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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. -
Leaders of the March on Washington for Jobs and Freedom Biographical Information
“The Top Ten” Leaders of the March on Washington for Jobs and Freedom Biographical Information (Asa) Philip Randolph • Director of the March on Washington for Jobs and Freedom. • He was born on April 15, 1889 in Crescent City, Florida. He was 74 years old at the time of the March. • As a young boy, he would recite sermons, imitating his father who was a minister. He was the valedictorian, the student with the highest rank, who spoke at his high school graduation. • He grew up during a time of intense violence and injustice against African Americans. • As a young man, he organized workers so that they could be treated more fairly, receiving better wages and better working conditions. He believed that black and white working people should join together to fight for better jobs and pay. • With his friend, Chandler Owen, he created The Messenger, a magazine for the black community. The articles expressed strong opinions, such as African Americans should not go to war if they have to be segregated in the military. • Randolph was asked to organize black workers for the Pullman Company, a railway company. He became head of the Brotherhood of Sleeping Car Porters, the first black labor union. Labor unions are organizations that fight for workers’ rights. Sleeping car porters were people who served food on trains, prepared beds, and attended train passengers. • He planned a large demonstration in 1941 that would bring 10,000 African Americans to the Lincoln Memorial in Washington, DC to try to get better jobs and pay. The plan convinced President Roosevelt to take action. -
Dp Harvey Milk
1 Focus Features présente en association avec Axon Films Une production Groundswell/Jinks/Cohen Company un film de GUS VAN SANT SEAN PENN HARVEY MILK EMILE HIRSCH JOSH BROLIN DIEGO LUNA et JAMES FRANCO Durée : 2h07 SORTIE NATIONALE LE 4 MARS 2008 Photos et dossier de presse téléchargeables sur www.snd-films.com DISTRIBUTION : RELATIONS PRESSE : SND JEAN-PIERRE VINCENT 89, avenue Charles-de-Gaulle SOPHIE SALEYRON 92575 Neuilly-sur-Seine Cedex 12, rue Paul Baudry Tél. : 01 41 92 79 39/41/42 75008 Paris Fax : 01 41 92 79 07 Tél. : 01 42 25 23 80 3 SYNOPSIS Le film retrace les huit dernières années de la vie d’Harvey Milk (SEAN PENN). Dans les années 1970 il fut le premier homme politique américain ouvertement gay à être élu à des fonctions officielles, à San Francisco en Californie. Son combat pour la tolérance et l’intégration des communautés homosexuelles lui coûta la vie. Son action a changé les mentalités, et son engagement a changé l’histoire. 5 CHRONOLOGIE 1930, 22 mai. Naissance d’Harvey Bernard Milk à Woodmere, dans l’Etat de New York. 1946 Milk entre dans l’équipe de football junior de Bay Shore High School, dans l’Etat de New York. 1947 Milk sort diplômé de Bay Shore High School. 1951 Milk obtient son diplôme de mathématiques de la State University (SUNY) d’Albany et entre dans l’U.S. Navy. 1955 Milk quitte la Navy avec les honneurs et devient professeur dans un lycée. 1963 Milk entame une nouvelle carrière au sein d’une firme d’investissements de Wall Street, Bache & Co. -
The Complex Relationship Between Jews and African Americans in the Context of the Civil Rights Movement
The Gettysburg Historical Journal Volume 20 Article 8 May 2021 The Complex Relationship between Jews and African Americans in the Context of the Civil Rights Movement Hannah Labovitz Gettysburg College Follow this and additional works at: https://cupola.gettysburg.edu/ghj Part of the History Commons Share feedback about the accessibility of this item. Recommended Citation Labovitz, Hannah (2021) "The Complex Relationship between Jews and African Americans in the Context of the Civil Rights Movement," The Gettysburg Historical Journal: Vol. 20 , Article 8. Available at: https://cupola.gettysburg.edu/ghj/vol20/iss1/8 This open access article is brought to you by The Cupola: Scholarship at Gettysburg College. It has been accepted for inclusion by an authorized administrator of The Cupola. For more information, please contact [email protected]. The Complex Relationship between Jews and African Americans in the Context of the Civil Rights Movement Abstract The Civil Rights Movement occurred throughout a substantial portion of the twentieth century, dedicated to fighting for equal rights for African Americans through various forms of activism. The movement had a profound impact on a number of different communities in the United States and around the world as demonstrated by the continued international attention marked by recent iterations of the Black Lives Matter and ‘Never Again’ movements. One community that had a complex reaction to the movement, played a major role within it, and was impacted by it was the American Jewish community. The African American community and the Jewish community were bonded by a similar exclusion from mainstream American society and a historic empathetic connection that would carry on into the mid-20th century; however, beginning in the late 1960s, the partnership between the groups eventually faced challenges and began to dissolve, only to resurface again in the twenty-first century. -
Step Four: Instructional Matrix, Section 1 Topic
TEACHING TOLERANCE A TOOL FOR TEACHING A PROJECT OF THE SOUTHERN POVERTY LAW CENTER THE MOVEMENT TOLERANCE.ORG Step Four: Instructional Matrix, Section 1 Topic: Essential Question(s): LEADERS Content/topics Key concepts and vocabulary Strategies and skills Materials Standards GROUPS Content/topics Key concepts and vocabulary Strategies and skills Materials Standards © 2014 Teaching Tolerance CIVIL RIGHTS DONE RIGHT TEACHING TOLERANCE A TOOL FOR TEACHING A PROJECT OF THE SOUTHERN POVERTY LAW CENTER THE MOVEMENT TOLERANCE.ORG STEP FOUR: INSTRUCTIONAL MATRIX, SECTION 1 (CONTINUED) Topic: EVENTS Content/topics Key concepts and vocabulary Strategies and skills Materials Standards HISTORICAL CONTEXT Content/topics Key concepts and vocabulary Strategies and skills Materials Standards © 2014 Teaching Tolerance CIVIL RIGHTS DONE RIGHT TEACHING TOLERANCE A TOOL FOR TEACHING A PROJECT OF THE SOUTHERN POVERTY LAW CENTER THE MOVEMENT TOLERANCE.ORG STEP FOUR: INSTRUCTIONAL MATRIX, SECTION 1 (CONTINUED) Topic: OPPOSITION Content/topics Key concepts and vocabulary Strategies and skills Materials Standards TACTICS Content/topics Key concepts and vocabulary Strategies and skills Materials Standards © 2014 Teaching Tolerance CIVIL RIGHTS DONE RIGHT TEACHING TOLERANCE A TOOL FOR TEACHING A PROJECT OF THE SOUTHERN POVERTY LAW CENTER THE MOVEMENT TOLERANCE.ORG STEP FOUR: INSTRUCTIONAL MATRIX, SECTION 1 (CONTINUED) Topic: CONNECTIONS Content/topics Key concepts and vocabulary Strategies and skills Materials Standards © 2014 Teaching Tolerance CIVIL RIGHTS DONE RIGHT TEACHING TOLERANCE A TOOL FOR TEACHING A PROJECT OF THE SOUTHERN POVERTY LAW CENTER THE MOVEMENT TOLERANCE.ORG Step Four: Instructional Matrix, Section 1 (SAMPLE) Topic: 1963 March on Washington Essential Question(s): How do the events and speeches of the 1963 March on Washington illustrate the characteristics of the civil rights movement as a whole? LEADERS Content/topics Key concepts and vocabulary Martin Luther King Jr., A. -
Investigating the March on Washington for Jobs and Freedom
Investigating the March on Washington for Jobs and Freedom Topic: Civil Rights History Grade level: Grades 4 – 6 Subject Area: Social Studies, ELA Time Required: 2 -3 class periods Goals/Rationale Bring history to life through reenacting a significant historical event. Raise awareness that the civil rights movement required the dedication of many leaders and organizations. Shed light on the power of words, both spoken and written, to inspire others and make progress toward social change. Essential Question How do leaders use written and spoken words to make change in their communities and government? Objectives Read, analyze and recite an excerpt from a speech delivered at the March on Washington for Jobs and Freedom. Identify leaders of the Civil Rights Movement; use primary source material to gather information. Reenact the March on Washington to gain a deeper understanding of this historic demonstration. Connections to Curriculum Standards Common Core State Standards CCSS.ELA-Literacy RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-Literacy RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. CCSS.ELA-Literacy SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. National History Standards for Historical Thinking Standard 2: The student comprehends a variety of historical sources. -
Finding Aid to the Mike Weiss Double Play Collection, 1961-2011SFH 34
http://oac.cdlib.org/findaid/ark:/13030/c83t9jjx No online items Finding Aid to the Mike Weiss Double Play Collection, 1961-2011SFH 34 Finding aid prepared by Tim Wilson San Francisco History Center, San Francisco Public Library 100 Larkin Street San Francisco, CA, 94102 (415) 557-4567 [email protected] 2013 Finding Aid to the Mike Weiss SFH 34 1 Double Play Collection, 1961-2011SFH 34 Title: Mike Weiss Double Play Collection, Date (inclusive): 1961-2011 Date (bulk): (bulk 1978-1983) Collection Identifier: SFH 34 Creator: Weiss, Mike, 1942- Physical Description: 4 boxes + 1 oversized flat box(4.5 cubic feet) Contributing Institution: San Francisco History Center, San Francisco Public Library 100 Larkin Street San Francisco, CA, 94102 (415) 557-4567 [email protected] Abstract: The collection contains the research material Weiss collected for his book Double Play: the San Francisco City Hall Killings. The book recounts the events surrounding Dan White's assassinations of San Francisco Mayor George Moscone and San Francisco Supervisor Harvey Milk on November 27, 1978, and White’s trial in 1979. Physical Location: The collection is stored onsite. Language of Materials: Collection materials are in English. Access The collection is open for research. Please call the San Francisco History Center for hours and information at 415-557-4567. Publication Rights Copyright and literary rights retained by Mike Weiss. Preferred Citation [Identification of item], Mike Weiss Double Play Collection (SFH 34), San Francisco History Center, San Francisco Public Library. Provenance The Mike Weiss Double Play Collection was loaned to The San Francisco Public Library by Mike Weiss in 1990, with ownership legally deeded to the library in December 2009. -
CRUISING; a Film of Real Life and Death of New York GAYS
CRUISING; a film of real life and death of New York G A Y S‘For .... Gays Only’ .... The people leading ‘The Constitution isn’t stamped the sit-downs and whistle-blowing againstainst the film will lose their war for equal- ity if they manage to win their battle5 for censorship!”....these were the words of columnist Allan Wolper in a New YorlYork weekly newspaper, commenting on the demonstrations against the film “Cruising” which is about New York s gay communities problems in the late sixties and early seventies. The film revolves around the castration killings of several gays who wandered at night in the area of Central;ntral Park1 called, the “Ramble” which abounds with ys searching for hot action in the night hours, and who suddenly found Semsetves the target of a deranged kiUer who would kill the unsuroectins i while having sex, ror instence, as one scene shows, the undercover New Yorx I'Cop, playetTby A1 Pacino, ana the killer stalking each other, for presumably a exiisl encounter, in which they enter a dark tunnel in the park, and both ^o- ■ rop their pants, (“How big are you?” “Party size. “What are you into?” “I’ll go anywhere.'’ “ Do me first.” “Hips or lips?” “Go for it!” ) And I both reach for the'ir knives, but the cop kills the madman lust, and as the kil' ler dies, he stares at the cop believing that the cop was his father. One scene in the fUm shows the killer stabbing a man in the back as he is sock ing it to him sexually. -
The GRAMMY Museum Presents George Carlin: a Place for My Stuff
The GRAMMY Museum Presents George Carlin: A Place For My Stuff New Display to Open Sept. 30 Commemorating The Late GRAMMY-winning comedian WHO: The GRAMMY Museum will commemorate GRAMMY-winning comedian George Carlin with a new display opening Wednesday, Sept. 30, 2015 on the Museum's third floor. The exhibit will mark the third display in the Museum's comedy series, following previous tributes to Rodney Dangerfield and Joan Rivers. WHAT: Artifacts on display in George Carlin: A Place For My Stuff will include: Carlin's GRAMMY Awards and other accolades Childhood scrapbook and photos The set list from his performances on The Tonight Show in 1962 and The Ed Sullivan Show in 1971 His public arrest records Script from the 1999 cult film Dogma And more "Ever since I became the keeper of my dad's stuff in 2008, I have enjoyed sharing little bits of it with friends and comedians," said Kelly Carlin, the comedian's daughter. "But to know that his fans will now get to see some of it, makes my heart swell with joy. I am thrilled that the GRAMMY Museum is creating a place for his stuff." "George Carlin helped redefine the art form of stand-up comedy. He used his talent to not only entertain, but to question conventional wisdom and social injustices," said Bob Santelli, Executive Director of the GRAMMY Museum. "With this latest display in our comedy series, we continue to spotlight some of the greatest comedy acts, many of whom have been recognized by the GRAMMY Awards." WHEN & WHERE: George Carlin: A Place For My Stuff will be on display at the GRAMMY Museum through March 2016. -
Martin Luther King Jr January 2021
Connections Martin Luther King Jr January 2021 U.S. DEPARTMENT OF THE INTERIOR PMB Administrative Services and the Office of Diversity, Inclusion and Civil Rights Message from the Deputy Assistant Secretary for Administrative Services January 2021 Dear Colleagues, The life and legacy of the Rev. Dr. Martin Luther King, Jr., inspires me every day, particularly when the troubles of the world seem to have placed what appear to be insurmountable obstacles on the path to achieving Dr. King’s vision. Yet I know that those obstacles will eventually melt away when we focus our hearts and minds on finding solutions together. While serving as leaders of the civil rights movement, Dr. and Mrs. King raised their family in much the same way my dear parents raised my brothers and myself. It gives me comfort to know that at the end of the day, their family came together in love and faith the same way our family did, grateful for each other and grateful knowing the path ahead was illuminated by a shared dream of a fair and equitable world. This issue of Connections begins on the next page with wise words of introduction from our collaborative partner, Erica White-Dunston, Director of the Office of Diversity, Inclusion and Civil Rights. Erica speaks eloquently of Dr. King’s championing of equity, diversity and inclusion in all aspects of life long before others understood how critically important those concepts were in creating and sustaining positive outcomes. I hope you find as much inspiration and hope within the pages of this month’s Connections magazine as I did. -
Completeandleft
MEN WOMEN 1. JA Jason Aldean=American singer=188,534=33 Julia Alexandratou=Model, singer and actress=129,945=69 Jin Akanishi=Singer-songwriter, actor, voice actor, Julie Anne+San+Jose=Filipino actress and radio host=31,926=197 singer=67,087=129 John Abraham=Film actor=118,346=54 Julie Andrews=Actress, singer, author=55,954=162 Jensen Ackles=American actor=453,578=10 Julie Adams=American actress=54,598=166 Jonas Armstrong=Irish, Actor=20,732=288 Jenny Agutter=British film and television actress=72,810=122 COMPLETEandLEFT Jessica Alba=actress=893,599=3 JA,Jack Anderson Jaimie Alexander=Actress=59,371=151 JA,James Agee June Allyson=Actress=28,006=290 JA,James Arness Jennifer Aniston=American actress=1,005,243=2 JA,Jane Austen Julia Ann=American pornographic actress=47,874=184 JA,Jean Arthur Judy Ann+Santos=Filipino, Actress=39,619=212 JA,Jennifer Aniston Jean Arthur=Actress=45,356=192 JA,Jessica Alba JA,Joan Van Ark Jane Asher=Actress, author=53,663=168 …….. JA,Joan of Arc José González JA,John Adams Janelle Monáe JA,John Amos Joseph Arthur JA,John Astin James Arthur JA,John James Audubon Jann Arden JA,John Quincy Adams Jessica Andrews JA,Jon Anderson John Anderson JA,Julie Andrews Jefferson Airplane JA,June Allyson Jane's Addiction Jacob ,Abbott ,Author ,Franconia Stories Jim ,Abbott ,Baseball ,One-handed MLB pitcher John ,Abbott ,Actor ,The Woman in White John ,Abbott ,Head of State ,Prime Minister of Canada, 1891-93 James ,Abdnor ,Politician ,US Senator from South Dakota, 1981-87 John ,Abizaid ,Military ,C-in-C, US Central Command, 2003- -
Download This Issue in Text-Searchable PDF Format
The REALIST Issue Number 16 - March, 1960 - Page 01 scans of this entire Issue found at: http://www.ep.tc/realist/16 freethought criticism and satire March 1960 35 Cents No. 16 An Impolite Interview With Albert Ellis Albert Ellis received his M.A. and Ph.D. de grees in Clinical Psychology at Columbia Uni IN THIS ISSUE versity. He has taught at Rutgers and N.Y.U.; • A Realist Exclusive: I Tried the Rapid-Shave has served as Chief Psychologist of the New Jersey Sandpaper Test Department of Institutions and Agencies; and over the last decade he has been in the private practice • Jack Paar, TV Censorship, and a Stereo of psychotherapy and marriage counseling in New phonic Hoax York City. • Negative Thinking: Some Positive Thoughts Dr. Ellis is the author of several books—in on ‘Suddenly, Last Summer' cluding The American Sexual Tragedy, How to ~ ~~ ■----i ^ r ~— i ~ i ii—i ~ n ~ i ~ ir i ~i ~ i t ~ _ - _r Live With a Neurotic and Sex Without Guilt — as well as more than 150 papers in various profes sional journals. His latest book, The Art and Science of Love, will be published this month by Lyle Stuart. Now in preparation, in collaboration with Dr. Robert A. Harper of Washington, is a major work on the theory and technique of ra tional psychotherapy. The questions in this interview were posed by Robert Anton Wilson and Paul Krassner. Q. How would you explain the difference be tween rational therapy and psychoanalysis? A. There are many significant differences be tween, these two systems of psychotherapy.