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Civil Rights Movement and the Legacy of Martin Luther
RETURN TO PUBLICATIONS HOMEPAGE The Dream Is Alive, by Gary Puckrein Dr. Martin Luther King, Jr.: Excerpts from Statements and Speeches Two Centuries of Black Leadership: Biographical Sketches March toward Equality: Significant Moments in the Civil Rights Movement Return to African-American History page. Martin Luther King, Jr. This site is produced and maintained by the U.S. Department of State. Links to other Internet sites should not be construed as an endorsement of the views contained therein. THE DREAM IS ALIVE by Gary Puckrein ● The Dilemma of Slavery ● Emancipation and Segregation ● Origins of a Movement ● Equal Education ● Montgomery, Alabama ● Martin Luther King, Jr. ● The Politics of Nonviolent Protest ● From Birmingham to the March on Washington ● Legislating Civil Rights ● Carrying on the Dream The Dilemma of Slavery In 1776, the Founding Fathers of the United States laid out a compelling vision of a free and democratic society in which individual could claim inherent rights over another. When these men drafted the Declaration of Independence, they included a passage charging King George III with forcing the slave trade on the colonies. The original draft, attributed to Thomas Jefferson, condemned King George for violating the "most sacred rights of life and liberty of a distant people who never offended him." After bitter debate, this clause was taken out of the Declaration at the insistence of Southern states, where slavery was an institution, and some Northern states whose merchant ships carried slaves from Africa to the colonies of the New World. Thus, even before the United States became a nation, the conflict between the dreams of liberty and the realities of 18th-century values was joined. -
The NAACP and the Black Freedom Struggle in Baltimore, 1935-1975 Dissertation Presented in Partial Fulfillm
“A Mean City”: The NAACP and the Black Freedom Struggle in Baltimore, 1935-1975 Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By: Thomas Anthony Gass, M.A. Department of History The Ohio State University 2014 Dissertation Committee: Dr. Hasan Kwame Jeffries, Advisor Dr. Kevin Boyle Dr. Curtis Austin 1 Copyright by Thomas Anthony Gass 2014 2 Abstract “A Mean City”: The NAACP and the Black Freedom Struggle in Baltimore, 1935-1975” traces the history and activities of the Baltimore branch of the National Association for the Advancement of Colored People (NAACP) from its revitalization during the Great Depression to the end of the Black Power Movement. The dissertation examines the NAACP’s efforts to eliminate racial discrimination and segregation in a city and state that was “neither North nor South” while carrying out the national directives of the parent body. In doing so, its ideas, tactics, strategies, and methods influenced the growth of the national civil rights movement. ii Dedication This dissertation is dedicated to the Jackson, Mitchell, and Murphy families and the countless number of African Americans and their white allies throughout Baltimore and Maryland that strove to make “The Free State” live up to its moniker. It is also dedicated to family members who have passed on but left their mark on this work and myself. They are my grandparents, Lucious and Mattie Gass, Barbara Johns Powell, William “Billy” Spencer, and Cynthia L. “Bunny” Jones. This victory is theirs as well. iii Acknowledgements This dissertation has certainly been a long time coming. -
Reflecting on Our Past, Present, and Future Heroes
Due Date______________ Reflecting on our Past, Present, and Future Heroes Student Activity Sheet I. Folder with Brads A. Paste a picture of selected hero on the cover B. Cover Sheet C. Table of Contents II. Choose one of the people listed below and write a report. Please include the following information: birth date, early childhood, education, career, and why they are important. You may also include pictures. Ralph Abernathy Shirley Chisholm Fannie Lou Hamer Angela Davis Kweisi Mfume Ella Baker Julian Bond Greensboro Four Benjamin Hooks Little Rock Nine Jesse Jackson Annie Devine Condaleeza Rice Thurgood Marshall James Meredith Medgar Evers Robert Lawrence Colin Powell Black Panther Party Edward A. Bouchet Stokely Carmichael Amira Baraka Marian Anderson Eldridge Cleaver Bob Marley Malcolm X Medgar Evers Myrlie Evers-Williams James Farmer Marcus Garvey Huey Newton A. Philip Randolph Bayard Rustin Bobby Seale Rev. Fred Shuttlesworth Mary Church Terrell Walter White Roy Wilkins Andrew Young Barack Obama *You may choose any other past or present hero with teacher approval. III. Poems- Choose one of the following: A. Copy your favorite poem. Please provide the author’s name. B. Write an original poem about the Civil Rights Movement. C. Make a collage using pictures or a collection of words to describe the struggles of the Civil Rights Movement. D. Other illustrations with teacher approval IV. Expository Essay A. Write a five paragraph essay explaining your dream and contributions to our society. B. Bring an 8x10 or 5x7 picture of yourself. V. Rubric A. Folder, Cover Sheet, Table of Contents………………………..10% B. Biography (Grammar and Content)……………………………..50% C. -
INSTITUTION Pennsylvania State Dept. of Education, Harrisburg. PUB DATE [84] NOTE 104P
DOCUMENT RESUME ED 253 618 UD 024 065 AUTHOR Waters, Bertha S., Comp. TITLE Women's History Week in Pennsylvania. March 3-9, 1985. INSTITUTION Pennsylvania State Dept. of Education, Harrisburg. PUB DATE [84] NOTE 104p. PUB TYPE Guides - Non-Classroom Use, (055) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Biographies; tt dV Activities; Disabilities; Elementary Sec adary Education; *Females; *Government (Administrative body); *Leaders; Learning Activities; *Politics; Resour,e Materials; Sex Discrimination; *United States History IDENTIFIERS *National Womens History Week Project; *Pennsylvania ABSTRACT The materials in this resource handbook are for the use of Pennsylvania teachers in developing classroom activities during National Women's History Week. The focus is on womenWho, were notably active in government and politics (primarily, but not necessarily in Pennsylvania). The following women are profiled: Hallie Quinn Brown; Mary Ann Shadd Cary; Minerva Font De Deane; Katharine Drexel (Mother Mary Katharine); Jessie Redmon Fauset; Mary Harris "Mother" Jones; Mary Elizabeth Clyens Lease; Mary Edmonia Lewis; Frieda Segelke Miller; Madame Montour; Gertrude Bustill Mossell; V nnah Callowhill Penn; Frances Perkins; Mary Roberts Rinehart; i_hel Watersr Eleanor Roosevelt (whose profile is accompanied by special activity suggestions and learning materials); Ana Roque De Duprey; Fannie Lou Hamer; Frances Ellen Watkins Harper; Pauli Murray; Alice Paul; Jeanette Rankin; Mary Church Terrell; Henrietta Vinton Davis; Angelina Weld Grimke; Helene Keller; Emma Lazarus; and Anna May Wong. Also provided are a general discussion of important Pennsylvania women in politics and government, brief profiles of Pennsylvania women currently holding Statewide office, supplementary information on women in Federal politics, chronological tables, and an outline of major changes in the lives of women during this century. -
Statement on House of Representatives Action on The
Administration of George W. Bush, 2006 / July 27 1391 Statement on House of resentatives. I thank the bill sponsors. I thank Representatives Action on the the members of the Judiciary Committee. I ‘‘Expanding American appreciate so very much representatives of Homeownership Act of 2006’’ the Hamer family who have joined us, rep- resentatives of the Rosa and Raymond Parks July 26, 2006 Institute who have joined us, and members I am pleased the House passed the ‘‘Ex- of the King family, in particular Reverend panding American Homeownership Act of Bernice King and Martin Luther King. 2006.’’ Thank you all for coming. The Federal Housing Administration has I’m honored to be here with civil rights helped millions of Americans become home- leaders like Dr. Dorothy Height, Julian owners in communities throughout our coun- Bond, the chairman of the NAACP. Bruce try. I appreciate the House’s efforts to mod- Gordon, thank you, Bruce. Reverend Low- ernize this important program to ensure that ery, it’s good to see you again, sir—fortu- it reflects the demands of today’s market- nately, I got the mic this time. [Laughter] place and addresses the current needs of po- I’m proud to be here with Marc Morial. tential home buyers. By providing the FHA Thanks for coming, Marc. Juanita Abernathy with increased flexibility for mortgage down- is with us today. Jesse Jackson, good to see payment requirements and the authority to you, Jesse. Al Sharpton, Dr. Benjamin Hooks tailor financing to suit a family’s unique situa- and Frances are with us. -
HS, Tennessee History, Quarter 1
2021 - 2022, HS, Tennessee History, Quarter 1 Students begin a yearlong study of Tennessee history, culture, economics, and geography by examining the units of Indigenous Peoples of Tennessee, The Struggle for Tennessee’s Frontier, From Territory to Statehood, and Tennessee’s Coming of Age. This course complies with T.C.A. § 49-6-1006 and T.C.A. § 49-6-1011. Tennessee State Standards and Learning Expectations Indigenous Peoples of Tennessee – c. 10,000 BC - AD 1500s TN.01 Describe changes in life in the Tennessee region from the late ice age through the Archaic period. (C, G, H) • Describe life in the Tennessee region from the late ice age through the Archaic period. TN.02 Compare and contrast features of life in the Tennessee region during the Woodland and Mississippian periods. (C, E, G, H, P) • Identify settlements and describe the culture in the Tennessee region during Woodland and Mississippian periods. TN.03 Analyze the customs and traditions of American Indians located in the Tennessee region prior to European contact, including: (C, E, G, H, P) • Cherokee • Iroquois • Chickasaw • Shawnee • Creek • Compare and contrast the pre-colonial American Indian tribes residing in Tennessee prior to statehood. • Locate the pre-colonial American Indian tribes residing in Tennessee prior to statehood. TN.04 Describe the impact of European exploration in the Tennessee region, including the significance of Christopher Columbus, Hernando de Soto, and Juan Pardo. (C, G, H) • Describe the impact of European exploration in the Tennessee region. • Create a map tracing the route of Columbus, de Soto, and Pardo. The Struggle for Tennessee’s Frontier – 1600s - 1700s TN.05 Describe the influx of British and French settlers and fur traders in the Tennessee region and their impact on American Indian tribes. -
African-American Activist Mary Church Terrell and the Brownsville Disturbance Debra Newman Ham Morgan State University
Trotter Review Volume 18 Article 5 Issue 1 Niagara, NAACP, and Now 1-1-2009 African-American Activist Mary Church Terrell and the Brownsville Disturbance Debra Newman Ham Morgan State University Follow this and additional works at: http://scholarworks.umb.edu/trotter_review Part of the African American Studies Commons, and the Military History Commons Recommended Citation Ham, Debra Newman (2009) "African-American Activist Mary Church Terrell and the Brownsville Disturbance," Trotter Review: Vol. 18: Iss. 1, Article 5. Available at: http://scholarworks.umb.edu/trotter_review/vol18/iss1/5 This Article is brought to you for free and open access by the William Monroe Trotter Institute at ScholarWorks at UMass Boston. It has been accepted for inclusion in Trotter Review by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. Bibliography THE TROTTER REVIEW Christian, Garna L. Black Soldiers in Jim Crow Texas 1899–1917. College African-American Activist Station, Texas: Texas A&M University Press, 1995. Offers a concise view of the raid and controversy and first description of the unsolved shooting of Captain Macklin at Fort Reno. Mary Church Terrell Lane, Ann J. The Brownsville Affair: National Crisis and Black Reaction. and the Port Washington, New York: Kennikat Press, 1971. Examines the raid and aftermath in detail. Like Christian, she does not assess guilt, but criticizes Brownsville Disturbance Roosevelt for denying the soldiers due process. Tinsley, James A. “Roosevelt, Foraker, and the Brownsville Affray.” Journal of Negro History 41 (January, 1956), 43–65. Revives the controversy in a Debra Newman Ham scholarly forum after decades of neglect. -
Key Moments in Black History, Starting in the 1600S and Ending in 2014
Key moments in Black History, starting in the 1600s and ending in 2014. DATE KEY MOMENTS IN BLACK HISTORY 1619 The first African slaves arrive in Virgina, 1746 Lucy Terry, an enslaved person in 1746, becomes the earliest known black American poet when she writes about the last American Indian attack on her village of Deerfield, Massachusetts. Her poem, Bar's Fight, is not published until 1855 1773 Phillis Wheatley's book Poems on Various Subjects, Religious and Moral is published, making her the first African American to do so. Slavery is made illegal in the Northwest Territory. The U.S Constitution states that Congress may not ban the slave trade until 1808. 1793 Eli Whitney's invention of the cotton gin greatly increases the demand for slave labor A federal fugitive slave law is enacted, providing for the return slaves who had escaped and crossed state lines. 1800 Gabriel Prosser, an enslaved African-American blacksmith, organizes a slave revolt intending to march on Richmond, Virginia. The conspiracy is uncovered, and Prosser and a number of the rebels are hanged. Virginia's slave laws are consequently tightened 1808 Congress bans the importation of slaves from Africa. 1820 The Missouri Compromise bans slavery north of the southern boundary of Missouri. 1822 Denmark Vesey, an enslaved African-American carpenter who had purchased his freedom, plans a slave revolt with the intent to lay siege on Charleston, South Carolina. The plot is discovered, and Vesey and 34 coconspirators are hanged. 1831 Nat Turner, an enslaved African-American preacher, leads the most significant slave uprising in American history. -
Douglass Day-Mary Church Terrell Curriculum
Mary Church Terrell and Her Quest for Social Justice A Curriculum Adaptable for K-12 Conceived, written and prepared in conjunction with Frederick Douglass Day 2021 by the Colored Conventions Project Curriculum Committee 2020 Written by Denise G. Burgher with Nakisha Whittington and critical contributions from Brandi Locke, Anna Lacy, Janelle Moore-Almond and datejie green Center for Black Digital Research, #DigBlk IMAGE: Mary Church Terrell, age 89, seated in front of a bust of Frederick Douglass. Featured on the program of the National Association of Colored Women, 1962. https://www.loc.gov/item/mss425490297/ Mary Church Terrell and Her Quest for Social Justice Table of Contents Introduction . 3-4 Inquiry and Methodology. 5 Context: The Life of Mary Church Terrell (Brief Biography) . 6 Facts about Mary Eliza Church Terrell . 7 Lesson Objectives and Standards. 8 Lesson 1: Mary Church Terrell and Segregated Education . 10 Lesson 2: Mary Church Terrell from Suffrage to Voter Suppression . 14 Lesson 3: Mary Church Terrell and Politics of Black Femme Style . 17 Lesson 4: Mary Church Terrell and Black Maternal Health. 20 Lesson 5: Mary Church Terrell and State-Sanctioned Violence . 23 Lesson 6: Mary Church Terrell and Frederick Douglass . 28 Resource Links . 31-33 Teacher Evaluation of Curriculum . 34 IMAGE: Mary Church Terrell as a young woman; 1954: photos owned by her family. [No Date Recorded on Caption Card] Photograph. https://www.loc.gov/item/2004677319/ Mary Church Terrell Unit: A Quest for Justice ©© 2020 Colored Conventions Project • coloredconventions.org Page 2 Introduction Welcome to the Mary Church Terrell Unit Plan! We are so glad you are taking the time to read and learn about Mary Church Terrell using this resource. -
1029 Hon. Vernon J. Ehlers
January 11, 2007 EXTENSIONS OF REMARKS, Vol. 153, Pt. 1 1029 Mr. and Mrs. Werten Bellamy, Sr., Dr. Flower Bearers: Great Lakes Chapter of holding states and schools accountable for en- Lerone Bennett, Dave Bing, Black Judges the Links, Inc. and friends. suring that our students are learning. How- Association of Michigan, Alberta Blackburn, Final Arrangements Entrusted to: Swan- ever, with more than 50 different sets of aca- Catherine Carter Blackwell, Raymond H. son Funeral Home, Inc., 14751 W. McNichols Boone, Charles Boyce, Joe Brown, Dr. Waldo Road, Detroit, Michigan, (313) 272–9000. demic standards, state assessments and defi- Cain. Interment: Roseland Park Cemetery, Berk- nitions of proficiency, there is tremendous vari- Dr. Benjamin A. Carson, Marvel Cheeks, ley, Michigan. ability across our nation in the subject matter Hon. Carolyn Cheeks-Kilpatrick, Dr. Aram Fellowship and Repast: Tabernacle Mis- our students are learning. V. Chobanian, Dr. June Christmas, Hon. Erie sionary Baptist Church (Following the Inter- I might add that there also is considerable L. Clay, Senator Hillary Rodham Clinton, ment). variation across states and even school dis- Pres. William Jefferson Clinton, Hon. R. Guy Acknowledgment: The family of Dr. Rachel tricts in the sequencing of math and science Cole, Jr., Prof. James Coleman, William Boone Keith, deeply appreciates your expres- courses, which is problematic for our increas- Coleman, Jr. sions of sympathy and acts of kindness. Your Pres. Mary Sue Coleman, Dr. Julius V. love and support have been a great comfort. ingly mobile student population. Our students Combs, Congressman John Conyers, Nathan Contributions can be made to: The Dr. -
Memphis Voices: Oral Histories on Race Relations, Civil Rights, and Politics
Memphis Voices: Oral Histories on Race Relations, Civil Rights, and Politics By Elizabeth Gritter New Albany, Indiana: Elizabeth Gritter Publishing 2016 Copyright 2016 1 Table of Contents Introduction……………………………………………………………………………………..3 Chapter 1: The Civil Rights Struggle in Memphis in the 1950s………………………………21 Chapter 2: “The Ballot as the Voice of the People”: The Volunteer Ticket Campaign of 1959……………………………………………………………………………..67 Chapter 3: Direct-Action Efforts from 1960 to 1962………………………………………….105 Chapter 4: Formal Political Efforts from 1960 to 1963………………………………………..151 Chapter 5: Civil Rights Developments from 1962 to 1969……………………………………195 Conclusion……………………………………………………………………………………..245 Appendix: Brief Biographies of Interview Subjects…………………………………………..275 Selected Bibliography………………………………………………………………………….281 2 Introduction In 2015, the nation commemorated the fiftieth anniversary of the Voting Rights Act, which enabled the majority of eligible African Americans in the South to be able to vote and led to the rise of black elected officials in the region. Recent years also have seen the marking of the 50th anniversary of both the Civil Rights Act of 1964, which outlawed discrimination in public accommodations and employment, and Freedom Summer, when black and white college students journeyed to Mississippi to wage voting rights campaigns there. Yet, in Memphis, Tennessee, African Americans historically faced few barriers to voting. While black southerners elsewhere were killed and harassed for trying to exert their right to vote, black Memphians could vote and used that right as a tool to advance civil rights. Throughout the 1900s, they held the balance of power in elections, ran black candidates for political office, and engaged in voter registration campaigns. Black Memphians in 1964 elected the first black state legislator in Tennessee since the late nineteenth century. -
The NAACP in the Twenty-First Century Dianne M
Trotter Review Volume 18 Article 15 Issue 1 Niagara, NAACP, and Now 1-1-2009 The NAACP in the Twenty-first Century Dianne M. Pinderhughes University of Notre Dame Follow this and additional works at: http://scholarworks.umb.edu/trotter_review Part of the African American Studies Commons, Civil Rights and Discrimination Commons, and the History Commons Recommended Citation Pinderhughes, Dianne M. (2009) "The NAACP in the Twenty-first Century," Trotter Review: Vol. 18: Iss. 1, Article 15. Available at: http://scholarworks.umb.edu/trotter_review/vol18/iss1/15 This Article is brought to you for free and open access by the William Monroe Trotter Institute at ScholarWorks at UMass Boston. It has been accepted for inclusion in Trotter Review by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. Col. G. O. Cress, Southern Department inspector, agreed on lack of THE TROTTER REVIEW discipline, but thought discrimination the fundamental cause. Colonel Cress’s broadened investigation led to more arrests and the scheduling of three courts-martial at San Antonio between November The NAACP in the 1917 and March 1918. U.S. v. Sgt. William C. Nesbit et al. tried 63 defendants on charges of mutiny, murder, and felonious assault; U.S. v. Cpl. John Wash- ington et al. judged fifteen members of the guard who abandoned Camp Twenty-first Century Logan; and U.S. v. Cpl. Robert Tillman et al. heard later evidence on the main column, incriminating 40 additional soldiers. Defense attorney Maj. Harry H. Grier pinned responsibility on the deceased Henry, but argued Dianne M.