Omega Psi Phi Fraternity and the Fight for Civil Rights
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Appendix File Anes 1988‐1992 Merged Senate File
Version 03 Codebook ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ CODEBOOK APPENDIX FILE ANES 1988‐1992 MERGED SENATE FILE USER NOTE: Much of his file has been converted to electronic format via OCR scanning. As a result, the user is advised that some errors in character recognition may have resulted within the text. MASTER CODES: The following master codes follow in this order: PARTY‐CANDIDATE MASTER CODE CAMPAIGN ISSUES MASTER CODES CONGRESSIONAL LEADERSHIP CODE ELECTIVE OFFICE CODE RELIGIOUS PREFERENCE MASTER CODE SENATOR NAMES CODES CAMPAIGN MANAGERS AND POLLSTERS CAMPAIGN CONTENT CODES HOUSE CANDIDATES CANDIDATE CODES >> VII. MASTER CODES ‐ Survey Variables >> VII.A. Party/Candidate ('Likes/Dislikes') ? PARTY‐CANDIDATE MASTER CODE PARTY ONLY ‐‐ PEOPLE WITHIN PARTY 0001 Johnson 0002 Kennedy, John; JFK 0003 Kennedy, Robert; RFK 0004 Kennedy, Edward; "Ted" 0005 Kennedy, NA which 0006 Truman 0007 Roosevelt; "FDR" 0008 McGovern 0009 Carter 0010 Mondale 0011 McCarthy, Eugene 0012 Humphrey 0013 Muskie 0014 Dukakis, Michael 0015 Wallace 0016 Jackson, Jesse 0017 Clinton, Bill 0031 Eisenhower; Ike 0032 Nixon 0034 Rockefeller 0035 Reagan 0036 Ford 0037 Bush 0038 Connally 0039 Kissinger 0040 McCarthy, Joseph 0041 Buchanan, Pat 0051 Other national party figures (Senators, Congressman, etc.) 0052 Local party figures (city, state, etc.) 0053 Good/Young/Experienced leaders; like whole ticket 0054 Bad/Old/Inexperienced leaders; dislike whole ticket 0055 Reference to vice‐presidential candidate ? Make 0097 Other people within party reasons Card PARTY ONLY ‐‐ PARTY CHARACTERISTICS 0101 Traditional Democratic voter: always been a Democrat; just a Democrat; never been a Republican; just couldn't vote Republican 0102 Traditional Republican voter: always been a Republican; just a Republican; never been a Democrat; just couldn't vote Democratic 0111 Positive, personal, affective terms applied to party‐‐good/nice people; patriotic; etc. -
Event Winners
Meet History -- NCAA Division I Outdoor Championships Event Winners as of 6/17/2017 4:40:39 PM Men's 100m/100yd Dash 100 Meters 100 Meters 1992 Olapade ADENIKEN SR 22y 292d 10.09 (2.0) +0.09 2017 Christian COLEMAN JR 21y 95.7653 10.04 (-2.1) +0.08 UTEP {3} Austin, Texas Tennessee {6} Eugene, Ore. 1991 Frank FREDERICKS SR 23y 243d 10.03w (5.3) +0.00 2016 Jarrion LAWSON SR 22y 36.7652 10.22 (-2.3) +0.01 BYU Eugene, Ore. Arkansas Eugene, Ore. 1990 Leroy BURRELL SR 23y 102d 9.94w (2.2) +0.25 2015 Andre DE GRASSE JR 20y 215d 9.75w (2.7) +0.13 Houston {4} Durham, N.C. Southern California {8} Eugene, Ore. 1989 Raymond STEWART** SR 24y 78d 9.97w (2.4) +0.12 2014 Trayvon BROMELL FR 18y 339d 9.97 (1.8) +0.05 TCU {2} Provo, Utah Baylor WJR, AJR Eugene, Ore. 1988 Joe DELOACH JR 20y 366d 10.03 (0.4) +0.07 2013 Charles SILMON SR 21y 339d 9.89w (3.2) +0.02 Houston {3} Eugene, Ore. TCU {3} Eugene, Ore. 1987 Raymond STEWART SO 22y 80d 10.14 (0.8) +0.07 2012 Andrew RILEY SR 23y 276d 10.28 (-2.3) +0.00 TCU Baton Rouge, La. Illinois {5} Des Moines, Iowa 1986 Lee MCRAE SO 20y 136d 10.11 (1.4) +0.03 2011 Ngoni MAKUSHA SR 24y 92d 9.89 (1.3) +0.08 Pittsburgh Indianapolis, Ind. Florida State {3} Des Moines, Iowa 1985 Terry SCOTT JR 20y 344d 10.02w (2.9) +0.02 2010 Jeff DEMPS SO 20y 155d 9.96w (2.5) +0.13 Tennessee {3} Austin, Texas Florida {2} Eugene, Ore. -
The First Section of This Document Narrates Southern Resistance to Integration from 1964 to 1967
q. # DOCUMENT RESUME ED 033.18 . VD 009..1,54. IMO . .. By-Bartley. Glenda: And Others Lawlessness and Disorder: Fourteen Years of Failure in Southern School Desegregation. Special Report. Southern Regional Council. Atlanta. Ca. Pub Date 1681 Note-66p. EDRS Price MF -$0.50 HC -$3.40 Descriptors -*Civil Rights Legislation. Discriminatory Legislation. Federal Government. Free Choice Transfer Programs. Integration Litigation. Law Enforcement. RacialIntegration. School Integration. School Segregation. Southern Attitudes. Southern Schools Identifiers-Alabama. Civil Rights Act of 1964 Title VI. Jefferson County. Macon County. U S Congress The first section of this document narrates Southern resistance to integration from 1964 to 1967. and the second relates the weakening of civil rights legislation through the influence of Southern Congressmen and other moderates in Congress. A detailed discussion of the Macon County and Jefferson County (Alabama) school desegregation decisions is presented in the Appendix. Charts are included. (KG) ANL 11111 OM_ SOUTHERN REGIONAL COUNCIL 5 Forsyth Street, N.W., Atlanta 3, Georgia LAWLESSNESS AND DISORDER Fourteen Years of Failurein Southern School Desegregation U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS, STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. LAWLESSNESS AND DISORDER Fourteen Years of Failure in Southern School Desegregation Thou hypocrite, first cast out the beam out of thine own eye; and then shalt thou see clearly to cast out F. the mote out of thy brother's eye. --Matthell, 7:5. Introduction. This report is the third in a period of four yearsin which the Southern Regional Council has attempted totell the nation of the deplorable degree of failurein the South to comply with the law of the land againstracial discrim- ination in education, and to suggest the terribleimplica- tions of this failure. -
Division I Men's Outdoor Track Championships Records Book
DIVISION I MEN’S OUTDOOR TRACK CHAMPIONSHIPS RECORDS BOOK 2020 Championship 2 History 2 All-Time Team Results 30 2020 CHAMPIONSHIP The 2020 championship was not contested due to the COVID-19 pandemic. HISTORY TEAM RESULTS (Note: No meet held in 1924.) †Indicates fraction of a point. *Unofficial champion. Year Champion Coach Points Runner-Up Points Host or Site 1921 Illinois Harry Gill 20¼ Notre Dame 16¾ Chicago 1922 California Walter Christie 28½ Penn St. 19½ Chicago 1923 Michigan Stephen Farrell 29½ Mississippi St. 16 Chicago 1925 *Stanford R.L. Templeton 31† Chicago 1926 *Southern California Dean Cromwell 27† Chicago 1927 *Illinois Harry Gill 35† Chicago 1928 Stanford R.L. Templeton 72 Ohio St. 31 Chicago 1929 Ohio St. Frank Castleman 50 Washington 42 Chicago 22 1930 Southern California Dean Cromwell 55 ⁄70 Washington 40 Chicago 1 1 1931 Southern California Dean Cromwell 77 ⁄7 Ohio St. 31 ⁄7 Chicago 1932 Indiana Billy Hayes 56 Ohio St. 49¾ Chicago 1933 LSU Bernie Moore 58 Southern California 54 Chicago 7 1934 Stanford R.L. Templeton 63 Southern California 54 ⁄20 Southern California 1935 Southern California Dean Cromwell 741/5 Ohio St. 401/5 California 1936 Southern California Dean Cromwell 103⅓ Ohio St. 73 Chicago 1937 Southern California Dean Cromwell 62 Stanford 50 California 1938 Southern California Dean Cromwell 67¾ Stanford 38 Minnesota 1939 Southern California Dean Cromwell 86 Stanford 44¾ Southern California 1940 Southern California Dean Cromwell 47 Stanford 28⅔ Minnesota 1941 Southern California Dean Cromwell 81½ Indiana 50 Stanford 1 1942 Southern California Dean Cromwell 85½ Ohio St. 44 ⁄5 Nebraska 1943 Southern California Dean Cromwell 46 California 39 Northwestern 1944 Illinois Leo Johnson 79 Notre Dame 43 Marquette 3 1945 Navy E.J. -
Remarks and a Question-And-Answer Session With
1092 July 17 / Administration of William J. Clinton, 1997 but how we're going to become one America if I had a voice like that, I could run for in the 21st century. We need your help. a third term, even though theÐ[laughter]. In September, I'm going home to Little I enjoyed meeting with your board mem- Rock to observe the 40th anniversary of the bers and JoAnne Lyons Wooten, your execu- integration of Little Rock Central High tive director, backstage. I met Vanessa Wil- School. When those nine black children were liams, who said, ``You know, I'm the presi- escorted by armed troops on their first day dent-elect; have you got any advice for me of school, there were a lot of people who on being president?'' True story. I said, ``I were afraid to stand up for them. But the do. Always act like you know what you're local NAACP, led by my friend Daisy Bates, doing.'' [Laughter] stood up for them. I want to say to you, I'm delighted to be Today, every time we take a stand that ad- joined here tonight by a distinguished group vances the cause of equal opportunity and of people from our White House and from excellence in education, every time we do the administration, including the Secretary of something that really gives economic Labor, Alexis Herman, and the Secretary of empowerment to the dispossessed, every Education, Dick Riley, and a number of oth- time we further the cause of reconciliation ers from the White House. -
LD5655.V855 1996.M385.Pdf (6.218Mb)
EDUCATING FOR FREEDOM: THE HIGHLANDER FOLK SCHOOL IN THE CIVIL RIGHTS MOVEMENT, 1954 TO 1964 by Jacqueline Weston McNulty Thesis submitted to the facutly of Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Master of Arts in History APPROVED: Yuu a Hayward Farrar, Chairman _ \ 4 A af 7 - “ : Lo f lA bn G UU. f Lake Ak Jo Peter Wallenstein Beverly Bunch-Ly ns February, 1996 Blacksburg, Virginia U,u LD 55S Y$55 199@ M2g5 c.2 EDUCATING FOR FREEDOM: THE HIGHLANDER FOLK SCHOOL IN THE CIVIL RIGHTS MOVEMENT, 1954 TO 1964 by Jacqueline Weston McNulty Dr. Hayward Farrar, Chairman History (ABSTRACT) This study explores how the Citizenship School Program of the Highlander Folk School shaped the grassroots leadership of the Civil Rights Movement. The thesis examines the role of citizenship education in the modern Civil Rights Movement and explores how educational efforts within the Movement enfranchised and empowered a segment of Southern black society that would have been untouched by demonstrations and federal voting legislation. Civil Rights activists in the Deep South, attempting to register voters, recognized the severe inadequacies of public education for black students and built parallel educational institutions designed to introduce black students to their rights as American citizens, develop local leadership and grassroots organizational structures. The methods the activists used to accomplish these goals had been pioneered in the mid-1950’s by Septima Clark and Myles Horton of the Highlander Folk School. Horton and Clark developed a successful curriculum structure for adult literacy and citizenship education that they implemented on Johns Island off the coast of South Carolina. -
Racial Literacy Curriculum Parent/Guardian Companion Guide
Pollyanna Racial Literacy Curriculum PARENT/GUARDIAN COMPANION GUIDE ©2019 Pollyanna, Inc. – Parent/Guardian Companion Guide | Monique Vogelsang, Primary Contributor CONTENTS INTRODUCTION Why is important to learn about and discuss race? 1 What is the Racial Literacy Curriculum? 1 How is the Curriculum Structured? 2 What is the Parent/Guardian Companion Guide? 2 How is the Companion Guide Structured? 3 Quick Notes About Terminology 3 UNITS The Physical World Around Us 5 A Celebration of (Skin) Colors We Are Part of a Larger Community 9 Encouraging Kindness, Social Awareness, and Empathy Diversity Around the World 13 How Geography and Our Daily Lives Connect Us Stories of Activism 17 How One Voice Can Change a Community (and Bridge the World) The Development of Civilization 24 How Geography Gave Some Populations a Head Start (Dispelling Myths of Racial Superiority) How “Immigration” Shaped the Racial and 29 Cultural Landscape of the United States The Persecution, Resistance, and Contributions of Immigrants and Enslaved People The Historical Construction of Race and 36 Current Racial Identities Throughout U.S. Society The Danger of a Single Story What is Race? 48 How Science, Society, and the Media (Mis)represent Race Please note: This document is strictly private, confidential Race as Primary “Institution” of the U.S. 55 and should not be copied, distributed or reproduced in How We May Combat Systemic Inequality whole or in part, nor passed to any third party outside of your school’s parents/guardians, without the prior consent of Pollyanna. PAGE ii ©2019 Pollyanna, Inc. – Parent/Guardian Companion Guide | Monique Vogelsang, Primary Contributor INTRODUCTION Why is it important to learn about and discuss race? Educators, sociologists, and psychologists recommend that we address concepts of race and racism with our children as soon as possible. -
Negro Historiography with Special Emphasis on Negro Historians of the New School
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 5-1968 Negro Historiography With Special Emphasis on Negro Historians of the New School Ella D. Lewis Douglas Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the Sociology Commons Recommended Citation Douglas, Ella D. Lewis, "Negro Historiography With Special Emphasis on Negro Historians of the New School" (1968). All Graduate Plan B and other Reports. 689. https://digitalcommons.usu.edu/gradreports/689 This Report is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. NEGROHISTORIOGRA PHY WITH SPECIAL EMPHASIS ON NEGROHISTORIANS OF THE NEWSCHOOL by Ella D. Lewis Douglas Report No. 1 submitted in partial fulfillment of the requirements for the degree of MASTEROF SCIENCE in Socia l Scie nc e Plan B UTAH STATE UNIVERSITY Logan , Uta h 1968 ii ACKNOWLEDGMENTS Special attention is given here to the racial leaders of twenty years ago who spoke of developing race-pride an d stimulating race consciousness, and of the desirability of rac e solidarity. This report is a special tribute to them. The writer is also indebted to Dr s. G, S. Huxford and Douglas D. Alder for the courtesy and encourageme nt which they extended in the construct ing of this report. Ella D. Lewis Douglas TABLE OF CONTENTS Page ACKNOWLEDGMENTS ii Chapter I. -
Will the Circle Be Unbroken?" Program Files and Sound Recordings, 1956-1999 (Bulk 1983-1998)
SOUTHERN REGIONAL COUNCIL "Will the Circle Be Unbroken?" program files and sound recordings, 1956-1999 (bulk 1983-1998) Emory University Stuart A. Rose Manuscript, Archives, and Rare Book Library Atlanta, GA 30322 404-727-6887 [email protected] Descriptive Summary Creator: Southern Regional Council Title: "Will the Circle Be Unbroken?" program files and sound recordings, 1956-1999 (bulk 1983-1998) Call Number: Manuscript Collection No. 934 Extent: 35 linear feet (55 boxes) and 82.7 MB born digital material (457 files) Abstract: Program files and sound recordings from the award winning radio documentary, "Will the Circle Be Unbroken?: An Audio History of the Civil Rights Movement in Five Southern Communities and the Music of Those Times," produced by the Southern Regional Council (SRC). The collections consists of interview transcripts, audiovisual materials, born digital materials, scripts, program research files, and production files. Language: Materials entirely in English. Administrative Information Restrictions on Access Access to processed born digital materials is only available in the Stuart A. Rose Manuscript, Archives, and Rare Book Library (the Rose Library). Use of the original digital media is restricted. Terms Governing Use and Reproduction All requests subject to limitations noted in departmental policies on reproduction. Special restrictions also apply: The collection contains some copies of original materials held by other institutions; these copies may not be reproduced without the permission of the owner of the originals. Use copies have not been made for the audiovisual materials at this time. Researchers must contact the Rose Library in advance for access to these materials. Emory Libraries provides copies of its finding aids for use only in research and private study. -
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. -
Cold War Anticommunism and the Long Civil Rights Movement in America by Kierstin Stewart a Thesis Submitted To
The Black Scare: Cold War Anticommunism and the Long Civil Rights Movement in America By Kierstin Stewart A thesis submitted to the Faculty of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for the MA degree in History University of Ottawa © Kierstin Stewart, Ottawa, Canada, 2016 ii Table of Contents Introduction………………............................................................................................................v Chapter One: The “Exaggerated” American: Strategy Split and Subversion................................1 Chapter Two: Black Culture and Subversion...............................................................................48 Chapter Three: The Death of the “Exaggerated” American.........................................................96 Epilogue......................................................................................................................................134 Bibliography...............................................................................................................................148 iii Abstract This thesis discusses the impact of the Cold War on the Long African American Civil Rights Movement in the US from 1945 into the early 1970s. I seek to address the historiography that argues that the Cold War was an animating or galvanizing force behind the Civil Rights movement. I argue that black strategies of activism and black thought during the long civil rights era were directly or indirectly influenced by Cold War politics. Strategies towards freedom -
Martin Luther King Jr., Cesar Chavez, and the Images of Their Movements
MIXED UP IN THE MAKING: MARTIN LUTHER KING JR., CESAR CHAVEZ, AND THE IMAGES OF THEIR MOVEMENTS A Dissertation presented to the Faculty of the Graduate School University of Missouri-Columbia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by ANDREA SHAN JOHNSON Dr. Robert Weems, Jr., Dissertation Supervisor MAY 2006 © Copyright by Andrea Shan Johnson 2006 All Rights Reserved The undersigned, appointed by the Dean of the Graduate School, have examined the dissertation entitled MIXED UP IN THE MAKING: MARTIN LUTHER KING JR., CESAR CHAVEZ AND THE IMAGES OF THEIR MOVEMENTS Presented by Andrea Shan Johnson A candidate for the degree of Doctor of Philosophy of History And hereby certify that in their opinion it is worthy of acceptance. __________________________________________________________ Professor Robert Weems, Jr. __________________________________________________________ Professor Catherine Rymph __________________________________________________________ Professor Jeffery Pasley __________________________________________________________ Professor Abdullahi Ibrahim ___________________________________________________________ Professor Peggy Placier ACKNOWLEDGEMENTS I owe thanks to many people for helping me in the completion of this dissertation. Thanks go first to my advisor, Dr. Robert Weems, Jr. of the History Department of the University of Missouri- Columbia, for his advice and guidance. I also owe thanks to the rest of my committee, Dr. Catherine Rymph, Dr. Jeff Pasley, Dr. Abdullahi Ibrahim, and Dr. Peggy Placier. Similarly, I am grateful for my Master’s thesis committee at Indiana University-Purdue University at Indianapolis, Dr. Annie Gilbert Coleman, Dr. Nancy Robertson, and Dr. Michael Snodgrass, who suggested that I might undertake this project. I would also like to thank the staff at several institutions where I completed research.