Faith and Nonviolent Protest
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What Made Nonviolent Protest Effective During the Civil Rights Movement?
NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 5011th Grade Civil Rights Inquiry What Made Nonviolent Protest Effective during the Civil Rights Movement? © Bettmann / © Corbis/AP Images. Supporting Questions 1. What was tHe impact of the Greensboro sit-in protest? 2. What made tHe Montgomery Bus Boycott, BirmingHam campaign, and Selma to Montgomery marcHes effective? 3. How did others use nonviolence effectively during the civil rights movement? THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 1 NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 11th Grade Civil Rights Inquiry What Made Nonviolent Protest Effective during the Civil Rights Movement? 11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – PRESENT): Racial, gender, and New York State socioeconomic inequalities were addressed By individuals, groups, and organizations. Varying political Social Studies philosophies prompted debates over the role of federal government in regulating the economy and providing Framework Key a social safety net. Idea & Practices Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation Staging the Discuss tHe recent die-in protests and tHe extent to wHicH tHey are an effective form of nonviolent direct- Question action protest. Supporting Question 1 Supporting Question 2 Supporting Question 3 Guided Student Research Independent Student Research What was tHe impact of tHe What made tHe Montgomery Bus How did otHers use nonviolence GreensBoro sit-in protest? boycott, the Birmingham campaign, effectively during tHe civil rights and tHe Selma to Montgomery movement? marcHes effective? Formative Formative Formative Performance Task Performance Task Performance Task Create a cause-and-effect diagram tHat Detail tHe impacts of a range of actors Research the impact of a range of demonstrates the impact of the sit-in and tHe actions tHey took to make tHe actors and tHe effective nonviolent protest by the Greensboro Four. -
Viewer's Guide
SELMA T H E BRIDGE T O T H E BALLOT TEACHING TOLERANCE A PROJECT OF THE SOUTHERN POVERTY LAW CENTER VIEWER’S GUIDE GRADES 6-12 Selma: The Bridge to the Ballot is the story of a courageous group of Alabama students and teachers who, along with other activists, fought a nonviolent battle to win voting rights for African Americans in the South. Standing in their way: a century of Jim Crow, a resistant and segregationist state, and a federal govern- ment slow to fully embrace equality. By organizing and marching bravely in the face of intimidation, violence, arrest and even murder, these change-makers achieved one of the most significant victories of the civil rights era. The 40-minute film is recommended for students in grades 6 to 12. The Viewer’s Guide supports classroom viewing of Selma with background information, discussion questions and lessons. In Do Something!, a culminating activity, students are encouraged to get involved locally to promote voting and voter registration. For more information and updates, visit tolerance.org/selma-bridge-to-ballot. Send feedback and ideas to [email protected]. Contents How to Use This Guide 4 Part One About the Film and the Selma-to-Montgomery March 6 Part Two Preparing to Teach with Selma: The Bridge to the Ballot 16 Part Three Before Viewing 18 Part Four During Viewing 22 Part Five After Viewing 32 Part Six Do Something! 37 Part Seven Additional Resources 41 Part Eight Answer Keys 45 Acknowledgements 57 teaching tolerance tolerance.org How to Use This Guide Selma: The Bridge to the Ballot is a versatile film that can be used in a variety of courses to spark conversations about civil rights, activism, the proper use of government power and the role of the citizen. -
Reflections on PB Shelley's Poem
ISSN No. 0976-8602 VOL.-III, ISSUE-II, APRIL-2014 Asian Resonance Non-Violence Resistance through Revolution of Opinions: Reflections on P.B. Shelley’s Poem “The Masque of Anarchy” AbstractAbstract Literature works as a magic wand to generate new ideas which can inspire us to make our earth a better place to live. It empowers us with hope; passion and strength that we need to create a better future for all humanity. No doubt, literature makes us think meticulously and question ourselves: do we believe that our visions about peaceful world are meaningless and irrelevant? Or should we let the world do what it's going to do? Is it justifiable to give everything in the hands of leaders who don't care in the least about preserving us or our world, leaders whom we don't trust and over whom we have no control? Should we accept that violence and war are inevitable? Or should we take up the noble endeavour to talk to common people, to sing and to write songs for the common people about peace? In the present paper, my humble endeavour is to underscore the power of the lyrics which prepare us to understand the deep connections between non-violence and peace. Exploring the relationship between aesthetics and politics in P.B. Shelley‘s lyric The Masque of Anarchy, the paper attempts to underline the power of poetry which can bring revolution of opinions. Keywords: Non-violence, Aesthetics, Resistence. Introduction ―The most unfailing herald, companion, and follower of a great people to work a beneficial change in opinion or institution, is poetry… the words linger in the memory over generations. -
American Resilience
American Resilience Riley Kovalcheck History Faculty Advisor: Dr. David Welky Editor’s Note: Ms. Kovalchek’s article originally appeared as a series of posts on a multi-media web blog. If you wish to view her complete project, please go to https://rileykovalcheck.wixsite.com/americanresilience To begin, I'll admit this project began as a mandatory assignment for one of my classes, Recent American History. My professor, Dr. Welky, started the semester off by asking each student to identify 1) the most important theme in American history since the 1960s or 2) the three most influential individuals in this period of American history. My initial thought was to focus on three of my biggest inspirations (and three badass men) - Martin Luther King Jr., John Lewis, and Barack Obama. To me, those three individuals personify unity, perseverance, and resilience. As I started brainstorming, a bigger picture came to mind... This theme of overwhelming resilience in the African- American community across the nation. There is no doubt that as a whole, this demographic has single-handedly been more suppressed than any other throughout the history of the United States, but yet even more resilient in the long run. So, for this project, I decided to focus on this overall theme of resilience CLA Journal 6 (2018) pp. 144-181 145 - solely among African-Americans - and in particular, the role of men in politics, women in their local communities, and the unification and organization in social movements like the Black Panthers and Black Lives Matter. To highlight how revolutionary these accomplishments were, I will also discuss white resistance that was overcome in the process. -
At the Close of 1962, Martin Luther King Jr. and His Colleagues Looked Back on What for Them Was a Dispiriting Year with No Reso
HANDOUT 1 THE CHILDREN’S CRUSADE OF THE BIRMINGHAM CIVIL RIGHTS CAMPAIGN At the close of 1962, Martin Luther King Jr. and his colleagues looked back on what for them was a dispiriting year with no resounding successes to propel the civil rights movement forward in the new year. The Albany Campaign The campaign for desegregation in Albany, Georgia, had been a failure. Civil rights demonstrators were outmaneuvered by the city’s sheriff, Laurie Pritchett, who had prevented violent attacks by whites that would have brought demonstrators national attention and sympathy. Pritchett had moved arrestees to nearby towns, and, when King arrived hoping to use his imprisonment as a rallying point for civil rights forces, forced King’s release. The Cuban Missile Crisis and the Decline of the Civil Rights Movement November 1962 saw the world come within a hairsbreadth of nuclear catastrophe during the Cuban Missile Crisis. The crisis turned the nation’s and the Kennedy administration’s attention to the international sphere and away from the plight of black Americans. Civil rights was no longer the topic of the day in American politics. Given these circumstances, what could possibly resurrect the movement’s fortunes? The Birmingham Campaign of April–May 1963 The Birmingham Campaign of April–May 1963 had been preceded by more than seven years of petitions and lawsuits to end racial segregation in the city. This period was also punctuated by a number of beatings and bombings by segregationist forces. The Birmingham Campaign’s blueprint was drawn up in detail by Reverend Wyatt Tee Walker, who named it ―Project C (confrontation).‖ Using direct action tactics, the campaign sought to end racial segregation in public facilities such as schools, lunch counters, restrooms, parks, and drinking fountains. -
SCLC Newsletter, July, 1963
SOUTHERN CHRISTIAN LEADERSH·IP CONFERENCE Volume July, 1963 Number 10 SET RECORD REGISTRA liON FOR BIRMINGHAM VOTERS By Rev. A ndrew Young Almost two thousand students came out of Birmingham jails and under leadership from SCLC staff descended on the community with a new assault on the barriers of segregation. Seek- ing to s o I i d i f y the gains made through D i r e c t Action w i t h a s o 1 i d political foundation, they succeeded in lead ing 1,539 adults to the Voter R eg istration 0 f f i:c e -,)f.. during the month Negro leaders announce settlement by biracial committee to end rociol strife in Birmingham during Rev. Young of June. news conference on May 10. Facing, from left : Rev. Shuttlesworth, Rev. Abernathy, and Rev . King. This is one of the most successful Voter Registration efforts ever con ducted in the State of Alabama during Birmingham ... How It All Began a one month period, and we are an BY MARTIN LUTHER KING, JR. ticipating an increase as the summer Birmingham will surely mark a watershed in the history of the nonviolent progresses. revolution in America. No civi l rights thrust of the Negro community in our The sprawling industrial metropoli s nation has so completely captured the attention and sympathy of public opinion. proved an ideal testing ground for No single instance of nonviolent direct action has prompted the sin cerity and dedication of the such widespread parallel activity, particularly in the Deep South. High School youth of Birmingham. -
Sep 2 0 2006
NATIONAL HISTORIC LANDMARK NOMINATION NFS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) 0MB No. 1024-0018 DORCHESTER ACADEMY BOYS' DORMITORY Page 1 United States Department of the Interior, National Park Service__________________________________________National Register of Historic Places Registration Form 1. NAME OF PROPERTY Historic Name: Dorchester Academy Boys' Dormitory Other Name/Site Number: Dorchester Center 2. LOCATION Street & Number: 8787 East Oglethorpe Highway (U.S. 84) Not for publication: N/A City/Town: Midway Vicinity: State: GeorgiaCounty: Liberty Code: 179 Zip Code: 31320 3. CLASSIFICATION Ownership of Property Category of Property Private: X Building(s): X Public-Local: _ District: __ Public-State: _ Site: __ Public-Federal: Structure: __ Object: __ Number of Resources within Property Contributing Noncontributin^ 1 _ buildings _ sites _ structures _ objects 1 Total Number of Contributing Resources Previously Listed in the National Register:_1 Name of Related Multiple Property Listing: N/A Designated a NATIONAL HISTORIC LANDMARK <m SEP 2 0 2006 by the Secretary of the Interior NFS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) OMB No. 1024-0018 DORCHESTER ACADEMY BOYS' DORMITORY Page 2 United States Department of the Interior, National Park Service National Register of Historic Places Registration Form 4. STATE/FEDERAL AGENCY CERTIFICATION As the designated authority under the National Historic Preservation Act of 1966, as amended, I hereby certify that this __ nomination __ request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. -
Moriah Speciale Early and First Editions of Percy Bysshe Shelley's
Moriah Speciale Early and First Editions of Percy Bysshe Shelley’s Works Percy Bysshe Shelley was one of the major Romantic Poets who wrote with strong social and political convictions. While he did not rise to popularity during his lifetime, his wife and editor, Mary Shelley, made sure that he would leave behind an expansive repertoire in print. The items I presented on were two early and first editions of Shelley’s poems, Queen Mab and The Masque of Anarchy, which can both be found in the 19th Century Collection of Baylor’s Armstrong Browning Library. Shelley drew much of his inspiration from the political upheavals of his day, and I chose to focus most of my presentation on the history behind his famous work, The Masque of Anarchy. Shelley wrote this political poem in 1819, while he was living in Italy after having been pushed out of England due to family and relationship drama. The poem is written in response to the infamous Peterloo Massacre, which took place in August of 1819. The massacre was the first event to merit large scale journalism across Britain and Europe, which is how Shelley was able to learn of it so quickly even though he was away in Italy. The massacre took place just after the Napoleonic wars, during a time of paranoia and some terror. After the Napoleonic wars, large majorities of people were not well due to famine and unemployment and by the time 1819 rolled around pressures and tensions were rising due to the poor economic climate. In addition, the English government instated “Corn Laws” which were tariffs on foreign grain meant to protect English grain farmers. -
Selma the Bridge to the Ballot
SELMA T H E BRIDGE T O T H E BALLOT TEACHING TOLERANCE A PROJECT OF THE SOUTHERN POVERTY LAW CENTER VIEWER’S GUIDE GRADES 6-12 Selma: The Bridge to the Ballot is the story of a courageous group of Alabama students and teachers who, along with other activists, fought a nonviolent battle to win voting rights for African Americans in the South. Standing in their way: a century of Jim Crow, a resistant and segregationist state, and a federal govern- ment slow to fully embrace equality. By organizing and marching bravely in the face of intimidation, violence, arrest and even murder, these change-makers achieved one of the most significant victories of the civil rights era. The 40-minute film is recommended for students in grades 6 to 12. The Viewer’s Guide supports classroom viewing of Selma with background information, discussion questions and lessons. In Do Something!, a culminating activity, students are encouraged to get involved locally to promote voting and voter registration. For more information and updates, visit tolerance.org/selma-bridge-to-ballot. Send feedback and ideas to [email protected]. Contents How to Use This Guide 4 Part One About the Film and the Selma-to-Montgomery March 6 Part Two Preparing to Teach with Selma: The Bridge to the Ballot 16 Part Three Before Viewing 18 Part Four During Viewing 22 Part Five After Viewing 32 Part Six Do Something! 37 Part Seven Additional Resources 41 Part Eight Answer Keys 45 Acknowledgements 57 teaching tolerance tolerance.org How to Use This Guide Selma: The Bridge to the Ballot is a versatile film that can be used in a variety of courses to spark conversations about civil rights, activism, the proper use of government power and the role of the citizen. -
A New Nation Struggles to Find Its Footing: Power Struggles, 1789-1804
Invigorated by the victory of Brown and frustrated by the lack of In preparation for sit-in’s, activist Jim Lawson teaches students The Civil Rights Era, 1954-1969 immediate practical effect, citizens rejected gradualist, legalistic tactics in passive-aggressive non-violence; specifically, in how to (Page 1 of 3) approaches as the primary tool to bring about desegregation. take the blows while responding with dignity. They were faced with "massive resistance" in the South by Sit-ins’s occur throughout south! Tactics employed by the Civil Rights Movement: proponents of racial segregation and voter suppression. Moral suasion – the strategic use of guilt to generate moral In defiance, African Americans adopted a combined 1958, Malcolm X expounds a militant philosophy, advocating for behavior strategy of direct action with nonviolent resistance. blacks to arm themselves and to act in self-defense. His speeches Litigation – the direct use of lawsuits to challenge Jim Crow routinely call the white person “devil” and are divisive. Civil disobedience – use of collective non-violent action to 1952, Cesar Chavez travels California urging Mexican Americans Civil Rights Act of 1960 disrupt state activity to registrar to vote. Signed by Eisenhower, it established federal inspection of local Economic boycott – use of collective non-violent actions to Brown v.Board of Education, 1954 voter registration polls and introduced penalties for anyone who disrupt private activity Supreme Court case ruled that segregation is schools was illegal obstructed someone's attempt to register to vote or actually vote. Grassroots organizing – rural and urban strategies to build The Act survived a 125+ hour filibuster; a calculated act of mass movement Teenager Emmitt Till murdered in Sumner Mississippi, 1955 defiance by 18 Southern Democrats who sought to delay the Solicitation of corporate sponsors – use of private vote on the bill by continuous speeches in the Senate. -
Nonviolence As Response to Oppression and Repression in the Poetry of Percy Bysshe Shelley
Open Journal of Social Sciences, 2020, 8, 530-554 https://www.scirp.org/journal/jss ISSN Online: 2327-5960 ISSN Print: 2327-5952 “Ye Are Many, They Are Few”: Nonviolence as Response to Oppression and Repression in the Poetry of Percy Bysshe Shelley George Ewane Ngide Department of English, University of Yaoundé I, Yaoundé, Cameroon How to cite this paper: Ngide, G. E. (2020). Abstract “Ye Are Many, They Are Few”: Nonviolence as Response to Oppression and Repression This article sets out to examine the relationship between the government and in the Poetry of Percy Bysshe Shelley. Open the governed in the works of Percy Bysshe Shelley. We posit that such a rela- Journal of Social Sciences, 8, 530-554. tionship is generally characterised by oppression and repression of the go- https://doi.org/10.4236/jss.2020.86039 verned (the people, the many) by the government (the few, the ruling class). Received: April 27, 2020 The ruling class inflicts pain of untold proportion on the masses that they Accepted: June 27, 2020 subordinate and subjugate. As a result of the gruesome pain inflicted on them Published: June 30, 2020 and the harrowing and excruciating experiences they go through, the masses Copyright © 2020 by author(s) and are obliged to stand in defiance of the system and through nonviolence tech- Scientific Research Publishing Inc. niques they overthrow the governing class. This overthrow does not lead to a This work is licensed under the Creative dictatorship of the proletariat rather it leads to a society of harmonious living. Commons Attribution International License (CC BY 4.0). -
Grassroots Impacts on the Civil Rights Movement
Claremont Colleges Scholarship @ Claremont CGU Theses & Dissertations CGU Student Scholarship Summer 2018 Grassroots Impacts on the Civil Rights Movement: Christian Women Leaders’ Contributions to the Paradigm Shift in the Tactics of the Southern Christian Leadership Conference and Its Affiliates Wook Jong Lee Follow this and additional works at: https://scholarship.claremont.edu/cgu_etd Part of the History of Christianity Commons Recommended Citation Lee, Wook Jong. (2018). Grassroots Impacts on the Civil Rights Movement: Christian Women Leaders’ Contributions to the Paradigm Shift in the Tactics of the Southern Christian Leadership Conference and Its Affiliates. CGU Theses & Dissertations, 149. https://scholarship.claremont.edu/cgu_etd/149. doi: 10.5642/cguetd/149 This Open Access Dissertation is brought to you for free and open access by the CGU Student Scholarship at Scholarship @ Claremont. It has been accepted for inclusion in CGU Theses & Dissertations by an authorized administrator of Scholarship @ Claremont. For more information, please contact [email protected]. Grassroots Impacts on the Civil Rights Movement: Christian Women Leaders’ Contributions to the Paradigm Shift in the Tactics of the Southern Christian Leadership Conference and Its Affiliates By Wook Jong Lee Claremont Graduate University 2018 © Copyright Wook Jong Lee, 2018 All Rights Reserved ProQuest Number:10844448 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. ProQuest 10844448 Published by ProQuest LLC ( 2018).