These are the slides from the Symposium presented at the IRA convention April 30, 2012. "Engaging Different Learners: Can't We Foster Inclusive Literacy?"
These are the slides from the Symposium presented at the IRA convention April 30, 2012. "Engaging Different Learners: Can't We Foster Inclusive Literacy?"
Il 100% dei clienti sono persone e se non comprendiamo le persone non comprendiamo il business. Spesso però dimentichiamo che anche noi dobbiamo farci comprendere, perché il significato della comunicazione è nel risultato ottenuto e quello che crediamo di esprimere non sempre coincide con quello che in realtà viene percepito. Migliorare l'interazione con gli stakeholder permette di individuare il minimo deliverable che genera il massimo ritorno sugli investimenti, senza sprecare tempo e soldi per capire come 'targetizzare relazioni sinergiche'.
Il titolo della presentazione è stato generato con un utilissimo strumento: http://phibbi.com/generatore/stronzate-web-economy/
Even when it's hard to see God in our story, God is the author who will faithfully write the ending. Sermon preached at the five weekend services of First Presbyterian Church of Bethlehem on September 12-13, 2015.
Mainstreaming Information midterm
Pursuant to a discussion with Christian, I made some changes to the project. More info: http://itp.indiamos.com/blog/category/bookalator/
This presentation is provided fully without restrictions. You may use it, post it, distribute it, or use its parts in any way. This presentation may be considered “public domain”, while some of the photos may be copyrighted. I receive many photos without credit to the originators and therefore am unable to vouch for the sources or copyright status for some of them.
Writing Historical Fiction: Ability to Weave Recommendeddebbieheal
I explain the research behind my historical young adult trilogy, Time and Again, Unclaimed Legacy, and Every Hill and Mountain. Only after doing the research homework are writers able to smoothly weave facts into fiction ("faction?") so that readers can suspend disbelief and enjoy the story.
Il 100% dei clienti sono persone e se non comprendiamo le persone non comprendiamo il business. Spesso però dimentichiamo che anche noi dobbiamo farci comprendere, perché il significato della comunicazione è nel risultato ottenuto e quello che crediamo di esprimere non sempre coincide con quello che in realtà viene percepito. Migliorare l'interazione con gli stakeholder permette di individuare il minimo deliverable che genera il massimo ritorno sugli investimenti, senza sprecare tempo e soldi per capire come 'targetizzare relazioni sinergiche'.
Il titolo della presentazione è stato generato con un utilissimo strumento: http://phibbi.com/generatore/stronzate-web-economy/
Even when it's hard to see God in our story, God is the author who will faithfully write the ending. Sermon preached at the five weekend services of First Presbyterian Church of Bethlehem on September 12-13, 2015.
Mainstreaming Information midterm
Pursuant to a discussion with Christian, I made some changes to the project. More info: http://itp.indiamos.com/blog/category/bookalator/
This presentation is provided fully without restrictions. You may use it, post it, distribute it, or use its parts in any way. This presentation may be considered “public domain”, while some of the photos may be copyrighted. I receive many photos without credit to the originators and therefore am unable to vouch for the sources or copyright status for some of them.
Writing Historical Fiction: Ability to Weave Recommendeddebbieheal
I explain the research behind my historical young adult trilogy, Time and Again, Unclaimed Legacy, and Every Hill and Mountain. Only after doing the research homework are writers able to smoothly weave facts into fiction ("faction?") so that readers can suspend disbelief and enjoy the story.
1. A clear, complete thesis that is consistently supported by evidTatianaMajor22
1. A clear, complete thesis that is consistently supported by evidence/details from Kafka's "Metamorphosis" and the secondary sources throughout the essay. The thesis should not be contradicted by major details of the story or explanations/arguments from the secondary sources.
2. A framework for your analysis that is one of the frameworks we've covered or a combination of multiple frameworks.
3. An original title that is appealing and accurately reflecting the topic, point, and/or purpose of the essay.
4. An introduction that effectively introduces your topic in a compelling way for your reader, and a conclusion that wraps up your argument and its broader implications for your reader.
5. Paragraphs that focus on specific topics necessary for the development of your thesis and that build logically and fluidly toward the conclusion for the most part.
6. Consistent and correct documentation of sources using MLA format (though if you're not an English major and want to practice a different format, that's fine too, just make sure you do it correctly and consistently throughout, or you'll have to revise it).
I HAVE A DREAM
Martin Luther King, Jr.
I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the
history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation
Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been
seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.
But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly
crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a
lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still
languished in the corners of American society and finds himself an exile in his own land. And so we've come here today
to dramatize a shameful condition.
In a sense we've come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent
words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every
American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be
guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of Happiness." It is obvious today that America has
defaulted on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred
obligation, America has given the Negro people a bad check, a check which has come back marked "insufficient funds."
But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient f ...
Public Speaking Techniques One of the things you may hav.docxgertrudebellgrove
Public Speaking Techniques
One of the things you may have noticed about this course is that it took us nine sessions before
we start to talk in earnest today about speeches as a part of leadership communication. This
was for a reason. While we as a society inherently focus on speeches as a very public forum to
test a leader's ability to inspire a vision, take charge, and create a sense of magnetism, the truth
is that most leaders communicate much more in other settings which are not so public. Most
leaders spend much more time in small group meetings, interacting with people
person-to-person, making calls, drafting memos, and the like, than they will ever spend making
speeches. These other forms of communication are, in many respects, just as important if not
more so than any speech a leader could giv
But nonetheless, speeches are an important part of a leader's job. While they may be infrequent
for many leaders, speeches provide one of the best platforms for a leader to inspire a collective
vision within his/her followers. They are a very public way of displaying the pathos and ethos of
the leader's message and can provide a memorable way to cement values into a corporate
culture
One of the reasons we spent so much time prior to this week on the topic of knowing yourself,
knowing your audience, and crafting a message is that these are essential elements of any
good speech. Great speeches don't just happen; they require a great deal of foresight, practice,
and cultivation. One of the books we read for this course, Talk Like TED, provides some of the
basics of what it takes to create a compelling speech. We will look at some of these elements
together in this session by looking at Martin Luther King's "I Have a Dream" speech. While most
of us will never have the chance to speak from the steps of the Lincoln Memorial to a crowd of
tens of thousands, my hope is that, by dissecting his speech, we can gain some insight into how
to create our own speeches that can inspire others towards a common goal, much as MLK did
with his speech.
Text of the "I Have a Dream" Speech
First, let's read the text of the "I Have a Dream" speech together:
I am happy to join with you today in what will go down in history as the greatest demonstration
for freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand today, signed the
Emancipation Proclamation. This momentous decree came as a great beacon light of hope to
millions of Negro slaves who had been seared in the flames of withering injustice. It came as a
joyous daybreak to end the long night of their captivity.
But one hundred years later, the Negro still is not free. One hundred years later, the life of the
Negro is still sadly crippled by the manacles of segregation and the chains of discrimination.
One hundred years later, the Negro lives on a lonely island of poverty in the midst o ...
Surname1
Surname2
Name:
Instructor
College:
Course:
Date:
Speech Analysis: I Have a Dream
In summary, the general idea that Martin Luther King Junior Jr. is trying to pass across in his “I have a dream” speech is the opinion that there is rampant inequality in the country which is contributing to discrimination in employment and also the thought that African Americans are still not enjoying the freedom that was hoped for. In the speech, Martin pints out that African Americans live in the country as though they are in exile. He explains that the Poverty level is high among African Americans due to lack of jobs.
The other revelation by the speech is the idea that African Americans are not enjoying the right to freedom. In the speech, Martin reveals that whites are exploiting African Americans. What martin means by this is that whites are still using African Americans as a means to their goals. Additionally, Martin reveals that the existing constitution is not being implemented effectively. What martin is trying to achieve through his speech is create a sense of urgency. His main intention in the speech is to restore virtue that is amidst decay. To conclude, the “I have a dream speech” has a prophetic message in it. The prophetic message that this speech is trying to pass across is that good time are coming in the future.
Work Cited
King, Martin Luther. I have a dream. Edizioni Mondadori, 2015.
Myers, Peter. "Martin Luther King, Jr. and the American Dream." First Principles 50 (2015): 1-21.
"I HAVE A DREAM ..."
(Copyright 1963, MARTIN LtrTHER KING, JR.)
Speooh by the Rev. MARTIN LuTHER KING
At the "March on vYashington"
I am happy to join with you today in what will go down
in history as the greates•t demonstration for freedom in
the history of our nation.
Five ~core years ago a great American in whose sym
holic shado·w we stand today signed the Emancipation
Proclamation. This momen:tous cleeree is a great beacon
light of hope to millions of Negro slave·s who had been
~e.arrd in the flames o[ withering injushcc. It came as a
joyous daybre,ak to end the long night of their captivity.
But 100 years late<r the Negro still is no•t fre·e. One hun
dred years later the 1i.fe of the Negro is still badly
erippled by the manacles of s-t•grPg-ation and the chains of
discriminatio11. One hnndred years later the Ne,gro live·s
on a lone,Jy i:"]and of poverty in the mids1t of a va1S1t ooean
of matE>.rial prospc·rity. Out> hundred years later the
~egro is still larugui~hed iu the comer~s o.f Ame·rican
~oci. ety and find;:; himself in exile in his own land. So
wo '''<' come hf'rP torlay to r1r.amatize a s,hameful condition.
In a sense we've come to our nation's capital to cash
a eheck. Whrn the a. reb it ects of our Re:publie wrote the
magnificent. wonls of the Constitution a.nd the Declaration
o1 Independence, they we·re signing· a promiss'Cl<ry note to
which eve·ry American wa:" to fall heir. 'I'his no,te was a
.
I HAVE A DREAM ... (Copyright 1963, MARTIN LtrTHER KING,LizbethQuinonez813
"I HAVE A DREAM ..."
(Copyright 1963, MARTIN LtrTHER KING, JR.)
Speooh by the Rev. MARTIN LuTHER KING
At the "March on vYashington"
I am happy to join with you today in what will go down
in history as the greates•t demonstration for freedom in
the history of our nation.
Five ~core years ago a great American in whose sym
holic shado·w we stand today signed the Emancipation
Proclamation. This momen:tous cleeree is a great beacon
light of hope to millions of Negro slave·s who had been
~e.arrd in the flames o[ withering injushcc. It came as a
joyous daybre,ak to end the long night of their captivity.
But 100 years late<r the Negro still is no•t fre·e. One hun
dred years later the 1i.fe of the Negro is still badly
erippled by the manacles of s-t•grPg-ation and the chains of
discriminatio11. One hnndred years later the Ne,gro live·s
on a lone,Jy i:"]and of poverty in the mids1t of a va1S1t ooean
of matE>.rial prospc·rity. Out> hundred years later the
~egro is still larugui~hed iu the comer~s o.f Ame·rican
~oci. ety and find;:; himself in exile in his own land. So
wo '''<' come hf'rP torlay to r1r.amatize a s,hameful condition.
In a sense we've come to our nation's capital to cash
a eheck. Whrn the a. reb it ects of our Re:publie wrote the
magnificent. wonls of the Constitution a.nd the Declaration
o1 Independence, they we·re signing· a promiss'Cl<ry note to
which eve·ry American wa:" to fall heir. 'I'his no,te was a
promise that all nwn-yc::;, bla,ek men as we11 as white
rmm-wonld he g1mnmtPt'd the unalienable rights of life,
liherty a]l(l the pnrsni1 of ha.ppine'Ss. It is obvious today
tha.t Amcri(·a lms <lcfaulted on this promissory note inso
far as hP>r citi7.ens of co.Jo,r arr concP:rned. Instead of
2
honoring ih1s sacn'd ohli,gation, America ha.s given the
Nngro p0ople a bad check, a check which has come back
marked ''insufficient fn nds.''
But we refus.e to helieve that the bank of justice is
bankrupt. We rp.fnse to belie\·~~ t.ha.t there are insufficient
fuwls in the grea.t vaults of opportunity orf this nation.
So we've come to cash this check, a check that will give
ns upon oemand the rirhes of freedom and the s·ecurity of
justice.
\Ve haYe a.bo come to this hallowed spot to remind
Ame.rica of the fipJ·ce urgency of now. 'l'hi:-; is no time to
l'llgagc in the luxury of cooling off or to t.ake the tran
quilizing dmg of graduali::;m. Now is the time to make
real the promi~r·s of democracy. Now is the time to rise
from the dark nnll clrsolate valley of segregation to the
,.unlit path of racial justi<·P. Now is the time to li.ft our
uation from the quicksands of raeial injustice to the solid
r()ek of brotherhood.
Xow is t.he time to mak0 justice a reality for all of
God's children. It would be fatal for the nation to over
look the urgency of the moment. This swelt.ering summer
of the i\eg:ro's legitimate disconte.nt. will not pass until
there is .an invigorating autumn of free ...
Online Actions in Writing - Julie Santosjosephbulls
Students will be provided feedback on two rubrics: One for the content and the other for writing.
Math Prompt 1: The prior lesson: (used for inspiration). The prompt was created by me as a continuation of the prior lesson on"Write Like a Sumerian"
6th grade Social Studies, Math
Created by Teaching with Primary Sources–MTSU
http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Activity--Cuneiform.pdf
Math Prompt 2: Prior lesson: (used for inspiration) The prompt was created by me as a continuation of the prior lesson on building your own historic structures using CAD.
Grades: 7-8
Subjects: Career and Technical Education: Inven-tions & Innovations, Technological Systems; and Mathematics
Author: Perry F. Louden, Jr., Rockvale Middle School, Rutherford County Schools
Math Prompt 3: Florida State Standard MAFS.8.F.2.5
Describe qualitatively the functional relationship between two quantities by analyzing a graph.
http://www.cpalms.org/Public/PreviewStandard/Preview/5502
Math Prompt 4: Florida Standard MAFS.6.EE.1.2
Write, read, and evaluate expressions in which letters stand for numbers.
http://www.cpalms.org/Public/PreviewStandard/Preview/5447
Science Prompt 1: Prior lesson: (used for inspiration) The prompt was created by me as a continuation of the prior lesson on science and technology – then and now.
Grade: 8th
Subject: Science, Social Studies, English/Language Arts
Author: Rob Hooper, Daniel McKee Alternative School, Rutherford County Schools
http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Science_and_Technology.pdf
Science Prompt 2: Prior lesson: (used for inspiration) The prompt was created by me as a continuation of the prior lesson The Wright Brothers’ Flying Evolution
Grades: 6
Subjects: Career and Technical Education, Science, Common Core: ELA Literacy in Science and Technical Subjects
Author: Perry F. Louden Jr. Rockvale Middle School, Technology Engineering Education
http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--Wright_Brothers.pdf
Science Prompt 3: Florida Sunshine State Standard: SC.8.N.1.2:
http://www.cpalms.org/Public/PreviewStandard/Preview/1817
Science Prompt 4: Florida Standard SC.8.N.2.1
Distinguish between scientific and pseudoscientific ideas.
http://www.cpalms.org/Public/PreviewStandard/Preview/1818
Science Prompt 5: Florida Standard: SC.8.E.D.12
Summarize the effects of space exploration on the economy and culture of Florida.
http://www.cpalms.org/Public/PreviewStandard/Preview/1838
1. Examining the words of the “I Have A Dream” speech
by Dr. Martin Luther King Jr.
A language exercise for 9th and 10th Grades
On Line Action Reading
Fred Thomas
RED 6545
University of South Florida
Dr. Christine Joseph
2. Examining the words of the I Have A Dream Speech
by Dr. Martin Luther King Jr.
The speech was the
defining moment in
America’s Civil Rights
Movement and is
considered one of the
greatest orations in
American history.
It was delivered to an
estimated crowd of
250,000 on August 28,
1963 from the steps of
the Lincoln Memorial in
Washington, DC. It was
17 minutes long.
3. Below are the vocabulary words that we will focus on in this lesson.
Review them, then listen to the actual speech by clicking here
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Decree
Gradualism
Hallowed
Inextricably
Interposition
Invigorating
Languishing
Manacles
Momentous
Nullification
Redemptive
Persecution
Promissory
Selfhood
Sweltering
Tribulations
Tranquilizing
Unalienable
4. I am happy to join with you today in what will go
down in history as the greatest demonstration for
freedom in the history of our nation.
Five score years ago, a great American, in whose
symbolic shadow we stand today, signed the
Emancipation Proclamation. This momentous decree
came as a great beacon light of hope to millions of
Negro slaves who had been seared in the flames of
withering injustice. It came as a joyous daybreak to
end the long night of their captivity.
5.
But one hundred years later, the Negro still is
not free. One hundred years later, the life of the
Negro is still sadly crippled by the manacles of
segregation and the chains of discrimination.
One hundred years later, the Negro lives on a
lonely island of poverty in the midst of a vast
ocean of material prosperity. One hundred years
later, the Negro is still languishing in the corners
of American society and finds himself an exile in
his own land. So we have come here today to
dramatize a shameful condition
6.
In a sense we have come to our nation's
capital to cash a check. When the architects
of our republic wrote the magnificent words
of the Constitution and the Declaration of
Independence, they were signing a
promissory note to which every American
was to fall heir. This note was a promise that
all men, yes, black men as well as white men,
would be guaranteed the unalienable rights
of life, liberty, and the pursuit of happiness.
7.
It is obvious today that America has defaulted on this
promissory note insofar as her citizens of color are
concerned. Instead of honoring this sacred obligation,
America has given the Negro people a bad check, a
check which has come back marked "insufficient
funds." But we refuse to believe that the bank of
justice is bankrupt. We refuse to believe that there are
insufficient funds in the great vaults of opportunity of
this nation. So we have come to cash this check - a
check that will give us upon demand the riches of
freedom and the security of justice. We have also
come to this hallowed spot to remind America of the
fierce urgency of now.
8.
This is no time to engage in the luxury of
cooling off or to take the tranquilizing drug of
gradualism. Now is the time to make real the
promises of democracy. Now is the time to
rise from the dark and desolate valley of
segregation to the sunlit path of racial justice.
Now is the time to lift our nation from the
quick sands of racial injustice to the solid rock
of brotherhood. Now is the time to make
justice a reality for all of God's children.
9.
It would be fatal for the nation to overlook the
urgency of the moment. This sweltering summer of
the Negro's legitimate discontent will not pass until
there is an invigorating autumn of freedom and
equality. 1963 is not an end, but a beginning. Those
who hope that the Negro needed to blow off steam
and will now be content will have a rude awakening if
the nation returns to business as usual. There will be
neither rest nor tranquility in America until the Negro
is granted his citizenship rights. The whirlwinds of
revolt will continue to shake the foundations of our
nation until the bright day of justice emerges.
10.
But there is something that I must say to my
people who stand on the warm threshold
which leads into the palace of justice. In the
process of gaining our rightful place we must
not be guilty of wrongful deeds. Let us not
seek to satisfy our thirst for freedom by
drinking from the cup of bitterness and
hatred.
11.
We must forever conduct our struggle on the high
plane of dignity and discipline. We must not allow our
creative protest to degenerate into physical violence.
Again and again we must rise to the majestic heights
of meeting physical force with soul force. The
marvelous new militancy which has engulfed the
Negro community must not lead us to a distrust of all
white people, for many of our white brothers, as
evidenced by their presence here today, have come to
realize that their destiny is tied up with our destiny.
They have come to realize that their freedom is
inextricably bound to our freedom. We cannot walk
alone.
12.
As we walk, we must make the pledge that we
shall always march ahead. We cannot turn back.
There are those who are asking the devotees of
civil rights, "When will you be satisfied?" We can
never be satisfied as long as the Negro is the
victim of the unspeakable horrors of police
brutality. We can never be satisfied, as long as
our bodies, heavy with the fatigue of travel,
cannot gain lodging in the motels of the
highways and the hotels of the cities. We cannot
be satisfied as long as the Negro's basic mobility
is from a smaller ghetto to a larger one.
13.
We can never be satisfied as long as our
children are stripped of their selfhood and
robbed of their dignity by signs stating "For
Whites Only". We cannot be satisfied as long
as a Negro in Mississippi cannot vote and a
Negro in New York believes he has nothing
for which to vote. No, no, we are not
satisfied, and we will not be satisfied until
justice rolls down like waters and
righteousness like a mighty stream.
14.
I am not unmindful that some of you have
come here out of great trials and tribulations.
Some of you have come fresh from narrow
jail cells. Some of you have come from areas
where your quest for freedom left you
battered by the storms of persecution and
staggered by the winds of police brutality.
You have been the veterans of creative
suffering. Continue to work with the faith
that unearned suffering is redemptive.
15.
Go back to Mississippi, go back to Alabama, go
back to South Carolina, go back to Georgia, go
back to Louisiana, go back to the slums and
ghettos of our northern cities, knowing that
somehow this situation can and will be changed.
Let us not wallow in the valley of despair.
I say to you today, my friends, so even though
we face the difficulties of today and tomorrow, I
still have a dream. It is a dream deeply rooted in
the American dream.
16.
I have a dream that one day this nation will rise up and
live out the true meaning of its creed: "We hold these
truths to be self-evident: that all men are created
equal."
I have a dream that one day on the red hills of Georgia
the sons of former slaves and the sons of former slave
owners will be able to sit down together at the table
of brotherhood.
I have a dream that one day even the state of
Mississippi, a state sweltering with the heat of
injustice, sweltering with the heat of oppression, will
be transformed into an oasis of freedom and justice.
17. Briefly describe how some can be judged by the
“content of their character.”
What are some other ways to judge people?
I have a dream that my four little children will
one day live in a nation where they will not be
judged by the color of their skin but by the
content of their character.
I have a dream today. I have a dream that one
day, down in Alabama, with its vicious racists,
with its governor having his lips dripping with
the words of interposition and nullification; one
day right there in Alabama, little black boys and
black girls will be able to join hands with little
white boys and white girls as sisters and
brothers.
18.
I have a dream today. I have a dream that one day every
valley shall be exalted, every hill and mountain shall be
made low, the rough places will be made plain, and the
crooked places will be made straight, and the glory of the
Lord shall be revealed, and all flesh shall see it together.
This is our hope. This is the faith that I go back to the
South with. With this faith we will be able to hew out of
the mountain of despair a stone of hope. With this faith we
will be able to transform the jangling discords of our
nation into a beautiful symphony of brotherhood. With
this faith we will be able to work together, to pray
together, to struggle together, to go to jail together, to
stand up for freedom together, knowing that we will be
free one day.
19.
This will be the day when all of God's children
will be able to sing with a new meaning, "My
country, 'tis of thee, sweet land of liberty, of
thee I sing. Land where my fathers died, land of
the pilgrim's pride, from every mountainside, let
freedom ring."
And if America is to be a great nation this must
become true. So let freedom ring from the
prodigious hilltops of New Hampshire. Let
freedom ring from the mighty mountains of
New York. Let freedom ring from the
heightening Alleghenies of Pennsylvania!
20.
Let freedom ring from the snowcapped Rockies
of Colorado!
Let freedom ring from the curvaceous slopes of
California!
But not only that; let freedom ring from Stone
Mountain of Georgia!
Let freedom ring from Lookout Mountain of
Tennessee!
Let freedom ring from every hill and molehill of
Mississippi. From every mountainside, let
freedom ring.
21.
And when this happens, when we allow
freedom to ring, when we let it ring from
every village and every hamlet, from every
state and every city, we will be able to speed
up that day when all of God's children, black
men and white men, Jews and Gentiles,
Protestants and Catholics, will be able to join
hands and sing in the words of the old Negro
spiritual, "Free at last! free at last! thank God
Almighty, we are free at last!"
22. King, Martin L. (1963, August 28). I Have a Dream. American Rhetoric: The Power of Oratory in
the United States. Intellectual Properties Management. Retrieved from
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
National Governors Association Center for Best Practices, Council of Chief State School
Officers. (2010). Common Core State Standards for English Language Arts Standards,
Language, Grade 9-10. Retrieved from http://www.corestandards.org/ELA-Literacy/L/9-10