Getting Into “Good Trouble”

Total Page:16

File Type:pdf, Size:1020Kb

Getting Into “Good Trouble” GETTING INTO “GOOD TROUBLE” “Do not get lost in a sea of despair. Be hopeful, be optimistic. Our struggle is not the struggle of a day, a week, a month, or a year, it is the struggle of a lifetime. Never, ever be afraid to make some noise and get in good trouble, necessary trouble.” John Lewis, June 2018 The Hon. John Robert Lewis – February 21, 1940 - July 17, 2020 The Rev. Cordy Tindell “CT” Vivian – July 30, 1924 - July 17, 2020 How shall we remember these lions of the Civil Rights Movement? What is the worth of a man who spends his whole life getting into “good trouble”? On the same day in 2020, the youngest speaker at the 1963 March on Washington, and the first author chronicling the Civil Rights Movement (1970) passed away. Within hours of each other, the only one of the March on Washington “Big Six” to go to Congress (17 consecutive terms), and the most prolific and long-running civil rights organizer took their last breaths. Who could have imagined that these two men, separated in age by 15 years, who lived parallel lives as they worked together in the Civil Rights Movement, would spend the last 50 years residing in the same city, Atlanta, and would die on the same day? Both men were Baptist Ministers Both worked together with the Nashville, TN Student Movement Both men participated in the Freedom Rides of 1961 Both were arrested on July 7, 1961 and spent time in Parchman Prison, Mississippi Both were leaders in the organization of the March on Washington Both were subjected to violence and police brutality, and were jailed multiple times Both were recipients of multiple honors and awards Both men received the country’s highest honor: the Medal of Freedom Both men were famously effective at organizing, advocating and persuading people In his famous speech of 9/12/2014, “What is a man worth?”, CT Vivian questioned how our value as African Americans was to be measured, since we were brought to the U.S. by deception and sold as property. Could a man’s worth be measured by the price paid for him? Can we, as children of God, be valued based on the work or services we provide? 1 Today, as we bid goodbye to these two giants of the Civil Rights Movement, and as we consider all the great things they have accomplished to advance the struggle for equity and freedom, the question answers itself. Reviewing their lives and accomplishments reminds us that no effort to debase us as property, to deny our liberty, to prevent our literacy, or to refuse us the franchise can ever negate our sacred humanity. Although a debt remains owed to African Americans as major contributors to construction of the greatest economy on earth, the two great lives of Lewis and Vivian, free of hatred, bitterness or revenge, continue to inspire us, and show us the path to a greater tomorrow. In 1924, Cordy Tindell Vivian was born in Boonville, Missouri, and raised from an early age in Illinois. He had early instincts to right the wrongs of injustice. In his first job after college, at the Carver Community Center in Peoria, IL, he participated in sit-in demonstrations there that successfully desegregated the Barton’s Cafeteria in 1947. When he moved to Nashville, TN to study for the ministry at American Baptist Theological Seminary, he joined the Nashville Student Movement, where students from American Baptist, Fisk and Tennessee State were learning and practicing nonviolence, and engaging in direct action protest. There, he met John Lewis, a teen who was also studying for ministry at American Baptist, and who, along with Diane Nash and other student organizers, was learning the Mohandas Gandhi method of nonviolent action under James Lawson, as part of the Nashville Student Movement. John Lewis, a native of Troy, Alabama, was born in 1940 to a sharecropping family. He aspired to be a preacher from the age of 5, and preached his first public sermon at age 15. As he experienced discrimination and segregation in his own town, he became activated around issues of the Civil Rights Movement as he followed the work of Dr. Martin Luther King and the 1955 2 Montgomery Bus Boycott. His own civil rights activity began to take shape once he moved to Nashville, Tennessee to attend seminary, and there he organized and participated in sit-in demonstrations, bus boycotts and protest marches as part of the Nashville Student Movement. C.T. Vivian joined in their activities to fight against segregated lunch counters and public transportation. In April 1960, Vivian and Diane Nash, led a peaceful march of 4,000 students down to City Hall to discuss these problems with Nashville Mayor, Ben West, which led to West making a public statement denouncing racial discrimination Both Lewis and Vivian were arrested and jailed countless times. Both endured attacks and beatings at the hands of counter-protesters, the Ku Klux Klan, prison guards and police. Yet, they never fought back, and they continued to stand firm in the truth that freedom must be won. During the Freedom Rides of 1961, Lewis was attacked and beaten several times. The Freedom Rides were initiated to pressure the federal government to enforce the Supreme Court rulings, Keys vs. Carolina Coach Company (1955), specifically declaring segregation in interstate bus travel as unconstitutional, and Boynton vs. Virginia (1960), which also outlawed segregation in restaurants and terminals of interstate bus stations. The Freedom Riders were within their rights to oppose the Jim Crow segregation laws, and the federal government was slow to intervene and protect them. Lewis, at age 21, was the first rider to be assaulted during the Freedom Rides, when he attempted to enter a whites only waiting room in South Carolina, and two White men attacked him, disfiguring his face, kicking him in the ribs and injuring him severely. Yet, two weeks later Lewis was on the Freedom Ride to Mississippi, where both he and Vivian were among many who were arrested and imprisoned in Mississippi’s notorious 3 Parchman Prison. According to Lewis, the governor had ordered the guards to break the riders’ spirits. Lewis was kept there for 40 days; Vivian was brutally beaten by prison guards. The courage of these civil rights leaders was phenomenal – as they faced danger, endured violent attacks and imprisonment, risking injury and death. Lewis later said, "We were determined not to let any act of violence keep us from our goal. We knew our lives could be threatened, but we had made up our minds not to turn back." (“The Freedom Riders, Then and Now”, Smithsonian Magazine, 9/24/12). Such was the courage of these young people that, when the Freedom Rides organizer, Congress for Racial Equality (CORE) abandoned the Freedom Rides project as becoming too violent, Lewis and Diane Nash were among the Nashville Student Movement leaders who took up the cause and re-organized the Freedom Rides. Nash insisted on continuing the rides believing that the nonviolent action of Freedom Rides was necessary despite the dangers they were facing at the hands of mobs and lawless police. The student leaders gathered groups of Blacks and Whites to continue the rides into major cities in the Deep South. There the buses were often met by unruly mobs and the Ku Klux Klan, supported and condoned by the police. The riders were routinely beaten, left unconscious on the roadside, ambulances would refuse to take them to the hospital, the buses bombed and burned, and the riders were imprisoned. Yet they kept on riding. At least 436 people took part in over 60 freedom rides, from May to December 1961. Finally, the Interstate Commerce Commission issued federal regulations directing state compliance with the federal laws against segregation in interstate transportation. The Freedom Rides were a success. The Freedom Riders had won for Blacks the right to travel anywhere, sit anywhere, eat anywhere, and use any restroom in any town that they pleased. 4 In 1963, Lewis was the youngest speaker at the March on Washington, where Martin Luther King gave his “I have a Dream” speech. The march and the continued nonviolent protests led to passage of the Civil Rights Act of 1964. In 1965, Lewis and Vivian traveled to Alabama to support the efforts of the Montgomery Improvement Association to demand voting rights for Blacks, who were facing barriers to their right to register and vote, such as poll taxes, literacy tests, brute force, deception and imprisonment. Lewis was one of the student leaders of the Student Nonviolent Coordinating Committee (SNCC), and Vivian represented the Southern Christian Leadership Council (SCLC). That February, as Vivian stood on the courthouse steps demanding that Black people be allowed to enter and register, an officer sucker punched him and knocked him to the ground. Vivian simply stood back up and continued to make his case. The officers blocking the courthouse door arrested and jailed Vivian. The entire scene was caught on TV cameras and broadcast nationwide. Not one month later, on March 7, Lewis was among the leaders who crossed the Edmund Pettus Bridge, in a peaceful march from Selma to Montgomery, on the way to the Alabama Capitol to demand the right to vote. Police waiting at the end of the bridge ordered the marchers to turn around, but before they could comply, the police attacked and brutally beat them. Lewis’ skull was fractured and he had a concussion. Another demonstrator, Amelia Boynton, was beaten unconscious and left at the edge of the bridge.
Recommended publications
  • Rev. James M. Lawson, Jr
    Rev. James M. Lawson, Jr. “Labor, Racism, and Justice in the 21st Century” The 2015 Jerry Wurf Memorial Lecture The Labor and Worklife Program Harvard Law School JERRY WURF MEMORIAL FUND (1982) Harvard Trade Union Program, Harvard Law School The Jerry Wurf Memorial Fund was established in memory of Jerry Wurf, the late President of the American Federation of State, County and Munic- ipal Employees (AFSCME). Its income is used to initiate programs and activities that “reflect Jerry Wurf’s belief in the dignity of work, and his commitment to improving the quality of lives of working people, to free open thought and debate about public policy issues, to informed political action…and to reflect his interests in the quality of management in public service, especially as it assures the ability of workers to do their jobs with maximum effect and efficiency in environments sensitive to their needs and activities.” Jerry Wurf Memorial Lecture February 19, 2015 Rev. James M. Lawson, Jr. “Labor, Racism, and Justice in the 21st Century” Table of Contents Introduction Naomi Walker, 4 Assistant to the President of AFSCME Keynote Address Rev. James M. Lawson, Jr. 7 “Labor, Racism, and Justice in the 21st Century” Questions and Answers 29 Naomi Walker, Assistant to the President of AFSCME Hi, good afternoon. Who’s ready for spring? I am glad to see all of you here today. The Jerry Wurf Memorial Fund, which is sponsoring this forum today, was established in honor of Jerry Wurf, who was one of AFSCME’s presidents from 1964 till 1981. These were really incredibly formative years for our union and also nationally for this nation.
    [Show full text]
  • Address at Youth March for Integrated Schools in Washington, D.C., Delivered by Coretta Scott King the Martin Luther King, Jr. P
    25 Oct vividly, is the vast outpouring of sympathy and affection that came to me literally 1958 from everywhere-from Negro and white, from Catholic, Protestant and Jew, from the simple, the uneducated, the celebraties and the great. I know that this affection was not for me alone. Indeed it was far too much for any one man to de- serve. It was really for you. It was an expression of the fact that the Montgomery Story had moved the hearts of men everywhere. Through me, the many thou- sands of people who wrote of their admiration, were really writing of their love for you. This is worth remembering. This is worth holding on to as we strive on for Freedom. And finally, as I indicated before, the experience I had in New York gave me time to think. I believe that I have sunk deeper the roots of my convic- tion that (non-violent}resistence is the true path for overcoming in- justice and- for stamping out evil. May God bless you. TAD. MLKP-MBU: Box 93. The Martin Luther King, Jr. Papers Project Address at Youth March for Integrated Schools in Washington, D.C., Delivered by Coretta Scott King 25 October 1958 New York, N.Y. At the Lincoln Memorial Coretta Scott King delivered these remarks on behalf of her husband to ten thousand people who had marched down Constitution Avenue in support of school integration.’ During the march Harry Belafonte led a small integrated contingent of students to the White House to meet the president. They were met at the gate by a guard who informed them that neither the president nor any of his assistants would be available.
    [Show full text]
  • Leaders of the March on Washington for Jobs and Freedom Biographical Information
    “The Top Ten” Leaders of the March on Washington for Jobs and Freedom Biographical Information (Asa) Philip Randolph • Director of the March on Washington for Jobs and Freedom. • He was born on April 15, 1889 in Crescent City, Florida. He was 74 years old at the time of the March. • As a young boy, he would recite sermons, imitating his father who was a minister. He was the valedictorian, the student with the highest rank, who spoke at his high school graduation. • He grew up during a time of intense violence and injustice against African Americans. • As a young man, he organized workers so that they could be treated more fairly, receiving better wages and better working conditions. He believed that black and white working people should join together to fight for better jobs and pay. • With his friend, Chandler Owen, he created The Messenger, a magazine for the black community. The articles expressed strong opinions, such as African Americans should not go to war if they have to be segregated in the military. • Randolph was asked to organize black workers for the Pullman Company, a railway company. He became head of the Brotherhood of Sleeping Car Porters, the first black labor union. Labor unions are organizations that fight for workers’ rights. Sleeping car porters were people who served food on trains, prepared beds, and attended train passengers. • He planned a large demonstration in 1941 that would bring 10,000 African Americans to the Lincoln Memorial in Washington, DC to try to get better jobs and pay. The plan convinced President Roosevelt to take action.
    [Show full text]
  • MARTIN LUTHER KING and the PHILOSOPHY of NONVIOLENCE Wikimedia Commons Wikimedia
    Bill of Rights Constitutional Rights in Action Foundation SUMMER 2017 Volume 32 No4 MARTIN LUTHER KING AND THE PHILOSOPHY OF NONVIOLENCE Wikimedia Commons Wikimedia Martin Luther King, Jr. addressing the crowd of about 250,000 people at the March on Washington in August 1963. Martin Luther King, Jr. is remembered for his achievements The man, who turned out to be an American Nazi Party in civil rights and for the methods he used to get there — member, continued to flail. namely, nonviolence. More than just a catchphrase, more than just the “absence of violence,” and more than just a tactic, The integrated audience at first thought the whole nonviolence was a philosophy that King honed over the thing was staged, a mock demonstration of King’s non- course of his adult life. It has had a profound, lasting influ- violent philosophy in action. But as King reeled, and real ence on social justice movements at home and abroad. blood spurted from his face, they began to realize it was In September 1962, King convened a meeting of the no act. Finally, several SCLC members rushed the stage Southern Christian Leadership Conference (SCLC), the to stop the attack. main organizational force behind his civil rights activism, But they stopped short when King shouted, “Don’t in Birmingham, Alabama. King was giving a talk on the touch him! Don’t touch him! We have to pray for him.” need for nonviolent action in the face of violent white The SCLC men pulled the Nazi off King, who was beaten racism when a white man jumped on stage and, without so badly he couldn’t continue the speech.
    [Show full text]
  • 1 Reverend C.T. Vivian, in Memoriam August 21, 2020 During the Civil
    Reverend C.T. Vivian, In Memoriam August 21, 2020 During the Civil Rights Movement many Americans bravely urged our nation to keep its promise of equality for all, but very few met the face of racism, violence, and fear with a clarion call for justice that remains seared in the national memory. “We are willing to be beaten for democracy and you misuse democracy in the streets”1 once said a young Cordy Tindell (“C.T.”) Vivian in Selma, Alabama to Sheriff Jim Clark, as Vivian led a peaceful Black voter registration march in 1965. Reverend Vivian offered these words after Sheriff Clark, acting under color of law, punched Vivian in the mouth on the Selma courthouse steps in front of television cameras with force so great that it both made Vivian bleed and broke Clark’s hand. This moment crystalized the contest and cost of facing segregation, injustice, and brutality with courage, fortitude, and selflessness. Sheriff Clark became a face of injustice, and Vivian the face of Americans seeking justice. C.T. Vivian was an unrelenting advocate for non-violent change to which he was inalterably committed throughout his life. Recalling the courthouse confrontation, Vivian recounted, “with Jim Clark it was a clear engagement…you do not walk away from that you continue to answer it.”2 In his words, “We have proven that we can solve social problems without violence if we choose.”3 C.T. Vivian spoke of Black Americans’ aspiration for equality, and, as we would learn, he spoke of destiny. He was a fearless fighter for equality in a cause that was paved with his sacrifices and those of so many others.
    [Show full text]
  • Biographical Description for the Historymakers® Video Oral History with Reverend James Bevel
    Biographical Description for The HistoryMakers® Video Oral History with Reverend James Bevel PERSON Bevel, James L. (James Luther), 1936- Alternative Names: Reverend James Bevel; Life Dates: October 19, 1936-December 19, 2008 Place of Birth: Itta Bena, Mississippi, USA Residence: Chicago, Illinois Occupations: Civil Rights Activist; Minister Biographical Note Civil rights activist Reverend James Luther Bevel was born in Itta Bena, Mississippi, on October 19, 1936. After a stint in the services, Bevel was called to the ministry and enrolled in the American Baptist Theological Seminary in Nashville, Tennessee. While in the Seminary, Bevel joined the Nashville chapter of the Southern Christian Leadership Conference (SCLC), then led by the Reverend James Lawson. (SCLC), then led by the Reverend James Lawson. In 1960, Bevel and other black students trained by Lawson, including John Lewis, Dianne Nash, Marion Barry, and Bernard Lafayette, organized sit-ins against segregated lunch counters. Eventually Bevel and his colleagues won a hard-fought, nonviolent victory; soon after, as chairman of the Nashville student movement, Bevel participated in Freedom Rides to desegregate interstate travel and public accommodations throughout the South. In his home state, Bevel created the SCLC Mississippi Project for voting rights in 1962. In 1963, Bevel was compelled to join the desegregation struggle being waged by Dr. Martin Luther King, Jr. and the Reverend Fred Shuttlesworth in Birmingham, Alabama. When King was jailed, Bevel organized black children and marched against Commissioner Bull Connor's fire hoses and police dogs. The "Children's Crusade," as the movement led by Bevel came to be known, turned the media tide in the favor of the desegregationists.
    [Show full text]
  • African American Heritage
    JOIN USINCELEBRATING African American Heritage 1868-1963W. E. B. DuBois W.E.B. DuBois was born in 1868 in Great Barrington, MA and was a historian, sociolo- gist, and black protest leader. He was one of the most influential black leaders of the 20th century and he was among the civil rights pio- neers who used their scholarly skills to advance the cause of black Americans. He was also one of the founders of the NAACP. DuBois advocated leadership and advance- ment of the masses through an educated black elite, which he defined as the “talented tenth.” He received a B.A. degree from Fisk University in 1888, and a second B.A. degree in 1890 from Harvard University. He went on to earn M.A. and Ph.D. degrees from Harvard University. 1929-1968Dr. Martin Luther King, Jr. Dr. Martin Luther King Jr. was born in Alabama, the son of a minister. Through his own subsequent career in the ministry, King became involved in the Civil Rights Movement. King wrote and spoke publicly against racial inequality and knowingly disobeyed laws which he believed to be unjust. As a leader in the Civil Rights Movement his oratory was convincing and inspiring to many, and he led the famous March from Selma to Montgomery, Alabama in 1965. In 1964, Dr. Martin Luther King Jr. was awarded the Nobel Peace Prize, a direct result of his advocation of nonviolence as a strategy for opposition. 1908Thurgood - 1993 Marshall Thurgood Marshall was born in 1908 in Baltimore, Maryland. In 1930 Marshall graduated from Lincoln University.
    [Show full text]
  • Martin Luther King Jr January 2021
    Connections Martin Luther King Jr January 2021 U.S. DEPARTMENT OF THE INTERIOR PMB Administrative Services and the Office of Diversity, Inclusion and Civil Rights Message from the Deputy Assistant Secretary for Administrative Services January 2021 Dear Colleagues, The life and legacy of the Rev. Dr. Martin Luther King, Jr., inspires me every day, particularly when the troubles of the world seem to have placed what appear to be insurmountable obstacles on the path to achieving Dr. King’s vision. Yet I know that those obstacles will eventually melt away when we focus our hearts and minds on finding solutions together. While serving as leaders of the civil rights movement, Dr. and Mrs. King raised their family in much the same way my dear parents raised my brothers and myself. It gives me comfort to know that at the end of the day, their family came together in love and faith the same way our family did, grateful for each other and grateful knowing the path ahead was illuminated by a shared dream of a fair and equitable world. This issue of Connections begins on the next page with wise words of introduction from our collaborative partner, Erica White-Dunston, Director of the Office of Diversity, Inclusion and Civil Rights. Erica speaks eloquently of Dr. King’s championing of equity, diversity and inclusion in all aspects of life long before others understood how critically important those concepts were in creating and sustaining positive outcomes. I hope you find as much inspiration and hope within the pages of this month’s Connections magazine as I did.
    [Show full text]
  • Rosa Parks and the Black Freedom Struggle in Detroit Downloaded From
    Jeanne Theoharis “The northern promised land that wasn’t”: Rosa Parks and the Black Freedom Struggle in Detroit Downloaded from n 2004, researchers asked could stand to be pushed”—42- high school students across year-old Rosa Parks refused to give Ithe U.S. to name their top ten up her seat on the bus. This was “most famous Americans in his- not the first time she had resisted tory” (excluding presidents) from on the bus, and numerous other http://maghis.oxfordjournals.org/ “Columbus to the present day.” black Montgomerians had also Sixty percent listed Rosa Parks, who been evicted or arrested over the was second in frequency only to years for their resistance to bus Martin Luther King, Jr (1). There is segregation. For the next 381 days, perhaps no story of the civil rights faced with city intransigence, police movement more familiar to stu- harassment, and a growing White dents than Rosa Parks’ heroic 1955 Citizens’ Council, Rosa Parks, along- bus stand in Montgomery, Alabama side hundreds of other Montgomeri- and the year-long boycott that ans, worked tirelessly to maintain ensued. And yet, perhaps because the boycott. On December 20, 1956, at University of Birmingham on August 24, 2015 of its fame, few histories are more with the Supreme Court’s decision mythologized. In the fable, racial outlawing bus segregation, Mont- injustice was rampant in the South gomery’s buses were desegregated. (but not the rest of the nation). A Yet the story is even more quiet seamstress tired from a day’s multi-dimensional than previously work without thought refused to recognized.
    [Show full text]
  • Lesson: Violence in History and the Alternative of Nonviolence
    Ahimsa Center K-12 Lesson Plan Violence in History and the Alternative of Nonviolence Kristy Smith, Mariemont Elementary, Sacramento, CA. 5-8th grade, Social Studies Duration of Lesson: 60 minutes, 3-5 days Lesson Abstract: A narrative of violence riddles our U.S. social studies curriculum. In this lesson students investigate the example Gandhi set for others to not engage in violence when oppressed. We will explore the alternative and effectiveness of nonviolence as an alternative, and specifically look at the example of Gandhi’s Salt March. Students will then be able to apply and demonstrate this concept of nonviolence to their own life. Guiding Questions: What are the alternatives to war and violence? What is Gandhi’s concept of satyagraha? How did Gandhi demonstrate or use the principles of nonviolence in the Salt March? How can students apply the principles of nonviolence and satyagraha to their lives? Relevant State/National Standards: 1.0 Listening and Speaking Strategies: 1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture. 1.4 Select a focus, organizational structure, and point of view for an oral presentation. 1.5 Clarify and support spoken ideas with evidence and examples. 1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures. Content Essay: Students often encounter acts of physical and verbal violence daily in our schools and society. Violence infiltrates our televisions, video games, and computer screens. It is propagated by images of war in the world, and a focus on conflict and bloodshed in our social studies textbooks as a way of telling history.
    [Show full text]
  • Women in the Modern Civil Rights Movement
    Women in the Modern Civil Rights Movement Introduction Research Questions Who comes to mind when considering the Modern Civil Rights Movement (MCRM) during 1954 - 1965? Is it one of the big three personalities: Martin Luther to Consider King Jr., Malcolm X, or Rosa Parks? Or perhaps it is John Lewis, Stokely Who were some of the women Carmichael, James Baldwin, Thurgood Marshall, Ralph Abernathy, or Medgar leaders of the Modern Civil Evers. What about the names of Septima Poinsette Clark, Ella Baker, Diane Rights Movement in your local town, city or state? Nash, Daisy Bates, Fannie Lou Hamer, Ruby Bridges, or Claudette Colvin? What makes the two groups different? Why might the first group be more familiar than What were the expected gender the latter? A brief look at one of the most visible events during the MCRM, the roles in 1950s - 1960s America? March on Washington, can help shed light on this question. Did these roles vary in different racial and ethnic communities? How would these gender roles On August 28, 1963, over 250,000 men, women, and children of various classes, effect the MCRM? ethnicities, backgrounds, and religions beliefs journeyed to Washington D.C. to march for civil rights. The goals of the March included a push for a Who were the "Big Six" of the comprehensive civil rights bill, ending segregation in public schools, protecting MCRM? What were their voting rights, and protecting employment discrimination. The March produced individual views toward women one of the most iconic speeches of the MCRM, Martin Luther King Jr.’s “I Have a in the movement? Dream" speech, and helped paved the way for the Civil Rights Act of 1964 and How were the ideas of gender the Voting Rights Act of 1965.
    [Show full text]
  • Nce Upon a Time in America
    Don’t sugarcoat history in teaching the civil rights movement. Students deserve the full NCE UPON A TIME truth about both the racial bias that caused it and our hesitant steps toward freedom. IN AMERICA BY ALICE PETTWAY ILLUSTRATON BY DAVID VOGIN 44 TEACHING TOLERANCE TEAH C ING THE MovEMENT E VERYONE loves FAIRY tales—the easily identifiable villain, the flawless hero and, of course, the happily ever after. So it’s not surprising that teachers of the civil rights movement often skip the more confusing or distasteful aspects of that era, such as the dissension among black leaders and the racism that was widespread then, even among moderate white Southerners. Fairy tales have a place in our cul- ture, but when history’s thorns are pruned until our past becomes just another story, we are doing a disservice to both our students and ourselves. NCE UPON A TIME This school year we will mark the 50th anniversaries of many pivotal events in the civil rights movement. It would be easy to teach the familiar heroes and villains, but 1963 was messier than that. That year was a turning point in the movement—a period when civil rights leaders overcame differing viewpoints to conclude that small successes were no longer enough. If equal rights were to be IN AMERICA attained, hard decisions had to be made—and acted upon. The cast of 1963 includes the figures students already expect to see on the stage: Martin Luther King Jr., President John F. Kennedy and T. Eugene (Bull) Connor, the public safety commissioner in Birmingham, Ala.
    [Show full text]