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The Sermons of the Rev. Martin Luther King, Jr
The Sermons of the Rev. Martin Luther King, Jr. A Jewish Response Elliot B. Gevtel T hough it has been an official state and federal observance only for less than a decade, it seems that we have always blessed the birthday of the Rev. Martin Luther King, Jr., through the almost two decades since he was tragically gunned down by a madman, at the prime of life, when his intellec tual and political gifts and talents were in full blossom and gave promise of even fuller growth in every way. It’s good and appropriate that we have a special day to mark his achievements. We need only hear his name to recall his uniQue and stunning powers of oratory which yielded the immortal “I Have A Dream” address, as important to our national heritage as Lincoln’s address at Gettysburg or FDR’s various inaugural addresses. King’s greatness is such that whenever we think of the turbulence of the Sixties, we mark his courage in the cause of nonviolent demonstration for civil rights, for in his peaceful but forceful use of boycotts and sit-ins and prayer he subjected himself to terrible dangers of brutality at the hands of sheriffs and deputies and mobs, not to mention malevolent men in seats of national power, who regarded his message of eQual rights and opportunities to be a greater threat to their petty prejudices than the worst criminal action. When we ask if there is such a thing as a modern prophet, we recall that many found in his unforgettable oratory and in his risking of life and limb for the message he bore—the spirit and the uncompromising truth of the Hebrew Prophets of old. -
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. -
Martin Luther King Jr Martin Luther King’S Book, the Time Magazine Honors Dr King As “Man Violent Riots Where Do We Go from 1946 1955 Measure of a Man Is Published
1959 1964 1966 1967 Martin Luther King Jr Martin Luther King’s book, The Time magazine honors Dr King as “Man Violent riots Where Do We Go From 1946 1955 Measure of a Man is published. of the Year”. Dr King’s third book, Why continue to Here, Dr King’s fourth book The US Supreme Court Rosa Parks is arrested We Can’t Wait is published. Dr King is break out. is published. Thurgood bans segregation in for refusing to give up 1958 1960 arrested for trying to eat in a “whites only” Dr King Marshall is the first interstate bus travel. her bus seat to a white Dr King is Dr King and his family restaurant. Lyndon B. Johnson signs the marches for African American on the Race riots begin. passenger. Dr King stabbed by a move to Atlanta. He is Public Accommodation and Fair Employment open housing US Supreme Court. Dr King 1986 President Truman 1929 becomes the president woman while arrested for breaking sections of the Civil Rights Act of 1964. in Chicago. makes an appeal for people Martin Luther King, Jr. Day 2004 investigates racism in Martin Luther King, of the Montgomery at a book Georgia’s trespassing laws Martin Luther King, Jr. is the youngest He is stoned to stop rioting, as may becomes a national holiday Dr King is awarded a America. Jr. is born. Improvement Association. signing. while picketing in Atlanta. person to receive the Nobel Peace Prize. by onlookers. participants are being killed. in the US. Congressional Gold Medal. 1900 2000 Overlap pages here pages Overlap 1947 1953 1956 1961 1965 1968 1968 Dr King decides King marries Dr King’s house is bombed. -
CBC IDEAS Sales Catalog (AZ Listing by Episode Title. Prices Include
CBC IDEAS Sales Catalog (A-Z listing by episode title. Prices include taxes and shipping within Canada) Catalog is updated at the end of each month. For current month’s listings, please visit: http://www.cbc.ca/ideas/schedule/ Transcript = readable, printed transcript CD = titles are available on CD, with some exceptions due to copyright = book 104 Pall Mall (2011) CD $18 foremost public intellectuals, Jean The Academic-Industrial Ever since it was founded in 1836, Bethke Elshtain is the Laura Complex London's exclusive Reform Club Spelman Rockefeller Professor of (1982) Transcript $14.00, 2 has been a place where Social and Political Ethics, Divinity hours progressive people meet to School, The University of Chicago. Industries fund academic research discuss radical politics. There's In addition to her many award- and professors develop sideline also a considerable Canadian winning books, Professor Elshtain businesses. This blurring of the connection. IDEAS host Paul writes and lectures widely on dividing line between universities Kennedy takes a guided tour. themes of democracy, ethical and the real world has important dilemmas, religion and politics and implications. Jill Eisen, producer. 1893 and the Idea of Frontier international relations. The 2013 (1993) $14.00, 2 hours Milton K. Wong Lecture is Acadian Women One hundred years ago, the presented by the Laurier (1988) Transcript $14.00, 2 historian Frederick Jackson Turner Institution, UBC Continuing hours declared that the closing of the Studies and the Iona Pacific Inter- Acadians are among the least- frontier meant the end of an era for religious Centre in partnership with known of Canadians. -
“My Pilgrimage to Nonviolence” the Martin Luther King, Jr. Papers Project
ofJesus Christ deals with the whole man-his body as well as his soul, the earthly 1 Sept as well as the heavenly. 1958 PD. Ebony, September 1958, p. 68. The Martin Luther King, Jr. Papers Project “My Pilgrimage to Nonviolence” 1 September 1958 New York, N.Y. This sho-rtened version of chapter six of Stride Toward Freedom appeared in the September issue of Fellowship. In it, King traces the philosophical and theological underpinnings of his commitment to nonviolence, stating that “Gandhi was probably thejrst person in history to lqt the love ethic ofJesus above meinteraction between individuals to a powerjid and effective social force on a large scale.” King afimhis conviction that nonviolent resistance is “one of the most potent weapons available to oppressed people in their quest for social justice. ” Explaining that he “neitherstarted” the Montgomery bus boycott “nmsuggested it,” King concludes: Ziving through the actual experience of the protest, nonviolence became more than a method to which Igave intellectual assent; it became a commitment to a way of lqe. ” King includes a discussion of communism S relationship to Christianity, which borrows both ideas and phrasingpom an essay @ Robert McCracken, minister at New York S Riverside Church.’ Often the question has arisen concerning my own intellectual pilgrimage to nonviolence. In order to get at this question it is necessary to go back to my early teens in Atlanta. I had grown up abhorring not only segregation but also the op- pressive and barbarous acts that grew out of it. I had passed spots where Negroes had been savagely lynched, and had watched the Ku KIux Klan on its rides at night. -
The Political Thought of Martin Luther King, Jr
POSC 351 The Political Thought of Martin Luther King, Jr. Winter 2013 Prof: Barbara Allen Tues Thurs WCC239 WCC 231 Mon – Thurs by appointment 10:10- 11:55 Sign up Using Moodle The Course This interdisciplinary seminar will examine the speeches, sermons, and writings of Rev. Dr. Martin Luther King, Jr. We will study King’s ideas as part of the larger discourse of non-violence and social justice that is foundational to King’s political action. King’s articulation of these ideas can be understood in several contexts: as part of a tradition of African-American political thought, as embedded in African-American Christian tradition, as a contribution to American civil religion, as an example of self-governing, vigilant citizenship expressed by The Federalist, and as part of an American tradition of optimism and eclectic liberal philosophy and action. We will look at King’s ideas in the context of the civil rights movement using historical assessments of the movement and its goals and through the lens of contemporary models of collective action, especially the dilemmas of coordinated, voluntary political participation. One of our goals will be to draw out the complexities of these ideas to see how they challenge the practice of democracy in the US and liberal political theory today. We will also look more broadly at the pan-African anti-colonial struggle with writings from three contemporaries of King, Frantz Fanon, Albert Memmi, and Amilcar Cabral. The reciprocal influences of these writers help us add another dimension to our study of liberation, civil rights, and social justice as a global challenge. -
Downloads/10YEARSMALL.Pdf
THE NOBLE PATH OF SOCIALLY-ENGAGED PEDAGOGY: CONNECTING TEACHING AND LEARNING WITH PERSONAL AND SOCIETAL WELL-BEING by CLAY McLEOD LL.B., The University of Alberta, 1992 B.Ed., Malaspina University-College, 1999 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN EDUCATION in THE COLLEGE OF GRADUATE STUDIES THE UNIVERSITY OF BRITISH COLUMBIA - OKANAGAN September, 2007 © Clay McLeod, 2007 ii ABSTRACT This thesis is an articulation of how the principles of socially-engaged Buddhism, a spiritual practice rooted in the teachings of the historical Buddha that integrates Buddhist practice and social activism, can enrich and enhance contemporary educational practice. It discusses Buddhist epistemology, metaphysics, ontology, psychology, ethics, and practice and relates these things to holistic education, critical pedagogy, SEL, and global education. On the basis of the theoretical understanding represented by that discussion, it articulates several theoretical principles that can be practically applied to the practice of teaching and learning to make it resonate with the theory and approach of socially- engaged Buddhism. In integrating the implications of Buddhist teachings and practices with teaching and learning practice, it draws from bell hooks’ notion of “engaged pedagogy” in order to articulate a transformational, liberatory, and progressive approach to teaching called “socially-engaged pedagogy.” Socially-engaged pedagogy represents the notion that teaching and learning can be a practical site for progressive social action designed to address the real problem of suffering, both in the present and in the future, as it manifests in the world, exemplified by stress, illness, violence, war, discrimination, oppression, exploitation, poverty, marginalization, and ecological degradation. -
American Resilience
American Resilience Riley Kovalcheck History Faculty Advisor: Dr. David Welky Editor’s Note: Ms. Kovalchek’s article originally appeared as a series of posts on a multi-media web blog. If you wish to view her complete project, please go to https://rileykovalcheck.wixsite.com/americanresilience To begin, I'll admit this project began as a mandatory assignment for one of my classes, Recent American History. My professor, Dr. Welky, started the semester off by asking each student to identify 1) the most important theme in American history since the 1960s or 2) the three most influential individuals in this period of American history. My initial thought was to focus on three of my biggest inspirations (and three badass men) - Martin Luther King Jr., John Lewis, and Barack Obama. To me, those three individuals personify unity, perseverance, and resilience. As I started brainstorming, a bigger picture came to mind... This theme of overwhelming resilience in the African- American community across the nation. There is no doubt that as a whole, this demographic has single-handedly been more suppressed than any other throughout the history of the United States, but yet even more resilient in the long run. So, for this project, I decided to focus on this overall theme of resilience CLA Journal 6 (2018) pp. 144-181 145 - solely among African-Americans - and in particular, the role of men in politics, women in their local communities, and the unification and organization in social movements like the Black Panthers and Black Lives Matter. To highlight how revolutionary these accomplishments were, I will also discuss white resistance that was overcome in the process. -
Ms. Nadine Strossen
Written testimony of Nadine Strossen before Joint Hearing of the Subcommittee on Health Care, Benefits, and Administrative Rules and the Subcommittee on Intergovernmental Affairs of the Committee on Oversight and Government Reform, “Challenges to the Freedom of Speech on College Campuses” – July 27, 2017, 9:00 a.m., 2154 Rayburn House Office Building (Nadine Strossen is the John Marshall Harlan II Professor of Law, New York Law School, and the immediate past national President of the American Civil Liberties Union, 1991-2008.) Introduction I would like to thank Chairman Jordan and Ranking Member Krishnamoorthi of the Subcommittee on Health Care, Benefits and Administrative Rules, and Chairman Palmer and Ranking Member Demings of the Subcommittee on Intergovernmental Affairs, for convening this hearing on such a critically important topic and giving me the opportunity to participate. Having consulted with Chairman Jordan and Committee staff members, we agreed that I could be most helpful to your deliberations by drawing upon my expertise as a constitutional law professor, who has specialized in First Amendment freedom of speech issues, including specifically campus free speech issues. So let me start by saying a word about my longstanding engagement with these issues. My first major law review article on point was published in the Duke Law Journal way back in 1990, analyzing why the then-new so-called “hate speech” 1 codes on college campuses were unconstitutional, as well as unwise. (I attach a copy of this article as Appendix A to my testimony.) Despite the passage of time, the article’s analysis continues to be pertinent and accurate. -
Letters to SCLC
OUTHERN CHRISTIAN LEADERSHIP CONFERENCE N INSIDE THIS ISSUE ~ii' B'ham Keeping Promise Page ::1::: Editorial ___ ___ __ ______ ___ ___ ____ Page i :i.:",,'I.:':I.: I Volume 1 August, 1963 Number 11 ~~~~~~~bThe SCLC Bookshelf~~ ~__ __ gPage :7 :1:ii: Birmingham Moves To End Segregation As Voter Drive Mounts The last vestiges of segregation be gan crumbling in Birmingham, Ala., on .•' July 30 as lunch counters in the down town shopping area and outlying sub urban communities began desegregat ing their facilities and serving Negroes without incident. The move was part ~. of a four-point settlement plan agreed to on May 10 following a crucial five _ ....".. ... , .. ,. '¥l weeks of non-violent demonstrations, mass jailings and the use of fire hoses and vicious K-9 corps police dogs. The integration of Birmingham's lunch counters in 14 stores within a two-day period Artist's sketch (above) of new churches being erected on site of ruins of bombed and burned out churches in Southwest Georgia is imposing structure. Below, Jackie Robinson (foreground) and Rev. followed closely earlier "good faith" efforts Wyatt Tee Walker examine ruins of Mt. Olive Baptist Church in Terrell County, Georgia. on the part of Birmingham authorities to live up to the agreement. Within a few days after the settlement was reached, the following were accomplished: I.) Fitting rooms were desegregated (within three days). 2.) White-Negro signs were removed from drinking fountains and public rest rooms (with in 30 days) . 3.) Public golf courses, closed by the city following a court order last year that they be desegregated, were re-opened voluntarily with four of the city's seven links thrown open on an integrated basis. -
At the Close of 1962, Martin Luther King Jr. and His Colleagues Looked Back on What for Them Was a Dispiriting Year with No Reso
HANDOUT 1 THE CHILDREN’S CRUSADE OF THE BIRMINGHAM CIVIL RIGHTS CAMPAIGN At the close of 1962, Martin Luther King Jr. and his colleagues looked back on what for them was a dispiriting year with no resounding successes to propel the civil rights movement forward in the new year. The Albany Campaign The campaign for desegregation in Albany, Georgia, had been a failure. Civil rights demonstrators were outmaneuvered by the city’s sheriff, Laurie Pritchett, who had prevented violent attacks by whites that would have brought demonstrators national attention and sympathy. Pritchett had moved arrestees to nearby towns, and, when King arrived hoping to use his imprisonment as a rallying point for civil rights forces, forced King’s release. The Cuban Missile Crisis and the Decline of the Civil Rights Movement November 1962 saw the world come within a hairsbreadth of nuclear catastrophe during the Cuban Missile Crisis. The crisis turned the nation’s and the Kennedy administration’s attention to the international sphere and away from the plight of black Americans. Civil rights was no longer the topic of the day in American politics. Given these circumstances, what could possibly resurrect the movement’s fortunes? The Birmingham Campaign of April–May 1963 The Birmingham Campaign of April–May 1963 had been preceded by more than seven years of petitions and lawsuits to end racial segregation in the city. This period was also punctuated by a number of beatings and bombings by segregationist forces. The Birmingham Campaign’s blueprint was drawn up in detail by Reverend Wyatt Tee Walker, who named it ―Project C (confrontation).‖ Using direct action tactics, the campaign sought to end racial segregation in public facilities such as schools, lunch counters, restrooms, parks, and drinking fountains.