Civil Rights and Self-Defense: the Fiction of Nonviolence, 1955-1968

Total Page:16

File Type:pdf, Size:1020Kb

Civil Rights and Self-Defense: the Fiction of Nonviolence, 1955-1968 CCVII. RIGHTS & SELF-DEFENSE: THE FICTION OF NONVIOLENCE, 1955-1968 by CHRISTOPHER BARRY STRAIN B.A., University of Virginia, 1993 M.A., University of Georgia, 1995 A dissertation submitted in partial satisfaction of the n:quirements for the degree of Doctor of Philosophy in History in the GRADUATE DMSION of the UNIVERSITY OF CAL~ORNIA, BERKELEY Committee in charge: Professor Leon F. Litwack, Chair Professor Waldo Martin Professor Ronald Takaki Spring 2000 UMI Number. 987tt823 UMI Microtorm~7t1823 Copyright 2000 by Bell 3 Howell Information and Learning Company. All rights reserved. This microform edkion is protected against unauthorized copying under Title 17, United States Code. Bell 3 Howell Infomnation and Learning Company 300 NoRh Zeeb Road P.O. Box 1348 Ann Arbor, MI 48106-1348 Civil Rights and Self-Defense: The Fiction of Nonviolence, 1955-1968 m 2000 by Christopher Banry Strain H we must die-"let it not be like hops Hunted and penned in an ingloriow spot, While round u: bark IM mad and hungry dogs, Making (heir mode at our accused lot. H we must die""oh, Ist us noblydie, So that our pnedow blood may not be shed In win; then ewn the monsters we defy S~ be constrained b horar us Ihouph deed! Oh, Kinsmen! We must meet the common foe; Though far outnumbered, let us slaw us brave, Md fa Iheir Ihouand blows deal one deeth"Dbw! What though betas us Nes the open grave? Like men we'N lace the munieroue, cowardly pads, Pressed to the wall, dying, but fighting back! --"H We Must Dfe" by Claude McKay,1922 For much of its history, the southern United States was a terrible and terrifying place for black people to live. In the antebellum period, slavery relegated Africans in America to a life under the lash. In the 1880's, white racists engineered and fine-tuned the mechanisms of racial separation and applied them enthusiastically to black folk in order to institutionalize inequality; they also systematized a program of racial violence, including assaults and lynchings, to insure their place above black people in the region's social hierarchy. Implicit and extreme violence held the mechanisms of segregation in place through the 1960's. As one scholar has recently observed, "Negroes were so far outside the human family that the most inhuman actions could be visited upon them . Black life could be snuffed out on whim, you could be killed because some ignorant white man didn't like the color of your shirt or the way you drove a wagon."~ Charles M. Payne, I've Got the Li~h_t of Freedom: The Or¢an^izing Tradt_ion_ and the Mississippi Freedom Swaale (Berkeley: University of California Press, 1995), 15. It was not until the 1950's and 1960's that cracks began to appear in the South's rxial hegemony, and black activists used nonviolent tactics to widen these cracks into full-blown civil rights reform. During this period, nonviolent activists challenged Jim Crow segregation in the United States by nullifying the stultifying violence that had come to define the region. Leading the nation to a new understanding of responsible citizenship and biracial unity, these activists offered black and white Americans alike a new way of living their lives: not only as citizens of a multicultural nation-state but also as members of what Dr. Martin Luther King, Jr. called a "beloved community" in which diverse peoples could come together and live in harmony. They also helped to mask the dcep scars left on the South by the region's "peculiar institution": slavery. Nonviolence, as both a protest txtic and a way of life, provided the means to a better wayof human interaction. But most Americans, including many civil rights xtivists, were slow to embrace what nonviolence required. Wary of such a self-sxrii'icing concept, they shied away Another historian has noted: Perhaps the most important charxteristic of American rxe relations in the early 1950's was the degree to which terror reigned in the blxk community and in the black mind. Black Southerners lived in a police state, a plxe where violence- officially sanctioned violence-could be visited upon them in a moment, and for no reason at all . And the oppressors could do anything they wanted and get away with it. Fred Powledge, Free at Last?: The Civil Rights Movement and the People Who Made It (New York: Harper Perennial, 1991), 33. iv from the implications of a nonviolent way of Iife.Z Nonviolence seemed "un-American" on some level to many and, indad, it was a foreign idea, imported in its most recent form from the Indian subcontinent .3 Many white Americans, perplexed by the rapidity of social change in the 1960's, saw nonviolence as communist-inspired and deviant; some black activists did not trust it to connect the accumulated evils of four hundred years of racial discrimination and prejudice. To many black people, striving for freedom and equality in the southern United States, it scemed much more in keeping with traditional American ideals to strike back at those who kept swinging at them. Accordingly, the question of whetheror not to defend oneself became a critical question for the students, ministers, and others-mostly black, some white-engaged in civil rights protests. Scholars have written extensively about the theory of nonviolence in the civil ZIf nonviolence seemed strange, odd, irrational, disturbing, exotic, unexpected, and unlikely to many Americans, then these perceptions helped nonviolence to be a successful method of social protest in the American South. As many of its practitioners have pointed out, the violence elicited by nonviolent protest helped to create a public spatacle that dramatized the plight of Afro-Americans, and ultimately brought about reform. 3Staughton and Alice Lynd have detailed a continuous tradition of nonviolence in American culture andsociety since the nation's beginnings in Nonviolence in America: A pocumentary H~ rev. ed. (Mary Knoll, New York: Orbis, 1995); however, I tend to agree with Inge Powell Bell in emphasizing the newness of nonviolence as related to civil rights reform. She has written : '"fhe philosophy of nonviolence brought a new and essentially alien viewpoint into American politics. In attempting such an innovation, the movement wasdiverging markedly from the pragmatic, nonideological character of most American social movements." See Bell, CORE and the Strategy of Nonviolence (New York: Random House, 1968), 32. The Lynds concede the originality of the civil rights movement when they write: "With the Montgomery bus boycott of 1955-1956 and still more with the student sit-ins of 1960, nonviolence became a more significant social force than at any earlier period in the history of the United States:' See Lynd & Lynd, xxi. rights movement, including: redemptive suffering; ~ (a Hindu concept meaning, roughly, "truth-strength" or "love-power")4; peaceful resistance; the influence of Gandhian philosophy as adopted by Martin Luther King; and civil disobedience through nonviolent protest, as exemplified by the 1955-56 bus boycott in Montgomery, Alabama, and the sit-in movement in Greensboro, North Carolina, in 1960. They also have written widely on the growing militarism among activists after 1965, the rising tide of black nationalism of the period, the introduction of Black Power, and the injection of violent rhetoric into the latter stages of the movement. Most scholars tend to frame any discussion of the civil rights movement in terms of a dichotomy between "violence" and "nonviolence": descriptive categories for antithetical modes of protest, with nonviolence being normative. The prevailing and generally accepted consensus maintains that nonviolence shaped and directed the movement up until roughly 1965, when the movement-thrown off course by frustration, impatience, disillusionment, and combativeness=`turned" violent. Hinging on Stokely Carmichael's famous "Black Power" speech during the 1966 march in Grcenwood, Mississippi as a marker of discontinuity, a clear dichotomy seems to exist between the pre-1965, nonviolent movement and the post-1965, violent movements 4For more on the concept of ~, see Gandhi's autobiography: Mohandas K. Gandhi, The Story of Mv,-E.xxriments with Truth 2d. ed. (Ahmedabad: Navajivan, 1940). s'I'he term "violent" here refers to the behavior of activists, not counter-protestors . Clearly, violence was a well-worn implement in the toolbox of segregationists long before 1965. A typical example of the dichotomy in question may be found in August Meier, Elliot Rudwick, and John eracey's definitive Black Protest in the Sixties 2d ed. Certain findings have led me to question the authenticity of this dichotomy. My research suggests that this apparent transformation from nonviolence to violence was neither quick nor clean nor ordered; in fact, it was hardly a transformation at all. Incongruities exist which do not fit this otherwise serviceable view of the civil rights movement, namely: Robert F. Williams, who organized armed resistance in 1957 against the Ku Klux Klan in Monroe, North Carolina, and wrote Ne~oes with Guns (1962), an affirmation of armed self-defense by blacks; and the Deacons for Defense and Justice, an armed guard unit in Bogalusa, Louisiana, which also combated the Klan and provided protection for civil rights activists pledged to nonviolence. Historians have treated Williams and the Deacons-if they have treated them at all-as irnegularities: aberrations in the wider context of the movement, or as harbingers of groups like the Black Panther Party, which used the gun as both a rhetorical tool and a weapon to bring about revolution . Consequently, the myth of the nonviolent movement has persisted to this day. Suggestions that something other than a nonviolent consensus existed have gone (New York: Markus Wiener Publishing, Inc., 1991). They write: Disillusionment with the national administration and with white liberals, the fragmentation of the Negro protest movement, the enormous difficulties that stood in the way of overcoming the problems of the black masses, and the riots that erupted spontaneously in 1964 and 1965 as a consequence of the anger and frustration of the urban slum dwellers-all set the stage for the dramatic appearance of the black power slogan in the summer of 1966 .
Recommended publications
  • Neutrality Or Engagement?
    LESSON 12 Neutrality or Engagement? Goals Students analyze a political cartoon and a diary entry that highlight the risks taken by civil rights workers in the 1960s. They imagine themselves in similar situations and consider conflicting motivations and responsi- bilities. Then they evaluate how much they would sacrifice for an ideal. Central Questions Many Black Mississippians—including Black ministers, teachers, and business owners—chose not to get involved in the Civil Rights Movement because of the dangers connected with participating. What do you think you would have done when Student Nonviolent Coordinating Committee (SNCC) or Congress of Ra- cial Equality (CORE) came to your town? Was joining the movement worth the risk? Background Information Many people willingly put their lives and safety on the line to fight for civil rights. But other people chose not to get involved from fear of being punished by the police, employers, or terrorist groups. The dangers were very real: during the 1964 Freedom Summer, there were at least six murders, 29 shootings, 50 fire-bombings, more than 60 beatings, and over 400 arrests in Mississippi. Despite their fears, 80,000 residents, mostly African Americans, risked harassment and intimidation to cast ballots in the Freedom Vote of November 1963. But the next year, during 1964’s Freedom Summer, only 16,000 black Mississippians tried to register to vote in the official election that fall. “The people are scared,” James Forman of SNCC told a reporter. “They tell us, ‘All right. I’ll go down to register [to vote], but what you going to do for me when I lose my job and they beat my head?’” We hear many stories about courage and heroism, but not many about people who didn’t dare to get involved.
    [Show full text]
  • Black Women As Activist Intellectuals: Ella Baker and Mae Mallory Combat Northern Jim Crow in New York City's Public Schools During the 1950S
    City University of New York (CUNY) CUNY Academic Works Publications and Research Hostos Community College 2019 Black Women as Activist Intellectuals: Ella Baker and Mae Mallory Combat Northern Jim Crow in New York City's Public Schools during the 1950s Kristopher B. Burrell CUNY Hostos Community College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/ho_pubs/93 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] £,\.PYoo~ ~ L ~oto' l'l CILOM ~t~ ~~:t '!Nll\O lit.ti t~ THESTRANGE CAREERS OfTHE JIMCROW NORTH Segregation and Struggle outside of the South EDITEDBY Brian Purnell ANOJeanne Theoharis, WITHKomozi Woodard CONTENTS '• ~I') Introduction. Histories of Racism and Resistance, Seen and Unseen: How and Why to Think about the Jim Crow North 1 Brian Purnelland Jeanne Theoharis 1. A Murder in Central Park: Racial Violence and the Crime NEW YORK UNIVERSITY PRESS Wave in New York during the 1930s and 1940s ~ 43 New York www.nyupress.org Shannon King © 2019 by New York University 2. In the "Fabled Land of Make-Believe": Charlotta Bass and All rights reserved Jim Crow Los Angeles 67 References to Internet websites (URLs) were accurate at the time of writing. Neither the author nor New York University Press is responsible for URLs that may have expired or John S. Portlock changed since the manuscript was prepared. 3. Black Women as Activist Intellectuals: Ella Baker and Library of Congress Cataloging-in-Publication Data Mae Mallory Combat Northern Jim Crow in Names: Purnell, Brian, 1978- editor.
    [Show full text]
  • Unwise and Untimely? (Publication of "Letter from a Birmingham Jail"), 1963
    ,, te!\1 ~~\\ ~ '"'l r'' ') • A Letter from Eight Alabama Clergymen ~ to Martin Luther J(ing Jr. and his reply to them on order and common sense, the law and ~.. · .. ,..., .. nonviolence • The following is the public statement directed to Martin My dear Fellow Clergymen, Luther King, Jr., by eight Alabama clergymen. While confined h ere in the Birmingham City Jail, I "We the ~ders igned clergymen are among those who, in January, 1ssued 'An Appeal for Law and Order and Com· came across your r ecent statement calling our present mon !)ense,' in dealing with racial problems in Alabama. activities "unwise and untimely." Seldom, if ever, do We expressed understanding that honest convictions in I pause to answer criticism of my work and ideas. If racial matters could properly be pursued in the courts I sought to answer all of the criticisms that cross my but urged that decisions ot those courts should in the mean~ desk, my secretaries would he engaged in little else in time be peacefully obeyed. the course of the day, and I would have no time for "Since that time there had been some evidence of in­ constructive work. But since I feel that you are men of creased forbearance and a willingness to face facts. Re­ genuine goodwill and your criticisms are sincerely set sponsible citizens have undertaken to work on various forth, I would like to answer your statement in what problems which cause racial friction and unrest. In Bir­ I hope will he patient and reasonable terms. mingham, recent public events have given indication that we all have opportunity for a new constructive and real­ I think I should give the reason for my being in Bir· istic approach to racial problems.
    [Show full text]
  • Martin Luther King and Communism Page 20 the Complete Files of a Communist Front Organization Were Taken in a Raid in New Orleans
    Several hundred demonstrators were forced to stand on Dexter Ave1me in front of the State Capitol at Montgomery. On the night of March 10, 1965, these demonstrators, who knew that once they left the area they would not be able to return, urinated en masse in the street on the signal of James Forman, SNCC ExecJJtiVe Director. "All right," Forman shoute<)l, "Everyone stand up and relieve yourself." Almost everyone did. Some arrests were made of men who went to obscene extremes in expos­ ing themselves to local police officers. The True SELMA Story Albert C. (Buck) Persons has lived in Birmingham, Alabama for 15 years. As a stringer for LIFE and managing editor of a metropolitan weekly newspaper he covered the Birmingham demonstrations in 1963. On a special assignment for Con­ gressman William L. Dickinson of Ala­ bama he investigated the Selma-Mont­ gomery demonstrations in March, 1965. In 1961 Persons was one of a handful of pilots hired to support the invasion of Cuba at the Bay of Pigs. His story on this two years later led to the admission by President Kennedy that four Ameri­ can flyers had died in combat over the beaches of Southern Cuba in an effort to drive Fidel Castro from the armed Soviet garrison that had been set up 90 miles off the coast of the United States. After interviewing scores of people who were eye-witnesses to the Selma-Montgomery march, Mr. Persons has written the articles published here. In summation he says, "The greatest obstacle in the Negro's search for "freedom" is the Negro himself and the leaders he has chosen to follow.
    [Show full text]
  • A Summary of the Contributions of Four Key African American Female Figures of the Civil Rights Movement
    Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 12-1994 A Summary of the Contributions of Four Key African American Female Figures of the Civil Rights Movement Michelle Margaret Viera Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the United States History Commons Recommended Citation Viera, Michelle Margaret, "A Summary of the Contributions of Four Key African American Female Figures of the Civil Rights Movement" (1994). Master's Theses. 3834. https://scholarworks.wmich.edu/masters_theses/3834 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. A SUMMARY OF THE CONTRIBUTIONS OF FOUR KEY AFRICAN AMERICAN FEMALE FIGURES OF THE CIVIL RIGHTS MOVEMENT by Michelle Margaret Viera A Thesis Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Master of Arts Department of History Western Michigan University Kalamazoo, Michigan December 1994 ACKNOWLEDGEMENTS My appreciation is extended to several special people; without their support this thesis could not have become a reality. First, I am most grateful to Dr. Henry Davis, chair of my thesis committee, for his encouragement and sus­ tained interest in my scholarship. Second, I would like to thank the other members of the committee, Dr. Benjamin Wilson and Dr. Bruce Haight, profes­ sors at Western Michigan University. I am deeply indebted to Alice Lamar, who spent tireless hours editing and re-typing to ensure this project was completed.
    [Show full text]
  • MLK Resource Sheet
    Created by Tonysha Taylor and Leah Grannum MLAC DEI 2021 Below you will find a complied list of resources, articles, events and more to honor the life and legacy of Martin Luther King Jr. The attempted coup at the Capitol on January 6th, 2021 was another reminder that we still have a lot of work to do to dismantle white supremacy. We hope you take this time to reflect, learn and remember Martin Luther King Jr. and his legacy- what he died for and what we continue to fight for. Resources and Virtual Events Teaching Black History and Culture: An Online Workshop for Educators. The workshop will be virtual (via Zoom) and combine a webinar, video and live streaming. Hosted by the Thomas D. Clark Foundation. Presented live from the Muhammad Ali Center. For more info and registration: https://nku.eventsair.com/ shcce/teaching/Site/Register Martin Luther King Jr. Day is a United States, holiday (third Monday in January) honoring the achievements of Martin Luther King, Jr. King’s birthday was finally approved as a federal holiday in 1983, and all 50 states A Call to Action: Then and Now: Dr. Martin Luther King, made it a state government holiday by 2000. Officially, King Jr. Celebration was born on January 15, 1929 in Atlanta. But the King holiday is marked every year on the third Monday in January. On January 18, 2021 at 3:45 p.m. EST the Madam Walker Legacy Center and Indiana University will Muhammad Ali Center MLK Day Celebration present "A Call to Action: Then and Now," a social justice virtual program with two of this nation's most prolific civil rights activists.
    [Show full text]
  • 2018 Discussion Guide
    2018 Discussion Guide American Library Association Ethnic and Multicultural Information Exchange Round Table CORETTA SCOTT KING BOOK AWARDS COMMITTEE American Library Association Ethnic and Multicultural Information Exchange Round Table Coretta Scott King Book Awards Committee • www.ala.org/csk The Coretta Scott King Book Awards Discussion Guide was prepared by the 2018 Coretta Scott King Book Award Jury Chair Sam Bloom and members Kacie Armstrong, Jessica Anne Bratt, Lakeshia Darden, Sujin Huggins, Erica Marks, and Martha Parravano. The activities and discussion topics are developed to encompass state and school standards. These standards apply equally to students from all linguistic and cultural backgrounds. Students will demonstrate their proficiency, skills, and knowledge of subject matter in accordance with national and state stan- dards. Please refer to the US Department of Education website, www.ed.gov, for detailed information. The Coretta Scott King Book Awards seal was designed by artist Lev Mills in 1974. The symbolism of the seal reflects both Dr. Martin Luther King Jr.’s philosophy and the award’s ideals. The basic circle represents continuity in movement, revolving from one idea to another. Within the image is an African American child reading a book. The five main religious symbols below the image of the child represent nonsectarianism. The superimposed pyramid symbolizes both stength and Atlanta University, the award’s headquarters when the seal was designed. At the apex of the pyramid is a dove, symbolic of peace. The rays shine toward peace and brotherhood. The Coretta Scott King Book Awards seal image and award name are solely and exclusively owned by the American Library Association.
    [Show full text]
  • Drama Recommended Monologues
    Bachelor of Creative Arts (Drama) Recommended Monologues 1 AUDITION PIECES – FEMALE THREE SISTERS by Anton Chekhov IRINA: Tell me, why is it I’m so happy today? Just as if I were sailing along in a boat with big white sails, and above me the wide, blue sky and in the sky great white birds floating around? You know, when I woke up this morning, and after I’d got up and washed, I suddenly felt as if everything in the world had become clear to me, and I knew the way I ought to live. I know it all now, my dear Ivan Romanych. Man must work by the sweat of his brow whatever his class, and that should make up the whole meaning and purpose of his life and happiness and contentment. Oh, how good it must be to be a workman, getting up with the sun and breaking stones by the roadside – or a shepherd – or a school-master teaching the children – or an engine-driver on the railway. Good Heavens! It’s better to be a mere ox or horse, and work, than the sort of young woman who wakes up at twelve, and drinks her coffee in bed, and then takes two hours dressing…How dreadful! You know how you long for a cool drink in hot weather? Well, that’s the way I long for work. And if I don’t get up early from now on and really work, you can refuse to be friends with me any more, Ivan Romanych. 2 HONOUR BY JOANNA MURRAY-SMITH SOPHIE: I wish—I wish I was more… Like you.
    [Show full text]
  • Play Guide for All The
    Play Guide October 7 – 29, 2017 30 East Tenth Street Saint Paul, MN 55101 651-292-4323 Box Office 651-292-4320 Group Sales historytheatre.com Table Of Contents Page 3 Playwright Robert Schenkkan Synopsis of Play Pages 4-5 Time Line of Events in the Play Page 6-8 Whose Who in the Play Page 9-10 Lyndon Baines Johnson Page 11 Martin Luther King Jr. Page 12 Steps to Civil Rights Page 13-14 The Legislative Process : How Bills Become Laws Page 15-18 Activities Page 19 For Further Information Playwright Robert Schenkkan Circle awards. His other plays include http://kennedyprize.columbia.edu/winners/2013/ schenkkan/page/biography Synopsis of the Play TIMELINE OF EVENTS IN THE PLAY until he must face election on his own. Committee and passes the House J. Edgar Hoover mounts a smear campaign against Dr. Martin Luther King Jr. to undermine King and the Civil Rights Movement. segregationist concerns. Schwerner, James Cheney and Andrew investigate their disappearance. 8/21/1964—At the Democratic Convention, the Mississippi Freedom Democratic Party attempts to seat African-American delegates instead of an all-white delegation. This results in a threat of a walkout by all southern delegates. an escalation of J. Edgar Hoover’s campaign against King. The record record of the The bill. roll call voteroll call kept by the House Clerk House on final passage of the onof final passage Allthewaybroadway.com/All-the-Way study guide pdf. WHOSE WHO IN THE PLAY A fellow minister and close associate of King, who was instrumental in spearheading nonviolent protests and became leader of the SCLC after King’s death in 1968.
    [Show full text]
  • “Creative Conservation:” the Environmental Legacy of Pres
    “Creative Conservation:” The Environmental Legacy of Pres. Lyndon B. Johnson, 1963-1969 Derek L. Tanner Kyle L. Walker Brooke Privette Amanda M. Rock Rayanna Hoeft Helen D. Johnson Nancy K. Berlage, Ph. D., Principal Investigator Dan K. Utley, Chief Historian Center for Texas Public History, Department of History Texas State University January 2020 ABSTRACT In May 2019, staff members of the Lyndon B. Johnson National Historical Park, headquartered at Johnson City, and the Center for Texas Public History at Texas State University met to discuss a partnership for historical research related to President Johnson’s administrative role in conservation and environmentalism. Under the terms of the subsequent contract, graduate Public History students at Texas State University, working as a special projects class, identified, researched, and compiled information on eight distinct topical themes that provide greater insights into the larger context. Within the span of one semester, they conducted original research, and wrote and edited the following report, which is hereby presented to the National Park Service staff in fulfillment of the contract. Additionally, students compiled an extensive curriculum guide following the same general themes. That guide is separate from this published report and has been forwarded to park service personnel as a digital report. I TABLE OF CONTENTS Illustrations.......................................................................................................................... III Acknowledgements ...........................................................................................................
    [Show full text]
  • MS Freedom Primer #1
    FREEDOM PRIMER No. I The Convention Challenge and The Freedom Vote r, fl-if{fi---,,.-l~ff( /I ' r I FOP THE CijAL1,ENGEAT THE DEMOCRATICNATIO?!AL CX>flVENTION What Was The Democrati.c Nati.onal Convention? The Democratic National Convention was a big meeting held by the National Democratic Party at Atlantic City in August. People who represent tbe Party came to the Convention from every state in the co=try. They came to decide who would be the candidates of the Democratic Party for President and Vice-President of the tlnited St:ates in the election this year on November 3rd. They also came to decide what the Platform of the National Democratic Party would be. The Platform is a paper that says what the Party thinlcs should be done about things li.ke Housing, Education, Welfare, and Civil Rights. Why Did The Freedom Democratic Party Go To The Convention? The Freedom Democratic Party (FOP) sent a delegation of 68 people to the Convention. These people wanted to represent you at the Convention. They said that they should be seated at the Convention instead of the people sent by che 1legular Democratic Party of Mississl-ppL The 1legular Democratic Party of Mississippi only has white 1Jeople in it. But the Freedom Democratic Party is open to all people -- black and 2 white. So the delegates from the Freedom Democratic Party told the Convention it was the real 1:epresentative of all the people of Mississippi. How Was The Regular Democratic Party Delegation Chosen? The Regular Democratic Party of Mississippi also sent 68 people to t:he Convention i-n Atlantic City.
    [Show full text]
  • The Struggle for Voting Rights in Mississippi ~ the Early Years
    The Struggle for Voting Rights in Mississippi ~ the Early Years Excerpted from “History & Timeline” Mississippi — the Eye of the Storm It is a trueism of the era that as you travel from the north to the south the deeper grows the racism, the worse the poverty, and the more brutal the repression. In the geography of the Freedom Movement the South is divided into mental zones according to the virulence of bigotry and oppression: the “Border States” (Delaware, Kentucky, Missouri, and the urban areas of Maryland); the “Mid South” (Virginia, the East Shore of Maryland, North Carolina, Florida, Tennessee, Arkansas, Texas); and the “Deep South” (South Carolina, Georgia, Alabama, Louisiana). And then there is Mississippi, in a class by itself — the absolute deepest pit of racism, violence, and poverty. During the post-Depression decades of the 1940s and 1950s, most of the South experiences enormous economic changes. “King Cotton” declines as agriculture diversifies and mechanizes. In 1920, almost a million southern Blacks work in agriculture, by 1960 that number has declined by 75% to around 250,000 — resulting in a huge migration off the land into the cities both North and South. By 1960, almost 60% of southern Blacks live in urban areas (compared to roughly 30% in 1930). But those economic changes come slowly, if at all, to Mississippi and the Black Belt areas of Alabama, Georgia, and Louisiana. In 1960, almost 70% of Mississippi Blacks still live in rural areas, and more than a third (twice the percentage in the rest of the South) work the land as sharecroppers, tenant farmers, and farm laborers.
    [Show full text]