Lyndon B. Johnson and the War on Poverty: Introduction to the Digital Edition
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The Four Freedoms
ACTIVITY 1.9 WWhathat IIss FFreedom?reedom? ACTIVITY 1.9 PLAN Suggested Pacing: 2 50-minute Learning Targets class periods • Analyze the use of rhetorical features in an argumentative text. LEARNING STRATEGIES: SOAPSTone, Socratic • Compare how a common theme is expressed in different texts. Seminar TEACH • Present, clarify, and challenge ideas in order to propel conversations. 1 Read the Preview and the Setting Preview a Purpose for Reading sections with In this activity, you will read a speech delivered by President Franklin D. Roosevelt My Notes your students. Help them understand and two parts of the Constitution of the United States to root your thinking in the that they will be reading seminal foundational documents of the nation. texts of the United States to compare Setting a Purpose for Reading definitions offreedom . These texts are primary sources. Remind • Underline words and phrases that define freedom. students that primary sources are • Highlight words and phrases that describe the concepts of America and American. valuable, and context is important in • Put a star next to particularly moving rhetoric. understanding them. • Circle unknown words and phrases. Try to determine the meaning of the words 2 FIRST READ: Based on the by using context clues, word parts, or a dictionary. complexity of the passage and your knowledge of your students, you ABOUT THE AUTHOR may choose to conduct the first President Franklin Delano Roosevelt delivered this State of the Union speech reading in a variety of ways: on January 6, 1941. The speech outlines four key human rights. It acted as a reminder to the nation of the reasons for supporting Great Britain in its fight • independent reading against Germany. -
Marching Through '64
MARCHING THROUGH '64 David J. Garrow Wilson Quarterly Spring 1998, Volume 22, pp. 98-101. Section: Current Books PILLAR OF FIRE: America in the King Years, 1963-65. By Taylor Branch. Simon & Schuster. 746 pp. $30 Pillar of Fire is the second volume of Taylor Branch's projected threevolume history of the American black freedom struggle during the 1950s and 1960s. Ten years ago, Branch published his first volume, Parting the Waters, a richly detailed account of the civil rights movement that covered the years 1954-63 in 922 pages of text. Ending with the aftermath of John F. Kennedy's November 22 assassination, Parting the Waters was intended to be the first of two volumes that would carry the story forward until Martin Luther King, Jr.'s assassination on April 4, 1968. But Branch changed plans, expanding his history from two volumes to three. Pillar of Fire covers the movement's history from December 1963 until February 1965 in 613 pages of text. Or, to be more precise, about 419 pages of text, for the first 194 pages are devoted to recapitulating much of the 1962-63 history that the author comprehensively treated in Parting the Waters. Should Pillar of Fire be evaluated by itself, or should it be assessed in tandem with Parting the Waters? As King often said, most "either-or" questions-this one included-are best answered with "bothand" responses. Comparing Pillar with Parting raises two questions: why devote almost one-third of Pillar to a reprise of Parting, and why allocate 400-plus pages to essentially just 1964, when all of 1954 through 1963 merited "only" 900? In the author's defense, his readers- whether or not they read Parting the Waters a decade ago-deserve some recapitulation, and 1963 and 1964 almost inarguably were the crucial years of the civil rights movement. -
“A Tremor in the Middle of the Iceberg”: the Student Nonviolent Coordinating Committee and Local Voting Rights Activism in Mccomb, Mississippi, 1928-1964
“A Tremor in the Middle of the Iceberg”: The Student Nonviolent Coordinating Committee and Local Voting Rights Activism in McComb, Mississippi, 1928-1964 Alec Ramsay-Smith A thesis submitted in partial fulfillment of the requirements for the degree of BACHELOR OF ARTS WITH HONORS DEPARTMENT OF HISTORY UNIVERSITY OF MICHIGAN April 1, 2016 Advised by Professor Howard Brick For Dana Lynn Ramsay, I would not be here without your love and wisdom, And I miss you more every day. TABLE OF CONTENTS Acknowledgements ......................................................................................................... ii Introduction ...................................................................................................................... 1 Chapter One: McComb and the Beginnings of Voter Registration .......................... 10 Chapter Two: SNCC and the 1961 McComb Voter Registration Drive .................. 45 Chapter Three: The Aftermath of the McComb Registration Drive ........................ 78 Conclusion .................................................................................................................... 102 Bibliography ................................................................................................................. 119 ACKNOWLEDGEMENTS I could not have done this without my twin sister Hunter Ramsay-Smith, who has been a constant source of support and would listen to me rant for hours about documents I would find or things I would learn in the course of my research for the McComb registration -
Brief for the Honorable Congressman John Lewis As Amicus Curiae in Support of Respondents and Intervenor-Respondents
No. 12-96 In the Supreme Court of the United States SHELBY COUNTY, ALABAMA, Petitioner, v. ERIC H. HOLDER, JR., ATTORNEY GENERAL, ET AL., Respondents. ON WRIT OF CERTIORARI TO THE UNITED STATES COURT OF APPEALS FOR THE DISTRICT OF COLUMBIA CIRCUIT BRIEF FOR THE HONORABLE CONGRESSMAN JOHN LEWIS AS AMICUS CURIAE IN SUPPORT OF RESPONDENTS AND INTERVENOR-RESPONDENTS Aderson B. Francois Deborah N. Archer HOWARD UNIVERSITY Counsel of Record SCHOOL OF LAW Tamara C. Belinfanti Civil Rights Clinic Erika L. Wood 2900 Van Ness Street NW NEW YORK LAW SCHOOL Washington, D.C. 20008 RACIAL JUSTICE PROJECT (202) 806-8065 185 West Broadway New York, NY 10013 (212) 431-2138 [email protected] i TABLE OF CONTENTS TABLE OF CONTENTS ............................................. i TABLE OF CITED AUTHORITIES ......................... iv INTEREST OF AMICUS CURIAE ........................... 1 SUMMARY OF ARGUMENT .................................... 2 ARGUMENT .............................................................. 5 I. The History of Voting Rights In America Has Been One of Recurring Retrenchment and Reconstruction Rather than Uninterrupted and Continuous Progress. ................................... 5 A. Young Men and Women Risked and Sometimes Gave Their Lives During The Civil Rights Movement to Secure the Right to Vote for All Americans. ........................ 5 B. A Century Before the Congressman Was Nearly Murdered for Trying to Exercise The Right to Vote, His Great- Great-Grandfather Freely Voted During Reconstruction. ........................ 8 C. Congressman Lewis’ Public Service Career Has Been Devoted to the Proposition that Democracy Is Not a State but an Act that ii Requires Continued Vigilance to Ensure a Fair and Free Democracy. .......................................... 13 II. Section 5 of the Voting Rights Act Remains Crucial to Protect the Rights of All Americans to Participate in Our Electoral System Free from Racial Discrimination. -
National Register of Historic Places Registration Form
NPS Form 10·900 OM B No 1024·00 18 United States Department of the Interior National Park Service National Register of Historic Places Registration Form Thi s limn is lilr u s ~ in nominating or r c qu~ s ting dct ~ nnin a ti () n s for illlli viuual prllpe rlies anu di str ic ts. Sec in struct ions in Na ti onal R~gi s tcr llulktin. How 10 CO lllp/e le Ihe ,\ '0 110110/ Negisrer of I-/isror ic FI(Jc~s Neg islrllfion Form. If any itcm docs not ap pl y to th e prop crly bc ing dll CUi11Cntcu , cnter "N I X' I,lr "not applicable" For functi ons. archit~ctural cl ass ificati on. matcrial s. and areas of signifi cance. cnter onl y ca tcgories anu suheategorie s I'rol11 the instructi ons . 1. Name of Property Historic name: Lanier Jr. - Sr. High School (Colored) Other names/site number: _-,L=a=n=i-=.e=-r .::..;H::..o.ic,:gh:..:....::o:S-=.c.:.:,ho"'-o:::..;I'-_______________ Name of related mUltiple property listing: NA (Enter liN/Ali if property is not part of a mUltiple property listing 2. Location Street & number: 833 Maple Street ___________________ City or town: Jackson State: MS County: Hinds Not For Publication: D Vicinity: D 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, 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. -
Lessons from the Life and Works of Dr. Martin Luther King, Jr
CIVIL RIGHTS, IMMIGRANTS' RIGHTS, HUMAN RIGHTS: LESSONS FROM THE LIFE AND WORKS OF DR. MARTIN LUTHER KING, JR. JENNIFER M. CHACON* Unlike several of the scholars participating in this symposium, I have no personal memory of Martin Luther King, Jr. I was born several years after the assassination of Dr. King. My "memories" of Dr. King are the product of books1 and television.' I have seen documentary footage of the March on Washington and have therefore heard, in scratchy recording, Dr. King's famous "I Have a Dream" speech.3 These derivative memories are powerful, but I suspect they do not compare with the living memories carried by other symposium authors. While I have no independent memories of the marches in Birmingham and Washington, D.C. that were led by Dr. King, I do have a clear image in my mind of the marches of May 1, 2006-a date when hundreds of thousands of immigrants and their allies took to the street.4 The marchers, who sought the normalization of legal status for millions of unauthorized migrants living and working in the United States,5 organized in opposition to * Professor of Law, U.C. Davis School of Law. The author would like to thank Dean Rex Perschbacher and Dean Kevin Johnson for their support of her research. She would also like to thank Sarah Martinez and Carolyn Hsu for excellent research assistance. 1. See, e.g., TAYLOR BRANCH, AT CANAAN'S EDGE: AMERICA IN THE KING YEARS, 1965-1968 (2006) [hereinafter BRANCH, AT CANAAN'S EDGE]; MARSHALL FRADY, MARTIN LUTHER KING, JR. -
State of the Union Bingo
State of the Union Bingo Author: National Constitution Center Staff About this Lesson State of the Union Bingo is a tool designed to engage students in the President’s annual address to Congress. The lesson begins during the class prior to the address with the teacher providing background information about the State of the Union Address and examining the Constitutional requirement of the annual address. As a homework assignment, students are then each given a State of the Union Bingo card to use while watching the speech. The next class session, the cards are used as a discussion starter as well as a tool to analyze the President’s agenda for the coming year. National Constitution Center Classroom Ready Resource Grade(s) Level Background 7-12 Though today it is an annual fixture of American politics, the State of the Union Address has evolved substantially over the last two Classroom Time hundred years. Article II, Section 3 of the Constitution tasks the 20 minutes prior to address president only to “from time to time give to the Congress Information of the State of the Union,” without mention of method, comprehensiveness or frequency. In January 1790, George 45 minutes class period following Washington established an early tradition of delivering what was address called the “annual message” to a joint session of Congress. This tradition was soon broken by Thomas Jefferson who began a practice of sending a written message to Congress. It was President Materials Woodrow Wilson who became the first president to once more Copies of the United State deliver his message in person to Congress in 1913. -
How Johnson Fought the War on Poverty: the Economics and Politics of Funding at the Office of Economic Opportunity
NBER WORKING PAPER SERIES HOW JOHNSON FOUGHT THE WAR ON POVERTY: THE ECONOMICS AND POLITICS OF FUNDING AT THE OFFICE OF ECONOMIC OPPORTUNITY Martha J. Bailey Nicolas J. Duquette Working Paper 19860 http://www.nber.org/papers/w19860 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 January 2014 This project was supported by the National Institutes of Health (Grant HD058065-01A1 and R03- HD066145), the National Bureau of Economic Research’s Dissertation Grant for the Study of the Nonprofit Sector (2011-2012), the Economic History Association’s Exploratory Data Collection Grant (2011), and the Rackham Centennial Graduate Fellowship (2012). We gratefully acknowledge the use of the services and facilities of the Population Studies Center at the University of Michigan (funded by NICHD Center Grant R24 HD041028). We are indebted to Price Fishback for editorial guidance and extensive comments. We are also grateful to Bill Collins and Bob Margo for providing their measures of riot intensity; to Price Fishback, Paul Rhode, and Michael Haines for sharing their information on farm operators in the 1930s; and to Paul Rhode for sharing information on the U.S. census plantation counties. We also thank Lee Alston, Sheldon Danziger, Daniel Eisenberg, Joe Ferrie, Price Fishback, David Lam, Robert Margo, Edie Ostapik, Marit Rehavi, Paul Rhode, Mel Stephens, Jeff Smith, John Wallis, Gavin Wright and participants at the 2012 Cliometrics Society Meeting for helpful comments and suggestions. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. -
Franklin Delano Roosevelt the State of the Union Address to Congress (Excerpts) Delivered January 6, 1941
1 Franklin Delano Roosevelt The State of the Union Address to Congress (excerpts) Delivered January 6, 1941 Mr. President, Mr. Speaker, Members of the Seventy-seventh Congress: I address you, the Members of the Seventy-seventh Congress, at a moment unprecedented in the history of the Union. I use the word “unprecedented,” because at no previous time has American security been as seriously threatened from without as it is today. Every realist knows that the democratic way of life is at this moment being directly assailed in every part of the world. The assailants are still on the march, threatening other nations, great and small. Therefore, as your President, performing my constitutional duty to “give to the Congress information of the state of the Union,” I find it, unhappily, necessary to report that the future and the safety of our country and of our democracy are overwhelmingly involved in events far beyond our borders. Those who man our defenses, and those behind them who build our defenses, must have the stamina and the courage which come from unshakable belief in the manner of life which they are defending. In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms. The first is freedom of speech and expression—everywhere in the world. The second is freedom of every person to worship God in his own way—everywhere in the world. The third is freedom from want—which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants—everywhere in the world. -
Brown V. Board of Education:A Civil Rights Milestone and Its Troubled
The Troubled Legacy of Brown v. Board James T. Patterson rown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy1 is an attempt to look back at the Brown case of 1954 and, B as the subtitle indicates, decide whether it can rightly be regarded as a civil rights milestone or whether, to some considerable degree, we should be concerned with its troubled or perhaps troubling legacy. When the unanimous decision was announced on May 17, 1954 by the Warren Court, it generated a good deal of excitement. The Amsterdam News of Harlem said that this was the greatest victory for the Negro peo- ple since the Emancipation Proclamation. Thurgood Marshall, the chief lawyer litigating the five cases that actually made up Brown, said during a long night of celebration, “I was so happy, I was numb.”A little bit later he predicted that all of the schools in the south and everywhere else would be desegregated by January 1, 1963, the hundredth anniversary of the Emancipation Proclamation. Ralph Ellison wrote in a letter to a friend, “What a wonderful world of possibilities are unfolded for the children.”2 It was my assumption when I undertook this book that Brown was a pivotal moment in American history, and that Ellison’s comment was prophetic. The further I got into the research, however, the more I began to have doubts about its long-term legacy. Did the decision in fact come even close to accomplishing the wonderful things that Ellison and the Amsterdam News and Thurgood Marshall and various others thought it was going to do in 1954? James T. -
Waveland, Mississippi, November 1964: Death of Sncc, Birth of Radicalism
WAVELAND, MISSISSIPPI, NOVEMBER 1964: DEATH OF SNCC, BIRTH OF RADICALISM University of Wisconsin – Eau Claire: History Department History 489: Research Seminar Professor Robert Gough Professor Selika Ducksworth – Lawton, Cooperating Professor Matthew Pronley University of Wisconsin – Eau Claire May 2008 Abstract: The Student Nonviolent Coordinating Committee (SNCC, pronounced Snick) was a nonviolent direct action organization that participated in the civil rights movement in the 1960s. After the Freedom Summer, where hundreds of northern volunteers came to participate in voter registration drives among rural blacks, SNCC underwent internal upheaval. The upheaval was centered on the future direction of SNCC. Several staff meetings occurred in the fall of 1964, none more important than the staff retreat in Waveland, Mississippi, in November. Thirty-seven position papers were written before the retreat in order to reflect upon the question of future direction of the organization; however, along with answers about the future direction, these papers also outlined and foreshadowed future trends in radical thought. Most specifically, these trends include race relations within SNCC, which resulted in the emergence of black self-consciousness and an exodus of hundreds of white activists from SNCC. ii Table of Contents: Abstract ii Historiography 1 Introduction to Civil Rights and SNCC 5 Waveland Retreat 16 Position Papers – Racial Tensions 18 Time after Waveland – SNCC’s New Identity 26 Conclusion 29 Bibliography 32 iii Historiography Research can both answer questions and create them. Initially I discovered SNCC though Taylor Branch’s epic volumes on the Civil Right Movements in the 1960s. Further reading revealed the role of the Student Nonviolent Coordinating Committee (SNCC, pronounced Snick) in the Civil Right Movement and opened the doors into an effective and controversial organization. -
Aspects of the Civil Rights Movement, 1946-1968: Lawyers, Law, and Legal and Social Change (CRM)
Aspects of The Civil Rights Movement, 1946-1968: Lawyers, Law, and Legal and Social Change (CRM) Syllabus Spring 2012 (N867 32187) Professor Florence Wagman Roisman Indiana University Robert H. McKinney School of Law Office Hours: Tuesdays and Wednesday – 11:00 a.m.- 12:00 p.m. Room 385 Roy Wilkins of the NAACP “reminded King that he owed his early fame to the NAACP lawsuit that had settled the Montgomery bus boycott, and he still taunted King for being young, naïve, and ineffectual, saying that King’s methods had not integrated a single classroom in Albany or Birmingham. ‘In fact, Martin, if you have desegregated anything by your efforts, kindly enlighten me.’ ‘Well,’ King replied, ‘I guess about the only thing I’ve desegregated so far is a few human hearts.’ King smiled too, and Wilkins nodded in a tribute to the nimble, Socratic reply. ‘Yes, I’m sure you have done that, and that’s important. So, keep on doing it. I’m sure it will help the cause in the long run.’” Taylor Branch, Parting the Waters: America in the King Years 1954-1963 (Simon and Schuster 1988), p. 849. Welcome to this course in the Civil Rights Movement (CRM). I adore this course, as has almost every student who’s taken it when I’ve taught it before. I have four goals for the course: to increase and make more sophisticated our understanding of what actually happened during the CRM, to consider the various roles played by lawyers and the law in promoting (and hindering) significant social change, to see what lessons the era of the CRM suggests for apparently similar problems we face today, and to promote consideration of ways in which each of us can contribute to humane social change.