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Civil Rights2018v2.Key
UNITED STATES HISTORY Civil Rights Era Jackie Robinson Integrates “I Have a Dream” MLB 1945-1975 March on Washington Little Rock Nine 1963 1957 Brown vs Board of Ed. 1954 Civil Rights Dr. Martin Luther King Jr. Workers Murdered born 1929 - assassinated1968 1964 Vocabulary • Separate, but Equal - Supreme Court decision that said that separate (but equal) facilities, institutions, and laws for people of different races were were permitted by the Constitution • Segregation - separation of people into groups by race. It may apply to activities such as eating in a restaurant, drinking from a water fountain, riding public transportation, or any public activity • Jim Crow laws - State and local laws passed between 1876 and 1965 that required racial segregation in all public facilities in Southern states that created “legal separate but equal" treatment for African Americans • Integration laws requiring public facilities to be available to people of all races; It’s the opposite of segregation Vocabulary • Civil Disobedience - Refusing to obey certain laws, demands, and commands of a government as a form of non-violent protest - it was used by Gandhi in India and Dr. King in the USA • 13th Amendment - Constitutional amendment that abolished slavery - passed in 1865 • 14th Amendment - Constitutional amendment that guaranteed equal protection of the law to all citizens - passed in 1868 • Lynching - murder by a mob, usually by hanging. Often used by racists to terrorize and intimidate African Americans • Civil Rights Act of 1964 - Law proposed by President Kennedy and eventually made law under President Johnson. The law guaranteed voting rights and fair treatment of African Americans especially in the Southern States People • Mohandus Gandhi (1869-1948) - Used non-violent civil disobedience; Led India to independence and inspired movements for non-violence, civil rights and freedom across the world; his life influenced Dr. -
A Critical Inquiry Into the Perspectives of African Americans Who Consider Themselves Equal to Other U.S
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of San Francisco The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2010 A critical inquiry into the perspectives of African Americans who consider themselves equal to other U.S. citizens Melba Beals Follow this and additional works at: https://repository.usfca.edu/diss Recommended Citation Beals, Melba, "A critical inquiry into the perspectives of African Americans who consider themselves equal to other U.S. citizens" (2010). Doctoral Dissertations. 369. https://repository.usfca.edu/diss/369 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. The University of San Francisco A CRITICAL INQUIRY INTO THE PERSPECTIVES OF AFRICAN AMERICANS WHO CONSIDER THEMSELVES EQUAL TO OTHER U.S. CITIZENS A Dissertation Presented to The Faculty of the School of Education International and Multicultural Education Program In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Melba Pattillo-Beals San Francisco May 2010 THE UNIVERSITY OF SAN FRANCISCO ABSTRACT A Critical Inquiry Into the Perspectives of African Americans Who Consider Themselves Equal to Other U.S. Citizens Since the end of the Civil War when African Americans became free citizens in U.S. -
Fighting Back (1957-1962) NARRATOR: in 1954, the Supreme Court Said Black Children Would Go to School with White
Fighting Back (1957-1962) NARRATOR: In 1954, the Supreme Court said black children would go to school with white. The South said, never. GOV. ORVAL FAUBUS: In the name of God, whom we all revere, in the name of liberty we hold so dear, in the name of decency, which we all cherish, what is happening in America? NARRATOR: Was this the start of a new Civil War? [singing] WILLIAM CARTER: Desegregation is against the Bible. I find my scripture for this in Genesis 9:27, where God did segregate and separate the three sons of Noah, sending one out to be a servant while the other two remained in the Tabernacle. I say that God has given the word, his Bible. It ain't right for men to end the curse that He's placed upon any human flesh. SEN. JAMES EASTLAND: All the people of the South are in favor of segregation. And Supreme Court or no Supreme Court, we are going to maintain segregated schools down in Dixie. SHERIFF MEL BAILEY: It wasn't funny then, it's still not funny. But suddenly we have the Fourteenth Amendment that took 100 years, brought on by the Civil War, suddenly must be complied with. Equal treatment under the law. And that was a resistance. They are not going to get equal treatment. What do you mean? Go to school with my little darling? That is why resistance. NARRATOR: In the late 1950s, the battle for Civil Rights was fought in the classrooms of the South. The Supreme Court had rules in a case called Brown vs. -
Crimes Without Punishment: White Neighbors' Resistance to Black Entry Leonard S
Journal of Criminal Law and Criminology Volume 92 Article 3 Issue 2 Fall Fall 2001 Crimes without Punishment: White Neighbors' Resistance to Black Entry Leonard S. Rubinowitz Northwestern University School of Law Imani Perry Follow this and additional works at: https://scholarlycommons.law.northwestern.edu/jclc Part of the Criminal Law Commons, Criminology Commons, and the Criminology and Criminal Justice Commons Recommended Citation Leonard S. Rubinowitz, Imani Perry, Crimes without Punishment: White Neighbors' Resistance to Black Entry, 92 J. Crim. L. & Criminology 335 (2001-2002) This Book Review is brought to you for free and open access by Northwestern University School of Law Scholarly Commons. It has been accepted for inclusion in Journal of Criminal Law and Criminology by an authorized editor of Northwestern University School of Law Scholarly Commons. 0091-4169/02/9202-0335 THE JOURNALOF CRIMINAL LAW & CRIMINOLOGY Vol. 92, No. 2 Copyright © 2002 by NorthwesternUniversity, Schoolof Law Printed in U.S.A. BOOK REVIEW ESSAY CRIMES WITHOUT PUNISHMENT: WHITE NEIGHBORS' RESISTANCE TO BLACK ENTRY LEONARD S. RUBINOWITZ" AND IMANI PERRY* STEPHEN GRANT MEYER, AS LONG AS THEY DON'T MOVE NEXT DOOR: SEGREGATION AND RACIAL CONFLICT IN AMERICAN NEIGHBORHOODS (ROWMAN & LITTLEFIELD, 2000) 343 PP. Dr. Stephen Meyer has chronicled the history of white resis- tance to housing integration during the first two-thirds of the twentieth century. From the author's perspective, the book is about housing discrimination and segregation-a conflict over residential space that is contested along racial lines between Blacks and whites. It is a story of Blacks seeking to gain access to, and occupy, housing in neighborhoods whites considered to be theirs, and whites' efforts to thwart, prevent, and deter those efforts and to exclude and expel Blacks from those neighbor- hoods. -
What-Kids-Are-Reading-2017
ANNUAL REPORT | NOVEMBER 2016 What Kids Are Reading And How They Grow With essays from Tedd Arnold, Melba Pattillo Beals, and Laura Numeroff Software screens may vary from those shown as enhancements are made. ©Copyright 2016 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America. All logos, designs, and brand names for Renaissance’s products and services, including but not limited to Accelerated Reader 360, AR BookFinder, ATOS, Learnalytics, and Renaissance, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries. All other product and company names should be considered the property of their respective companies and organizations. Becoming a reader ©Copyright 2016 by Tedd Arnold. The magic key ©Copyright 2016 by Melba Pattillo Beals. If you give a child a book... ©Copyright 2016 by Laura Numeroff. This publication is protected by US and international copyright laws. It is unlawful to duplicate or reproduce any copyrighted material without authorization from the copyright holder. For more information, contact: RENAISSANCE P.O. Box 8036 Wisconsin Rapids, WI 54495-8036 (800) 338-4204 www.renaissance.com [email protected] 11/16 Contents Introduction by Gene M. Kerns, Ed.D., Chief Academic Officer, Renaissance ....................................................................1 Section I: Overall reading .......................................................................................................................................................... -
In May of 1954, the U.S. Supreme Court Ruled in Brown V. the Board Of
Advanced Placement Language and Composition Summer Assignment Welcome to the class. Please complete the reading and writing assignment BEFORE the first day of school. You must be prepared for that first day – bring the book and Reading Journal with you. Read the book Warriors Don’t Cry, a memoir of the battle to integrate Central High, a high school in Little Rock, Arkansas, by Melba Pattillo Beals. The book is available from a number of sources. You may find copies at Half Price Books, Barnes and Noble, or Amazon. There are more options, but the bottom line is you need to find a copy of the book as soon as possible. Story Summary In May of 1954, the U.S. Supreme Court ruled in Brown v. the Board of Education of Topeka et al that racial segregation in the nation’s public schools is unconstitutional. Warriors Don’t Cry is a first-person account of one attempt to turn that ruling into a social reality. Melba Pattillo Beals was one of nine African American students chosen to desegregate Central High School in Little Rock, Arkansas, in the fall of 1957. Her memoir chronicles the terror and fear that marked her experiences and those of the other eight African American students who attended the high school that year. The book also documents their courage and determination. Critical Responses to the Book Warriors Don’t Cry has received much critical acclaim. In 1995, the American Library Association chose the book for its annual Notable Book award. The New York Times described the book as “vivid and moving, a reminder, as [the author] writes, that ‘the task that remains is to cope with our interdependence—to see ourselves reflected in every other human being and to respect and honor our differences.’” David Holmstrom, a critic for The Christian Science Monitor called it “a powerful, chilling account of what it was like to endure howling, redneck mobs, to be attacked physically and verbally, to be shot at, and to be continually hated and threatened.” Donna L. -
Choices in LITTLE ROCK
3434_LittleRock_cover_F 5/27/05 12:58 PM Page 1 Choices IN LITTLE ROCK A FACING HISTORY AND OURSELVES TEACHING GUIDE ••••••••• CHOICES IN LITTLE ROCK i Acknowledgments Facing History and Ourselves would like to offer special thanks to The Yawkey Foundation for their support of Choices in Little Rock. Facing History and Ourselves would like to acknowledge the valuable assistance it received from the Boston Public Schools in creating Choices in Little Rock. We are particularly appreciative of the team that consulted on the development of the unit under the leadership of Sidney W. Smith, Director, Curriculum and Instructional Practices, and Judith Berkowitz, Ed.D., Project Director for Teaching American History. Patricia Artis, history coach Magda Donis, language acquisitions coach Meira Levinson, Ph.D., teacher, McCormack Middle School Kris Taylor, history coach Mark Taylor, teacher, King Middle School Facing History and Ourselves would also like to offer special thanks to the Boston Public School teachers who piloted the unit and provided valuable suggestions for its improvement. Constance Breeden, teacher, Irving Middle School Saundra Coaxum, teacher, Edison Middle School Gary Fisher, teacher, Timilty Middle School Adam Gibbons, teacher, Lyndon School Meghan Hendrickson, history coach, former teacher, Dearborn Middle School Wayne Martin, Edwards Middle School Peter Wolf, Curley Middle School Facing History and Ourselves values the efforts of its staff in producing and implementing the unit. We are grateful to Margot Strom, Marc Skvirsky, Jennifer Jones Clark, Fran Colletti, Phyllis Goldstein, Jimmie Jones, Melinda Jones-Rhoades, Tracy O’Brien, Jenifer Snow, Jocelyn Stanton, Chris Stokes, and Adam Strom. Design: Carter Halliday Associates www.carterhalliday.com Printed in the United States of America 2 3 4 5 6 7 8 9 10 November 2009 ISBN-13: 978-0-9798440-5-8 ISBN-10: 0-9798440-5-3 Copyright © 2008 Facing History and Ourselves National Foundation, Inc. -
Choosing to Participate and the Re-Release of This Book Which Has Been Developed to Give Educators a Tool to Explore the Role of Citizenship in Democracy
R evised E Praise for dition FACING HISTORY AND OURSELVES A FACING HISTORY AND OURSELVES PUBLICATION C We are well aware of the forces beyond our control—the attitudes, modes of H behavior, and unexamined assumptions that often, sadly, govern the larger OOSING society, and that undermine the school communities we seek to build. It is to this end that we find Facing History so powerful. From both discussions with teachers and observations of student interaction, it is clear that Facing TO History and Ourselves is a tremendously effective vehicle for engaging P ARTICI students in the critical dialogues essential for a tolerant and just society. Dan Isaacs P Former Assistant Superintendent ATE of the Los Angeles Unified School District • A Facing History and Facing History and Ourselves has become a standard for ambitious and CHOOSING TO courageous educational programming…. At a time when more and more of our population is ignorant about history, and when the media challenge PARTICIPA T E the distinction between truth and fiction—indeed, the very existence of REVISED EDITION truth—it is clear that you must continue to be the standard. Howard Gardner O Professor of Education, Harvard Graduate School of Education urselves Publication Teaching kids to fight intolerance and participate responsibly in their world is the most important work we can do. Matt Damon, Actor, Board of Trustees Member & Former Facing History and Ourselves Student Headquarters 16 Hurd Road Brookline, MA 02445 (617) 232-1595 www.facinghistory.com Visit choosingtoparticipate.org for additional resources, inspiring stories, ways to share your story, and a 3D immersive environment of the exhibition for use in the classroom and beyond. -
Zenker, Stephanie F., Ed. Books For
DOCUMENT RESUME ED 415 506 CS 216 144 AUTHOR Stover, Lois T., Ed.; Zenker, Stephanie F., Ed. TITLE Books for You: An Annotated Booklist for Senior High. Thirteenth Edition. NCTE Bibliography Series. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-0368-5 ISSN ISSN-1051-4740 PUB DATE 1997-00-00 NOTE 465p.; For the 1995 edition, see ED 384 916. Foreword by Chris Crutcher. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 03685: $16.95 members, $22.95 nonmembers). PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS *Adolescent Literature; Adolescents; Annotated Bibliographies; *Fiction; High School Students; High Schools; *Independent Reading; *Nonfiction; *Reading Interests; *Reading Material Selection; Reading Motivation; Recreational Reading; Thematic Approach IDENTIFIERS Multicultural Materials; *Trade Books ABSTRACT Designed to help teachers, students, and parents identify engaging and insightful books for young adults, this book presents annotations of over 1,400 books published between 1994 and 1996. The book begins with a foreword by young adult author, Chris Crutcher, a former reluctant high school reader, that discusses what books have meant to him. Annotations in the book are grouped by subject into 40 thematic chapters, including "Adventure and Survival"; "Animals and Pets"; "Classics"; "Death and Dying"; "Fantasy"; "Horror"; "Human Rights"; "Poetry and Drama"; "Romance"; "Science Fiction"; "War"; and "Westerns and the Old West." Annotations in the book provide full bibliographic information, a concise summary, notations identifying world literature, multicultural, and easy reading title, and notations about any awards the book has won. -
Civil Rights and the 1960S: a Decade of Unparalleled Progress Leland Ware
Maryland Law Review Volume 72 | Issue 4 Article 4 Civil Rights and the 1960s: A Decade of Unparalleled Progress Leland Ware Follow this and additional works at: http://digitalcommons.law.umaryland.edu/mlr Part of the Biography Commons Recommended Citation Leland Ware, Civil Rights and the 1960s: A Decade of Unparalleled Progress, 72 Md. L. Rev. 1087 (2013) Available at: http://digitalcommons.law.umaryland.edu/mlr/vol72/iss4/4 This Conference is brought to you for free and open access by the Academic Journals at DigitalCommons@UM Carey Law. It has been accepted for inclusion in Maryland Law Review by an authorized administrator of DigitalCommons@UM Carey Law. For more information, please contact [email protected]. CIVIL RIGHTS AND THE 1960S: A DECADE OF UNPARALLELED PROGRESS ∗ LELAND WARE I. INTRODUCTION The 1960s were a decade unlike any other in the twentieth cen- tury. It was an intense time consumed by rapidly unfolding develop- ments. The decade began with institutionalized segregation still in- tact and massive resistance to school integration in the South. After ten years and hundreds of boycotts, demonstrations, and protests, federal laws were enacted that prohibited discrimination. This Trib- ute provides an overview of the events that propelled African Ameri- cans from segregation to full citizenship. Maryland’s Chief Judge Robert Mack Bell’s education during this decade of change under- scores how race relations were transformed during this critical period in our history. To go from a sit-in participant in the 1960s1 to the top jurist in a formerly segregated state speaks to the decade’s unparal- leled progress. -
Little Rock Nine
National Park Service Little Rock Central U.S. Department of the Interior Little Rock Central High School High School National Historic Site The Little Rock Nine The Little Rock Nine in front of Central High School, September 25, 1997. The Nine are l to r: Thelma Mothershed Wair, Minnijean Brown Trickey, Jefferson Thomas, Terrence Roberts, Carlotta Walls LaNier, Gloria Ray Karlmark, Ernest Green, Elizabeth Eckford, and Melba Pattillo Beals. Behind the Nine are, l to r: Little Rock Mayor Jim Dailey, Arkansas Governor Mike Huckabee, and President William Jefferson Clinton. Photo by Isaiah Trickey. Who Are The Little Rock In 1957, nine ordinary teenagers walked out of their homes and stepped up to the front Nine? lines in the battle for civil rights for all Americans. The media coined the name “Little Rock Nine,” to identify the first African-American students to desegregate Little Rock Central High School. The End of Legal In 1954, the Brown v. Board of Education of Topeka “[Blossom said] you’re not going to be able to go Segregation Supreme Court decision outlawed segregation in to the football games or basketball games. You’re public education. Little Rock School District not going to be able to participate in the choir or Superintendent Virgil Blossom devised a plan of drama club, or be on the track team. You can’t go gradual integration that would begin at Central to the prom. There were more cannots…” High School in 1957. The school board called for Carlotta Walls LaNier volunteers from all-black Dunbar Junior High and Horace Mann High School to attend Central. -
Teaching the Legacy of Little Rock
Teaching the Legacy of Little Rock n September 23, 1957, nine brave African- 5-12. It teaches the contributions of “the Nine” to the Civil American teenagers walked through an Rights Movement and helps students understand cour- angry, white mob to integrate Central age in the face of adversity.The Web site’s “History and High School in Little Rock, Ark. What fol- Culture” section also has classroom-worthy materials— lowed was a standoff between the state of a timeline and several two-page handouts (including one OArkansas and the federal government over the right of in Spanish) on topics such as the Women’s Emergency black students to attend an all-white school. Just three Committee that formed to support the desegregation years earlier, in 1954, the Supreme Court had ruled in plan. Brown v. Board of Education that segregated schools were For teachers looking to supplement their lessons with unequal. Nonetheless, some state officials defied the rul- documents from the period, the online archive created ing. Arkansas Governor Orval Faubus was one of them. jointly by the Arkansas Democrat and Arkansas Gazette When Faubus ordered the state’s National Guard to sur- (www.ardemgaz.com/prev/central/index.html) and the round Central High and prevent the nine students from manuscript holdings of the Eisenhower Center (www. entering, President Dwight D. Eisenhower ordered the eisenhower.archives.gov/dl/LittleRock/littlerockdocu 101st Airborne Division to Little Rock to escort the students ments.html) are excellent resources. The Democrat and safely into the school and uphold the Supreme Court’s rul- Gazette, the two statewide newspapers of that era, provide ing.