disobedience. The Journal Of Politics, 82(2), 700-713. https://doi.org/10.1086/706982 Naser, M., Katea, H., & Hammadi, M. (2020). Martin Luther King Jrs Delivery Style in Political Context: A Critical Discourse Analysis. International Journal Of Early Childhood Special Education, 12(2), p77-87. Retrieved 6 August 2021, from https://web.b.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=13085581&AN=147983679&h=7yneEZ\%2fDo1UUdghEAoI0BhwDJSLu0rPAucAf96jHW3ZoFkTeK13Z02Vtwni8caAOf0XcPRamn6Bl\%2f9ubGa7Fdg\%3d\%3d&crl=c&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx\%3fdirect\%3dtrue\%26profile\%3dehost\%26scope\%3dsite\%26authtype\%3dcrawler\%26jrnl\%3d13085581\%26AN\%3d147983679. Nimtz, A. (2016). Violence and/or Nonviolence in the Success of the Civil Rights Movement: The Malcolm X–Martin Luther King, Jr. Nexus. New Political Science, 38(1), 1-22. https://doi.org/10.1080/07393148.2015.1125116 Rogers, L., Moffitt, U., & Foo, C. (2021). “Martin Luther King Fixed It”: Children Making Sense of Racial Identity in a Colorblind Society. Child Development. https://doi.org/10.1111/cdev.13628 Verney, K. (2020). The Debate on Black Civil Rights in America. Manchester Hive. Running Head: PRESENTATION SCRIPT 1 PRESENTATION SCRIPT 2 Presentation Script Jasmine Branch Chamberlain University College of Nursing HIST410N Professor Traci Sumner 12 August 2021 WEEK 6 COURSE PROJECT: PRESENTATION SCRIPT Discrimination and racial segregation are preexisting conditions that continue to affect the minority groups significantly even after the Supreme Court overturned the “separate but equal doctrine.” Racial segregation has a very long history. During the 19th and the 20th century, racial, political, social, and economic inequalities were very prevalent. This prompted various black American leaders to rise and address the prevalence of black Americans discrimination. Dr. Martin Luther King Jr was among these leaders who possessed analogous desires and aimed to uplift black Americans lives (Schindler, 2019). Luther King Jr was the disputed leader when it came to the diplomatic rights movements and fighting for the rights of the black Americans and the other minority groups (Nimtz, 2016). He loved and hated in equal measures during this period. He created a paradigm shift within the western culture, thereby having an individual contribution and a unique influence in the western culture. Martin Luther was a very instrumental individual who formed the Protestant Reformation Movement (Levin, 2015). This movement had a very strong impact on western culture by encouraging the need for cultural freedoms. The coming of Martin Luther was like the sound of a distant canon whose reports indicated an approaching army; the preaching of Tezel was his call of war. According to Luther, “as long as forgiveness of sins depended on the papal pardon, there was no hope in the world, and the gospel was lost”. His message of change was non-violent, which made him increase the number of movements and, at the same time, gave these movements moral strength. Martin Luther movements were capable of achieving success through nonviolence measures and equality. Martin Luther helped the Americans to start challenging the post-slavery issues. He became very interested in reminding the Americans regarding abolishing slavery by heartening people to match towards the path of abolishing the segregation of the African American in the United States (Rogers, Moffitt, & Foo, 2021) American history has powerfully being fashioned by race and racial inequality right from its beginning. This is especially true because the United States of America has a racially and diverse population. Among the minority groups, African Americans have been on the receiving end of racial discrimination much more than any other racial group. This inequality and discrimination gave birth to these civil rights movements to fight for equality, and legal rights against racial segregation and discrimination. The movement started protesting against racism, in which African Americans were being traumatized because of the color of their skin. The organization was fighting for equal rights of black people as it was believed that every civil right was passed for white people. Luther used his great oratory skills and impact on attaining his legacy. Martin Luther King junior’s words were transcendent in their message and were based on linguistic elegance. His success as an orator and his capability of moving the crowd made it easier for him to be able to communicate his message easily to his audience. His use of the persuasive style of writing in his pieces became one of his potent tools to persuade the people to see sense in what he was advocating for. He would, for instance, use parallelism to draw attention to a certain statement through repetition. A good example is in the “letter from a Birmingham Jail,” where he used references from the bible and modern philosophy in driving his point to the audience. He says in one of the lines, “Isnt this like condemning Jesus because his unique God-consciousness and never-ceasing devotion to Gods will precipitated the evil act of crucifixion?” (Livingston, 2020). He used this style of writing to stimulate the emotions of people and relate to them how they had lost their rights. He used words that called for action and not words that only criticized. This made him become very s inspirational and sat well with the audience (King Jr, 1963). This illustrates his emphasis on peaceful protests. Despite Martin Luther being arrested two times, he did not use violence and did not show aggressiveness during the protests. He believed in a diplomatic approach through training his supporters in the use of Gandhian principles. Martin Luther’s hard work was aimed at achieving equal rights for the African Americans but also to help in improving their lives and their livelihoods. This was because the economic policies seemed to favor the white people and the African Americans were segregated during this period. They were at the bottom of the economic scale. Therefore, he would arrange financial boycotts that would target corporations against African Americans and other races employment. Before he was assassinated, he had started moving in the entire country, where he promoted racial coalitions to put pressure on the congress to help distribute funds from the Vietnam War that would help meet the needs of the people (Allen, & Leach, 2018). He was also focused on pushing for the end of the wars that American was engaging in. he indicated that these wars were the enemy of the poor people because they required huge finances in funding the war. Yet, a lot of people were languishing in poverty. Many of the struggles that Martin Luther King Junior was fighting to try and resolve are not resolved even today. For instance, this has not yet been achieved up to date by all Americans when it comes to equality. The minority groups are still discriminated against. Discrimination is one of the most horrible experiences that an individual can endure. Racial disparities in street crimes are exaggerated by racial biases in the criminal justice system. Racial segregation and concentrated disadvantage play a significant role in explaining the differences in crime rates in racialized spaces. Although the fair Housing act was passed to bar housing discrimination, discrimination policies are still prevalent. This clearly shows that African Americans can trace their disadvantages to a historical discrimination extended to today. Discrimination in education is also very prevalent in the United States. In summation, it is easier to see that the minority and especially the black Americans have been struggling with getting an education, explaining why there is a very big gap between them and the whites. Institutions were segregated where there were schools that the blacks could not attend. Similar things happen even today, which further widens the gap between the minority and the majority. References Allen, A. M., & Leach, C. W. (2018). The psychology of Martin Luther King Jr.’s “creative maladjustment” at societal injustice and oppression. Journal of Social Issues, 74(2), 317-336. retrieved from: https://criticalracedigitalstudies.com/wp-content/uploads/2019/03/AllenLeach2018-MLKs-creative-maladjustment-at-oppression.pdf King Jr, D. M. L. (1963). ’s words are cited from his speech “I Have a Dream,” delivered in Washington. DC, on August, 28. Retrieved from: https://www.americanrhetoric.com/speeches/mlkihaveadream.htm Levin, J. (2015). From thrill to defensive hate crimes: the impact of September 11, 2001. DIRECTOR’S ADVISORY BOARD, 12, 65. Retrieved from: file:///C:/Users/user/Downloads/12-10-PB.pdf Livingston, A. (2020). Power for the powerless: Martin Luther King, Jr.’s late theory of civil disobedience. The Journal of Politics, 82(2), 700-713. retrieved from: Power for the Powerless: Martin Luther King, Jr.’s Late Theory of Civil Disobedience | The Journal of Politics: Vol 82, No 2 (uchicago.edu) Melloni, A. (Ed.). (2017). Martin Luther: A Christian Between Reforms and Modernity (1517-2017). Walter de Gruyter GmbH & Co KG. retrieved from: Martin Luther: A Christian between Reforms and Modernity (1517-2017) - Google Books Nimtz, A. H. (2016). Violence and/or Nonviolence in the Success of the Civil Rights Movement: The Malcolm X–Martin Luther King, Jr. Nexus. New Political Science, 38(1), 1-22. retrieved from: Violence and/or Nonviolence in the Success of the Civil Rights Movement: The Malcolm X–Martin Luther King, Jr. Nexus: New Political Science: Vol 38, No 1 (tandfonline.com) Rogers, L. O., Moffitt, U., & Foo, C. (2021). “Martin Luther King Fixed It”: Children Making Sense of Racial Identity in a Colorblind Society. Child Development. retrieved from: “Martin Luther King Fixed It”: Children Making Sense of Racial Identity in a Colorblind Society - Rogers - - Child Development - Wiley Online Library Schindler, S. K. (2019). Martin Luther’s Legacy in German Culture. In Between: Cultures and Languages in Transition, 81. Retrieved from: In Between: Cultures and Languages in Transition - Google Books