Separate but (Un)Equal: Why Institutionalized Anti-Racism Is the Answer to the Never-Ending Cycle of Plessy V
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PLESSY V. FERGUSON (1896) ORIGINS of the CASE in 1892, Homer Plessy Took a Seat in the “Whites Only” Car of a Train and Refused to Move
PLESSY v. FERGUSON (1896) ORIGINS OF THE CASE In 1892, Homer Plessy took a seat in the “Whites Only” car of a train and refused to move. He was arrested, tried, and convicted in the District Court of New Orleans for breaking Louisiana’s segregation law. Plessy appealed, claiming that he had been denied equal protection under the law. The Supreme Court handed down its decision on May 18, 1896. THE RULING The Court ruled that separate-but-equal facilities for blacks and whites did not violate the Constitution. LEGAL REASONING CALIFORNIA STANDARDS Plessy claimed that segregation violated his right to 11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. equal protection under the law. Moreover he claimed Sandford, Plessy v. Ferguson, Brown v. Board of Education, that, being “of mixed descent,” he was entitled to “every Regents of the University of California v. Bakke, and California Proposition 209. recognition, right, privilege and immunity secured to HI 3 Students interpret past events and issues within the context the citizens of the United States of the white race.” in which an event unfolded rather than solely in terms of pres- Justice Henry B. Brown, writing for the majority, ruled: ent-day norms and values. “ The object of the [Fourteenth] amendment was LEGAL SOURCES . undoubtedly to enforce the absolute equality of the two races before the law, but . it could not have LEGISLATION been intended to abolish distinctions based upon color, or to enforce social, as distinguished from political U.S. -
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. -
Pope Benedict XVI's Invitation Joseph Mele
Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Summer 2008 Homiletics at the Threshold: Pope Benedict XVI's Invitation Joseph Mele Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Mele, J. (2008). Homiletics at the Threshold: Pope Benedict XVI's Invitation (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/919 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. HOMILETICS AT THE THRESHOLD: POPE BENEDICT XVI‘S INVITATION A Dissertation Submitted to The McAnulty College and Graduate School of Liberal Arts Duquesne University In partial fulfillment of the requirements for The degree of Doctor of Philosophy By Joseph M. Mele May 2008 Copyright by Joseph M. Mele 2008 HOMILETICS AT THE THRESHOLD: POPE BENEDICT XVI‘S INVITATION By Joseph M. Mele Approved Month Day, 2008 ____________________________ ____________________________ Name of Professor Name of Professor Professor of Professor of (Dissertation Director) (Committee Member) ____________________________ ____________________________ Name of Professor Name of Professor Professor of Professor of (Committee Member) (Committee Member) ___________________________ ____________________________ Name of Dean Name of External Reviewer Dean, The McAnulty -
Racial Critiques of Mass Incarceration: Beyond the New Jim Crow
RACIAL CRITIQUES OF MASS INCARCERATION: BEYOND THE NEW JIM CROW JAMES FORMAN, JR.* In the last decade, a number of scholars have called the American criminal justice system a new form of Jim Crow. These writers have effectively drawn attention to the injustices created by a facially race-neutral system that severely ostracizes offenders and stigmatizes young, poor black men as criminals. I argue that despite these important contributions, the Jim Crow analogy leads to a distorted view of mass incarceration. The analogy presents an incomplete account of mass incarceration’s historical origins, fails to consider black attitudes toward crime and punishment, ignores violent crimes while focusing almost exclusively on drug crimes, obscures class distinctions within the African American community, and overlooks the effects of mass incarceration on other racial groups. Finally, the Jim Crow analogy diminishes our collective memory of the Old Jim Crow’s particular harms. INTRODUCTION In the five decades since African Americans won their civil rights, hundreds of thousands have lost their liberty. Blacks now make up a larger portion of the prison population than they did at the time of Brown v. Board of Education, and their lifetime risk of incarceration has doubled. As the United States has become the world’s largest jailerand its prison population has exploded, black men have been particularly affected. Today, black men are imprisoned at 6.5 times the rate of white men. While scholars have long analyzed the connection between race and America’s criminal justice system, an emerging group of scholars and advocates has highlighted the issue with a provocative claim: They argue that our growing penal system, with its black tinge, constitutes nothing less than a new form of Jim Crow. -
Than Segregation, Racial Identity: the Neglected Question in Plessy V
Washington and Lee Journal of Civil Rights and Social Justice Volume 10 | Issue 1 Article 3 Spring 4-1-2004 MORE THAN SEGREGATION, RACIAL IDENTITY: THE NEGLECTED QUESTION IN PLESSY V. FERGUSON Thomas J. Davis Follow this and additional works at: https://scholarlycommons.law.wlu.edu/crsj Part of the Civil Rights and Discrimination Commons, and the Legal History Commons Recommended Citation Thomas J. Davis, MORE THAN SEGREGATION, RACIAL IDENTITY: THE NEGLECTED QUESTION IN PLESSY V. FERGUSON, 10 Wash. & Lee Race & Ethnic Anc. L. J. 1 (2004). Available at: https://scholarlycommons.law.wlu.edu/crsj/vol10/iss1/3 This Article is brought to you for free and open access by the Washington and Lee Journal of Civil Rights and Social Justice at Washington & Lee University School of Law Scholarly Commons. It has been accepted for inclusion in Washington and Lee Journal of Civil Rights and Social Justice by an authorized editor of Washington & Lee University School of Law Scholarly Commons. For more information, please contact [email protected]. MORE THAN SEGREGATION, RACIAL IDENTITY: THE NEGLECTED QUESTION IN PLESSY V. FERGUSON Thomas J. Davis* I. INTRODUCTION The U.S. Supreme Court's 1896 decision in Plessy v. Ferguson' has long stood as an ignominious marker in U.S. law, symbolizing the nation's highest legal sanction for the physical separation by race of persons in the United States. In ruling against thirty-four-year-old New Orleans shoemaker Homer Adolph Plessy's challenge to Louisiana's Separate Railway Act of 1890,2 the Court majority declared that we think the enforced separation of the races, as applied to the internal commerce of the state, neither abridges the privileges or immunities of the colored man, deprives him of his property without due process of law, nor denies him the equal protection of the laws, within the meaning of the Fourteenth Amendment.3 One commentator on the Court's treatment of African-American civil rights cast the Plessy decision as "the climactic Supreme Court pronouncement on segregated institutions."4 Historian C. -
Why the Supreme Court Lied in Plessy
Volume 52 Issue 3 Article 1 2007 Why the Supreme Court Lied in Plessy David S. Bogen Follow this and additional works at: https://digitalcommons.law.villanova.edu/vlr Part of the Civil Rights and Discrimination Commons, Common Law Commons, Constitutional Law Commons, and the Legal History Commons Recommended Citation David S. Bogen, Why the Supreme Court Lied in Plessy, 52 Vill. L. Rev. 411 (2007). Available at: https://digitalcommons.law.villanova.edu/vlr/vol52/iss3/1 This Lecture is brought to you for free and open access by Villanova University Charles Widger School of Law Digital Repository. It has been accepted for inclusion in Villanova Law Review by an authorized editor of Villanova University Charles Widger School of Law Digital Repository. Bogen: Why the Supreme Court Lied in Plessy VILLANOVA LAW REVIEW VOLUME 52 2007 NUMBER 3 Reuschlein Lecture WHY THE SUPREME COURT LIED IN PLESSY DAVID S. BOGEN* 1. INTRODUCTION p LESSY v. Ferguson' is high on the list of the most reviled decisions of the Supreme Court, mentioned in the same breath as Dred Scott v. Sandford.2 It has a number of unfortunate statements 3 and the decision * Harold Gill Reuschlein Visiting Professor, Villanova University School of Law, Professor Emeritus of Law, University of Maryland School of Law. B.A. 1962, LL.B. 1965, Harvard University; LL.M., 1967, New York University. I would like to thank Villanova for the opportunity afforded by the Reuschlein professorship and the University of Maryland for a summer grant. The assistance of the staff at the Villanova University School of Law Library, particularly Amy Spare, and the University of Maryland School of Law Thurgood Marshall Library, particularly Maxine Grosshans, was indispensable, as was my research assistant, Justin Browne, University of Maryland class of 2008. -
John Allen Jr. Emerges As America's Premier
20 Contents Established in 1902 as The Graduate Magazine FEATURES ‘The Best Beat in Journalism’ 20 How a high school teacher from Hays became America’s top Vatican watcher. BY CHRIS LAZZARINO Happy Together 32 Can families who are truly gifted at being families teach the rest of us how to fashion happier homes? COVER Psychologist Barbara Kerr thinks so. Where the BY STEVEN HILL 24 Music Moves In only three years the Wakarusa Music and Camping Festival has grown from a regional upstart to a national star on the summer rock circuit. BY CHRIS LAZZARINO Cover photo illustration by Susan Younger 32 V olume 104, No. 4, 2006 Lift the Chorus NEW! Hail Harry toured China during the heyday of “pingpong diplomacy,” cur- JAYHAWK Thank you for the arti- rently celebrating its 35th cle on economics anniversary. JEWELRY Professor Harry Shaffer KU afforded many such [“Wild about Harry,” rewarding cosmopolitan experi- Oread Encore, issue No. ences for this western Kansas 3]. As I read the story, I student to meet and learn to fondly recalled taking his know others from distant cul- class over 20 years ago. tures. Why, indeed, can’t we all One fascinating item neg- learn to get along? lected in the article was how Harry Marty Grogan, e’68, g’71 ended up at KU. Seattle Originally a professor at the University of Alabama, he left in disgust Cheers to the engineers when desegregation was denied at the institution. This was a huge loss to The letter from Virginia Treece Crane This new KU Crystal set shimmers Alabama, but an incredible gift to those [“Cool house on Memory Lane,” issue w ith a delicate spark le. -
Remembering Racial Integration in Teaneck, New Jersey, 1949 – 1968
Reputation and Reality in America’s Model Town: Remembering Racial Integration in Teaneck, New Jersey, 1949 – 1968 Rachel Mark Senior Thesis Department of History, Columbia University April 4, 2011 Acknowledgements In ‟65 tension was running high at my high school/ There was a lot of fights between the black and white/There was nothing you could do…/ Troubled times had come to my hometown/ My hometown/ My hometown/ My hometown - Bruce Springsteen, “My Hometown” This thesis investigates how integration is remembered in Teaneck, NJ, the first town in the nation to vote for integrated schools. While I observe in this thesis that the reality of integration ultimately fell short of the goals set by the activists themselves, I do not wish to take away from these individuals and their honorable actions. In a time when the country faced fierce segregation and racism, a majority in Teaneck stepped up and voted for what they believed in their hearts was right: equal education. As a third generation Teaneck resident, I feel a close connection to this story. My grandparents still vividly remember casting their votes for integration, and my mother went to the central sixth grade school created as part of the original integration plan. And at the outset, I would like to thank my parents – Joseph and Meryl Mark – and grandparents – Abraham and Sheila Schlussel, and Norman and Frances Mark – for not just providing me with a topic for my thesis but also for instilling a love of education and learning that inspired me to undertake the project in the first place. -
Description: All in - Final Picture Lock – Full Film - 200726
DESCRIPTION: ALL IN - FINAL PICTURE LOCK – FULL FILM - 200726 [01:00:31:00] [TITLE: November 6, 2018] ANCHORWOMAN: It might be a race for the governor’s mansion in Georgia, but this is one that the entire country is watching. ANCHORWOMAN: And if ever one vote counted it certainly is going to count in this particular race. [01:00:46:00] [TITLE: The race for Georgia governor is between Democrat Stacey Abrams and Republican Brian Kemp.] [If elected, Abrams would become the nation’s first female African American governor.] CROWD: Stacey! Stacey! Stacey! Stacey! Stacey! ANCHORWOMAN: The controversy surrounding Georgia’s governor race is not dying down. Both candidates dug in today. ANCHORWOMAN: Republican Brian Kemp and Democrat Stacey Abrams are locked in a virtual dead heat. ANCHORWOMAN: Everybody wants to know what’s happening in Georgia, still a toss up there, as we’re waiting for a number of votes to come in. They believe there are tens of thousands of absentee ballots that have not yet been counted. ANCHORWOMAN: Voter suppression has become a national talking point and Brian Kemp has become a focal point. [01:01:27:00] LAUREN: All of the votes in this race have not been counted. 1 BRIAN KEMP: On Tuesday, as you know, we earned a clear and convincing, uh, victory at the ballot box and today we’re beginning the transition process. ANCHORMAN: Kemp was leading Democratic opponent Stacey Abrams by a narrow margin and it grew more and more narrow in the days following the election. Abrams filed multiple lawsuits, but ultimately dropped out of the race. -
The War on Voting Rights
The War on Voting Rights John Shattuck Senior Fellow, Carr Center for Human Rights Policy and Professor of Practice in Diplomacy, The Fletcher School, Tufts University Aaron Huang Master in Public Policy Candidate, Harvard Kennedy School Elisabeth Thoreson-Green Master in Public Policy Candidate, Harvard Kennedy School CARR CENTER DISCUSSION PAPER SERIES Discussion Paper 2019-003 For Academic Citation: John Shattuck, Aaron Huang and Elisabeth Thoreson-Green. The War on Voting Rights. CCDP 2019-003, February 2019. The views expressed in Carr Center Discussion Paper Series are those of the author(s) and do not necessarily reflect those of the Harvard Kennedy School or of Harvard University. Discussion Papers have not undergone formal review and approval. Such papers are included in this series to elicit feedback and to encourage debate on important public policy challenges. Copyright belongs to the author(s). Papers may be downloaded for personal use only. The War on Voting Rights About the Authors John Shattuck, Professor of Practice in Diplomacy, Fletcher School of Law and Diplomacy, Tufts University; Senior Fellow, Carr Center for Human Rights Policy, Harvard Kennedy School; and Visiting Research Scholar, Social Sciences Matrix, University of California Berkeley (Spring 2019) Aaron Huang Master in Public Policy Candidate, Harvard Kennedy School Elisabeth Thoreson-Green Master in Public Policy Candidate, Harvard Kennedy School Carr Center for Human Rights Policy Harvard Kennedy School 79 JFK Street Cambridge, MA 02138 www.carrcenter.hks.harvard.edu -
1 European Ethno-Nationalist and White Supremacy Groups Key
European Ethno-Nationalist and White Supremacy Groups Key Findings • European far-right ethno-nationalist groups have cast immigrants as a scapegoat for economic hardship faced by young Europeans. Rather than promote overt white supremacy, these groups denigrate minorities—particularly Muslim immigrants—as detrimental to European culture. • Far-right political parties like Germany’s Alternative für Deutschland and Italy’s Lega Nord have been able to generate substantial popular support by promising to defend their respective countries against the cultural attacks of immigrants and foreign influences, and have consequently made gains in domestic parliamentary elections. • Groups like Les Identitaires and its youth wing, Generation Identity, have renounced violence in favor of utilizing social media and public demonstrations to portray themselves as legitimate, mainstream movements protecting European culture. These groups have directly targeted Europe’s youth through social media and public demonstrations. • Groups including Combat 18 and the Nordic Resistance Movement, which openly embrace neo-Nazi ideology and violent tactics, are still able to recruit for violent activities, despite the rise of non-violent, populist groups. Executive Summary More than 70 years after the defeat of Nazi Germany, ethno-nationalist and white supremacist movements in Europe continue to thrive. They include far-right political parties, neo-Nazi movements, and apolitical protest groups. Some groups openly espouse violent white supremacy, while others have -
Graduate Faculty 2001
BOARD OF TRUSTEES, ADMINISTRATION AND FACULTY · 289 Complete faculty information is available from the Office of the 1989. M.S.N., Mississippi University For Women, 1990. Senior Vice Chancellor for Academic Affairs. Ph.D., Georgia State University, 2000. Baek, Chung, 2006. Associate Professor, Dothan. B.S., Yonsei University, 1997. M.S., University of Nebraska-Lincoln, GRADUATE FACULTY 2001. Ph.D., University of Nebraska-Lincoln, 2006. Abbey, Robert F., 2002. Associate Professor, Global Campus. Bailey, S. Scott, 2004. Associate Dean, Sorrell College of B.S., University of Oregon, 1969. M.S., Colorado State Business; Associate Professor, Troy. B.S., United States University, 1973. M.P.A., University of Southern California, Military Academy, 1970. M.P.A., University of Colorado at 1982. D.PA., University of Southern California, 1985. Boulder, 1977. M.S., University of Colorado at Boulder, 1981. Ph.D., Colorado School of Mines, 1989. Ai, Chunyu, 2010, Assistant Professor, Troy. B.S., Heilongjiang University - Harbin, China, 2001. M.S., Heilongjiang Bailey, Wendy C., 2005. Associate Professor, Troy. B.S., University - Harbin, China, 2004. M.S., Georgia State Pennsylvania State University, 1982. Ph.D., Colorado School University, 2009. Ph.D., Georgia State University, 2010. of Mines, 1989. Aisami, Riad S., 2003. Associate Professor, Global Campus. Bandow, Diane F., 2002. Professor, Global Campus. B.S., Iowa B.A., Baghdad University, 1980. M.Ed., Tuskegee State University, 1973. M.S., National Louis University, University, 1983. Ph.D., Wayne State University, 1988. 1992. M.A., The Fielding Institute, 1996. Ph.D., The Fielding Institute, 1998. Allard, Catherine L., 1989. Professor, Troy. B.M., SUNY College at Potsdam, 1972.