Malcolm Lives! The Official Biography of Malcolm X for Young Readers

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Malcolm’s passion for the Nation of Islam gave him purpose while he was in prison. He realized that to better understand, speak, and spread the Nation’s beliefs, he needed to be able to read and write better. He needed to know what words meant so he could articulate his thoughts and ideas. Thus, he began copying the entire dictionary by hand to build his vocabulary.

Have students explore their own passions or themes you select with an A-to-Z dictionary challenge. Working individually or in small groups, identify a theme or themes—something a student or the group is passionate about, such as a hobby, sports, music, fashion, art—or topics connected to Malcolm Lives!, such as human rights, religion, racism. Then challenge them to complete a list of words that match their theme, finding one theme-related word for each letter of the alphabet from A to Z using a physical or online dictionary.

Like Malcolm did, have students copy the definition for each word, but also have them write down their understanding of how each word connects to their theme. Once students have completed their lists, have them share their words and definitions with the class. Plan to offer some opportunities for students to explore their words, such as keeping track of when they use a new word in a conversation or hear someone else use it, or looking for or creating images that speak to their definition of the word in their list.  

Questions for Discussion or Reflective Writing

1. In talking about Louise’s courage to face the Ku Klux Klan, Kendi writes, “Courage is not the absence of danger. It is the strength to do what’s right in the face of danger.” What does it mean to show courage in the face of danger? In what ways did Malcolm demonstrate this kind of courage during his life? Are there moments when doing what’s right feels more dangerous than staying silent? Can you think of any people or groups today who are standing up for what’s right, even when it’s unpopular or dangerous? What has led or might lead you to stand up for something even though it was hard?
2. What kind of societal transformation is Malcolm X fighting for? How did that differ from what the Civil Rights Movement sought? What societal transformations occur during his lifetime? What’s the difference between small changes and big transformations in a society?
3. While imprisoned, Malcolm becomes a reader. Why does Malcolm turn to reading? Why do you think reading and learning gave him such a sense of freedom? What books have you read or issues have you studied that have impacted your sense of self? What are the benefits of self-education versus learning from a teacher in a classroom?
4. Malcolm didn’t just learn because someone told him to—he learned because he found a purpose. What’s something you’re passionate about that makes you want to learn more? How do you go about learning when it’s something you actually care about? How could your passion help you become a better writer, reader, or thinker?
5. Why does the teaching of Elijah Muhammad resonate with Malcolm X? Why did Malcolm believe Elijah Muhammad so deeply? Who in your life has helped shape your thinking or guided you in a new direction? How did Malcolm’s experience in Mecca and learning about Eastern Islam change his way of thinking? What are the similarities and differences between Eastern Islam and how are the two religions the same?
6. How did visiting other countries help Malcolm X understand injustice differently? What experiences—maybe through travel, meeting someone new, or learning something—that helped you see the world differently or think bigger? Have you ever learned about a problem or issue that made you think differently about your own life or rights? What happened, and how did it change your thinking?

Related Resources

Malcolm X — Resources from Civil Rights Teaching
Collections: Essential Historian Skills: Malcolm X from Smithsonian Learning Lab
Should We Still Teach Dictionary? from Shanahan on Literacy
Vocabulary from AdLit.org