Eyes on the Prize" Rev
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
Radical Pacifism, Civil Rights, and the Journey of Reconciliation
09-Mollin 12/2/03 3:26 PM Page 113 The Limits of Egalitarianism: Radical Pacifism, Civil Rights, and the Journey of Reconciliation Marian Mollin In April 1947, a group of young men posed for a photograph outside of civil rights attorney Spottswood Robinson’s office in Richmond, Virginia. Dressed in suits and ties, their arms held overcoats and overnight bags while their faces carried an air of eager anticipation. They seemed, from the camera’s perspective, ready to embark on an exciting adventure. Certainly, in a nation still divided by race, this visibly interracial group of black and white men would have caused people to stop and take notice. But it was the less visible motivations behind this trip that most notably set these men apart. All of the group’s key organizers and most of its members came from the emerging radical pacifist movement. Opposed to violence in all forms, many had spent much of World War II behind prison walls as conscientious objectors and resisters to war. Committed to social justice, they saw the struggle for peace and the fight for racial equality as inextricably linked. Ardent egalitarians, they tried to live according to what they called the brotherhood principle of equality and mutual respect. As pacifists and as militant activists, they believed that nonviolent action offered the best hope for achieving fundamental social change. Now, in the wake of the Second World War, these men were prepared to embark on a new political jour- ney and to become, as they inscribed in the scrapbook that chronicled their traveling adventures, “courageous” makers of history.1 Radical History Review Issue 88 (winter 2004): 113–38 Copyright 2004 by MARHO: The Radical Historians’ Organization, Inc. -
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. -
The Promised Land (1967–1968)
EPISODE 10: THE PROMISED LAND (1967–1968) Episode 10 reviews the final months of Reverend Dr. Martin Luther King, Jr.’s life and the immediate aftermath of his assassination. This period marked an intensification of the nonviolent struggle in two areas: the struggle against poverty and the efforts to end the Vietnam War. For King, these two issues 1965 became inseparable. Jan. 8 In his State of the Union address, newly elect- By 1967, the United States was deeply ed President Lyndon B. Johnson declares a entrenched in the Vietnam War. Invoking the fear of “War on Poverty” campaign communist expansion and the threat it posed to Aug. 4 The US Congress passes the “Gulf of Tonkin democracy, President Lyndon B. Johnson increased Resolution.” The resolution opened the way to the number of US troops in Vietnam. In response, large-scale involvement of US forces in some civil rights leaders charged that President Vietnam Johnson’s domestic “war on poverty” was falling vic- 1966 tim to US war efforts abroad. Aug. President Johnson authorizes the deployment Episode 10 opens with King’s internal dilemma of more troops to Vietnam, bringing the total about finding a proper way to publicly denounce to 429,000 America’s involvement in Vietnam. In a speech 1967 delivered on April 4, 1967, at Riverside Church in New York, King told the gathered clergy that it was Apr. 4 At Riverside Church in New York City, King “time to break the silence” on Vietnam. Drawing publicly denounces the war in Vietnam connections between the resources spent on the war Jul. -
Social Studies TOPIC U.S
2018-2019 Reading List Social Studies TOPIC U.S. Civil Rights Movements: Fulfilling a Nation’s Promise PRIMARY READING SELECTION The Race Beat: The Press, the Civil Rights Struggle, and the Awakening of a Nation, by Gene Roberts and Hank Klibanoff Vintage; (2007) ISBN: 978-0679735656! Available from Texas Educational Paperbacks, Inc ! 800-443-2078 www.tepbooks.com List price: $17.00, TEP UIL price: $11.05 plus shipping Also available from most online book sellers SUPPLEMENTAL READING MATERIAL Supreme Court Cases • Dred Scott v. Sanford (1856) • Roe v. Wade (1973) • Civil Rights Cases (1883) • Lau v. Nichols (1974) • Yick Wo v. Hopkins (1886) • Plyler v. Doe (1982) • Plessy v. Ferguson (1896) • Meritor Savings Bank v. Vinson (1986) • Missouri ex el Gaines v. Canada (1938) • Bowers v. Hardwick (1986) • Shelley v. Kraemer (1948) • UAW v. Johnson Controls (1991) • Sweatt v. Painter (1950) • Franklin v. Gwinnett County Public Schools • Briggs v. Elliot (1952) (1992) • Hernandez v. Texas (1954) • US v. Virginia (1996) • Brown v. Board of Education (1954) • Romer v. Evans (1996) • Brown v. Board of Education II (1955) • Faragher v. City of Boca Raton (1998) • Browder v Gayle (1956) • Lawrence v. Texas (2003) • Heart of Atlanta Motel Inc. v. U.S. (1964) • Shelby County v. Holder (2013) • Loving v. Virginia (1967) • United States v. Windsor (2013) • Jones v. Mayer Co. (1968) • Burwell v. Hobby Lobby Stores, Inc. (2014) • Griggs v. Duke Power Co. (1971) • Obergefell v. Hodges (2015) Legislation th th th th • Title IX of the Federal Education • 5 , 14 , 15 , 24 Amendments • Civil Rights Act of 1875 Amendments (1972) • Civil Rights Act of 1957 • Equal Rights Amendment (1972) • Civil Rights Act of 1964 • Civil Rights Restoration Act of 1987 • Voting Rights Act (1965) • Americans with Disabilities Act of • Fair Housing Act (1968) 1990 Speeches & Movement Documents • The Seneca Falls Declaration of Sentiments • I’ve Been to the Mountaintop, Martin Luther (1848) King, Jr. -
Community Foundation of Jackson Hole Annual
COMMUNITY FOUNDATION OF JACKSON HOLE ANNUAL REPORT / 2018 TA B L E Welcome Letter 3 OF CONTENTS About Us 4 Donor Story 6 Professional Development & Resources 8 Competitive Grants 10 Youth Philanthropy 12 Micro Grants 16 Opportunities Fund 18 Collective Impact 20 Legacy Society 24 1 Fund Highlights 24-25 Key Financial Indicators 26 Donor Story 28 The Foundation Circle 30 Community Foundation Funds 34 Old Bill’s Fun Run 36 Co-Challengers 38 Friends of the Match 42 Gifts to Funds 44 Community Foundation of Teton Valley 46 Behind the Scenes 48 In Memoriam 50 Community Foundation of Jackson Hole / Annual Report 2018 2 Fund & Program Highlight HELLO, Mr. and Mrs. Old Bill say it best. They have always led with the question, “How can we help?” Their initial vision was to inspire “we” to become “all of us.” And it has. In 2018, you raised an astonishing amount, bringing Old Bill’s Fun Run’s 22-year total to more than $159 million for local nonprofits. Inside these pages, you will see the impact of our remarkable community’s generosity. In fact, one out of every three families in Teton County takes part in Old Bill’s—an event that has become a national model for collaborative fundraising. Old Bill’s lasts only a morning, but because of your support, we are touching lives and working for the community 3 every day. Nonprofits rely on us for professional workshops and resources and receive critical funding through our Competitive and Capacity Building grant opportunities. We convene Community Conversations to find collaborative solutions to local problems. -
June/July 2010 Education Coordinator by Rosalie Nagler I N T H I S I S S U E As We Move Into Summer in East Tennessee, We Look Forward to New Beginnings
Heska Amuna Welcomes New Rabbi, Volume 2 ♦ Issue 6 ♦ June/July 2010 Education Coordinator By Rosalie Nagler I N T H I S I S S U E As we move into summer in East Tennessee, we look forward to new beginnings. We welcome a new rabbi who Heska Amuna HaShofar starts in August with the the arrival of Rabbi Alon Ferency From the Rabbi’s Desk……………...1 and his wife, Karen. They come to us from Los Angeles, where Rabbi Ferency graduated in May from the Ziegler From the Chair...………………..….1 School of Rabbinic Studies. By birth, Rabbi Ferency is from Kitchen & Kiddush News………......3 the northeast, having grown up in Massachusetts. He HARS News………………..…..….….4 attended Harvard and has traveled extensively. We anticipate welcoming him to ―Volunteer Country‖ with typical southern hospitality. Among Our Members…………...….6 Anna Iroff will be our religious school coordinator. Anna comes to us as one of our Contributions……………………......6 ―kids‖ who grew up at Heska Amuna and went on to study at the Albert A. List College of Jewish Studies, an undergraduate program of the Jewish Theological Seminary in New York. While studying there, Anna also worked as a religious school teacher and is very Temple Beth El Times excited to guide our religious school. She has taught the Confirmation class the past two years and and adult education classes. We look forward to her collaborating with Rabbi From the Rabbi’s Study….………..11 Ferency to create a bright future for the next generation of Heska Amuna ―kids!‖ President’s Message…………..…...12 As you can see, Heska Amuna Synagogue has many opportunities open to us for a renewal in our congregation. -
The Contemporary Rhetoric About Martin Luther King, Jr., and Malcolm X in the Post-Reagan Era
ABSTRACT THE CONTEMPORARY RHETORIC ABOUT MARTIN LUTHER KING, JR., AND MALCOLM X IN THE POST-REAGAN ERA by Cedric Dewayne Burrows This thesis explores the rhetoric about Martin Luther King, Jr., and Malcolm X in the late 1980s and early 1990s, specifically looking at how King is transformed into a messiah figure while Malcolm X is transformed into a figure suitable for the hip-hop generation. Among the works included in this analysis are the young adult biographies Martin Luther King: Civil Rights Leader and Malcolm X: Militant Black Leader, Episode 4 of Eyes on the Prize II: America at the Racial Crossroads, and Spike Lee’s 1992 film Malcolm X. THE CONTEMPORARY RHETORIC ABOUT MARTIN LUTHER KING, JR., AND MALCOLM X IN THE POST-REAGAN ERA A Thesis Submitted to the Faculty of Miami University in partial fulfillment of the requirements for the degree of Master of Arts Department of English by Cedric Dewayne Burrows Miami University Oxford, Ohio 2005 Advisor_____________________ Morris Young Reader_____________________ Cynthia Leweicki-Wison Reader_____________________ Cheryl L. Johnson © Cedric D. Burrows 2005 Table of Contents Introduction 1 Chapter One A Dead Man’s Dream: Martin Luther King’s Representation as a 10 Messiah and Prophet Figure in the Black American’s of Achievement Series and Eyes on the Prize II: America at the Racial Crossroads Chapter Two Do the Right Thing by Any Means Necessary: The Revival of Malcolm X 24 in the Reagan-Bush Era Conclusion 39 iii THE CONTEMPORARY RHETORIC ABOUT MARTIN LUTHER KING, JR., AND MALCOLM X IN THE POST-REAGAN ERA Introduction “What was Martin Luther King known for?” asked Mrs. -
Papers of the Naacp
A Guide to the Microfilm Edition of BLACK STUDIES RESEARCH SOURCES Microfilms from Major Archival and Manuscript Collections General Editors: John H. Bracey, Jr., Sharon Harley, and August Meier PAPERS OF THE NAACP Part Selected Branch Files, 27 1956-1965 Series B: The Northeast UNIVERSITY PUBLICATIONS OF AMERICA A Guide to the Microfilm Edition of BLACK STUDIES RESEARCH SOURCES Microfilms from Major Archival and Manuscript Collections General Editors: John H. Bracey, Jr., Sharon Harley, and August Meier PAPERS OF THE NAACP Part 27: Selected Branch Files, 1956-1965 Series B: The Northeast Edited by John H. Bracey, Jr., Sharon Harley, and August Meier Project Coordinator Randolph Boehm Guide compiled by Daniel Lewis A microfilm project of UNIVERSITY PUBLICATIONS OF AMERICA An Imprint of CIS 4520 East-West Highway * Bethesda, MD 20814-3389 Library of Congress Cataloging-in-Publication Data National Association for the Advancement of Colored People. Papers of the NAACP. [microform] Accompanied by printed reel guides. Contents: pt. 1. Meetings of the Board of Directors, records of annual conferences, major speeches, and special reports, 1909-1950 / editorial adviser, August Meier; edited by Mark Fox--pt. 2. Personal correspondence of selected NAACP officials, 1919-1939 --[etc.]--pt. 27. Selected Branch Files, 1956-1965. 1. National Association for the Advancement of Colored People--Archives. 2. Afro-Americans--Civil Rights--History--20th century--Sources. 3. Afro- Americans--History--1877-1964--Sources. 4. United States--Race relations--Sources. I. Meier, August, 1923-. II. Boehm, Randolph. III. Title. E185.61 [Microfilm] 973'.0496073 86-892185 ISBN 1-55655-760-4 (microfilm: pt. 27, series B) Copyright © 2001 by University Publications of America. -
More Eyes on the Prize: Variability in White Americans' Perceptions Of
More Eyes on the Prize: Variability in White Americans’ Perceptions of Progress Toward Racial Equality Amanda B. Brodish Paige C. Brazy Patricia G. Devine University of Wisconsin–Madison Much recent research suggests that Whites and non- How much progress has our nation made toward racial Whites think differently about issues of race in contem- equality? And, against what standard should this judg- porary America. For example, Eibach and Ehrlinger ment be made? This issue is the topic of heated debate, (2006) recently demonstrated that Whites perceive that with many claiming that the nation has made substan- more progress toward racial equality has been made as tial progress toward racial equality, whereas others compared to non-Whites. The authors of this article counter that we are far from achieving the ideal of racial sought to extend Eibach and Ehrlinger’s analysis. To equality. One’s position in this debate will likely have this end, they found that differences in Whites’ and non- consequences for whether or not one believes steps are Whites’ perceptions of racial progress can be explained needed to achieve racial equality. by the reference points they use for understanding As the public debate continues, social scientists have progress toward racial equality (Study 1). Furthermore, been explicitly interested in how people think about they demonstrated that there is variability in White issues of race and racial equality (e.g., Eibach & people’s perceptions of racial progress that can be Ehrlinger, 2006; Eibach & Keegan, 2006; Haley & explained by self-reported racial prejudice (Studies 1 Sidanius, 2006; Lowery, Unzueta, Knowles, & Goff, and 2). -
Freedom Riders Democracy in Action a Study Guide to Accompany the Film Freedom Riders Copyright © 2011 by WGBH Educational Foundation
DEMOCRACY IN ACTION A STUDY GUIDE TO ACCOMPANY THE FILM FREEDOM RIDERS DEMOCRACY IN ACTION A STUDY GUIDE TO ACCOMPANY THE FILM FREEDOM RIDERS Copyright © 2011 by WGBH Educational Foundation. All rights reserved. Cover art credits: Courtesy of the Birmingham Civil Rights Institute. Back cover art credits: Bettmann/CORBIS. To download a PDF of this guide free of charge, please visit www.facinghistory.org/freedomriders or www.pbs.org/freedomriders. ISBN-13: 978-0-9819543-9-4 ISBN-10: 0-9819543-9-1 Facing History and Ourselves Headquarters 16 Hurd Road Brookline, MA 02445-6919 ABOUT FACING HISTORY AND OURSELVES Facing History and Ourselves is a nonprofit and the steps leading to the Holocaust—the educational organization whose mission is to most documented case of twentieth-century engage students of diverse backgrounds in an indifference, de-humanization, hatred, racism, examination of racism, prejudice, and antisemitism antisemitism, and mass murder. It goes on to in order to promote a more humane and explore difficult questions of judgment, memory, informed citizenry. As the name Facing History and legacy, and the necessity for responsible and Ourselves implies, the organization helps participation to prevent injustice. Facing History teachers and their students make the essential and Ourselves then returns to the theme of civic connections between history and the moral participation to examine stories of individuals, choices they confront in their own lives, and offers groups, and nations who have worked to build a framework and a vocabulary for analyzing the just and inclusive communities and whose stories meaning and responsibility of citizenship and the illuminate the courage, compassion, and political tools to recognize bigotry and indifference in their will that are needed to protect democracy today own worlds. -
Civil Rights Movement
Civil Rights Movement From the beginning, race has been at the heart of the deepest divisions in the United States and the greatest challenges to its democratic vision. Africans were brought to the continent in slavery, American Indian nations were subjected to genocidal wars of conquest, northwestern Mexico was invaded and annexed, Asians were imported as laborers then subjected to exclusionary laws. Black historian W.E.B. DuBois wrote that the history of the 20th Century would be the history of the color line, predicting that anti- colonial movements in Africa and Asia would parallel movements for full civil and political rights for people of color in the United States. During the 1920s and 1930s social scientists worked to replace the predominant biological paradigm of European racial superiority (common in Social Darwinism and eugenics) with the notion of ethnicity -- which suggested that racial minorities could follow the path of white European immigrant groups, assimilating into the American mainstream. Gunnar Myrdal's massive study An American Dilemma in 1944 made the case that the American creed of democracy, equality and justice must be extended to include blacks. Nathan Glazer and Daniel Moynihan argued in Beyond the Melting Pot in 1963 for a variation of assimilation based on cultural pluralism, in which various racial and ethnic groups retained some dimension of distinct identity. Following the civil rights movement's victories, neoconservatives began to argue in the 1970s that equal opportunity for individuals should not be interpreted as group rights to be achieved through affirmative action in the sense of preferences or quotas.