JEWS and the CIVIL RIGHTS MOVEMENT
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Witness for Freedom: Curriculum Guide for Using Primary Documents
WITNESS FOR FREEDOM A Curriculum Guide for Using Primary Documents to teach Abolitionist History By Wendy Kohler and Gaylord Saulsberry Published by The Five College Public School Partnership 97 Spring Street, Amherst, MA 01002 ACKNOWLEDGMENTS The Witness for Freedom project began in 1995 with the vision of Christine Compston, then Director of the National History Education Network. She approached Mary Alice Wilson at the Five College Public School Partnership with the idea of developing an institute for social studies teachers that would introduce them to the documents recently published by C. Peter Ripley in Witness for Freedom: African American Voices on Race, Slavery, and Emancipation. Together they solicited the participation of David Blight, Professor of History at Amherst College, and author of Frederick Douglass’ Civil War: Keeping Faith in Jubilee. The Witness for Freedom Summer Institute was held in 1996 under their direction and involved twenty teachers from Western Massachusetts. The project was made possible by a grant from the National Historical Publications and Records Commission of the National Archives with additional support from the Nan and Matilda Heydt Fund of the Community Foundation of Western Massachusetts. The publication of this guide by Wendy Kohler and Gaylord Saulsberry of the Amherst Public Schools offers specific guidance for Massachusetts teachers and district personnel concerned with aligning classroom instruction with the state curriculum frameworks. The Five College Public School Partnership thanks all of the above for their involvement in this project. Additional copies of this guide and the Witness for Freedom Handbook for Professional Development are available from the Five College Public School Partnership, 97 Spring Street, Amherst, MA 01002. -
H.Doc. 108-224 Black Americans in Congress 1870-2007
“The Negroes’ Temporary Farewell” JIM CROW AND THE EXCLUSION OF AFRICAN AMERICANS FROM CONGRESS, 1887–1929 On December 5, 1887, for the first time in almost two decades, Congress convened without an African-American Member. “All the men who stood up in awkward squads to be sworn in on Monday had white faces,” noted a correspondent for the Philadelphia Record of the Members who took the oath of office on the House Floor. “The negro is not only out of Congress, he is practically out of politics.”1 Though three black men served in the next Congress (51st, 1889–1891), the number of African Americans serving on Capitol Hill diminished significantly as the congressional focus on racial equality faded. Only five African Americans were elected to the House in the next decade: Henry Cheatham and George White of North Carolina, Thomas Miller and George Murray of South Carolina, and John M. Langston of Virginia. But despite their isolation, these men sought to represent the interests of all African Americans. Like their predecessors, they confronted violent and contested elections, difficulty procuring desirable committee assignments, and an inability to pass their legislative initiatives. Moreover, these black Members faced further impediments in the form of legalized segregation and disfranchisement, general disinterest in progressive racial legislation, and the increasing power of southern conservatives in Congress. John M. Langston took his seat in Congress after contesting the election results in his district. One of the first African Americans in the nation elected to public office, he was clerk of the Brownhelm (Ohio) Townshipn i 1855. -
Theological Affinities in the Writings of Abraham Joshua Heschel and Martin Luther King, Jr.*
Theological Affinities in the Writings of Abraham Joshua Heschel and Martin Luther King, Jr.* Susannah Heschel T he photograph of Abraham Joshua Heschel walking arm in arm with Mar tin Luther King, Jr. in the front row of marchers at Selma has become an icon of American Jewish life, and of Black-Jewish relations. Reprinted in Jewish textbooks, synagogue bulletins, and in studies of ecumenical relations, the pic ture has come to symbolize the great moment of symbiosis of the two commu nities, Black and Jewish, which today seems shattered. When Jesse Jackson, Andrew Young, Henry Gates, or Cornel West speak of the relationship between Blacks and Jews as it might be, and as they wish it would become, they invoke the moments when Rabbi Heschel and Dr. King marched arm in arm at Selma, prayed together in protest at Arlington National Cemetery, and stood side by side in the pulpit of Riverside Church. The relationship between the two men began in January 1963, and was a genuine friendship of affection as well as a relationship of two colleagues working together in political causes. As King encouraged Heschel’s involve ment in the Civil Rights movement, Heschel encouraged King to take a pub lic stance against the war in Vietnam. When the Conservative rabbis of Amer ica gathered in 1968 to celebrate HeschePs sixtieth birthday, the keynote speaker they invited was King. Ten days later, when King was assassinated, Heschel was the rabbi Mrs. King invited to speak at his funeral. 126 Susannah Heschel 127 What is considered so remarkable about their relationship is the incon gruity of Heschel, a refugee from Hitler’s Europe who was born into a Hasidic rebbe’s family in Warsaw, with a long white beard and yarmulke, involving himself in the cause of Civil Rights. -
How Did the Civil Rights Movement Impact the Lives of African Americans?
Grade 4: Unit 6 How did the Civil Rights Movement impact the lives of African Americans? This instructional task engages students in content related to the following grade-level expectations: • 4.1.41 Produce clear and coherent writing to: o compare and contrast past and present viewpoints on a given historical topic o conduct simple research summarize actions/events and explain significance Content o o differentiate between the 5 regions of the United States • 4.1.7 Summarize primary resources and explain their historical importance • 4.7.1 Identify and summarize significant changes that have been made to the United States Constitution through the amendment process • 4.8.4 Explain how good citizenship can solve a current issue This instructional task asks students to explain the impact of the Civil Rights Movement on African Claims Americans. This instructional task helps students explore and develop claims around the content from unit 6: Unit Connection • How can good citizenship solve a current issue? (4.8.4) Formative Formative Formative Formative Performance Task 1 Performance Task 2 Performance Task 3 Performance Task 4 How did the 14th What role did Plessy v. What impacts did civic How did Civil Rights Amendment guarantee Ferguson and Brown v. leaders and citizens have legislation affect the Supporting Questions equal rights to U.S. Board of Education on desegregation? lives of African citizens? impact segregation Americans? practices? Students will analyze Students will compare Students will explore how Students will the 14th Amendment to and contrast the citizens’ and civic leaders’ determine the impact determine how the impacts that Plessy v. -
LDF Mourns the Loss of Congressman John Lewis, Legendary and Beloved Civil Rights Icon Today, LDF Mourns the Loss of the Honora
LDF Mourns the Loss of Congressman John Lewis, Legendary and Beloved Civil Rights Icon Today, LDF mourns the loss of The Honorable John Lewis, an esteemed member of Congress and revered civil rights icon with whom our organization has a deeply personal history. Mr. Lewis passed away on July 17, 2020, following a battle with pancreatic cancer. He was 80 years old. “I don’t know of another leader in this country with the moral standing of Rep. John Lewis. His life and work helped shape the best of our national identity,” said Sherrilyn Ifill, LDF’s President & Director-Counsel. “We revered him not only for his work and sacrifices during the Civil Rights Movement, but because of his unending, stubborn, brilliant determination to press for justice and equality in this country. “There was no cynicism in John Lewis; no hint of despair even in the darkest moments. Instead, he showed up relentlessly with commitment and determination - but also love, and joy and unwavering dedication to the principles of non-violence. He spoke up and sat-in and stood on the front lines – and risked it all. This country – every single person in this country – owes a debt of gratitude to John Lewis that we can only begin to repay by following his demand that we do more as citizens. That we ‘get in the way.’ That we ‘speak out when we see injustice’ and that we keep our ‘eyes on the prize.’” The son of sharecroppers, Mr. Lewis was born on Feb. 21, 1940, outside of Troy, Alabama. He grew up attending segregated public schools in the state’s Pike County and, as a boy, was inspired by the work of civil rights activists, including Dr. -
Appendix B. Scoping Report
Appendix B. Scoping Report VALERO CRUDE BY RAIL PROJECT Scoping Report Prepared for November 2013 City of Benicia VALERO CRUDE BY RAIL PROJECT Scoping Report Prepared for November 2013 City of Benicia 550 Kearny Street Suite 800 San Francisco, CA 94104 415.896.5900 www.esassoc.com Los Angeles Oakland Olympia Petaluma Portland Sacramento San Diego Seattle Tampa Woodland Hills 202115.01 TABLE OF CONTENTS Valero Crude By Rail Project Scoping Report Page 1. Introduction .................................................................................................................. 1 2. Description of the Project ........................................................................................... 2 Project Summary ........................................................................................................... 2 3. Opportunities for Public Comment ............................................................................ 2 Notification ..................................................................................................................... 2 Public Scoping Meeting ................................................................................................. 3 4. Summary of Scoping Comments ................................................................................ 3 Commenting Parties ...................................................................................................... 3 Comments Received During the Scoping Process ........................................................ 4 Appendices -
This Inspiring and Eminently Readable Book by John C
“This inspiring and eminently readable book by John C. Merkle, Heschel’s leading Christian interpreter, provides a lucid introduction to the Jewish thinker and activist’s God-centered thought. Written with earnestness, analytical subtlety, and faith, Approaching God demonstrates how Heschel’s radical interpretations of traditional Judaism can favor theological humility, religious diversity, and interfaith dialogue.” — Edward K. Kaplan Kaiserman Professor in Humanities, Brandeis University Author of Spiritual Radical: Abraham Joshua Heschel in America “John Merkle has pondered the thought of Rabbi Abraham Joshua Heschel for many years. In Approaching God, Merkle provides readers with a discerning analysis of the wisdom of this eminent religious figure. Those who follow Merkle’s sensitive exploration of Heschel will partake of this wisdom themselves.” — Mary C. Boys, S.N.J.M. Skinner and McAlpin Professor of Practical Theology, Union Theological Seminary Author of Has God Only One Blessing? Judaism as a Source of Christian Self-Understanding “John Merkle has produced a first-class study of the life and writings of Abraham Joshua Heschel, a man who has deeply influenced today’s generation of theologians. Merkle has engaged thoughtfully with Heschel’s approach to the divine-human encounter and Approaching God will be welcomed by Jews and Christians alike. Readers of this work are extremely fortunate to benefit from the author’s lifelong interest in Heschel. The book not only provides an insight into this hugely significant Jewish theologian but also offers profound wisdom on the spiritual journey, daily undertaken by each and everyone of us.” — Edward Kessler Executive Director, Woolf Institute of Abrahamic Faiths, Cambridge, England Author of What Do Jews Believe? “Here is a lucid, powerful, and beautiful guide to one of the most compelling theolo- gians of our time. -
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. -
Mississippi Freedom Summer: Compromising Safety in the Midst of Conflict
Mississippi Freedom Summer: Compromising Safety in the Midst of Conflict Chu-Yin Weng and Joanna Chen Junior Division Group Documentary Process Paper Word Count: 494 This year, we started school by learning about the Civil Rights Movement in our social studies class. We were fascinated by the events that happened during this time of discrimination and segregation, and saddened by the violence and intimidation used by many to oppress African Americans and deny them their Constitutional rights. When we learned about the Mississippi Summer Project of 1964, we were inspired and shocked that there were many people who were willing to compromise their personal safety during this conflict in order to achieve political equality for African Americans in Mississippi. To learn more, we read the book, The Freedom Summer Murders, by Don Mitchell. The story of these volunteers remained with us, and when this year’s theme of “Conflict and Compromise” was introduced, we thought that the topic was a perfect match and a great opportunity for us to learn more. This is also a meaningful topic because of the current state of race relations in America. Though much progress has been made, events over the last few years, including a 2013 Supreme Court decision that could impact voting rights, show the nation still has a way to go toward achieving full racial equality. In addition to reading The Freedom Summer Murders, we used many databases and research tools provided by our school to gather more information. We also used various websites and documentaries, such as PBS American Experience, Library Of Congress, and Eyes on the Prize. -
Download a Pdf File of This Issue for Free Download
CHRISTIAN HISTORY Issue 102 People of Faith How America’s many churches shaped “one nation under God.” IFC_POFad_CHM102_CHM102 4/27/12 10:28 AM Page 1 Survey the history of Christianity in America from before the Pilgrims to the present in this stunning DVD series. You’ll gain valuable perspective on the people and ideas that shaped America and see how it came to be the first nation in history based upon the ideal of religious liberty. In this six-episode series you’ll meet the spiritual visionaries, leaders, and entrepreneurs who shaped Christianity across the centuries and dramatically influenced the culture we live in today, including Jonathan Edwards, Harriet Beecher Stowe, Martin Luther King, Jr., and Billy Graham among many others. Learn about the key events, movements, and controversies that continue to shape us today such as the Great Awakening, the abolitionist movement, 19th-century Catholic immigration, the Prohibition era, modernism and $ 99 fundamentalism, and the social gospel, civil rights, and pro-life 29. #501437D movements, and more. Well researched, balanced, fast paced, and insightful, People of Faith features expert commentary from an array of scholars such as Martin Marty, Mark Noll, Thomas Kidd, Kathryn Long, and many others. Produced and created by the Institute for the Study of American Evangelicals at Wheaton College, this amazing resource will help you discover the importance of Christian history as we consider the future of the church in America. The two-DVD set includes • six half-hour segments, • study and discussion questions, • script transcripts, • additional interviews with scholars, and • optional English subtitles. -
Women in the Modern Civil Rights Movement
Women in the Modern Civil Rights Movement Introduction Research Questions Who comes to mind when considering the Modern Civil Rights Movement (MCRM) during 1954 - 1965? Is it one of the big three personalities: Martin Luther to Consider King Jr., Malcolm X, or Rosa Parks? Or perhaps it is John Lewis, Stokely Who were some of the women Carmichael, James Baldwin, Thurgood Marshall, Ralph Abernathy, or Medgar leaders of the Modern Civil Evers. What about the names of Septima Poinsette Clark, Ella Baker, Diane Rights Movement in your local town, city or state? Nash, Daisy Bates, Fannie Lou Hamer, Ruby Bridges, or Claudette Colvin? What makes the two groups different? Why might the first group be more familiar than What were the expected gender the latter? A brief look at one of the most visible events during the MCRM, the roles in 1950s - 1960s America? March on Washington, can help shed light on this question. Did these roles vary in different racial and ethnic communities? How would these gender roles On August 28, 1963, over 250,000 men, women, and children of various classes, effect the MCRM? ethnicities, backgrounds, and religions beliefs journeyed to Washington D.C. to march for civil rights. The goals of the March included a push for a Who were the "Big Six" of the comprehensive civil rights bill, ending segregation in public schools, protecting MCRM? What were their voting rights, and protecting employment discrimination. The March produced one individual views toward women of the most iconic speeches of the MCRM, Martin Luther King Jr.’s “I Have a in the movement? Dream" speech, and helped paved the way for the Civil Rights Act of 1964 and How were the ideas of gender the Voting Rights Act of 1965.