The Autobiography of Malcolm X
As told to Alex Haley with a new foreword by Attallah Shabazz
Your Students Read...
IntroductionMalcolm X is a powerful voice in American history. In his
short lifetime he went through several significant shifts in his lifestyle and
philosophy. The hardships that Malcolm endures as a child led to his fascination
with life in the fast lane, where he used his wits as a hustler and thief.
However, the tenacity and intellect of Malcolm X the human being propelled him
from his prison cell to the extraordinary stature with which the world
recognizes him today.
The Autobiography of Malcolm X is an opportunity to observe many
examples of human strengths. The children of the Little family survived in spite
of the death of their father and institutionalization of their mother. Ella, the
sister in Boston, tried to keep the connection to her less fortunate relatives
by providing them with new starts. As a hustler, Malcolm continued to feel a
sense of protectiveness for his younger brother. As an inmate, Malcolm realized
the critical importance of an education and became a literal sponge for
knowledge. Malcolm's family did not give up on him when he went to prison but
instead rallied to support him by bringing hope through Islam.
Among the points of interest regarding this book are its original printing
date, its co-author, and the man about whom the book is written. The first
printing of The Autobiography of Malcolm X dates back to 1964, thirty
years ago. Life in America has changed dramatically in many ways and, in others
it has unfortunately remained pretty constant. When Malcolm X told his story to
Alex Haley, no one could have possibly imagined that Alex Haley would become one
of the most famous authors of all time with the publication and subsequent
televising of Roots. The life of Malcolm X continues to be a source of
both controversy and awe to people around the globe as the struggle for human
rights and equality remains an issue. Before your students begin the book, have
them discuss what they have already heard and know about the life of Malcolm X.
Ask them to write down their impressions about how he lived, what he stood for,
the changes he underwent in philosophy, how he dies, and the manner in which
people continue to keep his memory alive.
As Your Students Read...Have your students keep a notebook as they read
The Autobiography of Malcolm X. Provide structure for each reading
assigned by identifying either a particular theme, series of events, or conflict
that can be the focal point of the reading. This will enable students to have a
common frame of reference for discussion and will give students something to
look out for as they read. Listed below are some themes that might be useful:
Divide the life of Malcolm X into
7-10 sections. These sections should be listed in the notebook. Once each
section is completed, have students write one-page summaries in the notebook.
Each student should include his or her summary points that they would pass on to
another young person about Malcolm X.
- the commitment to what one believes in
- improving the quality of life for one's family
- the devastating effect of a family breakup
- the extended family
- the criminal life
- interracial relationships
- coping with disappointment
- the enlightenment of education
- venturing into the unknown
- family support
- the role of police in the community
- going from popular to unpopular
- expanding one's view of the world
- sensing that the end is near
A number of famous people are mentioned throughout
The Autobiography of Malcolm X. Ask students to keep a running list of
names as well as page numbers where these people are located. Instruct students
to look up information about each person. Is that person still alive? If so,
what is that person doing now? If the person is deceased, what was the cause?
What was each person's claim to fame?
- Growing up
- Life with Ella
- Adopting a New Lifestyle
- Paying the Price
- The Conversion
- The Rise to Prominence
- A New Perspective on People
- The Final Days
- After students have completed the Autobiography, ask them to
express how they personally feel about Malcolm X and his philosophies about
the plight of African Americans. Be sensitive to the fact that there may be a
number of students in your class who disagree with his approaches. Also remind
students that many African Americans were opposed to Malcolm X's philosophy.
- Discuss the role that Ella played in Malcolm's life. Describe her as a
person. How was she a positive influence?
- How did Malcolm get "off track" as a young person? How could he have
handled his early years differently?
- Discuss the role of the welfare workers in the Little family after the
death of the father. Were they effective? What would have been some other
alternatives that might have been more appropriate for the family?
- How is hair an expression of one's self? Ask each student to write an
essay that expresses why he or she has chosen to wear his or her hair in its
- Many of the people Malcolm X preached to about the Nation of Islam were
turned off by the strict code of discipline. How is strict discipline an
advantage in developing moral character and fortitude? How is strict
discipline a disadvantage?
- Explain how travel helps a person become more well rounded.
- Why are many young people drawn into criminal lifestyles?
- Compare and contrast Civil Rights as a movement in the 1960s and 1990s.
Identify specific situations and events that have shaped civil rights in both
- What are the characteristics of a leader? How would you rate Malcolm X as
a leader and why?
- Malcolm X was disappointed by the actions of Elijah Muhammad that were
inconsistent with their Muslim principles. How would you have handled your
disappointment with this situation?
- Malcolm X, the father and husband, presented a number of challenges. What
were they? What are the risks associated with being the spouse of a public
figure? Is the risk the same or different when the public figure is a woman
and the spouse is a man?
- Betty Shabazz became a widow with six daughters at a very young age.
Assign a group of students to research what life was like for Betty Shabazz
and her children after the death of Malcolm X. Take a close look at the 1999
foreword by Attallah Shabazz. What is life like today for this family? What
are the daughters doing? What makes their story a story of success?
- Instruct a group of students to research the life of Alex Haley. What was
the motivational force behind the writing of Roots? What are some other
writings by Alex Haley?
- Take the class to the library. Have the librarian help you to acquire as
many magazines and books as possible that depict life in Harlem in the late
1950s and early 1960s. Encourage the students to observe and comment on
hairstyles, clothing, cars, and other lifestyle elements.
- Instruct students to investigate the alternatives that are available to
families who are in distress. What are the agencies in your community that
provides assistance? What are examples of families in distress? Is there a
hotline number? Is there a fee structure? What kinds of professionals are
available to assist with the problems? Ask each student to gather at least two
news articles that describe problems or situations involving social service
- There are many facets to social work. Ask your students to research
careers in social work. What are the various areas? What are the educational
requirements? What is the salary structure? What are some of the professional
organizations to which people in social work belong? What are the special
skills that a career in social work requires? Invite a social worker to the
class to speak about the field.
- As a result of the Hajj, Malcolm X learned about Islam as it is practiced
in other parts of the world. Assign a group of students to research Islam and
its basic tenets. What is daily life like in a Moslem nation? Ask the group to
draw a world map that shows the areas where Islam is practiced. The group
should also construct a graph that shows the major religions of the world and
the number of followers of each.
- What are the differences between the Nation of Islam as practiced by
Minister Louis Farrakhan and Islam as practiced in the Middle East, Africa,
and other parts of the world?
- Travel is one of the best ways for people to learn about other people. Ask
your students to develop a five-year plan for at least five places that they
would like to visit. Tell them to schedule the month and year that they would
go to each country or region and to explain why they chose the places that
they chose. They should also explain why they chose the order that they chose
for the visits. Have them locate pictures in magazines of each of the areas.
For each area or country they should prepare a profile that includes
countries, cities of interest, language(s) spoken, religion, geography,
climate, and five interesting historical facts.
- It is useful for students to place people within the context of the time
in which they lived. Ask your students to construct a time line that depicts
other significant events that took place in the United States during the
lifetime of Malcolm X. Include points of interest from science and
mathematics, arts and entertainment, economics and politics. Expand the
exercise by asking students to select at least one other religion of the world
for which they can research events that took place during the same period of
time. Individual students can do the assignment. In order to structure a group
assignment, divide the class into groups and have each group research events
for a different religion of the world. Then the class can come together to
show a "World History During the Life of Malcolm X."
- Direct your students' attention to the epilogue. In this final section of
the book, author Alex Haley discusses the many way the media reported the
death of Malcolm X. Ask students to read how reports around the world treated
the assassination. Then ask them to select a recent major newsworthy event.
They are then to go to the library to look at the variety of ways that
different newspapers and magazines have reported on this same event. Ask
students to discuss the pros and cons of how the media can report the facts
and/or distort events.
- Go to your local video store and rent one of the videos about Malcolm X.
Share the video with the class and use it as a springboard for discussion. Ask
the class to react to what it is like to actually see the real Malcolm X.
- Ask students to identify the person who is currently the head of the
Nation of Islam. They should prepare a report on this person's life, including
whether or not he knew Malcolm X. Students are to use books as well as news
articles and if possible should obtain a copy of the newspaper from the Nation
of Islam. Is this person highly regarded as a leader? Why of why not?
- Carter G. Woodson has the distinction of being the "Father of African
American History." Assign three students to research and report his life
history to the class.
- In February 1999, the U.S. Postal Service issued a stamp in honor of
Malcolm X. Have the class discuss why this is a significant event. Which other
figures from recent history deserve to have a stamp issued on their honor?
GeographyMalcolm X's travels outside the United States served as the
catalyst for change in his entire thinking. Through his travels he became
exposed to varying cultures and religions. This exposure made him realize that
there were broader perspectives and points of view. Have students identify each
of the following on a world map:
Jedda, Saudi Arabia
Mecca, Saudi Arabia
As a homework assignment, instruct each of the students to select one country
or region and to prepare a cultural profile. They should list various aspects
including: language spoken, religion, major source of income, interesting
historical events, customs, currency, major ethnic groups, source of past and
For The TeacherOn page 175 of The Autobiography of Malcolm X
(hardcover edition), Malcolm X mentions a number of books that gave him a fresh
perspective on the African American experience. A number of these titles
continue to be accessible, particularly with the growing need for materials
related to African American history. Go to your local African American
bookseller or library to find these titles and others that are similar.
Will Durant, The Story of Civilization
W.E.B. DuBois, The Souls
of Black Folk
Carter G. Woodson, Negro History
Sex and Race (3 volumes)
J.A. Rogers, World's Greatest Men of
Color (2 volumes)
Malcolm X: A Force for Change. Nikki
Grimes. New York: Fawcett Columbine Books
Black Americana. Richard
Long, Secaucus: Chartwell Books, Inc.
The Last Year of Malcolm X.
George Breitman. New York: Merit Publishers
The African American
Experience: A History. Englewood Cliffs: Globe Book Company
Essence. Feb 1992
YSB. May 1992
Teacher's Guide by Rosalyn McPherson Andrews. Ms. Andrews is
founder of McPherson Andrews Marketing, an educational marketing consultant
firm. In addition to researching and developing school materials, she has taught
at the Junior High and college levels.