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DELIBERATE DIFFERENCES Progressive and Conservative Campus Activism in the United States
A REPORT PUBLISHED BY POLITICAL RESEARCH ASSOCIATES DELIBERATE DIFFERENCES Progressive and Conservative Campus Activism in the United States by Pam Chamberlain PRA POLITICAL RESEARCH ASSOCIATES ABOUT POLITICAL RESEARCH ASSOCIATES Political Research Associates (PRA) is an independent, nonprofit research center that exposes and challenges the Right and larger oppressive movements, institutions, and forces. PRA provides accurate applied research and useful analytic tools to inform and support progressive activism that promotes equality and justice. ABOUT THE AUTHOR Pam Chamberlain is a researcher at PRA. Political Research Associates 1310 Broadway, Suite 201 Somerville, MA 02144 Tel: (617) 666-5300 Fax: (617) 666-6622 [email protected] www.publiceye.org August, 2004 © 2004, Political Research Associates ISBN: 0-915987-18-x When referencing this document, we recommend the following citation: Chamberlain, Pam. Deliberate Differences: Progressive and Conservative Campus Activism in the United States. Somerville, Mass.: Political Research Associates, 2004. Design by Hird Graphic Design Cover photos by: top, Lonny Shavelson/www.photowords.com. and bottom, Jim West, Impact Digitals Acknowledgements eliberate Differences: Progressive and Conservative Campus Activism is a publication of DPolitical Research Associates (PRA). In every sense, this report has been a collabo- rative effort from its inception. Jean Hardisty, President Emerita of PRA, originally con- ceived the Campus Activism Project as an extension of earlier PRA work on conservative campus groups. The PRA staff team—Nikhil Aziz, Chip Berlet, Shelly Harter, Tom Louie, Namorya Nelson, and Palak Shah—all lent their creativity, talent, and careful attention to the many stages of the project. Chip and Nikhil, in particular, contributed to our understanding of social movement theory and its application to campus activism. -
Historic CD Actions.Pmd
A SELECTIVE LIST OF Historic Civil Disobedience Actions here have been 1917 U.S. countless acts of civil WOMEN’S SUFFRAGE Tdisobedience through- Inspired by similar actions in Britain, out history in virtually every Alice Paul and 217 others (including country by people opposed to Dorothy Day) are arrested for picketing oppressive laws, governments, the White House, considered by some to be the first nonviolent civil disobedience corporations, institutions, and campaign in U.S. history; many go on cultures. Below is a listing of hunger strikes while in prison and are just a few notable — because brutally force-fed sheer size or subsequent impact Gandhi during the “Salt March,” at the start of the massive civil disobedience campaign in — and disparate examples India, 1930. Photo via Wikipedia. (mostly in the United States) since Thoreau’s “Civil Disobe- 1936-1937 U.S. dience” essay. In bold are LABOR names of just a few of the Autoworkers (CIO) organized 900 sit- down strikes — including 44-day sit- organizers or participants, down in Flint, MI — to establish the right each of whom could merit a to unionize (UAW), seeking better pay separate study by students. and working conditions Suggragist pickets arrested at the White House, 1917. Photo: Harris & Ewing 1940-1944 India 1846 U.S. INDEPENDENCE / WORLD WAR II WAR / SLAVERY The Quit India campaign led by Gandhi 1918-1919 U.S. Henry David Thoreau refuses to pay defied the British ban on antiwar WORLD WAR I taxes that support the Mexican-American propaganda and sought to fill the jails War and slavery Draft resisters and conscientious objectors (over 60,000 jailed) imprisoned for agitating against the war 1850s-1860s U.S. -
UUAA Veterans for Peace Annual Report 2020-2021 Group Leader: Michael Muha
UUAA Veterans for Peace Annual Report 2020-2021 Group Leader: Michael Muha UUAA Veterans for Peace is part of a larger organization, Veterans for Peace, which is a global organization of Military Veterans and allies whose collective efforts are to build a culture of peace by using our experiences and lifting our voices. We inform the public of the true causes of war and the enormous costs of wars (including physical, psychological, emotional, environmental), with an obligation to heal the wounds of wars. Our network is comprised of over 140 chapters worldwide whose work includes: educating the public, advocating for a dismantling of the war economy, providing services that assist veterans and victims of war, and most significantly, working to end all wars. We didn’t do what we anticipated because of not having the usual social contact. Along with our parent organization, Veterans for Peace Chapter 93, accomplished the following: • Martin Luther King Day presentations EMU, UM, and Ann Arbor Public Library, with the theme “Beyond Militarism: Where Do We Go From Here?” (https://aadl.org/node/575155) • Ann Arbor’s Veterans Park on Veterans Day, and Detroit’s Grand Circus Park on July 4, erected a memorial for military members from Michigan killed in Iraq and Afghanistan - to remind people of the costs of war • Awarded scholarships to student who will pursue studies in a Peace Studies program or other program that actively promotes the study of global conflict resolution or issues of peace and justice. • To fund our scholarships, hosted a virtual John Lennon Birthday Concert with local musicians, and created a CD: https://www.vfp93.org/john-lennon-concert-cd We definitely relate to the Sixth Principle: The goal of world community with peace, liberty, and justice for all, as well as the First Principle: The inherent worth and dignity of every person, and the Seventh Principle: Respect for the interdependent web of all existence of which we are a part. -
VVAW's December 2005 Letter
VIETNAM VETERANS AGAINST THE WAR, INC PO Box 408594, Chicago, IL 60640 - (773) 276-4189 www.vvaw.org [email protected] Dear Friend of Vietnam Veterans Against the War, What a difference a year makes! Not only have the American people turned against the war, but Vietnam Veterans Against the War has been able to make a bigger contribution to changing people’s minds about the war than ever before. At our late October National Meeting, the best attended in many, many years, we resolved to further deepen our participation in the national anti-war movement. We heard local representatives talk about their speaking to high school classes, raising funds for the My Lai Peace Park in Vietnam, representing veterans at local anti-war demonstrations, offering personal support to returning Iraq vets, attending local vigils on the night of the 2000th U.S military death in the Iraq war, and engaging in civil disobedience at the White House. Ray Parrish, our military counselor, regularly makes a real difference in the lives of individual veter- ans and GI’s. Ray tells me that some vets who call him want to deal with their Post-Traumatic Stress Disorder symptoms in a political rather than a clinical setting. One vet he talked to had done two tours in Iraq. After the first tour, John didn’t really want to go back, but he didn’t talk to anyone in the GI counsel- ing movement because he was hearing from military commanders that people who opposed the war didn’t support the troops. He told Ray that, between tours, “he and Johnny Walker became best friends.” John got out of the military after his second tour. -
Ruthven (Rudy) Simons Papers UP001998
Guide to the Ruthven (Rudy) Simons Papers UP001998 This finding aid was produced using ArchivesSpace on March 14, 2017. English Describing Archives: A Content Standard Walter P. Reuther Library 5401 Cass Avenue Detroit, MI 48202 URL: http://reuther.wayne.edu Guide to the Ruthven (Rudy) Simons Papers UP001998 Table of Contents Summary Information .................................................................................................................................... 3 History ............................................................................................................................................................ 4 Scope and Content ......................................................................................................................................... 4 Arrangement ................................................................................................................................................... 5 Administrative Information ............................................................................................................................ 5 Related Materials ........................................................................................................................................... 6 Controlled Access Headings .......................................................................................................................... 6 Collection Inventory ...................................................................................................................................... -
Notes CHAPTER 1 6
notes CHAPTER 1 6. The concept of the settlement house 1. Mario Maffi, Gateway to the Promised originated in England with the still extant Land: Ethnic Cultures in New York’s Lower East Tonybee Hall (1884) in East London. The Side (New York: New York University Press, movement was tremendously influential in 1995), 50. the United States, and by 1910 there were 2. For an account of the cyclical nature of well over four hundred settlement houses real estate speculation in the Lower East Side in the United States. Most of these were in see Neil Smith, Betsy Duncan, and Laura major cities along the east and west coasts— Reid, “From Disinvestment to Reinvestment: targeting immigrant populations. For an over- Mapping the Urban ‘Frontier’ in the Lower view of the settlement house movement, see East Side,” in From Urban Village to East Vil- Allen F. Davis, Spearheads for Reform: The lage: The Battle for New York’s Lower East Side, Social Settlements and the Progressive Movement, ed. Janet L. Abu-Lughod, (Cambridge, Mass.: 1890–1914 (New York: Oxford University Blackwell Publishers, 1994), 149–167. Press, 1967). 3. James F. Richardson, “Wards,” in The 7. The chapter “Jewtown,” by Riis, Encyclopedia of New York City, ed. Kenneth T. focuses on the dismal living conditions in this Jackson (New Haven, Conn.: Yale University ward. The need to not merely aid the impover- Press, 1995), 1237. The description of wards in ished community but to transform the physi- the Encyclopedia of New York City establishes cal city became a part of the settlement work. -
Voices of Conscience: Antiwar Opposition in the Military
Voices of Conscience: Antiwar Opposition in the Military Photo: Paul Richards (Estuary Press) May 22-24, 2018 Welcome Welcome to the “Voices of Conscience” conference, the first major academic conference ever held on military antiwar movements. Never before have scholarly and activist communities come together at a major academic institution to probe the impact of soldier and veterans’ antiwar movements and their importance for the strategy of peace. This gathering is historic in another sense. It takes place 50 years after the Vietnam War, a war in which many of us fought and resisted, and 15 years since the invasion of Iraq when others of us spoke out for peace. We gather as the United States continues an endless “war on terror,” conducting combat support operations in 14 countries and launching air strikes in seven, all without constitutional authority and with few citizens aware or concerned. We will address many vital questions during this conference. What was the role of the GI and veterans’ movement in helping bring an end to the U.S. war in Vietnam? How did the collapse of the armed forces affect the Pentagon’s ability to continue waging war? What was the relationship between the military and civilian antiwar movements? How was the U.S. invasion and occupation of Iraq affected by antiwar opposition? How did dissent within the ranks affect public opinion on ending the war in Vietnam? What can veterans and military service members do today to counter militarism and war and build support for peace? The historic campaigns we examine in this conference are linked to the movements of today, especially to the students and community activists organizing against the scourge of gun violence in our schools and on our streets, just as we march to prevent war and armed violence abroad. -
Selected Chronology of Political Protests and Events in Lawrence
SELECTED CHRONOLOGY OF POLITICAL PROTESTS AND EVENTS IN LAWRENCE 1960-1973 By Clark H. Coan January 1, 2001 LAV1tRE ~\JCE~ ~')lJ~3lj(~ ~~JGR§~~Frlt 707 Vf~ f·1~J1()NT .STFie~:T LA1JVi~f:NCE! i(At.. lSAG GG044 INTRODUCTION Civil Rights & Black Power Movements. Lawrence, the Free State or anti-slavery capital of Kansas during Bleeding Kansas, was dubbed the "Cradle of Liberty" by Abraham Lincoln. Partly due to this reputation, a vibrant Black community developed in the town in the years following the Civil War. White Lawrencians were fairly tolerant of Black people during this period, though three Black men were lynched from the Kaw River Bridge in 1882 during an economic depression in Lawrence. When the U.S. Supreme Court ruled in 1894 that "separate but equal" was constitutional, racial attitudes hardened. Gradually Jim Crow segregation was instituted in the former bastion of freedom with many facilities becoming segregated around the time Black Poet Laureate Langston Hughes lived in the dty-asa child. Then in the 1920s a Ku Klux Klan rally with a burning cross was attended by 2,000 hooded participants near Centennial Park. Racial discrimination subsequently became rampant and segregation solidified. Change was in the air after World "vV ar II. The Lawrence League for the Practice of Democracy (LLPD) formed in 1945 and was in the vanguard of Post-war efforts to end racial segregation and discrimination. This was a bi-racial group composed of many KU faculty and Lawrence residents. A chapter of Congress on Racial Equality (CORE) formed in Lawrence in 1947 and on April 15 of the following year, 25 members held a sit-in at Brick's Cafe to force it to serve everyone equally. -
How Public Universities React to Alt-Right Speakers By
Towson University Office of Graduate Studies Responding to Hate: How Public Universities React to Alt-Right Speakers by Josh Guttman A thesis Presented to the faculty of Towson University Office of Graduate Studies In partial fulfillment of the requirements for the degree Masters of Science in Communications Management Department of Communication Towson University Towson, Maryland 21252 (December, 2018) DEDICATION This thesis is dedicated to my mom and dad, who supported me and cheered me on when I needed it most. I love you both and I can’t thank you enough. I made it through the Paper Chase (1973). *Rocky (1976) music swells in the background* RESPONDING TO HATE ii RESPONDING TO HATE iii Abstract This study examined how public universities who have hosted alt-right speakers on campus protected their reputations while also fostering a free speech environment and keeping students safe. Due to the First Amendment policies of public universities, they have a greater obligation to provide alt-right speakers a platform. However, alt-right speaking events pose risks among the university community such as violence and vandalism. These risks could potentially damage the reputation of the university. Through utilizing Situational Crisis Communication Theory (SCCT) and gathering primary documents from the universities, this study showcases the effectiveness of university strategies in regards to balancing a first amendment while maintaining student safety. The results showed university strategies that were in-line with SCCT were more effective at maintaining their reputations and keeping students safe. Hosting events dedicated to university values and engaging in the community protected their reputations leading up to and during the alt-right speaking events. -
Written Evidence Submitted by the Veterans for Peace UK (INR0067)
Written evidence submitted by the Veterans for Peace UK (INR0067) Introduction to Veterans for Peace UK Veterans for Peace UK (VFP UK) was founded in London in 2011. Veterans For Peace UK is a voluntary and politically independent ex-services organisation of men and women who have served in conflicts from World War 2 through to Afghanistan. As a result of our collective experiences we firmly believe that “War is not the solution to the problems we face in the 21st century”. We are not a pacifist organisation; we accept the inherent right of self-defence in response to an armed attack. We work to influence the foreign and defence policy of the UK, for the larger purpose of world peace. Summary Given that many of the institutions, legal frameworks and skills necessary to increase international understanding and facilitate global co-operation are already in place, our submission focuses on some foreign policy areas where we believe that more effective use could be made of these existing tools. It is vital to strengthen such resources if we are to achieve peaceful co-existence. The starting point for this Review must be a careful re- evaluation of what is needed to provide genuine and sustainable security. The following are our responses to some of the questions listed in your call for evidence. THE PROCESS OF THE INTEGRATED REVIEW The efficacy of the Review’s process 1. ‘What is Security?’ At present there is no established or agreed answer across government departments and policy makers. What does the state want to ‘secure’? From what, from whom and who for? Once these questions are answered we can then determine how we use our resources: human, industrial, technological, financial, to achieve a secure future and incorporate them into developing FCO priorities. -
Table of Contents Ch
Table of Contents Ch. 27 leads large contingent to SOA protests ........................................................................................................................... 2 Melting weapons of war into bells for peace ................................................................................................................................ 2 Time for apologies ....................................................................................................................................................................... 3 “A bayonet is a weapon with a worker at each end.” ......................................................................................................... 3 War depravation has never caused a single case of post traumatic stress. ...................................................................... 5 Iran in the Crosshairs: Stop the March to War .......................................................................................................................... 6 George McGovern, a true candidate for peace ......................................................................................................................... 7 Iran, from previous page ............................................................................................................................................................. 7 Occupy Homes and Occupy Minneapolis update ....................................................................................................................... 8 Strib prints -
Mf-$0.65 Bc$3.29
DOCUMENT RESUME ED 063 194 SO 002 791 AUTHOR Abrams, Grace C.; Schmidt, Fran TITLE Social Studies: Peace In the TwentiethCentury. INSTITUTION DadeCounty Public Schools, Miami,Fla. PUB DATE 71 NOTE 62p. BDPS PRICE MF-$0.65 BC$3.29 DESCRIPTORS Activity Units; Behavioral Objectives;*Conflict Resolution; Curriculum Guides; *ForeignRelations; Grade 7; Grade 8; Grade 9; HumanRelations; *International Education; Junior HighSchools; Modern History; Nationalism; Organizations(Groups); *Peace; Resource Guides; *Social StudiesUnits; Violence; War; World Affairs; World Problems IDENTIFIERS Florida; *Quinmester Programs ABSTRACT This study of the effort and failuresto maintain world peace in this century is intended as anelective, quinmester course for grades 7 through9. It encompasses the concept of nationalism and the role it plays inthe decisions that lead to war, and organizations that havetried and are trying topreserveor bring about peace. Among other goals for the course areforthestudent to: 1) assess his own attitudes andbeliefs concerning peace and generalize about the nature of war; 2)examine the social, political, and economic reasons for war; 3)analyze breakdowns in world peacein this century and the resultant humanproblems; 4) investigate and suggest alternatives toWar as a means of settling conflict; and, 5) describe ways and means an individual canwork for peace. The guide itself is divided into a broad goalssection, a content outline, objectives and learning activities,and teacher/student materials. Learning activities are highlyvaried and are closely tied with course objectives.Materials include basic texts,pamphlets,records, and filmstrips. Relateddocuments are: SO 002 708 through SO 002718, SO 002 76.8 through SO002 792, and SO 002 947 through SO002 970.